Browsing by Author "Tizazu, Getnet (PhD)"

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    An Assessment of Community Participation in Education: The Case of Lideta Sub City
    (Addis Ababa University, 2014-06) Bekele, Tadele; Tizazu, Getnet (PhD)
    The purpose of this study was to investigate the community participation in education by coming schools’ initiatives and commitment , the level of community participation in school management. In addition, the study aimed at identifying factors that influence community participation. The target populations for the study were teachers, school principal, PSTA members, woreda education heads and supervisors in the sub city. Due to the large population size, representative sample was drawn from ten schools using simple random sampling techniques. In this study both qualitative and quantitative methods were used. in order to collect data, questionnaires, interview and document analysis were employed as instruments. Data was collected both from primary and secondary sources. The primary data was obtained directly from the sample teachers, school principals, PSTA members using questionnaires and from woreda education heads and supervisors using semi-structured interview. Data were also collected from school principals and teachers using open-ended questions. The findings of the study showed that the level of community participation differs from schools to school and this is because of administrative factors institutional factors and personal factors that challenged the community participation.
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    The Attitude of Students towards Cooperative Learning in Secondary Schools of Gulelle Sub-city.
    (Addis Ababa University, 2019-08) Derseh, Moges; Tizazu, Getnet (PhD)
    The purpose of the study was to assess the attitude of students towards to cooperative learning in secondary schools of (Eintoto-Amba, Kechene-Debre-Selam, Dil-Ber, and Miref) in Gulelle Sub-city, Addis Ababa City administration. The study employed a descriptive survey design and to determine the views of intermediate level students towards cooperative learning strategies. Mixed method was employed, where both selected as well as qualitative data were combined and analyzed. The unit of analysis for this study was Gulelle Sub-city as a sample schools which has four secondary schools, among which Entoto Amba, Kechene Debre Selam, Del Ber and Miraf secondary schools were sampled, while respondents were randomly selected from these secondary schools. All the closed-ended questions of the questionnaire were quantitatively described by using Statistical Package for Social Science SPSS version 21 (Actual counts, relative frequency distribution, percentages and mean scores) on the basis of response of the respondents together with descriptive statement. Data were presented in the form of mean and ± standard deviation. All inferential statistics were performed at 95% confidence level. It also used both primary and secondary data for viability-if the study which is presented using descriptive and inferential statistics MANOVA. In general, the finding of the study reveal that students have benefited much from cooperative learning method because it allows them to actively participate in their group, it helps students to improve in their academic classes, archiving better results and bring about disciplined behavior in their respective classes. However, the overall result of the study indicated that a significant proportion of the respondents reasonably benefited from the ongoing cooperative learning approaches. Conversely, the other side of the study participants confirmed that the academic results were dropped and the implication has remained doubtful whether cooperative leaning effective to students learning or not. In line with this, the educational and training policy, continuous and intensive short-term and long-term training should be offered to teacher so as to enhance their awareness and gradually shift their tendency from teacher dominated teaching-learning approach to learner focused instructional approach as cooperative learning. A further study on this point is highly recommendable. Key Words: Cooperative Learning, Secondary Schools, Attitude, Benefits
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    The Contributions of the Third Pastoral Community Development Project (Pcdp-Iii) In Enhancing Primary Education in Afar Region
    (Addis Ababa University, 2019-10) Negash, Fekade; Tizazu, Getnet (PhD)
    This study was aimed at examining the contribution of the third Pastoral Community Development Project (PCDP-III) in enhancing primary education for pastoralist children of Afar region. It was assessed against targets set in the fifth Education Sector Development Program and PDO level result indicators. The study therefore, examined the contribution of the project to meet some targets of education. Mixed research method (QUAN + qual) — more quantitative data than qualitative data were used in the study. For the fact that both qualitative and quantitative data were collected at the same time the approach was concurrent. The qualitative data has a supportive or a secondary role (embedded) to the quantitative data in the study. 140 teachers, 19 principals, 10 CR supervisors, 10 WEOs and REB experts were selected through stages sampling, purposive and available sampling techniques respectively. Of the five zones of the region three were selected through simple random sampling. There were 104 weredas where PCDP III was functional in the three zones. Through simple random sampling techniques, eight weredas were selected as the sample of the study. 26 schools were selected consulting officials of the WEOs. Experts at WEOs and REB were chosen through purposive sampling technique; while principals and supervisors were selected using available sampling technique. Questionnaires, interviews, FGD and observation checklists were used to collect primary data. On top of that documents at MoE, REB, schools and head office of PCDP III were made in use. Mean score and one way ANOVA test of significant were used as descriptive and inferential statistical analysis respectively. ANOVA was put in place to find out if there are significant statistical differences across the three zones of respondents. The study disclosed that the project benefited the community by minimizing school home distance and that enabled school age children to join primary education in time. The project was successful in empowering the community through asserting demand driven needs, enhancing project ownership among the community through cash and kind contribution. On a negative note, some vital schools inputs which should have been provided by the project were not adequately supplied. Partnership of the various echelons of project coordinating staff with their counterpart from education sector was found to be rather loose. Inadequate monitoring of schools while under construction, brought about tendency to used low quality raw materials by contractors, manifested by ruined-schools at their early year, coupled with delayed handover. The trend to use child labour was also a major factor affecting schooling in pastoralist community. Inadequate availability of drinking water, shortage of teachers or facilitators as a result of high turnover affected continuity of learning. None of school community was exposed to certain kind of awareness creation schemes to capacitate their knowledge and skills. As recommendations the project should be involved more in the awareness creation of the community on the importance of modern education for the fact that only mere construction of schools would not guarantee enrolment and participation in education. Joint monitoring of the contractors by the government officials, project coordinating staff and the beneficiary community is crucial if projects are to be completed as per the schedule and maintain quality. Collaboration of each level project’s structures with their education sector counterpart is needed to achieve common goals. The government, the project and the beneficiary community come together to ease the effects economic, social and school related factors for pastoral children’s learning.
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    The Pragmatic Relationship Between Organizational Culture and Knowledge Management: The Case of UNECA
    (Addis Ababa University, 2014-08) Bogale, Bewketu; Tizazu, Getnet (PhD)
    The overall objective of this study is to examine the practical relationships between organizational culture and knowledge management imperatives in the context of UNECA configuration. Moreover, this research endeavored to examine the predicting impact of organizational culture on knowledge management dimensions. A cross-sectional and descriptive design; and quantitative survey method were employed for this study. Data gathering instruments such as a questionnaire and document analyses were used. An online questionnaire was distributed to 163 knowledge-workers, (working in seven offices of the Commission located across the four corners of Africa); 66 knowledge-generators; 97 knowledge-deliverers. A representative sample size from Professional, National Officer and General Service categories were chosen using a mixed sampling method of stratified, purposive and random-sampling, took part in the study. The data obtained through the questionnaire was analyzed using descriptive and inferential statistical tools such as percentage, frequency, mean scores, standard deviation, standard mean error, t- Test, and correlation and regression coefficient. The data collected and analyzed has revealed that UNECA has an imbalanced organizational culture where one or two attributes of its organizational culture profoundly dominating its common values and behavior of its knowledge-workers. Moreover, UNECA heavily relied on and limited to very few distinct knowledge management processes to deliver knowledge management services. Consequently, its knowledge-culture interface compiled to accommodate a mismatch between organizational culture and knowledge management variables and failed to bring the conceptual knowledge management model. The two categories of knowledge-workers perceived the organizational culture of the Commission differently. The organizational culture not only created a positive and strong relationship with knowledge management dimensions but also had a predicting impact on the latter. These findings summed up to lead to a conclusion that UNECA has no effective knowledge culture that would have been streamlined and aligned to its refocusing theme to help in enhancing its contemporary efforts towards becoming a knowledge-based organization. That in turn would have contributed tremendously to achieve the Commissions primary objective, i.e., to become and remain the premier think thank on Africa’s transformative agenda through purpose-oriented knowledge management. In order to bring the required amalgamation between organizational culture and knowledge management, the overall recommendation of the study was that UNECA should revamp and double up the existing efforts to build an effective knowledge-culture by creating, developing and sustaining a strong and balanced organizational culture. UNECA might introduce organization-wide cultural interventions that would not only last long to commence the necessary level of alignment between organizational culture and knowledge management but also to ensure that UNECA knowledge culture interface linkup with a feedback system that would further affirm organizational effectiveness. Key words - knowledge management and organizational culture