Stakeholders' Perceptions the Policy and P Ctice of Pupils' Promotion In Government Lower Primary Schools of South Gondar Zone

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Addis Ababa University


The purpose of this study was to examine stakeholders' perceptions of the policy and practice of pupils , advancement in government lower primary schools of South Gondar Administrative Zone, focusing on perceptions of stakeholders, practice of pupils' advancement and factors affecting the practice of pupils' promotion. In order to achieve the purpose of the study, descriptive survey research design was employed. Samples of the study were 208 teachers, 34 directors and school cluster supervisors 5 woreda education office heads, 6 pupils and 6 parents. Of the respondents' teachers, head teachers and school cluster supervisors filled que\"tionnaires, vvhile interview was conducted with woreda education office heads, parents and pupils. Moreover relevant documents were also used as source of data. The data collected Fom participants and documents were analyzed using both quantitative and qualitative methods. The result of the study showed that there was a diflerence among stakeholders in perceptions o.lpupils promotion policy, teachers believed that grade repetition will benefit lower achievers and pupils promotion to be based on tests and examination results, whereas directors and supervisors believed that pupils promotion to be based on continuous assessment results. The practice of pupils' promotion revealed that no emphasis was given for pupils' academic competence; continuous assessment was mainly used for the purpose of decision making of pupils' promotion. The practice of pup.1s' ;,yomotion was affected by factors like large class size, lack of training of teachers and' lack of active involvement of stakeholders. Thus, based on the above results, it can be concluded that, since stakeholders have dWerent perceptions of the policy and schools experience poor continuous assessment and grade promotion practice which is conFonted by d~flerent hindering factors ,pupils promotion policy in lower primwy schools is not practiced as it is intended. Finally, the study recommended that it is necessary to provide the opportunity for teachers to understand the true essence of the promotion policy and the role of continuous assessment in lower primary schools through organizing seminars, con/ere]1ces and workshops; there should be active involvement of parents and other stakehoiJers, the right and timely pro./essional support is also necessary for schools



Promotion In Government