Browsing by Author "Haile, Alemayehu"

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    Assessment of Soil Fertility Degradation and Management Practices in Gimbo District, Southern Ethiopia
    (Addis Ababa University, 2020-09) Haile, Alemayehu; Abegaz (Phd), Assefa
    The main concern of this study is to assess households’ soil fertility degradation and management practices in Gimbo district, southern Ethiopia. In order to attain the above specified objectives both primary and secondary data were emphasized. The techniques of collecting primary data sources include structured household survey, discussion, field observations and interview. Secondary data were used from published and unpublished resources like research reports, journal articles, books and electronic documents. Purposive sampling method used to select sample Kebeles. Sampling technique was employed to choice farm household participants under each sample Kebeles. The data was analyzed using percentage mean, frequency and qualitative approach The majority of farm household respondents use soil fertility management measures to boost up their production. Soil fertility management activity was more dependent on the application of inorganic fertilizer which cannot alone ensure productivity of the land under cultivation. Farm households practiced crop rotation and intercropping, grass strip, contour farming and residue management in their farm land areas. Appropriateness of technologies, inadequate funds to run the group’s activities, Shortage of land in the area, distance of the farm land, Lack of awareness and training, non co-operative neighbors and technical support, off-farm activities, and lack of technical advice were the major factors influencing the local people soil fertility management practices. Lastly, in light of these results, wider range of sustenance and awareness creation, the delivery of practical based trainings, and institutional capacity development help the practice of active soil fertility organization in the study area. Key Words: Agriculture, management Practices, Farm Households, Development agen
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    A Comparative Analysis of The Bureaucratic Structure Between Large And Small Secondary Schools
    (Addis Ababa University, 2014-06) Haile, Alemayehu; Tola, Teshoma (PhD)
    The concept of Bureaucracy, here, is viewed as a means of Organizing work which permits or encourages coordination. coordination in turn is achieved in hierarchy of graded authority regulated by rules and depersonalizing mechanisms. as such Bureaucracy is not a bed of roses for individuals. It is rather a system of administration which is destined to institutionalize work in organizations. Schools are the basic Organizational units in the educational institutions; they have the role of dividing the work and integrating results. Thus, schools are becoming more bureaucratically structured. It is suggested that, the idea of bureaucratization of schools confirmed, to a considerable degree, Weber's specification of bureaucracy on the basis of their division of labor, their hierarchical structures, their rules and regulations, their procedures and their impersonal treatment based on competence. Hence, the educational version of bureaucracy is seen as a set of six-dimensions.
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    A Comparative Analysis of the Bureaucratic Structure Between Large and Small Secondary Schools
    (Addis Ababa University, 1994-07) Haile, Alemayehu; Ingidayehu, Yalew (PhD)
    The concept of bureaucracy, here, is viewed as a means of organizing work which permits or encourages coordination. Coordination in turn is achieved in hierarchy of graded authority regulated by rules and depersonalizing mechanisms. As such bureaucracy is not a bed of roses for individuals. It is rather a system of administration which is destined to institutionalize work In organizations. Schools are the basic organizational units in the educational institutionj they have the role of dividing the work and integrating results. Thus, schools are becoming more bureaucratically structured. It is suggested that, the idea of bureaucratization of schools confirmed, to a considerable degree, Weber's specification of bureaucracy on the basis of their division of labour, their hierarchical structures, their rules and regulations, their procedures and their impersonal treatment based on competence. Hence, the educational version of bureaucracy is seen as a set of six-dimensions. The study comparatively examines the basis of the bureaucratic model, the dimensions of organizations that are chartacterstically cited as bureaucratic attributes by measuring the degree to which these dimensions are present in the two sets of secondary school systems. It is illustrated in the study that a bureaucratic structure is not unitary variable but it is multidimensional and prevalent among the selected twelve secondary schools. The prevalence and emergence of these bureaucratic dimensions are also proved to be that the schools are bureaucratic in a large number of ways. Furthermore, it is demonstrated that size is a determining factor which influences the bureaucratic structures of secondary schools. Thus, all the six-bureaucratic dimensions vary in size. Finally, the causes of disagreement (conflict) and the consequent results that reduced teachers commitment such as, seniority based promotions, lack of reconciliation between the expectations of autonomy and individual responsibility of highly trained professionals with the hierarchy of authorities, are also examined. Based on the previous comments and concluding remark in the study, in the final chapter, the writer forwards some realistic suggestion and recommendation that individual teachers need a certain amount of autonomy if they are tocontribute meaningfully to the obj ecti ves of the schools. Hence, school administrators should allow individual teachers to have enough autonomy to enhance their professional initiative and to encourage the development of positive and fruitful relationships within the school systems . Such necessary leadership styles may result from the recognition of the professional status of teachers and a substantial delegation of responsibility in them, and not from polarization of teachers and directors into 'superiors' and 'inferiors . '
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    A Comparative analysis of the bureaucratic structures between large and small secondary schools
    (Addis Ababa Universty, 1994-06) Haile, Alemayehu; Ingidayehu, Yalew (PhD)
    The concept of bureaucracy, here, is viewed as a means of organizing work which permits or encourages coordination. Coordination in turn is achieved in hierarchy of graded authority regulated by rules and depersonalizing mechanisms. As such bureaucracy is not a bed of roses for individuals. It is rather a system of administration which is destined to institutionalize work in organizations. Schools are the basic organizational units in the educational institution; they have the role of dividing the work and integrating results. Thus, schools are becoming more bureaucratically structured. It is suggested that, the idea of bureaucratization of schools confirmed, to a considerable degree, Weber's specification of bureaucracy on the basis of their division of labour,J their hierarchical structures~ their rules and regulations~ their procedures and thei r impersona~ treatment based on competence. Hence, the educational version of bureaucracy is seen as a set of six-dimensions. The study comparatively exami.es the basis of the bureaucratic model , the dimensions of organizations that are chartacterstically cited as bureaucratic attributes by measuring the degree to which these dimensions are present in the two sets of secondary school systems. It is illustrated in the study that a b reaucratic structure is not unitary variable but it is multidimensional and prevalent among the selected twelve secondary schools. The prevalence and emergence of these burea cratic dimensions are also proved to be that the schools are bureaucratic in a large number of ways. Furthermore, it is demonstrated that size is a determining factor which influences the bureaucratic structures of secondary schools. Thus, all the six-bureaucratic dimensions vary in size. Finally, the causes of disagreement (conflict ) and the consequent results that reduced teachers commitme c such as, seniority based promotions, lack of reconciliation between the expectations of autonomy and individual responsibility of highly trained professionals with the hierarchy of authorities, are also examined. Based on the previous comments and concluding remark i. the study, in the final chapter, the writer forwards so e realistic suggestion and recommendation tha individua_ teachers need a certain amount of auto 0 y if they are to • £ contribute meaningfully to the objectives of the schools. Hence, school administrators should allow individual teachers to have enough autonomy to enhance their professional initiative and to encourage the development of positive and fruitful relationships within the school systems . Such necessary leadership styles may result from the recognition of the professional status of teachers and a substantial delegation of responsibility in them, and not from polarization of teachers and directors into 'superiors' and 'inferiors.'