|Title:||The Role Of Ngos In Promoting Equitable Access To Primary Education In Snnrp|
|???metadata.dc.contributor.*???:||. Seyoum Teferra( Dr)|
|Keywords:||role of SDP and WVE in responding|
|Publisher:||Addis Ababa University|
|Abstract:||The purpose of this study was to examine the role of SDP and WVE in responding to the need for leaming opportunities for those school age children in SNNPR. Due to the unfortunate coincidence of the time for data collection and the public violence against the policy on language of instruction in Wolayta, details concerning interventions by WVE were not thoroughly assessed. Questionnaire, interviews, focus group discussion, review of documents, and observation of activities were used for data collection from 120 community members, 48 NFPE teachers, 24 political leaders, and 16 education officials at district and zonal levels. The data were analyzed by employing various statistical techniques including percentages, chi-square test, mean of two independent samples, and qualitative approach to analysis. The results have suggested that the NFPE project was rural focused. Its targets were females, poor children, and minority groups who live in rural areas and those who had no opportunity to learn and/or forced to drop out school for the reason beyond their control. With this intention of the project the public seemed to have no objection. On the other hand, community participation in the affairs of NFPE project was limited only to labor and material support. It was also observed that there was no clear assurance for sustainability of NFPE activities beyond the specified project period or even before, if something went wrong between the donor and the recipient for almost all of its cost used to come from foreign source. Furthermore, limited involvement of community, lack of conducive leaming environment, absence of text books, lack of continuity in admission of new students on a yearly basis, and lack of clear organizational structure to manage activities of the NFPE project have contributed to keep the user system suspicious of its future. Lastly, searching for altemative domestic source of ﬁnance, promoting community participation to its full-ﬂedged level, creating at least modestly fumished learning places, looking for the shortest path to supply text books, establishing clear and measurable evaluation mechanisms, and paying more attention for factors contributing towards higher drop out rate were among the major recommendations forwarded so as to keep the NFPE activities alive and more effective.|
|Appears in Collections:||Thesis - Educational Policy & Planning|
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