Browsing by Author "Firdissa Jebessa"

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    Action Research Practice in Government Secondary Schools: the Case of Addis Ababa City Administration
    (Addis Ababa University, 2012-10) Azeb Halefom; Firdissa Jebessa
    The purpose of this study was to assess the practices of action research in government secondary of Addis Ababa city administration. An attempt was made whether action research schools was conducted and implemented in the schools to solve real educational problems in classrooms. To this end, 10 sample Government secondary schools were selected out of the 50 found in the ten sub-cities of the City Administration (one from each subcity) using purposive sampling technique. The sample schools considered for the study were Addis ketema, Bulbula, Tikur Anbessa, Beshali, Medhnialem, Temenga yaz, Ayer-tena, Africa Hibret, Lafto and Higher-12. Descriptive survey method supplemented by structured interview and document analysis was used to collect relevant data from the respondents of each selected government high school. School level respondents comprised of directors, teachers, members of student council and members of PTAs. Experts of Sub-city Education Office have also participated in the study. A total of 194 respondents were selected as a sample for the study. These comprised of 10 directors, 10 members of student council, 10 members of PTAs 10 experts of Sub-city Education Office and154 teachers selected using purposive sampling methods, which is a quota sampling technique. The collected data were analyzed and interpreted in SPSS software using percentages. The findings of the study revealed that the practice of action research in Addis Ababa City Government high schools was not adequate to solve day-to-day teaching learning problems of all high schools. Almost leadership of the schools . under investigation was found poor supportive and the involvement of experts, members of PTAs and members of students' council was also poor. The tendency to conduct action research of teachers' was weak, and lack of capacity to conduct action. research was seen as a problem of the schools. The scarcity of finance and other resources were also found as aggravating for the failure of participation in conducting action research. Accordingly, the above problems seem to have led the practice of action research in Addis Ababa city government high schools to be poor. To alleviate the above-mentioned problems, the schools should orgamze training programs to the teachers and other concerned bodies at the school level. The leadership should be supportive and committed in assisting and designing systems to develop full participation of teachers to undertake action research in the schools. School leadership should also prepare and provide incentives to encourage teachers' involvement in action research
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    Implementation Practices of Non-Formal Basic Primary Education Programs In Selected Centers of Addis Ababa, Oromia And Snnpr
    (Addis Ababauniversity, 2002-06) Firdissa Jebessa; Marew Zewdie
    Basic education is a foundation of all the development endeavors and a fundamental right of every member of a society. Providing basic education for all children-the principal assets and future bases of a country-is the wisest investment. Cognizant of this fact, Ethiopia is committed to expand basic education through formal as well as nonformal provisions. The formal system has for long been thought of as a panacea for all ills. Tinkering and repairing here and there with it, nonetheless, could not solve the persistent problems related to access, quality, equity, and efficiency. The NFBPE program has, thus, become part of the educational planning and implementation in different regions of the country. This study was targeted to investigate its implementation practices at nine centers of Addis Ababa, Oromia and SNNPR. To this end, a questionnaire, focus group discussion and interview guide questions, and observation checklists were used to gather data from different level stakeholders. The data were quantitatively and qualitatively analyzed and discussed. The results disclosed that the implementation practices of the NFBPE programs had satisfactorily fulfilled the learning needs of those who enrolled and the demands of their parents in terms of enabling the learners get basic learning contents. Particularly, NGO-implemented programs were cost-effective and flexible to respond to the economic, social and cultural demands of the learners and parents. Recruiting facilitators by and from the community and assigning them to teach there also developed confidence of parents to send to and keep their children in the centers. These were among the facilitating factors and consequently, the best implementation practices of the NFBPE program that have been recommended for the comparable formal education implementation practices. The coverage of the NFBPE program being implemented, however, was very low. It did not reach all those who, for various reasons, could not attend formal schools. Similarly, the available linkages between the formal and the non-formal basic primary education program implementations were inconsistent to facilitate smooth promotion/ xii transference of learners from one to the other. This was due to stringent requirements of the formal schools and lack of clear-cut implementation guidelines that ensure mutual understandings of all concerned stakeholders. Less flexible schedules and no-or low-salary and trainings for facilitators, and shortage of curricula materials, severely at government-implemented NFBPE programs substantially inhibited the implementation practices of the Program. Therefore, it is recommended that government should issue and sensitize clear and specific NFBPE implementation guidelines that can be instrumental for expanding coverage, enhancing smooth transference of learners, developing local and program-specific curricula materials, and utilizing NGO initiatives to implement NFBPE programs
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    The Practices of Curriculum Development, Implementation and Evaluation in Ethiopian Defense Training Main Department
    (Addis Ababa University, 2012-06) Awgichew Fekade; Firdissa Jebessa
    The purpose of this study is to assess the practices of curriculum development and implementation in Ethiopian Defense Training Main Department. In order to meet the objectives of the study, a descriptive survey design was employed. The data was collected using questionnaires, focus group discussion, interview guide questions and document analysis. The data were collected from 86 instructors and deans, who were selected by using availability sampling and 125 students who were randomly selected. The questionnaires were piloted and checked for their reliability. The data obtained through the questionnaires were described and analyzed using frequency, percentages, mean, standard deviations, t-tests, and chi-square. The information obtained through open-ended questionnaires, and the interview was qualitatively analyzed to supplement the quantitative data . The findings of the study show that there was a problem of giving attentions for the stakeholders' roles and importance of participation throughout the curriculum development process. Th~ study revealed that shortage of qualified teaching staff compare with absence of specialization and experience academic staffs in terms of number and quality, were limiting the curriculum implementation and negatively influenced the quality of the output. The study further investigated that, poor in-service training before implementation of the new curriculum, unavailability of curriculum development and research center, shortage of instructional materials, lack of student's background knowledge, poor evaluation and feedback practice, poor student admission criteria, inappropriateness of the teaching methods, resistance to change, and teacher's teaching loads were substantially inhibited the implementation practices of the curriculum. Therefore, it is recommended that during curriculum development and implementation process the TMD should give attention to involve the entire Defense stakeholders, develop and upgrade the instructors, establish the research center, organize reference materials and set up clear and specific curriculum development implementation guidelines
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    Teaching - Learning Approaches in the Ethiopian Defense Command and Staff College: Challenges and Prospects
    (Addis Ababa University, 2012-06) Araya Teweldemedhn; Firdissa Jebessa
    The main purpose of this study was examining the extent to which teachers and students of Ethiopian Defense Command and Staff College adopt effective teachinglearning approaches. The study applied mixed design approaches. The study made use of questionnaire, interview and document assessment as tools for data collection. The data were collected from 16 (94%) of the teachers, 142 (94%) of the students, 3 commandants of the college and 3 general officers. The data were analyzed with correlation, multiple regression analysis, and comparison between groups was made using independent-sample t-test and ANOV A. Teachers' approaches to teaching and good practice of teaching were related significantly. Similarly, the correlation between students' perception of learning environment and the approaches to learning showed a significant relationship. Beside this, The students grade point average was significantly and positively correlated with deep approach r=.43, p