Adult and Lifelong Learning

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Oromo Development Conception and Practice An Ethnographic Study of the Tulama Oromo
(AAU, 2004-06) Dir[], Alemayehu; Tolera, Assefa(Ph.D
The Challenges of Implementing Early Childhood Care and Education: The Case of Nifas Silk Lafto Sub City, Woreda 02
(AAU, 2021-12) Mekuriya, Zenebech; Tsega, Sewalem
The general objective of the study was to assess the challenges of implementing early childhood care education in Nifas Silk Lafto Sub city wored 02 of Addis Ababa.In order to get relevant data for this study, the researcher used two data gathering tools. These are semi structured interview for administrators and questionnaire for teachers after gathering the available data from thirteen administrators and 133 teachers who have been teaching in different public preschools in Nifas Silk Lafto Sub city, the data were analyzed both qualitatively and quantitatively in terms of thematic approach. The result from the above analysis revealed that there are different challenges to implement early childhood care education are lack of available materials, absence of trained teachers, lack favorable environment of the school, lack of outdoors and indoors in the schools, lack of cooperation of parents in the school, lack of well designed curriculum. From the conclusions reached, the researcher forwards recommendations such as concerned bodies should organize successive workshops, seminars and in-service trainings so that teachers can get the chance to share experiences on how to cope with the existing problems in teaching children in preschools, Preschool curriculum designers should consider the culture, the social and economic way of life of the society and also design child-centered approach which includes a holistic view of the child, the preschool administrators and concerned bodies should consider large class and find solution to it and parents should cooperate with school teachers to cultivate learners’ personality
Practices and Challenges of Integrated Functional Adult Education In Yeka Sub-City; Addis Ababa.
(AAU, 2021-08) Ayalneh, Betigist; Teklu, Fisha ( Dr
The purpose of this study was to investigatethe practices and challenges of integrated functionaladult Education (IFAE) program in Yeka Sub-city, Addis Ababa. In the study, both quantitative and qualitative methods of data collection were employed. Accordingly, 140 adult learners (six males, 134 females), 16 (six males and ten females) facilitatorsin questionnaire and six participants, six facilitators and four experts by interviewing of Integrated Function of Adult Education (IFAE) program in Yeka sub-cty were participants of thestudy. Questionnaires, interview and document analysis were used and frequency, percentage and thematic analysis were used for analysis data. Finally, Findings showed that many of the IFAEP learners were housewives with the agerange from 15-45 and the most facilitators were grade 10 completers. In the program various themes were delivered based the need and economy of the participant; The learners learnt in comfortable learning center and time; the stakeholder participation in IFAEPwas low; absence the formulating administrating structure of the program; creating awareness about IFAE program for enrolling and increasing the learner of the program; The performance of the learner assessed by test, and asking the question; IFAE program helps to know the word and number and to increase time to time; and the hindering factors of the IFAEprogram in Yeka sub-city were absence ownerships the IFAEP; lack of interest the participants of the program, have not given the training opportunity for facilitator; low participation of the stakeholder; absence of their own learning center; absenceof management structure of the program; absence guideline document of the program, and lackof teaching skills of the facilitator; and high workloads of the learner. Therefor, the effectiveness of the IFAEP, the government should become to create awareness about the program, formulate their sector (should become to work separately with education sector), construct the learning center, work with various stakeholder, formulate administrating structureof the program, and controlled the implementer of the program.
Awareness, Attitude, and use of Indiginous Resources in Preschool Education in Shambu Town of the Horro Guduru Wollega Zone, Oromia Regional State
(AAU, 2021-11) Gutu, Bedassa; Tefera, Belay(Professor
Use of local resources such as local storytelling, plays and games, materials and aids and languages is critical for the success of children‟s‟ learning in preschool years and even in upper grades. The approach of teaching the children is expected to be indigenized so as to attain a more planned and lasting positive effect on the children‟s learning. The aim of this paper was to examine the level of use of local resources, attitudes and awareness of preschool teachers as well as to identify the challenges hindering the practice of use of local resources in teaching the preschool children. To achieve these objectives, the mixed method approach was used in the study. Both primary and secondary data were collected through quantitative (questionnaire) and qualitative (interview and FGD) tools from a sample of respondents taken from 3 government preschools and private schools. The findings of the study showed that there was a gap between what was expected and the actual practice of use of local resources in teaching the children in the preschools. Furthermore, the attitude and awareness level of the preschool teachers was below the expected level. The correlation coefficient obtained indicated that the low attitude level of the teachers was strongly and negatively correlated with the use of local resources in the preschool. However, the correlation between the level of awareness and use of local resource of the teachers had moderate positive correlation. The overall finding was that the use of local resources in the preschool was below the expected level and needs urgent improvement. Concerning bodies were recommended to take their respective responsibilities to put in place a strong mechanism to enforce the use of local resources in teaching the preschool children in the study area.
Examining Readiness of Children for School in Government and Private Pre-schools In Gulele Sub-city
(AAU, 2021-08) Wubet, Mesayt; admass, Fantahun(Asso.pro
School readiness is a process of increasing children’s attainment of a certain set of psychosocial, behavioral and cognitive skills needed to learn and function successfully in school and beyond. The objective of the study was to examine school readiness of children in government and private pre-schools in Gulele sub-city, Addis Ababa. This survey study involved 147 children in the upper KG level recruited by multi stage cluster sampling technique from six (three government and three private) preschools. . Data were collected using international development and early learning assessment (IDELA).This scale has been used to assess the school readiness of children in both government and private preschools. Data were analyzed using statistics such as frequency, percentage, t-test and ANOVA. Results revealed that factors that are associated with school readiness of children were school type, educational level of parent’s, and monthly household income. Gender and children living condition has no significant association with any of the domains and total school readiness of children. It is concluded that demographic variables related with children and parents importantly affect children’s readiness for school and the skills they are expected to acquire to be holistically ready for formal schooling. It is recommended that further research is needed to establish whether there are other factors that are associated with school readines
Play-Based Pedagogy in Preschools of Kirkos Sub-city, Addis Ababa City Administration: Practice and Challenges
(AAU, 2021) Amare, Mengistu; Asfaw, Abraha(PhD
The main objective of this study was to examine the practice and challenges of play based pedagogy in preschools of Kirkos Sub-city, Addis Ababa. A concurrent embedded mixed research design (predominantly qualitative) was used in the study. A total of 60 research participants were selected (48 teachers, 6 school principals, and 6 students) using purposive, and simple random sampling techniques. Questionnaire, interview and observation were used to collect data from respondents. To analyze the data, both quantitative (frequency, percentage) and qualitative data analysis method (thematic analysis) were used as appropriate. The descriptive statistics results indicated that teachers often used circle time to teach academic skills and social/ emotional skills. On the other hand, it was found that teachers used structured activities to teach physical skills. The descriptive statistics results further indicated that the mean value for hands on activities as the best type of learning for preschoolers was found high though it is not applicable practically. The observation results witnessed that the implementation of play based pedagogy was found unsatisfactory. Moreover, this study discovered that teachers have different implementations concerning play as pedagogy. Teachers most of the time applied lecture method to teach children than engaging them in participatory activities. Most of the time, the play in the classroom was teacher-led not children-led. Moreover, results indicate that children were engaged in both cooperative and solitary play activities. In addition, it was found that teachers did not use transition from subject to subject (course to course). The results also identified challenges that hinder play based pedagogy include teachers inadequate training in ECCE; shortage of inputs; unconducive outdoor environment; inadequate space for play, inadequate play materials and equipment, teachers’ lack of pedagogical skill, lack of understanding of the play based pedagogy and increased number of students. From this one can conclude that play based pedagogy is not properly implemented in sampled preschools of Kirkos Sub-city. Therefore, continuous training for teachers on ECCE in general and play based pedagogy in particular, increase the handwork time; increasing supply of play materials and equipment in type and quantity, allocating separate budget for government preschools and increase supplementary books in type and quantity were suggested as remedial strategies to enhance the implementation of play-based pedagogy in preschools.
The Practice and Challenges of Inclusive Education in Enat Preschool at Awi Zone
(AAU, 2021) Mekonnen, Digissie; Teklu, Fiseha(Mr
The purpose of this study was to assess the practices and challenges of Early Childhood Inclusive Education in Amhara Region, Awi Zone specifically Enat Academy. Inclusive education in early years has great impact on children’s future learning and development. Based on the purpose of the study, the practice and challenges, perception of teachers, principals, parents and education office experts and the social and physical environment of the preschool in relation to ECIE were assessed. To this end, case study design was used for the study using qualitative research with thematic analysis. Data were gathered from one private preschool through various means from 1 principal, 3 teachers, 2 education office experts, 3 parents, and 2 children with disabilities. Data collection instruments were document analysis, semi-structured interview, and observation. The data gathered through these instruments were transcribed, analyzed, and triangulated necessarily and appropriately. The findings of the study showed that, the sample preschool is not that much practiced inclusive education. Lack of training of principals, teachers, expert and parents about inclusive education is the major challenge faced in the preschool. Over children’s development level of subjects, absence of experience sharing, limited support system of supervision and collaboration of stakeholders are additional challenges in the preschool. The perception of principals, teachers, experts and parents about inclusive education is positive.
The Role of Folktales for Early Childhood Development and Education: The Case of Awi Zone Injibara Town
(AAU, 2021-09) Yirga, Destaye; Yirga, Destaye
This thesis is about the role of folktales in children’s development and education. Its main target is how pre-primary teachers use folktales in the classroom. So, talking to this general objective, the research sets three specific research questions. First, for what purposes do teachers use folktales in the classroom? Second, how do preschool teachers tell folktales to children in the classrooms? The third objective is how preschoolers react to these folktales. Finally, the study suggests the implications of the study for future researchers. In this research, a social construction approach is used as a theoretical framework. As a methodology, this study uses qualitative approach and employed case study as a design. In addition, to get better ideas for the topics under discussion, textual analysis of the tales, interview, focus group discussion and observation were made. All the data gathering instruments targeted to get better ideas related to the research questions. The study uses interviews, observation, focus group discussions, and document analysis. The primary target population is preschool teachers; however, parents of kids and school administrators are also included. Finally, the study has got the following findings. Those pre-primary teachers tell stories for kids in artificial contexts using reading. Second, the teachers use the folktales for four-measure purposes. These are for language teaching, for teaching moral values, for teaching creativity, and for developing children’s cognitive skills. Kids also enjoy folktales and become highly interactive when they listen to folktales. The study concluded that folktales beyond amusement and entertainment helped kids to acquire learning outcomes. Teachers can also teach different subject matters as long as they know how to choose appropriate folktales. For the future, Awi folktales should be studied from the perspectives of kids and their parents and the community as well. Other researchers should also study ways that the interactions, and meaning negotiations between teachers and kids. They can also study how do kids narrate their own stories for their peers. Overall, different individuals such as family members, teachers, friends, radio, television, and pictures, and so on narrate folktales. So, future researchers should critically study these techniques. As a recommendation, Awi folktales are facing endanger and therefore they should be collected, archived, retrieved, and used properly
Flight Experience of South Sudanese Refugee Children and their Primary education Experience in Jewi Refugee Camp, Ethiopia
(AAU, 2021-09) Abate, Eyueil; Kenea, Ambissa (Dr
This research was conducted to assess the flight experience South Sudanese Refugee Children and their primary education experience in Jewi Refugee Camp. It is a qualitative case study research in which interview, direct observation, and document analysis serve as tools for collecting the primary data. The research was conducted in Jewi Refugee Camp and all the four primary schools that are found in this camp have been incorporated in this research. Refugee children, teachers, school principals, officials and experts from various organizations have been included in this study as respondents. Qualitative data analysis techniques were employed. With this regard, the recorded voice was transcribed and behaviors that possess a similar feature were collected together by providing them a code. MaxQda Software version 2018.3 was used for the analysis of the collected data. The results of the study revealed that the education provided in the researched schools gives little emphasis for making use of student’s prior educational experience in home country. Additionally, the research indicated that the education provided gives marginal attention to the mechanisms thought to be useful to resolve various complications happened to the students as a result of the crises. Economic, social, and communication problems were also observed to have an impact on the relevance of the education. The research observed prevalence of a gap on parental role in the realization of a conducive school environment. Teacher-related, curriculum related, policy-related, and finance-related problems were also observed to have an impact on the relevance of the education. The education delivered is identified to provide inadequate emphasis for the future aspiration of the Children. On the other hand, the research result informed that access to education enables many South Sudanese children to be literate and the educational opportunity is helping most children to visualize a better future. The commitment of the Ethiopian government in enhancing the status of the education provided for the refugee children was found to be appreciable. Additionally, the research result indicated that some refugee hosting schools have a better facility and resources compared to local schools as well as former schools of the researched students in South Sudan. As a result, the research concluded that even though the education provided is found to be relevant for the current need and future aspiration of refugee children to some degree, there are various challenges that limit its level of relevance. Therefore, the research proposed two models for resolving the identified challenges and ensuring the relevance of the education provided for the current and future needs of refugee students. These models were “The Model of a holistic approach in the education for refugee children” and “The shield comprehensive parenting strategy”. Both this models demand a collective effort for improved primary education and the first model is directly related to inhancing primary education while the second model has an indirect role in improving primary education
Attitude of Parents and Teachers’ towards Early Childhood Care and Education Centers in Selected Preschools in West Wollega Zone, Oromia Regional State
(AAU, 2021-06) Teshome, Gemechu; Lemma, Girma(PhD
ECCE program refers to a comprehensive approach or programmes for children from birth to eight years of age, which needs positive attitude of parents and caregivers towards the program. The main purpose of the study was to investigate parents and teachers’ attitude towards early childhood care and education in West Wollega Zone, Oromia Region. To conduct the study, mixed research method with descriptive design was applied. In this study 40 teachers and 30 parents samples from 4 Woredas and 10preschools were participated using simple random and purposive sampling techniques respectively. The data collection tools used for this study were questionnaires, interview and document analysis. The quantitative data were analyzed by using SPSS version 20 and analyzed using both descriptive and inferential statics; whereas qualitative data were used to support the main data through narration in words. The results of the study indicated that: The role and attitudes of parents and teachers to support early childhood care and education in selected preschools awareness of ECCE programme were insufficient. The interview result also revealed that they were not volunteer in communicating with teachers, participating in academic activities at home, and attending school events. Parent whose children are not enrolling into ECCE programme are not encouraged in line with expected purpose in regular education. As interview result confirmed Parent’s education level and socioeconomic status has the potential influence on children education. The result also revealed that as the lack of parents’ awareness regarding the benefit of education were the major factors at the study area. In order to develop attitudes of parents and teachers in early childhood parents should help of childhood to expand preschool in the study area. Finally, the Pearson correlation coefficient was computed to determine the relationship between parents and teachers attitude and ECCE center at (γ=.580**, p=000N=63) meaning that there is moderate significant difference between them. The teacher should take different roles in the school in order to achieve the objectives of the school. Concerned bodies should provide awareness about the importance of parental attitude in their children’s education to parents, teachers, and administrators thereby increasing ECCE program in the zone.
Home Environment and Dimensions of Development in Preschool Children in Debre Markos Town
(AAU, 2021-10) Giletew, Habtam; Lemma, Girma(PhD
Home environment occupies the first and the most important place in laying the foundation for the child’s personality. It is here that the basic developmental phases such as physical, cognitive, social-emotional and language domains of development which strongly influence well-being throughout life take place. The purpose of this study was to study home environment and dimensions of development in preschool children in Debre Markos town. To achieve this objective, the researcher used descriptive survey and correlation design, and both qualitative and quantitative approaches were employed. Purposive sampling and stratified simple random sampling were employed to select participants. The study was conducted on ten government preschools found in Debre Markos town. The participants of the study were 294 parents and 10 preschool teachers. Data was collected using questionnaire and interview. Structured questionnaire items for 274 parents and semi-structured interview questions for 20 parents and 10 teachers were also administered. Quantitative data obtained through questionnaire was analyzed using mean, standard deviation, one-way ANOVA and regression. Whereas, qualitative data obtained through interview and open-ended questions was analyzed using translation and narration. Findings showed that there was positive significant relationship between the independent variables (Physical, Social, Academic Support, and Psychological Environments) and all dimensions of development. It also revealed that independent variables predicted dependent variables. Based on the findings, there was direct relation between parents’ educational levels and child development. The findings also indicated that no significant difference found between male and female respondents and job type of participants in all dimensions of development. Low economic income, lack of awareness on home environment and child development, and parents’ mis treatment of children were the major home environment challenges. The government bodies, parents, policy makers and preschool teachers should take the responsibility and create awareness about the importance of home environment for the development of children. Keywords: Home Environment, Child Development, Preschool Ch
Implementation of Play-based Instruction in Some Pre-Schools of Bahir Dar City Administration, Amhara Region
(AAU, 2021-10) Tamir, Hailu; Asfaw, Abraha(PhD
This study was aimed at assessing the implementation of play based instruction in some pre schools of Bahir Dar city, Ethiopia. Play and children’s development is highly integrated & enhances children’s physical, cognitive, social and emotional development. For this purpose, mixed research method was employed to collect and analyze both qualitative and quantitative data. The sample of the study included eight preschools (4 private KGs randomly selected & 4 government KGs purposively). Data sources for the quantitative study were 47 teachers drawn randomly from 8 pre-schools (15 % of the population) and data sources for the qualitative study were 8 preschool principals, 1 REB & 1 ZED Experts, selected using simple random sampling and purposive sampling techniques respectively. Data were collected by questionnaire, interview and observation. Quantitative data were analyzed by using one sample t-test; whereas narration and thematic techniques were used to analyze the gathered qualitative data. The study found out that most teachers perceived positively what the preschool curriculum inculcated play based pedagogy which was statistically significant. Moreover, the study indicated that most teachers perceived negatively the practicing of play-based instruction which was statistically significant. The study also revealed majority of preschools have not safe playground for the children to play and there was no adequate and appropriate indoor outdoor materials and equipment in the preschools. Moreover, teachers incompetency, curriculum usage that lacking requisite officials and inadequate indoors and outdoors games were identified as factors that affect play based instruction. Finally, pertinent recommendations were drawn from the findings and the conclusions of the study.
Parent Involvement in their Children Education in Selected Government Preschools in Addis Ababa
(AAU, 2021-08) Bekele, Helen; Teklu, Fiseha(Assistant professor
The purpose of this study was to assess parent’s involvement in selected government preschools children in Addis Ababa City Administration. In total, 162 parents selected for the study, and 2 preschools administrators and 3 teachers were interviewed. Lev Vygotsky’s sociocultural theoretical framework was used to guide this study. Correlation was conducted to see the relationship between parents involvement, with parent’s number of children at home (r=-0.002) and age of children(r=.085), the result showed that parent involvement does not have relationship with number of children at home and age of a child. T-test was also used to determine if there is significant difference between who has male and female children regarding parental involvement. There was no significant difference (p< .001) between parents whose children are male and female. Teachers asked about what the school arrange to invite parents in the school environment. In all the pre-schools, schools organize only meeting with in a semester. Therefore, parent’s participation in school is limited. In addition to this, parents’ busy working schedule also limit parent’s participation. According to the current study, participation of parents in government preschools children is moderate. This study could possibly contribute to show up and increases the level of involvement by giving information about their level of involvement. In addition, the study increases teachers and parents understanding of parent involvement and participation in their children education by giving information about importance of parent involvement.
Quality of Early Childhood Education in Oromia Special Zone Surrounding Addis Ababa
(AAU, 2021-08) Gizaw, Fekadu; Lemma, Girma(PhD
This research is aimed at studying the status of the quality of early childhood education in private preschools in Oromia special zone Surrounding Addis Ababa. In this study exploratory research and qualitative research approach was employed. The participants of the study included four preschool education expertise one from Oromia special zone education office and Others from Sululta, Mulo and Berek woredas education offices, teachers, parents and principals of 9 sample preschools were selected for the study by applying purposive sampling method. Data was collected by using observation, interview, focus group discussion, and document analysis. The results of the study shows that; there were curriculum implementation differences among preschools, lack of qualified teachers to implement the syllabus of preschools properly and lack of qualified caregivers; large class size, improper classroom buildings and shortage of service rooms, inappropriate teaching method, inappropriate and inadequate indoor and outdoor materials, unavailability of inputs for children with special needs, and lack of parent participation in preschool education, shortages of documents for Early Childhood Care and Education in preschools: like text books, teachers‟ guides, documents for children with special needs and other policy documents, were hazards to bring quality ECCE in the selected preschools. Thus, the regional, zonal and woreda education offices professionals and expertise were advised to be accountable their roles and duties in ensuring and promoting quality of ECCE to the standards. Oromia education offices, ECCE principals and supervisors ought to build strong partnership with the preschools facilitators, and children‟s families to fill the professional and parental involvement gabs within their pre- schools. The facilitators also advised to facilitate continuous clinical and collegial supervision practices among the facilitators and conducting action researches and taking actions (interventions) for enhancement quality provision of ECCE in the study area in particular and in the country in general.
Parent Involvement in their Children Education in Selected Government Preschools in Addis Ababa
(AAU, 2021-08) Bekele, Helen; Teklu, Fiseha(Pro
The purpose of this study was to assess parent’s involvement in selected government preschools children in Addis Ababa City Administration. In total, 162 parents selected for the study, and 2 preschools administrators and 3 teachers were interviewed. Lev Vygotsky’s sociocultural theoretical framework was used to guide this study. Correlation was conducted to see the relationship between parents involvement, with parent’s number of children at home (r=-0.002) and age of children(r=.085), the result showed that parent involvement does not have relationship with number of children at home and age of a child. T-test was also used to determine if there is significant difference between who has male and female children regarding parental involvement. There was no significant difference (p< .001) between parents whose children are male and female. Teachers asked about what the school arrange to invite parents in the school environment. In all the pre-schools, schools organize only meeting with in a semester. Therefore, parent’s participation in school is limited. In addition to this, parents’ busy working schedule also limit parent’s participation. According to the current study, participation of parents in government preschools children is moderate. This study could possibly contribute to show up and increases the level of involvement by giving information about their level of involvement. In addition, the study increases teachers and parents understanding of parent involvement and participation in their children education by giving information about importance of parent involvement
Child Care Service Provisions of Children in Government Preschools of Debre Markos Town
(AAU, 2021-06) Sewnet, Shambel; Admas, Fantahun(Dhr
The main objective of this research was to explore the situation of child care service provisions in government preschools of Debre Markos town. To achieve this objective, a descriptive research design with qualitative approach was employed. Data collection instruments used in this study were observation, key informant interviews, and focus group discussions. Participants of the study were 10 principals, 10 preschool facilitators, 1 preschool education expert, 20 parents, and 2 health extension workers from Debre Markos town health center who support the preschools. The data were analyzed using the thematic analysis technique. The findings of the study revealed that the child care service provisions of preschools seem to be inadequate. The outside environment of preschools was also not favorable. Positively there was a little bit start of collaboration efforts in preschools with parents and government to facilitate a better physical environment and to fulfill child care service facilities. The overall result indicated that preschools have problems to fulfill child care service facilities. The majority of preschool teachers in government preschool settings had no special training in providing child care services; there was no any care giver in the preschools, majority of government preschool settings had poor indoor and outdoor care services and facilities, all of the preschools had no standardized and separated dining and sleeping rooms, poor health, nutrition, hygiene and sanitation service provision, no follow-up and controlling system, etc. There was no special attention and sufficient budget allocation for preschools from the concerned bodies. Better coordination and strong commitments of stakeholders are highly required to standardize the existing poor status of preschools' child care service provision. In addition, technical supports and close follow-up systems are required from the Debre Markos town education office and the East Gojjam Zone Education department both to improve the existing status of facilities and care services.
Factors Influencing the Implementation of Learning through Play in Preprimary School Classrooms and its Contribution to Children’s Learning in Gog Woreda of Gambella, Regional State
(AAU, 2021-08) Kwot, Okunyi; Admas, Fantahun
The purpose of this research was to investigate factors influencing the implementation of learning through play in preprimary school classroom and its contribution to children’s learning in Pinyudo town of Gog Woreda in Gambella, Ethiopia. Qualitative design was employed. Three governmental preprimary schools were selected through purposive sampling technique. And all teachers who taught in preprimary school classrooms were also selected purposively as the participants of this study. Data collection tools were interviews, Focus Group discussion and observations. To analyze the data, thematic analysis method was employed and the major themes emerged were: Activity for enjoyment, Physical and Social Activities, Recreational with less purpose and Teacher’s uncertainty and Preprimary classroom accessibility and Quality. The findings revealed that majority of teachers have less knowledge of teaching in ECCE center. The findings also showed that absence of teachers training in ECCE and lack of enough and relevant play materials for children added to lack of time allocation to classroom play activities were the prominent factors impeding the implementation of learning through play and its contribution to children’s learning. In order to improve the current challenges and practices of learning through play in preprimary school classrooms. The following measures need to be carried out in the studied area in Gog Woreda of Gambella in Anywaa Zone: qualified teachers in ECCE have key role in supporting early childhood learning. Therefore, to conceptualize and integrate learning through play in preprimary school classrooms, preprimary school teachers need appropriate training and qualifications. Like professionals in any field, early childhood educators develop their skills through training.
The Contribution of Parental Education For Girls Academic Achievement the Case of Selected Regions in Ethiopia
(Addis Ababa University, 2014-06) Aniley, Slyane; Husen, Abdul-Aziz (PhD)
The purpose of this study was to describe the contribution of parental education for girls academic achievement. For undertaking this study, the relevant data were gathered fi'om various relevant sources, questions were set, dependent and independent variables were defined, tools for data collections were developed and finally the data was analyzed and interpreted. The instruments used for data collection were questioner, FGD, interview and observations. Parents (90), primmy school female students (90), teachers (36), principal and community leaders were the sample, respondents of the study. The study was carried out in 5 primmy schools of Bahirdar Zuria and 4 primary schools of Guto Gida district. The data obtained were analyzed using percentage and also coding, tabulating, graphing of the findings both in quantitative and qualitative manner. The final analysis result indicated that, Parental education contributes in increasing the parents' involvement in their daughter 's education. Parental education changes and increases the concern of parents for the future of their girl child. Because parents know the benefit of education, parental support for the basic needs and educational material need is increased. Parental education reduces students ' absenteeism. Moreover, parental education increases the emotional allachment/ closeness of parents and children. From the above conclusion the researcher recommended that awareness creation on parental education, making parental education as a crossculling agenda, link among stakeholders and organizing community dialogues on parental education is vital.
Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University
(Addis Ababa University, 2014-06) Amdebrhan, Eden; Wirtu, Dessu (PhD)
The purpose of this research was to investigate the practice and challenges of utilizing emergency contraceptive (EC) by first year regular female students OF Addis Abeba university. To this end, descriptive survey design methods were employed. Sources of data were first year female regular students from two colleges, nurses and pharmacist of AAU clinical from the main campus. Data collection tools were questionnaire, semi: structured interview and document analysis. The data analysis led to the following major findings; Out of the total 90 female first year of AAU students 67(74.4%) of them ever had sexual intercourse at age 16-23 . Out of 40(44.4%) of the whole respondents who had ever heard about, 40% knew at least one correct method of EC while only 25% correctly identified 72 hours as the time limit for the method use. The key informants’ interview among health care providers also ascertained lack of adequate knowledge and experience on EC regimens. There is lack of adequate knowledge of EC among both female and the service Providers. Therefore, there is a need to address first year students by expanding information and education about EC methods and to build providers capacity through trainings
Implementation of Non-Formal Technical and Vocational Education and Training Curriculum in Awi Zone
(Addis Ababa University, 2010-06) Admass, Zewdu; Kenie, Ambissa (PhD)
The study has aimed at the implementation of non-formal technical and vocational education and training curriculum in Awi zone. Therefore, in the study, a descriptive survey design was used. Methodologically, purposive and availability sampling techniques were used in selecting subjects of the study. The subjects of the study were 60 trainees, 12 NFTVET instructors and 4 woreda and zone education office experts . The data gathered were analyzed, summarized and interpreted by using such statistical tools like percentage and mean. The findings of the study revealed that trainees were not provided training courses in accordance with their choice and voluntary bases. They were not consulted on what training courses they want to attend. As a result, the relevance of the training program to solve the existing problems of adult trainees was found to be low. There were also little attention from the experts of woreda, zonal and even at the regional level given to the program and also lack of trained man power in the fields related to non-formal technical and vocational education and training program were major factors challenging for the proper implementation of NFTVET curriculum in the zone. To minimize some of the problems identified; it is recommended that zonal and woreda education officials need to consider training areas, experiences and skills of the instructors so as to follow the proper implementation of NFTVET curriculum. Again the concerned government officials and other related academician at all level need to show their administrative and professional commitment for the training program in order to achieve the felt needs of adult trainees. Finally, non-formal technical and vocational education and training instructors need to follow major principles of adult learning so as to implement the curriculum properly in order for accomplishing the objectives of the training program in general

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