Browsing by Author "Begna Ordofa"

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    Child Right in School: Study of Teachers' Conceptions and Practicesbegna Ordofa
    (Addis Ababa University, 2010-06) Begna Ordofa; Ambia Kenea
    This study aimed at investigating how child right has been conceived and practiced by primary school teachers found at Gihimbi Town. To accomplish the study, multiple ca e study design was employed Three primary schools (1-8) were selected purposively from a tOlal of nine. The subjects in this study were teachers, principals and students in the primary schools. Questionnaire, observation, interview and focus group discussion were used to secure the necessary data from these sources. Descriptive phrases, percentages, mean scores, t-test, one way ANOVA and Chisquare test were used to analyze the secured data. For the latter three, the statistical analysis were carried out using soft ware for Statistical Package for the Social Science ( SPSS). The result indicated that the teachers do not have arranged programs in the schools to raise their awareness on the issue of child rights in school. There was some confusion among them on the major child rights to be preserved at their school level. The extents to which these teachers feel accountable on promoting child rights in the schools were found to be at lower level. On the other hand, lack of sufficient support!cooperation from concerned bodies, low level of awareness about the issue of child rights by parents and the community at large and lack of commitment by teachers to promote the issue in the schools were found to be the major problems which hindered the effective application of mechanisms to promote the issue. Teachers' demographic characteristics have no such significant effect on teachers ' views towards child right and on the application of mechanisms to promote the issue in the schools except sex. It was then concluded that teachers' conceptions and practices on child rights in schools is not at the required level. At last, possible solutions were forwarded depending on the findings
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    School Accountability for Learning Outcomes: A Case Study of Secondary Schools in Ethiopia
    (Addis Ababa University, 2024-06) Begna Ordofa; Amare Asgedom
    The purpose of this qualitative multiple case study is to develop an understanding of school accountability for learning outcomes in Ethiopian secondary schools. Data were collected from 63 key school stakeholders, including teachers, directors, education experts, parents, and students through interviews and focus group discussions. In addition, document analysis and observations were used as data gathering strategies. Four schools, two high-performing, and another two low-performing, were chosen for this purpose. Pratchett‘s theoretical framework was used to guide the research. The findings of the study revealed that the four design elements of accountability (delegation, finance, information, and motivation) were coherent with learning outcomes in the high-performing secondary schools. In contrast, academic activity is overlooked while loose cooperation among school actors to improve learning, and numerous extracurricular activities were witnessed in the low-performing secondary schools. Tight finance is common in all schools but absence of attention to supporting learning is the feature of the low performing schools. High-performing schools focused on process and learning outcome data. Nothing will happen to agents in low-performing schools for the low academic achievement, whereas they can be held accountable in the high performing school. Parents in the low performing schools are unaware of the importance of holding the school accountable for their children's performance than in high-performing schools. Hence, the low-performing schools focus on schooling, while the high-performing schools are coherent for learning outcomes. Implications of the study include ensuring appropriate school systems that are coherent with learning outcomes and supporting front-line providers. In addition, further research on this topic is suggested in the Ethiopian education system as a whole. Key terms: accountability relationship; learning outcomes; delegation; finance; information; motivation; coherence