Educational Planning and Management

Permanent URI for this collection

http://etd.aau.edu.et/handle/123456789/58

Browse

Browsing Educational Planning and Management by Issue Date

Filter results by year or month
Now showing 1 - 20 of 232
  • No Thumbnail Available
    Item
    An Evaluation of Grades 9 -12 English Curriculum and Its Implementation In Schools At Capitals of Ethiopian Adm!Nistrative Regions As Causes For Students' Deficiency in English
    (Addis Ababa University, 1992-06) Bedanie, Mellese; Tsehaye, Ambaye (PhD)
    The purpose of this study is to find out the causes for students' deficiency in English with particular reference to g~ades 9-12 English curriculum and its implementation in schools at capitals of Ethiopian administrative regions. To thi s effect}data on Grades 9-12 English curriculum objectives and content have been secured ~,i th the hel p o f curricular document analyses and unstructured interviews made wi th members of the English Panel in the Institute for Curriculum Development and Research(ICDRJ . On the other hand, info~mation on the curriculum implementation is obtained through questionnaire and interviews conducted to grades 9-12 English teachers; class observations; instructional media chec~~-lists; assessment of course and weekly lesson plans, examination and test papers in 10 senior secondary schools which have been selected with the help o~ quota sampling techn ique. The results o~ data analyses, interpretations and discussions indicate that one of the causes for students' defi ciency in English is the design and implementation of the curriculum, which in accordance to the findings of this paper, focus on: Ambiguity and insufficiency of the curriculum objecti ves ; absence of communicative language; high dosage of grammatical descriptions; irrelevance of reading passages J vocabulary items and e >! erci ses as cur-ricul urn contents and their unsystematic selection and gradation; shortage and or absence of appropriate instructional facilities, plans, methods, techniques and evaluation strategies for implementing it. In synthesis , t hese findings reveal the pitfalls in grades 9-12 English curriculum and it s implementation which caused students' deficiency in English; and hoped to serve policy m a~~ers , the ICDR and teachers as frame of references to change the curricul um and improve its instruction.
  • No Thumbnail Available
    Item
    Women's Participation in Educational Administration in Ethiopia
    (Addis Ababa University, 1995-06) Aemero, Abebayehu; Shibeshi, Ayalew (PhD)
    The purpose of this study was to make an investigation into some of the factors that resulted in the underrepresentation ion of women in educational administration in Ethiopia. Both micro (internal) and macro (external) variables were treated to meet the objective of this study. These included the effect of sex role socialization, the state of home-work interface, the impact of institutional sex segregation mechanisms and the level of women's aspiration to positions ~n educational management. Besides, with t .he intention to determine how effectively practicing female educational administrators discharge their duties, comparison was made between the managerial styles of female and male school principals as viewed by their staff. The data were collected through questionnaire and interview with 205 female and 192 male teachers, 12 female and 12 male school principals 10 male inspectors and 6 female educational administrators currently working at Ministry of Education. . various statistical techniques such as percentages, t-test , chi-square, the correlation coefficient, z-test and ANOVA were used to analyse t he data. The results suggested that at individual level teachers of both sexes developed attitudes largely consistent with traditional assignment of role according to gender. For most respondents the role of women were, thus, perceived to be teaching than educational leadership. On the other hand, the effect of women's family commitments were not evidenced as so severe as had been conceived in blocking their initial entry to educational management. However, family related factors were still influential variables in limiting the up-ward mobility of women who ones secured entry level administrative positions. Differential treatments during anticipatory socialization and limited access of women to get their same sex role model represented among personnel promotion committee are some of the institutional variables that promote opportunities along sexual lines . Besides, the finding disclosed low level of institutional commitment to undertake affirmative action strategies and supportive mechanisms that may help reduce the existing gender gap in educational management. Generally , while women showed less aspiration to positions in educational management , the findings from this study did not make c l ear whether this is a response to limited opportunity accompanying discrimination, or a choice on the part of women for their role in the society, suggesting an area for further research. The observed result regarding the leadership styles of female and male school principals showed no significant sex difference in most of the dimensions the groups were assessed. Thus, this result provided evidence which defies the socialization assumption of skill deficiencies in managerial role as explanation for women's gross inequalities in the field. Finally, sex unbiased anticipatory socialization in schools, short and long term trainings for female teachers, change on the organizational culture of schools, the representation of female role models among the promotion committee, and the introduction of career counseling programs were forwarded as major recommendations in order to help improve these variables and facilitate women's entry and advancement in educational administration.
  • No Thumbnail Available
    Item
    The Influence of Some Psychological Variables on Academic Achievement of Students in High Schools, the Case of Arsi Zone
    (Addis Ababa University, 1998-05) Tafa, Assefa; Husain, Abraham(Professor)
    The purpose of this study was to find out the joint and relative contributions of locus of control, achievement motivation future time orientation, and sex to the prediction of academic achievement of high school students. Moreover, the study aimed at investigating (1) sex differences in locus of control, achievement motivation, and future time orientation; (ii) the relation of these variables to the academic achievements of male and female students; (iii) joint and relative contribution of these variables to the prediction of the academic achievement in each sex group. The subjects participated in this study were 303 regular (157 male and J 46 female) students of high schools in Arsi Region. The method used to sellect the subjects was stratified multi-stage sampling. The instruments employed in data collection were Children's Nowicki and Strickland lnternalExternal scale (Nowicki & Strickland 1973), achievement motivation questionnaire (Hermans, 1970), and future time orientation scale (Gjesme, J 979). Academic achievement scores of the subjects were secured from rosters. Multiple regression analysis, t-test, correlation, and correlation difference test were employed in the nalysis of the data. Accordingly, the result of multiple regression analysis indicated that locus of control, achievement motivation, future time orientation and sex have significant joint contributions to the prediction of high school students' academic achievement. However, further analysis of beta weights of each variable demonstrated that only sex and future time orientation have significant relative contribution to the prediction of the academic achievement of the group. With regard to sex differences in locus of control, achievement motivation, and future time orientation, t-test revealed nonsignificant differences between the two sex groups in these variables. According to the result of the correlation procedure, locus of control and future time orientation were significantly related to academic achievement of female students, while achievement motivation was not. On the other hand, non of the three variables was significantly related to the academic achievement of the male group; and hence there was no need of carrying out regression analysis for this group. As implied by correlation coefficients, correlation difference test confirmed that locus of control and future time orientation were related to the academic achievements of female students more strongly than to those of male students. But the strength of relationship between achievement motivation and academic achievement was not significantly different for both sex groups. The result of multiple regression analysis on the data of female students showed that locus of control, achievement motivation and future time orientation had significant joint contribution to the prediction of academic achievement of this group. Nevertheless, further analysis of beta weights of each variable revealed that only future time orientation has significant relative contribution to the prediction of the academic performances of this sex group. Discussions and conclusions have been made on the basis of these results. Finally" some implications were indicated for possible interventions and for further inquiries
  • No Thumbnail Available
    Item
    Some Determinants of Rural Adults' Voluntary Participation in Nonformula Training Program Planning: The Case of Western Oromiya
    (Addis Ababa University, 1998-06) Asnake, Samuel; Ingidayehu, yalew (PhD)
    The purpose of this study was to assess the current state of rural adults' participation in the planning of NFE at the selected CSTCs. Furthermore, it was intended to identify some of the influential hindrances against the desired level of participatory adult training program development at the centers. The study was conducted at fifteen CSTCs that are found in Western Oromiya. A total number of 177 subjects were included in the study. Among these,18 female respondents, 45 facilitators, and 106 male adult trainees were selected through availability, purposive, and simple random sampling techniques respectively. Moreover, 8 informants engaged in Adult and NFE at zonal and regional level were also included. Two types of questionnaire and structured interview were used to collect the data. In addition, observation and document analysis were made to obtain further information. The percentage, the Chi-square test, the correlation and one-way AN OVA were employed to analyse the data. The study indicated that the level of target groups' participation in the planning of NFE and training was nominal. From the findings, the facilitators and adult trainees differed significantly in ranking learning priorities (r=0.26). Similarly, the weak relationship between the adults enrollment and their actual learning preference (r=0.26), witnessed that the courses were not need-based. The one-way ANOVA administered between the sample zones indicated that the trainees had low expectations about the outcomes of the program. Finally, in the findings the situational, organization and management, structura1 political and target groups characteristics were identified to be the major factors that influenced both the groups (beneficiaries and benefactors) against the desired level of participation.
  • No Thumbnail Available
    Item
    The Role of NGOs in Promoting Equitable Access to Primary Education in SNNRP
    (Addis Ababa University, 2000-06) Debebe, Alemayehu; Seyoum Teferra, Seyoum (Ass. Prof.)
    The purpose of this study was to examine the role of SOP and WVE in responding to the need for learning opportunities for those school age children in SNNPR. Due to the unfortunate coincidence of the time for data co llection and the public violence against the policy on language of in structi on in Wolayta, details concerning interventions by WVE were not thoroughly assessed. Questionnai re, interviews, focus group discussion, review of documents, and observation of activi ties were used for data collection from 120 community members, 48 NFPE teachers, 24 political leaders, and 16 education officials at district and zonal levels. The data were analyzed by employing various statistical techniques including percentages, chi-square test, mean of two independent samples, and qualitative approach to analysis. The results have suggested that the NFPE project was rural focused. Its targets were females, poor children, and minority groups who live in rural areas and those who had no opportunity to learn and/or fo rced to drop out school for the reason beyond their control. With this intcntion of thc projcct thc public sccmed to have no objection. On the other hand, community participation in the affairs of NFPE project was limited only to labor and material support. It was also observed that there was no clear assurance for sustainability of NFPE acti vities beyond the specified project period or even before, if something went wrong between the donor and the recipient for almost all of its cost used to come from foreign source. Furthermore, limi ted involvement of community, lack of conducive learning envi ronment, absence of text books, lack of conti nuity in admiss ion of new students on a yearly bas is, and lack of clear organi zati onal structure to manage activities of the NFPE project have contributed to keep the user system suspicious of its future. Lastl y, searching for alternative domestic source of fi nance, promoting community participation to its fu ll-fledged level, creating at least modestly furnished learning places, looking for the shortest path to supply text books, establishing clear and measurable evaluation mechanisms, and paying more attention for facto rs contributing towards higher drop out rate were among the major recommendations forwarded so as to keep the NFPE activities al ive and more effective.
  • No Thumbnail Available
    Item
    Decentralization of Educational Management: A Case Study in Oromia National Regional State
    (Addis Ababa University, 2001-05) Oumer, Jeilu; Shibeshi, Ayalew (Ass. Prof.)
    The Ethiopian government has pursued decentralization policy by shifting authority and responsibility to regions. Since 1992, significant changes have been made in the area of provision of educational services, and the management of the education system whose foundation was based on the proclamation issued and the new education and training policy promulgated. The decentralization reform seeks to improve the access, equity, quality and efficiency of education. The decentralization process that has been chosen as an approach to address educational problems was a new phenomena, and a series of factors can compl icate its implementation. Thus, the objectives of the study were, to assess how decentralization was working and the extent to which the administrative levels effectively played their roles in implementing the policy of decentralization. Furthermore, assessing changes that took place, favorable conditions and constraints in the implementation were also the focus of the study. Therefore, the study seeks to contribute valuable information related to educational management problems, which is hoped to encourage the conducting of detail process evaluation. The study has made a brief review of the related literature and experiences of some countries. Using a descriptive survey method, data are drawn from focus group meetings, key informant interviews, data gathering questionnaire and direct observations and transcribed and analyzed. The report focused on how objectives/ purposes of decentralization filtered down the educational administrative levels, the extent to which key management functions were maintained at the intermediate levels, authority and decision making were shared in key areas and creating an environment for reform and changes to take place under the decentralization process. The data indicated that the objectives and purposes of decentralization were poorly articulated and differences in opinions existed between decision-makers and implementers. Regarding transfer of power to intermediate levels to under take the management functions, it was not to the expected level. The findingsshowed that high influence of upper authority in planning functions over the lower administrative levels was observed and the central ministry loosely controlled compliance with standards. On the other hand, the degree to which decision making authority was pushed down to the lower administrative levels was found to be medium and it was observed that authority was shared among each level to some extent. However, the data also revealed power concentration at regional level. The enabling environment so far practiced in the area of policy issues and interventions was found to be fair. The data obtained also showed the local capacity of REB and ZED to be fair while it was poor for WEO.There were also efforts made to delineate responsibilities and authorities at each level by the REB. However, the leadership and management competence to create momentum for innovation and facilitate implementation of decentralized management was found to be low. Although the results of decentralization take a long time to notice and it would be premature to interpret the findings as a full impact they, however, signaled the direction of the changes. Thus, the changes in school environment were reported as a mix of poor, promising and modest impacts for different educational objectives. Therefore, it is suggested that building consensus around the objectives of decentralization, restructuring of the organizational settings, developing strategies to promote greater school autonomy and capacity building at all levels are indispensable for the effective implementation and sustainability of the decentralization efforts.
  • No Thumbnail Available
    Item
    The Preparation and Utilization of Educational Management Information System in Ethiopia: Problems and Prospects
    (Addis Ababa University, 2001-05) Ali, Kassaw; Taddesse, Nebiyu (PhD)
    The purpose of this study was to investigate the problems and the underlying facto rs that hindered the smooth functioning of EMIS at all levels of the education sector. In order to achieve the purpose of this study, basic questions were raised regarding the current organizational structure of EMIS, availability of manpower both in quantity and quality, factors which prevent the timely distribution and collection of data to and from educational institutions and on the accuracy of the information produced to the consumers. The study was carried ou t in 119 primary and secondary schools. At school level the respondents were school directors and record officers (if an y). The second type of respondents were Woreda Statistics Officers, Zone Statistics Officer s and Planning Heads, Region Statistics Officers and Planning Heads and at MoE level Department Heads, Panel Heads, experts and Statisticians were inquired. Generally, the total respondents were 209. Questionnaires and interview were data collection instruments. Documents at all levels were a lso investigated. The data gathered through these instruments were a n alyzed using chi-square, weighted mean and percentage. The findings h ave indicated that, in the under served regions no manpower was assigned in a ll the data gathering hierarchies. In other Regions where there is statistical officers, adequate training was not given. The initial salary scale given at every level was incompatible with the burden of workload. In th e preparation of the EMIS questionnaire, data con sumers were not considered. Due to the absence of manpower, training and instruction was not given on how to fill in the questionnaire, the data produced was inaccurate. Furthermore, the dissemination, collection and preparation of edu cation al information was not timely. Based on the findings and the conclusions drawn the following recommendations were given . New organizational structure should be set up a t a ll the data collection hierarchy, adequate training should be given, information needs of u sers should be assessed, the questionnaire should con sist of detailed instruction on how to fill in the data, and finally, there should be trustful collaboration between the various links of the data gatherin g chains for the timely delivery of education al statistics.
  • No Thumbnail Available
    Item
    Addis Ababa Senior Secondary School Teachers' Perception of the Current Teacher's Performance Appraisal System
    (Addis Ababa University, 2001-05) Legesse, Mulu; Shebesh, Ayalew (PhD)
    This study was designed to examine the perception of teachers towards the purpose, criteria, process and the problems of perfonnance appraisal of teachers encountered in secondary schools of Addis Ababa. To this end the major aim is to identify the weaknesses and come up with recommendations. A total of 225 teachers drawn from 12 senior secondary schools were used as data sources. The data were gathered by means of questionnaire and interview. Results were analyzed using percentage, means, chi-square test and t-test. The major findings of the study included that quite majority of the respondents support the perfonnance appraisal scheme, but significant number of the respondents are dissatisfied with the implementation. And almost all respondents indicated that parents and students are not appropriate to appraise teachers. The lack of appropriate skill and experience, contribute to the limitations. Besides, teachers have not recognized the various purposes of perfonnance appraisal and many of them are not applied. The criteria used by appraisers (students, parents) are not known. Teachers do not know the criteria they are evaluated with. There is no transparency in appraising teachers. The result of the perfonnance appraisal is kept secret. I t is not communicated to teachers. Problems encountered in the implementation of performance appraisal scheme for teachers were identified. The objectives that teachers are expected to achieve are unclear, poor operation of the scheme, lack of skills and competence of appraisers and irrelevant criteria. Hence according to the findings of the study, it was recommended that the necessary steps should be taken by the concerned authority at all level in order to revitalize the current practice of the perfonnance appraisal of secondary school teachers. To this effect, irrelevant criteria should be avoided. Criteria should also be flexible and situational. Furthennore, appraisal system should be an integral part of staff development work in schools, it should be both positive and constructive. In this regard the fonnative evaluation should be well strengthened and systematica lly applied in schools. In addition to this, peer observation and school in-built supervision need to be inrroduced so that teachers deve lop their professional skills providing feedback to each other and assist them in improving pupils' performance. Even though, most of the potential errors in appraisals that distort evaluation can be minimized through training; the impact and the consequence of involving parents and students in the appraisal system need in-depth study.
  • No Thumbnail Available
    Item
    A Study of the Problems of First Cycle Primary School Teachers Trainning in Snnpr
    (Addis Ababa University, 2001-06) Dalachew, Fransua; Tadesse, Nebiyou (PhD)
    The basic aim of this study was to identifY the problems faced by TTIs of SNNPR in recruiting trainees, and trainers' quality and implementing practice teaching. Data on these variables were collected from 220 trainees and 60 trainers of Arbaminch and Bong teacher training institutes. The study employed descriptive analysis including t-test, comparing the means of responses and frequency analysis. The study results indicated that the recruitment procedure applied in the region doesn't focus on selecting applicants with good academic background and positive attitude towards the profession. It also indicated that most trainers are below the required standard to train in teacher training institutes. The experience and professional knowledge they have is not sufficient to work as trainer in teacher training institutes. The application of practice teaching also faced various problems and it doesn't provide adequate support to trainees. The trainers and teachers of primary school do not provide adequate supervision. The results also suggested that trainees and trainers recruitment be left to training institutes, the standard set regarding trainers be implemented and practice teaching be reorganized to make teacher education more effective.
  • No Thumbnail Available
    Item
    Problems of Admission and Placement of High School Leavers into the Higher Education Institutions: A Case Study of Three Faculties of Education
    (Addis Ababa University, 2001-06) Simane, Abebaw; Teferra, Seyoum (Prof.)
    The main purpose of this study is to assess the problems in the admission and placement process of high school leavers into the higher education institutions in the jield of teacher education. To achieve this purpose, basic questions concerning the admission and placement process were raised. The study was conducted in selected three Higher Education Institutions which lrain high school teachers. The sources of data are 126 academic administrative staff memhers and instructors and ./5./ students and one acting department head. (jlleslionnaires, interviews and document analysis were the instruments used to collect data .fi)f' the study. The data obtained are analyzed using percentage, ./i'equency distrilmtion and simple correlations and regressions. Based on the analysis made the .liJllowing major findings are ohtained. Dlle 10 the nature of the exam and lack of proper management ESLCE alone is not a good instrument to select competent high school leavers into the teacher education proxmnlme. HiXh school leavers are assigned to different institlllions using talent distribution .Iystem hIli the placement of./i'eshmen stlldents into different Faculities is based on academic achievement ond interest. Both types of systems contmdict each other and os 0 reslllt hOlh Edllcation Faculities and stlldents get 110 advantage. DlIe to lack of .I'ludents' illlere.I·1 ami {({lent and ability, the altrition mte is high in Edllcatioll Faculitie.l'. Admitillg females and other high school lea vel's ./i'om the Developillg Regions (Afar, Beneshanglll, Gambela, Somalia) into the Higher Education Institutions with lower ESLCE-GPA helps to promote their ellrolll1lellt only atfreshman programme. Since no tlilorial classes and other special supports are given in the Educmion Faclliities the prohahility of aliI' it ion rate is highfor these stlldents. !eucher education is the least favored programme in all institutiol/s. 771e allitllde of xreallJlajorilY oistudellts towards education programme is low alld Ihll.I' Ihe majority of Ihem want 10 change theirfield.l· ofstlldy. flused Oil thejilldings ohtained the following recommendations are provided: Olle o/the preconditiolls 10 gel cOlnpetenl and qualified high school teachers is 10 make Ihe leaching profession attractive. This needs improving of teachers evaluCllion system (/lId payment of hardship and housing allowancesfor remote and mral areas. SltldelllS IIIO/il" he successjiil if they are assigned on the basis of Iheir illterests and /(I!el1ls, so that enttwlce examillCllions alld interviews are good inSlmments to idellli./ji e!igih/e candidates. ESlahlishl11el1l of preparCllO/y schoo!s he!p to collect potenlial studellis ./i'om the high schools alld each higher educa/ioll institution has to organize strengthened guidance alld cOlIIlseling services to help illdividual studems to cope up their persollal and p.lychological problems.
  • No Thumbnail Available
    Item
    The Challenge for Quality Management of Primary Education in Ethiopia
    (Addis Ababa University, 2001-06) G/Michael, Germay; Engdayehu, Ayalew (Ass. Prof.)
    The purpose of this research was to examine the Challenges for Quality Management of Primary Education in Ethiopia and forward possible so lutions which can support educational managers, experts, researchers and donor organ izations to unite and focus their efforts toward a clear vision, goals, strategies and series of action programs. This invol ved a survey of three intentionally chosen regions-Addis Ababa, Tigray and Afar-which were meant to represent urban, rural and under-served school characteristics respectively. Availability and purposive sampling techniques were also employed to collect data through questionnaires and interviews from the managers at the center, MOE, Regional Education Bureaus (REBs), selected Wereda Education Offices, and sample school principals, assistant principals, department heads for core subject areas, Teacher Association Representatives and Students Councils. Conceptually, quality management is an evolutionary process that requires radical shift in the basic assumptions, methods and techniques and culture of the schools and the organization at large. It is about a change that takes place on the bases of principle-based values, shared vision, goals, strategies, action plans, implementation, data collection, analysis, feedback and recycling activities through the empowerment of all people in the organization. Practically, the primary education management in Ethiopia was found to be entangled with problems of ineffective leadership, low commitment, managerial incompetence and lack of common term of reference. For a better future, prunary education managers at all levels have to start to change themselves to bring a true systemic transformational change. To this end a critical mass of all those who have a vested interest in primary education must possess the basic assumptions of quality management. This will possibly give them empowerment which in tum helps them to participate meaningfully in the process of developing shared vision, quality goals, strategies and recycling activities. If the training part is skillfully planned and implemented, it could provide us managers and teachers who are themselves, who have an inner light of their own, who are creative and independent, who can understand and solve the educational quality problems in an Ethiopian way. i. e., If the culture of cooperation, history of independence and etc are geared towards a qual ity improvement, it could help much. Since this study is the first of its kind, it cannot go more than touching the most essential considerations of quality management of primary education. Hence, opportunities for further research seem to be there in the areas of establishing quality systems, educational quality control systems, team management, genuine participation, principle-based training and support programs, new structures and functions, and rethinking rules, roles and responsibilities in light of the demands of globalization.
  • No Thumbnail Available
    Item
    Community Participation in Primary Schools: A Comparative Study of Gtz and Beso Assisted and Non- Assisted Schools in Snnpr
    (Addis Ababa University, 2001-06) Mamo, Getachew; Taddese, Nebiyou (PhD)
    The purpose of this study was to compare the community participation in primary schools, which were assisted, by GTZ and BESO projects and those, which were non- assisted ones in the S.N.N.P.R The subjects of the study were 72 community members, 72 teachers and principals, 6 projects officers, 12 Werda and 6 zone education officers in 6 zones of the region Questionnaires, interviews and observation were used to gather data. Percentages, means, ranges were used to analyze the data. Results of the analysis show that community participation varies in schools, which were assisted by the projects, and in those, which were not assisted. In schools, which were assisted by the projects, the community involves in such activit ies as rehabilitation of school buildings, maintenance of school fence, latrine, and furniture cultivating schoolyard. In the non project assisted schools, community participation was not seen except in some schools in which they pay salary of locally hired guards and in some schools serving as guards. The fmdings also show that in schools, which were assisted by the projects, due to lack of fo llow up from the zone and Wereda, the community participation was not as effective as it should be. The community involvement in schools was also obstructed due to confusion with the policy statements and poor school management. In most schools the teachers, principals, the community members and the officials in We red a and zonal level consider that community contribution is against the policy. In some schools the principals embezzled the materials and money collected. Therefore, to solve the problems in schools, the authorities in zones and wereda have to fo llow up and provide technical and administrative supports to the project assisted schools. In addition, the policy statements concerning community involvement have to be clear and measures should be taken against the principals who embezzle the school properties The authorities of Wereda and zone education and council should not leave the whole responsibilities to the people in the schools and projects; but they should work and monitor the performances together
  • No Thumbnail Available
    Item
    Problems of Admission and Placement Of High School Lea Vers into the Higher Education Institutions: A Case Study of Three Faculties of Education
    (Addis Abeba university, 2001-06) Simane, Abebaw; Teferra, Seyoum (PhD)
    The main purpose of this study is to assess the problems in the admission and placement process of high school leavers into the higher education institutions in the field of teacher education. To achieve this purpose, basic questions concerning the admission and placement process were raised. The study was conducted in selected three Higher Education Institutions which IraiN high school teachers. The sources of data are 126 academic administrative staff memhers and instructors and -154 students and one acting department head. Qlfestionnaires, interviews and document analysis were the instruments lIsed to collect data for the stlfdy. The data obtained are analyzed using percentage, frequency distrihlftion and simple correlations and regressions. Based on the analysis made the following majorjindings are obtained. Dlfe to the nature of the exam and lack of proper management ESLCE alone is not a good instrument to select competent high school leavers into the teacher education programme. High schoolleavers are assigned to different institutions using talent distribution system hlfl the placement of freshmen stl/dents into different Faculities is based on academic achievement and interest. Both types of !!J)lstems contradict each other and as a result /Jolh Education Faculities and students get no advantage. Due to lack of students' imerest and talent and ability, the attrition rate is high in Education Faculilies. Admiting females and other high school leavers from the DeveLoping Regions (Afar, Beneshangul, Gambela, Somalia) into the Higher Education Institutions with lower ESLCE-GPA helps to promote their enrollment only at freshman programme. Since no tutorial classes and other special supports are given in the Education Faculities the prohability of attrition rate is high jc)r these students. Teacher edl/cation is the least fell ored programme in all insritl//ions. The artitude of greall11c~iority of students towards educa/ion programme is lolt' and Ihus the majoriry of rhem wan/ to change their field,> of stl/dy. Based on the jindings obtained the following recommendations are provided: One (?f the preconditions to get competent and qualified high school teachers is to make the teaching profession attractive. This needs improving of teachers evaluation !!Jystem und payment of hardship and housing allowancesfor remote and /"lIral areas . . )'Imients \Yould be succes:,jul if they are assigned 017 the basis of their interests and t((lems, so that entrance examinariol7s and interviews are good insrmments to identify eligihle candidates. Establishment of preparato/y schools help to collect potential students from the high schools and each higher education institution has to organi=e "trel'wthened Tuidance and counseling services to help individual students to cope up their personal and psychological problems
  • No Thumbnail Available
    Item
    Making and Implementing Educational Policies in Ethiopia Since 1974: Problems and Prospects
    (Addis Ababa University, 2001-06) Legessie, Selashi; Teferra, Seyoum (Prof.)
    The main purpose of this study was to look in to problems of education policy making and implementation in Ethiopia since 1974. To conduct this study the descriptive survey method was employed Samples for this purpose were taken from 6 zones, 8 woredas and J 5 schools from Addis Ababa, Afar, Amhara, Tigray and Somali. 711e research involved 5 categories of sample population: Department Heads and Above, Principals, Curriculum Developers, Teachers and Parents & the Community. Questionnaire survey, interview, document analysis were the lI1ain instruments used to col/ect the data. Statistical tools like the percentage, mean and t-test were IIsed to analyze relationships and identifY whether there are differences and agreements oft/Ie respondents regarding the various variables on the role of actors in making and implell1enring educational policies. The results obtained show that education policy making in Ethiopia is still in a crisis where those in the making and those in the implementation are not yet on the same line. The findings revealed that alfention to various issues like stake holder participation, listening to public voice etc. are ignored and that gelling education policy right is still in a difficulty. Moreover, the research showed that there are areas and issue where common consent and ,understanding could be of benefit if political will prevails to overhaul education policy making and implementation. In the study it has been found out that the life span of policies here is equal to the life span of a regime in power and when regimes go new policies follow. The results obtained in the study indicate that there is no such a thing called continuity and evenly thing starts always from zero. For a country like that of ours, 'with human, material, and financial scarcity, starting things from zero seems unbearable, unpardonable and a crime. At the end based on the findings conclusion and recommendations were made to address the problem under study.
  • No Thumbnail Available
    Item
    The Management of Primary School Textbooks in Addis Ababa: Issues/Practices and Problems
    (Addis Ababa University, 2001-06) Yimam, Setotaw; Shibeshi, Ayalew (PhD)
    The main purpose of this study was to undertake a systematic investigation into the problems and practices pertaining to the management of primary school textbooks in Addis Ababa City Administration and thereby to identify the strengths and weaknesses characterizing it and finally conclude by presenting recommendations. The research methodology employed was descriptive survey. A total of 44 respondents from the REB and the six Zonal Education Departments as well as 195 principals, department heads, teachers and storekeepers drawn from 28 primary schools were used as data sources. Twelve woreda education officers were also involved. At the REB , Zone and Woreda levels, availability sampling technique was applied. The primary schools were randomly selected, making sure that they were representatives of the six zones and government, public, private, church and other types of schools. Questionnaires, interviews, document inspections and visual spot checking were used to collect the necessary information. Results obtained were analyzed by the use of percentage, means, chi- square test, t- test and Spearman's Rank Correlation. Following statistical analysis, results showed that there are noticeable improvements in reducing the textbook to pupil ratio as well as giving out the task of writing manuscripts to commissioned writers. However, among the many shortcomings that need timely corrective measures are the inadequacy of distribution systems, inadequate, procedure of textbook development and approval, poor physical quality of textbooks, inefficient and inaccurate information management system, and poor textbook utilization. Recommendations for addressing these issues include, among other things, formulating a comprehensive textbook policy, guidelines and strategy; building the textbook management system with the appropriate manpower and capacity; giving particular emphasis to the institutional arrangements and quality control mechanisms; involving all stakeholders in all stages of textbook management; shifting from supply-led to demand-led system of textbook provision; involving the private sector in textbook publishing and distribution; and establishing a sense of responsibility and accountability at all levels.
  • No Thumbnail Available
    Item
    Causes for Student Dropout at Primary Level in Snnpr
    (Addis Ababa University, 2001-06) Woldie, Tadesse; Teferra, Seyoum (Ass. Prof.)
    The mam purpose of this study was to identify the major reasons(causes) that influence pupils to drop out of school at primary level in SNNPR and to forward suggestions so that the problem would be minimized. To carry out the study, twe lve primary schools were selected £i'om six zones using the purposive or judgement sampling technique. One hundred forty-four primary school pupi.ls(72 rel11rnees and 72 non- returnees), twelve principals, and 36 teachers have filled in the questionnaire. Twelve pupils from grades 2,3, and 4 and 15 parents and/or community members as well as 6 ZED ( Zonal Education department) offficials were used as data source using interview questions. In addition, data on pupil emollment, dropout, and repetition were collected £i'om the statistical documents of MOE, SNNPREB, and from the rosters and other documents of the sample schools. The obtained data were analysed using statistical tools such as percentages, means, the chi-square, and the rank order correlation coefficient. The results of data analysis have shown that student dropout is the function of the in-school and out-of-school reasons. Among the in-school factors that have greatly influenced pupils to drop out of school in the region, incomplete grades of the school level, shortage of school supply and lack of encouragement from teachers were the major ones. Regarding the influential out-of-school reasons, pupil s' involvement in income generating activities, lack of material and financial support and excessive involvement in domestic work stand out. Other in-school and out-of-school reasons were also identified although they were not as strong as the above mentioned ones. The study has also noted that factors which cause pupils to drop out of school are not single. They are interrelated and interwoven. On the basis of the findings, such points as up-grading the in-complete primary schools to 1-8 level, improving the professional competence of teachers, subsidizing pupils' clothing and school supplies, revising the policy on school fee, improving the agricultural sector to create more employment opportunities and expanding and strengthening literacy program and nonformal education are forwarded as recommendations.
  • No Thumbnail Available
    Item
    Organizational and Managerial Factors Affecting the Secondary Level Distance Education in Ethiopia
    (Addis Ababa University, 2002-06) Ejigu, Tesfaye; T eferra, Seyoum (Professor)
    The main objective of this study was to investigate organizational and managerial factors affecting the secondary level of distance education in Ethiopia. To conduct this study, a descriptive survey was employed. Questionnaire survey, interview, document analysis and organizational observation were used to collect the necessary data. The subjects of this study were chosen using systematic and availability sampling procedures. The research study involved three categories of sample population: Distance students, distance education staff members and tutors. Data analysis was made by using statistical tools such as percentage, chi-square and t-test to identify whether there were differences or agreement in the views of the respondents regarding the various variables. The study findings indicated that there is disparity between the needs of the distance education students and the provision of educational services. Some of these include: delays in informing examination results, delays in distribution of course materials, low turn-around time of assignments, and shortage of trained staff members. Besides, inadequate facilities such as computer network have been big problems for secondary level distance education. According to this study, the major reasons for the delays of services were limited institutional capacity, over-centralization of distance education activities and inefficient postal service. Moreover, tutors and Distance Education Panel staff members are not equipped with the necessary skills that would enable them to carryout their duties effectively. As the study reveals the largest group of distance students (64%) were not beneficiaries of tutorial programs mainly due to long distance of the tutorial ix centres from the students' locality and the absence of tutorial programs in some regions (Somali, Afar, DireDawa, Benshangul-Gumuz and Gambela). Moreover, the educational radio programs were underutilized and most of them were not helpful because they were not based on the new syllabus. Though efforts have been made in the provision of the three instructional media; namely, print, face-to-face and radio, they could not be used effectively to support the distance learners. The results obtained also indicated that distance students on the average spend 10 years to complete the secondary level (9-12 grades) though the expected time of completion is 2 years. Distance students identified inefficiency of postal service, delay in sending examinations, course materials and assignments as the major reasons for the low rate of progress. The results obtained indicated that all the problems cited in the findings are closely related to capacity, organizational and managerial problems. Finally, based on the findings and conclusions, recommendations were made to address the problems under study
  • No Thumbnail Available
    Item
    Managerial and Pedagogical Problems in Implementing the Gedeaffa Language at Primary School Level in Gedeo Zone
    (Addis Ababa University, 2004-07) Kebede, Workalemahu; Asfaw, Tafesse
    This thesis was based on the findings of the research study entitled "The Managerial and Pedagogical Problems of Implementing the Gedeaffa Language as a Medium of Instruction at Primary School Lc el in Gedeo Zone." The main purpose of the study was to investigate the problem of language policy implementation in the zone. To this end an attempt was made to look in to the language in primary schools as a medium of instruction. A descriptive survey method was employed to identify the existing problems; six sample schools were selected from Wonago, Yirga-chefe and Fiseha Genet woredas. The subjects of the study were sixteen educational officers, sixty-five teachers, fifty parents, and two hundred five students. Accordingly the respondent's sampling was carried out through descriptive sampling techniques. Infom1ation was obtained using questionnaires, interviews observation, and docllments. The result indicated that the necessary preconditions were not fulfilled to select the language as a medium of instruction; there were no available curriculum materials. Teachers did not get adequate training to teach using the language. There was imposition on non-Gedeaffa speakers and yet, there were some improvements in this area. The reaction of parents to the introduction of the Gedeaffa language as a medium of instruction was below the average. Teachers . show high interest to be trained in the language. Students highly need to learn in official Language, i.e., Amharic. As the result of the ANOV A TEST indicates, the availability of materials professional support from office, were not satisfactory. Hence, it is concluded that much has to be done to improve the managerial and pedagogical ability of the zone with respect to the implementation of language policy. Therefore, it is recommended that the decision made to select the l11cdi um of instruction be revised
  • No Thumbnail Available
    Item
    Attitude of Students towards Cost Sharing In Oromia Regional Colleges
    (Addis Abeba university, 2005-06) Angos, Abdena; Gerima, Woldeab (PhD)
    A new involving educational cost sharing from the beneficiary was introduced for the first time in Ethiopian HE! :in 1994~ Under this system the direct beneficiaries- the studf!nts are expected to share at l~ast s'ome of th~ir educational expenses. Following the introduction of the system in all public HE!, it has been hypothesized that students may be reflecting a negative perception about cost sharing. The principal purpose of the study was to assess students' attitude towards cost-sharing scheme in Gromia Regional Colleges. Based on the findir:g~ of t~e study suggestions were forwarded. Research questions addressing issues related to sty.d.ents' attitude towards cost sharing were raised. To this effect, the descriptive res~arch method. was employed. The survey was conducted on five colleges, which were believed to be a representative of other public colleges in the region. A sample of 403 students and 28 college administrators was drawn using simple random and purposive sampling techniques respectively, The sampled students and college administrators were both from TTC and TVET colleges. Questionnaire was used as an instrument of data collection. The data collected was then analyzed both quantitatively and qualitatively using statistical tools such as percentage, mean, chi-square and t-tests. The results obtained from the study revealed that the majority of the students were aware of the challenges of the government in financing education. The findings further revealed that objectives of cost-sharing were not widely articulated and were not well-known among the students and college administrators-the rationale of cost-sharing did not convince students to the expected level; the majority of students acknowledged the availability of different mechanisms of cost-sharing scheme implementation; and that the students were {l)illing to accept cost-sharing scheme if certain provisions will be fulfilled / managed. In light of these findings, the following recommendations were forwarded: providing adequate orientation services to all college students and administrators in order to maximize their awareness and minimize their resistance and misconceptions about coslsharing; students and college administrators should be well informed about the objectives, rationale and mechanisms of cost-sharing; the government should assist students who deserves support to alleviate or minimize their financial deficiencies; as much as possible, students should be assigned to the field which they are interested more; and the criten'a to be used in assigning students to different fields of study should be so rational and transparent
  • No Thumbnail Available
    Item
    A Survey Study of in-School Factors Affecting Quality of Education in Secondary Schools in Oromia
    (Addis Ababa University, 2005-06) bent, Yohannes; Teferra, Seyoum (Professor)
    Quality education is very important for social, cultural and economic development. It is a vital in trument in the creation of a modern economy. However quality of education is influenced by the complex ct of external and internal factors, which negatively influence instructional acti it . The purpose of this study wa therefore, to examine the impact of the main in school factors, which affect the quality of secondary education in Oromia region. The sample consisted of 798 students, 283 teachers and eighteen secondary schools principals drawn from eighteen sample schools as well as nine supervisors from woreda and zone education offices in the three zones (East showa, East Wollega and East Hararge) of the region. Regarding the respondents teachers and students from each sample school and supervisors from the three zones were selected randomly. But principals from each sample schools and purposely selected. In addition, observations were used to compare the response of the respondents with what is actually available in the schools. To carry out the study a descriptive survey method was used. To gather the necessary data questionnaire (open-ended and close-ended), interview, ob ervation and documents were the main instruments employed. Instruments were analyzed in percentage and chi-square was used to test the degree of differences among the respondents. The results obtained from the study showed that, the main in school factors that affected quality of secondary education were poor ability of the students in the language of instruction, irrelevance and difficulty of the curriculum content, shortage of qualified teachers and overcrowded nature of the classrooms. In addition, in sufficiency of school facilities in the services they provide, shortage of textbooks and incompetence of school principals were among the factors, which contributed to the low level of quality of education. Furthermore, the main reason for shortage of qualified teachers in the region was found to be high turnover. The findings of the study also suggested that half of the principals in the sample schools were below the minimum required qualification set by the Ministry of Education. In addition, only one of these principals was a diploma graduate in school administration and all the remaining were subject area graduates. Based on the findings and conclusions, recommendations are made to alleviate the existing problems. Accordingly encouraging private investors to open private schools encouraging community involvement in supplying school facilities, improving method of teaching English at primary as well as secondary schools, encouraging students to debate on some i sues through English language, encouraging private investors to publi h textbooks so that book would be available on sale for interested consumers, motivating teachers by providing various incentives, introduction of quality assurance mechanisms to the secondary schools, and others which are assumed to solve the identified problems were recommended