Browsing by Author "Kemisso, Alebachew"

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    An Assessment on the Implementation of Plasma TV Education in Teaching Civic and Ethical Education: The Case of Jajura Secondary and Preparatory School at Hadiya Zone, SNNPR.
    (Addis Ababa University , 2020-08) Dentore, Bekele; Kemisso, Alebachew
    The main purpose of this study is to assess factors affecting the implementation of plasma TV in teaching civic and ethical education in Jajura secondary and preparatory school. The mixed (qualitative and quantitative) method of research was followed in data collection and analysis. In line with assumption of facilitating ease in data analysis, the descriptive survey research design was employed. Data were collected from both primary and secondary sources using questionnaire, interviews and through analyzing documents. The populations of the study were one thousand six hundred eighty (1680) students and one hundred thirty seven (137) students selected as a sample of the study using Kothari 2004. The simple random sampling was followed to select the specified sample size. For the sake of achieving the objective of the study, data were collected through questionnaire from 137 students and interviews were conducted with two (2) Vice Directors (academic and administrative) and three (3) civics teachers in purposely selected government secondary and preparatory school of Jajura town administration. Moreover, two (2) officials from education office of the town administration were interviewed. The participants in the interview were purposely selected on the bases of their working position, responsibility and experience, whereas respondents to the questioner were randomly selected by using lottery method to fill the questionnaires. The interview data were analyzed using descriptive narration and the questionnaires were analyzed using statistical analysis of descriptive analysis by using Statistical Package for Social Science (SPSS version 21). The finding revealed that, the attitudinal challenges and infrastructural related challenges mainly affect the implementation of plasma TV teaching in the study area. Besides, the skill gap in both teachers and students’ side in manipulating plasma TV was mentioned as other challenges. Thus, the ministry of education and other concerned bodies should work on improving infrastructural services to make the service available in the area. Awareness should be created on the school community. Teachers and students need to be equipped with getting sufficient knowledge and skills on how to manipulate and manage plasma TV. Further, the school should search additional sources of budget to solve the problem power interruption by using optional sources like generator, solar system, etc.
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    Change and continuity in history curriculum: an assessment of themes and Perspectives in Ethiopian History courses at AAU
    (Addis Ababa Universty, 2009-06) Kemisso, Alebachew
    The major purposes of the study were to explore change and continuity of themes and perspectives on Ethiopian History in the hi story curriculum of the depaltment of hi story at AAU and analyze fac tors determined changes and continuities. In addition, how far Ethiopian history in the curriculum utili zed hi storical research outcomes and the extent of achievement of social inclusion were assessed. To this end this study employed qualitative case study as a design and sec ured information from hi story educators at AAU, participants with PhD in hi story outside AAU, fourth year hi story students, curriculum educators at AAU, and ex pelts in higher education curriculum at the MoE through semi-structured interview. All available curriculum documents of the department of history from 196 1- 2006 were used as sources of data. Data was collected using semistructured interview and document analyses. This study revealed that several curriculum changes had taken place due to internal and external factors. Major changes which introduced new perspectives and inclusion of social and economic history in better scale through time were basically the outcomes of government changes. Minor changes, which are not as such substanti al, had taken place within the period of the single government due to internal fac tors. Therefore this study argues that all the changes introduced in to Ethiopian History in the curri culum of the department at all levels were not able to challenge effectively the continuity of political history as dominant theme and the nationali st perspective. As a result the curriculum of the department fai led to be adaptive to most of the research outcomes on Ethiopian History and was not responsive for the quest of social inclusion. This situation can be improved if there is national guide line for hi story curriculum in higher education taking in to account Ethi opian diversity and pertinent laws and policies. In addition, di scussion and cooperation among hi storians with differe nt interpretation of Ethiopi an past, balancing knowledge, society and learners interests in the curriculum and effectively utili zing all relevant research outcomes on Ethiopian peoples past would facilitate the improvement process.
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    The Impacts of Cultural Globalization on Indigenous Cultures of Ethiopia: The Case of Finoteselam AdministrativeTown,West Gojjam Zone Amhara Regional State
    (Addis Ababa University , 2020-08) Mebratie_Getinet; Kemisso, Alebachew
    This study was conducted to investigate cultural impacts of globalization on indigenous cultural values and practices of Ethiopia in the case of Finoteselam administrative town.The study employed ethnographic design and qualitative methods of data collection such as in- depth and key informant interviews, observation and focus group discussion. A total of 49 Participants of the study were recruited using purposive sampling from three kebelles of Finoteselam administrative town community consisting of elders, youths and informed individuals as well as experts of culture and tourism offices and departments. Descriptive analysis was used to analyze the findings. The study found that there are various indigenous socio-cultural values and practices unique to the study community related to marriage, dressing, and feeding, play and conflict resolution. However, these are found to be increasingly pushed to the edges as a result of internal urbanization and legalization processes as well as external processes of globalization making the current society at risk of their culture in the coming years and tension at present. Despite members of the community have been responding towards this with individual family level measures to socialize and restrict their children from negative impacts of globalization by creating awareness and sometimes using force, it found to be inefficient as new social and mass media have become out of their control.Likewise concerned bodies from federal to regional and local level need to work consistently to rescue the generation with their own values by documenting these values and creating awareness.
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    Integration and Identity among Refugee Children in Ethiopia: Dilemmas of Eritrean and Somali Students in Selected Primary Schools of Addis Ababa
    (Addis Ababa University, 2016-04) Kemisso, Alebachew; Nekatibeb, Teshome(PhD); Daun, Holger(Professor)
    The purpose of this study was to analyze the practices and dilemmas of integration and preservation of identity of urban refugee children in Ethiopia. In this study, comparative case study design was employed. Two refugee communities in Addis Ababa, namely, Eritrean and Somali refugees, were selected as cases. Six primary schools in Addis Ababa accommodating Eritrean and Somali refugee students were selected as research sites. The major sources of data were refugee students, primary schools principals, primary schools teachers, refugee parents, urban refugee central committee members, host community representatives, and experts from ARRA, UNHCR, DICAC-RRAD, and JRS, and documents. Sample from target population was drawn purposefully using criteria for each target population. A total of 98 individuals were drawn as sample in this study. In addition, six classroom observations and six observations of refugee students in and around the six primary schools compounds were undertaken. Instruments of data collection used include interview, focus group discussion, observation and document analysis. Findings of this study revealed that refugee policy in Ethiopia has mixed characteristics of openness and restriction, and as a result, in Ethiopia, while quantity of asylum is acclaimed, quality of asylum can be criticized on grounds of legal reservations to and restrictions on the basic rights of refugees including movement, employment, and education. All letters, directives, and guidelines from MoE on refugee education in Ethiopia are mainly preoccupied with provisions for the recognition of prior learning of refugee students. Provisions regarding the processes of integration and the practices to preserve the identity of refugee students are totally missing in the letters, directives and guidelines. The actual roles that MoE and AACGBE are playing in urban refugee education in Addis Ababa are, at best, peripheral. ARRA is playing the major role in the provision of education to refugees. As the result of the interplay among various factors, in Addis Ababa, while Eritrean refugees and the host community have established positive relationship, the relationship between Somali refugees and the host community is fraught due to various misunderstandings. There are strong controversies between Eritrean and Somali refugees on the one hand, and UNHCR, ARRA and other NGOs working on urban refugee program in Addis Ababa on the adequacy of subsistence allowance and the phased transfer of refugee students to government schools. The overall experiences of integrating Eritrean and Somali refugee students in the primary schools of Addis Ababa suggest that integration, from the point of view of agencies and school authorities, is degenerated to just physical placement of refugee students into the schools together with local students, particularly through the phased transfer to government schools. There are no formal school based approaches to facilitate celebration and promotion of Eritrean and Somali refugee students’ identity in the primary schools of Addis Ababa. Primary schools are striving to make refugees identify themselves with their Ethiopian co-ethnic groups. Hence, primary schools, due to lack of awareness and resources, are striving to form a contrived identity to refugee students. Due to their dispersed settlement, the preference for disguised existence, positive relationship and better degree of integration with host community due to cultural compatibility, Eritrean refugee parents are struggling to justify to their children how Eritrean identity is distinct, particularly, from that of Ethiopian ethnic Tigreans. The concentrated settlement of Somali refugees in visible communities in Addis Ababa and the practical utility of Somali religion, culture and language for their day-to-day life, left Somali refugees in Addis Ababa to be less integrated with the host community. In order to learn, maintain, and transmit their distinct identity, Somali refugees in Addis Ababa rely on the family, media, religious organizations (i.e., Koranic schools and Mosques), and private language schools, which are competing in many terms with the primary schools accommodating Somali refugee students. From the findings of this study several implications for policy and practice were suggested. Initiating comprehensive and explicit refugee policy in Ethiopia; designing arrangements that can facilitate synergy between the MoE’s expertise in education and ARRA’s expertise on refugee issues; facilitating forums and resources that can promote proper information flow among all stakeholders in urban refugee education; developing clear guidelines on the integration and preservation of identity of refugee children in Addis Ababa schools; developing capacity of agency personnel, refugee communities, school authorities, and teachers on the implementation of refugee students integration and identity; designing programs for the inclusion of refugee education in the teacher training programs and developing degree program on education in emergencies are the major implications of the findings