An Assessment of Alternative Primary Education Programs in Two National Regional States of Rural Ethiopia
| dc.contributor.advisor | Shibeshi, Ayalew (Associate professor) | |
| dc.contributor.author | Seboka, Berhanu | |
| dc.date.accessioned | 2018-08-07T12:38:40Z | |
| dc.date.accessioned | 2023-11-05T08:55:12Z | |
| dc.date.available | 2018-08-07T12:38:40Z | |
| dc.date.available | 2023-11-05T08:55:12Z | |
| dc.date.issued | 2000-06 | |
| dc.description.abstract | It is now about a century since modem education began in Ethiopia. However, the desire to universalize primary education and equitable access remained a matter of great concern. Problems of access, equity, relevance, quality and financial constraints are challenges that characterized the Ethiopian education system and the hope for UPE in Ethiopia still seems a distant. In spite of the pledge to ensure the rights of all children to primary education; a great majority of children (about 60 percent) are out of the primary school system. Against this background and recognizing the limitations of the formal schooling some NGOs have initiated an alternative primary education programs in recent years. The purpose of this study was thus, to explore the main features and feasibility of these programs and see whether they can help to speed up UPE in the Ethiopian context. The study has made a brief review of the literature and concepts behind alternative paths to UPE. Then methods of investigation was developed, administered and analyzed up on which findings were drawn. Results of the study showed the potential benefits of the alternative approaches and the untapped areas of partnerships and exploitable resources at the grass-roots . The main features of the alternative, programs and the non-governmental approaches to primary education were found to be acceptable and attractive at the grass-root level if cultivated and maintained properly. Low cost small schools nearer to the home of children, flexible learning schedule, use of local instructors/paraprofessionals and greater community involvement have been found to increase girl's enrollment, minimize drop-out rates and was responsive to the opportunity costs of the student's time. Results of student achievement in grade two on the three core subject areas were found to be positive in relative terms . Though the number of students who satisfied the agreed acceptable level of learnmg (75% score) were 46 percent almost about 90 percent of them have scored a pass-mark (50%) . The obtained estimation results of the upper and lower confidence interval of the mean revealed that out of 100 similar samples taken from a similar population, about 95% will have a mean value of 61 to 70 percent in language, 63 t073 percent in basic arithmetic and 72 to 76 percent in environmental science. The obtained result was significant at the confidence interval of 95% at p-value 0.05. Environmental science was the best subject performed by the majority of the students while language was the least performed subject area. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11180 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | An Assessment of Alternative | en_US |
| dc.subject | Primary Education Programs | en_US |
| dc.title | An Assessment of Alternative Primary Education Programs in Two National Regional States of Rural Ethiopia | en_US |
| dc.type | Thesis | en_US |