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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    The Implementation of the Crime Prevention Curriculum in Southern Nations Nationalities and Peoples Regional State Police College
    (Addis Ababa University, 2016-06) Kora, Temesgen; Setegn, Lemma
    The objective of this study was to evaluate the implementation of the crime prevention curriculum in Southern Nations Nationalities and Peoples Regional State Police College. The focus of the study was on evaluating: the crime prevention curriculum implemented as it was planned given that the current teachers, the administration and students are working there, how effective has been the program implementation in term of training effort, process, adequacy, efficiency and effect; the active learning strategies being used; the major constraints faced in implementing crime prevention curriculum. A review of literature related to implementation, evaluation and support in curriculum implementation was used for establishing a theoretical framework for the study. Both quantitative and qualitative approaches were used and data were gathered by means of questionnaire, interview, classroom observation and document analysis form. Sample selected from administrators (5), police science teachers (32) and police science trainees (120). The data were analyzed both quantitatively and qualitatively. The quantitative data were analyzed by using frequency, percentage; mean values and tables. The findings indicate that crime prevention curriculum have not implemented as it was planned in police college. The program implementation effectiveness in terms of training effort, process and adequacy of the crime prevention curriculum, it has been implemented satisfactorily in police college. For effective implementation of crime prevention curriculum in Southern Nations Nationalities and Peoples Regional State Police College, the administrations, teachers and trainees should play their roles by creating conducive environment for crime prevention curriculum implementation.
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    Practices and Challenges of Implementing Continuous Assessment in Primary School Cluster Centers of Assosa Wereda, Benishangul Gumuz Regional State
    (Addis Ababa University, 2018-06) Bihonegn, Degu; Setegn, Lemma
    The objective of this study was to examine the practices and challenges of the implementation of continuous assessment in primary school cluster centers of Assosa Wereda. A descriptive survey design and both quantitative and qualitative methods were employed. The sampling techniques used included simple random sampling method, and purposive using Critical Case Sampling. 300 sample respondents were involved from primary school cluster centers as well as woreda education offices. The data were collected using questionnaires, focus group discussions, structured interviews, classroom observations and document analysis. The quantitative data were analyzed using descriptive statistics such as percentage, frequency, and mean values. The qualitative data were analyzed thematically using a case by case and cross case analysis. Finally, the study came up with the following findings. The status of the implementation practices of continuous assessment is still continued traditional, unsatisfactory and poor. It has deficiency and it is at a low level of implementation in primary school cluster centers of Assosa Wereda. The challenges teachers & students encountered during the implementation practices of continuous assessment were overpopulation, teachers lack of competencies and skills to carry out classroom assessment, lack of motivation, focus on the cognitive level and emphasis to the knowledge domain ignoring the affective and psychomotor domains, over concentration in written test, inadequate monitoring and support to the teachers and students absenteeism are the other challenges. The education sector professionals at all level should accept that the assessment at classroom level is at low level of performance and it is their faliuarity. So, they need to prepare guidelines and documents on continuous assessment at the beginning of each academic year to fill the gap, on record keeping avoiding distribution of simple and inappropriate assessment format. To improve the contribution of continuous assessment to the promotion it requires setting the average cutting score at the beginning academic year even during registration that make all concerned bodies to plan, strive and do their best in transition from the old/traditional continuous assessment practices/customs to the new contemporary continuous assessment. Key words: Assessment, Continuous Assessment, Record Keeping, and Challenges.
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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
    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 .
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    Utilization of School Supplementary Curriculum Materials in Private Primary Schools in Addis Ababa
    (Addis Ababa University, 2017-11) Abera, Hiwot; Setegn, Lemma
    The purpose of this study was to investigate the utilization of school supplementary curriculum materials in two private primary schools in Addis Ababa. To conduct this study concurrent mixed research design was used. A total of 259 respondents participated in the study comprising 174 students, 12 teachers, 65 parents, 4 administrators and 4 Education Bureau supplementary materials evaluators. The sample students were selected using stratified sampling and simple random sampling technique. The sample schools, teachers, administrators and AAEB supplementary materials evaluators were selected using purposive sampling techniques. Questionnaire, interview, focus group discussion and document analysis were the data collection tools employed for the study. Having checked the validity and reliability of the instruments data were collected from students, teachers, parents, administrators and Addis Ababa Education Bureau supplementary curriculum materials ‘evaluators. Data from students were obtained by using questionnaire and FGD while data from teachers, administrators and Addis Ababa Education Bureau supplementary materials’ evaluators were collected using interview. Moreover, data from parents were collected using open ended questionnaires. SPSS version 21 was used to analyze data and to get frequencies, percentages, and mean scores. The findings of this study revealed that stakeholders have positive view on the contribution of the school supplementary curriculum materials to students’ learning. However, in the preparation of school supplementary curriculum materials, especially in using the Addis Ababa regional state language, the schools did not consider the Education and Training Policy as the schools were preparing supplementary materials in English language. Thus, making supplementary curriculum materials’ proofreading, revising continuously, having forums for discussions with teachers on how they view the topics and sub-topics of the syllabus and training teachers how to prepare supplementary curriculum materials were suggested by stakeholders to improve school supplementary curriculum materials. Hence, to improve the utilization of school supplementary curriculum materials, schools need to organize a department that checks the supplementary curriculum materials before they are published. The Education Bureau needs to work hard in creating deep awareness for teachers in the preparation and utilization of supplementary curriculum materials. In addition to this, the Bureau may prepare supplementary curriculum materials that are standardized and can be used by all schools as a model as well as creating forums that widen the awareness of parents about the importance of children’s learning in their mother tongue languages. Key words: Supplementary curriculum materials, Syllabus, Students’ learning