College of Education and Behavioural Studies

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Browsing College of Education and Behavioural Studies by Author "Abagibe, Abdu"

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    Primary Education Plan Implementation at Woreda Level The Case of Oromia Regional State
    (Addis Abeba university, 2006-06) Abagibe, Abdu; Teferra, Seyoum (PhD)
    In Ethiopia, as the basis for any development endeavour, considerable attention and priority has been given to primary education. In realizing this, the New Education and Training Policy of the country was promulgated in 1994. To this effect, power, authority and responsibilities have been devolved from Federal Ministry of Education to the regional, zonal and woreda levels in planning and implementing educational activities in general and primary education in particular. In practice, however, these activities were highly challenged by a number of problems. Thus, the objectives of this study were, to asses the extent of participation of the stakeholders, the extent of resource (skilled manpower, fmance and material) capacity, effectiveness and efficiency of the management system as well as information and communication mechanisms in implementing primary education at woreda levels in Oromia National Regional State. Based on these objectives, brief review of the related literature and experience of some countries was assessed. Using the descriptive survey method, the data was collected from respondents through questionnaire, interviews and focus groups discussions. Furthermore, observations and relevant document analysis were made. Using appropriate statistical tools the data was analyzed and interpreted. The findings of the study revealed that the participation of NGOs and private investors in implementing primary education at woreda level was poor and despite its increasing pattern, community participation was suffering a lot from inadequate coordination and integration. On top of this, resource capacity in terms of administrative skilled manpower, qualified 2nd cycle primary school teachers, education finance and educational materials were found to be weak. Educational planning and its implementation were also challenged by shortage of manpower at technical and managerial positions, inadequate screening mechanisms and frequent turnover of woreda education officials. Educational officials and experts lack clear vision of planning objectives and government policies and regulations. Worse than this, female education professionals as role models were not encouraged to take part in technical and managerial positions. Furthermore, absence of modem information and communication system were among the major factors that hindered planning and implementation of primary education at Woreda level. Pertaining to the fmdings deduced from the study, it was revealed that the participation of stakeholders like NGOs and private investors in implementing primary education at Woreda levels was poor. Other than this, though the community participation has been encouraging, it lacked coordination and integration at Woreda level. To this end, achieving UPE goal by 2015 could be difficult. Hence, it is suggested that enabling policy environment should be created in order to enhance the participation of NGOs and private investor in planning and implementing primary education at Woreda level. The participation of the community should also be strengthened by providing technical and managerial supports particularly at kebele and primary school levels. On top of this, restructuring and staffing key technical and managerial pOSitions, assigning VI employees on professional competence basis at WECBOs and increasing the number of qualified 2nd cycle primary school teachers should be of immediate action. Provision of short and long-term trainings for the existing administrative personnel and primary school teachers on sustainable basis were also recommended. Furthermore, the RECBB in collaboration with RFEDB should increase legal basis that allow use of diversified financial resources by WECBOs and Schools to minimize the financial challenges which in turn hampers the availability of educational materials and facilities. Finally, provision of need based training and the use of modern technologies that could facilitate educational planning and its implementation at Woreda level are also suggested