Browsing by Author "Assefa, Meseret (PhD)"

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    An Assessment of Human Resource Management Curriculum Implementation in Addis Ababa: The Case of Selected Government TVET Colleges
    (Addis Ababa University, 2011-04) Haregewoin, Tsige; Assefa, Meseret (PhD)
    The majar purpase af this study was to assess the implementation af HRM curriculum in selected gavernment TVET calleges in Addis Ababa. The study emplayed descriptive survey methad and it was canducted in four government callages: Entato, Wingat , Tegebareid, and Misrak TVET college. They were selected based on purposive sampling technique, because af their rich experience and appropriateness for this study. The subject of the study was 130 trainees, 10trainers and 15 management bodies. The tools used during the data collection were questionnaire, interview, and observation check list. The data were analyzed by using percentages and descriptive phrases. The study generally revealed that there is inappropriate selection of trainees, inadequate facilities, highly flexible curriculum, and trainer's skill gap as the major hindering factors. In addition, stakeholder's participation and awareness are very law to implement the curriculum as ti is intended. To sum up the findings of the study indicated a lot has to be done to improve the implementation as required by Ethiopian accupatianal standards. Therefore it is recommended that selection and streaming of trainees, the flexibility of curriculum, trainers and other stakeholder's involvement in planning, development of the curriculum and training as it is intended. This can be done through seminars, discussion, in service training and the cancerned stakeholder's involvement in planning and developing HRM curriculum
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    Community Participation in the Implementation of Primary School Curriculum: The Case of Megabit 18 Elementary School in Tigray Region
    (Addis Ababauniversity, 2008-06) Kidanu, Amare; Assefa, Meseret (PhD)
    The purpose of this study was to investigate the community participation in primary school curriculum implementation by examining the school's initiatives and commilm nts, the level of community participation in school management and fulfilling infrastructure; In addition to these, it was aimed at identifying factors thal in!lucnce community participation, and Lo come out with solutions. The mcthod uscd in this study was a mixed method approach and data were collected through questionnaires, intervicws and document sources. Data through questionnaires were collected from teachers and students, and the interview data were collected from the principals, PTA members and parents in the school, that is Megabit 18 Elementary School. The findings indicated that community participation in primary school curriculum implementation in Megabit 18 Elementary school is bounded by money contribution for building construction and PTA members participation in monitoring financial resources distribution effectively. But the participation of parents in school-parent relations, parent-teacher cooperation, and parents involvement in the children's education in School is unsatisfactory. Parents support their children in education privately at home. The low parent involvement in primary school curriculum implementation was found to be due to lack of adequate training from the side of pri\lcipals, lack of training and awareness of lhe teachers and parents. , To enhance community participation in primary school curriculum implementation, the school has to take part the new education !I.-eform program, -that is community participation in school improvement program and general t educational leadership,' management and organization improvement program
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    The Contribution of Extracurricular Activities to The Students' Learning Behavior in the Classroom: A Case of Bokoji Preparatory and Secondary School
    (Addis Ababa University, 2009-06) Cheru, Meskerem; Assefa, Meseret (PhD)
    The study was conducted mainly to assess the contribution of extracurricular activities to the students ' learning behavior in the classroom in Bokoji PreparatOlY and SecondOlY School (BPSS). fnline with this, it attempted to identify available eXlracurricular activities and its objectives, to examine how the activities were organized, to describe the responsible bodies to the proper jill1ctioning of the activities and to identify factors hindering the practice of extracurricular activities in the school. To this effect, descriptive survey method was employed. As source of information, Principal, viceprincipal, teachers and students of BPSS were selected though the Principal did not participate. From the student population, grade ten and grade /welve students were selected through purposive sampling and table of random numbers was used to choose 200 students (! 57 grade 10 and 43 grade 12) though only 193 of them participated in the sludy. Besides, 8 club coordinators and 7c1ub facilitator teachers, the principal and VP were selected based on purposive sampling and 10ttelY method was employed to select additional jive teachers. To collect data Fom the sources, questionnaire with open-ended and close-ended ilems, interview, Focus Group Discussion and document inventory were employed. in order to validate the instrument for the study, different capable persons including the researcher and the assigned academic advisor examined it and pretest was conducted for the questionnaires; as a result, the necessOlY measures were wken. Then afier, the data collected through questionnaire (close-ended items) and document inventory were computed in percentage, presented in table and followed by discussion. The results of open-ended items of the questionnaire, focus group discussion and interview were presented through descriptive statement. The study showed that though most of 17 extracurricular activities available in BPSS planned to develop the students ' learning behavior in the classroom, the contribution is low. Lack of students ' understanding on the purpose of the activities, absence of teachers ' commitmel~_and interest, absence of initiation and significant allel7lion .Fom the school administration, teachers' time constraint, lack of integration among club coordinators and failure of parents to play their ro.le in extracurricular aClivities were attached with the result. Ther~fore, it was concluded that confluence factors that are associated with the school administration, teachers, students and parents resulted in low contribution of extracurricular activities in the school. Finally, it was recommended that all these concerned bodies should work jointly in such a way to solve the problems observed in the practice of extracurricular activities in BPSS
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    The Contribution of School Principals For the Implementation of Continuous Professional Development Program in Secondary Schools of Debere Markos Town
    (Addis Ababa University, 2010-06) Wondem, Dagmawi; Assefa, Meseret (PhD)
    The purpose of this study was to asses and analysis the contribution of school principals in the implementation of CPD program in secondary schools of Debre Markos town. In doing so, the attempted to answer the following basic questions; are the principals aware of their roles and responsibilities in the implementation of CPD? To what extent the school principals contribute for the development and implementation of CPD? And what are the major challenges and or weaknesses of a school principal during the implementation of CPD? The research method used to conduct this study was descriptive survey. All secondary schools in Debre Markos town were selected using availability sampling technique. Seventy eight teacher respondents were selected to fill out the questionnaire. Nevertheless, 61 teacher respondents filled out the questionnaires properly. Thus, the analysis and interpretation of data was undertaken based on the data gathered from 61 teachers, 6 principals and 2 worda education experts. Furthermore, schools' CPD program reports and study report of the ministry of Education were incorporated. The findings of the study indicate that the contribution of school principals in the implementation of the program has been weak although the inspection of documents states that principals' contribution seems good. Poor school management, lack of the required knowledge to implement the program and absence of incentive has been identified as crucial behind the poor contribution of the principals. Establishing more efficient school management system, better training for the school leadership and implementing effective incentive system are some of the possible solutions.
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    Factors Affecting the Implementation of Cooperative Training: A case of Technical and Vocational Education and Training in W/ro Siheen Polytechnic College; Dessie city.
    (Addis Ababa University, 2014-06) Omer, Ebrahim; Assefa, Meseret (PhD)
    The purpose of this study was to assess the main factors that affect the implementation of cooperative training in w/ro Siheen polytechnic college found Dessie city of Amhara regional state. In this aspect, question were raised to assess how cooperative training is implemented, the way of selection those organizations offering for cooperative training, the follow up method for trainees and the like. And there is also interview to ask about the opinions and view of deans, vocational councilors and selected respondents of enterprise. The trainees, trainers, College management bodies including one TVET councilor, privates and government enterprises were the main sources of data for the study. To conduct the study, descriptive survey method was employed. Purposive sampling approach was used in selecting the trainers and trainees as well as private and government organizations. Questionnaires, interviews, and, focus group discussion were the instruments used for the collection of data. The data obtained through questionnaires were analyzed using statistical instruments like percentage and frequency values. The data are analyzed and interpreted quantitatively as well as qualitatively. Generally; there were164 respondents. The study shows that the enterprises has lack of awareness about the implementation of cooperative training which leads stakeholders has no willingness to cooperate even if there is a good effort by the college in the implementation the of cooperative training. Mainly trainees are engaged with machines only to take practice by observation. Organization takes priority to safe machines and to take care of materials and equipments than the quality of cooperative training for trainees. The other point that organization complain is that even if trainees will come with their unit of competencies to take practical training but not enough. Because most of the time the trainees know the theoretical parts of their field of study.. These problems are few and can be solved through continuous effort. To do this; I recommended that the concerned stack holders should create awareness and mainly the college is responsible to facilitate all the duties towards improving cooperative training.
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    Gender Differences In Mathematics Achievement At The Second Cycle Primary Schools of South West Shoa Zone
    (Addis Ababauniversity, 2004-06) Gnaro, Adamu; Assefa, Meseret (PhD)
    This study was attempted to examine gender differences in mathematics achievement and mathematics self-esteem and to explore some factors that contribute to this achievement differences in the 2nd cycle primary schools of South West Shoa Zone . To perform this study, four mathematics tests for the respective grades 5-8, two questionnaires one for the teachers teaching mathematics Grades5-8 in the sampled Schools and the other for 480 (240 male and 240 females) students sampledfrom six primary schools in South West Shoa Zone. The student's questionnaire includes nine mathematics self-esteem questions adopted from Rosenberg (1965) self-esteem scale. A t-test, analysis of variance (ANOVA) and Pearson correlation coefficients were employed to analyze the data. The results indicated statistically significant gender differences (a = .05 level) in mathematics achievement in favor of males. As a whole the difference observed between urban and rural students' mathematics achievement was not significant. But it was observed that it is significant between rural males and females in favor of males. In this study the factors such as father 's education level, family size, family's occupation, family's help, guide and assistance did not show a significant impact on the achievement of students included in the study. But the difference in mother's education level shows a significant difference in students' mathematics achievement. With regard to mathematics self-esteem a significant difference was observed between male and female students in favor of males. It was also observed that there was a significant positive relationship between students' positive mathematics self-esteem and their mathematics achievement. Similarly, there is a negative relationship between students' negative mathematics self-esteem and mathematics achievement. The teacher 's expectation was found to be different with gender and it was observed that they expect better participation, performance and achievement from male students while they do not expect such qualities from females. It was recommended that sensitization and awareness building activities to enable the society, family, teachers and peers have to be done against the cultural beliefs which marginalize female students. Females who are showing special talents should be encouraged and used as the role models. There should be the school guidance and counselor at the primary school so that the students could get the necessary guidance and counseling from early school level and be able to develop positive self esteem in mathematics. Teachers should be trained in a way that they could assist, help and guide female students
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    The Implementation of Apprenticeship Program in Tvet Curriculum The Case of Some Selected Tvet Colleges in Addis Ababa
    (Addis Ababa University, 2007-06) Ycshitla, Demeru; Assefa, Meseret (PhD)
    771e aim of this th esis was /0 inve sfi gale the s uccess and challenges e ncountered in implellle l1lin g apprel1liceship program in some selected TVET colleges in Addis Ababa. T() Ihi s e nd, an allempl wa s made 10 look il1l o the link belween I'VEI' inslilUies and Ih e wo rld of work. The jimdamenlal faCial'S afjecling Ihi s lin k such as the legal ji-am ewo rk. '!'orkpla c~ learning environmenls, roles of each parlicipaling pal'ly and Ihe sIC/Ie of resources devOled 10 Ihe training have been assessed A descriplive survey melhod was employed 10 identifY Ihe tll ajur p rohlellls encoul1lered in Ihe course 0/ implemenling apprenliceship Iraining in 18 rVl:;r co lleges /i !tli1d in Ihe Region. 'lhese sCilnple TVET Co lle ges were selecled on Ihe basis o/pllrposi ve sampling the s u bjects a/the sludy were 18 Deans, 18 Vocal io nal cuunc ilors, 27U Train ees and 18 workplace supervisors. The r espondenls sampling ,!'as carried 0111 Ihmugh purposive, availability, and random sampling le chniques, dependin g on Ihe nCllure und size (~/ the sample resp o nde nt s . "?/o r l17({l ion's IVUS gathered using (Iue s/jonnaires, iJ71er"iell's, ohser"alions 1111(1 doculllents, The resll il o/ Ih e sl/((IV del'icled Ihal , apprenli ceship Iraining I I'US nol backe d hy legulfj'wl1ework and the selection %rgoniZ(lIio17S was )10{ bused on sO lll e de.fined crileria. '{he reu diness o./fhe organiza/ions Iv cooperale was above average jur governmcnlCll und belolll average fO,. th e privale once. An aflempl mude 10 enhan ce .li.mlter coopewl ion/iJl- inslanee by offe ring ince ntives were inadequCll e, Thus_ traine es were excludedji'oll1l he lraining due 10 inadequacy oforgan izalions, in convenience o/Ihe Ira ining period and la ck of/inaneial suppor/. He nce, i l is concluded thai trainees run Ihe risks of no I being insu red fo r accidems Ihal o ccur on produClion aclivities and mcy'orily 0/ Ihe organi:alio17s didn 'f pay trainees Jhr Ih e i r labor, for efforts made in ,his regard II/US l10r SOfi. ~l{./(.:I(JI:)· On fOp 0/ fhis. in-sc ho()1 u/ld (JlIl-(~rsch()u/ .,u/)I!J'vi.\iuJ1 U(; fivilh!.~ iJu..:llldlllg visirin~ the ap/)I'entices und cO l/ducling fracel ' slue/ies were /ur behind /i'om the expeG'I(.Ilioli. Ihere/ore, it is recomlllended 10 aCI a cco rding 10 the {'/lIe and eslablish so me kind of regul{{/or)l bodv IO /acililale and tJlganize apprenliceship Iraining by bringing all .I'lakehoiders 10 lI'ork IOgelher/or Ih e sllcces~fi t! implelllenialion o/apprenliceship program.
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    The Implementation of Apprenticeship Program in TVET Curriculum the Case of Some Selected TVET Colleges in Addis Ababa Region
    (Addis Ababauniversity, 2007-06) Yeshitla, Demeru; Assefa, Meseret (PhD)
    The aim of thi ' thesis lIIas to investigate the sllccess and challenges encountered in implementing apprenticeship program in some selected TVET college in Addis Ababa. To this end, an allel71pt lIIas made to look into the link between TVET instilutes and Ihe world 0/ 1II0rk. The fundamental/actors affecting this link such as th: le.Jial ji-all7ewo.rk, wor'P.!..qje learning environmenls, roles of each parlicipating parly and Ihe stale of resources devoted 10 Ihe training have been assessed. A descriptive 'urvey method Hlas employed to identify the JJ1(!ior problems encountered in the course of implemenling apprenliceship training in 18 TVET colleges/aund in the Region. These sample TVET Col/eges were selected on the basi 01 purposive sampling. The subjects o.lthe study were / H Deans, /8 Vocational cOl/ncilor~. 270 Trainees ((l1d 1(' Illorkplace supervisors. The re.\polldel7fs sampling \lias carried Olll Ihrough purposive, availability, and random sampling technic/ues, depending on Ihe nature alld size of the sample respondents. iJ?(ormation's was gathered using questionnaires. il1lervie\lls, ob 'ervalions and documents. The result 0.( Ihe study depicted thaI, apprenticeship training was not backed by legal(,.wne\\lork and the selection of organizations was not based on some delined criteria. '{he readiness (?/the or'5anizations to cooperate \\las above average .lor gover/lmental a/ld beloll' average lor the private once. An allempt made LV enhance ./urlher cooperation/or instance by offering incentives were inadequate. Thus, trainees were exc:ludedfrom the training due to inadequacy of organizations. inconvenience of the training period and lack o.lfinancial supporl. Hence. it is concluded thaI trainees run the risks of not being insured for accidenls Ihat occllr on production activities and majority of the organizations didn'l pay trainees for their labor, for efforts made in Ihis regard was not salis/acIO/y. On lop o./this, in-school and out-ol-school supervision activities including visiling the apprentices and conducting tracer studies were far behind from the expectation. There./are, it is recommended to act according to the rule and establish some kind of regula/OJ)' body /0 /aci/iIQle and organize apprenliceship lraining by bringing all stakeholders to work together/or the succes~jit! implemenlalion of apprenticeship program
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    Participation And Performance of Female Students In Science And Mathematics Streams: The Case of Awassa College of Teacher Education
    (Addis Ababauniversity, 2004-06) Abebe, Getaneh; Assefa, Meseret (PhD)
    This study attempted to examine the participation and performance of female students in science and mathematics streams in Awassa College of Teacher Education. Descriptive survey deign was employed for this study. To gather the required data, four sets of questionnaires were used. A total number of 190 subjects, that include, college instructors (N=23), high school teachers (N=42) and college students (N=125) participated in the study. In addition to this, data on the total student enrollment in the college during the last seven years and their cumulative GPAs were secured through document analysis. Findings regarding participation revealed that very few females were found to be interested in science and mathematics, while the large majority (65%) was enrolled in language stream. As a result, a glaring gender imbalance was clearly observed in science and mathematics streams. Results on achievement suggested that, female students in science and non-science streams achieved significantly lower than their respective male counter parts. A 0.05 significant level was used for comparison of means. However, the mean cumulative GPA of females in Science (J.1= 2.44) is found to be slightly higher than the mean cumulative GPA of females in non-science streams (J.1=2.39). As to gender based factors, evidences indicate that home factors which include parental attitude and domestic labor seems to affect females' attitude and performance in the fields. Factors in the school environment that include gender stereotyped perceptions of subjects and the resulting gender specific views about talents in subject areas appear to be major factors that hinder females to participate in science and mathematics streams . To increase females' participation in science and mathematics streams, changing the gendered environment of schools, offering counseling and guidance to female students so as to improve their attitude and perception toward science and mathematics subjects are among the recommendations forwarded
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    Performance Assessment of Primary Education With Respect To Efa Goals: The Case of East Shewa Zone
    (Addis Ababa University, 2007-06) Demeke, Kokeb; Assefa, Meseret (PhD)
    The provision of Primary education is considered as one of human right. As a result many commitments have been made to provide free and compulsory education at primary level. Among these EFA is one all nations declared to achieve by 2015. This study; therefore, amid at assessing the performance of primary education in East Showa Zone with respect to EFA goals. Thus, in relation to basic questions formulated, theoretical concepts, ideas and thoughts relevant to the topic to be studied are reviewed in literature part. The study utilized descriptive survey approach and involved both primary and secondary sources. The data were collected from four Weredas using simple random sampling. Among fourteen Woredas found in the Zone Adami Tulu Gido Kombolcha, Dugda Bora, Lume and Akkaki were included under the study. Head teachers, Teachers, Wereda education experts and adult literacy facilitators were taken as sources of primary data. And the data were obtained from these respondents through questionnaires and semi-structured interview. Furthermore, the five years statistical data have been collected from Oromia Regional Capacity Building and Education Bureau Annual Abstracts. And the collected data were analyzed using pertinent statistical tools such as percentage and mean value The analysis of data identified that significant progress were observed in the five years 2001/02-2005/06, particularly, in gross enrollment rate. On the other hand gender parity was not attained. Many factors such as child labor needed by parents, long distance from school absence of flexible calendar etc. were hindering children not to attend school at their official ages. The status of adult literacy program was not encouraging. The school facilities, which could maintain the quality of education, have been not improved as such. In general, the EFA goals achievements are affected by economic, socio cultural and demographic factors. Even though a number of these challenges have been impeding the smooth functioning, the zone has made some efforts so as to resist the limitations. As a result, a number of schools were constructed and students who dropout from the schools was attained at non-formal education centers. Finally, this study recommended that low cost schools should be constructed nearest to the villages, flexible school calendars need to be introduced, and adult literacy program should be given due attention, the families have to be aware the benefit of educating girls, the schools should try their best so as to maintain quality in education and the EFA goals should be approached in integrated manner with various institutions so that the goals to be achieved in the Zone.
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    The Practice And Problems of Instructional Supervision In Secondary Schools of Hadiya Zonei Snnpri
    (Addis Ababauniversity, 2005-06) Woldegebriel, Chanyalew; Assefa, Meseret (PhD)
    The purpose of this study was to examine the practice and problems of instructional supervision operating in government secondary schools of Hadiay zone and to determine whether there are differences and similarities between the two study group in perceiving supervisory leadership skills, supervisory tasks, process of instructional supervision and supervisor competence in carrying out the supervisory responsibilities. The study was conducted in five government secondary schools of the zone on the basis of purposive sampling techniques. The subjects of the study were 60 supervisors and 115 supervisees drawn form the sample schools. Data were selected from sample respondents through open and closed ended questionnaire, document analysis and group discussion. The questionnaire was tested in one secondary school and modified before distribution. Percentage and one way ANOVA were used for data analysis. The method employed for the study was descriptive survey method. The findings of the study revealed that supervisor and supervisee respondents perceived the supervisory leadership skills, tasks and competency etc differently; and supervisor in the secondary schools of the zone were made to be involved in the complex task of supervision without having any prior training. Moreover, according to the finding, there was only one classroom observation carried out in the semester. The supervisors further confirmed that, this single, classroom observation was not carried out for the purpose of improving classroom instruction; rather for final performance appraisal purpose. In general, the instructional supervision was not perceived as a helping endeavor by the supervises and the program failed to attain the objective. Hence, it was recommended that creating awareness have to be a critical first step for supervisors in the accomplishment of the objective of classroom observation. At the same time, the classroom observation is undertaken as frequently as possible by reducing the teaching 'load from teachers who have carried the supervisory skills and task as to see the progress or improvement of the teaching-learning process
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    Practices and Challenges of Extra or Co- Curricular Activities in Government Primary Schools of Sheno and Hamus-Gebeya Towns of North Shewa Zone Oromia Region
    (Addis Ababa University, 2018-06) Legesse, Yidnekachew; Assefa, Meseret (PhD)
    This study was carried out in the intention of assessment of the current practices, problems and challenges of extra or co-curricular activities in the second cycle of government primary schools located in Sheno and Hamus-Gebeya towns in North Shewa, Oromia Region where varied kinds of communities both in them and neighboring rural ‘kebeles’ are being served. The research design that was actually applied is one of a descriptive kind and in the study were employed basic mechanisms and principles of mixed research. To this effect a range of data were secured by administration of questionnaires to students and teachers, conducting interviews and FGD and holding physical school observation in which also was included review and investigation of documents and related material resources. The students’ samples were selected randomly using a lottery method and a total of 134 individuals some of them are teachers and school principals were directly involved as data providers. The research findings pointed out that most of the problems and challenges of ECAs or CCAs in the schools targeted are strongly linked to weak school administration which is manifested in the form of school principals’ incompetence to manage activities based on a comprehensive plan that looks into each and every activity in perspective. Teachers also shared the deficiency exhibited on the side of the school principals which displays itself by lack of motivation and especial interest to participate and effectively lead ECAs or CCAs by taking them as essential part of the teaching learning process. It was also evident that most of the schools were poorly organized by the necessary facilities, equipment, and some basic materials which foster the operation of extra or co-curricular club activities. The students in their part have had problems of significant lack of awareness of the essence and significance of ECAs or CCAs to their learning and development. Generally the condition of ECAs or CCAs in the schools was not pleasurable to anybody including students in particular and the schools’ community in general. As recommendation the government in general and schools in particular should make revision of their positions actually reflected in the running of school extra or co-curricular programs. Schools’ administrative structure is better if revised in such a way that due emphasis can be given to the management and running of ECAs or CCAs. Schools should be made to at least fulfil the minimum requirement that will enable them to run as many ECAs or CCAs as effectively and smoothly as possible. The measures should also include allocation of government finances which are clearly earmarked to the running of ECAs or CCAs among others.
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    Problems Influencing Academic Performance of Students in Government Secondary Schools of Oromia Special Zone Surrounding Fin fine
    (Addis Ababa University, 2018-06) Sime, Geremew; Assefa, Meseret (PhD)
    The purpose of this study was, to investigate major problems influencing academic performance of students in government selected secondary schools of Oromia special Zone Surrounding Finfine. The study used three basic research questions. Descriptive survey method was employed to conduct the study. The sample consists of 350 students, 118 teachers and 7 principals. Students and teachers were selected using simple random sampling; School principals were selected using purposive sampling. The data gathering tools employed was questionnaire and document analysis. The questionnaires were administered to 350 students, 118 teachers and 7 principals, in which 340 students, 110 teachers and 7 principals filled and returned it. Descriptive statistics was employed in this study by using SPSS–version 20, to analyze close ended quantitative data that were collected through questionnaires. From the descriptive statistics, frequency counts and percentages were used as needed to analyze the data. The interpretations of the data were followed by the tables, percentage and frequency counts. The research has identified three categories of major problems influencing academic performance of students, such as: 1. Student related problems (students’ motivation, attitude, & school attendance), 2.home environment related problems (parental encouragement, Socio economic status and parental education), 3.School environment related problems (teacher characteristics, leadership behavior of the principal, school plant and resources.), etc. Based on these findings conclusions and recommendations were suggested. The study shows that: students learning motivation, their attitude towards learning, parental encouragement, socioeconomic status and school conditions affect their academic performance. The study recommends that the responsibility of the stoke holders to guide students and facilitate conditions for their learning.
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    Relevance of Kindergarten Curriculum and its Implementation in South Wollo
    (Addis Ababauniversity, 2005-06) Abate, Gezahegne; Assefa, Meseret (PhD)
    Currently, kindergarten school practice shows that the program (kindergarten for children of age 4-6) is being run by private owners, non governmental bodies and members of the communities. This setting has now become an issue of debate and discussion among parents, teachers and researchers. Thus, the primary purpose of this study is to investigate the issues surrounding the curriculum of kindergarten education in South Wollo Zone in Amhara Regional state. In order to achieve the purpose of the study, the research method employed was survey method and basic questions were raised for teachers,' principals and parents towards kindergarten education. and the problems encountered during the implementation of this set up. The study was carried out in 10 kindergartens in South Wollo. The subjects included 37 teachers, 3 college instructors, 10 principals acting as directors 2 woreda education office experts assigned as "special need and kindergarten expert", olle expert from the zone assigned as curriculum expert, one regional, one high posted official from MOE and 15 parents from three kindergartens. The instruments used to gather information for the study were questionnaire, interview, observation, and document analysis. The data obtained were analyzed through percentages, in a table form and thorough discussion. Based on the analysis made: The unfavorable conditions in schools and classrooms, poor training background of the teachers to implement the curriculum, the absence of professional support (supervision, curriculum revision etc), parents influence, large class size, were found to be the major problems for kindergarten program not 10 become effective and relevant . .. Based on the findings obtained, the following recommendations are forwarded. Provide adequate training and awareness for teachers and parents, so as to apply appropriate teaching methods so that children can develop peer interaction, in/eresl towards Learning, provide land for the private owners so that they call builcl and accoll/modate educative and attractive schools and facilities and adequate materials; and assign experts in each level wlth clear Job descriptions and responsibilities. If these preconditions are not fulfilled, it is hardly possible to attain the desired objectives in kindergarten education
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    Students and Teachers Perception on the Relevance and Practice of Practicum: The Case of Kotebe College of Teacher Educatio
    (Addis Ababa University, 2009-06) Getachew, Mignot; Assefa, Meseret (PhD)
    This study was mainly designed to understand the students' and teacher's perceptions on the relevance and practice of practicum. In addition, it was aimed at identifying the main success and challenges of the practicum programme. In Kotebe College of Teacher Education and Ethiopia Andenet Primary School. For this purpose, qualitative case study was utilized. Data collecting method were participant observation, interview and discussion with student teachers, teacher educators, placement teachers and college practicum coordinators and principalsData collected were categorized into four themes and data for these themes were presented in narrative and descriptive forms based on the participants' understanding and interpretations in addition to my own reflective analysis. The result revealed that though the practicum programme as one 'paradigm shift' is accepted and appreciated, its implementation is highly problematic due to economic and logistic problems, lack of awareness and commitment among its participants (tutors, mentors, student teachers and other concerned bodies at different levels). Then, because of the challenges that the practicum have the concerned bodies (MOE, Addis Ababa Education Bureau and the college) must revise the practicum programme.
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    Study of Community Participation in Improving Quality of Education: The Case of Bole Sub - City
    (Addis Ababa University, 2007-06) Bellow, Teferi; Assefa, Meseret (PhD)
    The purpose of this study was to inves~gate the scope of community participation to identify the major problems and to come up wifh practical solution. in treating factors of the level of community participation, the study was done mainly though descriptive survey method. the data were collected through questionnaires from PTA members, Teachers, Students, Principals Supervisors, Woreda and Keblea education heads as well as Bole Sub-City education heads and experts, in addition statistical data obtained from the Sub-City and Addis Ababa education bureau. Documents regulations, guide lines and directives are also used. The result indicated that the community participation in improving quality of education in Bole Sub-City is unsatisfactory.,.. Parents are not still sufficiently involved in their children education hence the level of studeht achievement is decreasing; attendance home work tasks are more likely indicate low parents involvement. This is found mainly to the lack of the new forms of community participation which" is an integral part of the education reform program such as community participation in school improvement program, low community participation in curriculum design, low participation " of the community in actual teaching as a resource person, supervision and monitoring of students attendance and participation in the form of offering less motivation to teachers to improve their performance. It is absolutely necessary to enhance a school based management in which the local community directly participate in the management of the school, so the most important action which must be taken to encourage community participation in the Sub-City is to well come it.