Educational Policy and Planning

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Factors That Influence Academic Performance of Trainees in the Hahar Teacher Training
(Addis Ababa University, 1991-06) Zergaw, Demis; Bekele, Abebe (PhD)
In an attempt made to study the effect of trainee academic background and other related factors in the secondary school upon performance in the T.T.I. and the curricular i mplications thereof, correlation and regression methods, questionnaires, and interviews were used. The study was conducted in order to investigate if there were any problems of poor performance and, with this, to create problem awareness and to seek solutions as well. Results have suggested that there tends to exist a problem of low level of performance in the T.T.I. They have also pointed out that this performance is an outcome not of the level of qualification of teachers, or the volume of books available in the schools from which the trainees were recruited, but of their previous level of academic achievement, and more a function of the degree of differential academic exposure. Outcomes have also indicated that the curriculum development process has not employed the steps in developing the curriculum as effectively as they should ha ve been so as to cont ribute to a rise of performance to a level that could bringabout a desirable level of compet ence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that c o'uld be he l pful to raise performance l evels such as r emedial cla sses . It is also reco n~ended tha t the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiv eness with the programme it guides. At la st , it i s suggested that relative spe cialization of trainees in some broader areas of specialization (e.g . Social Sci ence, Na tura l Science) could be taken as a solution to problems emanating f rom the ef fe ct of differential academic exposure. Of course, this i s when consideration is g i ven to trainee n eeds . It could be impelemented by making use of such attributes of trainees as the already recorded ab ility , result s of pretests, and id ent i f i ed int eres ts as a basis for s treaming into different are as or r el a tive specia l ization .
Leader Role Behavior of Senior Secondary School Principals in Ethiopia
(Addis Ababa University, 1992-06) Baraki, Zenebe; Shibeshi, Ayalew (Ass.Prof)
This study was undertaken to assess the level of effectiveness of senior secondary school principals in Ethiopia as they predispose their influence over their staff both in task performance and group satisfaction (morale) activities. The analysis was based on the application of Halpin's 'Behavioral' model. A rigorous statistical procedure was employed on the data derived basically from the perceptual ratings of the three independent groups that bear a direct impact on the principalS leadership rQle. !he outcome of the data analysia revealed that, fewer principals were on the 'trans~~tional style' with the largest proportion emphasizing a consideration behavior~ perhaps affecting school effectiveness. On the whole, the findings showed that factors significant in school leadership are centred around student enrolle~ent size, staff motivation, principals' manag~ent training, and the attitudes of the '!Iork groups towards the power of the principal. It was thus suggested that to improve the leadership capacity of principals the present status of schools with respect to ever increasing enrollment, lower staff morale, and bottlenecks in finance and facilities must be tackled adequately before individual principal's excellence and effectiveness can be realized.
An Evaluation of the Teaching of Biology in Some Selected Senior Secondary Schools of Addis Ababa Vis-A-Vis An Enquiry Model
(Addis Ababa University, 1992-06) Kelemu, Mekuanent; Desta, Azeb (PhD)
An evaluation of the Teaching of Biology in Some selected Senior Secondary Schools of Addis Abeba vis avis an Enquiry Model. It has been reiterated that sc i e nce teaching can by no mea ns be properly accomplished by merely telling s tudents abou t sc i e ntific f acts , principles and genera liza ti ons. Science educators, school science teache rs and s cientists have emphasized the need for a problem-solving or enquiry approach to science teachi ng rather th a n presenting it as sa nctifi ed body of knowledge. To this end, they have stressed a nd pOinted out the preferred way; i.e ., science teaching shou ld be based on the nature of science and s hould help students understand the process of scientific enquiry without which an ad e qua t e understanding of any science subject would not be possible. The teaching of biol ogy, as a science, follows the premises of s cience teaching. The object of this study was to evaluate the present Biology Cur riculum for Senior Secondary Schools of Ethiopia and its implementation aga inst an Enquiry Model for Biology Teaching and thereby see whether or not it is in line with modern trends in science teaching. For this purpos e, the questions, practical activities and "Narrations of enquiry " included in 15 even numbered units of the four textbooks
An Investigation of History Teaching in Ethiopian Senior Secondary Schools: Historical Perspective and Current StatuB
(Addis Ababa University, 1992-06) Fisseha, Abebe; Desta, Azeb (PhD)
The study was conducted to investigate the teaching of history with respect to four associated problema, viz., the basic reasoning for the placement of history in the senior secondary school curriculum, the practices and processes o£ syllabus development, the teaching strategies, methods and techniques, and the teaching materials used both in t he past and the present. To this end both historical and descriptive survey research techniques were employed. The historical research attempted to investigate what happened and why it happened in a definite chronological period. It indicated trends, de~elo-pments, phases_lor p.arspec_LLves o£_ past--h..ist-ory_ teaching in Ethiopian senior secondary schools. Main findings of the historical study were: (i) The inclusion of history in the senior secondary school curriculum was a concomitant development with the beginning of secondary education in the country;
The Role of Multilateral Assistance in Ethiopian Education
(Addis Ababa University, 1996-06) Hagos, Taddele; Shibeshi, Ayalew (PhD)
To investigate the role played by multilateral assistance to Ethiopian Education, explore its volume and the way it is administered and coordinated, the study was undertaken in 6 offices of multilateral agencies, 3 ministerial head offices , 10 region bureaux, 8 zone and 8 wereda educat i on offices. The data were collected through questionnaire, interview and document analysis. various statistical techniques such as percentages, t-test , chi-square , and correlation coeffic i ents were used to analyses the data. The results suggested that the volume of multilateral assist.ance has shown an increasing trend. This increased ass istance has diversified sources that call for efficient coordination on both donors and recipient sides. For such purpose any capital inflow into the country is negotiated and coordinated by a single ministry-the MOEDe . The study, h owever, evidenced that the problem of coordination has been . observed , even in the presence of such a ministry. The problem of coordination has been worse on the donors side of the assistance fence. Inter-agency cooperation and exchange of information among different donors has not been satisfactorily undertaken. The study further indicated that efforts have been made to integrate assistance with national self-help efforts by enabling the government and the public to cover some percentage of the total project costs. More over, attempts have been observed to monitor and evaluate education projects assisted by multilateral agencies through proj ect progress reports, field trips and tripartite meetings. Nevertheless, the study indicated that such attempts were not continuous. In addition the participation of l ocal au tho ri t ies (particularly those at the grass root level) and the public , though some initiations have been observed, were not as satisfactory as what they had to be.
Relations between Locus of Control and Academic Achievement: an Adaptation of a Mea Sure of Locus of Control
(Addis Ababa University, 1996-06) Hagos, Belay; Yimer, Makonnen (phD)
Using an Amharic version of the CNSIE (Children's Nowicki-Strickland Internal-External Locus of Control Scale ) , 360 4th through 12th graders (186 of which were males and 174 females) were randomly selected and studied . Following the pilot study, during which the instrument was tested and refined, the main study was launched . In both the pilot and the main studies, the effect of a socially desirable response bias was observed to be minimum . The purpose of this study was to test whether or not locus of control (i) develops with age, (ii) differs for males and females of the same age, and (iii) relates to academic achievement. Furthermore, family factors affecting locus of control were assessed and cross cul tural comparisons were made. Results showed that internality orientation (i) progresses wi th an increase in age or grade level, (ii) does not differ for males and females of the same age, and (iii) positively relates to higher academic achievement. Also, more internals perceived their parents as authoritative and more externals reported their parents as authoritarian. Mo~eover, Eighth graders considered luck, wish, and forcune telling circumstances as posi tive attributes associated wi th good consequences which comparable American subjects did not believe. Results were explained and implications forwarded
School Administrators and Teachers' Perceptions of Student Disciplinary Problems
(Addis Ababa University, 1997-06) Aga, Taye; Shibeshi, Ayalew (PhD)
Primary Education for the Children of Pastoral Nomads in Borena: Access and Alternatives
(Addis Ababa University, 2001-06) Challa, Tefera; Tefera, Seyoum (Prof.)
The main objective of this study was to examine the current status of school age children's participation in primary education in the nomadic areas of Borena, identify the major problems, i.e., school related and out of school factors (economic, social, cultural and development constraints) and indicate the alternative strategies that need to be designed by addressing the major issues to be dealt with by the regional policy makers and educational planners. A descriptive survey method was employed to gather the necessary data for the study. Data from the documents was obtained from the annual statistical abstract of the MOE, OEB and the 1994 Housing and Population Census. Moreover, questionnaires and structured interviews were administrated to 80 teachers, 516 students and 80 elders. The results of the study showed that school related factors such as distance from home to school and lack of water in the school were found to be the common obstacles for increasing access to primary education. Moreover, weak school-community relationships and absence of flexible time schedule and calendar were identified as the prominent factors in hindering students' participation. Furthermore, lack of separate toilet for girls, and shortage of student textbooks were found to be the other major constraints for increasing access to primary education. The results of the study also indicated that sociology-economic factors such as the need for child's labor by parents, mobility of the people, and lack of understanding of the value of education by parents were identified as the major obstacles. On the other hand, cultural factors were found to be the main hindering factors. Besides absence of development programs designed for the pastoral nomads such as range land development program and extension andpackage programs were also identified as the major constraints. Moreover, shortage of marketing services, and shortage of basic services such as education and health were found to be the main obstacles. Furthermore, sparse settlement of the people and shortage of road were also identified as the major hindering problems. As a result, it is concluded that school related and out of school factors as well as development constraints are the hindering factors to bring about improved access to primary education in the pastoral nomadic areas of Borena. On top of this, it is recommended that the regional state policy makers and planners should give greater attention to improve the existing situation so that an increase in the demand for primary education would be improved and an increase in access is realized.
Teacher Behavior, and Students' Self-Determination, Academic intrinsic Motivation and Academic Achievement in Gondar Town Elementary Schools: a Path Analysis
(Addis Ababa University, 2004-06) Nigatie, Workneh; Andualem, Tamrie (PhD)
To examine the extent and the process model relationships oj teacher behavior, and students' self-determination, academic intrinsic motivation and academic achievement in Gondar town elementary schools, a study was conducted in a sample oj 332 purposefully selected grade 4 students oj a randomly selected 5 schools. Three kinds oj questionnaires, which Jocused on teacher behavior, and students' selfdetermination and academic intrinsic motivation, and an achievement test containing Jour academic subjects oj grade 4 first semester portions were administered. The reliability oj the instruments were computed and Jound to be ranging Jrom .63 to .78 Jar teacher behavior subscales, .61 to .67 Jor self-determination subscales, .63 to .79 Jar academic intrinsic motivation subscales, and. 66 to .82 Jor academic achievement tests. The mean results revealed that teacher behavior and students' selfdetermination were below half, and that oj students' academic intrinsic motivation and academic achievement were a little above half Among the components oj th.ose variables, teacher autonomy support, and students' autonomy need, intrinsic motivation Jor English, and academic achievement Jor maths and English were below half The path analysis results indicated that teacher behavior has a significant mediated effect on students' academic intrinsic motivation via students' selfdetermination besides its direct effect on the same outcome variable. Teacher behavior with its components was significantly related to students' self-determination and it in turn with its components was significantly related to students' academic intrinsic motivation. However, students' self-determination and academic intrinsic motivation were not significantly related to their academic achievement. Similarly, the corresponding components oj academic intrinsic motivation and academic achievement were not significantly related. Discussions and conclusions are made on the basis oj these results. Finally, some recommendations are indicated Jor possible interventions and further study
Ethiopia and Eritera in Conflict: Border Demarca Tion on the Basis of Colonial "Treaties" and Prospect for Permanent Peace
(Addis Ababa University, 2006-06) Ali, Assefa; Mersha, Gebru (PhD)
A relationship of comrades - in - arms between EPLF and TPLF leaders since the latter's creation, and fri endship and cooperation that existed between Ethiopia and Eritrea in 1991 - 1998 suddenly changed into armed conflict in May 1998. It is on 6 May 1998 a small group of Eritrean soldiers entered a di sputed territorial zone on the Badme plains a long t he western borders 0 f Eritrea and Tigray, the northern most regional state in the Ethiopian federation. The move was intended to mark Eritrean presence and interests in these areas, and to substantiate the Eritrean position in already ongoing border negotiations between the two governments. The handful of Eritrean soldiers were confronted by Tigrean militia and security police and asked to put down their arms and return to undisputed territories. A shoot-out between the Eritrean unit and the local militia fo llowed, resulting in a few casua lties on both sides. In this study, attempts have been made to investigate and identify the causes of the conflict. Whether the colonial "treaties" which have been made the basis for the Decision of EEBC are tenable and whether border demarcation on the basis of colonial "treaties" could serve the prospects for permanent peace and stability have also been explored. In this connection, the question of demarcation of borders and areas of normalization of relations has been discussed. The study further explored the prospects for future relations between the two countries. Here, factors conducive for ·peaceful relationship, such as economic factors, geopolitical factors, the historical and socio-cultural ties binding the two countries have been examined. The following major points emerge from the analysis. The Ethio-Eritrean conflict of May 1998 cannot be explained by a single factor as its cause; it can only be explained by a combination of factors. Colonial legacy, border issue, nationalism, ethnicity, etc, were considered by some people to be the main causes of the conflict. Though these might have contributed to the conflict, the main cause of the conflict relates to historical, political and economic issues. Despite the fact that intern ational media and Eritrean trace the cause of the conflict to be the border issue, it has only served as a pretext to trigger the conflict. Accordingly, peace efforts that focus excl usively on the border issue and demarcation using colonial "treaty" will not result in lasting peace. How is it possible for two formerly friendly groups, who fought the military regime in unison, to tum into deadly adversaries in a matter of weeks, wi lling to sacrifice tens of thousands of tlieir people on the battlefields? Why mobilize people and resources on such a scale that resulted in the loss of many lives, if the reason for the war is - as it is offi cially stated - some relatively marginal square kilometers of agricultural land that could have been delimitated on the basis of colonial "treaty" as it was agreed later on? It is truly a senseless war if we rely on such offi cial reasoning - but may there be some hidden motives for the war that explain the intense ferocity demonstrated by the two warring parties? Could Colonial "Treaties" be tenable and valid basis for the dec ision of the border issue? Does this h ave the capacity to bring permanent p eace? These are the questions t his thes is attempts to answer
Trade Liberalization and Industrial Growth in Ethiopia: A Co-integration Analysis
(Addis Ababa University, 2008-06) Worku, Dereje; Molla (PhD)
This paper studies the relation between trade policies and economic growth in Ethiopia. The ‘human capital model of endogenous growth’ developed by Lucas (1988) which takes labor, capital, and education as secondary school enrollment. The Human capital model is augmented with trade liberalization variables of export/GDP and import duty. In the empirical investigation of the aggregate growth function of industrial value added in Ethiopia, cointegration and error correction modeling approaches have been applied to measure the long run and short run determinants of industrial value added. The data of Ethiopia which covers a period of 1971 to 2005 suggest that there is a long run relationship between the industrial value added and its determinant capital, labor, high school enrollment ratio of ratio of real export to GDP, and import duty collection. The short-term dynamics is also estimated using an error correction model (ECM). The estimate shows that all variables including real capital formation, the labor force, human capital, industrial import tariff and ratio of real exports to GDP have emerged as insignificant determinants of industrial value added function in Ethiopia. The policy implication is government should promote trade liberalization policy
An Assessment of the Implementation of Cost-sharing in Preparatory Schools of Gamo-Gofa Zone
(Addis Ababa University, 2008-06) Hatuye, Amaru; W/Gerima, Haileselasse (Associate Professor)
The main purpose of this study was to assess the implementation of cost-sharing scheme in preparatory schools of Gamo Gofa Zone. To this end, the study has examined the causes and consequences of the implementation problems of the program. The sample population of the study was 497 in number that were selected by using appropriate sampling techniques from preparatory school students ,teachers ,principals, and MPTA and Educational officers of the Woreda and City Administrations, Education offices or Zone Education deparlment. To obtain factual information, opinions and views, questionnaire, interview, and FGD were used as data gathering instruments. Then, statistical methods such as the percentage, the t -test and the chisquare were employed to present, analyze and interpret the collected data. The findings of the study indicated that the majority of the respondents did not favor the implementation of cost-sharing in preparatory schools while very few respondents supporled its implementation. Those who were not infavour argued that it was due to lack of awareness in the stakeholders and other problems that stemmed from the socioeconomic status of the students' family. Generally, based on the findings of the study, it is concluded that the implementation of cost-sharing in the preparatory schools is entangled with the implementation problems that stemmed from lack of awareness and socio-economic situations. Thus, to achieve the desired goals of cost-sharing, it requires the concerned governmental body to raise awareness of the society and invite them to parlicipate in the implementation process of cost-sharing. Therefore, giving orientations, arranging the time allotted for payment in accordance with agreement of the students, creating income generating initiatives and taking the socio-economic status of the student's families into consideration are recommended
An Assessment on the Effectiveness of Policy Measures in Promoting Girls' Education in Secondary Schools of Amhara Region
(Addis Ababa University, 2009-06) Mekbib, Betel; Shibeshi, Ayalew (Associtate Professor)
The main pUipose of this study was to assess the effectiveness of policy measures in promoting girls' education in Amhara region. It was delimited to 3 policy measures (gu idance and counseling, tutorial service and educational forum). To maintain the purpose of this study, descriptive survey method was employed. Various literatures were used as a source of data besides female students', their parents, teachers, and educational experts ' were taken as source of information through questionnaires, FGDs and interviews. Sample population was selected using stratified and simple random sampling and statistical tools like mean, median, mode, percentage, standard deviation, t-tests and chi-square were employed and interpretation was made accordingly. In addition, qualitative data were also analyzed manually. As a result, it was reported that awareness level especially on guidance and counseling as well as educational forums was low. Observed achievements with regard to the 3 policy measures, was found to be moderate. In relation to this, guidancf! and counseling service was said that it was not helping low achieving female students. Among the teaching modes, brain storming and reflective debates were reported as not commonly applied compared 10 the others. In addition, the study indicated that tutors give tutorial classes in mixed sense as significant number of teachers agree that giving tutorial classes is a must and 011 the other hand it is given based on teachers' interest. Guidance Counselors were weak in establishing rapport relationship with counselees. Moreover, it was discovered that female students had positive allitude towards the 3 policy measures. Work load on teachers and counselors, scarcity of skillful speakers, unavailability of comfortable and physical environment, and nolless prior in/ormation on forum topics were the main impediments 0/ the implementation 0/ the 3 policy measures. Hence, among forwarded strategies some like; developing overall manual to carry 01lt tutorial classes, guideline /01' gllidance and coul7Seling session, making educational psychologists as guidance counselors and designing annual plan /01' the implemelltation of educational }orlll/1s were the major Olles hoping that schools and other concerned and responsible bodies should tllm it illto reality
The Challenges of Secondary Education Development Plan Implementation in Oromia Region
(Addis Ababa University, 2009-06) Yeneneh, Bizuneh; Alemu, Yikunuamlak (PhD)
The purpose of this study was to investigale the major challenges of secondaty edllcation plan implementation in Oromia National Regional State. Pertinent pOints that helps to assess the resources capacily of secondaty schools to implement education plan organizational structure, monitoring and evaluation practiceslto implement their education plan, the extent the regional secondaty education plan implemented, the involvement of stakeholders in secondaty education plan implementation in Oromia were raised. Over and above the major factors that challenges the implementation of secondaty education plan implementation in the region, the mechanisms and strategies utilized to tackle practical problems in secondaty education plan implemenlation were identified. Finally, possible solutions on how secondaty education plan implementation wOllld be efficient and effective with in the region were recommended. In conducting this study, descriptive survey research was the pr~ferred method. Accordingly, the zones in the region under the study were stratified based on their pelformance in the Region and the samples for the study were taken randomly from the stratum. Subsequently, the Education Bureau, five randomly selected zones (Borena, North Showa, Jimma, West Hararge and East Showa) Edllcation Offices were ineluded in the study. Further moreJrom these.five zones 21 woreda Education Offices and 21 government secondary schools were randomly selected; and respondents from each were taken plllposively. Review of related literature as the sources of information and questionnaires, interview questions and document observation checklist were used data gathering tools. The gathered data were also analyzed by using freqllency counts, percentages, means, chi-sqllare(x2 ) and independent t-test. The findings of the study indicate, the implementation of education plan in the region were constrained by shortages of resources, weak capacity to coordinate school activities and manage resources, low participation of stakeholders, large class size, large work load on teachers and high turnover of teachers, absence of adequate preparation to receive primaty school leavers, studel1ls disciplinaty problems and absenteeism, lack of support fur economically poor students and other socio-cultural related factors. Certainly, these would impede the implementation of education plan in the region. Therefore, it is recommended that strengthening the participation of stakeholders, improving the managerial capacity of the implementing bodies by providing training, giving attention to secondaty education through realistic planning and effeclive plan implementation would enable to achieve the anticipated education objectives. In addition, in advance preparation to receive primaty school leaver.s·, introducing incentives and motivating mechanisms in collaboration with stakeholders through monitoring and evaluation of the pelformance, creating different income generating mechanisms that would enable to help economically poor students would be paramount important in mitigating the aforementioned challenges ~f secondaty education plan implementation in the region
The Effect of Rural Land Certification on Land Tenure Security: A Case Study in Libo-kemkem Woreda, Amhara Region
(Addis Ababa University, 2009-06) Adugna, Berhanu; AdalJune, Yigremew (Ato)
This study examines the effect of land certification in Libo-kemkem woreda, South Gonder administrative zone, Amhara region. Both primary and secondary data are employed in the investigation. The sources of the primary data were HH survey, interviews with key informants, discussions with focus groups and case studies. Secondary data sources include articles, published and unpublished documents, books and other related materials. The findings of the study revealed that in Libo-kemkem woreda community participation during the registration was generally good but it differs from one kebele to another. But the participation of females in land administration was very low. In all 84 sub-kebeles of the woreda, there were only 69 females. The participation of females in Shamo and Agelahana kebele KLAUC was none. Land registration in Libo-kemkem woreda was almost completed and more than 54% of the land holders have received their book of rural land possession. But there were problems during the land registration. Majority of the respondents (69.9%) were not satisfied by the measurements of their holdings that were registered on their certificates. About 62.5% of total respondents observed that most of the extra lands in their kebeles were not properly identified and recorded. There are corruptions at kebele and woreda level up on those extra lands. Other problems during the implementation of the registration were lack of proper support for the land administration institutions at all levels and the absence of an established and continuous monitoring and evaluation system. The study investigated that while 43.2% of the respondents do not feel guaranteed about the security of their lands to go to another place and work there for a longer period, about 23.8% were not sure whether or not their holdings would be secure. The majority of the respondents (64.8%) expect future land redistribution in the next five years. However, the investigation also shows that the majority of the respondents feel guaranteed that all or part of their holdings will not be taken from them by the government without compensation. viii The research found that women have faced several problems during the registration. Many female who married after the recent land redistribution were not entitled to register with their husbands in the study kebeles. Many women who don’t work the land themselves and who have to share crop, couldn’t succeed in registering their plots of land. Similarly, the land certification couldn’t bring for communal lands to be secure in the two kebeles. The boundaries of most communal lands were not demarcated properly during the registration. The encroachment has also increased after land certification. Land dispute has decreased after land certification in relation to the registration time. But the land registration process didn’t bring border dispute reduction between administrative areas. There are still kebele to kebele and woreda to woreda border disputes. For example, Shamo and Agelahana kebeles have dispute with their successive three neighboring kebeles. In addition, for those farmers whose holdings are around towns, the certificate couldn’t reduce the dispute with the municipalities. The study also reveals that although there are some efforts which are conducive for the sustainability of the land administration system, there are serious challenges and problems that should be resolved to sustain the system. Staff turnover, low capacity, lack of vehicles and other equipments are still some of the constraints in the office. Most members of the Committees in the woreda are not today in function. Moreover, the committees and the WEPLAUA office were inefficient for delivering justice and timely services. Favoritism, bribe, and unwillingness to give fair services were the major problems of the woreda EPLAUA office and KLAUC. The current situation of land register storage in Libo-kemkem woreda is also poor. These documents are in a manner in which they can be easily used for undesirable purpose and there are observations of corruptions in the office. Thus, to solve the problems encountered during the registration and improve the existing land administration system, there should be discussions with the community and the employees and there should be also efforts to remove bottlenecks that aggravate land tenure insecurity
Second Cycle Primary Schools Teachers' Practices of Continuous Assessment in Three Selected Government Primary Schools of Hawasssa
(Addis Ababa University, 2009-06) Kore, Tewodros; Fanta, Tilahun (PhD)
The main purpose this study is to assess Second Cycle Primary Schools Teachers' Practices oj Continuous Assessment in Three SeLected Government Primary Schools (Beteleillne[, Hawassa Haile, and Tabol'l oj Hawassa. The subjects in this study were 42 teachers, 120 students and 3 principals being a totaL oj 165 respondents. The pwposive sampling helped the researcher in selecting the sample schools, and in deciding on the number of subjects under study. Using stratified sampling also teachers were chosen to pledge appropriate numbers oj them Jor subsequent dissections and groupings during the analysis oj data. Moreover, Simple random sampling technique was used in the selection of student respondents. The research used quantita tive method so that questionnaire, interview and classroom observation were the main instruments oj data collection. The results oj the study revealed that most q[ teachers had poor understanding on the basic concepts oj continuous assessment in one way or another. The practicality of continuous assessment in the schools was also in question in situation where written tests and quizzes were the most commonly used continuous 'assessment activities used by the teachers. What is more, class size, worle load and uninterested students respectively were the three most frequent challenges that the teachers encountered in practicing continuous assessment. Finally, based on the findings and the conclusions, recommendations were Forwarded.
Successes and Challenges to Achieve Universal Primary Education in Hadiya Zone
(Addis Ababa University, 2009-07) Simeon, Belay; Eshete, Akalewold (Assistant Professor)
The main purpose oj this study was to make an investigation On current status oj Universal Prim(ll), Education in Hadiya Zone oj and Jactors aIJecting that impede the realization oj UP£. In order to realize th is purpose questions regarding the status oj UPE in the zone administrative, Scio cultural and socio economic impediments that hinder the progress towards UPE as well as the measures that are being taken to address the major problems to attain UPE were raised as basic questions oj the study The study utilized descriptive survey method and involved both prim(ll), and secondary data sources. The data obtained through questionnaires, interview Jocus group discussions were analyzed qualitatively and quantitatively. Relevant statistical tools such as graph, tables, percentages and the mean were used to analyze the quantitative data. The analysis oj the data revealed that the coverage and access to basic prim(ll), Education is increasing at national, regional and zonal level. On the other hand quality and efficiency issues oj education system were not Jound satisJactOlY. However, equity is Jound to be satisJactolY. The results oj jindings also indicated that the socio cultural constraints like gender biases and stereotyping, belittling the value oj girl's education. In addition to this, socio economic Jactors like demands Jor child labor in poor households, low house holds income, poor nutrition, direct and indirect costs were Jound to be the major constraints. Furthermore, school related Jactors such as school Jacilities and service, large class size; poor quality oj education was considered as barriers. Finally, increasing the role oj private sectors, expansion oj school buildings and classrooms, giving tutorial supports, strengthening school community relationship, improving teachers capacity through training provision oj high quality teaching materials were recommended strategies Jor the successjid attainment oj universal primary education
An Assessment of NGOs' Led Basic Primary Education Projects Implementation in Pastoralist Areas of Oromia: the Case of Borena Zone
(Addis Ababa University, 2010-06) Wata, Chala; Oumer, Jeilu (PhD)
The pUlpose of this study was to assess the implemenlation and Sllstainabilily of basic primGlJ' education projects fully run in pastoralist Borena. The specific objeclives of Ihe study were to assess the aspecls and extent ol NCOs' involvement in educational provision to pastoralisls, discover how NCOs' plan for project implemenlation, find out Ihe extent of their contribution 10 local educational development, out sur(Cice mechanisms in place for the implementation and sustainability of projects, and to take in challenges so as 10 forward alternative solutions. The research method employed was descriptive survey 10 colleel data ji-om 108 respondenls who were 20 education experts at zone and woreda level, 20 NCOs' staff, 20 facilitato rs, 48 students, KETB and CMC members, and parents using tools such as questionnaires, interview, focus group discussion, documenl analysis and checklisls. Accordingly, pilot test was made; dOlo were collecled, analyzed and reporled Analysis of dala was underlaken using lobulation, percentile distribution, mean and slandard devialion, Independent I lesl, one way ANOVA, one sample Kolmogorov-Simrnov Z test, Mann-Whitney U test and rank order. Thefinding of the study pointed out thai NCOs' inlervenlion in paslO/'alist areas had been achieved insignificanl outpuls. Specifically, Iheir capacily to generale own source offill7d and to run projecls as planned; Ihe ir aspects and extent a/involvement," cooperation and communication with local government bodies, other NCOs ', and beneficiaries; contribution to local education development; and Ihe lise of mechanisms to implement and sustain projects remained low. These difficulties impeded the success and excellence of Ihe projecl implementation and sustainability. Subsequently, il was concluded Ihat Ihe implementation and sustainabililY of pastoralist basic primGl)' educalion projects led by NCOs' was noticed to be low. Thus, il was recommended that national and regional governmenl should prepare ferlile ground and pave the way for NCOs to be highly involved in pasloralisl educalion; pastoralist education forum should be established 01 regional, zonal, woreda and kebele level; beneficiaries must be involved in planning, monitoring, and evaluating project implementation; Allernalive Pl'imcllY Education (APE) delivelY approach need to be devised; and NGOs' ought to improve their aspects and extenl of involvemenl in educational provision as lVell as the use of different viable and locally responsive slralegies like Ihe flexible and val)'ing educalion delivel)' models, time lable; use locally available resources; and enhancing local initiatives and crealivily Ihal could contribule a lot to ensure the success of basic primQl)' education project implementalion and suslainabilily in pastO/'alisl areas
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(Assiant Professoe)
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 BureQl/ 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, inten1iew, 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 texhlal 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 paSh/re increased dropout rate, especially girls; parents also showed preference towards Quranic teachings f or 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: lQl/nching feeding programme, providing incentives for female students, recruiting 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
Opportunities and Challenges of Using Shinashigna as Medium of Instruction in Some Selected Primary Schools of Metekel Zone
(Addis Ababa University, 2010-06) Gudeta, Abeje; Shibeshi, Ayalew (Associate Professor)
The main purpose of the study was to investigate opportunities that promoted the use of Shinashigna as medium of instruction and challenges that were faced in the course of its implementation in some s elected primary schools of Mete/eel Zone. To this end, a descriptive survey method was employed to collect and analysis data. Based on the nature of respondents, sampling was carried out through random, availability and purposive sampling techniques. Thus, five sample schools were selected from Bullen, Dibati, Wombera and Dangur Woredas. The subjects of the study were 25 teachers, 60 parents, 60 experts, 100 s tudents and 26 administrators. The data was collected through questionnaire, interview (structured and unstructured) and observation checklists. The result shows, there is positive attitude of some community and politicians to use Shinashigna as medium. Enthusiastic feelings of some Shinasha intellectuals, positive support of the local politicians, constitutional rights, language policy and experience observed from other local languages were some of the opportunities that have promoted the use of Shinashigna as MOl. The study also identified some achievements in relative increase in students enrollment, decrease dropout rate and repetition rates . Besides, this research result also indicates, those most likely improved students self- esteem, self-expression and motivated class room communication were some of the promoting factors. On the other hand, scarce instructional materials, insufficient time span given for training of teachers, insufficient participation of teacher in planning, selection, preparation and evaluation of instructional materials and lack of awareness of community to the language of instruction were challenges of the program .Moreover, lack of general and supplementary materials, continuous follow up, assessment ,evaluation, weak academic institutions and centralization of decision making were also the critical problems . Finally, lack of need assessment and policy reach were the most important problem. The finding concluded that there is lack of need assessment, instructional materials, reference materials, participation of community in d ecision making, in-service and pre services professional training in the language. Moreover, there is imbalance between book supply and demand . Further the finding concluded that the language is used for limited purpose, centralization of decision making and dialectical difference exists among woredas. The Recommendations suggest that the regional, zonal and local woreda administrators should carry out need assessments and complete the necessary preparations before the implementation of the program .Besides, they should arrange in service and pre service programs to develop teachers' training, create awareness and participate stakeholders in d ecision making processes. Finally, I would argue, all interested development agencies both local and intemational should assist the region financially and technically to the achievement of the goal

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