Browsing by Author "Ashebo, Bisrat"

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    An Assessment of The Challenges of Technical Vocational Education And Training Institution In Arada Sub City of Addis Ababa: The Case of Birhane Ethiopia Tvet Institute
    (Addis Ababauniversity, 2014-05) Yeshi, Habtamu; Ashebo, Bisrat
    The major purpose of this study was to assess the challenges of TVET institute in Arada Sub- City of Addis Ababa: the case of Birhane Ethiopia TVET institution. To achieve this objective, data were collected from trainers and trainees using questionnaires .Furthermore, data was also collected from the dean and administrator and TVET Agencies through in depth interview. Totally ,six participants were interviewed using interview questions the interviewee were the TVET institute Dean, the Arada sub-city TVET Agency Accreditation-Reaccreditation supervisor, the city government TVET Agency work based training, and three administrator of the institute. Questionnaires were also distributed to 230 respondents of the TVET institution and 220 questionnaires collected and ready for analysis. The rest 10 of the respondents were unable to collect and respond to the questionnaires by different meanness the respondents from the institute were selected by using stratified sampling followed by simple random sampling .out of the total population 58(53males and 5 females teaching staff, 45 trainers (40males and 5 females were selected out of 436 trainees (273 males and 163 females) 175 trainees (125 males and 50 females were selected and ready for analysis. The finding revealed that the physical setting of the institute was not confortable for teaching learning. Furthermore, the institutions objective was not in line with the national TVET strategic policy. Besides there was Knowledge gap among trainers .Finally there was lack of human and material resource above all there was no vocational guidance and counseling as a result student selection and placement was a problematic , Thus, the researcher recommended the establishment of Board of vocational Guidance and counselors, the need for providing training to the teaching staff about the objective of TVET, the need to encourage stakeholder’s active participation and adhering to occupational standards set as to ensure the provision of good quality vocational education and training.
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    An Assessment of the Status of Population and Family Life Education in the Curriculum of Some Selected Colleges of Teachers Education in Ethiopia and its Effect Upon the Knowledge, Attitude, and Practice of the Students
    (Addis Ababa University, 1997-06) Ashebo, Bisrat; Ghedai, Abebe (PhD)
    The purpose of this study was to assess the status of Pop/FLE in the curriculum of Teachers Education in Ethiopia and to findout its effect upon the knowledge, attitude and practice of the students. To do this, two Regional Colleges of Teachers Education namely; Awassa and Gonder were randomly chosen. From the total of 460 students population in the two colleges 154 sample students were randomly selected. Sixteen department heads and 5 curriculum designers were interviewed. A questionnaire consisting of 20 items multiple choice test, 20 items attitude inventory, 12 items rating scale and one open ended question was administered for the sample students twice as a pre-and post-test to see the effect of the course.The course catalogues and course contents were considered as sources of supplementary data . Then, percentage mean, mUltiple comparison of the mean, analysis of variance (ANOVA), Pearson correlation coefficient and t-test were used to analyse the data. . The study revealed that the students seem to have Pop/FLE knowledge and positive attitude and practicing it at the time of their enrolment to college. However, variation in their KAP level was found as a result of differences in College, sex, religion, residential background and previous exposure to Pop/FL information. Besides positive relationship was found between their knowledge level and attitude, and their knowledge and practice . It was found that, there are significant proportions of Pop/FL related objectives and contents in each department though they lack depth and special concern .
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    Curriculum Development and the Implementation of an Integrated Functional Adult Literacy Program in Addis Ababa City Administration
    (Addis Ababa University, 2017-02) Ashebo, Bisrat; Dufera, Deribssa (Professor)
    The purpose of this study was to investigate the IFAL Curriculum Development and Implementation process of the integrated functional adult literacy program in relation to the proposed Curriculum Frame work and the Curriculum implementation guide books of Addis Ababa City Administration. Data were gathered from 510 adult literacy program participants from 51 centers, 133 literacy facilitators, five zonal adult education focal persons and 18 woreda IFAL focal persons and one focal person from the city education bureau and relevant documents related to the issue. The simple random sampling technique was employed to select respondents of the study and the percentage was applied to analyze the collected data. Findings indicate that, the level one and level two learners textbooks have absolutely similar content i.e level two is a replica of level one, there is no content which is deliberately given attention for inclusion of contents from the suggested curriculum framework of the Ministry of Education (MoE,2011a). Besides, the IFAL learners’ textbook is found to have shallow contents having too low level of difficulties. Hence the text books are found rejected by the majority of the learners and these are out of use in many of the IFAL learning centers due to their redundancy and low level of difficulty to attract the learners interestRegarding the IFAL Curriculum Implementation in Addis Ababa City Administration, the program lacks stakeholders from other bureau offices which are mentioned to be included by the Ministry of Education Curriculum Implementation framework (MoE,2011b). Thus, the implementation of IFAL program is nominal and completely left only to the education bureau resulting in high dropout rate of IFAL facilitators. In conclusion, the curriculum development and implementation of the IFAL program in Addis Ababa city administration doesn’t follow the IFAL curriculum development framework and the Implementation guide of the Ministry of Education. As a result of these, there existed high rate of dropout of learners and facilitators.
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    The Implementation of Information Technology Curriculum For Outcome Based Training System In Burayu Tvet Institute
    (Addis Ababauniversity, 2014-05) Mume, Ali; Ashebo, Bisrat
    The main purpose of this study was to explore the implementation of information technology curriculum for OBTVET status in Burayu TVET Institute and to suggest necessary recommendations. To investigate the observed constraints descriptive design was selected, to this end, all (6) teaching staff and 52 level II and III randomly selected students of the institute were used to fill the questionnaires. In addition to the questionnaires, interviews, FGD (focused group discussion), document review and observation had been used. Accordingly, the data obtained from different sources were analyzed using both quantitative and qualitative methods. The results obtained revealed that availability of teaching staffs in terms of educational qualification were seen being sufficient, but their experience in teaching IT in the institute is insufficient. For both levels (II and III) the turnover of trainers is being a chronic problem that cannot be overcomed by the institute itself. There is no guidance and counseling service in the institute, and hence trainees were not in a position to get help in relation to some social, economic and academic problems. Allocated financial and material resources were insufficient. Besides these constraints, the implementation of information technology curriculum had been affected by mismatch of teaching‐learning process with OBTVET requirements. This was resulted from limited awareness of the teaching staff. Oromiya TVET agency should give due attention to the teaching staff and facilitation of teaching‐learning resources as well as provision of short term training to support OBTVET practices. Moreover, the institute needs to work in collaboration with Burayu city administrators to alleviate shortage of training and demonstration equipment’s and to enhance cooperative training