The Practice of Providing in-Service Trainings for Linkage Primary Schools: The Case of Hossana College of Teacher Education in Hadiya Zone
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Date
2014-06
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Addis Ababa University
Abstract
The aim of this study was to assess the current practices and problems of Hossana College of
Teacher Education in providing short term in-service trainings for the linkage primary schools.
To attain the expected goal, a descriptive survey method was employed. The participants of this
study include: principals, cluster supervisors, and teachers of the linkage primary schools;
education experts from Woreda Education Office; education and training officer, focal persons
and trainers of the college. The total population of the study was 377. From this total number of
population, 145 samples were selected by employing simple random and purposive techniques as
needed. To triangulate the data, questionnaires, unstructured interview and document analysis
methods were used. The data was analyzed both quantitatively and qualitatively. The findings of
this study show that the college provides various types of in-service trainings such as practicum
implementation, ELIP, lesson plan preparation, active learning, action research, special needs
and inclusive education, classroom management and mentoring for linkage primary schools.
These training types were directed to improve the skills, knowledge and competencies of primary
school teachers, principals, cluster supervisors and Woreda Education Officials so as to improve
performance. However, it was found out that training need has not been assessed prior planning
trainings and the training processes were lacking important training principles. This problem
was negatively affecting the training processes offered by the college. For instance, designing
processes were not participatory; ambiguous criteria were used to select both trainees and
trainers; the method used to implement the training was also tedious; the tendency of the training
evaluation was poor. Consequently, both the college and the linkage primary schools were
suffering by break down to accomplish the intended target. Finally, pertinent recommendations
were forwarded to all concerned bodies. For instance, the college in collaboration with the
schools should conduct training need assessment using performance analysis and interview
before designing the program; and when it sets the objectives and select the content, the college
should give a chance to the trainees so as to participate in the program. Besides, the content
should be new and timely that is aimed to bridge the already identified gap (knowledge, skill or
attitude). Next, the trainers ought to select right method, either on-the-job or off-the-job, on the
basis of content type and allocate quite enough time to deliver the program to the trainees. The
designers of the program should support the content with appropriate resources to perform
effective training program. The organizations have to evaluate the success or failure of the
training program throughout the entire stages. Moreover, they should record and keep the
training documents. The trainees must undertake post training discussions. In general speaking,
the college should design the training program appropriately and implement accordingly.
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Keywords
The Practice of Providing in-Service, Trainings for Linkage Primary Schools