Browsing by Author "Ashebo, Bisrat"

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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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    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
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    The Status of Integrated Functional Adult Literacy Program Management in Metekel Zone of Benishangul Gumuz Regional State
    (Addis Ababa University, 2018-06) Assefa, Yalalem; Ashebo, Bisrat
    The main purpose of the study was to assess the status of IFAL program management in Metekel zone. Descriptive survey design was employed. Simple random and purposive sampling techniques were used to select 241 respondents. Data were collected through questionnaire, interview and document analysis. The quantitative data was analyzed by using frequency, percentage, multiple linear regression and chi-square test statistical models. Qualitative data were also narrated to support the analyzed data. As a result, the following main study findings were obtained: In the IFAL program planning, the target beneficiaries of IFAL program were identified in terms of their size, sex and age, however, the plan lacks to consider the previous learning experience of adults’ and explore where adults stop their previous education and what they need now. The IFAL plan was developed with having inadequate schedule of activities. It was low to state clearly what strategies will be used during monitoring and evaluation of the program and how it will be funded. Stakeholders coordination in the IFAL program implementation was low due to several hindering factors. The most influential hindering factors are (i) lack of integration between wereda sector office managers and local level workers, (ii) lack of stakeholders’ clarified goal being achieved through IFAL program and (iii) lack of accountability of stakeholders in the IFAL program implementation. Training for IFAL personnel was provided mostly for only full-time facilitators, but others such as primary school teachers, DAs and HEWs who facilitate the program on part-time base hadn’t got any training. Supporting and encouraging facilitators contribution through providing certificate and promoting to better job was limited to only for a few. Providing financial subsidy was significantly low. Due to these, part- time facilitators are demoralized and not interested to do more. The IFAL program monitoring was limited to see the learners’ enrollment i.e. how many adults are registered and attained the literacy class. However, following-up the facilitation situation, the retention of literacy and numeracy skills, and exploring the application of learned key life skill learning contents in to the life of adult learners was significantly low. During evaluation of the IFAL program, WEO personnel conducting through developing evaluation instruments, however, it lacks in examination of what strength and weakness the LCs have. At the end, possible solutions are forwarded to fill the gap. Keywords: IFAL Program, Planning, Staffing, Coordination, Controlling, Metekel Zone