Browsing by Author "Marew Zewdie"

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    Evaluation of The Implementation of Grade 4 Environmental Science Syllabus In Addis Ababa City
    (Addis Ababauniversity, 2001-05) Eshetu Asfaw; Marew Zewdie
    This study, an attempt was made to find out the discrepancies between the syllabus anticipations and classroom realities in implementing the grade 4 Environmental Science syllabus in Addis Ababa City. Particularly the study on the classroom interactions. To this end, 12 primary schools, 24 grade 4 classes, 12 directors, 12 vice-directors, 12 department heads, 48 teachers and 72 grade 4 students were used as the main sources of data. Hence, three data gathering instruments (Focus group discussion, observation checklist and questionnaires) were employed. The findings made clear that teachers' actual use of periods for Environmental Science was found less than the periods indicated both in the syllabus and teacher's guide. Almost in all the sampled schools the syllabus was not available. The distribution of other curricular materials (teacher's guide and student's textbook) was found to be satisfactory in most of the sample schools. The teaching methods dominantly used in all the samples schools were found to be lecture, and question and answer. Teachers in most of the school do not use teaching materials for the teaching-learning process. The teaching materials available in schools' pedagogical centers were out dated and could not be used for the current syllabus. In fact, there were few available teaching materials, that could be used in the implementation however, these materials were not used by the teachers. Teachers effort in providing conducive learning environment was found low. As a result, students could not be actively participate in their learning
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    Factors That Affect The Implementation of Using Awgni As A Medium of Instruction In The Lower Primary Schools of Awi Administrative Zone
    (Addis Ababa university, 2002-05) Dessalew Abawa; Marew Zewdie
    This study was mainly aimed at identifying the factors that have facilitated or hindered the implementation of using Awgni as a medium of instruction in the lower primary schools in Awi zone. The subjects of the study included 80 students, 65 teachers, 10 school principals, 3 woreda education office experts, one zonal education department expert and 20 parents, which where selected with purposive and simple random sampling techniques. Interview, focused group discussion, and questionnaire were used to gather data. Percentage and qualitative analysis were used to analyze the collected data. The results of the study show that enough time was not provided: to prepare curricular materials; to prepare teachers, to convince parents, to organize the offices and departments, and to prepare and to use long-term plans. Thus, entering into implementation without preparation seems to be the source of the problems that were created during the implementation period. Moreover, poor textbooks, the assignment of untrained teachers, the assignment of incapable personnel in the education offices and departments, the shortage and/or the absence of curricular materials, the lack of professional support, and the strong resistance of parents were the results of the unprepared environment to use Awgni as a medium of instruction. Hence, it appears to be wise and timely to revise the program as well as to give explanation to parents about the advantages of using mother tongue as medium of instruction. Those concerned especially the education offices, departments and administrative councils at wereda & zone levels should conduct free discussions with parents and adjustments should be made based on the consensus reached and evidences gathered through follow up and research
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    Implementation Practices of Non-Formal Basic Primary Education Programs In Selected Centers of Addis Ababa, Oromia And Snnpr
    (Addis Ababauniversity, 2002-06) Firdissa Jebessa; Marew Zewdie
    Basic education is a foundation of all the development endeavors and a fundamental right of every member of a society. Providing basic education for all children-the principal assets and future bases of a country-is the wisest investment. Cognizant of this fact, Ethiopia is committed to expand basic education through formal as well as nonformal provisions. The formal system has for long been thought of as a panacea for all ills. Tinkering and repairing here and there with it, nonetheless, could not solve the persistent problems related to access, quality, equity, and efficiency. The NFBPE program has, thus, become part of the educational planning and implementation in different regions of the country. This study was targeted to investigate its implementation practices at nine centers of Addis Ababa, Oromia and SNNPR. To this end, a questionnaire, focus group discussion and interview guide questions, and observation checklists were used to gather data from different level stakeholders. The data were quantitatively and qualitatively analyzed and discussed. The results disclosed that the implementation practices of the NFBPE programs had satisfactorily fulfilled the learning needs of those who enrolled and the demands of their parents in terms of enabling the learners get basic learning contents. Particularly, NGO-implemented programs were cost-effective and flexible to respond to the economic, social and cultural demands of the learners and parents. Recruiting facilitators by and from the community and assigning them to teach there also developed confidence of parents to send to and keep their children in the centers. These were among the facilitating factors and consequently, the best implementation practices of the NFBPE program that have been recommended for the comparable formal education implementation practices. The coverage of the NFBPE program being implemented, however, was very low. It did not reach all those who, for various reasons, could not attend formal schools. Similarly, the available linkages between the formal and the non-formal basic primary education program implementations were inconsistent to facilitate smooth promotion/ xii transference of learners from one to the other. This was due to stringent requirements of the formal schools and lack of clear-cut implementation guidelines that ensure mutual understandings of all concerned stakeholders. Less flexible schedules and no-or low-salary and trainings for facilitators, and shortage of curricula materials, severely at government-implemented NFBPE programs substantially inhibited the implementation practices of the Program. Therefore, it is recommended that government should issue and sensitize clear and specific NFBPE implementation guidelines that can be instrumental for expanding coverage, enhancing smooth transference of learners, developing local and program-specific curricula materials, and utilizing NGO initiatives to implement NFBPE programs
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    Some Diffe r ences Between the De t a ils of the Cons titue nt btructures of Amharic and English Sentences
    (Addis Ababa University, 1983-06) Marew Zewdie ; Melaku Asfaw
    ThiG otudy is an atter:lpt to identify the a r eas of differcnce c bctneen the details of the constitutent structure B of th e two ma jor parts (noun phrase s a n d ve r b phraDes ) of Awha ric a nd Engli sh sentences . :J.~ h e ... "hole study has been covered in s ix chapters. At the initi ~ l stege , a revi ew of al l available studies on Amh a ric