Adult and Lifelong Learning

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Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College
(Addis Ababa University, 2011-10) Terefe, Ayalu; Fanta, Tilahun(Ato)
This study was to investigate the relations of Admission Criteria and Overall Curriculum Satisfaction on CGPA Academic Performance in college. The research was done in Mekane Yesus Management and Leadership College (MY-MLC) on adult learners in the regular, extension and summer degree programs. Questionnaire, containing Background Information, Close-ended and Open-ended items as well as interview were used to collect data for the study. Admission and CGPA of respondents were taken from record office. The data collected was analyzed and interpreted using percentages, means and Pearson’s correlation coefficientan. Ten factors (parameters) were applied to affect overall curriculum satisfaction. These were analyzed to see their correlation with each other and with CGPA. The overall curriculum satisfaction was considered to be the average satisfaction of these ten parameters. The result of the research showed that the ten factors, affecting overall curriculum satisfaction, are strongly positively correlated to each other. The overall curriculum satisfaction has moderate positive correlation with CGPA. The admission criteria, studied separately in two cases, showed that admission by diploma affects college CGPA weakly while admission by EUEE significantly affects CGPA
Admission Criteria, Overall Curriculum Satisfaction and Academic Performance of Adult learners in Mekane Yesus Management and Leadership College
(Addis Ababa University, 2014-10) Terefe, Ayalu; Dunfa, Melkamu(Ato)
This study was to investigate the relations of Admission Criteria and Overall Curriculum Satisfaction on CGPA Academic Performance in college. The research was done in Mekane Yesus Management and Leadership College (MY-MLC) on adult learners in the regular, extension and summer degree programs. Questionnaire, containing Background Information, Close-ended and Open-ended items as well as interview were used to collect data for the study. Admission and CGPA of respondents were taken from record office. The data collected was analyzed and interpreted using percentages, means and Pearson’s correlation coefficientan. Ten factors (parameters) were applied to affect overall curriculum satisfaction. These were analyzed to see their correlation with each other and with CGPA. The overall curriculum satisfaction was considered to be the average satisfaction of these ten parameters. The result of the research showed that the ten factors, affecting overall curriculum satisfaction, are strongly positively correlated to each other. The overall curriculum satisfaction has moderate positive correlation with CGPA. The admission criteria, studied separately in two cases, showed that admission by diploma affects college CGPA weakly while admission by EUEE significantly affects CGPA
An Assessment of Adult Basic Education Among The People of Menja, With Particular Reference to Sheka and Kaffa Zones in SNNPR.
(Addis Ababa University, 2010-06) Tilahun, Aster; Zeleke, Befekadu (Associate Professor)
The purpose of this study was to assess the current status of Adult Basic Education among the Menja people in their specific localities and identity. A descriptive survey method was used to conduct the study. The necessary data were collected using Primary sources: those were collected by the researcher for the first time and thus happened to be original in character and using Secondary sources: which had already been collected by someone else and passed through statistical process. The Primary data were gathered from 39 facilitators and 18 experts and NGO focal persons through questionnaires and were analyzed quantitatively using frequency count percentages, t-test and mean processing in SPSS version 15, where as the data obtained from 244 respondents through focus group discussion, field observation and interviews were examined qualitatively. The Secondary data from Yeki education bureau, NGO: God for People from yeki woreda finance bureau and from Bechi, Woshero, Ermich kebele schools were obtained. Respondents were selected by availability, purposive and stratified sampling. The result of the study indicated that ABE learners and community members perceived ABE as a place of knowledge how to read, write and compute numeracy and also regarded it as important to their children and themselves too. However, the education bureau of the two zones (Yeki in Sheka zone and Bitta in KejJa zone) accepted the importance of ABE for the community in providing skills, behavioral change etc. they haven't implemented it as expected .For example ABE schedule was run under formal academic calendar with combination of formal school and extension program .On top of this, the study disclosed that distance from ABE centers( though it was the formal one) , economical problems and discrimination of the Menja by non Menjas were found to be the major obstacles of the Menja people to attend the ABE program. Besides, woreda educational offiCials were less attentive in the schoolingfacilities and supervising services of the ABE program. Finally, the study recommended that as there was no ABE concerned NGOs that established the program in KejJa zone particularly around Bitta lVoreda, the woreda has to look for the solutions how the adults could be benefited in ABE program
An Assessment of the Practice of Community Skill Training Centers Programs Implementation in Selected Woredas of West Arsi Zone of Oromia Region
(Addis Ababa University, 2011-06) Elemo, Burash; Oumer, Jeilu (PhD)
The main objective of this study was to assess the practice of community skill training centers programs implementation in West Arsi Zone. In the study a descriptive survey research method was employed. 5(55.55%) community skill training centers were selected by simple random sampling method (Lottery method) out of nine (9) community skill training. The data were collected thought questionnaire, semi-structured interview, observation and document analys is. The participants were 42 trainees 10 trainers, 5 coordinators, 7 district and zonal TVET supervisors, and 6 district and zonal heads of TVET offices. To select the respondent group, simple random, availability and purposive sampling techniques were used. Frequencies, percentages, means and standard deviation were used as statistical tools to analyze data. Based on the analysis the major findings of the study reveals that lack of need based training, low training opportunities for practitioners, lack of adequate budget to run the program in adequate training materials as obstacles to implement s kill training program. The study also showed that less awareness of community in receiving training program, less involvement of relevant line ministers in planning, implementation and evaluation of community skill training centers and weak linkage Farmers training centers (FTC) and community s kill training centers as hindrances of community skill training programs implementation. It could be concluded that due to the collective influences of these factors the whole process of the skill training programs implementation could not be effective and efficient. Thus it has been suggested that motivated and competent adult educators, per service and on job training of fa cilitators and a continuous awareness creation are timely essential
Attitude of Parents and Teachers’ towards Early Childhood Care and Education Centers in Selected Preschools in West Wollega Zone, Oromia Regional State
(AAU, 2021-06) Teshome, Gemechu; Lemma, Girma(PhD
ECCE program refers to a comprehensive approach or programmes for children from birth to eight years of age, which needs positive attitude of parents and caregivers towards the program. The main purpose of the study was to investigate parents and teachers’ attitude towards early childhood care and education in West Wollega Zone, Oromia Region. To conduct the study, mixed research method with descriptive design was applied. In this study 40 teachers and 30 parents samples from 4 Woredas and 10preschools were participated using simple random and purposive sampling techniques respectively. The data collection tools used for this study were questionnaires, interview and document analysis. The quantitative data were analyzed by using SPSS version 20 and analyzed using both descriptive and inferential statics; whereas qualitative data were used to support the main data through narration in words. The results of the study indicated that: The role and attitudes of parents and teachers to support early childhood care and education in selected preschools awareness of ECCE programme were insufficient. The interview result also revealed that they were not volunteer in communicating with teachers, participating in academic activities at home, and attending school events. Parent whose children are not enrolling into ECCE programme are not encouraged in line with expected purpose in regular education. As interview result confirmed Parent’s education level and socioeconomic status has the potential influence on children education. The result also revealed that as the lack of parents’ awareness regarding the benefit of education were the major factors at the study area. In order to develop attitudes of parents and teachers in early childhood parents should help of childhood to expand preschool in the study area. Finally, the Pearson correlation coefficient was computed to determine the relationship between parents and teachers attitude and ECCE center at (γ=.580**, p=000N=63) meaning that there is moderate significant difference between them. The teacher should take different roles in the school in order to achieve the objectives of the school. Concerned bodies should provide awareness about the importance of parental attitude in their children’s education to parents, teachers, and administrators thereby increasing ECCE program in the zone.
Awareness, Attitude, and use of Indiginous Resources in Preschool Education in Shambu Town of the Horro Guduru Wollega Zone, Oromia Regional State
(AAU, 2021-11) Gutu, Bedassa; Tefera, Belay(Professor
Use of local resources such as local storytelling, plays and games, materials and aids and languages is critical for the success of children‟s‟ learning in preschool years and even in upper grades. The approach of teaching the children is expected to be indigenized so as to attain a more planned and lasting positive effect on the children‟s learning. The aim of this paper was to examine the level of use of local resources, attitudes and awareness of preschool teachers as well as to identify the challenges hindering the practice of use of local resources in teaching the preschool children. To achieve these objectives, the mixed method approach was used in the study. Both primary and secondary data were collected through quantitative (questionnaire) and qualitative (interview and FGD) tools from a sample of respondents taken from 3 government preschools and private schools. The findings of the study showed that there was a gap between what was expected and the actual practice of use of local resources in teaching the children in the preschools. Furthermore, the attitude and awareness level of the preschool teachers was below the expected level. The correlation coefficient obtained indicated that the low attitude level of the teachers was strongly and negatively correlated with the use of local resources in the preschool. However, the correlation between the level of awareness and use of local resource of the teachers had moderate positive correlation. The overall finding was that the use of local resources in the preschool was below the expected level and needs urgent improvement. Concerning bodies were recommended to take their respective responsibilities to put in place a strong mechanism to enforce the use of local resources in teaching the preschool children in the study area.
The Challenges of Implementing Early Childhood Care and Education: The Case of Nifas Silk Lafto Sub City, Woreda 02
(AAU, 2021-12) Mekuriya, Zenebech; Tsega, Sewalem
The general objective of the study was to assess the challenges of implementing early childhood care education in Nifas Silk Lafto Sub city wored 02 of Addis Ababa.In order to get relevant data for this study, the researcher used two data gathering tools. These are semi structured interview for administrators and questionnaire for teachers after gathering the available data from thirteen administrators and 133 teachers who have been teaching in different public preschools in Nifas Silk Lafto Sub city, the data were analyzed both qualitatively and quantitatively in terms of thematic approach. The result from the above analysis revealed that there are different challenges to implement early childhood care education are lack of available materials, absence of trained teachers, lack favorable environment of the school, lack of outdoors and indoors in the schools, lack of cooperation of parents in the school, lack of well designed curriculum. From the conclusions reached, the researcher forwards recommendations such as concerned bodies should organize successive workshops, seminars and in-service trainings so that teachers can get the chance to share experiences on how to cope with the existing problems in teaching children in preschools, Preschool curriculum designers should consider the culture, the social and economic way of life of the society and also design child-centered approach which includes a holistic view of the child, the preschool administrators and concerned bodies should consider large class and find solution to it and parents should cooperate with school teachers to cultivate learners’ personality
Child Care Service Provisions of Children in Government Preschools of Debre Markos Town
(AAU, 2021-06) Sewnet, Shambel; Admas, Fantahun(Dhr
The main objective of this research was to explore the situation of child care service provisions in government preschools of Debre Markos town. To achieve this objective, a descriptive research design with qualitative approach was employed. Data collection instruments used in this study were observation, key informant interviews, and focus group discussions. Participants of the study were 10 principals, 10 preschool facilitators, 1 preschool education expert, 20 parents, and 2 health extension workers from Debre Markos town health center who support the preschools. The data were analyzed using the thematic analysis technique. The findings of the study revealed that the child care service provisions of preschools seem to be inadequate. The outside environment of preschools was also not favorable. Positively there was a little bit start of collaboration efforts in preschools with parents and government to facilitate a better physical environment and to fulfill child care service facilities. The overall result indicated that preschools have problems to fulfill child care service facilities. The majority of preschool teachers in government preschool settings had no special training in providing child care services; there was no any care giver in the preschools, majority of government preschool settings had poor indoor and outdoor care services and facilities, all of the preschools had no standardized and separated dining and sleeping rooms, poor health, nutrition, hygiene and sanitation service provision, no follow-up and controlling system, etc. There was no special attention and sufficient budget allocation for preschools from the concerned bodies. Better coordination and strong commitments of stakeholders are highly required to standardize the existing poor status of preschools' child care service provision. In addition, technical supports and close follow-up systems are required from the Debre Markos town education office and the East Gojjam Zone Education department both to improve the existing status of facilities and care services.
The Contribution of Parental Education For Girls Academic Achievement the Case of Selected Regions in Ethiopia
(Addis Ababa University, 2014-06) Aniley, Slyane; Husen, Abdul-Aziz (PhD)
The purpose of this study was to describe the contribution of parental education for girls academic achievement. For undertaking this study, the relevant data were gathered fi'om various relevant sources, questions were set, dependent and independent variables were defined, tools for data collections were developed and finally the data was analyzed and interpreted. The instruments used for data collection were questioner, FGD, interview and observations. Parents (90), primmy school female students (90), teachers (36), principal and community leaders were the sample, respondents of the study. The study was carried out in 5 primmy schools of Bahirdar Zuria and 4 primary schools of Guto Gida district. The data obtained were analyzed using percentage and also coding, tabulating, graphing of the findings both in quantitative and qualitative manner. The final analysis result indicated that, Parental education contributes in increasing the parents' involvement in their daughter 's education. Parental education changes and increases the concern of parents for the future of their girl child. Because parents know the benefit of education, parental support for the basic needs and educational material need is increased. Parental education reduces students ' absenteeism. Moreover, parental education increases the emotional allachment/ closeness of parents and children. From the above conclusion the researcher recommended that awareness creation on parental education, making parental education as a crossculling agenda, link among stakeholders and organizing community dialogues on parental education is vital.
The Contribution of Parental Education for Girls Academic Achievement The Case of Selected Regions in Ethiopia
(Addis Ababa University, 2014-06) Aniley, Siyane; Husen, Abdulaziz (PhD)
The purpose of this study was to describe the contribution of parental education for girls academic achievement. For undertaking this study, the relevant data were gathered from various relevant sources, questions were set, dependent and independent variables were defined, tools for data collections were developed and finally the data was analyzed and interpreted. The instruments used for data collection were questioner, FGD, interview and observations. Parents (90), primary school female students (90), teachers (36), principal and community leaders were the sample respondents of the study.The study was carried out in 5 primary schools of Bahirdar Zuria and 4 primary schools of Guto Gida district. The data obtained were analyzed using percentage and also coding, tabulating, graphing of the findings both in quantitative and qualitative manner. The final analysis result indicated that, Parental education contributes in increasing the parents’ involvement in their daughter’s education. Parental education changes and increases the concern of parents for the future of their girl child. Because parents know the benefit of education, parental support for the basic needs and educational material need is increased. Parental education reduces students’ absenteeism. Moreover, parental education increases the emotional attachment/ closeness of parents and children. From the above conclusion the researcher recommended that awareness creation on parental education, making parental education as a crosscutting agenda, link among stakeholders and organizing community dialogues on parental education is vital
Cooperative Learning in Adult and Non- Formal Education Centers in Arada Sub City, Addis Ababa City Administration
(Addis Ababa University, 2015-06) Tezera, Haymanot; Regassa, Fetene (PhD)
This study attempts to investigate the role of cooperative learning in adult and non-formal education in selected centers of Arada sub-city in Addis Ababa, Ethiopia. To achieve this objective, a qualitative phenomenological study design was employed. The samples were selected using purposeful sampling methods. The respondents were twenty, fifteen team leaders of the cooperative learning and their five facilitators in five centers of adult and non-formal education center, purposefully selected for this study in Arada Sub-City of Addis Ababa City Administration, Ethiopia. The data was collected through interview and observation based on Johnson and Johnson (1999) elements of cooperative learning, Semi-structured interview guide and observation checklist were designed to gather qualitative data from the participants of the research. The data were analyzed and discussed in thematic description. The findings of the study revealed that study participants perceived that all elements of cooperative learning were used in class room and cooperative learning had benefited their learning. The findings also revealed that challenges that exists in implementing cooperative learning were absent of students and associating it to political agenda of the ruling party. Moreover, based on the findings, further recommendations were drawn along with suggestions for further investigation
Effect of University Education on the Development of Life Skills: The Case of Social Work and Sociology Undergraduate Students in Addis Ababa University
(Addis Ababa University, 2016-06) Pawlos, Kaleab; Asgedom, Amare (PhD)
research was intended to study the effect of university education on the development of students' life skills. Research survey, direct interviews and focus group discussions were carried out with selected first year and graduating class Social Work and Sociology Department students at Addis Ababa University. Of the 258 total target students, 28 students from each department were invited to complete the survey questionnaire and 16 other students were interviewed using structured questions. Moreover, two separate Focus Group Discussions were held with ten students from each department. The effect of university education on students' life skills was assessed in terms of students' level of study and study programs. The students were assessed for their status with respect to decision making, respect, accepting difference, self-responsibility, healthy lifestyle choices and communication skills. Based on the findings of the present study, the current university education had little effect on the life skills assessed. The investigator has come up with a recommendation that further studies should be done on the status of students with respect to life skills at a national level so that life skills interventions such as education programs and trainings will be designed for the future
Examining Readiness of Children for School in Government and Private Pre-schools In Gulele Sub-city
(AAU, 2021-08) Wubet, Mesayt; admass, Fantahun(Asso.pro
School readiness is a process of increasing children’s attainment of a certain set of psychosocial, behavioral and cognitive skills needed to learn and function successfully in school and beyond. The objective of the study was to examine school readiness of children in government and private pre-schools in Gulele sub-city, Addis Ababa. This survey study involved 147 children in the upper KG level recruited by multi stage cluster sampling technique from six (three government and three private) preschools. . Data were collected using international development and early learning assessment (IDELA).This scale has been used to assess the school readiness of children in both government and private preschools. Data were analyzed using statistics such as frequency, percentage, t-test and ANOVA. Results revealed that factors that are associated with school readiness of children were school type, educational level of parent’s, and monthly household income. Gender and children living condition has no significant association with any of the domains and total school readiness of children. It is concluded that demographic variables related with children and parents importantly affect children’s readiness for school and the skills they are expected to acquire to be holistically ready for formal schooling. It is recommended that further research is needed to establish whether there are other factors that are associated with school readines
Expectation and Perception of Students For Service Quality in Bahir Dar University
(Addis Ababa University, 2011-05) Tefera, Yohannes; Zewdie, Girma (Associate Professor)
Service quality has become predominant part of all advanced organization's strategic plan. Higher attention on service quality has resulted in increasing and profit of organizations. Higher education possesses all the characteristics of service industry such as intangibility, reliability, responsiveness, assurance and empathy. According to some scholars, the strategic success of a service organization depends on its ability to consistently meet or exceed customer service expectations. It is apparent that there is a need to measure students' perceptions of service quality at the college of business and economics in Bahir Dar University. To investigate students' expectation and perceptions of service quality, descriptive survey study has been conducted and a study was guided by four objectives. These objectives were: firstly, to identify students' expectations in terms of higher educational services provided; secondly, to ascertain the perceptions of students towards the service of the college of business and economics provides; thirdly, to measure the gaps between the expectations and perceptions, using the modified SERVQUAL score, and fourthly, to measure the score of the seven SERVQUAL dimensions. The instrument used to assess the students' expectation and perceptions of service quality was the modified SERVQUAL questionnaire, measuring expectations and perceptions according to the seven service quality dimensions. The finding shows high reliability to all items in the modified questionnaires. This indicated that gap scores, as produced by this scale are valid measurement for overall satisfaction of undergraduate students with the delivery of services by the college of business and economics. The result also showed that the gap of all dimension of service quality were negative (students' expectations of service quality exceeded their perceptions). "Delivery" and "tangibility" were identified as the most critical dimension for the college of business and economics in Bahir Dar University. Thus, improvements are required across all seven dimension of service quality especially "empathy" and "delivery
Factors Affecting Adult learners Dropout From Non-Formal basic Education in Addis Ababa
(Addis Ababa University, 2010-06) Yitayew, Abebayehu; Dessu (PhD)
The main purpose of this study was to identify the major factors affecting adult learners' dropout fro m Non-Formal Basic Education and to suggest constructive ideas that would help to minimize the dropout of adult learners from Non- Formal Basic education . To the end, both quantitative and qualitative methods were employed. Simple random sampling technique was used to select Five out of Ten sub-city education departments, Five Non-Formal Basic Education representatives from SCEDs, thirteen school principals where Non-Formal Basic Education was provided, 32facilitators from the (13) NFBE centers and four school cluster supervisors and 12 adult learners were used as a source of data. The inf01mation gathered from the respondents was analyzed by using such statistical tools like frequency counting, percentage, and Chi-square tests. The results of data analysis showed that there were in-school and out- ojschool related factors for adult learners' dropout from NFBE. In the case of In-school factors for adult learners' dropout were shortage of stationary materials, textbooks, facilitators' inappropriate approach, school distance, etc. Out of school factors were mainly economical problems. Finally, conclusions were drawn and certain recommendations were made in order to minimize adult learners' dropout from NFBE
Factors Affecting Adult learners Dropout From Non-Formal basic Education in Addis Ababa
(Addis Ababa University, 2010-06) Yitayew, Abebayehu; Wirtu, Dessu (PhD)
The main purpose of this study was to identify the major factors affecting adult learners' dropout fro m Non-Formal Basic Education and to suggest constructive ideas that would help to minimize the dropout of adult learners from Non- Formal Basic education . To the end, both quantitative and qualitative methods were employed. Simple random sampling technique was used to select Five out of Ten sub-city education departments, Five Non-Formal Basic Education representatives from SCEDs, thirteen school principals where Non-Formal Basic Education was provided, 32facilitators from the (13) NFBE centers and four school cluster supervisors and 12 adult learners were used as a source of data. The inf01mation gathered from the respondents was analyzed by using such statistical tools like frequency counting, percentage, and Chi-square tests. The results of data analysis showed that there were in-school and out- ojschool related factors for adult learners' dropout from NFBE. In the case of In-school factors for adult learners' dropout were shortage of stationary materials, textbooks, facilitators' inappropriate approach, school distance, etc. Out of school factors were mainly economical problems. Finally, conclusions were drawn and certain recommendations were made in order to minimize adult learners' dropout from NFBE
Factors Affecting the Role of Health Extension Professionals in the Implementation of Health Packages in Yeka Sub city Of Addis Ababa
(Addis Ababa University, 2015-10) Seyoum, Etaferahu; Wirtu, Dessu (PhD)
The purpose of this study was to assess the Factors Affecting the Role of Health Extension Professionals in the Implementation of Health Packages in Addis Ababa, Yeka Sub city. To this end, descriptive survey design was employed. Both quantitative and qualitative methods were used. Primary source of data were heads and vice heads of Woreda Health Offices and Health Extension Professionals. The secondary sources were relevant policy documents, reports of Woreda Health Offices and minutes of the HEP of Addis Ababa City Administration and the respective Woreda’s reports. Sample size of this research on the total of forty four respondents form the Yeka sub-city Woreda Head Officer and Vice Head officer (two in number), from the 14 Woreda Health Offices / two supervisor per Woreda assigned/, then selected one from each (14 in numbers), twenty eight Health Extension Professionals from each Woreda were participated in this study. Respondents used as a sample simple random sampling technique was used to select Woreda’s form the total number. Further-more, from a total of 13 Woreda’s in the sub-city a proportion of 7 Woredas were considered through systematic random sampling technique. Whereas selection of tow HEPs from each of the seven Woredas who have worked one year and above as a formal HEP in purposive sampling technique. Data gathering tools were questionnaire on self-administer question, interview and focus group discussions (FGD) with heads and vice heads of Woreda Health Offices such as supervisors and Health Extension Professionals. The data analysis lead to the following major finding; (1) according to the data optioned the educational background of HEPs and Woreda health office experts and supervisors, no respondents of HEP having Degree and all the sub-city or Woreda HEPs supervisors were Degree holders , (2) the perception of the community towards HEPs in Yeka Sub-City is low and even they do not consider Health Extension Workers as professionals who have qualifications and experience and have seen low community understanding , (3)The jobs satisfaction of HEPs ,since there is no incentive like up grading , refresher course and per-diem for daily activity , It difficult to say all respondents satisfied , above half of respondents were not satisfied, (4) mainly lack of practical exposure during trainng session means it is fully over run by thoertical assumptions , and (5) majority of respondents response shown that there is shortage or/ and luck of incentive, motivation, training and refresher training, non-monitory remuneration support. Based on the major findings, it was concluded that the health extension service poorly implemented in community awareness on HEPs role and responsibility subjects. Based on the major finding and conclusions drown, it was recommended that Yeka sub-city should conduct continuous community awareness creation program to change the preception of the community on HEP role and responsibility. Beacuse the profession is correlates it self with life of the people, in addition to upgrading to the educational level, HEPs course needs actual practical attachment within the working area rather than fully involved in the theortical assumptions. Moreover, fair and competent working environment is the driving factor for the professionals to stay on job safely Thus, Incentives or reward should be forwarded to the one who had commitement in his/her performance results
Factors Influencing the Implementation of Learning through Play in Preprimary School Classrooms and its Contribution to Children’s Learning in Gog Woreda of Gambella, Regional State
(AAU, 2021-08) Kwot, Okunyi; Admas, Fantahun
The purpose of this research was to investigate factors influencing the implementation of learning through play in preprimary school classroom and its contribution to children’s learning in Pinyudo town of Gog Woreda in Gambella, Ethiopia. Qualitative design was employed. Three governmental preprimary schools were selected through purposive sampling technique. And all teachers who taught in preprimary school classrooms were also selected purposively as the participants of this study. Data collection tools were interviews, Focus Group discussion and observations. To analyze the data, thematic analysis method was employed and the major themes emerged were: Activity for enjoyment, Physical and Social Activities, Recreational with less purpose and Teacher’s uncertainty and Preprimary classroom accessibility and Quality. The findings revealed that majority of teachers have less knowledge of teaching in ECCE center. The findings also showed that absence of teachers training in ECCE and lack of enough and relevant play materials for children added to lack of time allocation to classroom play activities were the prominent factors impeding the implementation of learning through play and its contribution to children’s learning. In order to improve the current challenges and practices of learning through play in preprimary school classrooms. The following measures need to be carried out in the studied area in Gog Woreda of Gambella in Anywaa Zone: qualified teachers in ECCE have key role in supporting early childhood learning. Therefore, to conceptualize and integrate learning through play in preprimary school classrooms, preprimary school teachers need appropriate training and qualifications. Like professionals in any field, early childhood educators develop their skills through training.
Factors that Influence the Enrollment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town
(Addis Ababa University, 2014-11) Bekele, Bizuayehu; Ashebo, Bisirat (Ato)
The purpose of the present study was to investigate Factors that Affect the Enrollment and Implementation of IFAE in some selected kebeles of Sebeta Town. For this purpose a mixed research design which uses both qualitative and quantitative data method was employed. The study conducted on 88 randomly selected adult and non formal education students from Sebeta town. Data collected using questionnaire were analyzed using quantitative data collection methods like percentage and data collected using qualitative data collection method was analyzed using thematic data collection method. Accordingly, it was found out that there was low enrollment of students into adult and non formal education in Sebeta town. This low enrollment is due to challenges related to lack of time to participate in formal and adult education, lack of budget to run adult education. Besides, nature of contents included in adult and non formal education is not something that is directly related to the life of adults. Moreover, the goal of adult education is not directly related to the goal that the adults put. Moreover, some adults have related their education with their self esteem. Besides, time schedule and contents did not consider the existing situation of adults who have lots of responsibilities. Teaching adults has its own methodology; lack of training on adult and non-formal education ,lack of uniform rules on adult and non formal education were some of the factors that constrain the implementation of adult education. Finally, It was recommended that awareness creation training has to be given for the population through different media like radio and different social networks both for adults and the society at large on the overall impacts of adult and non formal education
Flight Experience of South Sudanese Refugee Children and their Primary education Experience in Jewi Refugee Camp, Ethiopia
(AAU, 2021-09) Abate, Eyueil; Kenea, Ambissa (Dr
This research was conducted to assess the flight experience South Sudanese Refugee Children and their primary education experience in Jewi Refugee Camp. It is a qualitative case study research in which interview, direct observation, and document analysis serve as tools for collecting the primary data. The research was conducted in Jewi Refugee Camp and all the four primary schools that are found in this camp have been incorporated in this research. Refugee children, teachers, school principals, officials and experts from various organizations have been included in this study as respondents. Qualitative data analysis techniques were employed. With this regard, the recorded voice was transcribed and behaviors that possess a similar feature were collected together by providing them a code. MaxQda Software version 2018.3 was used for the analysis of the collected data. The results of the study revealed that the education provided in the researched schools gives little emphasis for making use of student’s prior educational experience in home country. Additionally, the research indicated that the education provided gives marginal attention to the mechanisms thought to be useful to resolve various complications happened to the students as a result of the crises. Economic, social, and communication problems were also observed to have an impact on the relevance of the education. The research observed prevalence of a gap on parental role in the realization of a conducive school environment. Teacher-related, curriculum related, policy-related, and finance-related problems were also observed to have an impact on the relevance of the education. The education delivered is identified to provide inadequate emphasis for the future aspiration of the Children. On the other hand, the research result informed that access to education enables many South Sudanese children to be literate and the educational opportunity is helping most children to visualize a better future. The commitment of the Ethiopian government in enhancing the status of the education provided for the refugee children was found to be appreciable. Additionally, the research result indicated that some refugee hosting schools have a better facility and resources compared to local schools as well as former schools of the researched students in South Sudan. As a result, the research concluded that even though the education provided is found to be relevant for the current need and future aspiration of refugee children to some degree, there are various challenges that limit its level of relevance. Therefore, the research proposed two models for resolving the identified challenges and ensuring the relevance of the education provided for the current and future needs of refugee students. These models were “The Model of a holistic approach in the education for refugee children” and “The shield comprehensive parenting strategy”. Both this models demand a collective effort for improved primary education and the first model is directly related to inhancing primary education while the second model has an indirect role in improving primary education

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