Educational Planning and Management

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A Comparative Study of the Quality of Education in Government and Private Secondary Schools in Addis Abbaba In Kolfe Keranio Sub-City
(Addis Ababa University, 2023-06) Mesfin Hailu; Dejene Nigissie (PhD)
The major purpose of this research was to compare the quality of education in government and private secondary schools of Addis Ababa with reference to KolfeKeranio sub city. All the secondary schools, their principals, secondary school teachers (head of the departments) and students of 12th class of government and private sectors of the Kolfe Keranio Sub City constituted population of the study. There are 10 woredas in Kolfe Keranio Sub City; and a total of 5 public secondary schools and 10 private secondary schools. In general, there are a total of 15 secondary schools in the Sub City. The study was conducted in 10 secondary schools selected from the 10 Woredas. All public secondary schools were included in the study and five private secondary schools were selected using simple random sampling methods. Thare are 26,000 secondary school students (18,632 government and 7,368 private), 100 department head teachers were selected from a total of 579 teachers (396 government and 183 private) and 10 principals. Since the focus was grade 12, there were 1491 grade 12 students (1081 government and 410 private). Hence 120 students (60 government and 60 private)12 students from each school was selected using simple random sampling methods. Two questionnaires, each for secondary school teachers and students, and structured interview questions were prepared and validated through pilot-testing, were used as the research instruments of the study. The researcher visited the target areas personally, distributed the questionnaires himself, and got filled questionnaires back from respondents. The data obtained was tabulated and analyzed by using simple percentage and two -way chi square tests. The main findings of the study were: that the results of 12th class students in university entrance examinations of private schools were better than government schools. While with respect to ownership of building, almost 100% government sector schools had their own buildings and majority of private schools were running in rented buildings. Regarding qualification, the principals of government sector secondary schools were more qualified academically as well as professionally, having more administrative experience as compared to private sector secondary schools’principals. Teachers of government secondary schools were more qualified academically as well as professionally having command over teaching methodology as compared to the teachers of private secondary schools. Commitment of teachers of private schools was motivating and they encouraged questioning and enhanced creativity among students, whereas government schools were lacking these factors. Availability of Audio-Visual aids was excessive in government secondary schools as compared to private secondary schools but their use was more in private secondary schools. Position of physical facilities was better in public secondary schools than in private secondary schools with respect to buildings, libraries, play grounds, furniture. While position of private sector secondary schools was better in availability of computer labs. Respondents of both the systems were of the view that curriculum of both type of systems was not up-to-date, fulfilling emerging needs of neither society nor it was being revised regularly. Inconclusion, eventhough the quality of education can be measured interms of input, process and output/outcome, based on the findings it is possible to say that private schools are better than government schools regarding the provision of quality education. Thus the researcher recommends that teachers of government schools may be made accountable on showing poor result in examinations. They must also be rewarded with incentives for showing good results. Moreover, the school curriculum should be updated according to the emerging needs of the society and it should be revised regularly.
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.
Addis Ababa University College of Education And Behavioral Studies Departement of Educational Management and Leadership
(AAU, 2021-07) Kebede, Mesfin; Nigussie, Dejene (PhD
Servant Leadership qualities of principals in schools play a critical role in teachers ‘job satisfaction. Nevertheless, there is little research in the literature that is available on the links between principals’ servant leadership behavior and teachers’ job satisfaction in Addis Ababa high schools. Thus, the purpose of this study was to assess the relationship between servant leadership and teachers’ job satisfactions in the schools of Arada Sub city, Addis Ababa. The target population of the study consists of four hundred forty nine secondary school teachers. Of which 150 teachers, representing 33% of the population, were participated in the study. Stratified and simple random sampling methods were employed to select samples. Data were collected through a closed questionnaire filled by teachers through hard copy and they were analyzed through SPSS version 25 software. In the analysis of the data, descriptive statistics such as percent, frequency, mean, standard deviation were used. Correlation statistics were also used to study the relationship between the variables. According to the research findings, this study supported and verified that there is implementation of servant leadership qualities (M = 3.63), high job satisfaction (80.04%, M = 3.977) of teachers and strong relationship (r= .701**) between servant leadership practice and teachers’ job satisfaction. Therefore, to attain teachers’ satisfaction in their work, leaders in sample schools and others are advised to be service oriented and apply servant leadership approach in their respective work contexts.
Addis Ababa University Technology Faculty Department of Urban and Regional Planning Postgraduate Program In Urban Design and Development
(Addis Ababa University, 2009-07) Atsbeha, Muez; Terefe, Heyaw (PhD)
This research is intended to investigate the impact of spatial modernization on urban heritage buildings and spaces in Mekelle city, capital of the Tigray National Regional state. The city of Mekelle and other Ethiopian cities are modernizing at a time when there is international realization that modernization approaches of western cities of 1920- 1960's which led to destruction of urban heritage and loss of social and public life. The question is to what extent have urban centers of Ethiopia that are now in process of rapid modernization benefited from this realization. The study aims to answer this general question by studding three cases in Mekelle city. A case study method is used for the investigation. The findings indicate that spatial modernization in Mekelle is largely characterized by repetition of the mistakes committed by the modernization of western country cities. As a result, there is threat of destruction of heritage buildings and spaces, reduction of the public realm and loss of urban identity
An Assessment of School Improvement Program Implementation; Challenges and Opportunities in Government Primary School of Sululta Woreda
(Addis Ababa University, 2022-10) Diriba Gelalcha Chuko; Aman Worku (PhD)
This study was conducted to assess the school improvement program: implementation, challenges and opportunities in Sululta Woreda Primary Schools. To conduct the study, descriptive survey design and Purposive sampling technique was employed to select the sample cluster centers, school principals, supervisors, Woreda Educational Officers, Parent Teacher Association Simple random sampling techniques select teachers. Questionnaire was the main data gathering instrument for this study. Thus, 127 teachers, 5 supervisors, 16 principals and 10 vice principals filled the questionnaires. An interview was also conducted to enrich the quantitative data. As a result, 16 principals, 2Woreda Educational Officers and 16 Parent Teacher Association were interviewed. The Quantitative data collected through questionnaire was analyzed and interpreted by using frequency distribution and percentage. The data gathered through interview was discussed in line with questionnaire. The research findings revealed that SIP practice helped in the realization of its objectives. However, facilitating supportive conditions at school level and assistance from Woreda Educational Officers were not adequate enough to practice SIP as much as expected. community support of schools is very low. Furthermore, the study indicated that factors of school culture influenced the implementation of SIP. The major challenges encountered in the practice of SIP were related to the four domains of school improvement. It may be possible to conclude that Schools which give focus for effective practice of SIP are expected in performing better realization of its objectives than those schools that do not. And also, factors of school culture can influence positively by putting a bridge to long- lasting practice of SIP or influence negatively by presenting barriers to it. Therefore, to ensure the overall school improvement and realization of its objectives OSZAF and Woreda Educational Officers ought to be a catalyst for effective practice of school improvement by understanding and acting on their role. And also it would be better for zone and Woreda Educational Officers and schools to work on the strategy in developing fertile ground for better school culture in schools such as: to work on structures and processes exist in schools to support shared leadership, facilitating staff’s collective responsibility for student learning and staff’s focus on continuous improvement.
An Assessment of Women’s Participation in School Principal ship Positions in Addis Ababa City Administration
(Addis Ababa University, 2023-06) Berhanu Moreda; Dejene Niguse (PhD)
The study was conducted with the main objectives to identify the major factors which influence women's participation in school leadership positions, and there by to propose intervention mechanisms that are more pertinent for improving women's representation in educational leadership positions within the Addis Ababa City Administration. To achieve this, a descriptive survey method was employed, targeting a population of 282 secondary school teachers. Through simple random sampling techniques, a sample of 176 secondary school teachers (138 females and 138 males) was selected, along with six principals (three females and three males) using availability sampling. The study utilized document review, questionnaires, and structured interviews as the primary data collection tools. Quantitative analysis was predominantly employed to derive the study's findings. However, in certain cases, qualitative analysis methods were deemed necessary to supplement the quantitative approach. The study's key findings revealed that women's underrepresentation in school leadership positions in Addis Ababa City Administration primarily stems from institutional factors. These include education leaders’ insufficient commitment and capacity to enforce relevant policies; lack of resources necessary to translate policy provisions into practices; inadequate collaboration and coordination among the stakeholders, including development partners; and the absence of a robust and inclusive monitoring and support system for aspiring female leaders. Based on the findings of the study, Addis Ababa City Administration Education Bureau and its lower structures are advised to establish and reinforce a culture of accountability and transparency. They are also advised to provide leaders at various levels with the necessary resources and support that help them achieve their goals. Moreover, fostering a culture of collaboration and teamwork within and among institutions are found to be essential. Furthermore, supporting women in leadership roles to enhance their work-life balance and establishing a platform that facilitates professional networking and relationship-building among women professionals and leaders in their respective fields are recommended. Key terms: Affirmative action, Institutions, Mentoring, School Principal, Stakeholders, Work-life balance, Women Professional Association, and Women Professional Network.
Analyses of organizational Capacity in Implementing School Improvement Program in Government Secondary Schools of South West Shoa Zone
(AAU, 2021-10) Likissa, Fekadu; Kedir, Hussien(PhD
The purpose of this study was to analyze the Organizational Capacity in implementing SIP in Government Secondary Schools of South West Shoa Zone and identified organizational structure, leadership and management, human resource, financial resources, internal and external infrastructure and work practice on the SIP program. The study employed a descriptive survey design with both quantitative and qualitative method. The study was conducted in 10 secondary schools of the five sample waredas. Then from each school and respective woreda teachers were selected by using simple random sampling technique whereas school principals, vice principals, secondary school supervisors, and WEO experts were selected on the purposive basis of decisive position they assume pertaining to the issue. For this study, Questionnaire was used as the main instrument of data collection from teachers’. Accordingly, 270 copies were distributed out of which 260 from teachers were properly filled and returned. The data obtained from questionnaires were analyzed using statistical tools such as percentages, weighted mean score and standard deviation. On the other hand, the data obtained through Interview and Document review were analyzed qualitatively to substantiate the result of quantitative analysis. The findings of the study revealed that the overall condition of the school was challenging and needs strong improvement. Organizational structure, leadership and management capacity, resource capacity, constraints of internal and external infrastructure and its utilization, lack of conducive work condition were identified as factors responsible for the ineffectiveness of implementation of SIP. It is therefore, to make SIP implementation meaningful it is recommended that efforts has to be made to fulfill the internal and external organizational capacity with the availability of resources and proper utilization, strong political leadership and commitment, clear organizational structure, creating enabling work environments were most prominent factor. The study has also recommended integrated efforts of all stakeholders mainly, the school community, parents, school principals in collaboration with Woreda Education Office, Zonal Education Office, Oromia Education Bureau and the Federal Ministry of Education to implement the desired objectives of the school improvement program.
Analysis of Fruits and Vegetables Profitability and Value Chain: The Case Study on Et Fruit
(Addis Ababa University, 2011-04) Hailegiorgis, Cheru; P, Laxmikantham PhD)
Fruits and Vegetable as a group of crops from the horticulture category have a very wide importance both as a source of food and health care. The consumption of onion, potato, banana & oranges has high-income elasticity of demand. Thus, increased demand for these crops is anti cipated with economic development, population growth and urban ization. Per capita consumption of fruits & vegetables in Ethiopia is currently very low when compared to other countries of the region and world. The study was initiated with the objectives of analyzing fruit and vegetable profitability and value chains on ET fruit. Specifically the study attempts to assess structure-integration -performance of fruit and vegetable marketing, analyze market supply chain and consumption. The study also analyzes profitabi lity of fruit and vegetable production and marketing and identifies constraints and opportunities in fru it and vegetable production and marketing. For this study, primary data were collected from 2 state farms by conducting interview, namely HOE and UAAEI for onion, potato, banana and orange production. Besides, one fruit and vegetable wholesaler/retailer (ET fruit) , 10 private retailers were also interviewed. Primary data were collected by survey method using a pre-tested questionnaire from 50 customers and secondary data were gathered from statistical bulletins. Time series panel data on market prices in ten spatial markets of Addis Ababa for the selected fruits & vegetables was used to investi gate market relationships. Similarly time series data of production of these vegetables was used for production estimates
Analysis of School Improvement Program Implementation in East Wollega Zone, oromia Regional State
(AAU, 2021-08) Befekadu, Gemechis; Kedir, Hussein(PhD
The general objective of this study was to assess the Implementation of SIP in teaching and learning process, school leadership and management, school environment and relation among parents at primary and secondary schools. In addition, the study aims in identifying t h e challenges encountered in implementing the SIP. A mixed approach with purposive and simple random sampling techniques was used to select teachers and students from primary and secondary schools of East Wollega in oromia region. The principal objectives such as to examine SIP status, identify its impacts and assessing the improvements made by the program evaluated carefully. The surveyed data were analyzed using SPSS. The findings of the study reveal that relatively encouraging achievements have been made at the school environment and community involvement domains were found to be very low; The overall existing school environment in the sampled schools is not to the required level; the over existing school leadership and management in the school is not encouraging. Furthermore, lack of reward for those who performed well it, lack of awareness, and practical involvement of the community lack of awareness among students, and teachers, insufficient budget, lack of effective leadership were identified as the major challenges in implementing SIP. The findings also indicated that there are no integrated effort of all stakeholders in the implementation process .This indicates that the school improvement program has become a well-articulated program in the document, but it is not as fruitful as it was expected on the ground. In its third year implementation stage and significant land marks, improvements were not observed so far in all domains, from the four domains the most discouraging being the school environment and the community involvement domains.
Analysis of School Principals Leadership Practices and Challenges in Yeka Sub City Selected Government Secondary Schools
(AAU, 2021-12) Shimeles, Netsanet; Alemu, Yekunoamlak(Dr
This research analysis school principal’s leadership practices and challenges in Yeka Sub-city: Dej.Wondirad, Kara’alo, and Millennium Secondary Schools. Literatures on practices and challenges of school leaders were scrutinized and employed under the study based on research objectives. The research was carried out using quantitative and qualitative research approach with descriptive research design. After selecting the schools using stratified sampling, simple random sampling technique was used to select teachers for questionnaire. The school principals and supervisor were purposely selected for the interview. Among 287 questionnaires that were distributed, 255 were returned which shows 93.4% response rate. The result of Cronbach’s alpha that used to measure internal consistency (reliability) showed that r: 0.964 which witnesses high internal consistency. The data were analyzed using SPSS version 24. The results of the study presented in tables, figures, percentages, mean and standard deviation. The overall finding of the study depicted that planning, goal clarification, organization, management, decision making and well-coming and bringing changes are among the practices of school leaders. Among these the finding showed better practices of school leaders in goal clarification areas. The school principals have limitations in implementing and allocating the school budget and resources effectively. School principals have fear of decision making. The school principals faced lack of effective communication and shortage of employees and resources in the school. Furthermore, the research found low interest of students for education, lack of vision or sense of purpose for learning and high disciplinary problems. In addition, the school surrounding environment was challenges of school principals. Also, low participation of parents and limited commitment of SPTAs in the schools activities were found. Thus, the research concluded that managing all the school activities: the overall teaching learning processes are practices of school principals. Lack of proper support from concerned officials, the new educational policy, financial and resources problems, communication gap, lack of motivation and teachers’ commitment were indicated as challenges. Based on the major findings and conclusions, the study recommended that the concerned government authorities should give on job training for teachers, school principals and supervisors. The school principals should create effective internal and external communication. Concerned authorities should co-operate to solve the school problems
An Assessement of Principal Leadership Styles and its Implication on Teachers’ Job Commitment in Government Primary Schools Yeka Sub City, Addis Ababa City Adminstration
(AAU, 2021-08) Tamene, Bethelhem; Degefa, Demoze(PhD
Teacher’s job commitment is highly influenced by the leadership style used by the school principals and this creates a higher impact on student’s way of learning. The main objective of this study was to assessment the principal leadership styles and its impact on teachers’ job commitment in government primary school yeka sub city, Addis Ababa City administration. To accomplish its intended objective the study employed a descriptive and explanatory design. The study was carried in seven government primary schools and used simple random sampling techniques to get 249 teachers. Questioner was the main instrument of data collection. The instrument for the study was a five point Likert type. Principal leadership styles and Teachers job commitment were identified as independent and dependent variable respectively. Reliability and validity of instruments has been addressed through piloting in 2 schools in yeka sub city. After the data was obtained the researcher used SPSS for data analysis. Descriptive and inferential statistics (correlation and regression) was way of data analysis. As founded from SPSS analysis by the researcher the adjusted R2 value for the leadership dimensions the independent variables accounts for 38.1 % of the variation in job commitment. While 61.9% accounts the other unexplored variables to explain the variation in the dependent variable (job commitment). Finally, Transformational leadership is the best style on leadership that could enhance high teacher’s job commitment in government primary schools. So the researcher accepts only the first hypothesis and rejects the remaining three hypotheses. Based on the study finding it was recommended that head teachers should use effective leadership style that enhance collective responsibility and create conductive environment in schools.
Assessing the Extent of Practicing Transformational Leadership in Government Primary Schools in Lideta Sub city
(Addis Ababa University, 2023-10) Genet Assefa; Demoz Degefa(PhD)
The purpose of this study was to assess the practices of transformational leadership in governmental primary schools in LidetaSub-City Addis Ababa. A Mixed-methods design was used in this study. The study was conducted in 21 primary schools in which 18 principals20 supervisors and 288 teachers were included in the sample using census and simple random sampling techniques respectively. The data gathering instruments used was questionnaires and interviews as a primary source of data. From the distributed 21 questioners for the principals 18 returned the survey, 280 teachers completed and returned the survey and from 20 supervisors 9 of them conducted the interview which represents a response rate of 87.2%, 85.7%and 33.3% respectively. The quantitative data were analysed using percentages; mean and standard deviation also Pearson and Spearman rho correlations and multiple regression were employed. In contrast, qualitative data were analyzed by grouping together common themes in each category and constructing a description of the participants’ views and perspectives. The finding revealed with the overall mean of (M=3.85), indicating that the school principals uses the four most prominent transformational leadership actions: Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration in their respective school. The finding also shows a positive, linear and significant relationship between Transformational Leadership and Idealized influence, individualized consideration, intellectual stimulation and inspirational motivation with a regression cofficent of (β=0.503,0.692,0.304 and 0.413),however a lowest statistical value was indicated on individualized consideration with an overall mean of (M=2.99) and inspirational motivation (M=3.04), on items where most respondents agreed that there is lack of discussion of new ideas related to school leadership and turning followers into good leaders as well encouraging teachers to pursue their professional learning goals and providing professional development and opportunities through feedback, rewards, recognition, training, seminars, conferences and workshops with a mean value. Finally, the research calls for the principals to focus on more individualized consideration and inspirational motivation by recognizing teacher’s contribution as an individual to the organization, always promote self development, communicate and listen to teacher’s concerns continuously inspire their teachers in order to enhance their outcomes and enable them achieve school goals. Keywords:Transformational leadership, Idealized Influence, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration
Assessing the Practice of Diversity Management in Government Secondary School in Students Learning Process the Case of Fitche Town, North Shewa Zone: Oromia Regional State, Ethiopia
(AAU, 2020-12) Amensisa, Dagna; Kekeba, Hailemariam(PhD
The purpose of this study was too assessing the practice of diversity management in students learning process at Abdisa Aga secondary School, Fitche No 2. Secondary school and Fitche preparatory schools. The study used questionnaire as the main tool of data collection. There were three questionnaires: one for the principals, one for the teachers and a similar one for the students. The questionnaire was followed-up by interview with principals and teachers and finally, observation was used for further input. Based on the data gathered, the study finding showed that, the practice diversity management in students learning process in the selected schools was not only limited to culture, linguistics and religion dimensions but also other diversity aspects was shown. The study was also identified the knowledge and skill of leaders to manage diversity in giving trainings and orientation on diversity was questionable. The study also found managing diversity couldn‘t play special role for the success of student‘s academic achievement in these grade level. But managing diversity was valuable to harmonize student‘s life when the students joined more diversified contexts. It was recommended that multi-ethnic and multicultural education into the general national curriculum framework and specific professional courses should be an integrated in practical guidelines should be designed for school managers and leaders in line with Ethiopian Government Education and training policy
Assessing The Practice of Diversity Management In Government Secondary School In Students Learning Process The Case of Fitche Town, North Shewa Zone: Oromia Regional State, Ethiopia
(AAU, 2020-12) Amensisa, Dagnu; Kekeba, Hailemariam(PhD
The purpose of this study was too assessing the practice of diversity management in students learning process at Abdisa Aga secondary School, Fitche No 2. Secondary school and Fitche preparatory schools. The study used questionnaire as the main tool of data collection. There were three questionnaires: one for the principals, one for the teachers and a similar one for the students. The questionnaire was followed-up by interview with principals and teachers and finally, observation was used for further input. Based on the data gathered, the study finding showed that, the practice diversity management in students learning process in the selected schools was not only limited to culture, linguistics and religion dimensions but also other diversity aspects was shown. The study was also identified the knowledge and skill of leaders to manage diversity in giving trainings and orientation on diversity was questionable. The study also found managing diversity couldn‘t play special role for the success of student‘s academic achievement in these grade level. But managing diversity was valuable to harmonize student‘s life when the students joined more diversified contexts. It was recommended that multi-ethnic and multicultural education into the general national curriculum framework and specific professional courses should be an integrated in practical guidelines should be designed for school managers and leaders in line with Ethiopian Government Education and training policy
An Assessing The Provision of Equity Policies In The Dimensions of Pre-Primary Education Program Implementation In West Wollega Zone
(AAU, 2021-08) Shiferaw, Merga; Zeleke, Befekadu(Phd
The main purpose of this study was to study educational equity policy challenges related to where a child lives, socioeconomic background, between genders and the extent to which policy commitment affects the pre-primary education program implementation in West Wollega Zone. The study used a mixed method study mainly descriptive in nature with a quantitative largely and qualitative research approach. From the 252 school principal 175; from 53 cluster supervisors 46 and from 175 facilitators 142 were selected by using Simple random sampling. From the sample districts, 9 woreda and a team of zone pre-primary school experts were purposely selected. The study employed three information gathering tools: questionnaires, interviews and document analysis. The quantitative data were analyzed using Frequency, Percentage, means, and one way ANOVA. The qualitative data was analyzed using narrations to support the result obtained from quantitative analysis. The results revealed that countless children miss opportunities on early pre-primary education only because of geography and the income levels the enrolment rates for this level differ widely by location and wealth. The Policy attention as a sub-sector to pre-primary is much lower than primary and secondary levels; even providers seem the sub-sector is left for faith-based organizations, communities and private institutions. The study also revealed that the current education policy does not reach all children with free pre-primary education and poorer children are still the last to benefit. Hence, for this critical education level, the government urgently should give special attention by orienting policy makers and designing strong political commitment with allocation of sufficient finance for the program implementation to shrink inequalities begin early in pre-primary education-addressing equity issues in geographical location, socio-economic, and between gender. To reduce the learning gaps, pre-primary Education must be free of charge.
An Assessment of Alternative Strategies For The Basic Education of Women In Rural Bale and Borena
(Addis Abeba university, 2016-06) Abafogi, Abdo; Teferra, Seyoum (PhD)
The purpose of this study was to examme the alternative educational strategies available to rural girls and women ~d to propose the appropriate measures to be taken ahead. The study has involved 116 girl pupils and dropouts, 100 NFBE learners, 91 educational experts and 18 community representatives. The necessary information was secured from these subjects through questionnaires, structured interviews and document analysis. In addition, education statistics annual abstracts of the MOE and OEB were used to obtain the necessary data regarding pupils' rate of particiaption in lower primary cycle. As the findings of this study indicates, the majority of the factors affecting girls' schooling in rural areas are economical and attitudinal. It has become evident from the outcomes of the study that for a girl whose educational decision is in the hands of her parents a free primary school across the road was found to be inaccessible. Therefore, the construction of more schools and facilities was proved not to increase the rate of girls' participation in basic education. Various educational options were proposed by the subjects: ungraded village schools, boarding primary schools, segregated schools for females, multiple teaching and multiple shift, flexible schedules, shorter school-day, home teaching etc., which need more attention from policy makers and educational planners. In general, the promotion of equal opportunity for access to basic education was found to concern three major areas: the flexibility of the educational program to be provided, the relevance and adaptability to the needs of the target group, and integrated approach of the concerned groups
Assessment of Clergy Training Program in Ethiopian Orthodox Tew Ahido Church Development and Inter-Church Aid Commission
(Addis Ababa University, 2007-03) kassa, Asrat te; Shibeshi, Ayalew (Associtate Professor)
This study was made to assess the pelformance of Clergy Training Program of Ethiopian Orthodox Tewahido Church. The training needs assessment, the selection of both trainers and trainees, the reinforcement mechanism,facility of the training centers, and contents of the training were assessed in four purposely selected training centers. The four centers were form the Amehara region, Tigray region, Oromia region and South Nations and Nationalities regions. Questionnaire, Interview and Observation were the main tools to gather information. The data analysis was made using relevant statistical tool such as frequency and percentage. The study revealed that the training centers were not well equipped and organized accordingly. They had no uniformity in access of facilities, accommodation and admission of trainees. The program was not done based on training need assessment. And there was no any research activity in the centers so that they were not able to solve at least some of the problems they face. More over the program was held once every year. Though, the centers admit clergy trainees from relatively closer diocese, their geographical dispersion, limited physical quality, and scarcity of inputs obliged them to limit the number of trainees they can admit. In general, the study revealed that the training centers of the church were not efficient to produce effective, problem solving and qualified clergies or church servants. In line with the findings and conclusions drown, it is recommended that the church in collaboration with the laity, external sister churches, donors and the federal government of Ethiopia should upgrade the physical facility of the training program. The church on its part is recommended to do vast and deep training need assessment prior to launching the training, to expand the contents of the training based on the assessment and to have governing rule and criteria of admitting both the trainees and trainers. Research and other contemporary socioeconomic issues should be incorporated in the courses of the training. Finally, the EOTC-D1CAC is recommended to give special concern to the Clergy Training Programs
Assessment of Customers' Attitudes and Satisfaction Levels With Technology Based Self Service: A Case Study on Atm User of Dashen Bank in Addis Ababa
(Addis Ababa University, 2011-05) Fikru, Wubshet; K.S, Bose (PhD)
In Ihe presenl silualion companies have many possibilities to realize service offerings ,rilh huge investmenl in selfservice lechnologies, as the lechnology became Ihe driving force 10 sen'ice Ihe CUSlomers e[fectively and helpfit! in delivering Ihe services, Noll' a dOlS il become challenging for Ihe companies 10 serre CIISlomers e[feClively ,rilh in a prescrihed lillie pm"iding Ihe righl pmducls wilh Imrer COS I, To gel rid oflhis issue o{lhe orga/'li~OIio/'ls are sholl'ing illleresl employ selj:sen'ice lechnologies (/ike.-J Tl1s, fick el rending machines. online (lilc/ions etc.). The purpose oj'lhis Ihesis concenlrales on service lIIarkeling and service qualily in order 10 pro , 'ide a belfer underslOnding o{ cuslOmers' alfiludes and preferences wilh leelJllology based sel{serrice, The swdy specifically aillled al inl'esligaling Ihe alfiludes andsmisjilclionlcrels o(Dashen Bank ArM card holders wilh respeclto l'C/rious aspecls le(liciel/(T, LOnl'enicnce, speed. risk. reliahilily, cOlllplexily, phl'Sical appearance elc.) of using /)ash"n Bonk ,-I TIl The slillh' also includes Ihe opinions o(euslolllers on l'(/rious other ,'('Iuled i .\·S/(l'S .\/(ch uS posilire (lnd Ile.!..!.u/iIT .Ii..J(/Il ,,· e.~ (~( D(lshen Bank .-1 T\1. reo)lIlIJ}('nt/ulioJls to illl/)I"vl't.! /he serrin..' quO/il)' etc. To IIchiel'e Ihe purl'osc, Ihe researcher used queslionnaire 10 colleCl Ihe daw ji-O lll a slllllple si~e I!{ I 72 f l n I cord holders oj'Dashen Bank. Though Ihe sample lI 'ere selecred 0/'1 (I cOl1l'l!nicl1ce hasis 11l1d il lIIay nol represen/ Ihe whole popular ion, bUI slill il is no less illlporl{ll1ljiJl' Ihe /)oshen Bank lIIal1agemel1f 10 consider Ihe recommendalions " 'ilh due core/i)r beller CUS{() lIIer service amlfor being in a beller cOlllpel ilive posilion The daw analysis is hosed on bOlh qllali/(ilive and quantilalive mel hods, sllpporled by Ihe quoli!alive in/orlllalion and IileralUre reviews, Finally, in terms of important findings, 1110.1'1 o/Ihe users are lIIale, younger and more educaled people who earns a highly incollle, In addilion, wilh regard to speed, risk, ease a/use and physical appearance, Ihe lIlojorily o/Ihe respondel1ls have posilive alliludes with ATM service of Dashen bank. Bill, " 'ilh regard 10 efficiency (wailing lime), convenience (accessibilily), and reliabililY (colIs i.l'lel1C) ) allrihulcs: Ihe lIIojorilv o(ATM card holders has u lIegmi,'e or un(ol'oroble affilllll"s 'l'ilh Ihc "I T\ 1,le)'l'ice o/Dusll('l1 hUlik
Assessment of Internal Efficiency of Education at Secondary Schools of Hadiya Zone
(AAU, 2020-08) Abrham, Ashenafi; Oumer, Jeilu
The purpose of this study was to assess the status of internal efficiency of educational system of secondary schools in Hadiya Zone. A descriptive survey method was employed and both primary and secondary sources were used. As primary sources data were collected from 190 sample teachers, 6 principals, 24 PTSA and 6 supervisors of sample schools. In addition, document reviewed including records that show the enrolment, repetition and promotion of students at different years at each sample schools were also used as secondary sources. With regard to the sample and method of sampling, available, and simple random sampling methods were used. In order to collect data, four data collection instruments were used. Those were; questioner, interview, document Analysis and observation checklists. To analyze data, mixed approaches were used. Accordingly, to identify the personal characteristics of respondents and the trend of internal efficiency of schools in the zone, frequency, average mean and percentage were used, besides to examine the major causes of internal efficiency the degree to which stakeholders aware of its impacts. Based on the research finding, most of the school principals and supervisors had gap of awareness about drop-out rate and repetition. Zonal trends of secondary education in relation to dropout rate of school have indicated that oscillating from years to years. Dropout rate trend of females in the sampled woredas were higher than male counterpart as of the zonal trend. The researcher concluded that the trend of dropout rate at zone, woreda and sampled secondary schools were highly characterized by ups and downs that could be major problem to Zonal. To solve these problems, the researcher recommended that School principals, school teachers, KEBs and political authority should have made continues discussion, creating awareness with pupil parents and making them responsible to minimize students’ school dropout and repetition.
Assessment of School Feeding Program Implementation Among Selected Primary Schools of Addis Ketema Sub-city ,
(Addis Ababa University, 2022-11) Woinshet Mengistu; Abebawe Yerega ( PhD)
Ethiopia has made important development gains over the past two decades, reducing poverty and expanding investments in basic social services. However, food insecurity and under-nutrition still hinder economic growth. When a school meals program is part of a package of investments in education like free education for primary students, it shows a positive impact in both school participation (enrolment, attendance & completion) and learning. After making a discussion with the feeding program implementers in some primary schools, it is encountered and observed to know some problems during implementation of feeding program. Therefore, this research tried to assess feeding program implementation in the selected primary School of Addis Ketema Sub- City from April 1-15/2022 with the intention of addressing the major research questions. This study followed a descriptive research design to collect quantitative and qualitative information on program implementation process and its Problems. The target populations in this study were all program implementers at the selected schools and SFP representative personnel in the Sub-City Office. After development of structured opened and closed questionnaire, the data was collected from SFP committee members, caterers and school principals that work in 10 schools and representative personnel in the Sub-City Office. After collections, the quantitative data was coded, and cleaned, and verified by the researcher. Afterward the researcher used descriptive statistics on the study variables including frequencies, percentages, and tables to describe the characteristics of the study variables. In the present study it was found that ( 82%) of committee members from 10 primary schools did not take training to implement the school feeding program. The response from the caterers gives some hope that almost all of them, 100% got those trainings on food preparation & cooking and 43( 72%) and 57(95%) of caterers did not take training on kitchen management& hygiene and business management respectively. The insufficiency of the assigned budget per meal, high cost and shortage of ingredients caused financial challenges on the feeding program. Low percentage of training opportunity for committee members ,the money for meal is not adequate and there is no alternative source of finance for SFP. This study recommends for schools to find alternative source of finance, strengthening of coordination among stakeholders. Key: SFP, implementation, Primary schools, Caterers, committee members

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