Browsing by Author "Tadesse, Dereje"

Now showing 1 - 6 of 6
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    Financing Urban Infrastructure and Services in Ethiopia: The Case of Solid Waste Management in Adama (Nazareth) town
    (Addis Ababa University, 2001-06) Tadesse, Dereje; Ayenew, Meheret (PhD)
    This study reports the situation and financing of solid waste management sen'ices in Adama town of Oromia Region (Ethiopia). The study showed that the town is currently providing inadequate solid waste management services. The town administration collects and disposes less than 15 percent of the wastes generated by the town annually. It is also found out that the solid waste collection and disposal systems are backward and are not economical as well. The institutional arrangements' for the management of both liquid and solid wastes are also very weak. The town administration allocates a marginal budget to this service which is less than 10 percent of its total budget as opposed to towns of developing countries that commit between 20 and 40 percent of their budget for the same. Low budget and low performances are generally attributed to scarcity of resources. However, problems of insufficient mobilization of the available resources and misuses are found to be equally serious according to this study. This shows that studying the financing system of urban services is an important area to reckon since it is helpfit! to look for ways by which the service may be improved by using the available resources differently. It may also be of advantage to check whether the available meager resources are effectively and efficiently used for the priority and basic needs of the town. The study also suggests some lines of action that are essential to improve the current inadequate solid waste management service of Adama town.
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    Improving Public Service Delivery: the Case of Land Development and Management Office in Nifas Silk Lafto Sub-City
    (Addis Ababa University, 2017-05) Tadesse, Dereje; Berhanu, Elias (PhD)
    This study was intended to assess the performance of land management service delivery of Nifas Silk Lafto Sub-City. For African countries, there is strong force in proper urban management which better achieve the increasing need for efficient and effective delivery of land administration services to protect the interest and security of urban citizens. As urban land administration is a comprehensive and important part of public service delivery, the concept of quality service gets worthwhile attentions. Therefore, this study assessed the land management service delivery performances in Nifas Silk Lafto sub city. The study is both descriptive and explanatory in its type. This research employed both qualitative and quantitative research methods to draw samples, collect data, analyse and interpret data. To portray sample from target population (citizens residue in NSL sub-city, land management office employees, officers and managers), the researcher adopted both simple random sampling and purposive sampling techniques. In the current land administration of Nifas Silk Lafto sub-city, customers have to consult various organizations/departments to get the service done. The title service delivery system is not only time taking but also expensive. As a result the urban poor is being pushed away not to use the service. Thus, these situations have created gaps between expectation of citizens and land administration service provided by the sub city land administration organization as more than half of the respondents did not receive efficient, equitable and accountable land services as per their expectations. Case study method, supporting literature review and hypothetical factors for quality service delivery adopted by World Bank (2005) and SERVQUAL Service Quality Model have been used as guidelines for the study. The case study has used 106 customer respondents and 30 employees and 6 managers as primary data source through questionnaires and interviews. The analysis of the data and information collected from the field work found out the performance and challenges of land service delivery as: inconsistency in land related legislations, inadequate resources and technical capabilities, not all lands are titled, lack of skilled and qualified man power, lack of public awareness, unclear land ownership. Based on the identified findings, conclusions are drawn and possible recommendations are made. Key Words: Land Management, Land Administration and Cadastral Map
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    Leadership Behaviors of Secondary School Supervisors in North Shoa Zone of Oromia Regional State
    (AAU, 2021-07) Tadesse, Dereje; Mulugeta, Befekadu(Phd
    The purpose of this study was that to identify leadership behaviors of secondary school supervisors in government secondary schools of North Shoa Zone. To achieve this purpose, the study employed mixed research method, which involved quantitative survey (using questionnaire and qualitative (using interviews and focus group discussions). The study was carried out in selected clustered Woredas in North Shoa Zone. A total target population of 135 was drawn from the total population by the researcher. The study participants were 95 randomly selected teachers, 25 purposefully selected department heads and 5 supervisors, 5 principals and 5 woreda education officers. The findings of the study revealed that secondary school supervisors lack of their own office, budgets for stationery material, communication and transportation cost, workload and prior training were the factors that hindered the proper implementation of supervisors. The study also reveals that they do not have the necessary leadership skills to assist teachers because they were not selected as the principle has been said. Consequently, they couldn’t identify teacher’s level of development to assist and simply use directive control behavior for all teachers. The theme issues of the recommendations include create awareness and understanding for secondary school supervisors through continuous assistance, workshops, seminars, and training on supervisory skills and interpersonal approaches supervisors use to improve teacher’s classroom instructional practice. All stakeholders had better arrange and provide supervisors withtheir own office, table and chair. They must also allocate budgets for supervisors to use it for the purpose of stationery materials, communication and transportation costs.
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    A Practitioner Inquihv Into Pre-Service EFL Reflective Practicum of Haramaya Universitv: A Condition of Inabilltv to Reflect and Determinants of Effective Reflection
    (Addis Ababa University, 2009-07) Tadesse, Dereje; Banteyerga, Hailom (PhD)
    The thrust of this study was experiential observation of pre-service EFL student teachers' inability to reflect inion their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqulry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionfor/ on/about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect forlin/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors such as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions, reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assluuptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL refl ective skills- English, teaching and inquiry-improved. From the findin gs, a conclusion has been reached that the student teachers' inabil ity to effectively reflect related to their lack of effective reflection tools and control over lesson times and material s. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdisciplinary practitioners' reflection are suggested as a major further area to be researched.
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    A Practitioner •Inquiry into Pre-Service Efl Reflective Practicum of Haramaya University: A Condition of Inability to Reflect and Determinants of Effective Reflection
    (Addis Ababa University, 2009-06) Tadesse, Dereje; Banteyerga, Hailom (PhD)
    The thrust of this study was experiential observatioll of pre-service EFL student teachers' inability to reflect in/on their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqUIry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionforlon/ about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect for/in/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors sllch as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions,reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assumptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL reflective skills- Engli sh, teaching and inquiry- improved. From the findings, a conclusion has been reached that the student teachers' inability to effectively reflect related to their lack of effective reflection tools and control over lesson times and materials. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdi sciplinary practitioners' reflection are suggested as a major further area to be researched.
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    Study of Domestic Solid Waste Management in Jimma Town, Southwest Ethiopia
    (Addis Ababa University, 2012-10) Tadesse, Dereje; Worku, Teshome (Associate.Professor)