Browsing by Author "Fereja, Temesgen (PhD)"

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    Assesment of Health Literacy Practices from Adult Learning Perspectives: The Case of Health Care Centers in Addis Ababa
    (Addis Ababa University, 2011-06) Melesse, Dagmawi; Fereja, Temesgen (PhD)
    The main purpose of the tudy wa . to investigate into the health literacy practices of health centres of Addis Ababa from adl!lt learning perspectives. T~e study aimed at answering basic research questions with regards to the types of health literacy practices provided, its ' considerations of adult learning perspectives and the major challenges encountered The study participants were randomly selected adult attendees of health literacy lessons and health professionals who provided the health literacy lessons. The study settings were 5 out of the 25 health centres found in Addis Ababa city administration selected through a two stage simple random sampling of lottery technique. Overall, a total of 181 (J 50 adult learners and 31 health professionals) participants took part in the study. As to the selection of adult learners, 75 male and 75 female participants were randomly selected from the 5 health centres, 30 (15 male and 15 female) from each of the health centres. Here, participants were randomly selected based upon the entry criteria: having attended a health literacy lesson at least once the previous year and opting to participate in the study voluntarily. As to selection of health profes ionals, a total of 31 health professionals representing the selected five health centres were randomly selected taking 5 to 7 health professionals from each of the health centres. For the triangulation of the study, a mixed approach was employed comprising both quantitative and qualitative methods. A descriptive survey method was the major approach employed for the study. Hence, questionnaires, interview guides, focus- group discussion guide and an observation checklist were developed and ,employed in the data collection process preceded by a pilot testing. The analysis of the data was performed using quantitative percentage analysis and qualitative thematic analysis. The findings of the study have shown that predominantly oral lecture- based, prevention- oriented and group-based health literacy lessons were provided in the health centres. However, according to the study findings, core adult learning principles were not given due and satisfactory considerations in the implementation of the health literacy lessons in the health centres. Thus, the study results across the main dimensions had shown that the content selection, teaching methodologies, and physical and psychological environment were not in line with core adult learning prinCiples. With regard to the major challenges encountered in the implementation of health literacy lessons, the majority of adult learner participants rated in descending order that there are problems in facilities, teaching methods, competence and commitment of health literacy educators. On the other hand, majority of health professionals pointed out that lack of responsible body to give attention for the follow up, lack of motivation from adult learners' side, lack of readiness and efficiency in health literacy educators' side as major challenges encountered in descending ordllr as among the major challenges observed in the health centres. Clear organizational.' tructure, accountable leadership, facilitation of appealing physical and psychological enllironment, participatory approach in content selection and lesson presentations, the use vf flexible programs and alternative options of mediums in presenting the lessons, facilit .ting resource centers and the provision of in-service trainings on the teaching of adults for health professionals, widening the horizon of the program and the study sphere were the m.ljor recommendations provided
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    Assessment of the Availability and Utilization of Instructional Materials for Physics Instruction at the Second cycle of Selected Secondary Schools in West Shoa Zone of Oromia Regional State
    (Addis Ababa University, 2008-06) Yadata, Tesfaye; Fereja, Temesgen (PhD)
    Prompted by the growing concern about the problems the provisions of quality Physics instruction encounter due to shortage of Instructional Materials, the r.esearcher conducted this study to assess the Availability and Utilization of Instruction Materials for Physics instruction at the Second cycle of selected secondary Schools in West Shoa Zone of Oromia Regional State. Both Qualitative and quantitative approaches particularly, a descriptive survey were employed as they were found to be appropriate for answering the basic research questions. Instruments of data collection included questionnaires, interviews and observation checklist. Pertaining to the sample population for the study, Physics teachers, Students, SPC Coordinators and School directors were involved. The results indicate that there is a general Unanimity in the views of Physics teachers and SPC Coordinator as regards the benefits derived from the use of 1MS for better instruction. According to the findings of the study, Physics laboratories are inadequately equipped to such an extent that their practical utility is too much limited. The results also revealed serious shortage of IMS at the sample schools in West Shoa Zone. Problems of budget, financial and material support to keep SPCS jUnctioning were identified besides. Most teachers neither used nor produced 1MS, as uncovered by the findings of the study. Furthermore, the study revealed evidence of lack of training both for Physics teachers and SPC coordinators at the sample schools selected for the study. Use and production of IMS should become mandatory for all Physics teachers for the sake of quality Physics instruction. To this end, School directors and other concerned education authorities have to make all the necessary provisions, no matter however modest it may be. The present conditions of Physics labs and SPCS at the selected sample Schools in West Shoa Zone Should be improved urgently since without them effective instruction is inconceivable. Training for both physics teachers and SPC coordinators is urgently needed. Hence, due attention and serious consideration should be given to address the issue
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    Assessment of the Current practice of none formal Adult Education in Ambo Wereda
    (Addis Ababa University, 2010-06) Deme, Lalisa; Fereja, Temesgen (PhD)
    The main Purpose of this thesis is to assess the current status of Non forma Adult Education (NFAE) practice Ambo Wereda. Descriptive survey method was used. Quantitative approach supported by qualitative approach were employed. In-depth questions and discussions emphasis on the context of the program, situation of participants and line implementers/ extension workers were employed to support the quantitative one Stratified random sampling followed by simple random and purposive sampling techniques were employed accordingly The sample sIZe were SIX Kebele peasant association(KPA). Instrument of data collection were questionnaires, semis tructu red interview questions, FGD, document review and observation with check lists. The data were analyzed by percentage. The major findings were that Woreda education office deliver no NFAE program at all, lack of follow up of the implementation process, both health and agriculture office fully staffed the extension workers for each KPA, management activity is poor ill. both health and agriculture offices but more sever in agricultures and community participation is very less. The major challenging problems of program implementation were lack of follow up, monitoring and evaluation, participants lack of awareness and motivation and leaders of NFAE program lack commitment. Consequently, the study has came to the main conclusion that currently in the study area the NFAE program did not get due attention practically but only theoretically. Finally, the recommendations were forwarded based on the major findings.
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    The Challenges and Practices of Basic Education in Selected Pastroal Areas of Oromia Region
    (Addis Ababa University, 2011-03) Amare, Hailu; Fereja, Temesgen (PhD)
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    Comparative Study on the Application of Constructivist Teaching Strategies in Government and Private Second Cycle Primary Schools in Addis Ababa
    (Addis Ababa University, 2008-06) Melesse, Matewos; Fereja, Temesgen (PhD)
    The objective of the study was to assess and compare the application of constructivist teaching strategies in private and government second cycle primary schools in Addis Ababa. Comparative research d esign was employed in the study. The subjects of the study were 126 private and 121 government second cycle primary school teachers . Data were collected from the subjects through observation, questionnaire and interviews . The quantitative data were categorized, tallied and their frequencies were determined. The analysis was made using descriptive statistics such as percentage and means. The qualitative data were organized, summarized, interpreted and described in narrative manner. The findings of the study revealed that both private and government primary school teachers have higher perception of constructivist teaching strategies. It was also found out that there is no noted significant difference between them. However, regarding the implementation of constructivist teaching strategies, the findings of the study revealed that the strategies are poorly implemented in both private and government schools. Teachers rely heavily on direct trans mission of knowledge through lecture and note giving activities. They seem to favor traditional way of teaching. The hindering factors were attributed to lack of interest in teaching on the part of teachers, lack of interest of learning on the part to stud ents, lack of teaching materials, unsuitable class room setting & school environments, rigid time table were the common ones. Higher teaching load of private teachers and lack of parental and community support in government schools were identified as serious problems and finally, based on the findings recommendations were forwarded.
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    Factors that Affect Quality of Education in Tarmaber Wereda Secondary Schools’ of Amhara Regional State
    (Addis Ababa University, 2017-05) Kinfe, Tadese; Fereja, Temesgen (PhD)
    The purpose of this study was to identify major factor that affect the quality of education in secondary schools of Tarmaber woreda Debersina Town. Descriptive survey design was employed to carry-out the study which enabled the researcher to undrestand the present status of the problem under study. The necessary data for the study was collected from 267students(129 males and 138 females),15 teachers( 12males and 3females),15 PTSAs(9males and 6 females) ,2 principals, 2vice-principals,1 supervisors and 3 Woreda education officers. The researcher used stratified random sampling to select students, teachers and Woreda education officers. Availability sampling was used PTSAs, principals, vice-principals and supervisor. The instrument employed to collect data from the respondents were questionnaire, interview and documents. The quantitative data gathered from the respondent was analyzed by using frequency, percentage and mean score. The qualitative data was analyzed through narration. The findings of the study revealed that, the major factor that affect the quality of education in secondary schools in study area were the problem of student hour pre week, parent involvement, method of teaching and teacher experience and attitude towards their job. The conclusions of the study also show that to improve quality educations to change the student attitude, to participate parent in all activity of school, motivate teacher to use different teaching method and to change attitude towards their jobs. Based on the finding and conclusion the following recommendations are made to alleviate the existing problems. Accordingly teachers and guidance and counseling help students to study hared, to increase the accountability of stake holder, improve method of teaching, All stakeholders arrange motivation program for teachers and full filed school facilities and other which are assumed to solve the identified problem were recommended.
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    The Impact of Cultural Beliefs and Practices in The Education of Female Students at Primary Education in Eastern Gojjam Administrative Zone of Amhara Region
    (Addis Ababa University, 2009-06) Admasu, Fikremarkos; Fereja, Temesgen (PhD)
    The major purpose (objective) of this study was to examine the impacts of cultural beliefs and practices up on girls' education in primary schools of Eastern Gojjam zone of Amhara regional state. To that end, a descriptive survey research method was employed. The data were collected from 367 female students, 46 teachers, 19 principals and 12 parents. Besides, data were collected using instruments such as questionnaire and structured interview. The data obtained through questionnaire were tabulated analyzed, using simple statistical methods such as mean and percentage and discussed and interpreted. Interviews were analyzed using qualitative description and narration. The major cultural belief and practices affecting girls' education are found to be: early marriage, FGM, and excess ive work load at home were largely practiced in the zone. There were also practices related to sexual harassments out of school and beating including snatching of personal properties. Some traditional beliefs like considering female students inferior to boys, perceiving girls born for household tasks and boys for education and leadership were major cultural constraints that affect girls' education in eastern Gojjam zone. 11 was recommended that Primary school principals should give emphasis for full fledged implementations of gender equality, creating awareness among parents about the harmful effects traditional practices, executing laws properly to reduce the expansion of violation of girls' rights. Primary schools should also arrange and supervise the participation of girls in extra curricular activities and class activities as well.
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    Integration of Multicultural Contents into Civics and Ethical Education Textbook and Instructional Practice at Wondirad Preparatory School
    (Addis Ababauniversity, 2014-06) Shiferaw, Ashenafi; Fereja, Temesgen (PhD)
    The objective of the research was to assess whether the objectives of civics and ethical education underlined by the education and training policy of the country are in line with the actual practice. The attempts made by instructors to achieve the given objectives starting from awareness level of teachers and students, attitude that they have toward multicultural perspectives To seek answer to the basic research questions derived from problems discussed in the statement of the problem.. The study employed both quantitative and qualitative research design and used quantitative methods research in order to measure the awareness level of students and teachers and also to see the attitude that they have toward the integration of multicultural contents in to civics and ethical education text book and instructional practice. The data collected through questionnaire, interview content analysis table. In the analysis, quantitative data were first collated and presented in tables. Then, detail descriptions of figures in each table were given. Correspondently, the qualitative data were quoted and described qualitatively. Finally, subsequent interpretations and descriptions were made in light of the literature reviewed. Data analysis of the background characteristics of the respondents tabulated in line with the profile of the available teachers of civics and ethical education of the preparatory school and changed to its percentage value. The study also tried to see the multicultural practice in relation with learning civics and ethical education ,awareness level of both teachers and students and also tried to see the content of civics and ethical education text book and the approaches used to integrate multicultural teams, beliefs ,issues and practices. Practice, awareness and attitude toward multicultural education in the given school is tried to be analyzed quantitatively and 82% Students respond positively to practice related statements. The rest 9% respond how they don’t not think there are multicultural practices related to the statement. a the book“ concepts text Total 70% of the students have high awareness level . The rest 30 % have lower awareness level. most of the teachers about 94% in question seem to have positive attitude toward the multicultural content integration into civics and ethical education text book and instructional practice but the rest 6 percent respond negatively. Themes of the content integration approaches strike balance among knowledge, skill and attitude . Units used as unit of analysis pictures in the units used a important category and the four content integration approaches as unifying entities, change frame to keep them self in the detailed illustration in eclectic position and language to give meaning in the detailed illustration. Units of the text book are used as unit of analysis and topics as core civics and ethical education concept category and the four content integration approaches as unifying entities, change frame to keep them self in the detailed illustration in eclectic position and language to give meaning in the detailed illustration
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    An Investigation of Intercultural Relation Through Adult EducationIn The Case of Enewary And Surrounding Communities In North Shewa Zone of The Amhara National Regional State
    (Addis Ababauniversity, 2015-06) Moltote, Assefa; Fereja, Temesgen (PhD)
    The research is conducted on intercultural relation through adult education, the case of Enewary and surrounding Communities of North shewa zone of Amhara Regional State. The main objective and purpose of the study is to investigate the role of adult education in intercultural relation of Enewary community and in improving the living condition of peoples within the district. Both qualitative and quantitative paradigm has employed in data analysis and interpretation. Primary sources of data such as interview, focus group discussion and questionnaires were tools to collect data. In addition to these, magazines and written documents have utilized. Purposive and Convenience Sampling were sampling methods during sample selection. The instruments utilized to collect the data were questionnaire, focus group discussion and interview. The respondents involved in the study were craft workers, woreda heads, adult education facilitators, supervisors and religious elders. The findings of the study revealed that intercultural relation in the case of Enewary and surrounding communities in Norh showa zone of Amhara regional National state is that adult education has shown a light of improvement in the societies social life and livelihood of the community in different dimension particularly politically, socially and economically. To improve the living condition of the community their living standard, Adult education experts from national to kebele levels should work hard follow up the implementation of the policies towards adult education and lifelong trainings in farming, family planning, and small enterprises
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    Perception and Practices of Teachers on the Implementation of Continuous Professional Development in Secondary Schools of East Shoa Zone, Oromia National Regional State
    (Addis Ababa University, 2017-11) Midekso, Muhammed; Fereja, Temesgen (PhD)
    This study was designed to assess teachers perception and practice of implementing continuous professional development in secondary schools of East Shoa Zone, Oromia National Regional state. To conduct the study, descriptive survey research design was employed. The sample covered four woredas and one town administration in east shoa zone where sample secondary schools are found. The instrumentused to collect data from teachers,principals and woreda CPD focal person was questionnaire. Semi structured interview was also conducted to collect data from principalsandworeda, education officers. Quantitative and Qualitative methods were used to analyze the collected data. Besides, the data were analyzed by employing statistical techniques like, mean , standard deviation , and ANOVA. The research findings suggested that teachers understanding of advantages of CPD was high in the realization of its objectives. However, the extent CPD implementation, facilitating supportive conditions at school level and assistance from woreda education office was not adequate enough to implement CPD as much as expected. Furthermore, the study indicated that challenges of school influenced the implementation of CPD. The major challenges encountered in the implementation of CPD were related toabsence of ownership of CPD at the different levels, lack of consistent support from stakeholders and absence of linkage between CPD.Therefore , to ensure the overall teachers understanding of advantages of CPD and realization of its objectives East shoa zone and woreda education offices ought to be a catalyst for effective implementation of CPD by understanding and acting on their role. And also,it would be better for zone and woreda education offices and schools to work on the strategy in developing fertile ground for better school culture in schools such as: to work on structures and processes exist in schools to support shared leadership, facilitating staff’s collective responsibility for teachers and staff’s focus on continuous professional development.
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    Perception, Behavior and challenges of Teachers Doing Action Research in ,One CRC School in East Wollega Zone, Oromia Region.
    (Addis Ababa University, 2009-06) Leggesse, Tarekegn; Fereja, Temesgen (PhD)
    The purpose of this study was to explore the perception and behavior of teachers of Bilo CRC School, which is located at Boneya Boshe Woreda in East Wollega Zone of oromia region. Also it aimed at investigating the impeding factors and challenges they faced while doing action research. To achieve the purpose of the research ethnographic design of qualitative approach was employed Data were collected by participant observation, interview, FGD and documentary analysis by using video, tape recorder, interview guide and check list. Data collected were categorized in to themes, based on research questions, and sub questions and analyzed. Findings of the research verified that in the courses of their research the perception of the participants about what, why, and how to do action research changed positively from fog to clarity, from doubt to confidences, from anxiety to stability and from distrust to trust. The collaboration approach of action research helped them develop the skill of doing action research by sharing ideas, knowledge and experience some of the impeding factors and challenges of doing action research were lack of understanding, lack of skill and time, lack of confidence, negligence by some members and drop out of some members. The findings imply that motivating teachers to be involved in collaborative action research and providing continual professional supports can empower and emancipate them to be pragmatic professionals.
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    The Practice of Student-Centred Methods And Continuous Assessment in Teaching Science in Oromia Teachers' Colleges
    (Addis Ababa University, 2010-06) Abdi, Dereje; Fereja, Temesgen (PhD)
    This study described how instructors are being applied studentcentered approach in teaching science. It also examined how continuous assessment techniques are being practiced in teaching science. The study was conducted at randomly selected Oromia Techers' College; Assela, Robe and Sebeta Teachers' Colleges. Accordingly a sample 286 of science students (1st and 2nd year) and 38 of science instructors were included in the study. Descriptive survey method was employed to accomplish the study. Academic deans, instructors and students were the source of data for the study and Questionnaire was the main data gathering instrument which was supported by interview, observation and document analysis. The data gathered through these instruments were analyzed using percentages, mean scores, chi-squares and descriptive statements and all differences were tested' for statistical significance at the 0.05 alpha level. The study showed that the practices of student-centered method .and continuous assessment in teaching science were weak. The major reasons were large number of students in the class, shortage of time and students' miss perception about student-centered method and continuous assessment. Furthermore, the study revealed the impact of colleges and classroom facilities on the succesJuI practice of student-centered methods and continuous assessment techniques. The study also revealed that instructors lack of appropriate pre-service training as one of the major problems in the practice of s tudent-centered methods. Ge nerally, the study showed that instructors of the sample colleges did not properly applying the student-centered methods and continuous assessment. They mos tly used traditional teaching methods and assessment techniques. Thus, it is underlined that the concerned bodies should take the necessary measures in order to change the current state of science education in the region.
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    Practice, Problems and Prospects of Nonformal Technical and Vocational Education and Training: The Case of Selected Government Tvet Colleges in Snnpr
    (Addis Ababa University, 2009-02) Negus, Solomon; Fereja, Temesgen (PhD)
    The main purpose of this study was to identify and assess the practice, problems and prospects of Non-formal (basic and junior level) TVET program in TVET Colleges of SNNPR The TVET Colleges included in this study were Hawassa and Arbaminch TVET colleges randomly selected from four TVET colleges implementing the NF-TVET program integrating with the formal TVET program. In this study descriptive survey method was employed to conduct the study. Thus, 156 trainees, 90 trainers and 5 TVET offiCials (2 deans, 2 vocational counselors and I regional TVET agency official) were selected by using stratified random sampling' and purposive sampling techniques respectively. The instruments used in this study to gather data were research questionnaire, interview, observation and document review. Questionnaires were distributed to 156 trainees and 90 trainers while interview was conducted with two TVET college deans, two TVET cc !!ege vocational co unselors and one regional TVET agency official. The data collected was analyzed using statistical tools such as percentage, mean and rank order. The finding of the study revealed that the lev el of awar eness and readiness of trainers, trainees and leaders towards the NF-TVET program wa s low. Th e study also revealed that the participation of stakeholders in the implementation of th e NF- TVET program in the TVET Colleges was low. Thefindingfurther revealed that the adequacy of the resource (human, material and financial) to implem ent th e program in the TVET Colleges was low. Furthermore, lack of awareness and readiness towards the NF-TVET program, low stakeholders participation in the implem entation of the program, shortage of training budget, inadequacy of relevant training materials, la ck of proper conducting of labor market and tra ining assessment, low management competence of leaders, lack of documentation and inform at ion database system of the program and low follow-up of trainees at pre-, during and post-training were identified as major problems of th e program implementation process encountered whi ch need serious improvement. Moreover, high demand of youth and adults for training, es tablishment of MSEDA, availability of s takeholders supporting the program, . introduction of credit services for train ed youth and adults, availability of policy and strategy documents supporting the program, high demand of investors for semi-skilled manpower . and capacity of TVET Colleges to provide training (during day, evening, weekend, holidays and summer time) were iden tified as prospective grounds to implement the program in the TVET Colleges as well as in th e region. Finally, in light of these findings, several recommendations related to mvareness, parlicipation, capacity building, and others are forwarded.
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    The Practices and Challenges of University-Industrial Park Linkage in Public Universities in Addis Ababa
    (Addis Ababa University, 2021-10) Woldie, Alemu; Fereja, Temesgen (PhD)
    The purpose of this study was to investigate the practice and challenges of university-industrial park linkage in public universities in Addis Ababa. The site of the study was Addis Ababa Institute of Technology-AAU and Addis Ababa Science and Technology University. To this effect, both primary and secondary data sources were used. A set of questionnaires and key informant interviews were also employed. School/college deans, department heads, chairs and instructors have filled in the questionnaires. Besides, interviews were conducted with university-industry linkage office directors, Industrial Park Development Corporation and Industrial park representatives to consolidate the quantitative data. Simple random sampling method was used to select the instructors and purposive sampling technique was applied for the other respondents. Likewise, descriptive survey research approach was used. Moreover, the study used mixed methods to triangulate the information gained by quantitative and qualitative data. The information obtained through quantitative data, questionnaires, was analyzed using descriptive statistics and independent sample t-test using SPSS version 24 (at alpha = 0.05). The responses gathered through interviews presented with descriptive and narrative statements. The major findings of the study indicate that the universities had limitations to plan, implement and evaluate the UIL plan jointly. The stratum of the linkage between the universities and industrial parks was found at infant stage which is below the required level. There was gap in aligning the skills of graduates and the needs of industrial parks. The local universities have limitations in their capacity to get the trust and confidence of the industrial parks. The efforts made by the university academic staff were not well coordinated and systematized. In turn, the industrial parks lack willingness to interact and to disclose their researchable problems to the universities. The dominant barriers that affect the linkage were poor communication, program misalignment, inadequate leadership support, lack of competitiveness among industries and participatory leadership, absence of guidelines, lack of need assessment, follow up and incentive mechanisms. The existing coordination among government, university and industry can be categorized as laissez fair model configuration. To realize effective linkage between the universities and industrial parks, the universities advised to focus on win-win strategies and attract the industrial parks to enhance the sense of initiative and strive to get the trust of industrial parks. Therefore, the universities should enhance involvement of the people of industrial parks in UIL plan, and other related key linkage activities. On the other hand, the industrial parks shall be willing and open their doors to interact with the universities ultimately to realize mutual benefits. Besides, the government bodies are expected play a pivotal role in the formation of triple helix model of interaction among the government, the universities and industrial parks. It is also expected to narrow the gaps that limit the linkage. Key words: University-industry linkage, Industrial parks, university and opportunity.
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    Practices and Challenges of “O-class” Program in Public Primary Schools: The Case of East Shoa Zone
    (Addis Ababa University, 2018-06) Leta, Mengistu; Fereja, Temesgen (PhD)
    The purpose of this study was to assess the practices and challenges of “O class” program in public primary schools in East Shoa Zone in terms of curriculum, qualification and training of teachers, favorable learning environment and fulfillment of necessary learning aids. To address this purpose, data were collected from 3 Woredas selected through cluster sampling method. Out of 164 government primary schools in rural areas of these three selected Woredas 33 schools were selected using simple random sampling. By using availability sampling method, 33 “O-class” teachers, 33 school principals and 5 education experts; totally 71 participants have participated in the study. Descriptive data analysis method has been used to analyze data gathered through questionnaires, interviews, document analysis and observations. Unavailability of curriculum and guideline, lack of professionally qualified and trained teachers, unfavorable learning environment and lack of necessary learning aids were found among the challenges encountering the effective implementation of the program. It was due to less attention and emphasis given for the education of the level that plays an important role in the formation of children’s identity and to prepare them for future stages of their education and development. In order to benefit the children of the level and education system at large, Early Childhood Care and Education in general and “O-class” program in particular is the scientific, economic and right thing to do.
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    The Relevance and Performance of Community Skill Training Centers in West Gojjam Administrative Zone
    (Addis Ababa University, 2009-06) Tiruneh, Tsegaye; Fereja, Temesgen (PhD)
    The purpose of this study was to assess the relevance, performance and problems of CSTCs in two study area weredas. The study was conducted in Burie and Jabi Tehnan weredas of West Gojjam Administrative Zone of the ANRS. To collect data and information, descriptive survey methods and purposive, opportunity/ available sampling techniques were employed. The methodology involved the use of questionnaires, interviews, observation and review of documents. A total of 56 respondents were involved during collection of data and information. These included 48 trainees, eight staff from regional, zonal and wereda offices of MSEIPO. The data and information so collected were analyzed using percentage and frequency distribution statistical tools. Even though AMSEIPA in general and the selected Woreda WMSEIPO and CSTCs in particular were striving to play significant roles in providing the livelihood skill training, results of the study indicated that the two CSTCs are not performing well. The centers are poorly equipped and are faced with shortage of basic facilities, training manuals, materials, qualified manpower and budget. Currently, they practice weak monitoring and evaluation and the degree of stakeholder's participation was very weak. Because of the combined effects mentioned above, the centers are having inadequate institutional capabilities, and trainings provided in the two centers are of low relevance. Despite the above, the centers have some potential opportunities that could be exploited in the future . The commitment showed by AMSEIPA to make the centers as a business incubation center, the formulation of National Adult Education Strategy, Micro and Small Enterprise strategy, Industry Development Strategy and a Plan for Accelerated and Sustained Development to End Poverty are some of such potential opportunities. Therefore, it is recommended that decision makers, planners, and other authorities at the Woreda and at Regional level should recognize the role of CSTCs and the expansion of MSEs to play its part for the creation of job and employment opportunity as an effective means of eradicating poverty and improving the livelihood of the community at large. Planners and local government officials should give due attention in order to revitalize and rehabilitate the Community Skill Training Centers and allocate sufficient budget and qualified manpower. It is further stressed that, in order to achieve sustainability of the training and its relevance, WMSEIPO should adopt the trainee's selection criteria of AMSEIPA based on skill training needs of their respective localities.
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    Skills Training and Micro Financing for Empowerment and Improvement of Living Conditions .of Small-Scaly Women Entrepreneurs in Bahir Dar Town
    (Addis Ababa University, 2009-02) Wudneh, Lantebiye; Fereja, Temesgen (PhD)
    Poverty alleviation is top on agenda of most d eve loping countries to dignify their citizens with decent living conditions. Therefore, this study assessed the contribution of skills training and micro-financing services provided b y Bahir Dar town Administration Micro a nd Small Scale Enterprises and Industry promotion office and other Micro Finance Institut ions (MFIs) in empowering and improving the living conditions of s mall-scale women entre pren e urs in B a hir Dar town using both quantitative a nd qualitative research designs and methods to generate pertinent data from primary and secondary sources. It also used multistage random sampling techniques that involve systematic sampling with random start to s elect sample size of 100 small-scale women entrepre n eurs from 890-target popula tion. The study findings indicate that group based MSEs in the study area have go t various types support \ from Ba hir Da r town Administration Micro and Sma ll Scale Enterprises a nd Industry promotion office (BDAMSEIO) and Mi cro finance Institutions (MFI s ). However , som e group-based MSEs are c onfronted with m a rKet premises and lack of materials. When it comes to the influence of skills training and micro financing, even if it has a little positive- effect o n empowering and improving t h e living condition of sm a ll , scale women e n tr epr eneurs, t h e contribution is not significant. But, relatively micro financing h as b etter contribution on empowering a nd improving li ving condition of women entrepreneurs. The s tudy underscores the need to alleviate pove r ty at household level; skills training which integrat e s lite racy program in to Income Generating activities (I GAs) packaged with reproductive hea lth (RH) progra m taking in to account the socio-demographic and economic characte ristics of the house holds in which potential women reside a nd t h eir compositions that can be implemented in integrated, co-coordinated a nd in a n etworked manner with micro financing b y creating favorable environment through a dvocacy.
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    The Status of Multicultural Perspectives In Curriculum Material Development For Rimary Education In Oromia
    (Addis Ababauniversity, 2008-07) H/Gebriel, Daniel; Fereja, Temesgen (PhD)
    The purpose of this study was to investigate into the multicultural perspectives in developing curriculum materials for primary education in Oromia. Descriptive survey and particularly content analysis has been used to see the extent of treatment of diversity in the textbooks. The sources of data included all curriculum developers including the department head (n=JJ) and curriculum materials (textbooks n=JJ and teacher guide=J). A questionnaire consisting of closed and open-ended items and a semi-structured interview were administered to the curriculum developers and the department head respectively. Four types of coding sheets were used for the analysis of multicultural contents. Tables, graphs and charts used to present data whenever appropriate. Percentages, means and standard deviations were used for the analysis of quantitative data and the qualitative data were narrated and used to substantiate the quantitative data. The results of the study indicated that the curriculum developers lack training needed to develop inclusive multicultural curriculum. On the other hand, it was found that the curriculum developers are comfortable with the treatment of multicultural contents in the curriculum materials. However, the evidences on the current practices revealed that no particular approaches, guidelines or strategies have been used for the inclusion of multicultural contents although some encouraging trends observed. The results also showed that there exist considerable challenges that should be coped with as far as developing multicultural curriculum material development is concerned. The content analysis result showed that (a) cultural diversity messages were portrayed in most subjects of upper primary education under the study; (b) Religious diversity messages were portrayed in four textbooks; (c) Gender characters are found to be male biased; and (d) Disability issues were very rare in the textbooks. Therefore, the above major results have implications for adequate in-service training programs for curriculum developers, and for the development and utilization of clear guidelines and approaches. Collaborative research works on diversity issues and partiCipation of all the potential stakeholders in' contributing to the inclusiveness of the curriculum are also equally important
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    Structural Quality in Early Childhood Care and Education (ECCE): A Cross-national Comparative Study on Ethiopian and Kenyan Initial Teacher Education
    (2020-10) Habte, Tewodros; Berhanu, Girma (Professor); Fereja, Temesgen (PhD)
    This cross-national study intended to explore the Structural Quality of Early Childhood Care and Education (ECCE) in Ethiopian and Kenyan initial teacher education. Initial teacher education quality assurance arrangement policies were fundamental issues to be investigated. The study was mainly assisted by neo-institutional theory. The study employed a comparative cross-national case study design while sequential exploratory mixed strategy (QUAL + quant) was a methodological approach. Bereday's comparative analysis model was used as the analytical framework of the study. Given Ethiopia and Kenya are the cases, the respective education ministries and their line agencies were major research sites. Two teacher education institutions were also taken as subsidiary sites. Policy documents and different levels of education officials such as directorate/department heads, deputy directors, coordinators, senior experts, and teacher educators were major sources of data complemented by selected teacher trainees. Twenty-five major and supportive policy documents and 16 key informants were purposively selected for the qualitative part of the study. A total of 131 randomized samples was also drawn for the quantitative inquiry. Document analysis, semi-structured interview guidelines, and questionnaires were data collecting instruments used. The findings of this study have shown significant convergence and divergence. As a result, ECCE in both nations has gained still inadequate concern compared to subsequent education subsectors. Despite policy indications of how ECCE quality and teacher quality are milestones for all levels of education quality, the subsector looks in need of considerable attention. The concept of 'decoupling' from institutional theory was apparent but to a varied extent and characteristics. The Ethiopian ECCE, for instance, has shown significant 'decoupling' between the planned policy reform activities in initial teacher training and the practice. The Kenyan teachers' career arrangement policy was considerably decoupled in ECCE, for example. A clear similar pattern revealed on the least entry academic requirements for initial training that compromised the making of teacher quality. Such similarities have also shown a sort of 'policy isomorphism'. Divergence in governance structure and power has brought significant influence on all stages of quality assurance arrangement policy formation and practice. Privatization of teacher education was one of the major deviations affecting the respective nations differently. The Kenyan private ECCE teacher training institutions have been mushrooming while the current Ethiopian policy is closed for private teacher education. Unemployment was one distinctive characteristic of Kenyan ECCE trained teachers whereas Ethiopian ECCE is suffering from a critical shortage of teachers. There was a plain difference toward the professionalization of teacher educators. In Kenya, professional ECCE teacher educators are ranging from first degree to PhD levels. Conversely, in Ethiopia, there are no ECCE professional teacher educators in any of the training institutions. The findings of this research were also compared to the wider regional and global contexts. Accordingly, for instance, the driving forces of globalization in teacher education reform demonstrated unbalanced trend between the southern and northern practices. Findings have revealed disconnection between Africa's compassion on multiple importance of investment in ECCE and practice. Couples of policy implications were also suggested.
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    A Study of Bilingual Instruction Practices In Some Selected Private Primary Schools of Yeka Sub-City In Addis Ababa
    (Addis Ababauniversity, 2008-06) Gjegziabher, Bayu; Fereja, Temesgen (PhD)
    The purpose of this research was to explore the practices of bilingual instructional language in some selected private primary schools of Yeka sub-city in Addis Ababa. The research has attempted to assess the perceptions of teachers, parents & students in bilingual instruction in these selected schools. The research has also attempted to explore why and how private schools use bilingual instruction, their management of material and human resources and the major challenges encountered in the program. Thus, in order to address the basic questions of the study, descriptive survey method was employed. The instruments used to collect data were questionnaires for teacher respondents, interview questions for education officials, guide line questions for focus group discussions with parents and students, classroom observations were used. Hence, thirty eight teachers, ten education officials, twelve parents and eighteen students about a total of seventy eight were the target group participants to give their responses. The data gathered were finally analyzed both in quantitative and qualitative terms. The findings of the study have uncovered that private primary schools were using bilingual instruction with the inadequate availability of standard textbooks and trained teachers. The schools had used bilingual programs without consulting and participating stakeholders especially teachers, students and parents in the selection of the medium of instruction. The federal language policy established in 1994, calls the use of mother tongue as a medium of instruction throughout the primary education. Teacher training should also be in mother tongue instruction; however, teachers in private schools have been trained in English mediums at the college levels and teach first cycle grades. As revealed from the findings these teachers were not qualified for the level and were not proficient either in English language to teach in bilingual instructional programs. From the results of the study, it is possible to conclude that bilingual education in private schools is not effective pedagogically to achieve the designed educational goal as teachers are not trained in the context of bilingual education. Private schools used English as medium of instruction for market advocacy as if they provide quality education in English to attract the community. As a result, the provision of bilingual education will have adverse effect on the feeling of children's national identity and acquisition of knowledge where foreign language of instruction is not mandatory in the context of Addis Ababa. As the primary objective of education entails, it should be emphasized that quality education is the delivery of education which will best allow students to achieve high-level academic proficiency across the Curriculum. The language education policy and practice should be to support this objective. The interest of the learners, availability of human and material resources and including professional support should be considered to conduct bilingual education when it is necessary to achieve the intended educational goal in light of pedagogical science