Browsing by Author "Amare, Mengistu"

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    An Assessment of the Development of Emis And It’s Challenges in Addis Ababa City Administration
    (Addis Ababa University, 2010-06) Amare, Mengistu; Oumer, Jeilu (PhD)
    The main purpose of this study was to assess the development of EMIS and its challenges in Addis Ababa City Administration. The study was conducted at the different levels of the educational hierarchy of the Addis Ababa City Administration Bureau. Descriptive survey method was used to assess the current status of EMIS in the city. 144 respondents were taken from the total population of 240Samples were taken from Addis Ababa Education Bureau, Finance and Economic Development Offices of the sub-cities and sub-city education department. Schools and kebeles were also included in the study. The school respondents as well as kebele and sub-city EMIS personnel were selected using random sampling method. All heads of Addis Ababa city Administration Education Bureau, sub-cities education department, kebele education office and finance and economic development were taken in the study on the basis of availability sampling technique. To collect the necessary data, questionnaires, interviews and documents were used. The data obtained were analyzed using statistical tools of percentage, mean, t-test, and one-way ANOVA. The result of the study indicates that in its current status, EMIS is providing different kinds of educational information to the users. However, the relevance, quality, and timely of EM IS is not adequate to satisfy the users. The major Problems identified by the study in the development of EMIS include lack of shared vision, lack of commitment, turnover of personnel, lack of human and material resources, poor record keeping, poor co-ordination and leader- ship, difficulties in maintain IT, and lack of awareness on the importance of EMIS for planning, decision-making, police formulation, and projection of future trends. Therefore, one can conclude that infonnation provided for users can be considered as inadequate to be used for accomplishing activities designed to improve EMIS and the teaching-learning process. The recommendations forwarded include establishment of databases, assessing the information demands of users at all levels, developing the EMIS capacity and electronic communication at all levels through continuous training, supplying the necessary materials, equipment, and supporting the development of EMIS.
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    Play-Based Pedagogy in Preschools of Kirkos Sub-city, Addis Ababa City Administration: Practice and Challenges
    (AAU, 2021) Amare, Mengistu; Asfaw, Abraha(PhD
    The main objective of this study was to examine the practice and challenges of play based pedagogy in preschools of Kirkos Sub-city, Addis Ababa. A concurrent embedded mixed research design (predominantly qualitative) was used in the study. A total of 60 research participants were selected (48 teachers, 6 school principals, and 6 students) using purposive, and simple random sampling techniques. Questionnaire, interview and observation were used to collect data from respondents. To analyze the data, both quantitative (frequency, percentage) and qualitative data analysis method (thematic analysis) were used as appropriate. The descriptive statistics results indicated that teachers often used circle time to teach academic skills and social/ emotional skills. On the other hand, it was found that teachers used structured activities to teach physical skills. The descriptive statistics results further indicated that the mean value for hands on activities as the best type of learning for preschoolers was found high though it is not applicable practically. The observation results witnessed that the implementation of play based pedagogy was found unsatisfactory. Moreover, this study discovered that teachers have different implementations concerning play as pedagogy. Teachers most of the time applied lecture method to teach children than engaging them in participatory activities. Most of the time, the play in the classroom was teacher-led not children-led. Moreover, results indicate that children were engaged in both cooperative and solitary play activities. In addition, it was found that teachers did not use transition from subject to subject (course to course). The results also identified challenges that hinder play based pedagogy include teachers inadequate training in ECCE; shortage of inputs; unconducive outdoor environment; inadequate space for play, inadequate play materials and equipment, teachers’ lack of pedagogical skill, lack of understanding of the play based pedagogy and increased number of students. From this one can conclude that play based pedagogy is not properly implemented in sampled preschools of Kirkos Sub-city. Therefore, continuous training for teachers on ECCE in general and play based pedagogy in particular, increase the handwork time; increasing supply of play materials and equipment in type and quantity, allocating separate budget for government preschools and increase supplementary books in type and quantity were suggested as remedial strategies to enhance the implementation of play-based pedagogy in preschools.