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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
College of Education >
Thesis - Educational Planning & Management >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/952
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| Title: | AN ASSESSMENT OF THE EFFECT OF IRELAND AID TO PRIMARY EDUCAION IN EASTERN ZONE OF TIGRAI |
| Authors: | MULUGETA, TSEGAI |
| Advisors: | Ato Ayalew Shibeshi |
| Copyright: | 2002 |
| Date Added: | 24-Apr-2008 |
| Publisher: | Addis Ababa University |
| Abstract: | The study focused on educational activities, types of assistance offered and changes
observed as a result of the assistance of Ireland Aid in Eastern Zone of Tigrai Region.
The study was carried out in all the 7 woredas, in 51 primary schools assisted by
Ireland Aid, the Zone education department, the Zone steering committee, and the
Ireland office in Mekele. A purposive sampling technique was employed for selecting
respondents at all levels. The data were collected through questionnaire, interview
and document analysis. Percentage was used to analyse the data.
Findings from the data analysis indicated that improvements of access through the
rehabilitation and construction of school facilities has been impressive. During
2000/01 the participation rate for primary education was 91.03 percent compared with
66.01 percent in 1995/96.(The GER Eastern Zone exceeds the regional GER by 18.6
percent in 2000/01,and was the highest, next to Mekele). The GER for girls in 1996/97
was 52.58 percent and in 2000/01 has reached 83.02 percent. The gender gap has
narrowing from 26.19 percent in1996/7 to 14.34 percent in 2000/01. The urban GER for
Eastern Zone shows that in 1996/97 it was 112.85 percent and in the year 2000/01
reached to 156.85. This suggests that the urban areas are closer to achieving
universal primary education (UPE). The GER for rural areas increase from 53.22
percent to 78.08 percent in the years considered. Rural areas have a longer way to go
to achieve UPE.
Moreover, quality of education has now received attention from both the stakeholders
and the donor agency. Provision of instructional hardware (duplicating machines,
typewriters), library facilities, and academic competition among different grades of
students are some of the main inputs. These are some indicators of provision.
The working system of Ireland Aid was thought to be transparent and gave the Zone
Education Department greater freedom of action in the use of the assistance. The
overhead costs incurred by Ireland Aid were relatively low at 6.63 percent.
Despite such achievements, however, problems remain due to rapid expansion of the
school system. The internal efficiency of the primary education (1-8) is low as
compared to the other Zones, the disparity between urban-rural areas is clear, lack of
administrative efficiency to run projects at Woreda and school level and the low
community participation in planning of activities, all still need attention.
In order to build for the future the following points are recommended: great emphasis
should continue to be given to the gender and to urban-rural imbalances; assistance
should focus on human resource development of the administrative staff and teachers
through short and long-term training programs; in order to provide to reach a balance
between quantitative expansion and qualitative improvement, the school construction
program should be expanded at a lower rate of growth, and more emphasis given to
quality issues; Aid agencies should give greater freedom of action in the use of the
assistance to the recipients, should invest in projects that have broad public
consensus and local ownership.
In general, with some of the problems mentioned above, the study provided evidence
that the assistance of Ireland Aid had meaningful impact on increasing access, equity,
and on other improvements in the quality of education. |
| Description: | A THESIS PRESENTED TO SCHOOL OF GRADUATE
STUDIES
ADDIS ABABA UNIVERSITY
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL
PLANNING AND MANAGEMENT |
| URI: | http://hdl.handle.net/123456789/952 |
| Appears in: | Thesis - Educational Planning & Management
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