Browsing by Author "Setegn, Lemma (PhD)"

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    An Assessement of Income Generating Activities and Utilization in Selected Government Tvet Colleges in Addis Ababa
    (Addis Ababa University, 2010-06) Semma, Ayanaw; Setegn, Lemma (PhD)
    The main purpose of the study was to assess the income generating activities of selected TVET colleges in Addis Ababa. On the basis of the purposes of the study 4 research questions were formulated and to conduct the current conditions of the income generating activities in these selected TVET colleges, descriptive survey method was employed. The study was conducted in 3 randomly selected TVET colleges. The sample populations of the study were 37 section or department heads of the TVET colleges, 3 finance heads, 3 deans and 3 vice deans were also selected using purposive sampling method. Close and open ended questionnaire and interview questions were also used to gather the required data from the aforementioned subjects of the study. Out of the sample population analysis was made base d on 34 section heads and 8 interviewees. Accordingly, the results of study depict that majority of the respondents responded as the TVET colleges were not effective in implementing the income generating and utilizing activities and there was lack of full participation of staff members in developing income generating activities guidelines, lack of clear financial guidelines, lack of full autonomy of the TVET colleges were the major problems of the TVET colleges. In light of these findings the study concluded as even though there were some income generating activities in the TVET colleges they are not well organized and the TVET colleges did not use all potential sources of income and these problems can affect the training of the TVET colleges and lack of clear guidelines also affect the TVET colleges income generating and utilizing activities transparently.
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    Classroom Implementation of HIV / AIDS Education in Selected Second Cycle Primary Schools of SNNPRG: The Case of Hawassa City Adminstration and Sidama Zone
    (Addis Ababa University, 2008-06) Asregid, Demekash; Setegn, Lemma (PhD)
    The purpose of this study was to evaluate the classroom implementation of HIV/AIDS topics in selected primary schools of SNNPRG specifically in Sidama Zone and Hawassa City Administration. To serve the purpose of the study Teachers, School directors and Examination papers were uses as a source of data. From the total second cycle schools which are available in the study area, ten of them were selected randomly, and all the teachers of Basic integrated science, Biology, Health and Physical Education were taken as sample of the study, also all the school directors were taken as a source of data for the study. To collect data, Questionnaire, interview, content analysis, and observation check lists were used. The collected data were analyzed by using Mean, percentage, and Chi-square analysis techniques. From the analysis made, the following major findings were obtained: teachers didn't take training on HIV/AIDS topics, teachers were interested to teach the HIV/AIPS topics but they were not comfortable to teach the topics in the classrooms, teachers have knowledge on many of the active teaching methods which are appropriate to teach HIV/AIDS topics but their use of the methods was found to be low, there was lack of text books on Health and Physical Education subject, teachers were not getting support from their school directors, and the HIV/AIDS topics were not sufficiently included in the ex amination of the subjects in which HIV/AIDS topics were infused. Based on the findi ngs, the following recommendations are given: teacher education institutes should give emphasis for provision of training on HIV/AIDS topics and the methods of teaching the topics, text books on Health and Physical Education should be prepared by the Regional Education Bureau, school directors should get adequate and appropriate training before they are assigned for the position.
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    The Contribution of in-Service Training Programmes For the Professional Development of Government General Secondary School Teachers in Addis Ababa City Administration
    (Addis Ababa University, 2007-07) Tesema, Degusew; Setegn, Lemma (PhD)
    The study was done to assess the contribution of in-service training for the professional development of government general secondary school teachers in Addis Ababa city administration. A sample consisted of 180 teachers, 7 school principals and 3 sub-city education and training experts were selected using different techniques and made to provide information. To meet the objective of the study, descriptive survey method was employed. To gather the necessary data, questionnaire and interviews were the main instruments employed. The data collected from the different sources were tallied, organized and analyzed using sample p ercentages . The result obtained from the study revealed that majority of the teachers in the city administration participated in in-service trainings of various types. Accordingly, the trainings contributed to the professional improvements in areas such as improvements in lesson planning, classroom management, continuous assessment, employing active learning methodology in the classroom, preparation and usage of teaching aids, etc. Furthermore, quite a large number of teachers upgraded their qualification and got salary improvements as a result of their training. The findings further re vealed that the summer course program is the major in-service training program to upgrade the qualification of teachers. However, in-service training programmes like distance education were found to be least used by teachers to upgrade their qualification. Furthermore, the financial and material resources allocated and the time given for the in-service training was found to be inadequate. Based on the findings and the conclusions made the following recommendation are made. In order to alleviate the problems of in- service programmes of different types, str.keholders at different levels (from school to Federal MOE level) have to play their roles. Adequate budget should be allocated . Sufficient time and convenient schedule for trainings have to be arranged. Especially for summer course students the time given and the course load have to be revised. In order to identify teachers who need inservice training assessment of needs very important .Besides, competent in-service training personnel have to be assigned. Furthermore, conducting an impact assessment has to be done in order to see the effectiveness of INSET programmes in the city administration.
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    First Cycle Primary School Teachers' Conception and Practice of Activelearning Methods in Awl Administra Tive Zone
    (Addis Ababa University, 2009-07) Wbelay, Dilnesa; Setegn, Lemma (PhD)
    The purpose of this study was to examine how active learning method of teaching has been conceived by primary school teachers and looking in to its current practice in Awi administrative zone. To accomplish the study descriptive survey method was employed. Three sample woredas were selected randomly from a total of ten woredas. The subjects in this study were teachers and principals in the first cycle primary schools. Using availability and purposive sampling techniques, teachers and principals were taken respectively from nine government first cycle primary schools. As a method of data gathering tools, questionnaire, observation, focus group discussion and interview were employed. To analyze the collected data, both quantitative (frequency, percentage, mean) and qualitative methods were on use. The result of the study revealed that teachers have relatively high understanding of active-learning method, even though, the magnitude of practicing active-learning approach is low for many problems, such as large class size, inadequacy of instructional materials, lack of school facilities and too much contents of the text books etc. The study also disclosed that teachers did not employ a variety of activelearning techniques except group work and the woreda education offices did not provide necessary support for the implementation of the method. It was then concluded that active-learning method has not be properly implemented in the sample schools, even though a considerable number of teachers do have the required understanding of the innovation. To overcome this, it is recommended that provision of sufficient instructional materials, reduction of the class size, improvement of school facilities, reduction of contents of those text books, which are bulky, provis ion of necessary support and reduction of the work load of teachers for effective implementation of active-learning for the concerned bodies to solve the problems, which are being obstacles in the implementation of activelearning method.
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    The Implementation of Non - Formal Technical Vocational Education and Traning: The Case of Selected Institutions in The City Government of Addis Ababa
    (Addis Ababa University, 2007-07) Mengistu, Semahagn; Setegn, Lemma (PhD)
    The purpose of this study was to investigate the status of the basic and junior level (Non - formal) technical and vocational training program implementation in the City Government of Addis Ababa . To this end an attempt was made to look into the factors that affect the implementation of the training program; such as availability and adequacy of human, material and financial resources, the appropriateness of the physical facilities and the emphasis given t6 practical training. In order to attain the objectives of the study descriptive survey method was employed. It is also tried to identify the similarities and differences between government and private non formal TVET institutions. Six government and six private training institutions were selected based on stratified and random sampling techniques .The subjects of the study were eight officials, twelve principals; twelve counselors, 122 trainers and 305 trainees, and they were selected based on stratified, random and available sampling techniques. Information was obtained using questionnaires, interviews, observation and document analysis .The data was analyzed using percentage, chi - square and weighted mean values. The fmdings of the study revealed that the government TVET institutions were better in physical facilities; while private TVET institutions were better in availability and adequacy of training materials, human and fmancial resources. Even though, the program implementation seems better in private TVET institutions, the over all N.ITVET program implementation is found to be inadequate in both institutions. Accordingly, mounting efforts of concerned bodies were recommended to improve the status of the current non -formal TVET program implementation.
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    Instructors' and Trainees' Perception and Practices on Common Courses in South Wollo Zone
    (Addis Ababa University, 2008-06) Yesuf, Kebede; Setegn, Lemma (PhD)
    The main objective of this research was to assess instructors' and trainees' perception and practices on common courses. To this end, the focus of the research was on four purposively selected TVET colleges in South Wollo Zone. The trainees selected for this research were 10 + 3. They were selected purposively. The main reason of.~·electing these trainees was that they have taken all common courses. So, they could give reliable information. A descriptive survey method was applied. Four TVETs, Kombolcha, Siheen, Admas Dessie Campus and Tropical College of Medicine were taken as sample of the study From these TVETs, of the total 700 trainees, 189 (30%) from two government TVETs were selected with stratified sampling and all 70 (100%) of trainees from the private TVETs were taken as their number was manageable. To collect the data, questionnaire, interview, focus group discuss, classroom observation checklist and a rating scale were applied to collect data from instructors and trainees. The data collected were organized and interpreted by using quantitative (statistical) and( Qualitative( descriptions). approaches. The analysis and interpretation of the data showed that common courses were not given due allention by instructors and trainees. Recommendations were suggested to TVET colleges, instructors and trainees to give due allention to common courses and help trainees develop skills, knowledge and positive altitude.
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    The Practice of Curriculum Development For Primary Education in Oromia Regional State
    (Addis Ababa University, 2010-06) Geneti, Shiferaw; Setegn, Lemma (PhD)
    The main purpose of this study was to investigate the practice of curriculum development for primary Education in Oromia Regional State since 1995. To achieve this objective, department of curriculum and evaluation work process in Oromia Regional Education Bureau was selected as the main study area. To conduct the study, qualitative case study was employed. Purposive sampling was used to select for curriculum experts and one curriculum coordinator from curriculum development sub process of Oromia Regional Education Bureau. In addition to this, one curriculum coordinator was selected from curriculum Materials Development and Distribution process of Federal Ministry of Education. Interview, document analysis and observation checklist were used as instruments in data collection. The data were examined looking for common and distinctive ideas. Common issues were identified to form themes and interpretational analysis method was used in analyzing the data. The finding revealed that most of curriculum experts in Oromia Education Bureau who played major role in the curriculum work are not specialized for curriculum development. Stages of curriculum development for primary education in Oromia Regional state seem that it passes through the steps of curriculum planning and development in Ethiopia as indicated in ICDR (1999:32). The Model used for curriculum development was not clearly indicated and stated. An encouraging attempt has been made to involve the stakeholders who should be involved in the process of curriculum development for primary education. The curriculum development process was entangled with lack of material resources, reference materials in the library and financial support. Therefore, unless the prevailing problems are resolved, it would be difficult to develop a curriculum that reflects the needs of the social forces existing in society. i
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    Students' Orientation Level of Tvet in Pre-Tvet Classes and Its Impact on Tvet Training in Addis Ababa City
    (Addis Ababa University, 2008-06) Gashaw, Kindalem; Setegn, Lemma (PhD)
    This research was having the objective of undertaking the research on Assessing TVET students' Orientation Level of TVET at Pre-TVET Classes and its Impact on Training. It focused on some purposefully selected two middle level TVET institutes currently running 10+1 program in Addis Ababa city administration. In order to investigate this problem, descriptive survey method was employed. The two TVETs, Nifas Silk and Lideta, were purposefully selected as target population. From these institutes, of the total 1310 trainees, 262(20%) were proportionally selected from each department with random sampling technique. Aiming to get at least one representative teacher from each department, of 100 teachers, 30(30%) were proportionally and randomly selected from 28 departments. And counselors of each institute were also included. Review of related literature, pertinent to the topic, was reviewed. Questionnaires were used to secure data from students and teachers while structured interview was employed to make discussions with counselors. The collected data was organized and interpreted with !Statistical tools. After analyzing and interpreting the data, the results indicated that students were not taking any prerequisite TVET courses; they were not having TVET base knowledge, and they were not getting any guidance and counseling services about TVET's program. In addition, students did not have interest and motives to TVET for society undermined the TVET program and gave low prestige to it. These problems undermined TVET students' TVET awareness and orientations at pre-TVET levels. Thus, the results indicated that TVET students' orientation level of TVET at pre-TVET levels was low. Finally, suggestions were forwarded for concerned bodies expecting of giving students prerequisite b;ise "knowledge at pre-TVET levels and of raising the status of TVET for the reason that it may raise students' interest and motives to TVET.