The Contribution of world vision Ethiopia In Improving the quality of Primary education In Gulelie, Kolfe Keraniyo and lideta sub cities of Addis Ababa

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Addis Ababa Universty


It is not known how and to what extent the intervention and support of World Vision Ethiopia improve quality of primary education at Gulelie, Kolfe Keraniyo and Lideta sub cities of Addis Ababa. The main objective of this study was therefore, to assess the contribution of world vision Ethiopia to the improvement of educational quality in primary schools in Addis Ababa. To understand the level of educational support by WVE and its positive impact on quality of education and students’ achievement, five basic research questions were developed. For this study, a descriptive survey method was employed. Three Sub Cities (Gulelie, Kolfe Keraniyo and Lideta) were purposefully taken as a study area since WVE is working there. Six primary schools and nine woreda education offices were taken using simple random sampling technique from among 18 schools and 11 woreda education offices respectively. Questionnaire, semi structured face- to- face interview and document review were used as a data collection protocol. From a total of 300 teachers, 18 primary school principals, 11 woreda education office managers, and 3 WVE education program coordinators, 115(38.3%) teachers, 6(33.3%) school principals, 9(81.8%) woreda education office educational personnel, and 3(100%) education program coordinators were involved as a study participants. Statistical techniques such as standard deviation, mean, frequency and percentage were used to analyze the data. The information obtained through open-ended questionnaires, the interviews and document review were qualitatively analyzed to supplement the quantitative data. The findings of the study revealed that there were no significant contributions made by WVE to schools and students that can qualitatively improve the student’s performance and quality of education. However, WVE’s contribution regarding student’s behavior, school facilities, and enhancement of Teachers and school leaders was found insignificant. Activities to improve classroom management of teachers, improving the students’ reading skills, improvement of students’ behavior and class room attendance, and enhancement of the leadership skills of school principals are the major gaps at schools which need support from WVE. And finally, the study result revealed that there were no problems that might block WVE not to contribute for schools and the presence of positive attitude from respondents towards the supports made from WVE. In conclusion, participation of WVE for the support of students, improvement of school facilities, enhancement of teachers’ and principals’ capacity, identification and solving of school problems, and reacting for the needs raised by schools to improve educational quality are very low.



Primary education