http://etd.aau.edu.et:80/dspace/handle/123456789/449 Search the Channel search http://etd.aau.edu.et:80/dspace/simple-search http://etd.aau.edu.et:80/dspace/handle/123456789/4335 Title: AN ASSESSMENT OF ALTERNATIVE PRIMARY EDUCATION PROGRAMS IN TWO NATIONAL REGIONAL STATES OF RURAL ETHIOPIA <br/> <br/>Authors: BERHANU, SEBOKA <br/> <br/>Abstract: It is now about a century since modem education began in Ethiopia. However, the desire to universalize primary education and equitable access remained a matter of great concern. Problems of access, equity, relevance, quality and financial constraints are challenges that characterized the Ethiopian education system and the hope for UPE in Ethiopia still seems a distant. In spite of the pledge to ensure the rights of all children to primary education; a great majority of children (about 60 percent) are out of the primary school system. Against this background and recognizing the limitations of the formal schooling some NGOs have initiated an alternative primary education programs in recent years. The purpose of this study was thus, to explore the main features and feasibility of these programs and see whether they can help to speed up UPE in the Ethiopian context. The study has made a brief review of the literature and concepts behind alternative paths to UPE. Then methods of investigation was developed, administered and analyzed up on which findings were drawn. Results of the study showed the potential benefits of the alternative approaches and the untapped areas of partnerships and exploitable resources at the grass-roots. The main features of the alternative, programs and the non-governmental approaches to primary education were found to be acceptable and attractive at the grass-root level if cultivated and maintained properly. Low cost small schools nearer to the home of children, flexible learning schedule, use of local instructors/paraprofessionals and greater community involvement have been found to increase girl's enrollment, minimize drop-out rates and was responsive to the opportunity costs of the student's time. Results of student achievement in grade two on the three core subject areas were found to be positive in relative terms . Though the number of students who satisfied the agreed acceptable level of learning (75% score) were 46 percent almost about 90 percent of them have scored a pass-mark (50%). The obtained estimation results of the upper and lower confidence interval of the mean revealed that out of 100 similar samples taken from a similar population, about 95% will have a mean value of 61 to 70 percent in language, 63 t073 percent in basic arithmetic and 72 to 76 percent in environmental science. The obtained result was significant at the confidence interval of 95% at p-value 0.05. Environmental science was the best subject performed by the majority of the students while language was the least performed subject area. viii The existing external environment (political, socio-cultural and the technical soundness of the programs were found to be more of opportunities for NGO operation, while the economic environment was perceived as a threat by the majority of the respondents. The aggregated mean value was rated low (2.3 out of possible scores of5). Furthermore, quality issues related to learning materials, teacher's competence and the classroom atmosphere were found to be a matter of concern for parents and educators and was assumed to threaten the sustainability of the programs. Financial constraints and certain aspects (time, material and leadership) of institutional feasibility associated with the providing agencies were also perceived a potential threat, particularly by the decision makers. Thus, it was suggested that in addition to making school places accessible to the needy child, the actual learning environment also requires certain quality improvements and it is concluded that before this happens, it is not recommendable to expand the programs in a wider scale. Prior to that, providing agencies also need to develop their capacity in all aspects (human, financial and technical).They should link the programs to technical experts and need to sharpen their managerial and leadership skills. To do these, the adoption of a strategic approach in planning and management was suggested as a means to an end. If the programs are to bear fruits the government has to formulate a specific policy for such programs and need to assume a lead role by integrating the system into the national education plan (ESDP) with out neglecting the necessary conditions and resources (human, material and financial) required for effective alternative approaches in basic primary education. http://etd.aau.edu.et:80/dspace/handle/123456789/4240 Title: TEACHER RETENTION AND ATTRITION IN BENISHANGUL - GUMUZ REGIONAL STATE <br/> <br/>Authors: TESFAYE, W/MICHAEl <br/> <br/>Abstract: The study assessed some of the main factors that affect the retention and attrition rate of teachers in the Regional State of Benishangul - Gumuz. The sample consisted 235 teachers who were drawn from 19 primary and 6 secondary schools. Simple random sampling method was used to select the primary schools and a purposful sampling approach was employed in selecting the secondary schools. In order to address the study's objectives, a descriptive survey method was also used. To gather the necessary data, a questionnaire, unstructured interviews, and documents were the main instruments employed. The data accumulated from these documents was analysed in percentages and statistical techniques such as the T-test, Chisquare, and ANOVA. The results obtained from the study suggest that the reasons for leaving the profession were lack of ability to transfer from one region to another and an inadequate opportunity to extend one's education. In addition, most teachers seem to be dissatisfied because of the absence of incentives, such as hardship allowance payment thought to be justified because of the working conditions in the areas. Furthermore, findings reveal that most teachers appear to be displeased with the technical support rendered by supervisors and experts in the region. Moreover, majority of the high school teachers would change their profession even when paid on the same salary scale. The study also suggested that high school teachers attrition rate was higher than the primary school teachers. Based on the findings and conclusions, recommendations are made to address the extisting problems in the Regional State under study. http://etd.aau.edu.et:80/dspace/handle/123456789/4181 Title: WASTAGE IN PRIMARY SCHOOLS OF BAHIR OAR AWRAJA <br/> <br/>Authors: ADANE, TESSERA <br/> <br/>Abstract: The purpose of this study was to make an investigation into the magnitude, and location of wastage in primary schools of Bahir Dar Awraja. Attempts were also made to identify the major factors that contribute to wastage of high magnitude. Whether or not pupils' teachers' and school characteristic variables-ase are related with rate of wastage was one of the major purposes of this study. Data regarding pupils enrollment repetition and dropouts were obtained from Awraja Educational office and from the 16 sample schools, that were selected randomly. The study included 102 teachers, 301 pupils and 16 school principals. Questionnaires and interview schedules were the instruments of data collection. The data gathered from documents, and through questionnaires and interview were analysed using percentages and other statistical techniques such as the chi-square, multiple and stepwise regression analysis. To determione the magnitude of wastage the Reconstructed Cohort method was used with certain modification. Using the 1985/86 first grade starting cohort, the output/input proportion was determined. The findings have indicated that, of the total number of pupils who entered grade one 1985/86 academic year only about 55 percent reached grade two and about 22 percent completed their primary education at the end of the sixth year. It was found that wastage rate was higher in the first grade, among girls than among boys, in rural than in urban schools. Being a repeater or a promo tee does not necessarily be the function of personal family background characteristics. The multiple and step-wise regression results have indicated that teacher, and school characteristic variables were found important to explain wastage rate. It was thus revealed that internal factors of wastage were more important than external factors. The findings, there ...fore, suggest that improving these variables may make a considerable change in the quality and quantity of education children are provided with. Based on these findings and th~ conclusions drawn it was recommended that measures regarding the improvement of teacher training, the application of automatic promotion in the first three grades, separation of primary schools from junior secondary schools and the suspension of the practice of the shift system in primary schools be taken to minimize the prevailing magnitude of wastage. http://etd.aau.edu.et:80/dspace/handle/123456789/4096 Title: THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA <br/> <br/>Authors: TAMlRA T, BEKELE <br/> <br/>Abstract: The purpose of the study was to make a survey on the current status of public primary schools in the city of Addis Ababa. The needed data was obtained by means of questionnaires distributed to 30 school principals, 28 members of school administrative committees, and 210 teachers working in 30 public primary schools randomly selected from five study "Zones" of the city. The data was analyzed using both descriptive and inferential statistics. Accordingly the research revealed the following results. Most of public school physical plants were found to be inadequate to implement various school programmes because they were not primarily designed for educational purposes, and even those which were designed for educational purposes were built without overall assessments and appropriate design. Inaddition, more than half of the public schools did not have legally acceptable school map and plan. In the study, school principals and teachers showed much similar perception with regard to evaluating the adequacy and comfortability of school plants than members of school administrative committees. Public school physical plants were not located according to their functional relationships and on sites comfortable for teaching-learning processes. Hence, the school compounds, the classrooms, staff-rooms and offices were not convenient for teaching-learning processes and administrative activities. Almost all public school physical plants were by far below the standard set by the MOE. Public schools lack the necessary repair and maintenance, for the reason that the responsibility was left to school administrative committees-Almost all of the respondents indicated neither the educational offices nor the surrounding community involved in repair and maintenance of public schools. Most of these schools did not have educational facilities like libraries, laboratories, space and facilities for subjects that require practical activities. The main financial sources for public schools were found to be school fees. The participation of school committees, parents, the surrounding community in the affairs of public school physical plants was insignificant. There are no clear-cut policy statements and general guidelines about the organization and administration of public schools. If these problems are to be met forth rightly and directly, then careful planning and study are necessary. If successful solutions with successful answers are to be arrived at, cooperative action is desired between professional educational staff, the board of education, other community agencies and all citizens of the community.