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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/16210
Title: An Assessment Of The Implementation Of Gtz- Primary Education Project In Oromia Region
???metadata.dc.contributor.*???: Haileselasie Wolde (Ato)
Solomon, Mengistu
Keywords: GTZ-Primary Education Assisted Project ( GTZ-PEAP)
Issue Date: Jun-2004
Publisher: Addis Ababa University
Abstract: This study was aimed at assessing the implementation of GTZ-Primary Education Assisted Project ( GTZ-PEAP) in primary education of Oromia Region. It was intended to identify the implementation performance of the project, major problems faced during implementation and the appropriateness of implementation strategies used. To conduct the study, descriptive survey methods was employed. The sample covered six Woredas in three selected Zones out of the total twenty four Woredas found in the eight Zones. Purposive sampling was employed in the selection of the three sample Zone whereas the three Woredas and the six Schools were selected randomly one each from the six woredas. Randomly selected teachers (n=6), and purposively selected school directors (n = 6), Woreda Educational Office experts and heads ( n= II), Zonal Education Experts and Heads (n=9), Regional Education Experts and Heads ( n=5), PEAP Staff ( n=3) were involved in filling questionnaire to obtain first hand information. Interview also made to the Project staff and Educational Heads ( n=17). Data analysis was made by using relevant statistical tools such as percentages, mean average, trend. The' study revealed that the over all implementation performance of GTZ-PEAP in Oromia is high. The project successfully rehabilitated , equipped, furnished 224 needy rural primary schools and trained 13,000 teachers of the schools, which is almost covered 28.26% of the total primary school teachers of the region in 2002/03. The Physical activities were accomplished almost as planned and in some case beyond the plan. The findings of the study also revealed that the project targeted at the deep rooted educational problems of rural Oromia and intervened the primary education system with an appropriate development packages. However, the target was directed only to the problem of rural primary schools. And the total negligence of the project on needy urban primary schools may inevitably create problem of imbalance educational development between urban and rural areas of the Region if it is to continue this way. IV The other important fact that the finding revealed is that the educational personnel tum over due to the political instability of the country was one of the big problems that was challenging the implementation of the project. It was undesirab le condition for the project, which resulted wide infonnation gap between the Educational heads mainly that of the OEB and the Project staff The Government is therefore, requires to reduce the rate of personnel tum over in the process of promoting such development projects.
URI: http://hdl.handle.net/123456789/16210
Appears in Collections:Thesis - Curriculum & Instruction

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