Evaluating the Balance of Primary Education Second Cycle Curriculum Materials Vis-a-vis the Four Pillars of Education (UNESCO) with Particular Reference to Addis Ababa City Government
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Date
2009-06
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Addis Ababa University
Abstract
The major purpose of this study was to evaluate whether or not the
Ethiopian primary education second cycle curriculum, with particular
reference to Addis Ababa City Government, incorporates the ((Four Pillars
of Education" in a balanced manner. To this end, mixed method research
with quantitative content analysis design supported by qualitative
interview guide was employed. The contents of a total of seven selected
sample text books from grades 5 and 8 were analyzed and officials,
professionals and experts from Ministry of Education, Institute for
Curriculum Development and Research and Addis Ababa City
Government Education Bureau were interviewed in the research. The
sample grades (grades 5 and 8) are selected purposefully where as the
sample text books are selected using stratified sampling technique. All the
data gathered through these data gathering instruments were analyzed
thematically and meanings are constructed out of them. Consequently, it
was found that in 71.4% of the sample text books the ((Four Pillars of
Education" are found unbalanced mainly dominated by the pillar (learning
to know'. Findings from the interview also ensured that these ((Four Pillars
of Education" were not deliberately considered during policy formulation,
syllabi development and textbook preparation. In the end, it is concluded
that the primary education second cycle curriculum of Addis Ababa City
Government lack a proper balance in comprising the ((Four Pillars of
Education" set by UNESCO
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Education