Browsing by Author "Fufa, Desalegne (PhD)"

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    The Impacts of Farmers Training Centers in Enhancing the Livelihoods of Rural Farmers; The Case of Kutcha Wereda, Snnp Regional States
    (Addis Ababa University, 2018-06) Eshetu, Gizaw; Fufa, Desalegne (PhD)
    The objective of this study was to investigate the impacts of FTCs in enhancing the livelihood of Kutcha wereda farmers in the use of modern technologies, improved seeds, saving and becoming a member of cooperative, keeping their health and hygiene and in the change of their attitude. Descriptive survey method was used in the study. In this study quantitative and qualitative methods of data collection were employed. Both primary and secondary data sources were used. The samples were selected using stratified random sampling method. The techniques of data collection for the study were focus group discussion which was prepared for farmers found in three selected FTCs in the Woreda. The questionnaires were distributed for trained farmers, Development agents, and kebele Administrators. Interview was used to collect data from subject matter specialists (SMSs) and wereda Finance and economic development office. The result of the study showed that the training provided in FTCs helped the farmers to enhance their livelihood by changing their attitude, enabled them to use modern technologies to increase productivity, keep their health and hygiene, for saving, and engaging in cooperatives. In the farmers training centers participation of women is very low. There is lack of some materials in FTCs to learn best practices and shortage of experimental places. Based on the above findings and conclusions the following recommendations are forwarded. To achieve the objectives of enhancing the livelihood of farmers effectively the training should be supported by practice and there is a need to assign adequate number of DAs. The FTC training access should consider gender equality. Awareness creation has to be made for the farmers about the relevance and effectiveness of farmers training at FTCs in different aspects to participate more farmers result to enhance their livelihoods. Key words: Farmer Training Centers, Livelihood, Enhancement.
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    Implementation of Integrated Functional Adult Literacy Program in Mandura and Pawi Woredas
    (Addis Ababa University, 2018-06) Yitayew, Minalbat; Fufa, Desalegne (PhD)
    The Purpose of this study was to assess the implementation of Integrated Functional Adult Literacy Program in Metekel Zone of Mandura and Pawi woredas. Descriptive survey research design was employed. Both quantitative and qualitative data were gathered through questionnaire, interviews and observation. The IFAL centers were selected using simple random sampling and the facilitators and learners were selected using table of sample size determination following simple random sampling techniques. Of the total sample size of the two study groups, 78 (97.5%) IFAL learners and 36 (90%) facilitators filled in and returned the questionnaire. In addition, six (6) IFAL program coordinators and two woreda educational supervisors were interviewed. The collected data were analyzed using frequencies, percentages and chi-square test. Some of the major findings were: Mostly IFAL program was planned by government bodies without full participation of other stakeholders. The planning process was carried out without need assessment and the needs of the learners and the large society were not properly considered, there were no clearly stated roles and responsibilities of stakeholders and IFAL was not organized through formulated legal structure. It was found that the number of learners coming to IFAL, the achievement of IFAL objectives, level of community involvement in IFAL, number of facilitators who devoted their time for IFAL and the level of evaluation and monitoring system of coordinated sectors were low. The major challenges identified were absence of budget, lack of awareness by the community, inconvenient location of IFAL centers and inconvenient time table, lack of incentives for facilitators, and shortage of pre-service training for facilitators, absence of commitment of facilitators, and lack of motivation of facilitators. Thus, to improve the situation, it is recommended that: there should be incentives for facilitators and coordinators, it is advisable to supply sufficient facilities through the participation of the society, allocate sufficient budget in advance of the program implementation, prepare guideline for coordinated sectors at center and create learner’s awareness.
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    Practices and Challenges of Implementing Continuous Assessment in the First Cycle Primary Schools: Dangur Woreda in Benishangul Gumuz Regional State
    (Addis Ababa University, 2018-06) Regassa, Mengistu; Fufa, Desalegne (PhD)
    The purpose of this study was to assess the practices and challenges hindering effective implementation of continuous assessment in some selected First cycle primary schools in Dangur Woreda ,Metekel zone of Benshangul Gumuz regional State. The study was descriptive survey research. The subjects in this study were 96 students, 4 cluster supervisors, 12 directors, 4 District education office experts and 68 teachers. Data were collected through questionnaire, Interview, focus group discussion, observation check lists and document analysis. Percentages were used as the main method of analysis even though qualitative data were analyzed qualitatively. The results indicated that most of school teachers implement continuous assessment with the given formats but the way of assessing students learning, use of different assessment methods in classrooms and the time of continuous assessment result recording vary from teachers to teachers. Moreover, most of the teachers didn’t include a variety of continuous assessment tools in their plan and did not use in the classroom activities regularly and also they record students’ results at one session i.e., at end of each month and semester. Furthermore, some of school teachers have used continuous assessment to identify students’ learning difficulties and learning interests while others have used it to assign mark to students’ learning achievement. Thus, there is discrepancy between the perceived purpose of continuous assessment and what the teachers have used for. It is also difficult to get well-handled documents and properly kept assessment records or portfolios of the students, and the system of reporting learners’ achievement for their parents’ regularly with appropriate detail is completely weak. Therefore, it is very difficult to say that teachers in the selected first cycle primary schools have adequate and complete understandings about continuous assessments. To sum up, the practice of continuous assessment in the first cycle primary schools are; poor, lacks harmony and consistency. Continuous assessment has not fully practiced because of the following major challenges: low utilization of guidelines, large class size, lack of follow up and evaluation, lack of time, lack of awareness, lack of teaching and learning materials, job burden, teachers commitment and students readiness. To overcome these challenges, generally it is better to recruit additional teachers to reduce workload, making stakeholders aware and committed, fulfilling teaching and learning materials, identifying students based on their academic achievements and providing successive remediation and enrichment activities, providing students’ continuous assessment reports to parents in monthly basis and evaluating together, training teachers and raising their awareness, improving teachers managing of students , mobilizing students and making conducive classrooms. Keywords: primary education; Challenges; Implementing; Continuous Assessment
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    Practices and Challenges of Implementing Continuous Assessment in the First Cycle Primary Schools: Dangur Woreda in Benishangul Gumuz Regional State
    (Addis Ababa University, 2018-06) Regassa, Mengistu; Fufa, Desalegne (PhD)
    The purpose of this study was to assess the practices and challenges hindering effective implementation of continuous assessment in some selected First cycle primary schools in Dangur Woreda ,Metekel zone of Benshangul Gumuz regional State. The study was descriptive survey research. The subjects in this study were 96 students, 4 cluster supervisors, 12 directors, 4 District education office experts and 68 teachers. Data were collected through questionnaire, Interview, focus group discussion, observation check lists and document analysis. Percentages were used as the main method of analysis even though qualitative data were analyzed qualitatively. The results indicated that most of school teachers implement continuous assessment with the given formats but the way of assessing students learning, use of different assessment methods in classrooms and the time of continuous assessment result recording vary from teachers to teachers. Moreover, most of the teachers didn’t include a variety of continuous assessment tools in their plan and did not use in the classroom activities regularly and also they record students’ results at one session i.e., at end of each month and semester. Furthermore, some of school teachers have used continuous assessment to identify students’ learning difficulties and learning interests while others have used it to assign mark to students’ learning achievement. Thus, there is discrepancy between the perceived purpose of continuous assessment and what the teachers have used for. It is also difficult to get well-handled documents and properly kept assessment records or portfolios of the students, and the system of reporting learners’ achievement for their parents’ regularly with appropriate detail is completely weak. Therefore, it is very difficult to say that teachers in the selected first cycle primary schools have adequate and complete understandings about continuous assessments. To sum up, the practice of continuous assessment in the first cycle primary schools are; poor, lacks harmony and consistency. Continuous assessment has not fully practiced because of the following major challenges: low utilization of guidelines, large class size, lack of follow up and evaluation, lack of time, lack of awareness, lack of teaching and learning materials, job burden, teachers commitment and students readiness. To overcome these challenges, generally it is better to recruit additional teachers to reduce workload, making stakeholders aware and committed, fulfilling teaching and learning materials, identifying students based on their academic achievements and providing successive remediation and enrichment activities, providing students’ continuous assessment reports to parents in monthly basis and evaluating together, training teachers and raising their awareness, improving teachers managing of students , mobilizing students and making conducive classrooms. Keywords: primary education; Challenges; Implementing; Continuous Assessment