Browsing by Author "Yilma, Genene"

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    Migration of School Girls From Raya Kobo Wereda to Middle East: Antecedents and Consequences
    (Addis Ababa University, 2013-02) Yilma, Genene; Desta, Daniel (PhD)
    Girls‟ migration to the Middle East has become a hot issue in Ethiopia. Hence, in Amhara National Regional State, North Wollo zone, specific place of Raya Kobo wereda the study has been conducted focusing on school girls‟ migration to the Middle East to examine its antecedences and consequences. The research has been conducted in two rural and two urban kebeles of primary and secondary schools. The purpose of the study is to find out what factors motivate school girls to migrate and to see what happened on girls as a result of migration. The research applied mainly the qualitative research method with the instruments of Key Informant Interview (KII), Focus Group Discussion (FGD), Document review and In-depth interview and also supported by quantitative data collection instrument-questionnaire. The research subjects were selected by systematic, purposive, simple random and snow ball sampling techniques. The research finding shows the driving factors for girls migration are; economic problem, family pressure, peer pressure, remittance pressure, teachers imposition, absence of job opportunity, proliferation of illegal brokers, money lenders and private agencies, low quality of education, drug addiction and existence of relatives in the Middle East. Hence, this has resulted in the following consequences: increase in school dropout, loss of interest to learn, physically and sexually abuse, low academic result, existence of interest conflicts between parents and daughters, loosen relationship with teachers and principals, loss of asset and displacement of parents with their daughters and influence on school boys regular class attendance. However, some have managed to generate assets for their families and themselves. In addition, the early marriage problem in the area has been dramatically decreased. Finally, the finding shows that the problem is very much interwoven and affecting different social sectors of the community. Hence, it requires collective efforts among government, Non-Governmental Organizations (NGOs) and other Community Based Organizations (CBOs) to mitigate existing problems in the area and retain girls in school
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    Migration of school girls from Raya Kobo Wereda to Middle East: antecedents and consequences
    (Addis Ababa Univerisity, 2013-06) Yilma, Genene; Desta, Daniel(PhD)
    Girls‟ migration to the Middle East has become a hot issue in Ethiopia. Hence, in Amhara National Regional State, North Wollo zone, specific place of Raya Kobo wereda the study has been conducted focusing on school girls‟ migration to the Middle East to examine its antecedences and consequences. The research has been conducted in two rural and two urban kebeles of primary and secondary schools. The purpose of the study is to find out what factors motivate school girls to migrate and to see what happened on girls as a result of migration. The research applied mainly the qualitative research method with the instruments of Key Informant Interview (KII), Focus Group Discussion (FGD), Document review and In-depth interview and also supported by quantitative data collection instrument-questionnaire. The research subjects were selected by systematic, purposive, simple random and snow ball sampling techniques. The research finding shows the driving factors for girls migration are; economic problem, family pressure, peer pressure, remittance pressure, teachers imposition, absence of job opportunity, proliferation of illegal brokers, money lenders and private agencies, low quality of education, drug addiction and existence of relatives in the Middle East. Hence, this has resulted in the following consequences: increase in school dropout, loss of interest to learn, physically and sexually abuse, low academic result, existence of interest conflicts between parents and daughters, loosen relationship with teachers and principals, loss of asset and displacement of parents with their daughters and influence on school boys regular class attendance. However, some have managed to generate assets for their families and themselves. In addition, the early marriage problem in the area has been dramatically decreased. Finally, the finding shows that the problem is very much interwoven and affecting different social sectors of the community. Hence, it requires collective efforts among government, Non-Governmental Organizations (NGOs) and other Community Based Organizations (CBOs) to mitigate existing problems in the area and retain girls in school
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    Social "Tractions between Deaf and Hearing Students in Inclusive Primary School: The Case of Mechanism School for the Deaf
    (Addis Ababa University, 2016-06) Yilma, Genene; Hagos, Ashenafi (PhD)
    Inclusive education program is one of the approaches in which various countries are implementing to provide social development opportunities and access to education for children with disability. Mekanissa School for the Deaf is one of the schools in Ethiopia in which number of Deaf and hearing students are learning together for many years. The social interaction between Deaf and hearing students is therefore the main components of activity in the school. Hence, this research is conducted to answer the following research questions: 1) How do hearing students perceive social interaction with deaF 2) How do hearing and deaf students interact each other in the school? 3) What factors motivate and affect the social interactions between hearing and deaf children in the school? 4) How do the school teachers and principal perceive social interaction between deaf and hearing students? The research applied qualitative research approach and used Key Informant Interview (KII), Focus Group Discussion (FGD), document review and observation to collect the data jiom the research subjects, 24 in total, who are purposely selected. The research finding shows that the Deaf and hearing students socially interact at break time, lunch time, jiee period, out of schooling time and on different event days. The major social interactions between Deaf and hearing in the school takes place through playing different games like valley ball, hand ball, football, basketball, organizing and conducting social events, preparing dramas and poems, participate in different club activities, support children who are in different social problems, practicing and exercising the sign language, forming social association, doing group aSSignments, study together, having lunch together and worshiping together and organizing and participating in different social trips. Limited knowledge and skills on sign languages, lack of motivation and bad attitude of some hearing students, weak orientation among teachers and their inefficiency in sign language, absence or weak school mechanisms for social interactions, and low awareness among some parents are some of the factors affecting the development of social interactions between Deaf and hearing students in the school. To strengthen the social interactions between Deaf and hearing students, the school has to work with students, parents, teachers, government and external supporters with strong orientation on the values of social interactions and put strong mechanisms in place that will be measured on regular bases.
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    Teachers' Awareness, Attitude and Practices of Multicultlism in Education. The case of Eshet Primary School in Addis Ababa
    (Addis Ababa University, 2008-06) Yilma, Genene; Kenea, Ambissa (PhD)
    The purpose of the study was to explore teachers ' awareness, attitude and their practices towards multiculturalism in education. To realize the objectives data was collected from Eshet government primary school }i'om the principal, teachers and students through in depth interviews, and observation. Relevant documentary sources were also analyzed. The participants for intervinv were selected purposely based on their willingness, cooperation, academic pelformance and responsibility. Fourteen participants i. e. the school's principal, nine teachers and four students were interviewed. The finding disclosed that teachers' awareness towards multiculturalism in education was limited but encouraging. The study revealed that teachers' have good under standing of students' diversity mainly in terms of culture, gender, economic status, language and exceptionalities but, showed reservation to talk about their awareness of ethnicity and religion. The reason for teachers ' reservation was, talking about ethnicity and religion as potential to }i'agment the social cohesion of peoples. Teacher- student relationship was good. Moreover, teachers' have desirable attitude to words diversity and multiculturalism. On the other hand, teachers' practices to present the lesson from diverse points of views, the techniques of leaching, teachers apply, their practice to use teaching aids }i'om multicultural perspectives and efforts to create good relationship among students of diverse cultures were no/ as much as expec/ed to be. Consequently, for instance, there was lack of mutual respection among students during the classroom in/eraction. Possible attempts have been made /0 identify those factors for teachers' failure in practicing multiculturalism in education. These were absence of training, giving due attention to coverage of the course and lack of understanding. Finally, possible solutions were proposed to improve the observed state of affairs.