Browsing by Author "Endashaw, Ibrahim"

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    Practices and Contributions of Islamic Education to Modern Education in Ethiopia: the case of Bati Azhar Mesjid
    (Addis Ababa University, 2012-09) Endashaw, Ibrahim; Dufera, Derebssa (Professor)
    [n Ethiopia , like the Christian eduCilt-ion, Islamic educaJion has been playing a significant role in the Ii terncy development of the country. However, insignificant scholarly works have so far been produced and disclosed the real legacy of schooling system in Muslim eduCllhon. 50, the primary , . purpose of the stttdy is to describe and analyze the nattlre of some of the educational practi ces of Tslamic eduClltion in Bah Azhar Mesjid f rom the points of view of its legacy and benefits for modern education. Many of lhe ideas were dealt with the works of Ahmed (2008) and Muhiddin(20 10) 01'1 another setting . The intention of the writer is bas ed on the I7ssurnpl"ion tlwt although certain characteristics of educnt70n seent to be similar, sonle pract-ices may differ as the socia l groups differ fro1'l'1 each other. In order to reach the intended result ethnographic case study was employed. In the course of the study, all the necessary inforrnntion WIlS gathered using open ended illteruiell', focus group discussion and observaJion . Based on lhese /,neUlOds infonnalion was collected from the Sheikh and Daressas (sl:udents) of the school. Besides, former st'udents and , commu mty mem.bers lue re included through snow ball sampling. The findings oj the study showed that; lhe teacher taught by working with snwll group s (sherika) of sittd ents who were at the same le ve l m their studies. Besides, st'udents also allowed to attend courses as per their pace. Regarding ev aluation , there was no fonnal test , only tile de1'l'Ionstrat7on of 1/wsteriy- reading, answering, reasoning and execut-ing of re sponsibilities properly. Corporal punishment was non exis tent, ad vises and offering responsibilities were widely used to re1'nedy mis -behavior and to punish a studel'lt for not studying well. Tn short, in the school, education was offered in (/ pedagogical approach that has fundamental simila riti es with the i1'l1'entions and recommendations of many modern educators. i-ience, giving attention for tile dome sit c trndit-ional sc hools leg acy can offer many geniuses of pedagogical prinCiples in the state contemporary modem secular ed ucnl:ion,
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    Practices and Contributions of Islamic Education to Modern Education in Ethiopia: the case of Bati Azhar Mesjid
    (Addis Ababa University, 2012-09) Endashaw, Ibrahim; Dufera, Derebssa (Professor)
    In Ethiopia, like the Christian education, Islamic education has been playing a significant role in the literacy development of the country. However, insignificant scholarly works have so far been produced and disclosed the real legacy of schooling system in Muslim education. So, the primary purpose of the study is to describe and analyze the nature of some of the educational practices of Islamic education in Bati Azhar Mesjid from the points of view of its legacy and benefits for modern education. Many of the ideas were dealt with the works of Ahmed (2008) and Muhiddin(2010) on another setting. The intention of the writer is based on the assumption that although certain characteristics of education seem to be similar, some practices may differ as the social groups differ from each other. In order to reach the intended result ethnographic case study was employed. In the course of the study, all the necessary information was gathered using open ended interview, focus group discussion and observation. Based on these methods information was collected from the Sheikh and Daressas (students) of the school. Besides, former students and community members were included through snow ball sampling. The findings of the study showed that, the teacher taught by working with small groups (sherika) of students who were at the same level in their studies. Besides, students also allowed to attend courses as per their pace. Regarding evaluation, there was no formal test, only the demonstration of masterly- reading, answering, reasoning and executing of responsibilities properly. Corporal punishment was non existent, advises and offering responsibilities were widely used to remedy mis-behavior and to punish a student for not studying well. In short, in the school, education was offered in a pedagogical approach that has fundamental similarities with the inventions and recommendations of many modern educators. Hence, giving attention for the domestic traditional schools legacy can offer many geniuses of pedagogical principles in the state contemporary modern secular education
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    Practices and Contributions of Islamic Education to Modern Education in Ethiopia: the case of Bati Azhar Mesjid
    (Addis Ababa Univerisity, 2012-09) Endashaw, Ibrahim; Dufera, Derebssa(Professor)
    In Ethiopia, like the Christian education, Islamic education has been playing a significant role in the literacy development of the country. However, insignificant scholarly works have so far been produced and disclosed the real legacy of schooling system in Muslim education. So, the primary purpose of the study is to describe and analyze the nature of some of the educational practices of Islamic education in Bati Azhar Mesjid from the points of view of its legacy and benefits for modern education. Many of the ideas were dealt with the works of Ahmed (2008) and Muhiddin(2010) on another setting. The intention of the writer is based on the assumption that although certain characteristics of education seem to be similar, some practices may differ as the social groups differ from each other. In order to reach the intended result ethnographic case study was employed. In the course of the study, all the necessary information was gathered using open ended interview, focus group discussion and observation. Based on these methods information was collected from the Sheikh and Daressas (students) of the school. Besides, former students and community members were included through snow ball sampling. The findings of the study showed that, the teacher taught by working with small groups (sherika) of students who were at the same level in their studies. Besides, students also allowed to attend courses as per their pace. Regarding evaluation, there was no formal test, only the demonstration of masterly- reading, answering, reasoning and executing of responsibilities properly. Corporal punishment was non existent, advises and offering responsibilities were widely used to remedy mis-behavior and to punish a student for not studying well. In short, in the school, education was offered in a pedagogical approach that has fundamental similarities with the inventions and recommendations of many modern educators. Hence, giving attention for the domestic traditional schools legacy can offer many geniuses of pedagogical principles in the state contemporary modern secular education.