The Status, Challenges, and Prospects of Continuous Professional Development In Oromia: The Case of Two Government Secondary Schools in Jimma Town
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Date
2016-06
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Addis Ababa University
Abstract
As part of the GEQIP, the Ministry of Education of Ethiopia introduced a program of in-service
Continuous Professional Development in 2000. This qualitative study was aimed to assess the
perceptions, practices, and challenges of CPD in two purposely-selected high schools of Jimma
town. The employed data collection tools used were in-depth interview, key informant interview,
FGD and observation with teachers, principal and a supervisor who were chosen purposely.
Besides, document analysis was also used as an additional source of data. Later on, the
responses to the interview questions were categorized into three themes and data for these
themes were presented in narrative and descriptive forms based on participants understanding
and interpretation in addition to the researchers’ reflective analysis. The findings revealed that
almost all of the study participants hold a teacher-focused view of CPD. It was also found that
the widely practiced CPD activities in an informal and sporadic manner are workshops,
trainings, and involvement in some innovative class room management practices, experience
sharing, and granting of further education opportunities to teachers. The study revealed that the
four major CPD-related challenges were associated with teachers/students, management,
resource, and policy. The need to provide timely training , allocate adequate budget and other
resources, improving teachers’ life and work conditions are some of the forwarded suggestions.
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Keywords
The Status, Challenges, and Prospects of Continuous