The Role Of Ethiopian Social Accountability Project in Improving Service Delivery in Two Primary Schools in Kofele District;West Arsi, Oromia
| dc.contributor.advisor | Filmon, Hadaro (PhD) | |
| dc.contributor.author | Kedir, Filicha | |
| dc.date.accessioned | 2018-10-25T14:45:14Z | |
| dc.date.accessioned | 2023-11-04T10:18:59Z | |
| dc.date.available | 2018-10-25T14:45:14Z | |
| dc.date.available | 2023-11-04T10:18:59Z | |
| dc.date.issued | 2018-06 | |
| dc.description | A thesis Submitted to the Department of public Administration and Development Management of Addis Ababa University in Partial Fulfillment for the Degree of Masters of Arts In Public Management And Policy(MPMP) | en_US |
| dc.description.abstract | This research has dealt with the Role of Social Accountability Project in improving service delivery in two primary schools in Kofele district, West Arsi Zone, Oromia . In this research, the contribution of social accountability project in improving service delivery in two primary schools in which SAP implemented are assessed. The research used a descriptive research design and used a longitudinal study in data collection. The selection of samples followed purposive and simple random sampling procedure. This study used questionnaire, interview, FDG, and document review as methods of data collection. From school level social accountability students, a total of 84 sample respondents, 22 teachers and 10 members of Woreda Social accountability committee participated in filling the survey questionnaire. 4 FGD discussants and 11 key informants from woreda and Kebele level purposively selected and participated in the research. The study employed mixed methods in collecting and analyzing data. The findings of the study revealed that, the social accountability program has been well implemented as per the social accountability building blocks (information, voice and negotiation for change) and made a contribution in improving service delivery as the national quality education indicators set by regional education bureau. Most of the quality indicators (percent of primary school teachers with at least diploma qualification, primary school students to textbook ratio, primary education (1-8) student to teacher ratio and primary education (1-8) student to sections ratio) are improved from time to time after the intervention of SAP. However, the contribution of social accountability program to the completion rate at grade 5 and the completion rate at grade 8 still need further improvement. Similarlystudents’ academic achievement observed particularly that of female students at Guchi Primary school needs further remedial action. Hence, the social accountability program should not only focus on improving the facilities(input) but also on improving the teaching learning (process) and academic performance of students (output) to bring change on quality of primary education. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/13255 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Decentralization | en_US |
| dc.subject | Quality education | en_US |
| dc.subject | Social accountability | en_US |
| dc.title | The Role Of Ethiopian Social Accountability Project in Improving Service Delivery in Two Primary Schools in Kofele District;West Arsi, Oromia | en_US |
| dc.type | Thesis | en_US |