Browsing by Author "Gudeta, Abeje"

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    Opportunities and Challenges of using Shinashigna as Medium of instruction in Some Selected Primary Schools of Metekel Zone
    (Addis Ababa Universty, 2010-06) Gudeta, Abeje; Shibeshi, Ayalew(Associte Professor)
    The main purpose of the study was to investigate opportunities that promoted the use of Shinashigna as medium of instruction and challenges that were faced in the course of its implementation in some s elected primary schools of Mete/eel Zone. To this end, a descriptive survey method was employed to collect and analysis data. Based on the nature of respondents, sampling was carried out through random, availability and purposive sampling techniques. Thus, five sample schools were selected from Bullen, Dibati, Wombera and Dangur Woredas. The subjects of the study were 25 teachers, 60 parents, 60 experts, 100 s tudents and 26 administrators. The data was collected through questionnaire, interview (structured and unstructured) and observation checklists. The result shows, there is positive attitude of some community and politicians to use Shinashigna as medium. Enthusiastic feelings of some Shinasha intellectuals, positive support of the local politicians, constitutional rights, language policy and experience observed from other local languages were some of the opportunities that have promoted the use of Shinashigna as MOl. The study also identified some achievements in relative increase in students enrollment, decrease dropout rate and repetition rates . Besides, this research result also indicates, those most likely improved students self- esteem, self-expression and motivated class room communication were some of the promoting factors. On the other hand, scarce instructional materials, insufficient time span given for training of teachers, insufficient participation of teacher in planning, selection, preparation and evaluation of instructional materials and lack of awareness of community to the language of instruction were challenges of the program .Moreover, lack of general and supplementary materials, continuous follow up, assessment ,evaluation, weak academic institutions and centralization of decision making were also the critical problems . Finally, lack of need assessment and policy reach were the most important problem. The finding concluded that there is lack of need assessment, instructional materials, reference materials, participation of community in d ecision making, in-service and pre services professional training in the language. Moreover, there is imbalance between book supply and demand . Further the finding concluded that the language is used for limited purpose, centralization of decision making and dialectical difference exists among woredas. The Recommendations suggest that the regional, zonal and local woreda administrators should carry out need assessments and complete the necessary preparations before the implementation of the program .Besides, they should arrange in service and pre service programs to develop teachers' training, create awareness and participate stakeholders in d ecision making processes. Finally, I would argue, all interested development agencies both local and intemational should assist the region financially and technically to the achievement of the goal
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    Opportunities and Challenges of Using Shinashigna as Medium of Instruction in Some Selected Primary Schools of Metekel Zone
    (Addis Ababa University, 2010-06) Gudeta, Abeje; Shibeshi, Ayalew (Associate Professor)
    The main purpose of the study was to investigate opportunities that promoted the use of Shinashigna as medium of instruction and challenges that were faced in the course of its implementation in some s elected primary schools of Mete/eel Zone. To this end, a descriptive survey method was employed to collect and analysis data. Based on the nature of respondents, sampling was carried out through random, availability and purposive sampling techniques. Thus, five sample schools were selected from Bullen, Dibati, Wombera and Dangur Woredas. The subjects of the study were 25 teachers, 60 parents, 60 experts, 100 s tudents and 26 administrators. The data was collected through questionnaire, interview (structured and unstructured) and observation checklists. The result shows, there is positive attitude of some community and politicians to use Shinashigna as medium. Enthusiastic feelings of some Shinasha intellectuals, positive support of the local politicians, constitutional rights, language policy and experience observed from other local languages were some of the opportunities that have promoted the use of Shinashigna as MOl. The study also identified some achievements in relative increase in students enrollment, decrease dropout rate and repetition rates . Besides, this research result also indicates, those most likely improved students self- esteem, self-expression and motivated class room communication were some of the promoting factors. On the other hand, scarce instructional materials, insufficient time span given for training of teachers, insufficient participation of teacher in planning, selection, preparation and evaluation of instructional materials and lack of awareness of community to the language of instruction were challenges of the program .Moreover, lack of general and supplementary materials, continuous follow up, assessment ,evaluation, weak academic institutions and centralization of decision making were also the critical problems . Finally, lack of need assessment and policy reach were the most important problem. The finding concluded that there is lack of need assessment, instructional materials, reference materials, participation of community in d ecision making, in-service and pre services professional training in the language. Moreover, there is imbalance between book supply and demand . Further the finding concluded that the language is used for limited purpose, centralization of decision making and dialectical difference exists among woredas. The Recommendations suggest that the regional, zonal and local woreda administrators should carry out need assessments and complete the necessary preparations before the implementation of the program .Besides, they should arrange in service and pre service programs to develop teachers' training, create awareness and participate stakeholders in d ecision making processes. Finally, I would argue, all interested development agencies both local and intemational should assist the region financially and technically to the achievement of the goal