Browsing by Author "Samuel Asnake"

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    Community Engagement in Emergency School Feeding Among Internally Displaced persons in Oromia and Tigray Regions of Ethiopia:
    (Addis ababa Universty, 2025-04-15) Samuel Asnake; Teshome Nekatibeb
    The global decline in external aid to education in emergencies poses significant challenges to children's access to education in conflict-affected settings, necessitating new paradigms. This study explores how community engagement practices have influenced post-enrollment retention among displaced and host communities in the Oromia and Tigray regional states of Ethiopia. It mainly focused on the role of trust and networks in mobilizing local assets, thereby enhancing social capital to motivating children's reintegration, particularly through emergency school feeding programs implemented over two years. Employing a qualitative exploratory case study approach, the research was conducted in two purposefully selected localities recognized for their social cohesion with conflict induced internally displaced persons for two or more years. Participants, including village leaders, parents, teachers, students, NGO representatives, and officials were selected using purposive sampling, in particular snowball and availability sampling techniques. Data collection involved focus group discussions (FGDs), key informant interviews (KIIs) and focused observation checklist, which were transcribed, coded, and thermalized to facilitate thorough triangulation. An inductive qualitative data analysis technique allowed comprehensive interpretation aligned with the research questions. Findings indicate that internally displaced persons including their children, face substantial survival challenges impacting their right to basic education and social cohesion. Amid scaling conflict induced displacement, host communities exhibiting strong social bonds regardless of homogeneity or diversity demonstrated effective local asset mobilization to support IDPs. This engagement catalyzed social capital practices that fostered trust and mutual support, even amidst resource scarcity. Notably, the study found that community-based pathways, aligned with traditional cultural assets, proved more effective in enhancing post-enrollment retention compared to NGO or school-based feeding programs. The research highlights the importance of recognizing and integrating local community practices and indigenous assets within educational response policies during crises. Such an approach shows promise in sustaining educational initiatives and enhancing resilience among affected populations. Overall, the findings suggest that activating community engagement and local resources can create a robust support system for displaced and host communities, ultimately serve to catalyze cohesion and facilitate better educational outcomes during emergencies.
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    Some Determinants of Rural Adults' Voluntary Participation in Nonformula Training Program Planning: The Case of Western Oromiya
    (Addis Ababa University, 1998-06) Samuel Asnake; yalew Ingidayehu
    The purpose of this study was to assess the current state of rural adults' participation in the planning of NFE at the selected CSTCs. Furthermore, it was intended to identify some of the influential hindrances against the desired level of participatory adult training program development at the centers. The study was conducted at fifteen CSTCs that are found in Western Oromiya. A total number of 177 subjects were included in the study. Among these,18 female respondents, 45 facilitators, and 106 male adult trainees were selected through availability, purposive, and simple random sampling techniques respectively. Moreover, 8 informants engaged in Adult and NFE at zonal and regional level were also included. Two types of questionnaire and structured interview were used to collect the data. In addition, observation and document analysis were made to obtain further information. The percentage, the Chi-square test, the correlation and one-way AN OVA were employed to analyse the data. The study indicated that the level of target groups' participation in the planning of NFE and training was nominal. From the findings, the facilitators and adult trainees differed significantly in ranking learning priorities (r=0.26). Similarly, the weak relationship between the adults enrollment and their actual learning preference (r=0.26), witnessed that the courses were not need-based. The one-way ANOVA administered between the sample zones indicated that the trainees had low expectations about the outcomes of the program. Finally, in the findings the situational, organization and management, structura1 political and target groups characteristics were identified to be the major factors that influenced both the groups (beneficiaries and benefactors) against the desired level of participation.