Department of Curriculum & Comparative Education
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Item Health Professionals’ Education in Ethiopia: A comparative study of Public and Private Higher Education Institutions(Addis ababa Universty, 2025-03-10) Yenuse Molla; Temesgen FerejaEducation is a cornerstone of national development, with higher education playing a critical role in advancing social, economic, and industrial progress. Within this sector, health professional education is essential for preparing skilled clinicians who can deliver quality healthcare and adapt to evolving medical landscapes. The quality of health science education directly impacts the competence of healthcare graduates, yet significant disparities exist between public and private higher education institutions (HEIs) in Ethiopia. Differences in resources, teaching methods, governance, and institutional support contribute to these variations. Both public and private Ethiopian HEIs provide vital health professional training. Evaluating the educational environment in these institutions is crucial for strengthening the country’s healthcare system. The educational climate encompasses the overall culture, physical setting, social interactions, teaching practices, policies, and leadership, all of which profoundly influence student engagement, motivation, and academic success. The Dundee Ready Education Environment Measure (DREEM) is a validated tool widely used to assess such environments in health professions education. This study aimed to assess and compare the quality of the educational environments in Ethiopian public and private health professional programs and to explore their impact on student achievement. Guided by a pragmatic philosophy integrating quantitative and qualitative methods, a comparative cross-sectional case study design was conducted. A total of 492 students completed the DREEM inventory, resulting in an overall mean score of 138 out of 200. According to the DREEM interpretive guidelines, this score indicates a learning environment perceived as “more positive than negative,” suggesting a generally supportive and conducive academic atmosphere. Key strengths identified included effective teaching, respectful faculty-student relationships, and a positive academic self-perception among students. When comparing institutional types, students from public higher education institutions (HEIs) reported a higher average score of 141.6, while those from private HEIs reported a slightly lower average of 134.6 out of 200. However, the score also suggests room for improvement, as it falls short of the 151-200 range designated as an “excellent educational environment.” Certain areas, potentially involving teaching quality, learning strategies, academic support, or social climate, may require targeted enhancements to optimize student experiences and outcomes. Improving these domains can elevate student satisfaction, academic performance, and psychological well-being, ultimately fostering more competent and confident health professionals. Importantly, the study found a strong, statistically significant correlation between the educational environment and licensure examination performance. Students who perceived their environment more positively tended to achieve better exam results, underscoring the critical role of a supportive learning climate. Thematic analysis highlighted multifaceted challenges affecting health science education in Ethiopia, spanning curriculum design, instructional quality, institutional governance, student support, resource allocation, and policy execution. These interconnected issues undermine educational and workforce outcomes. Nevertheless, participants proposed comprehensive, practical solutions that, if systematically implemented, could substantially enhance the quality and effectiveness of health science education in both public and private sectors. This study emphasizes the importance of continuous evaluation and improvement of the educational environment as a strategic priority to strengthen health professional training and, consequently, the broader healthcare system in Ethiopia.Item Continuous Professional Development in Ethiopian Public Higher Education: The Case of Three Universities(Addis Ababa University, 2025-09) Medhanit Adane; Amare AsgedomThis study sought to explore the practices and challenges of continuous professional development of academic staff in Ethiopian higher education. The study posed five fundamental research questions: 1) how do academic staff understand and practice continuous professional development in the Ethiopian universities? 2) how do the universities practice continuous professional development? 3) why do Ethiopian universities and academic staff practice the way they practice? 4) how do academic staff account for their continuous professional development engagement? 5) what are the enablers and challenges in practicing continuous professional development in the case universities? To answer these questions, a qualitative research approach, exploratory case study research design, was employed. Data were mainly collected using semi-structured interviews, focus group discussions, and document reviews. The data were analyzed using deductive thematic analysis. Based on the analysis and discussions, it was found that there is varied perception of CPD among academics. When it comes to how academics practice CPD, the findings showed that those at the research sites participated in different CPD activities; however, their methods varied, with some being more influenced by outside pressures than by their own desire to professionally develop. The looseness of accountability in relation to CPD engagement undermines the professionalism of teaching in higher education. The CPD program in the three universities faces significant challenges, including a lack of tailoring the program to individual academic needs, uniform and repetitive content, a lack of assessment of the impact of CPD, a lack of clear policy that guides the programs, and weak integration of CPD with technology and classroom practices. Hence, the study recommended that effective CPD practice in higher education requires a systematic, comprehensive, and well-established policy-led approach to staff professional development. Key words: Academics, adult learning theory, continuous professional development, higher education institutionsItem Post-1994 Instructional Reforms in Primary schools in Ethiopia (1994-2024/25): Analyzing school-Based professional Learning From change and organizational Learning Perspectives.(Addis ababa University, 2025-04-10) Animaw Tadesse; Ambissa KeneaOrganizations, including schools, can transform into learning organizations (Can, 2010; Knapp, 2008; Senge et al., 2012; Kools & Stoll, 2017). In educational settings, organizational learning (OL) manifests through cognitive and behavioral shifts among learning entities—personal, team, and organizational agencies—in pursuit of institutional goals (Hora & Hunter, 2013). This study investigates the learning of post-1994 instructional reforms (e.g., active learning, continuous assessment, action research, reflective practice) in primary and middle schools through a sequential explanatory mixed-methods design integrating change and organizational learning theories. Accordingly, phase-1 conducted a systematic literature review of reform endorsement processes; phase-2 surveyed 48 randomly selected schools in the Amhara regional state (N=785 teachers, F=390) to quantify learning organization attributes; Phase-3 performed qualitative case studies of two contrasting schools (N=12 participants) via interviews and document reviews. Key findings reveal: (1) reforms were persistently top-down, excluding grassroots practitioners—a tradition entrenched across the last eight decades of Ethiopian education reform; (2) Level-III schools demonstrated stronger learning organization constructs and characteristics than Level-II schools; (3) Level-III schools, which benefited from good leadership, actively and innovatively applied government-prescribed organizational learning mechanisms; (4) servant leadership optimized government-endorsed OL mechanisms; and (5) leadership emerged as the paramount factor enabling or constraining OL. The study also identified organizational learning disabilities (reform fatigue, institutional amnesia, selfcensorship, Golem effect), particularly in poorly led schools. Grounded in these findings, three entrenched assumptions are challenged: (i) leadership quality (more than teacher quality) determines reform success in top-down reform contexts; (ii) assessment mandates (not pedagogical inheritance) shape teaching practices; (iii) learning capacity (not entry achievement) influences teacher engagement with reforms. The study concludes that Ethiopia’s top-down reform tradition fundamentally inhibits meaningful OL, perpetuating cyclical failure, and recommends participatory reform frameworks to disrupt this pattern, alongside future research directions.Item Accountability for Curriculum Implementation in Primary Schools of East Wollega Administrative Zone, Ethiopia(Addis Ababa University, 2025) Feyera Beyessa; Ambissa KeneaThe study aims to investigate accountability for curriculum implementation in primary schools in the East Wollega administrative Zone, Ethiopia. The system theoretical framework and World Development Report (2004) conceptual framework served as the study's orientations, as it explored the current accountability relationships among the key stakeholders in the primary education system. To achieve the study’s objectives, an exploratory case study type and a multiple case study (holistic) research design were employed. A purposive sampling technique was used. Data were collected from primary and secondary sources using semi-structured interviews, non-participant observation, and document analysis. Data was collected from 6 primary schools, which includes 6 school principals, 6 Parent-teacher Associations (PTAs), 3 supervisors, 12 students, 12 teachers, 12 parents, 6 curriculum and instructional (C and I) experts of Woreda Education Offices (WEOs), and 2 curriculum developers of Regional Education Bureau (REB). The subject of the study is 59. The collected data were qualitatively analyzed using a thematic approach. The findings of the study reveal that the voice accountability relationship between curriculum users and the curriculum developers and experts can often be characterized as meaningless due to several interrelated factors such as lack of rich information and communication, absence of media and technology platforms, cultural barriers, limited curriculum users’ involvement in decision-making, unclear representative of the electoral connection linking with curriculum implementation to voting behaviors, no formal and informal participation of the curriculum users, and week feedback mechanism. The study further reveals that the long route compact accountability relationships between school curriculum implementers, and both curriculum developers and experts are weak and frequently characterized by thick authority, poor enabling environment, absence of appropriate reporting, contractual agreement, meager implementers’ autonomy, and the politicization of the experts’ responsibilities to focus on top-down subordinate directives. This accountability relationship was effectively exercised to hold school curriculum implementers accountable for easily counted scores and politically attractive reports rather than the implementation of the school curricula. The short route students’ power accountability relationship was masked by the hopeless students themselves, the poor response of School Management Bodies (SMBs) to students’ concerns, little information, no legal and official written accountability policies…and fear of the school's political pollution which limited students' ability to hold school curriculum implementers accountable. Parents’ power accountability relationships were challenged by local norms and awareness, resistance from SMBs, variability in engagement levels, limited knowledge, lack of transparency, a limited information. This study confirms that management accountability relationships between SMBs and teachers were strongly working for report-driven, creating mistrust and an incomplete accountability relationship that diverts teachers’ focus from implementing the curriculum. The study depicts that wastage of instructional time, lack of autonomy, an enabling environment, appropriate reporting techniques, and accountability mechanisms, and the absence of an accountability policy had paralyzed management accountability relationships. The study affirms that soft and forgiving accountability mechanisms were the convincing consequences. Finally, the existing system accountability relationships for curriculum implementation were loosely coupled. Hence, in addition to valuable recommendations, reasonably, I proposed a school-based accountability model for reducing system fragmentation of accountability relationships that may serve for better implementation of the curriculum. Keywords: accountability, compact, curriculum implementation, curriculum users, management, power, primary education, system, and voiceItem Implementation of Inquiry-Based Learning Through Practical Activities in General Science Education Among the Middle Level Schools of Addis Ababa, Ethiopia(Addis ababa Universty, 2025-02-10) Azeb Brhane; Solomon AreayaThe purpose of this study is to investigate the implementation of inquiry-based learning through practical activities, explore the perception of general science teachers & awareness of students on the inquiry-based learning via practical activities, and identify problems that hinder the implementation of inquiry-based practical activities in general science education in Addis Ababa middle schools. To achieve the purposes of the study, a mixed-method and descriptive design was employed. The study was conducted in Addis Ababa middle schools and data were collected from 120 science teachers, 1587 students, 11 laboratory technicians, and 11 school vice principals. Purposive samplings were used in the selection of the general science subjects and simple random sampling was used to select 22 middle schools, students, laboratory technicians and school vice principals. In addition general science teachers were selected using census sampling or all respondents taken sampling technique. The main instruments of data collection were questionnaire, observation, focus group discussions and interview. Then the quantitative data were analyzed using both descriptive and inferential statistical methods; and the qualitative data were qualitatively analyzed using thematic analysis techniques and narrated qualitatively. The study found that teachers, students, and school administrators regard inquiry-based learning through practical activities as critical and indispensable for increasing the quality of science instruction; yet, the practice of inquiry-based learning practical activities is not well-implemented in the selected schools. As a result, teachers and students in the target middle schools rely heavily on lecture-based approaches to teach general science subjects. Among the major challenges faced in schools are a lack of teachers' professional keenness and practical skills required for effective practice in inquiry-based learning practices, a lack of professionally trained laboratory technicians and principals to facilitate the practice, a lack of student motivation or appropriate guidance for student learning, unfamiliarity with hands-on activities, lack of motivation, and insufficient school authority commitment; and a lack of materials and facilities. Finally, it was recommended that, to enhance the proper practice of inquiry-based learning via practical activities in science disciplines, all educational bodies across the country, as well as the city's educational administration bureau, must step up their efforts. It is critical to promote awareness and transform the attitudes of all educational practitioners toward inquiry-based learning through practical activities, beginning with the early phases of the educational journey, to ensure their consistent development and support, particularly teachers’ skills by implementing comprehensive professional development programs focused on inquiry-based learning via practical activities, encouraging teacher collaboration, providing technical support, increasing students engagement by devising strategies to actively involved in practical activities, guiding students during conducting practical activities, science clubs and promote hands-on experiences. Additionally, increase awareness among stakeholders, such as parents, community members, and policymakers, about the significance of inquiry-based science education. This will help in identifying gaps, tracking progress, and making required adjustments to improve effectiveness of different practical activities in science classes. This vow necessitates a collaborative effort to assess the needs of today's youth while also improving teachers' practical skills in educational methodologies and learning in middle schools.Item Community Engagement in Emergency School Feeding Among Internally Displaced persons in Oromia and Tigray Regions of Ethiopia:(Addis ababa Universty, 2025-04-15) Samuel Asnake; Teshome NekatibebThe global decline in external aid to education in emergencies poses significant challenges to children's access to education in conflict-affected settings, necessitating new paradigms. This study explores how community engagement practices have influenced post-enrollment retention among displaced and host communities in the Oromia and Tigray regional states of Ethiopia. It mainly focused on the role of trust and networks in mobilizing local assets, thereby enhancing social capital to motivating children's reintegration, particularly through emergency school feeding programs implemented over two years. Employing a qualitative exploratory case study approach, the research was conducted in two purposefully selected localities recognized for their social cohesion with conflict induced internally displaced persons for two or more years. Participants, including village leaders, parents, teachers, students, NGO representatives, and officials were selected using purposive sampling, in particular snowball and availability sampling techniques. Data collection involved focus group discussions (FGDs), key informant interviews (KIIs) and focused observation checklist, which were transcribed, coded, and thermalized to facilitate thorough triangulation. An inductive qualitative data analysis technique allowed comprehensive interpretation aligned with the research questions. Findings indicate that internally displaced persons including their children, face substantial survival challenges impacting their right to basic education and social cohesion. Amid scaling conflict induced displacement, host communities exhibiting strong social bonds regardless of homogeneity or diversity demonstrated effective local asset mobilization to support IDPs. This engagement catalyzed social capital practices that fostered trust and mutual support, even amidst resource scarcity. Notably, the study found that community-based pathways, aligned with traditional cultural assets, proved more effective in enhancing post-enrollment retention compared to NGO or school-based feeding programs. The research highlights the importance of recognizing and integrating local community practices and indigenous assets within educational response policies during crises. Such an approach shows promise in sustaining educational initiatives and enhancing resilience among affected populations. Overall, the findings suggest that activating community engagement and local resources can create a robust support system for displaced and host communities, ultimately serve to catalyze cohesion and facilitate better educational outcomes during emergencies.Item Health Professionals’ Education in Ethiopia: A comparative study of Public and Private Higher Education Institutions(Addis ababa Universty, 2025-04-20) Yenuse Molla; Temesgen FerejaEducation is a cornerstone of national development, with higher education playing a critical role in advancing social, economic, and industrial progress. Within this sector, health professional education is essential for preparing skilled clinicians who can deliver quality healthcare and adapt to evolving medical landscapes. The quality of health science education directly impacts the competence of healthcare graduates, yet significant disparities exist between public and private higher education institutions (HEIs) in Ethiopia. Differences in resources, teaching methods, governance, and institutional support contribute to these variations. Both public and private Ethiopian HEIs provide vital health professional training. Evaluating the educational environment in these institutions is crucial for strengthening the country’s healthcare system. The educational climate encompasses the overall culture, physical setting, social interactions, teaching practices, policies, and leadership, all of which profoundly influence student engagement, motivation, and academic success. The Dundee Ready Education Environment Measure (DREEM) is a validated tool widely used to assess such environments in health professions education. This study aimed to assess and compare the quality of the educational environments in Ethiopian public and private health professional programs and to explore their impact on student achievement. Guided by a pragmatic philosophy integrating quantitative and qualitative methods, a comparative cross-sectional case study design was conducted. A total of 492 students completed the DREEM inventory, resulting in an overall mean score of 138 out of 200. According to the DREEM interpretive guidelines, this score indicates a learning environment perceived as “more positive than negative,” suggesting a generally supportive and conducive academic atmosphere. Key strengths identified included effective teaching, respectful faculty-student relationships, and a positive academic self-perception among students. When comparing institutional types, students from public higher education institutions (HEIs) reported a higher average score of 141.6, while those from private HEIs reported a slightly lower average of 134.6 out of 200. However, the score also suggests room for improvement, as it falls short of the 151-200 range designated as an “excellent educational environment.” Certain areas, potentially involving teaching quality, learning strategies, academic support, or social climate, may require targeted enhancements to optimize student experiences and outcomes. Improving these domains can elevate student satisfaction, academic performance, and psychological well-being, ultimately fostering more competent and confident health professionals. Importantly, the study found a strong, statistically significant correlation between the educational environment and licensure examination performance. Students who perceived their environment more positively tended to achieve better exam results, underscoring the critical role of a supportive learning climate. Thematic analysis highlighted multifaceted challenges affecting health science education in Ethiopia, spanning curriculum design, instructional quality, institutional governance, student support, resource allocation, and policy execution. These interconnected issues undermine educational and workforce outcomes. Nevertheless, participants proposed comprehensive, practical solutions that, if systematically implemented, could substantially enhance the quality and effectiveness of health science education in both public and private sectors. This study emphasizes the importance of continuous evaluation and improvement of the educational environment as a strategic priority to strengthen health professional training and, consequently, the broader healthcare system in Ethiopia.Item Effectiveness of Occupational Competency Assessment and Certification of TVET in Ethiopia: Bridging Rhetoric and Reality.(Addis Ababa University, 2025) Ashebir Tekle; Solomon Areaya; Getachew HabtamuThe study investigates the effectiveness of competency assessments and the alignment of rhetoric and reality in the practice of the occupational competency assessment and certification system in Ethiopia. The study utilized a mixed-methods, concurrent embedded design and adopted a pragmatic view to collect data from candidates, trainers, assessors, supervisors, directorates, and industry representatives using questionnaires, interviews, focus group discussions, observation, and document review. First the sample was identified purposively from the total population, who had significant experience and a profound understanding of competency assessment, and next it was taken randomly. The study utilized analysis including mean, standard deviation (SD), ANOVA, t-tests, correlation, and regression analysis, as well as narrative techniques to evaluate the qualitative data, organizing the analysis around the research questions as themes. The findings indicate that essential stakeholders, particularly the Ministries of Urban Development and Construction and Tourism, exhibited insufficient involvement in the policy development process. Additionally, major implementers of TVET policies and strategies, such as trainers and industries, lacked a clear understanding of the current policies and strategies. The value of competency assessments is generally viewed positively by most of the stakeholders. However, the study identifies several significant limitations, including low frequency of candidate assessment, a failure to uphold assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not align with occupational standards. These issues show that the existing method misjudges TVET candidates' skills. Additionally, it found both congruence and disparity with the intended strategies and guiding principles. Activities like assessor methodology training, international benchmarking, tool validation, accreditation of assessment centers, and societal values align with the strategy and guiding principles. However, structural deficiencies, a lack of autonomy at the Center of Competency (CoC) Institutions, and mergers with other organizations cause a significant portion of these activities to fail to produce the expected results. The Ethiopian competency assessment system faces challenges in ensuring fairness, comparability, and reproducibility due to reliance on a single assessor per session, which leads to bias and inconsistency in decision-making procedures and a lack of internal and external verifiers. The study reveals that influencing factors related to CoC institutions have the highest standardized effect on competency assessment effectiveness, followed by assessment centers with the second largest coefficient. The predictor assessment tool has the least impact. The Ministry of Labor and Skill is recommended to enhance competency assessments by promoting awareness and dialogues at federal and regional levels. This includes incorporating industry expertise, highlighting training quality, and ensuring CoC Institutions autonomy. The study also suggests addressing concerns about single assessors, inconsistency in decision-making, and lack of internal and external verifiers. CoC institutions should be transparent, foster equity, and improve their efficacy through explicit communication, assessor competence, periodic evaluations, and an appeal mechanism. Assessment centers should be provided with standardized equipment, advanced technology, pre-assessment orientations, and optimal resource utilization. Key Words: Assessors, Assessment Centers, CoC Institutions, Competency Assessment, Ministry of Labor and Skill, Policy and Strategies, TVETItem Comparative Study of Quality Assurance Practices in Public and Private Universities in Addis Ababa(Addis Ababa University, 2024-08) Jemberu Alemayehu; Fetene RegassaThis study aimed to compare the QA practices implemented in public and private HEIs, while also investigating the challenges associated with these practices. By examining the differences and similarities between these sectors, the study seeks to highlight strengths and weaknesses, ultimately contributing to the enhancement of quality assurance frameworks. The study was limited to seven public and private universities recognized by the ETA and MoE, located within the Addis Ababa Administrative Region. This study used a mixed research design primarily based on the quantitative data obtained through questionnaire but for triangulation, qualitative data were incorporated through interview and analysis of documents. The findings indicated that private HEIs possess clearer QA structures and more effective communication, aligning with institutional goals, while public HEIs often lack comprehensive QA frameworks at lower levels. Both sectors face challenges with QA report accessibility, but private HEIs conduct self-evaluations more regularly and involve employers, teachers, and students more effectively in program reviews. Public HEIs experience significant financial constraints, a lack of genuine commitment from top management to QA, and inconsistent government policies. Additionally, inadequate QA training is more pressing in public HEIs, and time constraints are a greater issue for private institutions. Public HEIs also tend to prioritize process over substance and experience greater political pressure. Conversely, private HEIs rely more heavily on external validation. The study recommends that public institutions should develop comprehensive QA frameworks and enhance QA practices. The ETA should strengthen its role in monitoring quality education, while both sectors should encourage greater employer involvement and establish alumni associations. Public HEIs should seek increased government funding and prioritize strong top management commitment to QA. Key terms: Higher Education Institutions, Quality Assurance, Quality Assurance Practice, Quality Assurance Framework, Descriptive studies.Item Teacher Education Pedagogy: The conceptions and Practices of Teacher Educators in the Southern Regions of Ethiopia(Addis Ababa University, 2024) Abayneh Ergogo; Dawit MekonnenIn order to establish a standard for successful pedagogy in teacher education, this study explores the relationship between teacher educators' conceptions of pedagogy and their likely practices. The study investigates the rationale for the pedagogical practices of the teacher-educators, with a particular emphasis on Copenhagen's classification of realistic pedagogical conceptions as application of theory and realistic as well as the practice as constructionist and transmission approaches. Constructionist and realistic approaches promote active practice and reflection, whereas the application of theory and transmission approaches focus on pedagogues that concentrate on imparting mere theoretical knowledge through transmission, expecting student teachers to apply it during their teaching. The study employed a convergent, parallel mixed-methods design and a pragmatic paradigm. The study employed questionnaires to collect data from 243 teacher educators. Moreover, 5 teacher educators and 13 student teachers were interviewed, and 6 classroom observations were carried out on 4 teacher educators.The quantitative data was analyzed using percentages, Wilcox on signed rank, and Spear man's rho correlation tests, while the qualitative data was analyzed using thematic and narrative analysis approaches.The findings indicated that teacher educators in the southern regions use a transmission or content-oriented approach in their pedagogy as a result of their application of theory conceptions to their pedagogy. It was also discovered that contextual factors had a major impact on the teacher educators' pedagogy. Based on these, teacher educators should have the conception of realistic approaches to deliver inspiring pedagogy, which is characterized by continually evolving, reflexive, and experiential teaching, as part of adequate professional competence and value. It is also critical to design professional development activities that assist teacher educators in reevaluating their perspectives and methods of teaching on learning to teach. Furthermore, policy directives that attempt to alter teaching conceptions and practices should take individual and institutional levels of teacher preparation into account.Item Ethno Cultural Minority Students Experiences of Schooling: Manifestations, purposes and Roles of Hidden Curriculum in Ethno Culturally Diverse Primary Schools of Amhara Region, Ethiopia(Addis Ababa University, 2024-04) Tesfaye Ebabuye; Amare AsgedomThe focus of this research was to explore and understand the role of hidden curriculum in shaping the lived experiences of ethnocultutral minority students. Close observation and in-depth interviews were conducted with 32 students and 8 teachers purposefully selected from four ethno culturally diverse primary schools. A phenomenological thematic case by case and cross-case analysis was used to exploreand understand the manifestations and functions of the hidden curriculum in shaping the lived experience of minority students. The resulting codes and categories under each case were organized around themes related to the research questions.The emerging themes were examined using theories of critical pedagogy, cultural reproduction, culturally responsive schooling, hidden curriculum and multiculturalism. The study's findings revealed that the hidden curriculum is manifested through beliefs implicitly embedded in curriculum adaptation, classroom instruction and assessment techniques, disciplining practices, leadership positions, labeling language, and the celebration of marked national holidays. These beliefs subtly embedded in the process and structure of schooling, negatively shaped the lived experiences of ethnocultural minority students. As a result, students from ethnocultural minorities exhibited resistance toward schooling and the educational system as a whole. Furthermore, by perpetuating and fostering the implicit perceptions and beliefs ingrained in the design and operation of the educational system that hinder equitable quality education for all, primary school teachers and students from ethnocultural majority groups played detrimental roles. The result showed that the hidden curriculum is counterproductive to the goals of critical thinking, problem solving, and unity in diversity thereby discouraging equality, equity, and social justice. Ethno culturally diverse primary schools are lacking in the practical implementation of multi-cultural and culturally responsive education. Despite its profound impact on the socialization, lived experience, and identity of ethnocultural minority students, policymakers paid no attention to the effects of hidden curriculum on the ethnocultural minority students. The goal of achieving unity through diversity, which was not accompanied by an understanding and accommodation of our differences, resulted in a seemingly equal educational system that effectively marginalized and oppressedethnocultural minority students. The nature of the hidden curriculum, how to manage it, and how it functions to promote the interests of ethnocultural majority students should be understood by teachers in multicultural and intercultural school environments. Therefore the research recommends policymakers should eradicate such a discriminatory, inhuman social treatment and prejudiced policy and practice environment that excludes the experience, aspiration and dreams of minority students. And hence the real and concrete malpractices that the research has uncovered must be stopped with urgency. Regional and national level Policy frameworks that are inclusive, culturally responsive and critical have to be designed by regional education bureau and ministry of education respectively and practically implemented in order for the life goals of minority students to be realized.eItem The Relevance of Early Childhood Care and Education Curriculum and its Practice in Selected Regional States of Ethiopia(Addis Ababa University, 2024-04) Walelign Admasu; Dawit MekonnenThe purpose of this study was to investigate the relevance of ECCE curriculum and its practice in Ethiopia focusing on three regions (Addiss Ababa, Hawassa and Debrebirhan). The study attempted to air out the incorporation of guiding principles and basic elements in the ECCE curriculum, the suitability of preschool learning environment for the practice, the correspondence of teacher education curriculum to ECCE curriculum, the appropriateness preschool teachers’ practice for children andother factors affecting the practice. To attain the main objective of the study, the mixed approach of descriptive survey and explanatory sequential designs were used. Data were gathered from 362 preschool teachers and 221 graduating class preschool teacher-trainees, fifteen sample preschool classes, and documents. Questionnaires, checklists for document analysis and observation, interview and discussion were the instruments used for data collection. The collected data were analyzed using various statistics like frequency, percentage, average, and χ2 test. The ECCE syllabus communicates the philosophical, psychological and sociological bases for ECCE curriculum but not at explicit and required level.The historical base and technological changes were not totally communicated in the syllabus. The syllabus was also indicated the objectives, thematic areas, four developmental directions, teaching methods, assessment approaches, and resources for teaching the themes for preschoolers.But,the emotional, moral and spiritual aspects of development, the ethics and values of the society were not indicated in the syllabus. The instructional methods in the syllabus were far from appropriateness for preschoolers and insufficient to use them for the teachers. The assessment means did not consider the different learning styles of children. tests were used frequently as assessing means intead of taking notes and observing children in action.Thus, the curriculum, instructional strategies, assessment means, and resources in the syllabus seemed to be found in need of amendment. The learning environment in the sample preschools of Ethiopia did not seem conducive to the proper implementation of the ECCE curriculum. Insufficient spaces for indoor activities, absence of learning centers and unfit types of equipment for children were common phenomena in many sample preschools. Teaching and play materials as posted pictures in many preschools were at sub-standard level and did not attractattention of children.The outdoor environments for children did not seem conducive for different physical and motor activities. Thus, the learning environment (in-door and out-door) has limitations for facilitating chidren learning and development. The Teacher Education Program (TEP) courses do not create balance among the three knowledge areas (content, pedagogical, and child development and learning). The child development and learning knowledge area is represented only by two out of fourty-two courses so that it is highly marginalized. The subject-related pedagogical knowledge area did not involve courses that acquaint trainees with specific teaching methods for natural and social sciences as well as ethics and aesthetic/art subjects. The courses for general teaching /active learning methods have been totally forgotten. Action research courses were with limited contribution for practice. The contribution of TEP in acquainting trainees with the contents of the ECCE curriculum was not favored at the required high level. The correspondence of TEP curriculum to the ECCE syllabus is found either at a low or medium level. So, the relevance of TEP courses for implementing the ECCE curriculum has limitations. So, the training has limited benefit. The preschool-teachers were not properly practicing the five key functions though they rated their accomplishment positively. The methods used by teachers in teaching the three age levels children were similar so that they did not seem appropriate for all children. Similarly, the assessments employed were unfit for preschoolers. So, the preschool curriculum practice was inappropriate for children of the three age levels. The conditions like support from others, provision of services, nature of the program, and resources were facilitating the ECCE curriculum practices at medium level. But, the funding mechanisms, pushing down the curriculum, group size and adult-child ratio, space for program and the provision of health services were hindering ECCE curriculum practice. The development process of curriculum materials; the nature of objectives and contents, and administration were also creating challenges in practicing ECCE curriculm. Working on the contents of the material, the classroom conditions, teacher education program, and in the creation of know-how, attitude, and sense of responsibility on concerned bodies were considered as means of alleviating the problems. Thus, the ECE and teacher education program curriculua are in need of revision. Following developmentally appropriate practice in coaching children seems vital. The factors affecting preschool education practice need to get attention from concerned bodies. The teacher practice and learning for preschool education needs further studies for the future betterment of the program.Item Promoting Students’ Awareness for Better Images of the Future: Examination of the Space Accorded in Secondary School Curriculum in Ethiopia(Addis Ababa University, 2024-06) Zerihun Takele; Dawit MekonnenImages of the future have a strong influence on the behaviors and decision-making of individuals and groups and are a basis for their actions in the present. However, there is limited empirical research that shows how young students imagine the future and how school curricula help students construct future images in the Ethiopian context. This study examined secondary school students’ future-orientation and future images in relation to personal, national, and global issues. The study also examined the extent school textbooks contribute to shaping students' images of the future. The study was conducted in five secondary schools in Oromia, Ethiopia. The study employed a mixed research method. Data were collected from 443 secondary school (grades 11 and 12) students through questionnaires and content analysis of textbooks. The quantitative data were analyzed using percentages, means, t-tests, and ANOVAs. The qualitative data were analyzed using word narration supported by pictures and figures extracted from the textbooks. The findings of the study show that students’ future orientations were not well developed. The students had more optimistic future expectations for their own future lives, whereas they had pessimistic images regarding national (Ethiopia) and global issues and problems. This shows that students’ spatial awareness is not sufficiently developed to understand the interrelatedness and interdependence of national and global problems with their own current and future personal lives. Furthermore, the findings suggest that students’ personal optimistic future expectations decreased at the critical adolescence age. In addition, the study found that the images of a good (desirable) and a bad (undesirable) person/citizen represented in the textbooks placed more emphasis on promoting students’ images of the interdependent self (social self) awareness than of the independent self (autonomous self). The study also revealed that there is some incongruence between images of Ethiopia presented in the textbooks and images of Ethiopia held by the students. The textbooks mainly narrated Ethiopia as a country that turned from a dark past, present utopia changes to a bright future, whereas most of the students had a pessimistic orientation towards the future of Ethiopia. The study indicates that images of Africa represented in the textbooks could have the potential to cultivate pessimistic dystopian images, disempowerment, and afropessimistic attitudes among students. In relation to global issues and problems, the textbooks represented mainly techno-utopian images of the world. The textbooks have limitations in showing students the negative consequences of technological progress on human health, environmental degradation, and global warming. The study also indicated that textbooks’ learning activities have the potential to serve to deepen images of interdependent self (social self) awareness rather than independent self-consciousness that have the potential to produce conformist individuals who are simply socialized to the existing status quo rather than create critical thinkers and future change agents. Based on the findings, it is recommended that the textbooks should be improved based on the principles of futureoriented education in order to promote students’ desirable images of the future, and empower and prepare them as future change agents to build a better future. Keywords: Images of the future; Future orientation; Afropessimism; Techno-utopian; Dystopian; Utopia; Personal issues; National issues; Global issuesItem School Accountability for Learning Outcomes: A Case Study of Secondary Schools in Ethiopia(Addis Ababa University, 2024-06) Begna Ordofa; Amare AsgedomThe purpose of this qualitative multiple case study is to develop an understanding of school accountability for learning outcomes in Ethiopian secondary schools. Data were collected from 63 key school stakeholders, including teachers, directors, education experts, parents, and students through interviews and focus group discussions. In addition, document analysis and observations were used as data gathering strategies. Four schools, two high-performing, and another two low-performing, were chosen for this purpose. Pratchett‘s theoretical framework was used to guide the research. The findings of the study revealed that the four design elements of accountability (delegation, finance, information, and motivation) were coherent with learning outcomes in the high-performing secondary schools. In contrast, academic activity is overlooked while loose cooperation among school actors to improve learning, and numerous extracurricular activities were witnessed in the low-performing secondary schools. Tight finance is common in all schools but absence of attention to supporting learning is the feature of the low performing schools. High-performing schools focused on process and learning outcome data. Nothing will happen to agents in low-performing schools for the low academic achievement, whereas they can be held accountable in the high performing school. Parents in the low performing schools are unaware of the importance of holding the school accountable for their children's performance than in high-performing schools. Hence, the low-performing schools focus on schooling, while the high-performing schools are coherent for learning outcomes. Implications of the study include ensuring appropriate school systems that are coherent with learning outcomes and supporting front-line providers. In addition, further research on this topic is suggested in the Ethiopian education system as a whole. Key terms: accountability relationship; learning outcomes; delegation; finance; information; motivation; coherenceItem Facilitation of Student Teachers’ Reflective Practice during Microteaching and Practicum in Hawassa College of Teacher Education(Addis Ababa University, 2024-06) Demekash Asregid; Dawit MekonnenThis research explores the promotion of reflective practice among student teachers at Hawassa College of Teacher Education. It investigates the effectiveness of feedback and the dynamics of interactions between teacher educators, mentors, tutors, and student teachers in fostering reflective practice during both micro teaching and school practicum phases. Utilizing a case study design, the research employed unstructured observations, focus group discussions (FGD), semi-structured interviews, and document analysis to collect data from a diverse group of participants, including teacher educators, student teachers, mentors, and tutors. In total, three teacher educators and six student teachers were interviewed, 18 student teachers participated in FGDs across three groups during micro teaching, and another set of six student teachers, three tutors, and six mentors were interviewed, with six student teachers also participating in FGDs during the practicum phase. Thematic analysis was applied to the data collected. The findings revealed that during micro teaching, teacher educators struggled to effectively facilitate per-service teachers' reflective practices using various feedback methods. The absence of feed-forward, coupled with the use of phonological feedback and inappropriate evaluation criteria, hindered the per-service teachers' engagement in reflection. This limitation affected their ability to engage in three types of reflection: reflection on action, reflection for action, and reflection in action. The study also identified obstacles such as limited time for micro teaching, organization of micro teaching activities in course modules, and inconsistent evaluation standards. Similarly, during the practicum, supervisors and tutors predominantly provided one-directional feedback, positioning themselves as experts and reducing student teachers to passive feedback recipients. This approach limited student teachers' opportunities for per- and post-exercise reflection and focused on identifying deficiencies rather than fostering higher-level reflective practices. The study identified obstacles such as mentor and supervisor training, collaboration between practicum supervisors and mentors, shortage of time, and space for reflection during practicum. The research concludes with recommendations to view micro teaching as an integral component of on-campus teaching practicums, to allocate sufficient time for these activities, and to provide training for teacher educators on effective feedback methods. Additionally, it emphasizes the importance of mentor training, the need for collaboration between teacher education colleges and practicum schools, and the arrangement of adequate time and space for student teachers to practice and receive feedback. A model for facilitating reflective practice in teacher education is proposed, highlighting the necessity of careful planning in both on-campus and practicum activities to develop student teachers' reflective practices effectively. The study's insights underscore the significance of facilitating reflective practice during microteaching and practicums for student teachers. Keywords: Reflective Practice, Microteaching, Practicum, Mentoring, FeedbackItem Relevance of Secondary Education in Ethiopia: Space Accorded ‘Preparation for Work’ in the Curriculum and Instruction(Addis Ababa University, 2023-04) Lemessa Abdi; Ambissa KeneaThe purpose of secondary education is not only to prepare students for the next level of education but also for the world of work. This can be realized when the curriculum and pedagogical practices of the schools are relevant to the skills demand of the world of work. The major purpose of this study is to investigate relevance of secondary education from this perspective. It specifically examined the space accorded ‘preparation for work’ in secondary school curriculum and instruction. Concurrent mixed research design with descriptive case study and content analysis research methods were employed. Data were collected from secondary schools teachers, school principals and students; secondary school graduate employees; documents (specifically textbooks and policy documents); and public sectors and non-public organizations that employ secondary school graduates. Questionnaire, interview, observation and document analysis were used to collect the data. Results of the study revealed that the structure of the secondary education curriculum does not allow preparation of students for different destinations based on their interests and capabilities. The tracks that take students to different destinations are not clearly sketched. Permeability across the different lines, and the basic profile expected from secondary school graduates to join the different destinations including the world of work are not defined in the policy and related documents. In the same manner, the work skills that are essential to be attained at secondary school level and the potential employers of secondary school graduates are not clearly defined and indicated in the policy documents. The results show that involvement of employers in curriculum making processes and representation of their say was not evident. Stakeholders who are expected to take part in the curriculum making processes and textbook preparation had no clear understanding about the purpose of secondary education and students’ future destinations. Moreover, it was identified that the coherence between the policy, curriculum and pedagogical practices of the schools regarding the value and the level of integration of the skills to prepare secondary school students for work was not strong. It was confirmed that the skills demand of public sectors and non-public organizations was almost similar. However, majority of the novice employees graduated from secondary schools faced difficulty to demonstrate the required skills. The results from curriculum content analysis uncovered that the skills employers require from employees are not adequately integrated in secondary school textbooks. Majority of the objectives, activities and exercises that are included in secondary school textbooks have no considerable association with the skills required to prepare students for work. Moreover, they are not equally represented in the three units of analysis: objectives, activities, and exercises and end-of-units questions; the skills are better reflected in (review) activities. Teachers’ pedagogical practices and the assessment tools employed in the school were not relevant to equip students with the skills demand of employers. Thus, it is concluded that the space accorded ‘preparation for work’ in secondary school curriculum and instruction was very weak. Based on the findings, it is suggested among other things, that the Ministry of Education (MoE) takes the necessary caution in preparation, implementation and revision of secondary school curriculum. It is very essential to devise opportunities for schools to enable them prepare students for the different destinations and to equip students with the skills employers require from secondary schools graduates. Curriculum experts and teachers, who have adequate understanding about curriculum development and pedagogy and the different destinations of students, are vital to prepare and deliver curriculum which is relevant to the needs of the world of work. Hence, the MoE and its structure need to take good care of that in the secondary education reform efforts. Keywords: Curriculum, instruction, relevance, secondary education, work skills, world of workItem A Study of the Training of Would-Be Teachers in The Practical Aspects of Pedagogical Courses Currently: ;: Offered At Gondar and Awassa Teachers' College(Addis Ababa University, 1998-05) Bekalu, Zelalem; Desta, AzebThis Shldy attempted to investigate the training of would-be teachers in the practical application of pedagogical courses currently offered in the newly up-graded colleges of Gondar and Awassa. So, to examine this performance, the instructors of pedagogical courses of the two colleges taken as the subjects of the study, were categorized interms of their level of qualifications and work experiences. To verify the basic questions, eleven instructors of pedagogical courses of the two colleges in total, were observed in their performances of classroom instructional skills. Moreover, the principals and education department heads of the two colleges were asked about the problem of training by conducting interviews. A t-test and Variance analyses were employed in the analysis of the study. The obtained results portrayed that instructors with higher qualifications and work experiences manifested better performances in implementing planing, presenting, managing, and evaluating of classroom instmctional skills than instructors with lower qualifications and work experiences in the practical application of training activities. Besides, the two colleges are found to have inadequate library facilities, training materials equipment and other essential attributes that have a bearing on the training of prospective teachers in the teacher education program. Finally, conclusions( instructors with second degrees, and with high level of work experiences were found to show better performances of implementing classroom instructional skills than those instructors with first degrees and low level of work experiences), and recommendations ( the necessity of assigning better qualified and experienced instructors together with the essential training materials), were maItem Factors that Affect the Enrollment of High School Females in Arsi Zone(Addis Ababa University, 1999-05) Assefa, Woldu; Nardon,AbebeThe major ohjcc tive of til is stlld,' lVas to Ill:lkc :In investigation into the currcnt cl\I'olhllent of ICllIaic studcnts in Arsi !one Iligh Scil ouls, to identify the nwjor causes i.c. school relat cd fa ctors (distan ce, teachcrs allitlld cs. scxual ilarassllIcnt , lack of guidancc and counseling and schoul L1ciliti cs) and to pinpoint ;'tile major areas of intervcntion by the schuol pcrso nn el, /'onal education bu rc;nl, regional policy makcrs and clilicational planners. To achicvc this obj ccti ve. a dcscriptivc SUIVC\" mcthod lVas uscd. ])ata Ii'um ducumcnts were sccured from the annual abstra cts of tilc I\,IUE, OED, Arsi Zonc Educ;\tioJ1al Durcau and the iligh schools included in the stud ),. td oreovcr, qu es tionnaires, (strueturcd ami unstructurcd) were administc red to 379 !Cmalc stlld ents, 49 tcachers and 13 school persolulcl. Strueturcd and unstru ct ured int erviews were also prcscntcd to school pcrsonncl. Enrollmcnt, pronlOt ion, rcpetition and dro pout rates and pereentagc of fcmalc cl\I'ollmcnt wcrc eal eulatcd to examine the participa tioJ) of femalc studcnts in Arsi Zone High schools when cumparcd wi th males in Ihc region for lilc year In7 to 1991 E. C. Bcsides tilis, pcrccnt agcs of Chi-square and I-score wcre uscd tu analyze the data obtained Ii'olll 'I ucstionnai res. Thc study findings imlicat ed th;lt school-related factors such as location (distance to school), teachcrs attitudcs scx ual il,1rassm cnt , lack of gui dance and counseling, prcgnaney and inadequatc schuul fa cililies in higil sc houls IVcrc idcnlilied as a probicill i,"' luw ratc cllrolhllcllt or felltale students ill I\rsi lonl' high schoolsItem The Effect of some Teacher and School Characteristics on the Application of Teaching Materials and Use of School Pedagogical Centers(Addis Ababa University, 1998-06) Fanta, Tilahun; Asgedom, AmareThe purpose of this study was to investigate the effect of experience, qualification, attitude, school Location and material-financial supply on application of teaching materials and SPC use. To this end, data were collected thrOUgh ~qUestionnaire, classroom observation and interview . The randomly selected sample included 94 male and 64 female teachers , eight directors and eight SPC co-ordinators selected from four urban and four rural schools in and surrounding Nekemte. The data collected were analyzed using statistical methods such as ttest , chi -square t est , pearson ' s product moment correlation, mean and percentage . The results revealed that less experienced and less qualified teachers performed significantly higher than the more experienced and more qualified teachers in applying teaching materials and using SPCs. It was also found out that the difference between urban and rural schools in teaching material application and SPC use is not significant. Besides, it was indicated that attitude towards teaching and application of teaching materials as well as SPC use are significantly , positively and highly correlated. Furthermore, less experienced and less qualified teachers demonstrated more favourable attitude towards teaching than their more qualified and more experienced counter parts .Item The Application of Constructivist Strategies in the Teaching of Upper-Primary School Sciences(Addis Ababa University, 2001-06) Fereja, Temesgen; Engida, TemechegnThe purpose of this study was to assess the application of elements of constructivist strategies in the teaching and learning process of the upper primary school sciences in the Addis Ababa Administrative Region government schools. The sources of data were grade seven science (Biology, Chemistry, and Physics) teachers and their classrooms. Three data collection instruments were used: classroom observation, questionnaire, and interview. Accordingly, 12 classrooms were observed, 48 teachers (including those observed) filled questionnaires and 4 teachers (from those observed) were interviewed. The results of the study revealed that the teachers lacked the necessary knowledge base to use elements of constructivist strategies in their classrooms. About 30% of the respondents rated 'strongly disagree' and' disagree' on very important issues related to the strategies with only 24.8% strong agreement. Therefore, it can be said that most of the teachers are guided by traditional philosophies and theories of learning. However, it is found out that these teachers have the necessary attitude to use the strategies. About 98% (with mean value 2.68) rated that the strategies/techniques as 'very much useful' and 'useful' for the teaching and learning processes in their classrooms The assessment regarding the extent of use of these strategies have also shown that the strategies are only rarely and sometimes used in most upper-primary science classrooms. Among the observed teachers, only 5.83% of them found applying them very well. The other 28.33% applied them moderately and 36.66% not applied them at all. . The analysis of the data collected through questionnaire has also revealed that about 50% of the respondent teachers are only rarely and sometimes applying, and about 10% do not apply them at all. However, about 30% of them applied frequently and always. The most serious factors affecting the use of elements of constructivist strategies are found to be: the lack of facilities such as the laboratories and laboratory resources; the classroom conditions, in general, and also the large number of students in a class; student's lack of interest and the textbook/the curriculum. Thus, urgent in-service training through workshops, and also small-scale training programs should be given to the upper-primary science teachers on modern theories of learning, parlicularly on the philosophical bases to teach science and also on how to incorporate elements of constructivist strategies into their classroom teaching. The stakeholders, the government and also the general public should seriously think upon providing the necessary facilities. Science teaching should also focus on student's developments of knowledge, skills in science and also attitudes and interest in science. The serious considerations the textbook designers give to modern theories and models of learning during the designing of the textbooks will also be very crucial.