An Assessment of the First Cycle Secondary School El T Curriculum Reform Process
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Date
2006-06
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Addis Ababa University
Abstract
The purpose of th is study was to assess the reform conducted on the first cycle
secondary school EL T curriculum in 2004-2005. The assessment mainly focused on
whether or not the EL T curriculum reform elements were handled appropriately.
Moreover the study also tried to look into the English language teachers reaction about
the over all reform and the implementation of the reformed EL T cu rriculum.
The study involved four EL T curriculum experts working at ICDR and twenty-three first
cycle secondary school English language teachers who have been teaching the
language in five government and private secondary schools in four admin istrative
regions of Ethiopia.
The data for the study were gathered through questionnaire, interview and document
inspection. Two different types of questionnaires were designed by the researcher and
administered to the EL T curriculum experts and to the English language teachers.
Interview was conducted with nine English teachers who filled the questionnaire. In
addition , documents, which cou ld provide us with any information on the current EL T
cu rriculum reform , were inspected.
The results of the study showed that some of the EL T curriculum reform elements were
not properly dealt with by the responsible reform agents. They also implicated some sort
of disorganization and lack of systematic handling of the reform tasks. Furthermore, the
results of the English language teachers' reactions show that most of the teachers have
positive attitude towards some aspects of the current EL T curriculum reform and its
implementation even if they believe that they were sidelined from the reform tasks and
information.
The study was culminated by making pertinent recommendations on the basis of the
findings.
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Keywords
Curriculum Reform Process