Educational Policy and Planning

Permanent URI for this collection

http://etd.aau.edu.et/handle/123456789/60

Browse

Browsing Educational Policy and Planning by Title

Now showing 1 - 20 of 59
  • No Thumbnail Available
    Item
    Addis Ababa University College of Education and Behavioral Studies Department of Educational Planning and Management
    (AAU, 2020-06) Sheleme Debele, Elsabeth
    The purpose of this study was to assess school climate and its implication on teachers’ motivation in secondary schools of Kirkos Sub City . Descriptive survey design was employed. The subjects in this study were 62 teachers, 3 principals s, 6 vice principals and 3 supervisors adding up to a total of 71respondents. Simple random sampling technique was employed to select respondents of the study. Frequency count, percentage mean, median was used to analyze the collected data. The study used more of quantitative method so that questionnaire, interview and observation were the main instruments of data collection. The result of the study revealed that school leaders lack commitment in creating a conducive social environment, school climate factors has impact on teachers’ motivation, teachers lack collaboration and self-initiation to take part in leadership. Based on the analysis of the data, the following conclusions were made: the school leaders do not play the expected role to involve stakeholders in creating a better school climate, teachers’ initiation to take part in leadership is not satisfactory. The effort made by the school leaders to support teachers with trainings is week. In order to make the nature of school climate favorable, it needs to be revisited. The following major recommendations were made to the results of the study. The school leaders should give attention to create a conducive school climate which could motivate teachers. The same way, different actions should be taken to make teachers satisfied and be cooperative. Finally, School leaders should prepare trainings to letteachers conduct action researches.
  • No Thumbnail Available
    Item
    Addis Ababa University College of Educationa and Behaivoral Studies Department of Educational Planing and Management
    (AAU, 2020) Efa Gela, Lemma
    The purpose of this study was to assess more the elements used to evaluate Teachers performance and improvement made on teaching by teachers through evaluation practices in sebeta Awaas woreda in government of primary schools. To this effect, descriptive survey method research was used. Samples were ten government primary schools from which randomly 70 teachers and purposively ten principals were selected. A survey questionnaire consisting both closed and open-ended question were developed and distributed to 70 teachers and interviews made with 10 principals. Document like class room observation checklists were also analyzed. Research data collected through questionnaires were analyzed and interpreted using frequencies, percentages and mean values. Information collected through interviews and document review were analyzed qualitatively. By answering three basic questions which were prepared to assess teachers’ performance evaluation, the study revealed that there was good perception toward purpose of teachers’ performance evaluation and also this study revealed that there was significant problem on teachers’ performance evaluation. The problems were, teachers’ performance evaluation practices by principals not mainly focused the elements which are incorporated in teaching learning domains during evaluation practice, the extent of teaching performance by teachers was not improved through the evaluation undertaking by principals and as well as evaluation practice was not according to professional teachers’ standards. Therefore, so as to increase teachers’ competency, evaluation practice by principals should be focused on teaching learning domains. Unless this causes deterioration of students’ academic performance and affect the production of well trained and internationally competent citizens
  • No Thumbnail Available
    Item
    Assessment of Child-to-Child Educational Project .Implementation in Eastern Tigray: Challenges and Prospects
    (Addis Ababa University, 2011-04) Teka, Haile; Wirtu, Dessu (PhD)
    The main purpase af this study Ivas to assess the implemenlation of child-la-child project in Tigray region. The studyjocused on challenges and prospects of Ihe project with Ihe aim to suggest possible soilitions 10 the idenlified problems. The research methodology employed in this study was descriptive survey. Accordingly, survey questionnaire items lIIere prepared The queslionnaires pilot tested and administered to a sample of 210 suhjects composed o[ 125 ./acilitators. -12 leachers and -13 PTA members. A lotal of 200(95.2%) olthe qllestionnaires were properly/Wed in and returned. In addilionlo this. interview and documel1l analysis lI'ere made to coileci Ihe necess(fl), injiJrmaliol1. The reSt/lis obtailled Ivere analy::ed by using descriplive slalislicaltools such asji-eqllency counts. percenlages, weighted II/eans. und chi-squire lesl. 711e jinding of Ihe study revealed thai the status of bene/iciaries· participation in ctc project implemenlalion of Ihe project area is high. It also revealed that beneficiaries believed that the impaci of the projeci on Ihe education of children is '-high " it is also revealed that the monitoring and evailialion aclivities were low. Regarding Ihe in/luenc ingfaclors. Ihe ctc projecl implemenlationwasfound to be lack (jfresollrces: lack ofsufficiel1ltraining and lack O[slll'l)ort ji-OIl7 other departments. have been identified as a major/c/cton allecting the etc projeel sllccess in Eastern zone of Tigray. Lack of availability (jf long term ./imd: parents dependency on child labor: insulficienl leaching and learning malerials: lack af incentives ./01' teachers und facilitators: lack ofaclive communicalion: poor planning and lI1anagement; were ./illlnd to be the lI1()/or challenges thai encollntered Ihe ctc projeci. From this/inding it was concilided that the implemenlulion process of Ihe etc projeci 1\'as going ' I'ell in Easlern Tigray. monitoring and evaluation activities were no/well planed. most of/he challenges were economic constraints and that these problem.,· might aifect the effectiveness and slIstainability of Ihe etc project. Fa alleviate the above problems, the researcher recoll1mended fhar promoting cOlJl1J11ll1ily (fll'arCI1CSS about the importonce o/Ihe projec/: porlieipalOl), monitoring and evaluation: incentive schell/ CI· for young fae ililators: slIstainability strategy should be developed: mobili:in)!, comllllll1ity IowaI'd,· financing Ihe projeci and should Ivark effectively with stakeholders in provision sufficienl leaching and learning malerials. Finally, Ihe practices of etc approach should be inlrociuced to curriculum of teacher Iraining inslitutions in order to enhance this innovalil'e educalional idea and practice
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    Assessment of Quality of Family Planning Services in Akaki Kality Sub City, Addis Ababa
    (Addis Ababa University, 2017-02) Tasew, Becka; Hailemariam, Assefa (PhD)
    Family planning programs have contributed greatly to fertility decline in developing countries, quality of family planning services have contributed in increasing contraceptive use and declining fertility rates .Good quality care in family planning services helps individuals and couples meet their reproductive health needs safely and effectively. A cross sectional study that employed exit interviews with clients, service provider interviews, observations of client- provider interactions, an assessment of the availability of the necessary resources and mystery client observation was conducted in eleven governmental, private and non-governmental service delivery points operating in Akaki-Kality sub city. The study included 415 women through a cross sectional study design to collect primary data. Qualitative and quantitative methods of data collection and analysis were employed. The necessary data were generated both from primary and secondary sources to answer the research questions. Of all the respondents, 76.9% of clients were satisfied with the overall quality of family planning services. The staff treated the clients respectfully in 65.5% of the cases and privacy was maintained for 70.4% of women. Information given about the method was sufficient for 65.3% of clients and 28.2% of clients had an opportunity to ask question. The waiting area was comfortable for 66.5% of women using family planning service and 86.5% of clients were satisfied with the cleanness of the clinic room. Logistic regression analysis of clients’ satisfaction indicated constraints in delivering quality of FP services, which mostly accounts from information given to clients, treating the clients respectfully, maintaining privacy during consultation, cleanness of the clinic room and uncomfortable waiting area lacking seat that accommodate client load. Further, infection prevention procedures were not applied in the majority of the facility. Several aspects of the quality of services observed by this study need to be improved and measures should also be taken to improve the provision of family planning services through training, maintaining adequate resources and supportive supervision.
  • No Thumbnail Available
    Item
    Assessment of teaching -Learning - Process in Preschools in West Shewa Zone, Oromia Regional State
    (Addis Ababa University, 2018-06) Abdulahi, Abdulhayi; Lemma, Girma (PhD)
    The purpose of this study was to assess the- teaching learning process in West Shewa Zone Preschools. To this end, qualitative research method was used for the study. Fifty six (56) preschool teachers and principals were taken as sample of the study by applying purposive sampling technique. Interview, focus group discussion (FGD) and observation checklist were used to get data from the target population. The result of the study shows that the common method of learning - teaching practiced in the classroom situation was teacher-centered which is inappropriate at the preschool level. The result of the findings indicates lack of professional experts and training in the area, lack of resource and other related facilities stuck them from implementation of appropriate teaching method in preschool. Finally, based on the findings and discussions some helpful implications have been provided. As inferred from the result of the study teachers in selected preschool were not implementing the common teaching learning method which needed in preschool - teaching learning due to different factors such as, overcrowded classes with a single teacher, lack of materials and facilities, lack of classrooms and lack of qualified teachers. Therefore West Shewa Zonal Educational Office, Woreda and other non-governmental organization must pay their attention to the preschool students
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    An Assessment of The Contributions of Alternative Basic Education to Primary Education(Grade 1-8) In Afar Region
    (Addis Ababa University, 2010-06) Ahmed, Anwar; Zeleke, Befekadu (Associate Professor)
    The main purpose of this research was assessing the contributions of ABE to primary education in terms of access, equity, efficiency, relevance and quality. The method employed to conduct this study was descriptive survey. Regional Education Bureau and Woreda Education Office officials and concerned experts, facilitators, the parents around the ABEs and 2 MOE experts were used as sources of data. To this end. the main contributions of ABE in terms of access to education, improvement in equity and internal efficiency were assessed. In addition, relevancy of ABE curriculum to the pastoralists and the level of quality of ABEs were also examined. The necessary data for the study was collected through questionnaires, interview, focus group discussions, observation and dacument review. The study was conducted in six randomly selected Woredas of Afar region. A total of 90 respondents, namely 2 MOE, 6 REB, 23 WEO, 20 facilitators and 39 community members have participated. The data analysis method used in the study was textual analysis and statistical tools. The findings of the study revealed that: Although ABE has a positive impact and helped to reach more pastoralists than the formal schools, illness of students and mobility of the pastoralists during dry season in search of water and pasture increased dropout rate, especially girls; parents also showed preference towards Quranic teachings for their daughters, ABE was considered as an inferior education by the parents and their reasons were the contents of the text book and the length of time spent by children in schools; inadequate educational inputs, facilitator's motivation and absenteeism, low qualification of facilitators were identified as quality problems. The major conclusions drawn from the study were: ABE played a very important role in ensuring education to the pastoralists; although ABEs are established nearer to the communities, mobility makes it difficultfor most parents to send their children, especially girls, to school; the drop out is found to be very high due to drought and illness of children, Inadequate educational inputs and low educational qualification of facilitators. Finally, the study recommended: launching feeding programme, providing incentives for female students, recroiting more female role model facilitators and applying flexible school calendar to increase access, improve equity and reduce dropouts. Revisiting the curriculum will ensure relevance and increase competitiveness of ABE students in grade 5. In order to improve the quality of ABEs; increasing the frequency of supervision, providing the necessary educational inputs, increasing the salary and minimum qualification and more training to the facilitators to make teaching career attractive to the natives
  • No Thumbnail Available
    Item
    An Assessment of the Ethiopian Primary Education Sector Development Program
    (Addis Ababa University, 2010-06) Lulu, Balcha; Shibeshi, Ayalew (Ato)
    The main purpose of this study was to assess the performance of ESDP at primary level and to identify the major challenges and problems that have affected the achievement of the ESDP III at national level. The study employed a descriptive survey method, and involves both primary and secondary sources of data. Recent education statistical data of primary education were used to make the analysis on the progress towards the assessment of ESDP III at primary level. Moreover, primary data through questionnaires and interviews were collected from process owners and experts at MoE and REBs. Moreover development partners were involved in the interview. The collected data were analyzed and interpreted using enrollment ratios, parity index, percentage and mean. The finding of the study revealed that educational access and coverage have shown remarkable improvements over the last five years, between 2004/05 and 2008/09. However, as the net enrollment ratio shows, entry to grade one has been highly dominated by over-aged children, particularly in rural areas. Improvements were also registered in ensuring equity in the provision of primary education, but disparities between boys and girls and urban-rural disparities have been challenges to the achievement of ESDP III at primary level. The capacity and management-related-problems such as lack of technical support to the regions, lack of adequate training for the implementation of ESDP ,High tum-over of implementers, regional, urban/rural and gender disparity, Inefficient utilization of resources, poor quality of education, weak education planning and implementation/management capacity particularly at MoE, inadequacy of basic school facilities, shortage of qualified and experienced teachers in the second cycle of primary education in the rural areas, inefficiency of smooth student flow through the educational ladders of the primary schooling as reflected by low survival and completion rates due to drop-out and repetition problems, low quality of school infrastructure, due to a strong reliance on low-cost constructions, long home-school distance, lack of school basic facilities and materials, lack of counseling and support for students and the likes were identified as a factor that made schools environmental less child-friendly and discouraged school attendance. The socio-economic and cultural problems: family low income, drought and food shortage, child labor demand, parents' illiteracy, early marriage and the likes also affected the education of children, particularly of girls and rural children. Moreover, less commitment of the political leadership to education has also contributed to the non-achievement of UPE in general and ESDP Iff targets in particular. Thus, if these present conditions and challenges persist, the coming ESDP IV has less chance to achieve the goal of UPE by 2015. Emphasis should also be given to increase access and equity by addressing all the inhibiting factors (social, economic and cultural). Moreover, all these could be put to the ground with strong political and leadership commitments. In order to achieve the target set during the ESDP the political commitment is vital. The management and the evaluation of the progress of ESDP should be strengthening. The Annual review meeting and joint review mission should be strengthened. Above all the String committee at MoE and REBs should be functional. The implementers should work their daily activities as per ESDP implementation manual. Finally, the study recommended that for ESDP to be achieved those challenges and problems need to be solved. Net intake rates to grade one should approximately reach 100%, and the cohort ever entering grade 1 must be kept in the system to progress through the education ladder to complete the final grade of primary education by avoiding dropout and repetition. Effective strategies designed than the current trend for the emerging regions. Opening mobile schools and Para-boarding schools for meeting the needs of pastoralist and semi-pastoralist students Strengthening the school feeding program for food insecure areas and Providing special support programs that can promote enrollment of girls and the retention in schools Construct more upper primary schools and classrooms in rural areas should be given to the implementers
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    Capacity Development of the Ethiopian Ministry of Education through Bilateral Partnership a Comparative Case Study of DFID and USAID Supports
    (AAU, 2021-02) Damte, Yeshihareg; Nekatibeb, Teshome(PhD, Associate Professor)
    This study explored the practice of Capacity Development (CD) of the Ministry of Education (MOE) through bilateral partnership projects. Grounded on social constructivist and interpretivist stance, the study adopted a comparative case study design. The Department For International Development /DFID/ and the United States Agency for International Development/USAID/ bilateral projects were selected as a case. Semi- structured interview and documents analysis were employed to gather the in-depth qualitative data necessary to explore and compare the practice of CD of the MOE through the bilateral partnership projects. A total of 24 study participants who are staff of the projects, and the MOE were selected as a primary source of data using purposive sampling. Relevant policy and strategic documents, project agreements and reports were analyzed. The research sought to answer four key questions, and the analysis of data and discussion of the findings were guided by Complex Adaptive System Theory (CAS) and the power relation theory. The finding emanated from this study reveals poor conceptualization of CD in both cases, and this resulted in considering CD as building or injecting capacity through the projects, providing support by direct implementation of project activities, technical assistance, adapting some intervention tested elsewhere, shots of training and developing strategic documents and manuals by consultants. There is inclination to some aspects of capacity of the MOE and failure to acknowledge the different components as equally important, and as involving complex interaction. The study discloses the poor policy and strategic guidance of DFID and USAID on CD of the MOE of local partners, and this has contributed to the poor prioritization, lack of clarity of objectives, approach, expected outcomes of CD, and fragmented integration and implementation in the respective bilateral projects. The finding uncovers that the ways of managing the two bilateral projects, which is mainly the decision of the donors, has very little contribution to CD of the MOE and in some cases has adverse effect. The deficient responsibilities of the MOE on key project activities which is mainly the result of involvement of intermediary project implementing organizations and the focus of the bilateral donor on producing results than developing local capacity, the poor decision-making power of the MOE on prioritization of CD and resource has led to low local ownership. The operation of a separate project office for project management, poor utilization of existing structure, working system and staff of the MOE, and more dependence on using technical assistance through project staff, and consultants, has impacted the MOE negatively from developing its capacity. The CD process through the steps from engaging the local partners, capacity need identification, developing a strategy or plan, implementation and monitoring and evaluation is generally poor in the two bilateral projects, with some attempt in the case of DFID. The investigation has several implications for policy and practice. Effective CD process through development partnership needs to be conceptualized as locally driven and owned, holistic, involving the interplay of the different components that are internal and external to the system, a complex and non-linear interaction. Having a comprehensive policy or strategic guide that shows CD of the local partner as the prior focus of the technical cooperation, an approach of project management and CD which enhances local ownership, strengthens and utilizes the internal capacity; a CD that is properly planned and implemented in a way the local partners leads the process from initiation to monitoring and evaluation; considering the dynamics of development partnership and the underlined interests of different actors, as well as the effect of power asymmetry are the major implications of the study.
  • No Thumbnail Available
    Item
    Causes of Dropout of Students in Government Second Cycle Primary Schools of West Hararge Zone
    (Addis Ababa University, 2011-06) Tesfaye, Berhanu; Kenea, Ambissa (PhD)
    The study was setout to assess the magnitude of dropout of primary schools in West Hararge zone and factors affecting it. In order to achieve this purpose, basic question were raised that intended to address the magnitude of dropout by grade level and sex and factors behind dropout of the system. Descriptive survey method was employed in this study. Moreover, both probability and non-probability sampling technique were used. Accordingly, 7 woredas and one(1) town administration were selected from 14 woreda and two town administrations found in the zone using simple random sampling. From the total of 82 complete primary schools found in the sample woredas, 30 complete primary schools were again randomly selected and included in the study. Principals, teachers, student (dropout), PTAs, zone and district supervision work process owners were used as the primary source of data. Questionnaire, semi-structured interview and FGD guides were used as the means of data gathering tools. Moreover, document analysis was intensively made to compute the magnitude (trend) of dropout by grade level and sex of the students' population. Before administrating the questionnaire, pilot test was conducted in two primary schools for validity and reliability of the items. After data were gathered, analysis was made using tables, frequencies, percentage, mean, weighted mean and spearman's rank correlation coefficient. The data revealed that the rate of dropout in primary schools of the study area is 12.9% in 2006107, 14.8%,2007108. 16.4%, 2008109 high and its trend shows a tendency of increasing except 2009110. The data further indicate that the problem is more serious among boys than girls. Low quality teaching, lack of school facilities, large class size, irrelevance curriculum, long home-school distance, poor school community relation, shortage of qualified teachers, and lack of training for school managers were the cause for dropout of student. Above all, inability to afford both direct and indirect costs of education, demand for child labor, lack of material and financial support, early marriage (Teenage pregnancy) and lack of family awareness were found to be the major impediments of dropout. Poor academic performance of students, low future success expectation and repeated absenteeism were also the other student elated problems that causes student to dropout. To alleviate these problems, recruiting more teachers, improving quality of education in general, diversifYing mode of delivery, creating open dialogue with community on sustainable basis, launching various support mechanism for economically poor students. building boarding schools, making curriculum relevant, earlier identification of potential dropout, creating job opportunities, and conducting further multivariate and longitudinal research on the issue were suggested
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    College of Education and Behavioral Studies Department of Educational Planning and Management
    (AAU, 2020) tadesse Sahlemariam, Hailu; Alemu, Yekunoamlak Phd)
    The major objective of this study was to investigate the challenges to practice of active learning approaches in teaching English for grade ten classes in secondary schools of Arada Sub-City, Addis Ababa. Based on this, related literatures were reviewed. The research design employed was descriptive survey with mixed approaches. The sources of data for this study were secondary school English teachers, students, school principals and Sub-City Education Office language supervisor. The main data collection instrument was questionnaires for English teachers and students. In addition, the sample school principals and supervisor were interviewed. Non- parametric statistical tools percentage, graphs and qualitative approaches were employed in order to analyze and interpret data. The study revealed that using active learning methods from the learners’ perspective; reluctance of learners to actively engage in active learning, dependence of the learners on teacher’s instructional activities, little monitoring/support during the active learning process, dominance of teacher-centered learning method, inadequate training provided for the teachers, higher teacher’s work load and inadequate practice of active learning at lower grades were found to be the major problems in the implementation of active learning approach. In connection to the use of active learning methods; lecturing, group work, discussion, demonstration, and question and answer methods of active learning were dominantly used methods while project, problem-solving, role-playing, brainstorming, peer-teaching, cooperative-learning, field-trip and debating methods were little used in English lessons. Hence, the active learning methods were not adequately implemented in Grade 10 English lessons so that active learning of the students could be ensured. So as to tackle the problem of implementing the active learning methods, practical trainings (through on- service, in-service and off-service programs) should be delivered to the FLTs teachers in a way it significantly improves the knowledge, attitude and practice of teaching English lessons
  • No Thumbnail Available
    Item
    A Comparative Study of the Practices of Early Childhood Care and Education across Private, Government, International and Missionary Preschools in Addis Ababa
    (Addis Ababa University, 2020-06) Reshad, Mahmud; Rönnerman, Karin (Professor); Mekasha, Kassaye, (PhD)
    In Ethiopia, it has been recently that the larger society has understood the benefits of early childhood care and education, and until recent times, many have claimed that it is overlooked by the government and left for the private and other religious and charitable organizations which are not accessible for and affordable by the larger community. Aware of what is going on in this area around the world, parents and education professionals are asking about the ways how children are learning and the access and types of care they are getting from their teachers and the preschools. Above all, teachers‟ qualification and training is a key discussion point of the area. This study is, therefore, a comparative exploration of the practices of early childhood care and education across private, government, international and missionary preschools of Addis Ababa, The Capital City of Ethiopia. Through this major objective, the study has tried to undertake a close observation of the home (parents) and the preschool (facilitators) interaction in the process of child care and education. It also explored the extent at which teachers/schools actually consider child-centeredness and play-based learning approaches accompanied by developmentally appropriate and culturally relevant practices in their day-to-day practice. Besides, the study has noted the type (s) of spoken language (s) that is (are) in use as medium of teacher-child and parent interaction and instruction and the participation of parents in their children‟s learning. In Ethiopia, the guiding principles of early childhood care and education, in one-way or another, have been drawn from the theoretical insights of Piaget‟s foundational cognitive theory and Vygotsky‟s contemporary sociocultural theory; and to consider its objectives, the study is also informed by the theoretical understandings of these theories. This study has employed qualitative research approach as a research methodology and it also used a comparative multi case research design. The central subjects of the study were teachers, children, parents, diploma early childhood care and education prospective graduate teachers of 2019 and officials of the area chosen based on purposive and snowball sampling techniques. The data collection processes were held through interview, observation and focus group discussion. Finally, the study concluded that most children are not given the opportunity to learn by themselves; and most participants agreed that play has great benefits for childrens‟ learning; however, the implementation did not match with this understanding. The study also showed that early childhood care and education practices ares not developmentally appropriate and culturally relevant; and the holistic aspect of child care is not well understood and implemented throughout all study preschools. The other finding of the study is that the focus of the assessment was mainly developed to measure the knowledge or the understanding level of children, and mostly conducted through paperwork. The study also revealed that the participation of parents on the learning their children is low, especially, in government preschools. Therefore, to improve the area, all rounded interventions are needed; we need to revisit our early childhood XII care and education training program and its implementation. The government, professionals, training institutes, preschool owners and the society as a whole has to work hand-to-hand
  • No Thumbnail Available
    Item
    Depression, Anxiety, Stress, and Academic Achievements among Undergraduate Medical Students of Saint Paul‟s Hospital Millennium Medical College in Addis Ababa, Ethiopia
    (Addis Ababa University, 2018-06) Belay, Meseret; Yemane, Sisay (PhD)
    The overriding purpose of this study is to assess the over all association between depression, Anxiety, stress and academic achievement among undergraduate medical students. The study was conducted in saint Paul hospital millennium medical college in Gulele sub city Addis Ababa. Stratified random sampling methods were used to used to select the respondents of the study among 719 students enrolled in saint Paul hospital millennium medical college during 2005- 2010 academic year. The quantitative data was gathered by the help of self administer validate questionnaire and was analyzed by the help descriptive statistics that consist o weighted inferential by Pearson chi-square test and one way analyses of ANOVA. As finding of study Chisquare test analyses of the association between prevalence of DAS and academic achievements’ of medical students found that there was a statistically significant association between levels of anxiety and students’ academic achievement at less than 0.05 significant level (X2=20.02,p<0.05). However, statistically significant associations were not observed between level of depression and stress with academic achievements’ of medical students in the study site during the survey period. The overall prevalence of depression, anxiety and stress among the respondents were 47.5%, 61.2% and 36.6%, respectively using the standard DAS 42 questionnaire. These figures are too high by any standards. So, to mitigate the problem, the stakeholders including health professionals would better give awareness about the overall problems accompanied by depression, anxiety and stress. Since this study found that statistically significant association between levels of anxiety and students’ academic achievement using chisquare test analyses, stake holders shall be in a better commitment position to seriously advice their students about how anxiety affects their academic performance. Monitoring and evaluation strategy shall also be introduce Key Words ; Depression, Anxiety, Stress, Medical Students
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    Ethiopian Primary School Students’ Mathematics Achievement through the lens of the Trends International Mathematics and Science Study
    (Addis Ababa University, 2020-09) Gurmu, Effa; Hansen, Kajisa(Professor)
    Ethiopia has established the national learning assessment system since 2000. However, it never participated in any regional or large-scale international assessment, though, planned to join it as of the Fifth Education Sector Development Program. The purpose of this study is, therefore, to assess grade eight students' mathematics achievement through the lens of Trends International Mathematics and Science Study (TIMSS). This was a quantitative study, in which the released TIMSS mathematics achievement test items and context questionnaires were employed. The participants were 2,120 students selected through two-stage cluster sampling techniques from 53 schools of the three regions (Addis Ababa, Benishangul Gumuz, and Oromia) and school principals of the respective sample schools. Descriptive and inferential statistics were used to summarize the findings and generalize about a population from the samples. The results indicated that the overall achievements of students’ in mathematics were about 32% and 404 points in the raw and scale scores respectively. The mean scale score for Ethiopian students was significantly better than the mean score of four African countries that participated in TIMSS study in 2011 but lower than the international mean score (p < 0.05). There was a statistically significant achievement mean difference across gender and school location, in favour of boys and rural schools at p < 0.05. The highest regional average achievement was observed in Oromia and the lowest in Benshagul Gumuz, while Addis Ababa was in between. There was no statistically significant difference observed between the achievements of Ethiopian students' in this study and National Learning Assessment (NLA) study in 2016, with the mean scale scores of 302.05 and 300.36 respectively (p < 0.05). The main significant factors that affect the achievement of students were: gender, school location family SES, students' attitude to school and mathematics, instructional language, school feeding, school emphasis on academic success, and principals' qualification. In general, the achievement of students in mathematics was found below the expected national and international standards. Therefore, policy-makers and concerned stakeholders should give special attention to enhance the achievement of students in mathematics, particularly for those disadvantaged low achieving groups. Finally, to participate in International Large-scale Assessment (ILSAs) and make the right decision, further studies should be conducted countrywide as this study has left with unanswered questions