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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2780

Advisors: Ambissa Kenea (PhD)
Copyright: Jun-2010
Date Added: 7-May-2012
Publisher: AAU
Abstract: The study focused on examining the multicultural educational practices in multicultural community in Bati Town Woreda(Oromia Zone). It employed qualitative case study method. Semi-structured interview together with audio recording observation and document analysis of some relevant materials were used as data gathering tools. Key informants of Bati Town woreda community, the Oromo Zone and Bati Town woreda education office officials, practitioners, cluster supervisors, principals’ teachers and selected students were made to participate in the study. The study revealed an encouraging community involvement in educational practice by considering education as a common concern of all community members. However, there is no continues effort from the concerned bodies to treat diversity issues to address the educational needs of all groups and sub-groups because of practitioners, lack of knowledge and skill in their pre service and in service training they are in a problem to understand and treat diversity issues in a setting where culturally different community members living together. The formal curriculum in schools both Oromo and Amhara are found to be not sufficiently addressing religious, ethnic and exceptionality issues except gender diversity. Attention in such area is very much necessary. It has also disclosed observable gap between the regional standard curriculum under practice and the need of the Woreda. Improvement in such area is also important to adapt the regional standard curriculum based on the geographical setting, historical and cultural heritages and social values of the community under practice. Though there are highly encouraging achievements from the multicultural educational practice such as using mother tongue as a medium of instruction, expansion of schools to address education to every community members, girls participation in learning and improved students academic achievement. There are also untouched challenges that affect educational practices such as absence of instructional materials to teach Amharic as a second language for grade three and four, shortage of in service training to practitioners, absence of well skilled man power, inability to adapt the Regional standard curriculum to the needs of the Woreda, lack of awareness about multicultural education, shortage of instructional materials and lack of financial resources in order to run educational activities.
URI: http://hdl.handle.net/123456789/2780
Appears in:Thesis - Curriculum & Instruction

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