Browsing by Author "Setegn, Lemma"

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    Curriculum Planning Process For The Primary Level Education In Post-1991 Ethiopia: The Case f The Southern Nations Nationalities and Peoples Regional State
    (Addis Ababa Univerisity, 2015-06) Setegn, Lemma; Duffera, Deribssa
    Diversifying primary school experiences has been considered as a solution to accommodate differences through school curriculum and the government of Ethiopia set an Education and Training Policy (ETP) that provides provisions on localizing primary school curriculum to make the education relevant and responsive to the learner and the society. To materialize the policy, the roles of the Ministry of Education (MoE) and the Regional Education Bureau (REB) with regard to curriculum planning process for the primary school were described. Researches on access, equity, quality, efficiency and relevance, which necessitated the launching of the declaration of the Education and Training Policy, were made. However, there have been scarcities of research reports on curriculum planning process for primary schools in post-1991 Ethiopia, especially on Southern Nations, Nationalities and Peoples’ Regional State (SNNPRS). Thus, a descriptive case study and content analysis were conducted with a purpose to examining and getting clear understanding on the implementation of the policy provisions by assessing to what extent the curriculum planners have been acquainted with the theoretical knowledge, the rationales of curriculum planning and localization of the primary schools’ curriculum and possess required technical skills. It also examined how open and flexible the syllabi were to incorporate local experiences and to accommodate local differences, the work relationship between the Federal and the SNNPR Education Bureau; the achievements, problems and challenges of the localization of the primary school curriculum. To this end, a mixed methods research design has been employed and samples of curriculum planners were selected from former Institute for Curriculum Development and Research (ICDR) and the current Curriculum Development and Implementation Core Process Directorate (CDICPD) from the Ministry of Education using snowball and availability sampling techniques respectively. At the regional level, the Region’s Education Bureau, six Zones and a Special Woreda Education Departments’ Curriculum and Educational Materials Supply Core Performers, Subject Performers, textbook writers and editors were selected using stratified, availability and snowball sampling techniques. A total of 54 samples were made to fill in a questionnaire. In addition, thirteen students’ textbooks were selected using stratified sampling technique for content analysis. Semi-structured interview items were used to collect data from the two heads, two panel members and a coordinator; a director, two experts of the ICDR and the CDICPD at the federal level. One core performer, nine subject performers, eight textbook writers, and three content and language editors were interviewed at the SNNPRS. The data collected through the interview, questionnaire and content analysis were analyzed using both qualitative and quantitative (mixed methods) approaches. The qualitative data analysis has been done using narration while the quantitative data were analyzed using frequency count, percentage and mean values to determine the position of level of agreement of the respondents. The analysis of the data showed that the primary
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    Curriculum Planning Process for the Primary Level Education in Post-1991 Ethiopia: The Case of Southern Nations Nationalities and Peoples Regional State
    (Addis Ababa University, 2015-06) Setegn, Lemma; Duffera, Deribssa (Professor)
    Diversifying primary school experiences has been considered as a solution to accommodate differences through school curriculum and the government of Ethiopia set an Education and Training Policy (ETP) that provides provisions on localizing primary school curriculum to make the education relevant and responsive to the learner and the society. To materialize the policy, the roles of the Ministry of Education (MoE) and the Regional Education Bureau (REB) with regard to curriculum planning process for the primary school were described. Researches on access, equity, quality, efficiency and relevance, which necessitated the launching of the declaration of the Education and Training Policy, were made. However, there have been scarcities of research reports on curriculum planning process for primary schools in post-1991 Ethiopia, especially on Southern Nations, Nationalities and Peoples’ Regional State (SNNPRS). Thus, a descriptive case study and content analysis were conducted with a purpose to examining and getting clear understanding on the implementation of the policy provisions by assessing to what extent the curriculum planners have been acquainted with the theoretical knowledge, the rationales of curriculum planning and localization of the primary schools’ curriculum and possess required technical skills. It also examined how open and flexible the syllabi were to incorporate local experiences and to accommodate local differences, the work relationship between the Federal and the SNNPR Education Bureau; the achievements, problems and challenges of the localization of the primary school curriculum. To this end, a mixed methods research design has been employed and samples of curriculum planners were selected from former Institute for Curriculum Development and Research (ICDR) and the current Curriculum Development and Implementation Core Process Directorate (CDICPD) from the Ministry of Education using snowball and availability sampling techniques respectively. At the regional level, the Region’s Education Bureau, six Zones and a Special Woreda Education Departments’ Curriculum and Educational Materials Supply Core Performers, Subject Performers, textbook writers and editors were selected using stratified, availability and snowball sampling techniques. A total of 54 samples were made to fill in a questionnaire. In addition, thirteen students’ textbooks were selected using stratified sampling technique for content analysis. Semi-structured interview items were used to collect data from the two heads, two panel members and a coordinator; a director, two experts of the ICDR and the CDICPD at the federal level. One core performer, nine subject performers, eight textbook writers, and three content and language editors were interviewed at the SNNPRS. The data collected through the interview, questionnaire and content analysis were analyzed using both qualitative and quantitative (mixed methods) approaches. The qualitative data analysis has been done using narration while the quantitative data were analyzed using frequency count, percentage and mean values to determine the position of level of agreement of the respondents. The analysis of the data showed that the primary
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    Factors Affecting Teachers‟ Work Motivation In Kirkos Sub-City Governmental Primary Schools In Addis Ababa City Government
    (Addis Ababauniversity, 2014-06) Alemayehu, Demeke; Setegn, Lemma
    This study was conducted on the major factors affecting teachers’ work motivation in kirkos sub-city governmental primary school in Addis Ababa city Government. Its major purpose was to identify teachers’ work motivation. To study this, descriptive research (survey) method was employed to gather the required data from the specific populations’ present condition. The target population of the study was primary school teachers and the samples were selected by using simple random sampling techniques. To this effect, a structured questionnaire was prepared and administrated to ninety-six teachers and structured interview question were prepared and conducted with to five principals, four woreda and one sub-city education experts as well as three sub-city Teachers’ Association leaders. Data analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage, mean, standard deviation, t-test, correlation and one-way analysis of variance (ANOVA) to identify if there were difference, similarity and relationship among the respondents on several variables. Results of the study showed that, among the major factors that have been affecting teachers’ motivation were poor payment, ineffective organization leadership and administration, low status of teaching as a profession and job design, poor interpersonal relationships among teachers’ and administrators, ineffective supervision, lack of promotion and recognition, negative image of the society and students to the teaching professional, unsuitable working conditions and unclear organizational rule and policies. The study also revealed that among the factors that contributed to retain teachers in their institution which include the notion that teaching is better than other jobs in benefiting the society, the opportunity to be creative, opportunity for further education and thinking that teaching provides an opportunity to enjoying with young people
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    A Study On Ability Grouping and Its Effects on Selected Instructional Aspects In Selected Senior Secondary Schools of Addis Ababa
    (Addis Ababa University, 1993-06) Setegn, Lemma; Gehdai, Abebe (PhD)
    The purpose of this study has been to find out the effects of ability grouping on the instructional processes , that is, on the uti lization of resources, application of the different methods and techniques of teaching , the academic achievement; the socials and emo tional development of the students; and final l y, its effects on the working cond i t i ons and work relationship of the teaching staff in selected senior secondary schools of Addis Ababa. To this end, samples of students and members of the academic staff have been selected random l y and were made to fill in the questionnaires prepared for each of them. In addition to this, a randomly selected the Ethiopi ~Sc h oo ls Leav ing Cert if icate Examination ( ESLCE ) results of a matching he terogeneously taught students and a homogeneously treated g r oups; a randomly selected c l assroom observations and interviews with the regional education office authorities have been used as the sources of data. The analysis o f the data col l ected fr om the d ifferent sources s h owed that there are no significant differences in the utilization of the resources o f the schoo l s , in the application of the different methods and techniques of teaching. Similarly, the comparison of the academic achiev ements of t he heterogeneously taug.t students of thepre -g r ouping ability prac tice and those o f the homogeneously grouped and taught students haven 't shown significant differences which are in favour o f the special grouping. Thus. showing that the expected purpose s o f the grouping practice in the region have not been attained. Although the re are no significant differences in the Academic ach ievements. the grouping practice has showed some positive and negative effects on the social and e motional development of both special and non-special group student. However . the negative effects seem to be more and stron/j[er on the non-special group students. Though there are the des ire to exce 1. high inte llectua l curiosity, self-reliance. sociability and truthfulness among the independence. spec ial c lass students. t here are some negat i ve c haracte ristics that are man ifested by them. These inc l ude. the artif i cially inflated self-esteem or superio rity corrlPelex. boasting. and some others which have not been o bserved in the heterogeneo u s l y grouped students by the staff and the students the mselves . The negative effects o f the prac tices seem to be higher and stronger on the non-special class students than on the special c l ass stude nts. It has stigmatized t hem . It made them feel inferior to their pee rs . lose interest in the school. develop low self-image. lac k self-contro l . etc.Finally, the findings showed that the ability grouping practice has not showed any significant effect on the teachers' working conditions and work relationships. This is so, because there have been no clearly stated guidelines as to how the practice has to be accomplished and the demands and competenc i es required from the teaching staff whic h consquenty would have affected then!. They teach almost as wha t they had been doing in a heterogeneously grouped classes . The teaching met hods and techniques they use in the special and non- special classes are more or less the same . Therefore, the effects o f the practice on the teaching staff are lirr!ited. Eventhough the contribut i on o f the ability grouping in the schools a re very limited, its negative effects on the students are higher than its pos itive effects. To maximize the contribution of t he p r actice i n the instructiona l p r ocess and minimize t.he negat i ve effec ts, it needs a c l early set guidelines on the different activities. The teachers need training. The separation o f the school who lly f o r the special students seems logical. In addition t o this, the number of sections and the large size of the students in each sec tions are Borne o f the great obstacles to mate rialize the plan. So it needs great attention to get good results from the practice .