Department of Curriculum & Comparative Education

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A Research on Practice of Teachers’ Performance
(Addis Ababa University, 2017-05-01) Adinew Ereballo; Cailianyu
The purpose of this study was to conduct a descriptive comparative analysis on the practice of teachers’ performance appraisal (TPA) between Addis Ababa University (AAU), Ethiopia, and Zhejiang Normal University (ZJNU), China. The use of comparative strategies would allow a description of these educational institutions in their particular settings of the practice of TPA to improve the teaching and learning process between the two universities. Analyzing and comparing the existing practices of teachers’ performance appraisal between the two universities was not a simple task, but it was complex in nature. This is because both universities were founded geographically at a long distance and they have their own working culture and value system. For this study, a qualitative research method was employed by using semi-structured in-depth interviews as primary data sources, and document analysis was also used as a secondary data source. The purposive sampling technique was employed in order to collect the data from the target population. Based on this technique, from each university 1 academic vice president, 1 chairperson of the teachers' union, and 12 teachers were used as a sample. To collect the data, based on research questions and review of related literature, semi-structured interview guided questions were administered, and a person-to-person interview was conducted by using a recorder as well as pen and paper to write field notes. Then, the collected data was critically analyzed by using comparative analysis and thematic analysis methods. The researcher has organized the recorded interview data; listened interviewed data repeatedly, transcribed the recorded interview, obtained the essence, coded the key words, created categories/themes, and finally summarized the findings of the study in order to prepare the research report. The findings of the study with respect to the similarities of both universities reveled that students were evaluating teachers performance regularly on the bases of course delivery, paradoxically the weight would be given for research output than actual teaching for academic rank promotion, the criteria were not flexible and scientific as well as it did not mediate junior and senior teachers. In other word, it seems to be “one suit for all” principle or all teachers (junior and senior teachers as well as teachers from different disciplines) were evaluating with the same criteria/standard/, so that the criteria were not appropriate to measure teachers’ performance effectively. Besides, both universities were using teachers’ iii Performance appraisal (TPA) for personnel decision-making purposes such as promotion and retention as well as rarely used for dismissal which mismatch with the primary purpose of the TPA. Both universities were using students’ evaluation twice in a year, in a semester-based manner to evaluate teachers’ performance regularly, there were lack of provision of periodic feedback, there was carelessness and unwillingness of the students while filling the evaluation format, and subjectivity of students while evaluating teachers by linking their grade point with teachers’ performance. On the other hand, both universities were also differed in many aspects of TPA implementation strategies. For instance, in AAU, students evaluate their teachers’ performance from 5o% both teaching and research effort of the teachers, whereas in ZJNU, students’ evaluation accounts 25% and also in AAU teachers’ performance appraisal /TPA/ lacks regularity/consistency, whereas in ZJNU, it was done regularly every year. Moreover, the AAU did not have an independent and responsible unit and used a manual-based routine approach to process the TPA, whereas ZJNU has independent units and it was used an online system or automation to process teachers’ performance appraisal. With regard to lesson learnt, AAU needs to learn from ZJNU about the provision of reward for those best performers teachers (in the form of cash or salary increment) and punishment for those low performers (in the form of absence of bonus money, reduction of salary) at the end of the teachers’ performance appraisal (TPA) process in every year. And also AAU needs to learn from ZJNU about the reduction of academic status from those who has got low level of performance appraisal on the basis of 3 or 4 years performance result. Ex: Level-2 professor becomes level-3 professor … etc. which was done in all levels of academic ranks. On the other hand, ZJNU needs to learn from AAU about the proportion of students’ evaluation, this accounts 5o% of the overall evaluation of the teachers’ performance appraisal which was greater than that of ZJNU students’ evaluation accounts 25%. This is because, students able to know more than any others about their teachers, if it is properly done; it is a good experience to enhance teachers’ performance. Finally, the researcher would like to recommend that the attention will be given for the provision of periodic feedback, amendment of the performance criteria as well as critical IV followup and control of students’ evaluation in order to reduce carelessness, hurry filling evaluation format and association of their grade point with teachers’ performance appraisal
A Study of Students' and Socetal Needs regarding an Approach to the First Cycle Primary School Curriculum Integration in Tigrai
(Addis Ababa University, 1997-06) Abraha Asfaw
A review of literature in curriculum integration reveals that it is possible to use themes (basic concepts), student activities or social problems as unifying elements, which depends on the leading philosophy of the curriculum development. And education is more responsive to its intent when it reflects local and regional needs. Accordingly, the main purpose of this study was to identify the approach of curriculum integration in the first cycle primary schools ofTigrai according to the needs of the students and the society. That is, 193 subjects (students, parents, teachers and representatives of the regional bureaus of education, agriculture, health, and teachers' and women's association) were used to investigate the relevant approach of integration for the level and region underdiscussion. The data gathering instmments were opinionnaire and interview. And the data procured was interpreted using percentages and the chi-square. Results of the study, then, indicated that the social problem curriculum was preferred to the activity and thematic ones. Furthermore, it was found out that the need of such a curriculum was not a function of (a) cognitive development of students, (b) sex, educational level and domicile differences of students and parents and (c) sex difference of educational professionals. But educational level difference of the educational professionals seemed to affect the result: majority of teachers (12+ T. T.J. and diploma) and educational officials (B.A.lB.Sc. and MA.IM.Sc.) selected the social problem and activity approaches respectively.
Accountability for Curriculum Implementation in Primary Schools of East Wollega Administrative Zone, Ethiopia
(Addis Ababa University, 2025) Feyera Beyessa; Ambissa Kenea
The study aims to investigate accountability for curriculum implementation in primary schools in the East Wollega administrative Zone, Ethiopia. The system theoretical framework and World Development Report (2004) conceptual framework served as the study's orientations, as it explored the current accountability relationships among the key stakeholders in the primary education system. To achieve the study’s objectives, an exploratory case study type and a multiple case study (holistic) research design were employed. A purposive sampling technique was used. Data were collected from primary and secondary sources using semi-structured interviews, non-participant observation, and document analysis. Data was collected from 6 primary schools, which includes 6 school principals, 6 Parent-teacher Associations (PTAs), 3 supervisors, 12 students, 12 teachers, 12 parents, 6 curriculum and instructional (C and I) experts of Woreda Education Offices (WEOs), and 2 curriculum developers of Regional Education Bureau (REB). The subject of the study is 59. The collected data were qualitatively analyzed using a thematic approach. The findings of the study reveal that the voice accountability relationship between curriculum users and the curriculum developers and experts can often be characterized as meaningless due to several interrelated factors such as lack of rich information and communication, absence of media and technology platforms, cultural barriers, limited curriculum users’ involvement in decision-making, unclear representative of the electoral connection linking with curriculum implementation to voting behaviors, no formal and informal participation of the curriculum users, and week feedback mechanism. The study further reveals that the long route compact accountability relationships between school curriculum implementers, and both curriculum developers and experts are weak and frequently characterized by thick authority, poor enabling environment, absence of appropriate reporting, contractual agreement, meager implementers’ autonomy, and the politicization of the experts’ responsibilities to focus on top-down subordinate directives. This accountability relationship was effectively exercised to hold school curriculum implementers accountable for easily counted scores and politically attractive reports rather than the implementation of the school curricula. The short route students’ power accountability relationship was masked by the hopeless students themselves, the poor response of School Management Bodies (SMBs) to students’ concerns, little information, no legal and official written accountability policies…and fear of the school's political pollution which limited students' ability to hold school curriculum implementers accountable. Parents’ power accountability relationships were challenged by local norms and awareness, resistance from SMBs, variability in engagement levels, limited knowledge, lack of transparency, a limited information. This study confirms that management accountability relationships between SMBs and teachers were strongly working for report-driven, creating mistrust and an incomplete accountability relationship that diverts teachers’ focus from implementing the curriculum. The study depicts that wastage of instructional time, lack of autonomy, an enabling environment, appropriate reporting techniques, and accountability mechanisms, and the absence of an accountability policy had paralyzed management accountability relationships. The study affirms that soft and forgiving accountability mechanisms were the convincing consequences. Finally, the existing system accountability relationships for curriculum implementation were loosely coupled. Hence, in addition to valuable recommendations, reasonably, I proposed a school-based accountability model for reducing system fragmentation of accountability relationships that may serve for better implementation of the curriculum. Keywords: accountability, compact, curriculum implementation, curriculum users, management, power, primary education, system, and voice
Action Res Each on Reflctive Teaching in the Plasma Context: the Case of MenelikIi Preparatory School
(Addis Ababa University, 2008-06) Alebachew Zewdu; Amare Asgedom
The present study has been conducted for fifteen weeks during the first semester of the present academic year. Disciplinary problems, lack of preparedness of students before coming to school, lack of direct involvement of students in classroom exercises, problems of posing questions and of organizing their own notes have been identified and tackled with contextual solutions along the study. Classroom observations, test and exam results, focus group discussion with students and the deliberation of the research report to the general teaching staff members were the instruments for data gathering. Reflection on the contextual problems led me to design appropriate strategies, actions and observations along with data collection were the next steps; the cycle ended up with the recognition of change with respect to the / strategies interventions . The attendance problem of grade twelve students have been improved, students became aware of the knowledge reconstruction paradigm and had demonstrated in their conceptions of the necessity of preparedness before coming to school as part and parcel of the classroom .activities. Their tendencies towards attempting classroom activities, how to probe into new ideas and the habit of organizing their own notes have been improved through the process. Their progressive tests and final exam results were also enhanced, though they faced them without any prior orientations and couching, as a strategy so as develop a habit of independent learning. Dialoguing became the feature of my class and we were friendly by narrowing the teacher-student dichotomy. My conclusion is that reflective teaching was a fruitful approach to teaching chemistry in the plasma context
Action Research Practice in Government Secondary Schools: the Case of Addis Ababa City Administration
(Addis Ababa University, 2012-10) Azeb Halefom; Firdissa Jebessa
The purpose of this study was to assess the practices of action research in government secondary of Addis Ababa city administration. An attempt was made whether action research schools was conducted and implemented in the schools to solve real educational problems in classrooms. To this end, 10 sample Government secondary schools were selected out of the 50 found in the ten sub-cities of the City Administration (one from each subcity) using purposive sampling technique. The sample schools considered for the study were Addis ketema, Bulbula, Tikur Anbessa, Beshali, Medhnialem, Temenga yaz, Ayer-tena, Africa Hibret, Lafto and Higher-12. Descriptive survey method supplemented by structured interview and document analysis was used to collect relevant data from the respondents of each selected government high school. School level respondents comprised of directors, teachers, members of student council and members of PTAs. Experts of Sub-city Education Office have also participated in the study. A total of 194 respondents were selected as a sample for the study. These comprised of 10 directors, 10 members of student council, 10 members of PTAs 10 experts of Sub-city Education Office and154 teachers selected using purposive sampling methods, which is a quota sampling technique. The collected data were analyzed and interpreted in SPSS software using percentages. The findings of the study revealed that the practice of action research in Addis Ababa City Government high schools was not adequate to solve day-to-day teaching learning problems of all high schools. Almost leadership of the schools . under investigation was found poor supportive and the involvement of experts, members of PTAs and members of students' council was also poor. The tendency to conduct action research of teachers' was weak, and lack of capacity to conduct action. research was seen as a problem of the schools. The scarcity of finance and other resources were also found as aggravating for the failure of participation in conducting action research. Accordingly, the above problems seem to have led the practice of action research in Addis Ababa city government high schools to be poor. To alleviate the above-mentioned problems, the schools should orgamze training programs to the teachers and other concerned bodies at the school level. The leadership should be supportive and committed in assisting and designing systems to develop full participation of teachers to undertake action research in the schools. School leadership should also prepare and provide incentives to encourage teachers' involvement in action research
Active Teaching and Its Influence on Student Academic Achievement - the Case of Grade Three
(Addis Ababa University, 2004-06) Ahmed Reja; Temechegn Engda
The purpose of this study was to examine the influence of active teaching method on grade three mathematics achievement. Active teaching (other terms are also synonymously used throughout the paper), as the process-product research approaches explain, refer to teacher behavior in the classroom. Identified with the teaching model, there are thirty four teacher behaviors categorized in five blocks (see Appendix II). The subjects taken for this study were IS grade three mathematics teachers randomly selected from 10 primary schools in Mekelle and their students as well. The students (numbering 808) of these teachers were tested at the beginning and end of the training program. The teachers were randomly assigned to three groups: trained teachers observed while implementing the method, trained teachers but unobserved and untrained teachers who simply taught in their style and hence 5 teachers in each group. Both trained groups (the observed and unobserved teachers) were given a 24- page manual on the teaching model and were also trained for five days lasting two hours each. Then, starting the first week of November they continued to instruct in their regular teaching schedules during the study period. Both the trained observed & untrained teachers were observed three times each spaced nearly a month so as to see to what extent the teaching behaviors suggested in the manual were implemented. The trained unobserved group was simply used to see whether the presence of the observer (video recorder) had an effect to the trained observed teachers. The proportions of implementation of the teaching behaviors by both observed groups were computed using percentages and the impact of these teaching behaviors or the influence of the active teaching model on student achievement at the grade level was analyzed using the t-test. The statistical impact on student achievement was accepted as significant at 0.05 a level or better. Results of the analysis revealed that the proportion of implementation of most of the teaching behaviors was greater in the trained observed teachers than in the untrained teachers. Similarly, posttesting results indicated that students taught by the trained teachers had better mathematics mean scores than students of the untrained teachers and hence could be concluded that active teaching method had an influence on student academic achievement
Addis Ababa University School of Graduate studies College of Education and Behavioral Studies Department of Curriculum and Teachers Professional Development Studies
(Addis Ababa University, 2010-06) Wakshume Terefe; Tilhanu Fanta
The purpose of this study was to asses the practices, challenges and prospects of ABE progam in Horo Guduru Wolloga Zone. The method employed in the study was descriptive survey. Review of available literature on ABE program and relevant data were gathered from 4 educational officials, 5 cluster supervisors, 6 ABE centers, 30 ABE center facilitators, 24 ABE students, and 25 CMC members. Respondents were selected by purposive, availability and simple random sampling techniques. Data collection tools were questionnaire, interview, focus group discussion and observation. Data obtained from questionnaire were analyzed using statistical tools like frequency and percentage. The data from interview, focus group discussion and observation was analyzed qualitatively. The findings from data analysis showed that the program is challenged by m any constraints: center facilities, unavailability of learning materials, low perception of the program by the community and low attention to the program in providing supervision and support, assignment of untrained facilitators, low commitment of the facilitators and their instructional performance. These problems undermined the quality of education. Thus, the government and other concerned bodies should address these problems jointly. Hence, the researcher forwarded recommendations based on the findings. So that in addition to making schools accessible to the needy children there should be need of fulfilling the required educational input (well trained facilitators, adequate instructional materials etc), center facilities, paying incentives for bodies who work on the issue of the ABE program providing regular supervision and support to the centers and working towards, community awareness creation
All Ass&Ssmelit of Teachers' Peryormabces Iii Currioulum Implbkentati(I{ (Illu.Anor Smior Secondary Schools Ii Focus)
(Addis Ababauniversity, 1991-06) Hailu Dinka,; , Azeb Desta
VItIIa MarO./JUlle 1990, a stuq was oarrie4 > t ill III ~a •• r Seai r Seeoai~ Sc~o.ls to assess tke pert ~aaees .f teackers .t tile aca4ea:l.c suD~eot. 1». ourricula illpl ' e.tati ••• · ft.. 'itasic q estiollS wlaick tAe s't'aq atteaptet t. uswer were: > (1) n. teacAera select, structare aal ~ rcaaise tAe e •• te.t. _t tAe su.~eets taq teaell t. faoll1tat'etlle pl_i..... .e: Dclisi •• • t hstracti.1 (ii) Do all teac1lera eJDl~ gpropriate aetJa tat tecUiqlles, au. proen.res ia teac1d.ac1 (111) De teacaera Dow ~ attevt t oTero ' ae t~e u.rtace f te~e~-le~ aateriala1 (iv) De teacllera WI. c---.1t:r resn.ree. t. tke M.vaatace -,.f ~:astruct1o.1 ad (T)' Do teaclu~r8 ~r vi ... f.r c ••c eras ot tke learaers?-. Oae alUlirea tllrJ. V tnr tea llera troa a asaple .f teee seAO Is partieipatH. :lA t1le stu..,.. nrouga tlle use .f questieaa1re, o.serYati DS, ani l.tervievs, lata were collect ... troa teaeaers. Directors 'and stuae.ts were alao iaterviev~. T1te lata collecte .. were anaJ.;rzei usiac peree.taces, averaces, mn-8fj,uare tistri8uti.a, aU. iater,retatioJlS ia. re1st1 •• t. Ii terat1lre ill tae fiell ot eurric1ll1lll u4 instruoti... h particular, II J OOsOD. • a 'Ilodel of ovriculua tAeor.r- was taken as .. ,. a tr8lle .t r~ erence;' . ~. . , - . - MaJor tilldiDCa of t e stuq were (i) Teacaers ... 0 .... (select •• , structured, and reorcaaizei) tAe co.teats .t tAe sultjects tA.,. teacll to tacili tate tAe plan.iU.q &:AI execusi.1l ot instructio., (ii) Too m~ teacaers vere uaconceraei a.out tAe sllort~e ot bstructional materials ia th.e su'itjeota tll.~ teacll, (iii) TeacAers tende4 to 4elloutrate a less trequellt use ot appropriate procedures ani tecluri.ques in teaclliDC 04 .. sigDificaat eifference was o.servei aetwee. all teacaers iA t1l.is regari, (1 v) Iew teacaers used tlle coaamd t.r tor IlUca t taeir teac1liac, aai (v) Teac1I.ers assistea tae lear,aers o~ tllrouga 1nforll8J. uvic~ and ellcourageaeats. 0. tae .asis of the firuJi DeS it was reco_eDd_ to (i) Orgaaize workskops ani semi.ara ter teacaers to 1I.elp taea aaster tae metko4s and teca.iques ot teaclli~, (ii) Aavise teacaers to prociuce their own teac1li~ aiels, (iii) Encourage teacllers to llSe collJlUlli ty resoruces, ~i v) Moaili ze tAe scaool aa t1l.e surrounding coaaunity ter tAe upkeepi., uj, .ailltenaace ot tlle se.ool, and (v) Make eo.tinous follow ups .r teacll.ers
Analysis of Alternative Basic Education (ABE) Intervention By The Organization For Prevention, Rehabilitation And Integration of Female Street Children (Oprifs)
(Addis Ababauniversity, 2007-07) Endale Kebede; Abdulaziz Hussien
Purpose of the study is to analyze the extent of ABE program access to female street children under the intervention of indigenous local NGO named OPRIFS. Therefore, the analysis was made in the light of the government policy intention to provide Universal Basic Education (UBE) by the year 2015. The main research questions addressed the extent of educational access created, quality of education de livered- mainly its relevance to the needs of the beneficiaries, efficiency of the program and level of community participation for the impact analysis. The case study was conducted in two ABE centers in Arada Sub City of Addis Ababa where OPRIFS is conducting its program. Thus, center facilitators, program coordinators, beneficiary students, Kebele Education Desk Officers, Education Supervisors, children's parents and parent committee members were included as respondents. Data were collected from these respondents using questionnaire, interview, focus group discussion guides and observation checklists. From among 74 respondents 60 of them were female street children found in the ABE centers who were selected on the basis of random sampling. The remaining were program coordinators, facilitators, and education desk officials, in Kebele and Sub-city office of Arada. All the respondents had filled and returned the questionnaire to the researcher. Then the quantitative data that involve frequency counting were coded and processed using SPSS. The qualitative data is analyzed with an in depth examination of related documents, interview, FGD and observation check list summarized along key concepts corresponding to the main research questions. The findings of the study revealed that there is problem of confidence about the ABE nature within OPRIFS that helps students to finish the first level primary in three years program, lack of coordinated intervention in ABE project by establishing GO-NGO partnership, problem of insufficient community participation in school management and utilize community resources that insures program sustainability. Therefore, it is concluded that OPRIFS intervention in the ABE program had created an opportunity to this local NGO to contribute its share in opening a limited access to the marginalized female street children in the capital Addis Ababa. Thus, depending on the results of the findings the researcher recommends that due attention need to be given to mobilize the community, design strategies that could enable to utilize community resources, strengthening partnership with a/l stakeholders, exploring possible means that provides more access to female street children, share experiences from other NGOs and reevaluate the three years ABE's program that helps to complete the first cycle primary in light of ABE nature of flexibility and cost effectiveness
Analysis of Geography Instruction on the Basis of Flanders Interaction Analysis Categories (FIAC) in Senior Secondary Schools of Sidama Zone
(Addis Ababa University, 1997-06) , Abdulaziz,Hussien; Desta, Azeb
The purpose of this study was to make an investiqation into the nature of classroom verbal interaction in ninth qrade qeoqraphy classes. On the basis of Flanders' model, attempts were made to identify the prevailinq behaviors in the teachinq-1earninq process. Whether or not the teachinq behaviors of teachers were related to teachers eXPerience and qualification was also one of the maior purposes of this study. Data reqardinq classroom verbal interactions were obtained from six Sidama Zone senior secondary schools that were selected usinq purposive samp1inq technique. The study included all ninth qrade qeoqraphy teachers in these schools systematic observation was the instrument of data collection. The data qathered throuqh consecutive observations were analysed usinq percentaqe, t-test, Spearman's rank order and point biserial correlation coeffi cients. The findinqs have indicated that,on averaqe teachers consumed about 85. 42% of the class time for talkinq (mainly for lecturinqj, while students used only about 5.40% . All qeoqraphy teachers were fOWld usinq direct influences in teachinq. Geoqraphy classes were characterized by low teachers use of questions, hiqh teachers' initiation, teachers hiqh emphasis on the presentation of the subiect matter and low students self introduced ideas. The findinqs have also shown that total years of teachinq have sianificant direct relationship with the proportion of teachers' talk and teachers' use of lectures. But experience was fOWld to have no sicmificant relationship with the type of influence teachers used in teachinq. Moreover, qualification too was fOWld to have no sianificant relationship with the above variable. Thus , it was concluded that qeoqraphy classes were teacher dominated and students were mainly left to the position of passive audience. Based on the findinqs and conclusions, it was recommended that measures reqardinq upqradinq the previous traininq of teachers and re-examination of the methodoloqy courses be taken to improve classroom interaction. It was al so recommended that teachers should vary their talk so as to include such cat eqori es as acceptinq s tudents' fee1inqs, praisinq them, usinq students ideas, etc instead of de1iverinq lect ures for a very l onq period of time.
Analysis of Organizational Capacity in Implementing Decentralization of Educational Management in Oromia National Regional State: the Case Of Finfinne Surrounding Special Zone
(Addis Ababa University, 2014-06) Gashaye Nuressa; Hussien Kedir
This research was conducted in Oromia regional State Finfinne surrounding special zone, Ethiopia. The major purpose of the study were to assess the organizational capacities of educational offices in terms of organizational structure, leadership and management, human resource, financial resources, , internal and external infrastructural capacity as well as the extent to which enabling environment in terms of legal political administrative and stakeholder participation is available. The research methodology employed was a descriptive survey method.The main sources of information for this study were educational officials and experts of the sample education offices, selected key informants from woreda as well as official documents (policy, strategies, programs, and statistical reports). Data were collected from woreda education offices through a questionnaire, interviews, document analysis and checklists. A total of 114 questionnaires were distributed to educational officials and experts working in five education offices and four schools from 8 woreda education offices in Finfinne surrounding zone, and from these 100 questionnaires were completed and returned. Moreover, the opinions gathered through interviews that were conducted with key educational officials of the woreda levels were also used as major sources of information. The findings of the study revealed that the overall condition of the education office was challenging and needs strong improvement. Organizational structure, leadership and management, financial resources, human resources, were the wereas in which needs improvement. Conversely, policies and legal environment, political environment, as well as stake-holder participation were among the wereas in which need less improvement. More specifically, constraints of internal and external infrastructure and its utilization, lack of conducive work condition, lack of strong leadership and commitment, high turnover of educational officials and experts and lack of clear organizational structure were identified as factors responsible for the ineffectiveness of implementation of decentralization of educational management. It is therefore, to make decentralization of educational management 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. Keywords: Decentralization, Organizational Capacity, Leadership, Management
An Analysis of the Work-oriented Character of the Ethiopian Primary School Curriculum
(Addis Ababa University, 1994-06) Chere, Andualem; Bekele, Abebe
The purpo se of thi s study is t o analyse wh e ther the Ethiopian Curri culum of primary schoo l i s work-oriented or no t. To ach i eve thi s a im, t e xtbook co nt en t analysis and qu e st i onnai res have b een used as data co llect ion instruments. Four s t eps have been f o ll owed i n ana ly s ing t he conten t of th e t ex tbooks . Th e first step i s concerned wi th text book selection. Th e second step involves defining the research prob l ems in t e rm s o f categoriE's in relation t o the thE'sis bas i c qUE'st i ons. Th e th ird s t ep deals with ide n tif y ing the t ec hnique of mea surement or uni t o f content. The last step identifies th e system o f enum e rati o n. Th en . da t a obta ined from text bo ok ana lysi s and questi onnaire are int e rpreted and summari zed. The results of the analysis show th a t thirty- seven p e rcpnt of thp co nt ents are work - rpf ere nced. Of th ese wo rkfc, fer"nced paragra ph s , thirty - ti1r f'E' percent are hIlle - c o llar refe r enced and four per cent are ,.- h i te - co l l ar - l'io r k-referenced, TIle quest t o find n llt thp students ocrupational aspirations has r evealed that con t rary t o th e cnntpn t s of the t ex t books, their occupational aspira tion is i ncl ined to wh ite-c o llar categ o ri es o f occupat i o n s . On th e basis of the results. it is co n c luded that, in mos t aspects, th e present content of th e Ethiopian e lementary sc ho o l t ex tbooks do n o t co nt ai n a ba lan ced pr opo rtion o f co ntents which r e fl ec t wo rk orientation . Thoug h the f e ..work- or i en t ed paragraphs re f l ected a blue-collar ca t ego r y of " ork b ia s , th ey fail t o develop on s tu de nt s pos i tive att itude t oward s ma nual work,
An Analysis of The Work-Qriented Character of The Ethiopian Primary Schcx)L Curriculum
(Addis Ababa University, 1994-06) Andualem Chere; Anene Bekele
Th purpose of thi tudy is to analyse whether the Ethiopian Curriculum of primary school is work-oriented or not. To achiev this aim, textbook con n analysis and ques ionnaires have been used as data collection instruments. Four steps have been followed in analysing he content of the textbooks. The fir t step is concerned with text book selection. The second step involves defining the research problems in terms of categories in relation to the thesis basic questions. The third step deals with identifying the technique of measurement or unit of content. The last step identifies the system of enumeration. Then. data obtained from text b01k analysi and questionnairp are in erpreted and summarized. The rpslll s of thp ana 1 ys i S sh090 tat hi rty-seven percpn of the contents are wnrk-referpn ed . Of these wo rkrpfprpnce p~ragraphs, hirty-thr e perren are plue-collar refer nced and four perrent are whi te-co llar-90nrk-referenced. The qUE''':; n find ou he <; uden SOC'! a~io nal aspi r a i')ns has re 'ealed that contrary 0 the cnn::"' ... s n . heir 0(' upational aspi ration is incline categorie<; of occupa tions. he "xtbooL . o whi te-collar On the basis of the resul ts. it is concluded that, in most aspects, the present content of the Ethiopian elementary school textbooks do not contain a balanced proportion of contents which reflect work orientatio. Though the few work-orient d paragraphs reflected a lue-collar categ ry of work bias, they fail to develop on tud en.s po i ive attitude towards manual work
The Application of Constructivist Strategies in the Teaching of Upper-Primary School Sciences
(Addis Ababa University, 2001-06) Fereja, Temesgen; Engida, Temechegn
The purpose of this study was to assess the application of elements of constructivist strategies in the teaching and learning process of the upper primary school sciences in the Addis Ababa Administrative Region government schools. The sources of data were grade seven science (Biology, Chemistry, and Physics) teachers and their classrooms. Three data collection instruments were used: classroom observation, questionnaire, and interview. Accordingly, 12 classrooms were observed, 48 teachers (including those observed) filled questionnaires and 4 teachers (from those observed) were interviewed. The results of the study revealed that the teachers lacked the necessary knowledge base to use elements of constructivist strategies in their classrooms. About 30% of the respondents rated 'strongly disagree' and' disagree' on very important issues related to the strategies with only 24.8% strong agreement. Therefore, it can be said that most of the teachers are guided by traditional philosophies and theories of learning. However, it is found out that these teachers have the necessary attitude to use the strategies. About 98% (with mean value 2.68) rated that the strategies/techniques as 'very much useful' and 'useful' for the teaching and learning processes in their classrooms The assessment regarding the extent of use of these strategies have also shown that the strategies are only rarely and sometimes used in most upper-primary science classrooms. Among the observed teachers, only 5.83% of them found applying them very well. The other 28.33% applied them moderately and 36.66% not applied them at all. . The analysis of the data collected through questionnaire has also revealed that about 50% of the respondent teachers are only rarely and sometimes applying, and about 10% do not apply them at all. However, about 30% of them applied frequently and always. The most serious factors affecting the use of elements of constructivist strategies are found to be: the lack of facilities such as the laboratories and laboratory resources; the classroom conditions, in general, and also the large number of students in a class; student's lack of interest and the textbook/the curriculum. Thus, urgent in-service training through workshops, and also small-scale training programs should be given to the upper-primary science teachers on modern theories of learning, parlicularly on the philosophical bases to teach science and also on how to incorporate elements of constructivist strategies into their classroom teaching. The stakeholders, the government and also the general public should seriously think upon providing the necessary facilities. Science teaching should also focus on student's developments of knowledge, skills in science and also attitudes and interest in science. The serious considerations the textbook designers give to modern theories and models of learning during the designing of the textbooks will also be very crucial.
Application of Instructional Materials in the Primary Schools of the Snnpr.
(Addis Ababa University, 2000-06) Terefe, Betsate; Odharo, Johnson
The study was intended to know for certain, the extent to which primwy pupils in the SNNPR are currently provided with concrete, meaningful and involving learning experiences in school. To this effect attempts were made at the initial stage, to identify the different variables that affect the provision of concrete learning experiences to students. One set of variables considered in this regard was the kind and level of performance teachers were demonstrating in selecting, obtaining, producing and using instructional materials. Similar attempts were made to determine various dependent variables that affect the production and utilization of instructional materials. These include among others, the professional competency and commitment teachers have in materials production and utilization. In addition, consideration was also given to the kind and amount of media services and administrative support that were made available for the teachers. With this aim in view, various instruments were employed in order to gather data from several sources including teachers, pedagogical center (media centel) coordinators, school directors, officials and experts in education offices. Because of various internal and external factors, teachers are found to have very low performance in the selection, procurement, production and utilization of instructional materials. Hence, students in the SNNPR were found to receive little or no concrete, meaningjili and involving learning experiences in school.
Appraisal of Teaching Effectiveness of The Prospective Teachers of Arba Minch Teachers• Training Institute (With Particular Reference To Amharic And English)
(Addis Ababauniversity, 2004-06) Girma Abate; Derebssa Dufera
The purp se of this tudy i to appraise the extent which would - be teacher teach in the teaching practice effectively \\'hen Cell in the light of the fi\'e key behaviors. i,e" lesson clarity, in tructional variety. teachers ta k orientati n and engagement in the learning process and student ucce s rat , To thi end. two data gathering instruments (observation scales and que tionnaire) weI' employed. while three Amharic and five English teachers teaching and one hundred sixty eight tudent-teacher iQ training \vere used as the subjects of the study, Percentage was employed to analyze the data, Finding made clear that the behaviors of clarity such as informing learners about the ksson objective and pro iding them \\'ith an ad\'ance organizer are not performed properly, The beha\'iors of c1arit such a checking for task-relevant prior learning at begirming of the les on. gi\'ing directi\'es slowly and distinctly. etc, are performed in a medium level by teachers and \\'ould-be teachers, Would-be teachers perform the behavior that is knowing ability levels and teaching at slightly abO\ e learners' current level of functioning in a low marmer. \\ ith r gard to variety. some of its beha\'iors such as showing enthusiasm and animation through variation in eye contact voice and gesture . etc,. are better done, Wherea the beha\'iors such as using attention-gaining de ices, using a mix of rewards and reinforcers. u ing various types of questions and using various mode of presentation are badly done, Regarding task orientation. behaviors such as de\'eloping unit and lesson plans and teaching in accordance v,ith text and curriculum guide. etc,. are performed in a medium level. \\'h reas the behaviors such as selecting the most appropriate instructional method for the objecti\' s being taught and establishing schedule in which major classroom acti\'ities begin and end \\'ith clearly \'isible events are performed in a 10\\ manner by would-be teachers, :\s regards engagement. the behaviors such as providing for guided practic . pro\'iding c rrcctives for guided practic in a non- e\'aluative atmosphere, u ing meaningful \'erbal praise are not bener done, Amharic and English teachers better do the behavior that is using group and indi\'idual activities as motivational aids when necessary, \\'hereas it i done in low I vel by \\ ould-b teachers of Amharic and English, On the other hand. the behavior that is monitoring at\\' rk by circulating and frequently checking progress is performed by a medium level. Concerning modcrate-to-high success rate, beba\'i r sucb a e tablishing unit and k on organization that reflects task-relevant prior learnino ' etc .. are performed in a medium Ie\' I. Whereas the behaviors such as administering COlT cti\'e immediately after initial re pOll ' e and establishing momentum arc badly done, Finally. giving due emphasi to organizing a series f eminars /workshops to familiariz and to refresh the language teachers of TTl in particular and the staff in general v ith modern principks, theories and m thods of teaching by im'iting resource per ons \\'ith diflerent fields or specialization. and arranging continuous hort-term in- ervice education for tcacher ' r \\ LHtld-bt.: teachers in particular and for fir t cycle primary chool teach I' in gcneral art: the major recornm ndations in order to improve t aching ef~ cti\'cncss
Appropriateness, Attainability, Balance and Relevance ofEarly Childhood Education Curriculum in Addis Ababa
(Addis Ababa University, 2019-06) Hagos, Alem; Debeb, G/Egziabher (PhD)
The purpose of the study was to explore the early childhood education curriculum(syllabus) in Addis Ababa, Arada city administrationas a case study with specific focus on appropriateness, attainability, balance and relevance.The key reason why the researcher is motivated to study this issue was due to limited research has been done, so far on the issue inAddis Ababaas well as throughout the country.To achieve the objective of this study the researcherused a qualitative content analysis evaluation approach and interview. Depending on the research guide interview and the nature of the respondents, additional variety of data gathering tools including interview and observation were used. Out of 10 sub cities, the researcher selected purposively only one sub city (Arada). In Arada sub city there were 15 primary schools (government) however, the researcher selected only four of them namely: Africa Andnet No 1, Genet KG, MelkamErmjachin and Meskerempurposively selected,there were 38 teachers. Howeverfor interviewtwo teachers, one director and one supervisorfrom each preschools was selected. In addition, one coordinator and one expert were participated from Addis Ababa Educational Bureau. In general,18 participants wereparticipated. Therefore, for success of the study the researcher used the syllabus more as data analysis. Hence, themajor findings are; syllabus has not inclusions like play, music and aesthetics as major themes.Moreover, other findings of thisstudywerelack of appropriateness, attainability, balance and relevance and lack of qualities of early childhood education. Because the syllabusis out dated and below the status of the learner and teachers are not professionals. Although, inthis study, there were lack of school facilities such as toilet, compound free play, shower and teaching aids are some of them. Generally, based on this study, recommendations were tendto MoE, Addis Ababa Educational Bureau and schools communities to improving early childhood education curriculum (syllabus). Key Words: Early Childhood, Syllabus, Attainability, Appropriateness, Balance, Relevance
Appropriateness, Attainability, Balance and Relevance ofEarly Childhood Education Curriculum in Addis Ababa
(Addis Ababa University, 2019-06) Hagos, Alem; Debeb, G/Egziabher
The purpose of the study was to explore the early childhood education curriculum(syllabus) in Addis Ababa, Arada city administrationas a case study with specific focus on appropriateness, attainability, balance and relevance.The key reason why the researcher is motivated to study this issue was due to limited research has been done, so far on the issue inAddis Ababaas well as throughout the country.To achieve the objective of this study the researcherused a qualitative content analysis evaluation approach and interview. Depending on the research guide interview and the nature of the respondents, additional variety of data gathering tools including interview and observation were used. Out of 10 sub cities, the researcher selected purposively only one sub city (Arada). In Arada sub city there were 15 primary schools (government) however, the researcher selected only four of them namely: Africa Andnet No 1, Genet KG, MelkamErmjachin and Meskerempurposively selected,there were 38 teachers. Howeverfor interviewtwo teachers, one director and one supervisorfrom each preschools was selected. In addition, one coordinator and one expert were participated from Addis Ababa Educational Bureau. In general,18 participants wereparticipated. Therefore, for success of the study the researcher used the syllabus more as data analysis. Hence, themajor findings are; syllabus has not inclusions like play, music and aesthetics as major themes.Moreover, other findings of thisstudywerelack of appropriateness, attainability, balance and relevance and lack of qualities of early childhood education. Because the syllabusis out dated and below the status of the learner and teachers are not professionals. Although, inthis study, there were lack of school facilities such as toilet, compound free play, shower and teaching aids are some of them. Generally, based on this study, recommendations were tendto MoE, Addis Ababa Educational Bureau and schools communities to improving early childhood education curriculum (syllabus). Key Words: Early Childhood, Syllabus, Attainability, Appropriateness, Bala
An Assesment Of the Status Of Pre-School Education in Selected Public and Non-Governmental Kindergartens: the Case of West Shoa Zone Oromia Region.
(Addis Ababa University, 2009-06) Dengia Etea,; Dessu Wirtu
The main purpose of this study was to assess the status of selected public and nongovernmental kindergartens in West Shoa Zone. To this effect, descriptive survey method was employed. Among the 13 woredas of the zone that have kindergarten institutions, six sample woredas were selected purposively based on the number of kindergartens they have and on the basis of their funding agencies. Thirteen kindergartens were selected for the study. Accordingly, all public (3) and community (2) kindergartens were selected by availability sampling met/wd. Four private and four NGO owned kindergartens were selected through simple random sampling technique. 71 kindergarten teachers inc/uding directors were selected using availability sampling technique. Furthermore, 1 zonal and 6 woreda level education experts were selected using purposive sampling technique. Finally, 24 parents of KG children were randomly selected as a source of data for the study. Different documents were also used as secondary source of information. Multiple data collection instruments-questionnaires, interview and observation were used. Quantitative data were analyzed using percentage and descriptive statements. Qualitative data were transcribed and analyzed by summarizing the opinions of the interviewees or by direct quotation of their voices whenever necessCifY to supplement the quantitative data. The study showed that the contents of KG curriculum were irrelevant, essential indoor and outdoor equipment and materials and instructional materials were inadequate, lack of trained teachers, absence of assistant teachers and in-service training, un uniformity of mediulIl of instruction, parents' lack of awareness and (ow participation in kindergartens activities and ve,y limited and insignificant silpportive services of govemment to kindergartens. Conclusively, the status of preschool education was not implemented and found as pointed. out in the policy. Hence, updating the curriculum, using qualified teachers, supplying essential materials, rendering necessary supportive services, and follow up by pertinent bodies to improve the status of prese/lOol education in kindergartens were among the maior recommendations
An Assessement of Ngos Capacity Development Interventions: the Case of Crda Members
(Addis Ababa University, 2010-06) Barak Mulugeta; Jeilu Oumer
NGO have been suffering from capacity problems which hamper the efficiency effectivene s, relevance and sustainability of their programs. In order to solve this problem group of NGOs established a coalition called Christine Relief Development Association/CRDA to contribute to the capacity development interventions of the NGOs. This study conducted with the objective to assess the capacity development interventions of NGOs focusing on CRDA member NGOs in light of governance, management practices, human resources, financial resources, service delivery, external relations and sustainability. Methodologically, descriptive survey method was employed. Data were gathered from 97 NGO employees, 3 CRDA capacity development experts and 6 stakeholders using random availability and purposive sampling techniques and appropriate data gathered through modified standard Organizational Capacity Assessment Tool, Focus Group Discussion and Key Informant Interview were analyzed qualitatively and quantitatively. Frequency counts and X 2 test together with Fishers Exact Test for significant differences were used in the analysis. The results of the analysis indicated that the state of the seven core dimensions of organizational capacity is different among the local and international NGOs. Accordingly, the results of the study revealed that significant number of the local NGOs are found in an emerging stage/developing some capacity structure while the international NGOs are in the stage of expanding their organizational capacity, have a track record of achievement, their work is recognized by their constituency, the government, the private sector and other NGOs active in the same sector. Only very few of them are found to be in mature organizational development stage/fully functioning and sustainable, with a diversified resource base and partnership relationship with national and international networks. The degree of linkage between the NGOs capacity and the development needs of stakeholders was found to be medium among the local NGOs and relatively high/well defined and recognized in the international NGOs and the NGO-Government relationship/linkage is not strong and smooth after the 2005 national election. CRDA 's capacity development interventions are not adequately improving the effectiveness and efficiency of member NGOs and offer greater priority to training/workshop/seminars as the expense of grant and research related supports. Growing interests in terms of the content of training,' addressing the fond requests of all members,' shortage of professionals to run and follow the capacity development interventions to support the diverse members,' reluctance of some members to report on the outcomes of capacity development interventions,' rigid capacity development interventions, and linking all phases of the capacity enhancement process found to be the major problems encountered by CRDA. The strategies that have been used by CRDA to enhance capacity of members are increasing the capacity of members in the area of expertise and emergency responsiveness,' creating access to information on various developmental approaches and practices,' funding and developing the skill of resource mobilization. On top of this, conducting tailor made and participatory assessment before interventions; increasing the . degree of linkage between NGOs and stakeholder; designing feasible capacity development interventions focusing on fund rai ing, developing the capacity of CRDA in all aspects; resuming the development of members' capacity to influence the enabling environment through strategic alliance with similar umbrella organizations rather than engaging in advocacy were suggested as indispen able ways to improve the performance of CRDA member NGOs

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