Browsing by Author "Debebe, Alemayehu"

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    Children’s access to Primary education in dasenech and nyangatom Pastoralist communities of south omo: Prospects, challenges and Policy Implications
    (Addis Ababa Universty, 2014-04) Debebe, Alemayehu; Oumer, Jeilu (PhD)
    This study explores into impediments of pastoral children’s access to and retention in primary education with particular emphasis on the educationally underprivileged pastoral communities in Dasenech and Nyangatom districts of South Omo, Ethiopia. The study was guided by three research objectives: (1)Exploring into the underlying factors that interfere with pastoral children’s school enrolment and retention focusing on supply and demand side determinants; (2) Examining compatibility of the existing approaches to educational service delivery to the needs and contexts of the pastoral communities in the study area; and (3) Scrutinizing the situation of primary education delivery in terms of ensuring equal opportunity to both boys and girls. Principal research method adopted to undertake the study was a qualitative inquiry approach. Within the qualitative paradigm particular attention was given to advocacy perspective. The advocacy perspective was adhered to for it focuses on the needs of marginalized groups in view to bringing about change in lives of the underprivileged segments of societies. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schools and schooling. Sixty-nine community members, 30 schoolchildren, 30 teachers, 6 school principals heading the sample schools, 24 education experts and officials working at Woreda and zone levels; a total of 159 respondents took part in the study. Data were collected through the use of focus group discussion, interview schedules, observation checklist and questionnaire. Data analysis was carried out pursuant to a six steps qualitative data analysis framework. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. Findings indicate existence of both supply and demand side constraints. Problem of funding, inability xii to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features. Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. On the basis of findings obtained from the study process, suggestions for future action have also been forwarded. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Dasenech and Nyangatom pastoralist communities in South Omo.
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    The Role of Ngos in Promoting Equitable Access to Primary Education in Snnrp
    (Addis Ababa University, 2000-06) Debebe, Alemayehu; Teferra, Seyoum (PhD)
    The purpose of this study was to examine the role of SDP and WVE in responding to the need for learning opportunities for those school age children in SNNPR. Due to the unfortunate coincidence of the time for data collection and the public violence against the policy on language of instruction in Wolayta, details concerning interventions by WVE were not thoroughly assessed. Questionnaire, interviews, focus group discussion, review of documents, and observation of activities were used for data collection from 120 community members, 48 NFPE teachers, 24 political leaders, and 16 education officials at district and zonal levels. The data were analyzed by employing various statistical techniques including percentages, chi-square test, mean of two independent samples, and qualitative approach to analysis. The results have suggested that the NFPE project was rural focused. Its targets were females, poor children, and minority groups who live in rural areas and those who had no opportunity to learn and/or forced to drop out school for the reason beyond their control. With this intention of the project the public seemed to have no objection. On the other hand, community participation in the affairs of NFPE project was limited only to labor and material support. It was also observed that there was no clear assurance for sustainability of NFPE activities beyond the specified project period or even before, if something went wrong between the donor and the recipient for almost all of its cost used to come from foreign source. Furthermore, limited involvement of community, lack of conducive learning environment, absence of text books, lack of continuity in admission of new students on a yearly basis, and lack of clear organizational structure to manage activities of the NFPE project have contributed to keep the user system suspicious of its future. Lastly, searching for alternative domestic source of finance, promoting community participation to its full-fledged level, creating at least modestly furnished learning places, looking for the shortest path to supply text books, establishing clear and measurable evaluation mechanisms, and paying more attention for factors contributing towards higher drop out rate were among the major recommendations forwarded so as to keep the NFPE activities alive and more effective.
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    The Role of NGOs in Promoting Equitable Access to Primary Education in SNNRP
    (Addis Ababa University, 2000-06) Debebe, Alemayehu; Seyoum Teferra, Seyoum (Ass. Prof.)
    The purpose of this study was to examine the role of SOP and WVE in responding to the need for learning opportunities for those school age children in SNNPR. Due to the unfortunate coincidence of the time for data co llection and the public violence against the policy on language of in structi on in Wolayta, details concerning interventions by WVE were not thoroughly assessed. Questionnai re, interviews, focus group discussion, review of documents, and observation of activi ties were used for data collection from 120 community members, 48 NFPE teachers, 24 political leaders, and 16 education officials at district and zonal levels. The data were analyzed by employing various statistical techniques including percentages, chi-square test, mean of two independent samples, and qualitative approach to analysis. The results have suggested that the NFPE project was rural focused. Its targets were females, poor children, and minority groups who live in rural areas and those who had no opportunity to learn and/or fo rced to drop out school for the reason beyond their control. With this intcntion of thc projcct thc public sccmed to have no objection. On the other hand, community participation in the affairs of NFPE project was limited only to labor and material support. It was also observed that there was no clear assurance for sustainability of NFPE acti vities beyond the specified project period or even before, if something went wrong between the donor and the recipient for almost all of its cost used to come from foreign source. Furthermore, limi ted involvement of community, lack of conducive learning envi ronment, absence of text books, lack of conti nuity in admiss ion of new students on a yearly bas is, and lack of clear organi zati onal structure to manage activities of the NFPE project have contributed to keep the user system suspicious of its future. Lastl y, searching for alternative domestic source of fi nance, promoting community participation to its fu ll-fledged level, creating at least modestly furnished learning places, looking for the shortest path to supply text books, establishing clear and measurable evaluation mechanisms, and paying more attention for facto rs contributing towards higher drop out rate were among the major recommendations forwarded so as to keep the NFPE activities al ive and more effective.