Perceptions and Practices on Alternative Basic Education in Pastorral Woredas of Borana Zone: Oromia National Regional State
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Date
2009-02
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Addis Ababa University
Abstract
The plllpose of this study was to identify the existing gap between how ABE program is perceived
and the way it was practiced in pastoral woreclas of Borana zone. Further intention to identify
major impediments of the program in its implementation was also given consideration in the
study. To this effect descriptive survey design was employed in the study. Relevant literature was
reviewed and secondary data from Borana zone Education qUice and annual educational
abstracts from OEB and MOE were obtained. Primary data were gathered from j 7 CMC
members and 24 ABE pupils using focus-group discussions. A total of 76 facilitators (/7 from
GOs and 59 from NGOs), 33 education experts and 5 NGOfocal persons were also involved and
provide data through questionnaire. Respondents were selected by applying, availability,
purposive and stratified sampling. Data obtained through focus group discussion was examined
qualitatively. Those from questionnaire were analyzed using percentage one-way ANOVA, Chisquire
and grand mean afier processed in SPSS The results indicated that ABE pupils perceive
ABE as a place of knowing how to read, write and compute minor mathematics. CAlC members
also regarded ABE as important to their children. Even though alfitudes toward ABE werefound
positive the needs to pastoral parents to meet through the program were not well treated by
implementers. ABE schedule for instance was run under formal academic calendar on the
preference of facilitators. The community was also not involved in the recruitment of facilitators
which led the program to be regarded as obligation in the eyes of pastoralists. Distance to ABE
centers and clash between neighboring clans were found to be the mCU'or obstacles of pastoral
children from going ABE centers. Bes ides, woreda education offiials were less alfentive in the
schooling facilities and supervisOlY services of the program. On the top of this, high tum over
and the need for on-the-job training were problems to be solved on the part of facilitators.
Though NGOs alfempted to provide ABE in Borana they are still required of establishing more
centers and improve school facilities of the program. Hence there are perception and
implementation problems on the ongoing ABE program in the pastoral woredas of Sorana zone.
Community forums, short-term training programs, making ABE scheduleflexible as preferred by
pastoral parents, establishing additional centers, improving the quality of local resources, and
starting linkage befl,veen ABE center and first-cycle formal prill101Y schools arranging visits and
sport, drama, music and folklore sessions are recommended so as to strengthen the ABE
programme in pastoralworedas of BOI'ana zone.
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Keywords
Basic Education in Pastorral Woredas