Implementation of Cambridge Curriculum Challenge and Opportunities at Hellenic Greek International School in Addis Ababa
| dc.contributor.advisor | Demoze Degefa (PhD) | |
| dc.contributor.author | Meseret Mesele | |
| dc.date.accessioned | 2025-08-04T11:45:15Z | |
| dc.date.available | 2025-08-04T11:45:15Z | |
| dc.date.issued | 2025-06 | |
| dc.description.abstract | The purpose of this study was to assess the implementation of the Cambridge Curriculum—its challenges and opportunities—at Hellenic Greek International School, Addis Ababa, and to determine possible solutions for the challenges faced. Data was collected using questionnaires and interviews, and both qualitative and quantitative data analysis methods were employed. The statistical data were processed using the Statistical Package for Social Sciences (SPSS Version) (2025), with tools such as frequency, percentage, mean, and standard deviation used for analysis. The findings revealed that the implementation of the Cambridge Curriculum at Hellenic Greek International School presents notable opportunities for academic growth globally and career readiness. However, challenges persist, including inclusivity issues, resource constraints, and gaps in professional development. While the teaching workforce is experienced and stable, strategies to attract younger professionals, promote gender diversity, and support advanced qualifications are crucial for sustainability. Leadership practices demonstrate moderate effectiveness but are hindered by gaps in clarity, monitoring, and feedback mechanisms. Classroom overcrowding, limited access to instructional resources, outdated facilities, and inadequate technology further hinder curriculum delivery and student engagement. To enhance implementation, it is recommended to promote professional development through tailored training programs, mentorship initiatives, and collaborative learning platforms. Improved resource allocation, including investments in technology, specialized facilities, and adaptable classroom environments, is critical. Addressing cultural and language barriers, fostering experiential learning opportunities, and incorporating student feedback into decision-making processes can create a more inclusive and engaging learning environment. Furthermore, leadership stability, enhanced teacher support, and innovative scheduling strategies are essential to ensuring the curriculum’s long-term impact on students' academic success and holistic development. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/6029 | |
| dc.language.iso | en_US | |
| dc.publisher | Addis Ababa, Ethiopia | |
| dc.subject | Cambridge Curriculum Implementation | |
| dc.subject | Academic Growth | |
| dc.subject | Career Readiness | |
| dc.subject | Inclusivity Issues | |
| dc.subject | Resource Constraints | |
| dc.subject | Professional Development | |
| dc.subject | Leadership Practices | |
| dc.subject | Student Engagement | |
| dc.title | Implementation of Cambridge Curriculum Challenge and Opportunities at Hellenic Greek International School in Addis Ababa | |
| dc.type | Thesis |