Browsing by Author "Meseret Assefa"

Now showing 1 - 8 of 8
  • No Thumbnail Available
    Item
    The Au Human Rights Monitoring Capacity : in the case of African Peer Review Mechansim
    (Addis Ababa University, 2015-06) Meseret Assefa; Wani Tombe
    This thesis assesses the human rights monitoring capacity of the AU and the role APRM can play in it. It argues that, in Africa, historical evidence suggests a continuing pattern of human rights violations have continued by unchecked dictatorial regime. It also seeks to demonstrate that for various reasons, the AU has been weak in monitoring of human rights violations. This attributes to two main reasons. One, the relative dignity and human value enjoyed by African in pre-colonial era became negatively impacted by colonialism as an aspect of foreign intervention in Africa. This impact has remains with the African leaders. The leaders become ruling the continent after colonialism has been characterized as dictators and military leaders which apply similar system of their previous colonial masters in violating human rights. None of the Heads of State and Government was freely and fairly elected. It was virtually the same club of dictators who adopted the African Human rights Charter in 1981. Second, the African commission and the court are often ineffective because they lack resources and political commitments of member states for the protection of human rights. Even at the level of the assembly of heads of state, the reports of the African Commission do not receive adequate attention or consideration but are often simply adopted without due regard to the issues raised. Hitherto, the African system of human rights has evolved against the experience of colonialism, dictatorships, the failure of administering justice, and reluctance. Africa is still facing the long road to promotion and protection of human rights for all Africans. Yet within this setting the APRM had anticipated as an opportunity to hold African leaders accountable and conceived as it can add value to human rights monitoring capacity of African commission. Hence, this assessment is done in relation to the work that is being done by APRM and the challenges that it has confronted over the years. In assessing the role of the APRM in human rights monitoring, this study discharges the importance of peer review and investigates the challenges facing it in the field of human rights
  • No Thumbnail Available
    Item
    Community Participation in the Implementation of Primary School Curriculum: The Case of Megabit 18 Elementary School in Tigray Region
    (Addis Ababa University, 2008-06) Amare Kidanu; Meseret Assefa
    The purpose of this study was to investigate the community participation in primary school curriculum implementation by examining the school's initiatives and commilm nts, the level of community participation in school management and fulfilling infrastructure; In addition to these, it was aimed at identifying factors thal in!lucnce community participation, and Lo come out with solutions. The mcthod uscd in this study was a mixed method approach and data were collected through questionnaires, intervicws and document sources. Data through questionnaires were collected from teachers and students, and the interview data were collected from the principals, PTA members and parents in the school, that is Megabit 18 Elementary School. The findings indicated that community participation in primary school curriculum implementation in Megabit 18 Elementary school is bounded by money contribution for building construction and PTA members participation in monitoring financial resources distribution effectively. But the participation of parents in school-parent relations, parent-teacher cooperation, and parents involvement in the children's education in School is unsatisfactory. Parents support their children in education privately at home. The low parent involvement in primary school curriculum implementation was found to be due to lack of adequate training from the side of pri\lcipals, lack of training and awareness of lhe teachers and parents. , To enhance community participation in primary school curriculum implementation, the school has to take part the new education !I.-eform program, -that is community participation in school improvement program and general t educational leadership,' management and organization improvement program
  • No Thumbnail Available
    Item
    Factors Affecting the Implementation of Cooperative Training: A case of Technical and Vocational Education and Training in W/ro Siheen Polytechnic College; Dessie city.
    (Addis Ababa University, 2014-06) Ebrahim Omer; Meseret Assefa
    The purpose of this study was to assess the main factors that affect the implementation of cooperative training in w/ro Siheen polytechnic college found Dessie city of Amhara regional state. In this aspect, question were raised to assess how cooperative training is implemented, the way of selection those organizations offering for cooperative training, the follow up method for trainees and the like. And there is also interview to ask about the opinions and view of deans, vocational councilors and selected respondents of enterprise. The trainees, trainers, College management bodies including one TVET councilor, privates and government enterprises were the main sources of data for the study. To conduct the study, descriptive survey method was employed. Purposive sampling approach was used in selecting the trainers and trainees as well as private and government organizations. Questionnaires, interviews, and, focus group discussion were the instruments used for the collection of data. The data obtained through questionnaires were analyzed using statistical instruments like percentage and frequency values. The data are analyzed and interpreted quantitatively as well as qualitatively. Generally; there were164 respondents. The study shows that the enterprises has lack of awareness about the implementation of cooperative training which leads stakeholders has no willingness to cooperate even if there is a good effort by the college in the implementation the of cooperative training. Mainly trainees are engaged with machines only to take practice by observation. Organization takes priority to safe machines and to take care of materials and equipments than the quality of cooperative training for trainees. The other point that organization complain is that even if trainees will come with their unit of competencies to take practical training but not enough. Because most of the time the trainees know the theoretical parts of their field of study.. These problems are few and can be solved through continuous effort. To do this; I recommended that the concerned stack holders should create awareness and mainly the college is responsible to facilitate all the duties towards improving cooperative training
  • No Thumbnail Available
    Item
    Gender Differences In Mathematics Achievement At The Second Cycle Primary Schools of South West Shoa Zone
    (Addis Ababa University, 2004-06) Adamu Gnaro; Meseret Assefa
    This study was attempted to examine gender differences in mathematics achievement and mathematics self-esteem and to explore some factors that contribute to this achievement differences in the 2nd cycle primary schools of South West Shoa Zone . To perform this study, four mathematics tests for the respective grades 5-8, two questionnaires one for the teachers teaching mathematics Grades5-8 in the sampled Schools and the other for 480 (240 male and 240 females) students sampledfrom six primary schools in South West Shoa Zone. The student's questionnaire includes nine mathematics self-esteem questions adopted from Rosenberg (1965) self-esteem scale. A t-test, analysis of variance (ANOVA) and Pearson correlation coefficients were employed to analyze the data. The results indicated statistically significant gender differences (a = .05 level) in mathematics achievement in favor of males. As a whole the difference observed between urban and rural students' mathematics achievement was not significant. But it was observed that it is significant between rural males and females in favor of males. In this study the factors such as father 's education level, family size, family's occupation, family's help, guide and assistance did not show a significant impact on the achievement of students included in the study. But the difference in mother's education level shows a significant difference in students' mathematics achievement. With regard to mathematics self-esteem a significant difference was observed between male and female students in favor of males. It was also observed that there was a significant positive relationship between students' positive mathematics self-esteem and their mathematics achievement. Similarly, there is a negative relationship between students' negative mathematics self-esteem and mathematics achievement. The teacher 's expectation was found to be different with gender and it was observed that they expect better participation, performance and achievement from male students while they do not expect such qualities from females. It was recommended that sensitization and awareness building activities to enable the society, family, teachers and peers have to be done against the cultural beliefs which marginalize female students. Females who are showing special talents should be encouraged and used as the role models. There should be the school guidance and counselor at the primary school so that the students could get the necessary guidance and counseling from early school level and be able to develop positive self esteem in mathematics. Teachers should be trained in a way that they could assist, help and guide female students
  • No Thumbnail Available
    Item
    Implementation and Challenges of Inclusive Education in Harari Regional State in Selected Schools
    (Addis Ababa University, 2018-10) Meseret Assefa; Daniel Desta
    The main purpose of this study was to investigate the Implementation and challenges of inclusive education in Harari regional state in selected school. The research design used was Descriptive survey; and to attain the objectives of the study, 31 special need teachers and 10 school directors were selected through purposive sampling and 16 regular teachers were selected trough stratified sampling and filled the questionnaires. In addition, 5 wereda and 1 regional experts were selected by purposive sampling and interviewed, and document review and observation had been used. As a result, the data obtained from different sources were analyzed using both quantitative and qualitative methods; and accordingly the study showed, the availability of some qualified teachers and some trained teachers, majority of required facilities in the resource centers and administrative support and on job training helps to implement IE is moderate. With regard of issues related to the implementation of IE method, by special need teachers need attention for better implementation of inclusive education. Regarding the awareness of IE the result obtained disclosed that in most schools is high. The extent of achievement of students in all subject, participation students with disabilities and the regular teachers’ motivation are low. The interest and commitment of teachers to treat learners with disabilities is moderate.The attitude of schools’ societies towards student with disabilities is moderate which is good. However, the shortage of time to support learners with disabilities and lack of parents and communities’ awareness about their children’s education is let the IE activities to run moderately. The strategies which suggested by all respondents, creating conducive learning environment and incentives for teachers who handle students with disabilities, utilization of specialized equipment, allocating sufficient budget and cooperation of stake holders needs great work to improve the implementation of IE. Special need and regular teachers need special attention to improve the implementation of IE program.
  • No Thumbnail Available
    Item
    The Implementation of Apprenticeship Program in TVET Curriculum the Case of Some Selected TVET Colleges in Addis Ababa Region
    (Addis Ababa University, 2007-06) Demeru Yeshitla; Meseret Assefa
    The aim of thi ' thesis lIIas to investigate the sllccess and challenges encountered in implementing apprenticeship program in some selected TVET college in Addis Ababa. To this end, an allel71pt lIIas made to look into the link between TVET instilutes and Ihe world 0/ 1II0rk. The fundamental/actors affecting this link such as th: le.Jial ji-all7ewo.rk, wor'P.!..qje learning environmenls, roles of each parlicipating parly and Ihe stale of resources devoted 10 Ihe training have been assessed. A descriptive 'urvey method Hlas employed to identify the JJ1(!ior problems encountered in the course of implemenling apprenliceship training in 18 TVET colleges/aund in the Region. These sample TVET Col/eges were selected on the basi 01 purposive sampling. The subjects o.lthe study were / H Deans, /8 Vocational cOl/ncilor~. 270 Trainees ((l1d 1(' Illorkplace supervisors. The re.\polldel7fs sampling \lias carried Olll Ihrough purposive, availability, and random sampling technic/ues, depending on Ihe nature alld size of the sample respondents. iJ?(ormation's was gathered using questionnaires. il1lervie\lls, ob 'ervalions and documents. The result 0.( Ihe study depicted thaI, apprenticeship training was not backed by legal(,.wne\\lork and the selection of organizations was not based on some delined criteria. '{he readiness (?/the or'5anizations to cooperate \\las above average .lor gover/lmental a/ld beloll' average lor the private once. An allempt made LV enhance ./urlher cooperation/or instance by offering incentives were inadequate. Thus, trainees were exc:ludedfrom the training due to inadequacy of organizations. inconvenience of the training period and lack o.lfinancial supporl. Hence. it is concluded thaI trainees run the risks of not being insured for accidenls Ihat occllr on production activities and majority of the organizations didn'l pay trainees for their labor, for efforts made in Ihis regard was not salis/acIO/y. On lop o./this, in-school and out-ol-school supervision activities including visiling the apprentices and conducting tracer studies were far behind from the expectation. There./are, it is recommended to act according to the rule and establish some kind of regula/OJ)' body /0 /aci/iIQle and organize apprenliceship lraining by bringing all stakeholders to work together/or the succes~jit! implemenlalion of apprenticeship program
  • No Thumbnail Available
    Item
    Participation And Performance of Female Students In Science And Mathematics Streams: The Case of Awassa College of Teacher Education
    (Addis Ababauniversity, 2004-06) ,Getaneh Abebe; Meseret Assefa
    This study attempted to examine the participation and performance of female students in science and mathematics streams in Awassa College of Teacher Education. Descriptive survey deign was employed for this study. To gather the required data, four sets of questionnaires were used. A total number of 190 subjects, that include, college instructors (N=23), high school teachers (N=42) and college students (N=125) participated in the study. In addition to this, data on the total student enrollment in the college during the last seven years and their cumulative GPAs were secured through document analysis. Findings regarding participation revealed that very few females were found to be interested in science and mathematics, while the large majority (65%) was enrolled in language stream. As a result, a glaring gender imbalance was clearly observed in science and mathematics streams. Results on achievement suggested that, female students in science and non-science streams achieved significantly lower than their respective male counter parts. A 0.05 significant level was used for comparison of means. However, the mean cumulative GPA of females in Science (J.1= 2.44) is found to be slightly higher than the mean cumulative GPA of females in non-science streams (J.1=2.39). As to gender based factors, evidences indicate that home factors which include parental attitude and domestic labor seems to affect females' attitude and performance in the fields. Factors in the school environment that include gender stereotyped perceptions of subjects and the resulting gender specific views about talents in subject areas appear to be major factors that hinder females to participate in science and mathematics streams . To increase females' participation in science and mathematics streams, changing the gendered environment of schools, offering counseling and guidance to female students so as to improve their attitude and perception toward science and mathematics subjects are among the recommendations forwarded
  • No Thumbnail Available
    Item
    The Practice And Problems of Instructional Supervision In Secondary Schools of Hadiya Zonei Snnpri
    (Addis Ababa University, 2005-06) Chanyalew Woldegebriel; Meseret Assefa
    The purpose of this study was to examine the practice and problems of instructional supervision operating in government secondary schools of Hadiay zone and to determine whether there are differences and similarities between the two study group in perceiving supervisory leadership skills, supervisory tasks, process of instructional supervision and supervisor competence in carrying out the supervisory responsibilities. The study was conducted in five government secondary schools of the zone on the basis of purposive sampling techniques. The subjects of the study were 60 supervisors and 115 supervisees drawn form the sample schools. Data were selected from sample respondents through open and closed ended questionnaire, document analysis and group discussion. The questionnaire was tested in one secondary school and modified before distribution. Percentage and one way ANOVA were used for data analysis. The method employed for the study was descriptive survey method. The findings of the study revealed that supervisor and supervisee respondents perceived the supervisory leadership skills, tasks and competency etc differently; and supervisor in the secondary schools of the zone were made to be involved in the complex task of supervision without having any prior training. Moreover, according to the finding, there was only one classroom observation carried out in the semester. The supervisors further confirmed that, this single, classroom observation was not carried out for the purpose of improving classroom instruction; rather for final performance appraisal purpose. In general, the instructional supervision was not perceived as a helping endeavor by the supervises and the program failed to attain the objective. Hence, it was recommended that creating awareness have to be a critical first step for supervisors in the accomplishment of the objective of classroom observation. At the same time, the classroom observation is undertaken as frequently as possible by reducing the teaching 'load from teachers who have carried the supervisory skills and task as to see the progress or improvement of the teaching-learning process