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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/16910
Title: The Current Practices and Problems of Alternative Basic Education in Yeka Sub City
???metadata.dc.contributor.*???: Jeilu Oumer (PhD)
Hiwot, Weldemeskel
Keywords: Alternative basic education;Yeka Sub-City;Addis Ababa Education Bureau
Issue Date: Jun-2017
Publisher: Addis Ababa University
Abstract: The purpose of this study was to assess the current practices and problems of alternative basic education in Yeka Sub-city. A descriptive survey research design was employed in this study. The study included 14 facilitators, 70 level three students, and 4 woreda supervisors. Data were collected using questionnaires, interview, document analysis and observation check list. Data obtained through separate questionnaires were analyzed using statistical tools like frequency and percentages. Moreover, data gathered through interview, document analysis and observation check list were analyzed in narrative form to complement the quantitative findings. The study found out that inadequate supervision from woreda supervisors, lack of classrooms, absence of pedagogical centers, absence of playing fields and sport materials, lack of students moral to learn, low salary of facilitators, lack of awareness creation, and lack of community and NGOs support were the basic problems associated to alternative basic education provisions in the sub-city. Based on the findings, it was concluded that the current practices of ABE program was bounded by many problems. Thus, ABE programs were not effective in achieving the intended goals of its program. In line with the above findings and conclusion, Yeka sub-city and woreda education offices should make their efforts to strengthen ABE centers in collaboration with stakeholders like non-governmental organizations to fill the shortages of necessary facilities. Opening ABE centers without available materials like chair, playing fields, sport materials, pedagogical centers, and reading rooms are not enough to offer quality of education. In order to fulfill these facilities woreda education offices should prepare sound proposals and submit to national and international NGOs to get funds and to fulfill facilities and infrastructures in the ABE centers. Moreover the study recommends Yeka Sub-city Education office and Woreda Education Offices to mobilize communities to solve material and facility problems.
URI: http://hdl.handle.net/123456789/16910
Appears in Collections:Thesis - Educational Planning & Management

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