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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/13005
Title: Institutional Factors That Affect Quality Education In Private Higher Education Institutions Of Ethiopia
???metadata.dc.contributor.*???: Seyoum Teferra, (Professor)
Desta, Berhe
Keywords: Higher Education Institutions
Issue Date: Jun- 205
Publisher: Addis Ababa University
Abstract: The study focusea' on lnstitutional Factors that Aflect Quality Education in Private Higher Education Institutions of Ethiopia with Special emphasis on student .selection and aa'mission criteria , instruetor 's qualifieation and experience , top college managers' qualification, experience and cotnpetence, availability injrastructures and educational materials such as, class size, textbooks, laboratories, library etc, and the condition of the teaching- learning process through questionnaires. Besides, statistical tools such as percenlages, chi-square (x2) and weightea' mean were used to analyze the data. The study was conducted in jour sample regions selected by using simple random sampling technique. ln this study, 634 respondents were used as source of information. These were 464 students and 150 teachers and 20 top college management who were randomly selected from the six randomly selected colleges of the sample regions. ln addition, seven officials' who were responsible in accreditation and who are policy makersfiom the MGE, Moll, and Regional Bureaus were interviewed. The findings of the study revealed that lnstitutional F actors that Aflect Quality Education in Private Higher Education Institutions of Ethiopia has not improved due to lack of students' interest toward education and poor academic' background. Besides, lack of teaching experience of instructors. Though they were qualifled ( majority in having first degree,) their teaching methodology, assessing student's performance and competence was viewed as poor. Another variable was unavailability of educational materials, technologies and facilities (overcrowded classrooms. shortage of labs, computers, etc), lack of pedagogical trainings/ in-service training, , lack of support fi-om the MoE ,lack of effectiveymanayenent and the like. However, textbook was found not to be a serious factor for the decline of the quality of education. Based on the flndings and conclusions, recommendations are forwarded to address the problem under study.
URI: http://hdl.handle.net/123456789/13005
Appears in Collections:Thesis - Educational Planning & Management

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