Browsing by Author "Yimam, Melaku(Ato)"
Now showing 1 - 13 of 13
Results Per Page
Sort Options
Item An assessment of human resource planning, training and placement practices and problems of the ministry of defense in ethiopia(Addis Ababa Universty, 2011-05) Birhane, Addisalem; Yimam, Melaku(Ato)The purpose of this study was to examine the practices of HR Planning, Training and Placement in the Ministry of Defense. To do so, descriptive survey method was used. Primary sources, such as the military members and civilians who have different job pOSitions in the sector were considered as first hand source. And secondary sources as books, reports prepared by Defense HRM department, manpower statistics, military occupational standards, unit manning documents, manuals and Defense proclamation were consulted. And, out of the four higher educational colleges, nine military training centers and colleges and one head office, one higher educational college, namely Defense Resource Management College (DRMC), one military training college that is Joint Military Staff College (JMSC) and the head office of the defense were randomly selected. The data collected from various sources by means of questionnaires, interview, group discussion and document review were presented, analyzed and interpreted using frequency counts, percentages, mean, standard deviation, grand mean and one-way ANOVA. The followings were the major finding: majority of the intent component of the sector, such as ends (goals and objectives) and means (strategy, mission and value) were established at the sector level and aligned with the unique needs of the ministry of Defense to build Defense personnel core competency. The result of the study also portrayed that the efforts that have been made to create the enabling environment through developing the ends and means of the sector was not endorsed by clearly defined Human Resource Management system and effective practices. The work and workforce analysis were not developed, because the organizational design, job design, organizatiunal structure and job analysis approach were not logically and SCientifically established in line with the unique nature of the defense. The forecasting analysis approach and method were not holistic and integrated to generate required information on time and quality. Lack of identifying man power gap and develop realistic HR action plan to fill the gap, the training and development activities were not conducted based on need assessment. The employee placement practices were not conducted in a manner of matching the employee competency with job requirement. Therefore, the following recommendations are forwarded; MOD should deSign, develop and implement HRM system and work and workforce structure.Item An Assessment of Human Resource Planning,Training and Placement Practices and Problems of the Ministry of Defense in Ethiopia(Addis Ababa Universty, 2011-05) Birhane, Addisalem; Yimam, Melaku(Ato)The purpose of this study was to examine the practices of HR Planning, Training and Placement in the Ministry of Defense. To do so, descriptive survey method was used. Primary sources, such as the military members and civilians who have different job pOSitions in the sector were considered as first hand source. And secondary sources as books, reports prepared by Defense HRM department, manpower statistics, military occupational standards, unit manning documents, manuals and Defense proclamation were consulted. And, out of the four higher educational colleges, nine military training centers and colleges and one head office, one higher educational college, namely Defense Resource Management College (DRMC), one military training college that is Joint Military Staff College (JMSC) and the head office of the defense were randomly selected. The data collected from various sources by means of questionnaires, interview, group discussion and document review were presented, analyzed and interpreted using frequency counts, percentages, mean, standard deviation, grand mean and one-way ANOVA. The followings were the major finding: majority of the intent component of the sector, such as ends (goals and objectives) and means (strategy, mission and value) were established at the sector level and aligned with the unique needs of the ministry of Defense to build Defense personnel core competency. The result of the study also portrayed that the efforts that have been made to create the enabling environment through developing the ends and means of the sector was not endorsed by clearly defined Human Resource Management system and effective practices. The work and workforce analysis were not developed, because the organizational design, job design, organizatiunal structure and job analysis approach were not logically and SCientifically established in line with the unique nature of the defense. The forecasting analysis approach and method were not holistic and integrated to generate required information on time and quality. Lack of identifying man power gap and develop realistic HR action plan to fill the gap, the training and development activities were not conducted based on need assessment. The employee placement practices were not conducted in a manner of matching the employee competency with job requirement. Therefore, the following recommendations are forwarded; MOD should deSign, develop and implement HRM system and work and workforce structure.Item An assessment of result oriented performance appraisal of teachers in Tigrai Regional state(Addis Ababa Universty, 2007-03) Beyene, Alem; Yimam, Melaku(Ato)The main purpose of this study was to undertake a systematic assessment of the current performance appraisal system of teachers, ROPA, in Tigrai Regional State thereby to single out strengths and weaknesses of the ROPA system and eventually to provide altemative recommendations against the identified problems. The research methodology employed in this study was descriptive survey. Accordingly, a questionnaire for teachers and principals was prepared, pilot-tested, translated to Tigrigna language and administered to a sample size of 322 teachers and 62 principals. An aggregate of 87. 67% of the questionnaires were properly filled and returned. Structured and unstructured interview were conducted to 8 WEO heads. In addition to this, relevant documents from RCBB, TREB and MCB were reviewed to get sufficient information leading to analysis. Qualitative and quantitative data were collected and analyzed. The findings of the study showed strengths in preparing annual school plans, decreasing rate of drop-outs and repeaters, frequency of continuous assessment of students and emphasis given to co-curricular activities. However, ROPA was characterized by multiple problems. The major weaknesses were: lack of clearly stated school goals and annual work flow charts, lack of discussions conducted with ratees in setting performance measures, standards, objectives, critical elements, performance criteria and post-appraisal meetings; limited knowledge on ROPA and rater biases. Performance standards were subject to irrelevancy, poor reliability, little practicality, and could not discriminate performances. The final results of ROPA do not really describe appraisees; low frequency of performance monitoring, no re-appraisal and appeal mechanisms, there was no accountability in ROPA, less contribution to educational goals such as low results of National Examinations, low students' and teachers ' motivation, and lack of sufficient trainings on ROPA. Promotion and salary increment of teachers according to career structure of teachers was banned for the last three years due to the introduction of ROPA which led to grievances of teachers. Based on the research findings and conclusions, recommendations were also forwarded in the interest of addressing these issues of ROPA. Included were: appraiser and appraisee should participate in discussions on setting objectives, standards, critical elements, and performance criteria; performance measures should be output-related, job-related and person-related and they should be relevant, reliable, and practical and should discriminate performances; to minimize rating errors standard score method should be introduced, department heads should rate teachers, and effective and timely feedback should be given to appraisees; appeal mechanisms for re-appraisal should be conducted according to civil service regulations endorsed by the Regional Government Council; continuous training programs and researches should be conducted, motivational and hygiene factors should be addressed timely, and ROPA should give an opportunity to score very high grades by being finalized only at school level.Item An assessment of the performance of education Sector development programme in primary education in Ethiopia(Addis Ababa Universty, 2007-06) Berihun, Asmaru; Yimam, Melaku(Ato)The major purpose of this study was to identify and describe the factors affecting the success as well as the implementation of the education Scector Development Programme and the current status of Primary education at national and regional levels. Both internal and external issues were treated to meet the objectives of the study such as the shift made to sector-wide approach from the project mode; performance of ESDP-I in access and coverage, equity, quality efficiency and budget utilization; as well as the views of respondents on the achievements made; and of major constraints (at federal and sample regions and stakeholders). The data were collected through questionnaire and interviews with 135 respondents (at the federal level, from six regions and Addis Ababa City Administration). The respondents also included deputy Bureau heads, a Vice Minister, officials and experts in planning and projects, human resource and programming and other relevant departments, in addition to regional and federal stakeholders (MOFED, RFEDB and UNICEF, WB, AD US AID and BESO). Different documents have also been reviewed. Statistical techniques such as percentage, graphs, chi-square and ANOV A were used to analyze the data. The results suggest the shift to the sector-wide approach to education development has been intended to redress the problems of the fragmented intervention of the project approach in Africa and other developing countries. ESDP-I was started since 1997/98 in Ethiopia and the majority of the respondents believe that although there are yet greater challenges, it has proved most helpful to see the sector holistically and to think strategically. ESDP-I had set targets in different indicators to be achieved in 2001/02 (end of ESDP-I). In the access indicator, significant changes above the target have been registered at the national level and in most regions; excepting the Afar and Somalia regions, which failed to meet the targets, and scored below the national average. With regard to expansion, primary schools have been focused on in the rural areas, and although improvements were made they were still below the target set. Wide gender, regional, and zonal gaps remain as challenges to the sector. Concerning the target set to decrease dropout rates at first grade and grades 1-8 at least by 50%, no significant changes were observed and most of the regions did not set targets. With regard to repetition rate the target was to decrease it by 50% in grades 4-8. Slight decrease was observed at grades 1-4 and 5-8 at national level and some regions registered good performance although, most the regions did not set targets.. The issue of quality is still a very serious problem high PSR, and PTR and also more than 70% of unqualified teachers are currently engaged in teaching in grades 5-8. In some regions one book is shared among 4 and more students. The 11 share of the budget to education has reached 17.6% and share of primary within this budget increased to 62.2%. The utilization of capital budget in almost all the sample regions was poor relative to the recurrent expenditure. The performance of ESDP-I in capacity building for implementers is seen at medium level with high degree of regional differences, some regions such as Afar showed poor performance. Major identified constraints are: delay of disbursement of funds and lengthy donor procedures, lack of interaction with other sectors, turnover of professionals, low level of capital budget utilization and lack of accountability therefore, weakness in timely submission of reports, low level of monitoring and evaluation, poor information about ESDP-I for the implementer, lack of institutional memory and low capacity at all levels. Some of the measures taken include: designing capacity building programmes for weredas personnel, awareness programmes for teachers and education personnel, efforts to mobilize the community, distance and inrvice education and annual review meetings at a higher level to evaluate the progress ofESDP-I. With regard to achievement ofUPE, different views have been noted: some said that it can be attained in GER at national level, if the commitment of the government and stakeholders continues while others indicated that some regions might achieve it. However, with respect to NER the response appeared to be discouraging. The major recommendations to improve the primary education stress the need for continuous effort by identifying the root causes of problems ,and actions to be taken in line with local conditions and situation; capacity building programme at all levels; mobilization of the community and the different stakeholders, accountability for non-delivery of services; building the institutional capacity; assigning the right people for high post, based on merits; increasing negotiation capacity with donors, reinforcement of nducive working environments; offering moral and material incentives for professionals commensurate with the high level of contribution, and setting clear educational indicators at all levels. Finally in-depth studies need to be conducted and effective solutions found to overcome the extensive and intensive challenges.Item An assessment of the provision and utilization of student services in government preparatory schools of Addis Ababa(Addis Ababa Universty, 2011-04) Bahru, Atilaw; Yimam, Melaku(Ato)The purpose of the study was to assess the provision and utilization of student services in government preparatory schools of Addis Ababa. It was designed to address the areas of adequacy of the student services, perceptions of the students and student personnel staff on the level of services provided, utilization of the services by students, competence of the student service staff, involvement of students in management and problems encountered in the provision and utilization of the student services. The study focused only on guidance and counseling, health and medical, library and co-curricular services. To conduct the study, descriptive survey approach was employed and both primary and secondary sources of data were used to gather information. Mainly used data gathering instruments were questionnaires and interview prepared on the basis of the basic questions of the study to be addressed. The study was conducted in ten government preparatory schools taken from ten sub cities of Addis Ababa. The subjects of the study were 325 randomly selected students, and 52 student personnel staff purposively selected based on their position and job assignments. The data were analyzed by using percentages and chisquare test and interpreted accordingly. The findings of the study generally revealed that none of the student services was adequately provided. The study showed that from ten preparatory schools, only three schools have health and medical services, but the service provided was inadequate. Additionally, the study indicates that co-curricular services such as sport and anti- AIDS were fairly adequate. Library services such as reading rooms and references were utilized frequently by the students, while guidance and counseling, health and library services (internet and audio-visual), co-curricular services such as music and literature were never utilized by students. Furthermore, as revealed in the study, the student service staff personnel was facing inadequacy and incompetence of service personnel in each service sector, while, the involvement of students in the student service management in the schools was found to be medium. Similarly, problems related to growth in students enrollment and weakness of school management were found to be the major problems encountered in the management of student services. Hence, it was recommended that necessary intervention should be made by concerned bodies to provide quality services in the schools to standardized and give concern for parallel expansion of student services balancing with the number of students entering to the institutions.Item Design and implementation of balanced scorecard in the development bank of Ethiopia(Addis Ababa Universty, 2014-06) Tereda, Asrat; Yimam, Melaku(Ato)The purpose of the study was to assess the design and implementation of Balanced Scorecard in Development Bank of Ethiopia and thereby to see the adequacy of the procedure to design Balanced Scorecard, the extent of Balanced Scorecard implementation success and identify the major challenges encountered during the design and implementation process and then provide alternative recommendation to the identified challenges. To attain these objectives, the study employed descriptive survey method. Accordingly, survey questionnaire and interviews questions were prepared and pilot tested and administered to a sample of 134 subjects which are composed of 8 Process Heads and 126 Core Process Officers, Support Process Officers, Manual and Technical Skill employees. A total of 120 (90%) of questionnaires were properly filled in and returned. Interview and document analysis were also made to complement the information obtained. All the closed ended questions of the questionnaires were analyzed quantitatively using frequency count, percentage and Pearson chi-square test whereas the data obtained from open ended questions, interviews and document analysis were transcribed to supplement the quantitative data. The result of this study indicated that the readiness for Balanced Scorecard design and implementation made by the bank was Commendable. The designing phase was done properly in terms of strategic plan preparation, theme identification, and strategic perspectives, corporate objectives and measures preparation. The relevance of Balanced Scorecard is not questionable as response by majority of respondents’ show. In fact, it was also good in terms of corporate scorecard alignment with processes and strategy. With regards to Balanced Scorecard implementation, it was in a decent stage at corporate level and at process level; however, it was at early stage in individual level. Lack of adequate knowledge on Balanced Scorecard, insufficient participation, lack of consistent monitoring and evaluation, gaps in setting measurement and targets in the cascading process, resistance to change and in ability to automate the implementation process are the major problems. Thus, to alleviate the above challenges recommendation were forwarded. It is recommended that the bank has to create enabling environment to increase the involvement of employees, revise the cascaded objectives, automate the implementation process and organize discussion as well as awareness creation program to check and recheck the implementation process.Item Factors that affect educational finance utlization in Oromia regional state(Addis Ababa Universty, 2007-06) Wolde, Boru; Yimam, Melaku(Ato)The major purpose of this study was to assess factors that affect Educational finance utilization in Oromia Regional State Education Bureau, with some selected woredas .In order to attain the objectives of the study; a descriptive survey method was employed. This study was carried using purposive and random sampling technique. Data were gathered through questionnaire, interview and document analysis and analyzed using percentage, weighted mean and ranking the frequency of responses. The findings of the study revealed that the degree of participation professionals in budget preparation was found to be low. In addition, the absence of accounting department within the education offices at woreda level highly affected the timely utilization of Educational finance. Capital budget allocations at woreda level were insignificant and the recurrent budget allocated to woredas was underutilized due to lack of implementation capacity. Inflexible financial rules and regulations, lack of managerial capacity of WEO, poor system of record keeping and reporting and lack of qualified personnel at WEO were major factors that affected the educational finance at woreda level. At Regional Education Bureau level, capital budget allocations were made based on political commitment that affects planned activities of the Bureau. Budget execution has practically been constrained due to lack of timely release of budget, high turnover and transfer of personnel handling finance operations. Furthermore, inadequacy of qualification, experience, training, poor organizational structure, inadequate financial decentralization, delay of purchasing, pre- conditions of budget release, poor record keeping and financial reporting were among the factors that affected the utilization of educational finance. To alleviate these prevailing factors that affect educational budget preparation and its utilization, it is recommended that the WFEDO, with regional BOFED has to encourage the participation of educational professional in order to prepare reasonable budget, reviewing the existing accounting practices to make organizational structure adjustment particularly for large sectors like Education offices in woredas. Woredas have to improve capital budget allocation and building the capacity of WFEDO experts through training for better handling the operation of finance For capital budget allocation that has been made based on political commitment, It IS recommended that the Bureau has to review the capacity of budget before entering into commitment and also find other alternative resources. The Bureau should encourage professionals to participate in budget preparation and develop incentive mechanism to maintain personnel undertaking financial operations. In addition the Bureau has to make periodiC financial pelformance evaluation for beller pelformance.Item Instructors' Perception of Performance Appraisal In Government Teacher Training Colleges of Amhara Region(Addis Ababa Univerisity, 2005-06) Gezahegn, Habtamu; Yimam, Melaku(Ato)The main pwpose of this study was to examine teachers' perception of and attitude towards the current TPA .~yslem in government TTCs ofAmhura region, and jiJr\lIard pussible slIggestions/or Lhe improvement of the current TPA system in those colleges. The areas of concern believed to be relevant to examine the perception of teachers towards the current result-oriented TPA system were: the purposes ofTPA, teachers' performance appraisal criLeria, teachers' participation in the formulation of TPA criteria, performance appraisal feedback, competence and objectivity of the appraisers and the process of the current TPA. To this end, a descriptive survey research method was employed. All the three government teacher training colleges of Amhara region were included in the study; namely: Gondar teacher training college, Desse teacher training college, and Debrebirhan teacher training college. The subjects of this study were 153 teachers, 18 department heads, and 3 deans. Questionnaire, interview, and relevant documents were used for the purpose of collecting data. Among the findings, the major ones include: • Teachers did not participated in the formulation of/he current TPA criteria. • Those who were engaged in appraising teachers (deans, department heads, and students) had no adequate training regarding TPA . • The process of the result oriented TP A involves establishment objectives, development of action plans, evaluation of performance and provision of feedback; which is the joint activity of the appraiser and the appraiser. However, this process was not properly followed by the colleges and teachers were forced to prepare action plans from the objectives already established by the upper body (REB). • The performance appraisal feedback system was perceived to be characterized by criticism, lack 0.( r.ewards, and delay in givingfeedback to teachers. • There were no adequate pre and posL appraisal discussions between teachers and appraisers. The following are some of the recommendations: • The REB need to leave the criteria open to teachers for discussion before implementing them or let the teachers and the other college members formulate these criteria and get approval of the REB. • The college deans, in collaboration with the Rl:-B, need to arrange training progJ'{{n1S for appraisers. In additiun, the REB assign graduates of EDPJv1 or at least those who have knowledge ofTPA to run the in •tilutions. • The colleges need to arrange programs in which beller pel/orming teachers are rewarded and experiences are shared among the teacher'. The feedback system also need to focus on praising and encouraging teaciJers. Further, teachers should be given their performance feedbacks on time so that they can appeal against them in case they have complaintsItem The Management of Primary School Facilities in Selected WeredasAris Zonr(Addis Ababa Univerisity, 2007-06) Ayu, Hailiye; Yimam, Melaku(Ato)Tllis study was conducted 10 identiJjl the major practices and problems prevailing around the management of prim[lfY school facilit ies in Arsi zone. Particularly focusing on the adequacy and compatibility of school facilil ies to the teaching learning and the competence of school decision makers in the managemenl of school jacilities, were delt \\lith to answer the basic research questions. Purpose descriptive survey method was employed in this study. Data were collected using tllree tvpe of quesiioli llaire to 5 Wereda Education Office Heads . .; WI'/"edo Educalioll Planners, 13 supervisors 23 principals, 19 vice princ/fJals and 10.; Teachers " 'illl IOtal 168 respondents selecled ;;-0111 five Weredas and twenty five schools using purposive. availability and ralldoll1 sampling techniques. The dora were analyzed using percentages and chi-square test. The study finding cOllveyed that the basic school facili ties such as classrooms, jill"niture. library and laboratories were reported to be scarce and some of them were not available. Even the available fac ililies " 'ere nOI organized appropriately 10 implell/en! Ihe lIel\" l11elhods of leaching in the cunicllium. Furthermore, their planning and procuring systems have a problem due to the illcoll1petence of school decision makers. Depending on the findings and cone/us ions drawn ;;-01/1 the stlldy at capac it)' bllilding and evaluating the systems of planning and procuring school fac ililies have been recommendedItem Practice and Challenges of teachers' performance appraisal In government general Secondary Schools of Kirkos Sub City(Addis Ababa Univerisity, 2017-02) Fikadu, Gebeyaw; Yimam, Melaku(Ato)Item Practices and challenges of School Improvement Program implementation inpreparatory Schools of East Shoa Zone, Oromia National Regional State(Addis Ababa Universty, 2014-06) Shigute, Abu; Yimam, Melaku(Ato)This study was designed to assess the practices and related challenges of implementing school improvement program in preparatory schools of East Shoa Zone, Oromia National Regional state. To this end, it emphasized on the advantages of SIP implementation in realization of its objectives, adequacy of supportive conditions to implement SIP and influence of factors of school culture. To conduct the study, descriptive survey research design was employed. The sample covered two woredas and one town administration in east shoa zone where sample preparatory schools are found. The instrument used to collect data from teachers and students was questionnaire. Semi structured interview was also conducted to collect data from principals, PTA chair persons, woreda & zone education officers. Quantitative and Qualitative methods were used to analyze the collected data. Besides, the data were analyzed by employing statistical techniques like frequencies, percentage, mean , standard deviation , and t-values. The research findings revealed that SIP implementation helped in the realization of its objectives. However, facilitating supportive conditions at school level and assistance from woreda education office was not adequate enough to implement SIP as much as expected. Furthermore, the study indicated that factors of school culture influenced the implementation of SIP. The major challenges encountered in the implementation of SIP were related to the four domains of school improvement. It may be possible to conclude that Schools which give focus for effective implementation of SIP are expected in performing better realization of its objectives than those schools that do not. And also, factors of school culture can influence positively by putting a bridge to long- lasting implementation of SIP or influence negatively by presenting barriers to it. Therefore , to ensure the overall school improvement and realization of its objectives East shoa zone and woreda education offices ought to be a catalyst for effective implementation of school improvement by understanding and acting on their role. And also it would be better for zone and woreda education offices and schools to work on the strategy in developing fertile ground for better school culture in schools such as: to work on structures and processes exist in schools to support shared leadership, facilitating staff’s collective responsibility for student learning and staff’s focus on continuous improvement.Item The Practices and Problems of the Localized Management of Primary Schools in South Wollo and Oromiy Administrative Zones of the Amhara Region(Addis Ababa University, 2004-01) Hagos, Allene; Yimam, Melaku(Ato)Item Practicesand Challenges of Schoolimprovement Program Implementation In Preparatory Schools of East Shoa Zone, Oromia National Regional State(Addis Ababa Universty, 2014-06) Shigute, Abu; Yimam, Melaku(Ato)This study was designed to assess the practices and related challenges of implementing school improvement program in preparatory schools of East Shoa Zone, Oromia National Regional state. To this end, it emphasized on the advantages of SIP implementation in realization of its objectives, adequacy of supportive conditions to implement SIP and influence of factors of school culture. To conduct the study, descriptive survey research design was employed. The sample covered two woredas and one town administration in east shoa zone where sample preparatory schools are found. The instrument used to collect data from teachers and students was questionnaire. Semi structured interview was also conducted to collect data from principals, PTA chair persons, woreda & zone education officers. Quantitative and Qualitative methods were used to analyze the collected data. Besides, the data were analyzed by employing statistical techniques like frequencies, percentage, mean , standard deviation , and t-values. The research findings revealed that SIP implementation helped in the realization of its objectives. However, facilitating supportive conditions at school level and assistance from woreda education office was not adequate enough to implement SIP as much as expected. Furthermore, the study indicated that factors of school culture influenced the implementation of SIP. The major challenges encountered in the implementation of SIP were related to the four domains of school improvement. It may be possible to conclude that Schools which give focus for effective implementation of SIP are expected in performing better realization of its objectives than those schools that do not. And also, factors of school culture can influence positively by putting a bridge to long- lasting implementation of SIP or influence negatively by presenting barriers to it. Therefore , to ensure the overall school improvement and realization of its objectives East shoa zone and woreda education offices ought to be a catalyst for effective implementation of school improvement by understanding and acting on their role. And also it would be better for zone and woreda education offices and schools to work on the strategy in developing fertile ground for better school culture in schools such as: to work on structures and processes exist in schools to support shared leadership, facilitating staff’s collective responsibility for student learning and staff’s focus on continuous improvement. .