Browsing by Author "Setegn, Lemma (Ato)"

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    Early Childhood Care and Education Teachers’ Training Policy, Practice and Challenges in Ethiopia: the Case of Kotebe University College
    (Addis Ababa University, 2014-10) Gebryes, Biniyam; Setegn, Lemma (Ato)
    This study aims at assessing the existing Policy, Practice and Challenges of Early Childhood Care and Education of Teachers Training in Ethiopia taking the Case of Kotebe University College. The research examined how the policy provisions have been understood and implemented on ECCE teachers training at KUC and, how the prevailing practices at the university college engaged to train pre-service ECCE professionals. Furthermore, it intended at identifying the major challenges encountered during the practices of training in the University College. To these ends, a mixed methods research approach was used by applying both purposive and available sampling techniques. The study used both primary and secondary sources. Data were obtained using in depth semistructured interviews from instructors and officials/experts from KUC, MoE and AAEB. Additionally questionnaires and FGD were used to collect data from regular candidates of2014(104) various related policy documents.(n = 104).The data gathered via questionnaires were analyzed using percentage and the outputs of the statistical reports were presented by tables and analyzed and interpreted accordingly with the support of the data obtained through interview and open-ended questions. As a result, study revealed that government /MoE and AAEB/ leadership and regulation in terms of supervision, accreditation to the training of ECCE teachers seems to be less than satisfactory. Teachers were rarely provided with the opportunity to develop their profession, teaching and learning resource or facilities seem to be in short supply lack of model school and candidates were admitted without interview or written examination and joined the program as they could not find other options. The candidates were deprived of the opportunity of getting dormitories, and meal services moreover pay tuition fee. The duration of the training are considered very short. Hence, the research concluded that ECCE teacher’s training at KUC lack the required quality. Consequently implications were forwarded. Key Words-Early Childhood Care and Education, Policy, practice and challenges
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    Evaluating the Balance of Primary Education Second Cycle Curriculum Materials Vis-a-vis the Four Pillars of Education (UNESCO) with Particular Reference to Addis Ababa City Government
    (Addis Ababa University, 2009-06) Yibeltal, Anduamlak; Setegn, Lemma (Ato)
    The major purpose of this study was to evaluate whether or not the Ethiopian primary education second cycle curriculum, with particular reference to Addis Ababa City Government, incorporates the ((Four Pillars of Education" in a balanced manner. To this end, mixed method research with quantitative content analysis design supported by qualitative interview guide was employed. The contents of a total of seven selected sample text books from grades 5 and 8 were analyzed and officials, professionals and experts from Ministry of Education, Institute for Curriculum Development and Research and Addis Ababa City Government Education Bureau were interviewed in the research. The sample grades (grades 5 and 8) are selected purposefully where as the sample text books are selected using stratified sampling technique. All the data gathered through these data gathering instruments were analyzed thematically and meanings are constructed out of them. Consequently, it was found that in 71.4% of the sample text books the ((Four Pillars of Education" are found unbalanced mainly dominated by the pillar (learning to know'. Findings from the interview also ensured that these ((Four Pillars of Education" were not deliberately considered during policy formulation, syllabi development and textbook preparation. In the end, it is concluded that the primary education second cycle curriculum of Addis Ababa City Government lack a proper balance in comprising the ((Four Pillars of Education" set by UNESCO
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    Higher Diploma Program for Teacher Educators: Impact and Practice at Gondar College of Teachers' Education
    (Addis Ababa University, 2008-07) Tsegaye, Addis; Setegn, Lemma (Ato)
    Changing expeclalions about Ihe quality of educalion occur in evel), sociely 01 IInexpecled r(l{e. In this a5peCI, professional development programs for lutcher educalors have always been essentially importanl where HDP is one. 11 was Ihe main objeclive oflhis sllldy 10 invesligole Ihe impact of HDP on leacher educators' teaching performances al Gondar College oj' Teachers' Educalion. The study employed both qualitative and quanlilalive dala IIsing case sllldy lIIelhod . which was designed to answer the research queslions raised. The research parliciponls were leacher educalors, HDL, HDTs, Department Heads, the VAD and sludenls. In order 10 collecl dala Fom the parlicipants, questionnaires, interview, FGD, and classroo//1 ohservalion Ivere used employed. The dala obtained were analyzed and inlerpreled . The reslIlls o{lhe analysis showed Ihat a considerable number nfleacher educalors have posilive alfillide 101l'ards Ihe HDP training and they have been trying to be benefited Fom Ihe program. However, Ihe COlltpOnenls of HDP were nol fully practiced yet as expected for a number of reasons. II was Ihen conellided Ihal Ihe prevailing praclice of the componenls of HDP was poor. In addilion 10 Ihis, Ihe Irend oj' using Ihe lecture melhod Fequenlly and assessing sludenls based on examil'lOliol'ls as 11I1!i'C' modes of teaching and assessment were emphasized al Ihe college. To overcolile litis, it \I 'lIS suggesled thai Ihe actual context of the college and ils influence on Ihe leaching -teaming process should be given due attention
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    Major Challenges and Opportunities of Adult and Lifelong Learning of the Amhara Regional State as it is Offered at Debremarkos College of Teachers' Education
    (Addis Ababa University, 2009-06) Woldie, Amsalu; Setegn, Lemma (Ato)
    The purpose of this study was to examine the challenges and opportunities that influence the full functioning of adult and non-formal education of the Amhara Regional state as it is implemented at Debr·emarkos Teachers' College. Descriptive survey method was used to conduct the study. To this effect, a sample consisted of 17 in-ser·vice summer trainees, 8 instructors and 2 deans (the dean and academic dean of the college) were selected by using availability and purposive sampling techniques respectively. To collect data pertinent to the study; questionnaires and interviews were chosen. Moreover, observations with respect to the availability of human, material, and time resources as well as the SUfficiency of reference books were made. The data obtained through the instruments were analyzed and interpreted using percentages and frequency counts. The findings s howed that the books, reference materials, time, and budget were not sufficient for adult and non-formal education program in the college. These led to the conclusion that the adult and non-fonnal education program of the Amhara Regional State as it is offered in DMCTE, the program and its implementation is insufficient and less related to the day to day programs of the adult, did not consider the economic affairs of the adults and resources particularly, material resources were found to be scarce. On the basis of the conclusions drawn, recommendations were forwarded