A Comparative Study of the Quality of Education in Government and Private Secondary Schools in Addis Abbaba In Kolfe Keranio Sub-City
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Date
2023-06
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Addis Ababa University
Abstract
The major purpose of this research was to compare the quality of education in government and private secondary schools of Addis Ababa with reference to KolfeKeranio sub city. All the secondary schools, their principals, secondary school teachers (head of the departments) and students of 12th class of government and private sectors of the Kolfe Keranio Sub City constituted population of the study. There are 10 woredas in Kolfe Keranio Sub City; and a total of 5 public secondary schools and 10 private secondary schools. In general, there are a total of 15 secondary schools in the Sub City. The study was conducted in 10 secondary schools selected from the 10 Woredas. All public secondary schools were included in the study and five private secondary schools were selected using simple random sampling methods. Thare are 26,000 secondary school students (18,632 government and 7,368 private), 100 department head teachers were selected from a total of 579 teachers (396 government and 183 private) and 10 principals. Since the focus was grade 12, there were 1491 grade 12 students (1081 government and 410 private). Hence 120 students (60 government and 60 private)12 students from each school was selected using simple random sampling methods. Two questionnaires, each for secondary school teachers and students, and structured interview questions were prepared and validated through pilot-testing, were used as the research instruments of the study. The researcher visited the target areas personally, distributed the questionnaires himself, and got filled questionnaires back from respondents. The data obtained was tabulated and analyzed by using simple percentage and two -way chi square tests. The main findings of the study were: that the results of 12th class students in university entrance examinations of private schools were better than government schools. While with respect to ownership of building, almost 100% government sector schools had their own buildings and majority of private schools were running in rented buildings. Regarding qualification, the principals of government sector secondary schools were more qualified academically as well as professionally, having more administrative experience as compared to private sector secondary schools’principals. Teachers of government secondary schools were more qualified academically as well as professionally having command over teaching methodology as compared to the teachers of private secondary schools. Commitment of teachers of private schools was motivating and they encouraged questioning and enhanced creativity among students, whereas government schools were lacking these factors. Availability of Audio-Visual aids was excessive in government secondary schools as compared to private secondary schools but their use was more in private secondary schools. Position of physical facilities was better in public secondary schools than in private secondary schools with respect to buildings, libraries, play grounds, furniture. While position of private sector secondary schools was better in availability of computer labs. Respondents of both the systems were of the view that curriculum of both type of systems was not up-to-date, fulfilling emerging needs of neither society nor it was being revised regularly. Inconclusion, eventhough the quality of education can be measured interms of input, process and output/outcome, based on the findings it is possible to say that private schools are better than government schools regarding the provision of quality education. Thus the researcher recommends that teachers of government schools may be made accountable on showing poor result in examinations. They must also be rewarded with incentives for showing good results. Moreover, the school curriculum should be updated according to the emerging needs of the society and it should be revised regularly.