Educational Policy and Planning

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Policy and Practice of School-Based Sexuality Education in Selected Primary Schools of Ethiopia and Uganda: A Gender Perspective
(Addis Ababa University, 2023-05) Siyane Aniley; Elisabet Öhrn, (Prof.)
The purpose of this study was to understand the policy and practice of school-based Sexuality Education (SE) from a gender perspective in the case of selected government primary schools in Ethiopia and Uganda. Since the 1980s, following the HIV/AIDS epidemic, emphasis on providing adolescents with sexual health education increased in Africa, including Ethiopia and Uganda. There was positive result achieved with regards to the knowledge transfer on HIV/AIDS awareness, and some behavioural change among adolescents. Although, studies show that Sexuality Education (SE) remains challenged to expand to large number of schools and achieve the intended behavioural change among the adolescents. Standing on the transformative/ critical philosophical paradigm, this study employed theoretically informed ethnographic research design. Observation in the classroom, outside the classroom, and school surrounding, and document review was followed by in-depth interviews, and FGDs conducted in the natural setting of the participants. The study participants were the SE students (boys and girls, age 12-14), SE teachers, school management, and experts from MoE and I/NGOs. The data was analysed from Connell’s gender theory, neo-institutional and southern theoretical frameworks categorized under the central themes generated from the data, and the research questions. The findings indicate that in both selected schools in Ethiopia and Uganda, in which SE is being implemented, the gender interaction remains to normalize the disadvantage and silence of girls. On the other hand, boys seem relatively being socialised to a more empowering traits, similar to the global gender pattern. In Ethiopia, there is no explicit SE policy in the education system, but it rather claimed to be integrated in multiple programs and subjects. In Uganda, efforts to develop separate SE framework was challenged by various resistance voices. The findings show that, in both Ethiopia and Uganda, SE policy and practices supported by I/NGOs is challenged by the resistance coming from religious leaders, and local influencers. The SE practices in both schools appear to be trapped in a dilemma between the function of vi instilling the existing sexuality and gender values and transforming them. The dominant SE contents in both schools includes HIV/AIDS awareness, gender equality, and body awareness. However, the contents of SE happen to remain focused on abstinence-only, particularly targeting girls with protective and judgmental messages while behaviours of boys are justified and tolerated. The study findings indicate that the SE contents practiced in the schools have discrepancy with what learners yearn to know. The SE contents, especially in the school in Ethiopia, appear radical in challenging societal gender power relations while neglecting the gender relation in school. In the school in Uganda on the other hand, appear radical in creating body awareness among adolescents in contrary to the approach observed in the HIV/ AIDS related sessions. The teaching-learning approach in SE is relatively democratic and participatory compared to the regular classroom in a way that helps empower students. The selected schools in Ethiopia and Uganda have generally similar SE practices where slight differences are observed in the emphasis given for gender equality in the school in Ethiopia and more open discussion on body change in the school from Uganda. The study suggests the need to bring the needs and experiences of students, especially girls, to center of the policies and practices of SE. Moreover, it is also suggested to capacitate and utilize local structures such as religious leaders, and community influencers as an ally to support the SE policies and practices. Key Words: Sexuality, Sexuality Education, Adolescents, Gender, GBV, Neo-institutionalism, and Ethnography.
School Leadership in Ethiopian Somali Region: Policies, Practices and Student Achievement
(Addis Ababa University, 2023-06-01) Abdi Ahmed; Susan C. Faircloth(Prof)
The purpose of this study was to examine the practices of school leadership (defining school mission, managing instructional program and developing positive school learning climate) within the context of Somali region and how these practices influence student academic achievement (natural, social and grade 10 students) and the effect of school context (school level, location and size) on the school leadership practices of the school principal. Explanatory correlational research design was used. Data were collected from six zones, 5 city administrations, 3 woredas, 10 schools, 337 teachers, 10 school principals and 10 school supervisors by using multi-stage sampling. Principal Instructional Management Rating Scale (PIMRS) which consists of three dimensions and 10 leadership functions were used to measure school leadership practices. Student academic achievement is measured by grade 10th and 12th national examination result. In this study, the three highest rated subscales are framing school goals (M=2.95, SD=0.70), communicating school goals (M=2.77, SD=0.72) and maintaining high visibility (M=2.76, SD=0.79). The three lowest rated subscales were providing incentives for teachers (M=2.36, SD=0.87), providing incentive for learning (M=2.60, SD=0.88) and promoting professional development (M=2.62, SD=0.80). The leadership dimensions of defining school mission, managing instructional program and developing positive school climate were compared with school location, level and size, there was no significant difference in the means for secondary and preparatory schools; or whether the school is located in pastoralist or agro-pastoralist areas; or the size of the school is small, medium or large; and the magnitude of the difference in the means was very small. In the last seven years, 40,587 natural science students, 25,118 social science students and 136,051 grade 10 students took grade 10th and 12th national examinations in Somali region. 48.49%, 44.15% and 25.69% of natural science, social science and grade 10 students respectively failed to join in higher education institutions. For grade 12, natural science students, there was strong positive correlation between student academic achievement and framing school goals (r=0.93, p < 0.01), communicating school goals (r=0.75, p < 0.05), supervising and evaluating instruction (r=0.64, p < 0.05) and protecting instructional time (r=0.68, p < 0.05). For social science student, there was strong positive correlation between student academic achievement and framing school goals (r=0.80, p < 0.05). For grade 10 students, there was strong positive correlation between student academic achievement and IV framing school goals (r=0.72, p < 0.05), communicating school goals (r=0.85, p < 0.01), coordinating curriculum (r=0.67, p < 0.05), providing incentives for teachers (r=0.71, p < 0.05) and providing incentive for learning (r=0.74, p < 0.05). Ethiopian school leaders’ standard is not Ethiopian standard, because the main purpose of Ethiopian school principal’s standard is the Australian school leaders' objective and the central role of the Ethiopian principal is the England's head teachers' role. . For the student academic achievement of preparatory school students, the education system of the region favors more the promotion of agro-pastoralist male natural science and female social students. For grade 10 students, it favors more the promotion of pastoralist female grade 10 students. School principals should be aware and trained on generally accepted instructional leadership practices and should create and develop policies, practices, expectations, norms, and rewards that forces students to master basic skills, earn good grades, complete school successfully, and go on to higher education
School Administrators and Teachers' Perceptions of Student Disciplinary Problems
(Addis Ababa University, 1997-06) Aga, Taye; Shibeshi, Ayalew (PhD)
An Investigation of History Teaching in Ethiopian Senior Secondary Schools: Historical Perspective and Current StatuB
(Addis Ababa University, 1992-06) Fisseha, Abebe; Desta, Azeb (PhD)
The study was conducted to investigate the teaching of history with respect to four associated problema, viz., the basic reasoning for the placement of history in the senior secondary school curriculum, the practices and processes o£ syllabus development, the teaching strategies, methods and techniques, and the teaching materials used both in t he past and the present. To this end both historical and descriptive survey research techniques were employed. The historical research attempted to investigate what happened and why it happened in a definite chronological period. It indicated trends, de~elo-pments, phases_lor p.arspec_LLves o£_ past--h..ist-ory_ teaching in Ethiopian senior secondary schools. Main findings of the historical study were: (i) The inclusion of history in the senior secondary school curriculum was a concomitant development with the beginning of secondary education in the country;
Factors That Influence Academic Performance of Trainees in the Hahar Teacher Training
(Addis Ababa University, 1991-06) Zergaw, Demis; Bekele, Abebe (PhD)
In an attempt made to study the effect of trainee academic background and other related factors in the secondary school upon performance in the T.T.I. and the curricular i mplications thereof, correlation and regression methods, questionnaires, and interviews were used. The study was conducted in order to investigate if there were any problems of poor performance and, with this, to create problem awareness and to seek solutions as well. Results have suggested that there tends to exist a problem of low level of performance in the T.T.I. They have also pointed out that this performance is an outcome not of the level of qualification of teachers, or the volume of books available in the schools from which the trainees were recruited, but of their previous level of academic achievement, and more a function of the degree of differential academic exposure. Outcomes have also indicated that the curriculum development process has not employed the steps in developing the curriculum as effectively as they should ha ve been so as to cont ribute to a rise of performance to a level that could bringabout a desirable level of compet ence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that c o'uld be he l pful to raise performance l evels such as r emedial cla sses . It is also reco n~ended tha t the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiv eness with the programme it guides. At la st , it i s suggested that relative spe cialization of trainees in some broader areas of specialization (e.g . Social Sci ence, Na tura l Science) could be taken as a solution to problems emanating f rom the ef fe ct of differential academic exposure. Of course, this i s when consideration is g i ven to trainee n eeds . It could be impelemented by making use of such attributes of trainees as the already recorded ab ility , result s of pretests, and id ent i f i ed int eres ts as a basis for s treaming into different are as or r el a tive specia l ization .
Ethiopia and Eritera in Conflict: Border Demarca Tion on the Basis of Colonial "Treaties" and Prospect for Permanent Peace
(Addis Ababa University, 2006-06) Ali, Assefa; Mersha, Gebru (PhD)
A relationship of comrades - in - arms between EPLF and TPLF leaders since the latter's creation, and fri endship and cooperation that existed between Ethiopia and Eritrea in 1991 - 1998 suddenly changed into armed conflict in May 1998. It is on 6 May 1998 a small group of Eritrean soldiers entered a di sputed territorial zone on the Badme plains a long t he western borders 0 f Eritrea and Tigray, the northern most regional state in the Ethiopian federation. The move was intended to mark Eritrean presence and interests in these areas, and to substantiate the Eritrean position in already ongoing border negotiations between the two governments. The handful of Eritrean soldiers were confronted by Tigrean militia and security police and asked to put down their arms and return to undisputed territories. A shoot-out between the Eritrean unit and the local militia fo llowed, resulting in a few casua lties on both sides. In this study, attempts have been made to investigate and identify the causes of the conflict. Whether the colonial "treaties" which have been made the basis for the Decision of EEBC are tenable and whether border demarcation on the basis of colonial "treaties" could serve the prospects for permanent peace and stability have also been explored. In this connection, the question of demarcation of borders and areas of normalization of relations has been discussed. The study further explored the prospects for future relations between the two countries. Here, factors conducive for ·peaceful relationship, such as economic factors, geopolitical factors, the historical and socio-cultural ties binding the two countries have been examined. The following major points emerge from the analysis. The Ethio-Eritrean conflict of May 1998 cannot be explained by a single factor as its cause; it can only be explained by a combination of factors. Colonial legacy, border issue, nationalism, ethnicity, etc, were considered by some people to be the main causes of the conflict. Though these might have contributed to the conflict, the main cause of the conflict relates to historical, political and economic issues. Despite the fact that intern ational media and Eritrean trace the cause of the conflict to be the border issue, it has only served as a pretext to trigger the conflict. Accordingly, peace efforts that focus excl usively on the border issue and demarcation using colonial "treaty" will not result in lasting peace. How is it possible for two formerly friendly groups, who fought the military regime in unison, to tum into deadly adversaries in a matter of weeks, wi lling to sacrifice tens of thousands of tlieir people on the battlefields? Why mobilize people and resources on such a scale that resulted in the loss of many lives, if the reason for the war is - as it is offi cially stated - some relatively marginal square kilometers of agricultural land that could have been delimitated on the basis of colonial "treaty" as it was agreed later on? It is truly a senseless war if we rely on such offi cial reasoning - but may there be some hidden motives for the war that explain the intense ferocity demonstrated by the two warring parties? Could Colonial "Treaties" be tenable and valid basis for the dec ision of the border issue? Does this h ave the capacity to bring permanent p eace? These are the questions t his thes is attempts to answer
Leader Role Behavior of Senior Secondary School Principals in Ethiopia
(Addis Ababa University, 1992-06) Baraki, Zenebe; Shibeshi, Ayalew (Ass.Prof)
This study was undertaken to assess the level of effectiveness of senior secondary school principals in Ethiopia as they predispose their influence over their staff both in task performance and group satisfaction (morale) activities. The analysis was based on the application of Halpin's 'Behavioral' model. A rigorous statistical procedure was employed on the data derived basically from the perceptual ratings of the three independent groups that bear a direct impact on the principalS leadership rQle. !he outcome of the data analysia revealed that, fewer principals were on the 'trans~~tional style' with the largest proportion emphasizing a consideration behavior~ perhaps affecting school effectiveness. On the whole, the findings showed that factors significant in school leadership are centred around student enrolle~ent size, staff motivation, principals' manag~ent training, and the attitudes of the '!Iork groups towards the power of the principal. It was thus suggested that to improve the leadership capacity of principals the present status of schools with respect to ever increasing enrollment, lower staff morale, and bottlenecks in finance and facilities must be tackled adequately before individual principal's excellence and effectiveness can be realized.
Primary Education for the Children of Pastoral Nomads in Borena: Access and Alternatives
(Addis Ababa University, 2001-06) Challa, Tefera; Tefera, Seyoum (Prof.)
The main objective of this study was to examine the current status of school age children's participation in primary education in the nomadic areas of Borena, identify the major problems, i.e., school related and out of school factors (economic, social, cultural and development constraints) and indicate the alternative strategies that need to be designed by addressing the major issues to be dealt with by the regional policy makers and educational planners. A descriptive survey method was employed to gather the necessary data for the study. Data from the documents was obtained from the annual statistical abstract of the MOE, OEB and the 1994 Housing and Population Census. Moreover, questionnaires and structured interviews were administrated to 80 teachers, 516 students and 80 elders. The results of the study showed that school related factors such as distance from home to school and lack of water in the school were found to be the common obstacles for increasing access to primary education. Moreover, weak school-community relationships and absence of flexible time schedule and calendar were identified as the prominent factors in hindering students' participation. Furthermore, lack of separate toilet for girls, and shortage of student textbooks were found to be the other major constraints for increasing access to primary education. The results of the study also indicated that sociology-economic factors such as the need for child's labor by parents, mobility of the people, and lack of understanding of the value of education by parents were identified as the major obstacles. On the other hand, cultural factors were found to be the main hindering factors. Besides absence of development programs designed for the pastoral nomads such as range land development program and extension andpackage programs were also identified as the major constraints. Moreover, shortage of marketing services, and shortage of basic services such as education and health were found to be the main obstacles. Furthermore, sparse settlement of the people and shortage of road were also identified as the major hindering problems. As a result, it is concluded that school related and out of school factors as well as development constraints are the hindering factors to bring about improved access to primary education in the pastoral nomadic areas of Borena. On top of this, it is recommended that the regional state policy makers and planners should give greater attention to improve the existing situation so that an increase in the demand for primary education would be improved and an increase in access is realized.
The Role of Multilateral Assistance in Ethiopian Education
(Addis Ababa University, 1996-06) Hagos, Taddele; Shibeshi, Ayalew (PhD)
To investigate the role played by multilateral assistance to Ethiopian Education, explore its volume and the way it is administered and coordinated, the study was undertaken in 6 offices of multilateral agencies, 3 ministerial head offices , 10 region bureaux, 8 zone and 8 wereda educat i on offices. The data were collected through questionnaire, interview and document analysis. various statistical techniques such as percentages, t-test , chi-square , and correlation coeffic i ents were used to analyses the data. The results suggested that the volume of multilateral assist.ance has shown an increasing trend. This increased ass istance has diversified sources that call for efficient coordination on both donors and recipient sides. For such purpose any capital inflow into the country is negotiated and coordinated by a single ministry-the MOEDe . The study, h owever, evidenced that the problem of coordination has been . observed , even in the presence of such a ministry. The problem of coordination has been worse on the donors side of the assistance fence. Inter-agency cooperation and exchange of information among different donors has not been satisfactorily undertaken. The study further indicated that efforts have been made to integrate assistance with national self-help efforts by enabling the government and the public to cover some percentage of the total project costs. More over, attempts have been observed to monitor and evaluate education projects assisted by multilateral agencies through proj ect progress reports, field trips and tripartite meetings. Nevertheless, the study indicated that such attempts were not continuous. In addition the participation of l ocal au tho ri t ies (particularly those at the grass root level) and the public , though some initiations have been observed, were not as satisfactory as what they had to be.
An Evaluation of the Teaching of Biology in Some Selected Senior Secondary Schools of Addis Ababa Vis-A-Vis An Enquiry Model
(Addis Ababa University, 1992-06) Kelemu, Mekuanent; Desta, Azeb (PhD)
An evaluation of the Teaching of Biology in Some selected Senior Secondary Schools of Addis Abeba vis avis an Enquiry Model. It has been reiterated that sc i e nce teaching can by no mea ns be properly accomplished by merely telling s tudents abou t sc i e ntific f acts , principles and genera liza ti ons. Science educators, school science teache rs and s cientists have emphasized the need for a problem-solving or enquiry approach to science teachi ng rather th a n presenting it as sa nctifi ed body of knowledge. To this end, they have stressed a nd pOinted out the preferred way; i.e ., science teaching shou ld be based on the nature of science and s hould help students understand the process of scientific enquiry without which an ad e qua t e understanding of any science subject would not be possible. The teaching of biol ogy, as a science, follows the premises of s cience teaching. The object of this study was to evaluate the present Biology Cur riculum for Senior Secondary Schools of Ethiopia and its implementation aga inst an Enquiry Model for Biology Teaching and thereby see whether or not it is in line with modern trends in science teaching. For this purpos e, the questions, practical activities and "Narrations of enquiry " included in 15 even numbered units of the four textbooks
Capacity Development of the Ethiopian Ministry of Education through Bilateral Partnership a Comparative Case Study of DFID and USAID Supports
(AAU, 2021-02) Damte, Yeshihareg; Nekatibeb, Teshome(PhD, Associate Professor)
This study explored the practice of Capacity Development (CD) of the Ministry of Education (MOE) through bilateral partnership projects. Grounded on social constructivist and interpretivist stance, the study adopted a comparative case study design. The Department For International Development /DFID/ and the United States Agency for International Development/USAID/ bilateral projects were selected as a case. Semi- structured interview and documents analysis were employed to gather the in-depth qualitative data necessary to explore and compare the practice of CD of the MOE through the bilateral partnership projects. A total of 24 study participants who are staff of the projects, and the MOE were selected as a primary source of data using purposive sampling. Relevant policy and strategic documents, project agreements and reports were analyzed. The research sought to answer four key questions, and the analysis of data and discussion of the findings were guided by Complex Adaptive System Theory (CAS) and the power relation theory. The finding emanated from this study reveals poor conceptualization of CD in both cases, and this resulted in considering CD as building or injecting capacity through the projects, providing support by direct implementation of project activities, technical assistance, adapting some intervention tested elsewhere, shots of training and developing strategic documents and manuals by consultants. There is inclination to some aspects of capacity of the MOE and failure to acknowledge the different components as equally important, and as involving complex interaction. The study discloses the poor policy and strategic guidance of DFID and USAID on CD of the MOE of local partners, and this has contributed to the poor prioritization, lack of clarity of objectives, approach, expected outcomes of CD, and fragmented integration and implementation in the respective bilateral projects. The finding uncovers that the ways of managing the two bilateral projects, which is mainly the decision of the donors, has very little contribution to CD of the MOE and in some cases has adverse effect. The deficient responsibilities of the MOE on key project activities which is mainly the result of involvement of intermediary project implementing organizations and the focus of the bilateral donor on producing results than developing local capacity, the poor decision-making power of the MOE on prioritization of CD and resource has led to low local ownership. The operation of a separate project office for project management, poor utilization of existing structure, working system and staff of the MOE, and more dependence on using technical assistance through project staff, and consultants, has impacted the MOE negatively from developing its capacity. The CD process through the steps from engaging the local partners, capacity need identification, developing a strategy or plan, implementation and monitoring and evaluation is generally poor in the two bilateral projects, with some attempt in the case of DFID. The investigation has several implications for policy and practice. Effective CD process through development partnership needs to be conceptualized as locally driven and owned, holistic, involving the interplay of the different components that are internal and external to the system, a complex and non-linear interaction. Having a comprehensive policy or strategic guide that shows CD of the local partner as the prior focus of the technical cooperation, an approach of project management and CD which enhances local ownership, strengthens and utilizes the internal capacity; a CD that is properly planned and implemented in a way the local partners leads the process from initiation to monitoring and evaluation; considering the dynamics of development partnership and the underlined interests of different actors, as well as the effect of power asymmetry are the major implications of the study.
Practice and Challenges of The Implementation of Integrated Functional Adult Education program in Ilubabor Zone.
(AAU, 2021-08) Tilahun, Wondimu; Shibeshi, Ayalew(Ass. Pro.
The purpose of this study was to assess the implementation of Integrated Functional Adult Education (IFAE) in Ilubabor zone, Oromiya National Regional State. This study employed adescriptive survey design with quantitative and few qualitative data type method. From the 556 population 165 participants were selected from IFAE facilitators with simple random sampling and all the 165 samples responded the questionnaires, whereas; qualitative data was collected from 6 woreda education office experts through interview and document analysis. After collecting the data, quantitative data was analyzed using percentage, mean and SD. The qualitative data interpretation was made with a narrative analysis of relevant incident of the respondents’ responses. The results revealed that the program implementation is not encouraging and there is lack of organized structure, coordination, and commitment to improving the IFAE program from concerned body. The curriculum is not implemented as it was stipulated in the textbook of the learners, only teachers and facilitators teach alphabets and numbers without the involvement of the agriculture and health extension facilitators. The study result showed that the current practice used to implement IFAE, could not bring change as the right way to escape from illiteracy problem. In the zone, despite the growth of formal education, adult education has been impeded and the program handling system becomes not hopeful. Hence, the responsible government offices have to restructure the fragmented system of the program that could minimize the gap between the policy and existing practice.
Research for Sustainable Development in Addis Ababa and Bahir Dar Universities: Policy and Practices from a Comparative Perspective
(AAU, 2021-02) Teshome, Techane; Adugna, Getachew (PhD
Globally and nationally, there is a significant lack of empirical studies investigating research for Sustainable Development (SD) at higher education institutions (HEIs). This study attempted to address this gap from a comparative perspective on research for SD policies and practices at two major HEIs in Ethiopia, Addis Ababa and Bahir Dar Universities. The study aimed to explore through three primary research questions: how is SD manifested in Ethiopian national policy and university documents; how do the studied universities practice research for SD; and what are the similarities and differences between the two universities in research for SD policy and practice. Bernstein‟s (2000) theory of educational sociology, supplemented by Lindensjo and Lundgren (2000) provided the theoretical impetus of the study. The comparative designs relied on the qualitative data collected from in-person interviews, written interviews, and the documents used in this analysis. Fifty-eight participants were selected for the study and the empirical data were generated in both universities in 2019 and 2020. The analysis was done based on Philips‟s (2006) six steps comparative data analysis. The findings show clear variation vertically (macro to micro) and similarity horizontally between the two universities. The global development approaches (mega) were influencing factors for the incorporation of SD policies and practices in the Ethiopian national context (macro). However, it was not immediately apparent how SD integrates into the national education system (meso). At the micro-level, the overall strategies of both the universities lack clear communication regarding SD. Finally, the study implied that active coordinating, monitoring and evaluation mechanisms of the national policy are essential to enhance horizontal and vertical coherence in SDG implementation. Sustainable Development needs to be articulated in national education documents. Beside, university wide transformation is vital following the national context, and detailed university mission statements should reflect a commitment to SD policy and practice. The SD research policy at Research for Sustainable Development… both universities needs to be formulated and introduced to prevent implementation problems as multiple university actors‟ work independently. In terms of contribution, research for SD could tie the locations in which each university is resilient and could benefit both policy and practice development
Students‘ Diversity Management in Ethiopian Public Universities: Practices and Challenges
(Addis Ababa University, 2020-10) Manaze, Mesfin; Zeleke, Befikadu(PhD); Ford, Angel
This study explored the practice and challenges of Ethiopian public universities students‘ diversity management by employing convergent parallel mixed method design. To this end, data was collected from 458 quantitative and 24 qualitative study participants the study found out that the campus climate for ethnic and religion diversity in Ethiopian public universities to be moderately positive with the existence of pockets of dominant group of students and ethnic related conflicts among students. On the other hand, the sampled universities students‘ diversity management practice was also found to be good. The study also found out that there is a weak, statistically significant positive relationship between students‘ attitude towards diversity and their sense of belonging towards their university, diversity related policies, leadership commitment to promote diversity, and curricular activities practice of the sample universities and students‘ pluralistic orientation. On the other hand, the study found moderate, statistically significant positive relationship between co-curricular activities practice of the sample universities and students‘ pluralistic orientation. The main challenges for Ethiopian public universities to properly manage their students‘ diversity were also found to be political instances of the country, fake news circulating in the social media and political activists/groups focus on public university students. Moreover, the absence of well-planned strategies including invitation of influential figures to discuss sensitive diversity related issues, the inadequacy of the curriculum to respond to diversity related issues, and lack of commitment of university leaders to promote diversity and act immediately during conflicts were mentioned as gaps in managing students diversity at public universities. Based on the above findings, it was concluded that the campus climate for diversity in the sampled universities to be moderately positive and students‘ diversity management to be good. The study also concluded that challenges of managing students‘ diversity were associated with external influences like politics and absence of well planned strategies and homogeneity of the universities community in their part. Finally, it was recommended that due attention should be given by MoSHE and respective public universities in diversifying the top leadership, academic staff and student body by putting appropriate strategies in place to better promote diversity, public universities and MoSHE should work to make the curriculum responsive to diversity and strengthen the co-curricular activities that can promote diversity. Key words: Diversity, Campus Climate for Diversity, Diversity Management, Public Universities
Structural Quality in Early Childhood Care and Education (ECCE): A Cross-national Comparative Study on Ethiopian and Kenyan Initial Teacher Education
(AAU, 2020-10) Habte Weldeloul, Tewodros; Berhanu, Girma(Prof
This cross-national study intended to explore the Structural Quality of ECCE in Ethiopian and Kenyan initial teacher education. Initial teacher education quality assurance arrangement policies were fundamental issues to be investigated. The study was mainly assisted by neo-institutional theory. The study employed a comparative cross national case study design while sequential exploratory mixed strategy (QUAL + quant) was a methodological approach. Bereday's comparative analysis model was used as the analytical framework of the study. Given Ethiopia and Kenya are the cases, the respective education ministries and their line agencies were major research sites. Two teacher education institutions were also taken as subsidiary sites. Policy documents and different levels of education officials such as directorate/department heads, deputy directors, coordinators, senior experts and teacher educators were major sources of data complemented by selected teacher trainees. Twenty-five major and supportive policy documents and 16 key informants were purposively selected for the qualitative part of the study. A total of 131 randomized sample was also drawn for the quantitative inquiry. Document analysis, semi-structured interview guideline and questionnaire were data collecting instruments used. Findings of this study have shown significant convergence and divergence. As a result, ECCE in both nations has gained still inadequate concern compared to subsequent education subsectors. Despite policy indications of how ECCE quality and teacher quality are milestones for all levels of education quality, the subsector looks in need of considerable attention. The concept of 'decoupling' from institutional theory was apparent but in varied extent and characteristics. The Ethiopian ECCE, for instance, has shown significant 'decoupling' between the planned policy reform activities in initial teacher training and the practice. The Kenyan teachers' career arrangement policy was considerably decoupled in ECCE, for example. A clear similar pattern revealed on the least entry academic requirements for initial training that compromised the making of teacher quality. Such similarities have also shown a sort of 'policy isomorphism'. Divergence in governance structure and power has brought significant influence on all stages of quality assurance arrangement policy formation and practice. Privatization of teacher education was one of major deviations affecting the respective nations differently. The Kenyan private ECCE teacher training institutions have been mushrooming while the current Ethiopian policy is totally closed for private teacher education. Unemployment was one distinctive characteristic of Kenyan ECCE trained teachers whereas Ethiopian ECCE is suffering with a critical shortage of teachers. There was plain difference toward the professionalization of teacher educators. In Kenya, there are professional ECCE teacher educators ranging from first degree to Ph.D. levels. Conversely, in Ethiopia, there are no ECCE professional teacher educators in any of the training institutions. The findings of this research were also compared to the wider regional and global contexts. Accordingly, for instance, the driving forces of globalization in teacher education reform demonstrated unbalanced trend between the southern and northern practices. Findings have revealed disconnection between Africa's compassion on multiple importance of investment in ECCE and practice. Couples of policy implications were also suggested
Structural Quality in Early Childhood Care and Education (ECCE): A Cross-national Comparative Study on Ethiopian and Kenyan Initial Teacher Education
(2020-10) Habte, Tewodros; Berhanu, Girma (Professor); Fereja, Temesgen (PhD)
This cross-national study intended to explore the Structural Quality of Early Childhood Care and Education (ECCE) in Ethiopian and Kenyan initial teacher education. Initial teacher education quality assurance arrangement policies were fundamental issues to be investigated. The study was mainly assisted by neo-institutional theory. The study employed a comparative cross-national case study design while sequential exploratory mixed strategy (QUAL + quant) was a methodological approach. Bereday's comparative analysis model was used as the analytical framework of the study. Given Ethiopia and Kenya are the cases, the respective education ministries and their line agencies were major research sites. Two teacher education institutions were also taken as subsidiary sites. Policy documents and different levels of education officials such as directorate/department heads, deputy directors, coordinators, senior experts, and teacher educators were major sources of data complemented by selected teacher trainees. Twenty-five major and supportive policy documents and 16 key informants were purposively selected for the qualitative part of the study. A total of 131 randomized samples was also drawn for the quantitative inquiry. Document analysis, semi-structured interview guidelines, and questionnaires were data collecting instruments used. The findings of this study have shown significant convergence and divergence. As a result, ECCE in both nations has gained still inadequate concern compared to subsequent education subsectors. Despite policy indications of how ECCE quality and teacher quality are milestones for all levels of education quality, the subsector looks in need of considerable attention. The concept of 'decoupling' from institutional theory was apparent but to a varied extent and characteristics. The Ethiopian ECCE, for instance, has shown significant 'decoupling' between the planned policy reform activities in initial teacher training and the practice. The Kenyan teachers' career arrangement policy was considerably decoupled in ECCE, for example. A clear similar pattern revealed on the least entry academic requirements for initial training that compromised the making of teacher quality. Such similarities have also shown a sort of 'policy isomorphism'. Divergence in governance structure and power has brought significant influence on all stages of quality assurance arrangement policy formation and practice. Privatization of teacher education was one of the major deviations affecting the respective nations differently. The Kenyan private ECCE teacher training institutions have been mushrooming while the current Ethiopian policy is closed for private teacher education. Unemployment was one distinctive characteristic of Kenyan ECCE trained teachers whereas Ethiopian ECCE is suffering from a critical shortage of teachers. There was a plain difference toward the professionalization of teacher educators. In Kenya, professional ECCE teacher educators are ranging from first degree to PhD levels. Conversely, in Ethiopia, there are no ECCE professional teacher educators in any of the training institutions. The findings of this research were also compared to the wider regional and global contexts. Accordingly, for instance, the driving forces of globalization in teacher education reform demonstrated unbalanced trend between the southern and northern practices. Findings have revealed disconnection between Africa's compassion on multiple importance of investment in ECCE and practice. Couples of policy implications were also suggested.
The Institutionalization of the University Third Mission: A Comparative Study between Addis Ababa and Jimma Universities, Ethiopia
(Addis Ababa University, 2020-06) Nigatu, Muluken; Beach, Dennis(Professor); Wirtu, Dessu (Associate Professor)
Besides the traditional missions of research and teaching, ‘the University Third Mission’ (UTM) has recently become a major policy concern for universities. As a result, universities are increasingly engaged in a broad range of UTM activities and expected to act as a key contributor to the economic and social wellbeing of their countries and regions. However, there are suggestions from recent national and international research that UTM is not given equal value as teaching and research, which are prioritized, with UTM coming in a distant third, almost as an afterthought. Universities are being criticized for this and their lack and improper use of UTM budgets, for the unfavorable attitude of faculty members towards UTM, and for unfavorable conditions of work and poor logistics for faculty to work on the activities of UTM. The assumption behind the present dissertation is that these problems relate to a lack of proper institutionalization of the UTM and the aim of the research is therefore to assess this process of institutionalization. A comparative investigation in two Ethiopian public universities was conducted. The first is the Ethiopian flagship university (Addis Ababa University) and the second is also among the first generation higher education institutions of the country (Jimma University). Two basic questions were posed: (1) How is UTM described in the national policies context? (2) How is UTM institutionalization at Addis Ababa University (AAU) and Jimma University (JU)? The second question has 5 interrelated specific questions: (i) How supportive is the institutional orientation of AAU and JU towards UTM? (ii) How supportive is the institutional support of AAU and JU towards UTM? (iii) How do the community partners view their involvement in UTM? (iv)What is the current status of teachers’ involvement in UTM? (v) What similarities and differences are there in institutionalizing UTM at the two universities?To answer these questions, a mixed research methodology that applies an exploratory sequential method was employed to guide the research process. Institutional theory has been used as a lens to guide this study. Data were mainly collected using semi-structured interviews, document reviews, and questionnaires. An official from the Ministry of Science and Higher Education, officials from the two universities, community partners, and teachers from both universities were participants of this study. The Policy and strategic documents at the national and universities’ levels were also reviewed. While purposive sampling was used to identify the participants of the interview and documents for review, proportionate stratified sampling was used to identify teachers from both universities. The analysis of the study is mainly guided by the study’s analytical framework. While the qualitative data were narrated under the analytical framework of the study, a single sample t-test was used to analyze the quantitative data. After the analysis, the quantitative data were made fit into the analytical framework and discussed together with the qualitative data. Based on the analysis and discussions, it was found that though the national policies recognize the importance of UTM, lack of emphasis for the mission and profound problems on conceptualizing the mission were found. When it comes to the universities, even though they integrated UTM in their mission statement, there are inconsistencies and discrepancies in defining the mission. While both the universities have developed some important policy documents, they fail to create a common understanding on what should be counted as UTM at their universities. Both universities were found to have activities categorized under the three core dimensions of UTM, however, these universities could not put clear distinctions among these dimensions. The leadership and support of the universities were found to lack devotion to: creating a strong partnership with the external community, building common understanding and value on the stakeholders regarding UTM, assigning proper budget, and so on. The community partners’ involvement in UTM was also found to be limited. The xiii communication between the university and the community is more of a one-way (university dominated) communication. Teachers in both universities were also found to have low participation in the activities of UTM in general and technology transfer in particular. Generally, even though there are minor differences in the process of institutionalizing UTM in Addis Ababa and Jimma Universities, the process is immature in both universities. Hence, suggestions are forwarded to further institutionalize UTM in these universities. Among the suggestions is creating a common vocabulary for UTM. It is suggested in this research that starting from the national level to the levels of the universities, clarity, and consistency in conceptualizing the UTM should be given priority. This should also be followed by creating a common understanding and value for all stakeholders. Key words: the University Third Mission, Institutionalization, Institutional Support, Institutional orientation,
A Comparative Study of the Practices of Early Childhood Care and Education across Private, Government, International and Missionary Preschools in Addis Ababa
(Addis Ababa University, 2020-06) Reshad, Mahmud; Rönnerman, Karin (Professor); Mekasha, Kassaye, (PhD)
In Ethiopia, it has been recently that the larger society has understood the benefits of early childhood care and education, and until recent times, many have claimed that it is overlooked by the government and left for the private and other religious and charitable organizations which are not accessible for and affordable by the larger community. Aware of what is going on in this area around the world, parents and education professionals are asking about the ways how children are learning and the access and types of care they are getting from their teachers and the preschools. Above all, teachers‟ qualification and training is a key discussion point of the area. This study is, therefore, a comparative exploration of the practices of early childhood care and education across private, government, international and missionary preschools of Addis Ababa, The Capital City of Ethiopia. Through this major objective, the study has tried to undertake a close observation of the home (parents) and the preschool (facilitators) interaction in the process of child care and education. It also explored the extent at which teachers/schools actually consider child-centeredness and play-based learning approaches accompanied by developmentally appropriate and culturally relevant practices in their day-to-day practice. Besides, the study has noted the type (s) of spoken language (s) that is (are) in use as medium of teacher-child and parent interaction and instruction and the participation of parents in their children‟s learning. In Ethiopia, the guiding principles of early childhood care and education, in one-way or another, have been drawn from the theoretical insights of Piaget‟s foundational cognitive theory and Vygotsky‟s contemporary sociocultural theory; and to consider its objectives, the study is also informed by the theoretical understandings of these theories. This study has employed qualitative research approach as a research methodology and it also used a comparative multi case research design. The central subjects of the study were teachers, children, parents, diploma early childhood care and education prospective graduate teachers of 2019 and officials of the area chosen based on purposive and snowball sampling techniques. The data collection processes were held through interview, observation and focus group discussion. Finally, the study concluded that most children are not given the opportunity to learn by themselves; and most participants agreed that play has great benefits for childrens‟ learning; however, the implementation did not match with this understanding. The study also showed that early childhood care and education practices ares not developmentally appropriate and culturally relevant; and the holistic aspect of child care is not well understood and implemented throughout all study preschools. The other finding of the study is that the focus of the assessment was mainly developed to measure the knowledge or the understanding level of children, and mostly conducted through paperwork. The study also revealed that the participation of parents on the learning their children is low, especially, in government preschools. Therefore, to improve the area, all rounded interventions are needed; we need to revisit our early childhood XII care and education training program and its implementation. The government, professionals, training institutes, preschool owners and the society as a whole has to work hand-to-hand
The Practice and Challenges in the Implementation of Inclusive Approach to Teaching: A Comparative Case Analysis of Selected Government and Non-government Primary Schools in Addis Ababa
(Addis Ababa University, 2020-12) Yimer, Lidetu; Holm, Ann-Sofie (Associate Professor); Berhanu, Girma (Professor); Wirtu, Dessu (Associate Professor)
The purpose of this research was to describe and analyze the practices and challenges in the im plementation of Inclusive Approach to Teaching: A Comparative Case Analysis of selected gov ernment and non-government primary schools in Addis Ababa City Administration. To this end qualitative case study design was employed, and a cross-case analysis was used to examin simi larities and differences. Moreover, the conceptual framework of Villa and Thousand’s six system level was used to analyze the best practices and the challenges faced in the selected schools. Both primary and secondary data were used in this research. The primary sources were primary school teachers and principals whereas the secondary sources include relevant policy documents, lesson plans and school reports. A total of 20 participants were used in this study. , principals and pri mary school teachers were selected from four primary schools by using purposive sampling tech nique. Semi-structured interview guide and observation were used to generate the necessary data. Moreover, constructivist theory and system theory were used as theoretical lenses in this research. The former was used to investigate what teachers did so as to actively engage the learners in the construction of meanings in the classroom teaching. The latter was used to analyze the overall practices in the implementation of inclusive education in the schools and the challenges thereof as interlinked in a holistic way. The collected data were analyzed qualitatively. Tick descriptions, member checking and triangulation were employed to avoid personal bias in the analysis. The findings disclosed that group discussion and demonstration, peer tutoring and guided participa tion, lecturing, oral and written question, sport, games and role play are teaching methods were employed by teachers. Meanwhile, the practice of implementing inclusive education in classroom teaching was hampered by lack of adequate professional trainings, school facilities, adequate additional adult support, and l collaboration among teachers, and due to e prevailing stereotypes against persons with disabilities. Based on the findings, it could be safely concluded that the im plementation of inclusive approach to teaching in those sample schools was found to be not effec tive. Hence, based on the major findings and the conclusion drawn, it is recommended that (1) Addis Ababa Education Bureau is advised to provide tailored short-term trainings for school teachers on the proper implementation of inclusive approach to teaching; (2) the schools in col laboration with diverse stakeholders are advised to avail adequate resources so as to address the challenges of scarcity of learning materials and facilities for the proper implementation of inclu sive approach to teaching; (3) the Ethiopian government needs to introduce and develop the concept of inclusive education into laws and policies of the country so that its execution can be understood by the school community and easily facilitated. Key Words: Inclusive approach to teaching, inclusive education, human rights
International Higher Education Partnerships in Ethiopia: A Comparative Study of two Partnership Programs
(Addis Ababa University, 2020-01) Kassie, Kitaw; Angervall, Petra (Professor)
This study explores the intention underlying the North-South higher education partnerships and how these partnerships have been formed and functioning. The study focused on the experiences of local stakeholders of the partnerships between universities in Ethiopia and Norway. Two cases (Language and Health partnership programs) were selected and examined to compare the two cases to find out the major rationales, map out the partnership development process, and examine the positioning of partners. Concepts drawn from ‘internationalization rationale’ and ‘mutuality lens’ were used as theoretical guides the study. The study employed a qualitative comparative case study design and used interviews and document analysis as methods for data collection. Staff and students were selected as participants, using purposeful and snowball sampling techniques. The study showed that in Ethiopia, there is a loosely-defined policy space that underlies international higher education partnerships, at both national and institutional levels. The study indicated that although the two case universities of Ethiopia have followed an open approach to respond to various partnership possibilities, they have often accepted partnerships with the Northern partners. In both cases, factors related to academic growth and development, resource dilemmas and opportunities, societal development, and gender equity were found to be the major rationales driving the local partners to establish international partnerships. Of these, the interest for academic growth and development was recognized as the most dominant rationale. The study also mapped out important themes related to partnership development, starting from initiation, through to building and from operation to monitoring and evaluation. The study also indicated that at various stages of the partnership development, the two cases have manifested aspects of mutuality in terms of equity, participation, autonomy, and solidarity as well as aspects that counter to mutuality. The study also showed that comparatively, the Health partnership exhibited more asymmetrical patterns of relation, in favor of the foreign partner. Comparison of the two cases also revealed that the partnership development has been shaped not only by structural obstacles, manifested as inequalities in academic and research capacity, resource scarcities in the local partner, and the criteria and interest of funding bodies, but also by other contextual factors embedded in a particular partnership program, including pathways, modalities, activities, and individuals involved. This, generally, suggests the need for more thoughtful discussions between partners on both structural and contextual variables as ways towards balancing the positioning of partners.

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