Relevance of Secondary Education in Ethiopia: Space Accorded ‘Preparation for Work’ in the Curriculum and Instruction
| dc.contributor.advisor | Ambissa Kenea(PhD) | |
| dc.contributor.author | Lemessa Abdi | |
| dc.date.accessioned | 2024-03-20T11:18:30Z | |
| dc.date.available | 2024-03-20T11:18:30Z | |
| dc.date.issued | 2023-04 | |
| dc.description.abstract | The 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 work | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/2554 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.title | Relevance of Secondary Education in Ethiopia: Space Accorded ‘Preparation for Work’ in the Curriculum and Instruction | |
| dc.type | Thesis |