Browsing by Author "Zeleke, Befekadu (Associate Professor)"

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    An Assessment of Adult Basic Education Among The People of Menja, With Particular Reference to Sheka and Kaffa Zones in SNNPR.
    (Addis Ababa University, 2010-06) Tilahun, Aster; Zeleke, Befekadu (Associate Professor)
    The purpose of this study was to assess the current status of Adult Basic Education among the Menja people in their specific localities and identity. A descriptive survey method was used to conduct the study. The necessary data were collected using Primary sources: those were collected by the researcher for the first time and thus happened to be original in character and using Secondary sources: which had already been collected by someone else and passed through statistical process. The Primary data were gathered from 39 facilitators and 18 experts and NGO focal persons through questionnaires and were analyzed quantitatively using frequency count percentages, t-test and mean processing in SPSS version 15, where as the data obtained from 244 respondents through focus group discussion, field observation and interviews were examined qualitatively. The Secondary data from Yeki education bureau, NGO: God for People from yeki woreda finance bureau and from Bechi, Woshero, Ermich kebele schools were obtained. Respondents were selected by availability, purposive and stratified sampling. The result of the study indicated that ABE learners and community members perceived ABE as a place of knowledge how to read, write and compute numeracy and also regarded it as important to their children and themselves too. However, the education bureau of the two zones (Yeki in Sheka zone and Bitta in KejJa zone) accepted the importance of ABE for the community in providing skills, behavioral change etc. they haven't implemented it as expected .For example ABE schedule was run under formal academic calendar with combination of formal school and extension program .On top of this, the study disclosed that distance from ABE centers( though it was the formal one) , economical problems and discrimination of the Menja by non Menjas were found to be the major obstacles of the Menja people to attend the ABE program. Besides, woreda educational offiCials were less attentive in the schoolingfacilities and supervising services of the ABE program. Finally, the study recommended that as there was no ABE concerned NGOs that established the program in KejJa zone particularly around Bitta lVoreda, the woreda has to look for the solutions how the adults could be benefited in ABE program
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    An Assessment of Organizational Culture At Adama University
    (Addis Ababa University, 2011-04) Fikrie, Fasil; Zeleke, Befekadu (Associate Professor)
    Organizational culture is connected with various aspects of an organization. Thus, to make adjustments to culture and improve performance studies that are made on organizational culture are important. The main purpose of this study was therefore, to asses Organizational Culture at Adama University. The study was designed as a descriptive survey. A total of 400 respondents (28 academic staff, 50 administrative staff and 322 students) were selected using stratified random sampling technique. The necessary data for this study have been collected through standardized questionnaire (Organizational Culture Assessment Instrument), interview, observation and document analysis. The data were analyzed using OCAI scoring method, percentage, mean, frequency, standard deviation and one way ANOVA. The findings showed that academic staff and students perceive the current culture at Adama University to be Adhocracy while Administrative staff perceives it to be Hierarchy. However, there was an overall agreement that current and preferred organizational culture at the university to be Adhocracy and Clan respectively. When we come to dimensions of organizational culture, in terms of organizational leadership, management of employees, organizational glue and strategic emphasis currently the university is dominated by Adhocracy culture. However, in terms of dominant characteristics and criteria of success currently the university is dominated by Hierarchy culture. Regarding the preferred situation except in terms organizational glue that Adama University is preferred to be dominated by Adhocracy culture; in terms of the remaining five dimensions, the university is preferred to be dominated by a Clan culture. The results of the study also revealed that bOlh Adhocracy culture in the current siluation and Clan culture in the preferred situation were found to be slightly stronger than the remaining culture types. Based on these findings, it was concluded that in the current situation, the leadership in the university is visionary, innovative and risk oriented. It is held together by commitment to experimentation and innovation. The emphasis is on being at the leading age of new knowledge. Readiness for change and meeting new challenges are important. The universities long-term emphasis is on rapid growth. As regards to the preferred situation, it was concluded that the university is preferred to be a friendly place to work. To have leaders those are thought of as mentors. To be held together by loyalty and tradition. To emphasize on long-term development of individuals and to define success in terms of internal climate and concern for people moreover, to place a premium on teamwork participation and consensus. With respect to strength, it was concluded that organizational cultures, which are not dominant, have some considerable part in the culture of Adama University. Therefore, taking into consideration the results of the study it is recommended that Adama University ought to take different measures such as training, awareness creation, policy revision to transform its current Adhocracy Culture to the preferred Clan culture.
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    An Assessment of The Contributions of Alternative Basic Education to Primary Education(Grade 1-8) In Afar Region
    (Addis Ababa University, 2010-06) Ahmed, Anwar; Zeleke, Befekadu (Associate Professor)
    The main purpose of this research was assessing the contributions of ABE to primary education in terms of access, equity, efficiency, relevance and quality. The method employed to conduct this study was descriptive survey. Regional Education Bureau and Woreda Education Office officials and concerned experts, facilitators, the parents around the ABEs and 2 MOE experts were used as sources of data. To this end. the main contributions of ABE in terms of access to education, improvement in equity and internal efficiency were assessed. In addition, relevancy of ABE curriculum to the pastoralists and the level of quality of ABEs were also examined. The necessary data for the study was collected through questionnaires, interview, focus group discussions, observation and dacument review. The study was conducted in six randomly selected Woredas of Afar region. A total of 90 respondents, namely 2 MOE, 6 REB, 23 WEO, 20 facilitators and 39 community members have participated. The data analysis method used in the study was textual analysis and statistical tools. The findings of the study revealed that: Although ABE has a positive impact and helped to reach more pastoralists than the formal schools, illness of students and mobility of the pastoralists during dry season in search of water and pasture increased dropout rate, especially girls; parents also showed preference towards Quranic teachings for their daughters, ABE was considered as an inferior education by the parents and their reasons were the contents of the text book and the length of time spent by children in schools; inadequate educational inputs, facilitator's motivation and absenteeism, low qualification of facilitators were identified as quality problems. The major conclusions drawn from the study were: ABE played a very important role in ensuring education to the pastoralists; although ABEs are established nearer to the communities, mobility makes it difficultfor most parents to send their children, especially girls, to school; the drop out is found to be very high due to drought and illness of children, Inadequate educational inputs and low educational qualification of facilitators. Finally, the study recommended: launching feeding programme, providing incentives for female students, recroiting more female role model facilitators and applying flexible school calendar to increase access, improve equity and reduce dropouts. Revisiting the curriculum will ensure relevance and increase competitiveness of ABE students in grade 5. In order to improve the quality of ABEs; increasing the frequency of supervision, providing the necessary educational inputs, increasing the salary and minimum qualification and more training to the facilitators to make teaching career attractive to the natives
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    An Assessment of the Management Capacity of Woreda Education Officers in Tigray Region
    (Addis Ababa University, 2009-06) Kindeya, Fitsum; Zeleke, Befekadu (Associate Professor)
    The purpose of this study was to assess the managerial capacity of woreda education officers in Tigary regional state with special focus on organizational make up, communication skill and process, managerial junction related to decision making, provision of instructional leadership and conflict resolution. Descriptive survey method was employed to conduct the research as it is more appropriate for assessing the current management capacity of woreda education officers. Two Zones were selected from the five Zones in the region and six woredas were taken randomly from each sample Zones which is Central and Eastern. Two types of data gathering tools were used to collect data for the study. One of the tools was a questionnaire which is of two types: one for the woreda education officers and the other one for school principals and teachers. A total of 36 woreda education officers and 36 school principals and 108 teachers were selected and included in the study. Document analyses were also made on the regional and MoE manuals on the qualification and educational levels required to hold each position at the woreda level. The study revealed that, most of the staff of woreda education offices was subject specialists, the authority delegated to woreda education officers were not commensurate with the responsibility they hold, vacant positions are still there and rules and regulations were not introduced to employees under the woreda education offices. Decision making processes were not participatory, and instructional and professional support given by woreda education officers was insufficient. Furthermore, the personal competency of the woreda education officers was low. And lack of adequate budget, time constraint and in availability of vehicles were identified as basic problems for not rendering sufficient support. Finally, graduates of EDPM and female teachers were not given due attention by woreda education training boards. As a result, it was concluded that authority and responsibility at woreda level were not commensurate and instructional and professional support provided by woreda education officers was not adequate. Therefore, the woreda education officers of the sample woredas were poor in their personal competency to run the education system at the woreda level. And female participation in the managerial position at woreda education level in the sample woredas was virtually nill. On the top of this, recommendations drawn from the conclusions reveal that the Regional Education Bureau, the Tigray Capacity Building Bureau, the Civil Service Commission and the Woreda Education and Training Boards should ensure that qualified and competent teachers are assigned as woreda education officers. And due attention should be given to individuals who are qualified in educational planning and management, to adequate service year in the filed and encourage females to be involved in the managerial positions of woreda education offices. Finally, the above mentioned governmental bodies should encourage a two way communication process for the purpose of getting valuable information from subordinates and have to capacitate the existing capacity ofworeda education officers through short and long term trainings.
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    Department of Curriculum and Teachers Professional Development studies Adult and Life Long Learning Program
    (Addis Ababa University, 2010-06) Mekasha, Tesfaye; Zeleke, Befekadu (Associate Professor)
    The main purpose of this study was to assess the implementation of functional adult literacy program in Addis Ababa. A mixed method was used for the study. Data was gathered from facilitators, program coordinators and functional adult literacy program participants' through questionnaire, and focus group discussions. Appropriate statistical tools, percentage, and mean were used in order to analyze quantitative data, while narration was used to analyze the qualitative data. The findings of the study revealed that though training was given to facilitators the training given in relation to their duties and responsibilities were insufficient. The study also showed that the program of functional adult literacy run by NGOs, the involvement of local government bodies (KEO & sub cities education officesjwere very low, salaries of facilitators, providing literacy materials and other tasks also done by NGOs. The participation of local government in the implementation of the program support were at low level or insignificant furthermore shortage of facilitator guides, literacy materials, poor educational facilities, lack of facilitators motivation were the main problem that affect the effective implementation of functional adult literacy program in Addis Ababa The effective implementation of functional adult literacy program encounters serious problems during implementation of the program from local government implementer of the program. So the above mentioned challenges and constraints hinder the effective implementation of the program Hence the researcher suggested that facilitators should be trained with relevant training. For the success of FAL program government should give much attention to adults and the work hand in hand with NGO's and the communities of Addis Ababa.
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    Leadership Effectiveness of School Leaders in Implementing School Improvement Program in Government Secondary Schools in East Wollega Zone of Oromia Regional State
    (Addis Ababa University, 2019-06) Girma, Mengistu; Zeleke, Befekadu (Associate Professor)
    The objective of this study was to assess the school leadership effectiveness in implementing school improvement programs in secondary schools of East Wollega Zone .In this study descriptive survey design was used. Among the 12 government secondary schools found in the Five Woredas of the Zone, 8(66.7) were taken as a sample by using multi stage sampling technique. A total of teachers 116 were selected using multistage sampling techniques. Additionally, 8 secondary school internal supervisors, 8 school principals and 8 vice principals were selected by availability sampling techniques. Finally, 8 PTA representatives were included by using purposive sampling techniques. The instruments of data collection were questionnaires, semi structured interview, observation and document analysis. The data were analyzed using mean and standard deviation. The data gathered through open–ended questions, interviews, observation and document analysis were analyzed qualitatively through narration for the purpose of triangulation. The findings of the study unveiled low performance of secondary school leaders in implementing school improvement program domains such as, school leadership and community participation. The findings further indicated low performance in the preparation stage of SIP. As the finding of the study revealed the domains, secondary school leaders of East wollega Zone did at an average level were ‘teaching and learning’ and ‘safe and healthy school environment’. Thus, secondary school leaders were not adequately prepared themselves and other responsible stakeholders with important financial and material resources before implementation of SIP and these problems in turn affected the implementation of SIP in the secondary schools of the zone. In general, as the findings of the study revealed secondary school leaders of East Wollega zone were not effective in implementing some domains of school improvement program. Therefore, it is recommended that Woreda education Offices in collaboration with Zone Education Offices and Regional Education Bureau should give sustainable technical assistance including training for school leaders. Woreda education offices in collaboration with school leaders need to enhance community participation. Finally, the REB is advised to promote and sustain the upgrading training system of secondary school leaders to capacitate them with adequate technical and administrative skills
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    Perceptions and Practices on Alternative Basic Education in Pastorral Woredas of Borana Zone: Oromia National Regional State
    (Addis Ababa University, 2009-02) Bogale, Mekbib; Zeleke, Befekadu (Associate Professor)
    The plllpose of this study was to identify the existing gap between how ABE program is perceived and the way it was practiced in pastoral woreclas of Borana zone. Further intention to identify major impediments of the program in its implementation was also given consideration in the study. To this effect descriptive survey design was employed in the study. Relevant literature was reviewed and secondary data from Borana zone Education qUice and annual educational abstracts from OEB and MOE were obtained. Primary data were gathered from j 7 CMC members and 24 ABE pupils using focus-group discussions. A total of 76 facilitators (/7 from GOs and 59 from NGOs), 33 education experts and 5 NGOfocal persons were also involved and provide data through questionnaire. Respondents were selected by applying, availability, purposive and stratified sampling. Data obtained through focus group discussion was examined qualitatively. Those from questionnaire were analyzed using percentage one-way ANOVA, Chisquire and grand mean afier processed in SPSS The results indicated that ABE pupils perceive ABE as a place of knowing how to read, write and compute minor mathematics. CAlC members also regarded ABE as important to their children. Even though alfitudes toward ABE werefound positive the needs to pastoral parents to meet through the program were not well treated by implementers. ABE schedule for instance was run under formal academic calendar on the preference of facilitators. The community was also not involved in the recruitment of facilitators which led the program to be regarded as obligation in the eyes of pastoralists. Distance to ABE centers and clash between neighboring clans were found to be the mCU'or obstacles of pastoral children from going ABE centers. Bes ides, woreda education offiials were less alfentive in the schooling facilities and supervisOlY services of the program. On the top of this, high tum over and the need for on-the-job training were problems to be solved on the part of facilitators. Though NGOs alfempted to provide ABE in Borana they are still required of establishing more centers and improve school facilities of the program. Hence there are perception and implementation problems on the ongoing ABE program in the pastoral woredas of Sorana zone. Community forums, short-term training programs, making ABE scheduleflexible as preferred by pastoral parents, establishing additional centers, improving the quality of local resources, and starting linkage befl,veen ABE center and first-cycle formal prill101Y schools arranging visits and sport, drama, music and folklore sessions are recommended so as to strengthen the ABE programme in pastoralworedas of BOI'ana zone.
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    Practices and Problems of Human Resource Training and Development of Administrative Employees at Addis Ababa University
    (Addis Ababa University, 2010-06) Abegaz, Abate; Zeleke, Befekadu (Associate Professor)
    The main purpose of this study was to assess the practices that have been carried out at Addis Ababa University in training and development of its administrative employees for the past jive years, and investigate factors constraining such programs. Descriptive research method was employed in this research. Questionnaire, interview and documents analysis were used as data collecting instruments. Data were collected Ji'om j 98 randomly selected permanent administrative employees Ji'om jive campuses (faculties) and the head office. To get sulJicient data, director of human resource management and training and developrnent department head were also interviewed. The data gathered were analyzed using percentages and inferential statistics chi-square and t-test. The jindings o.f the stu(6' revealed that the university did not give any allention to /raining and development of its adminis/rative employees. According /0 the jindings of the study, there were no training need assessment practices at AA U. Besides, the objectives of training and development were not achieved, the training program was not led by proper planning, absence of training Clnd development experts, absence uf tJ'{fining and developmen/ planning, absence of training and development pulicy, less allocation of training budget, less allention/o training facili ties, absence o{/rained /rainers, were the major canst mints of /J'{fining and development at AA U. From the j indings revealed, the study concluded that the proper training and development programs were 170t designed and implemel1led a/ AA U to deliver proper service for its customers. lJased on these jindings, the stu(6' recommended that AAU should give allention for training of its adminis/mtive employees. The trainee selection shuuld be clear alJd tm175jHI/'ent on the basis of the training need assessment. TJ'{fining need assessmen/ should be practiced to deliver proper training and development program. 1'he appropriate tmining and developll1entll1ethod should be selected in line with the necessmy resources. contents and skills 0/ tminees. The collaborative plan of head olJice and faculties should set budget allocation for the intended program, evaluation of the training und development progJ'{fms should be exercised/or the realization of the iutended uhfe"'ives of /mining and development
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    Practices and Problems of the Implementation of Teachers' career structure in secondary Schools of Addis Ababa
    (Addis Ababa University, 2009-03) Amare, Tihitinaw; Zeleke, Befekadu (Associate Professor)
    The main purpose oj this study was to investigate the practices and problems oj the implementation oj Teacher Career tructure in some selected government secondary schools oj Addis Ababa. A descriptive survey method was employed Jor addressing the objectives oj the study. The study consisted of five Sub-Cities, five secondary schools, supervisors, principals, vice - principals, department heads, unit leaders and teachers. A total of 150 respondents drawn from the respective Sub-Cities and schools were illcluded ill the study. In addition to this, three Sub-City educational officers and five kebele educational team leaders were also included in tlie study. To gather the necessary data, both open-ended and closed ended questionnaires as well as interviews and document analysis were used. The data gathered through closed ended questionnaires was analyzed using Statistical Packages Jor Social Science (SPSS) such as percentage, mean and t-test while the data gathered through open-ended questionnaires and interviews were organized, summarized and used to supplement the information gathered through questionnaires. The results of this stud.v reveal til at impracticality oj some selection criteria, unfairness of some evaluators, undue interference of political bodies, overlooking some teachers during the selection of teachers for career advancement (especially those who upgrade their educational qualification) and lack of adequate training for both the evaluators and evaluatees to manage the career scheme were serious problems revealed in the findings. The findings of the study further revealed that evaluators have relatively better understanding of the career scheme and have more positive attitude towards the scheme and TROPA. In addition, it was Jound that TCS contributed low or has not brought any remarkable change in improving the socio-economic status of teachers. Its contribution in improving the teaching -learning process and retaining teachers in their profession was found to be low. Based Oil the findings oj the study the conclusions drawn were: TCS brought low contribution to improve the teachers ' socioeconomic status, to retain teachers in their proJession and to improve the teaching learning process This could brought a negative impact on the improvement of quality oj education .Finally, it is recommended that providing training periodically for both the evaluators and evaluatees, undertaking subsequent modifications on the TeS promotion criteria; moreover rewarding of teachers and provision of CPD programs would contribute to the effectiveness of the TeS scheme .
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    The Status and Challenges of Achieving Universal Primary Education (Upe) in Traditional Gold-Mining Bert A Community of Benishangul-Gumuz Regional State
    (Addis Ababa University, 2010-07) Admass, Kessete; Zeleke, Befekadu (Associate Professor)
    Ihe main purpose of this study was to examine the status and challenges of achieving UPlc' in traditional gold-mining of Berta community of /Jenishangul-Gumuz Regional stale: the case of Herta community children, jiJcusing on identifying the major challenges that impede eduutional participation of Herta children and proposing possible inlervention strategiesjin' policy makers and planners and other stakeholders to enhance primwy education participalion .Filh quality education in traditional gold mining areas of 13GRS /() achieve this, a descriptive survey method was employed in the sludy. Ii) this end, data were collecled from re/evanl documents and 307 subjects, comprising 120 primwy school students, 80 primary school leachers, 30 Berta community elders, 15 school principals, 30 VIA and 15 KCIU members, 6 _ regional experls,2 zonal desk and 9 woreda education experts were included. /)ala were colleCied ji"om primwy and secondwy sources. the primwy data for the sludy was collected through using questionnaire, interview, foclls group discllssion and observation. the secondwy data were collecled ji"om differenl sources of documents, i. e. annual abstract of the region, the regionul UPE plan and other relevanl documents. /3oth primwy and secondwy sources of dafa were analyzed qualitatively and quantitatively using relevant statistical tools such as tahles, ji"equency, percentages, the mean, Std, significance and t-test were used Based on Ihe major .findings of the sludy revealed among other things that school related , OUI of school, socioeconomic and also socio-cllituralfaciors were all idenlified 10 be Ihe major challenges 10 the educalional participalion of /3erla children and in atlaining UPlc' by Ihe year 20 15. On Ihe basis of Ihe resulls of the findings, the study recommends the H(jIUcB to come up with using other viable strategies like Altemative basic education, expansion of non-jiJrmal and adult educa/ion, appropriale .'i-Chool mapping, using flexible school calendar, upgrading Ihe exisling sch('ols, increasing the role of Ihe privale seclor, improving school environment, expansion 0/ availahle school buildings and classrooms Fum locally available materials, slrenglhening school community partnership, eSlablishing boarding schools e.lpecially low cost I'araboarding schools thai are in harmony wilh the life condition (!f tradilional gold mining c:omtl11lnity, school feeding program, provision (!f quality teaching materials, incel1lives jin' olphans and vulnerable children, expan.I'{()n 0/ inclusive and .Ipedal need.l· educalion, awareness crea/ion on gender equily, addressing security issue in collabora/ion wilh Ihe commllility, clan chiej5 and religious leaders, the necessily (!f crealing a sense of ownership al various levels and making continuo/.lsjiJllow up and providingji"equenl supervi.wny sup/,orl as an il'llervenlionfi)r Ihe successful attainment of UFE
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    Teachers Job Satisfaction in Government and Private Secondary High Schools of Kirkos Sub City Addis Ababa
    (Addis Ababa University, 2018-02) Araya, Taddesse; Zeleke, Befekadu (Associate Professor)
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    Teachers' Current Practices of Time Management in Central Zone Preparatory Schools of Tigrai
    (Addis Ababa University, 2011-04) Tsegai, Zemichael; Zeleke, Befekadu (Associate Professor)
    The main objective of the study was to assess teachers' current practices of time management in central zone preparatory schools of 1Ygrai. To achieve this purpose the study employed a descriptive survey method. Teachers, vice principals and principals were sources of data in this study. The data gathering instrument were questionnaire, interview and document analysis. The quantitative data was analyzed using descriptive statistics while the in/onnation obtained through document review and interviews were qualitatively described to supplement the quantitative -data. The results of the study revealed that the concept of time and its management is not satisfactory. With respect to the teachers' awareness, no training is made on time to the teachers and school. Furthemwre, the finding revealed that teachers encountered a number of time wasters. The top ones were lack objectives, problems of setting priority in planning, in decision and procrastination lack of self disciplined, confused responsibility, technology (computer, telephone mobile) unexpected things (uis itors, meeting) and delegation problems. And the incapability oj identiJying the time savers that can alleviate the problems of time bandits is identified a another major problem of the study. So, it is concluded that teachers have problems of time concept and its management and couldn't identify time wasters to come up with relevant strategies of time management. Finally, recommendations are made based on the results of the study. The points of recommendation include: the misconception of time and the culture of time utilization and management of teachers in the preparatory schools of 1Ygrai should get great attention by the woreda education offices in collaboration with education bureau. Like on the other basic resources, a training about the concept of time and its management should be given to teachers. Despite the Jact that the educational policy of the country gave little room in the result - oriented measurement of teachers , perjonnance, curriculum of civics and ethical education and BPR, it is expected to detail and give big room beyond the existing situation. As the findings oj this study revealed the top time wasters that face to the teachers and it is recommended that the major effective strategies of time management may be awareness of time, set priorities using planning tools, get organized, scheduled your time appropriately, delegate, stop procrastination, manage extended time wasters, avoid multi tasking and stay healthy