Browsing by Author "Hailemariam Kekeba"

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    Assessing The Practice of Diversity Management In Government Secondary School In Students Learning Process The Case of Fitche Town, North Shewa Zone: Oromia Regional State, Ethiopia
    (Addis Ababa University, 2020-12) Dagnu Amensisa; Hailemariam Kekeba
    The purpose of this study was too assessing the practice of diversity management in students learning process at Abdisa Aga secondary School, Fitche No 2. Secondary school and Fitche preparatory schools. The study used questionnaire as the main tool of data collection. There were three questionnaires: one for the principals, one for the teachers and a similar one for the students. The questionnaire was followed-up by interview with principals and teachers and finally, observation was used for further input. Based on the data gathered, the study finding showed that, the practice diversity management in students learning process in the selected schools was not only limited to culture, linguistics and religion dimensions but also other diversity aspects was shown. The study was also identified the knowledge and skill of leaders to manage diversity in giving trainings and orientation on diversity was questionable. The study also found managing diversity couldn‘t play special role for the success of student‘s academic achievement in these grade level. But managing diversity was valuable to harmonize student‘s life when the students joined more diversified contexts. It was recommended that multi-ethnic and multicultural education into the general national curriculum framework and specific professional courses should be an integrated in practical guidelines should be designed for school managers and leaders in line with Ethiopian Government Education and training policy
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    Assessing the Practice of Diversity Management in Government Secondary School in Students Learning Process the Case of Fitche Town, North Shewa Zone: Oromia Regional State, Ethiopia
    (Addis Ababa University , 2020-12) Dagna Amensisa; Hailemariam Kekeba
    The purpose of this study was too assessing the practice of diversity management in students learning process at Abdisa Aga secondary School, Fitche No 2. Secondary school and Fitche preparatory schools. The study used questionnaire as the main tool of data collection. There were three questionnaires: one for the principals, one for the teachers and a similar one for the students. The questionnaire was followed-up by interview with principals and teachers and finally, observation was used for further input. Based on the data gathered, the study finding showed that, the practice diversity management in students learning process in the selected schools was not only limited to culture, linguistics and religion dimensions but also other diversity aspects was shown. The study was also identified the knowledge and skill of leaders to manage diversity in giving trainings and orientation on diversity was questionable. The study also found managing diversity couldn‘t play special role for the success of student‘s academic achievement in these grade level. But managing diversity was valuable to harmonize student‘s life when the students joined more diversified contexts. It was recommended that multi-ethnic and multicultural education into the general national curriculum framework and specific professional courses should be an integrated in practical guidelines should be designed for school managers and leaders in line with Ethiopian Government Education and training policy
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    Community Participation in the Implementation of School Improvement Program in Government Secondary and Preparatory Schools A Case Study of Adea Berga Woreda
    (Addis Ababa University, 2018-10) Robi Wami; Hailemariam Kekeba
    The purpose of this study was to examine community participation in the implementation of SIP in the government secondary and preparatory schools in Adea Berga Woreda. For this purpose, descriptive survey design was used. Both qualitative and quantitative techniques were employed. Purposive sampling was used for schools, KETB, PTSA, SIC, Principals, Supervisor, and GEQIP expertise, random sampling for teachers and convenience sampling was used for students in focused-group discussion. Data were collected by using questionnaires, semi-structured interviews, focused group discussion and document analysis. These data were analyzed and interpreted using both qualitative and quantitative techniques. The major finding of the study indicates that low familiarity of community with SIP, lack of awareness creation training and empowerment programs, poor school-community chain (network), lack of regular communication with community and insignificant roles of school community. Thus, to alleviate the problems collaboration work of Woreda Education Office and schools in giving training, GEQIP expertise and school supervisor support for school in developing different strategies to overcome challenges, principals’ active participation in differentiating problem and inviting community including teachers, KETB, and PTSA to participate in SIP were recommended
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    Establishing Criteria for Designing an Appropriate English Course for the Yared Music School
    (Addis Ababa University, 1993-06) Hailemariam Kekeba ; Taddele Adamu
    The purpose or this stu~ was to establish prelimin.ary criteria tor designing ~ appropriate English course tor the tared Music School. To achieve this, the existing English programme of the school was assessed; questionnaires, interviews and teaching materials were/also used. Concerning the existing English programme t the results revealed little or no correspondence between the English syllabus of the school and the textbooks in use, both in terms of objectives and contents. More over, it was also found that to a large measure neither the syUabus nor the textbooks corresponded with the needs of students. Question ~aires were distributed to subject teachers, studen~ graduates of the Yared Music Bchool and their employers in which they were asked to indicate the degree of importance of macroskills and language activities in their respective contexts. Students were asked to show the frequency with which they were required to use macro-skillS and Language activities in learning other music subjects in general and in learning I selected corurses of the school. They were also asked to rank 10 selected topic areas of interest they like to be engaged in in their 3nglish clas3~s. The results indica~ed that for most ot the four subject groups, the receptive skills, listening and reading, were regarded as the most important. Next to them, writing was considered important, followed by speaking in both academic and occupational contexts. Similarly, the most important and or frequent language activities involved the receptive skills. On the whJle, the findingS showed that for acadamic purposes the important language activities within each macro-skills were: a) reading-instructions, textbooks and handouts b) writing taking notes from lectures, and writing answers to exams and writing about composers and copositions, c) listinjng understanding discussions and recordings and d) speaking asking and answering questions in class. Most~these results were reaffirmed by both teacher and student interviewees. Concering the ranking of the topics students unanimoualy ranked the arts as their most favourite topic and politics as the least. For occupational PQrposes the most important language activities for the students were: a) reading books, journals, and news papers b) writing notes from books and journals and from lecturls on seminars and work shops, c) listeningunderstanding lectures and recordinDs and~peaking-singing songs and participating in dialogues. Finally, teaching materials were presented to the 3rd year students for four weeks. After that questionnaires were distributed to them and interviews were conducted with randomly selected stuients of the same group in order to identity their atti tu4es towards current language teaching techniques. Tbe results indicated thEt the students had positive attitudes towards pair and group work. An interview was also conducted wi th the director of the school who intim.:-''_.atedthat the school, within its financial limits, was willing to make material as well as financial support availB,ble to enrich the English