The Status of Continuous Professional Development Programmes for Secondary School Teachers in Addis Ababa City Administration
No Thumbnail Available
Date
2004-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
Continuous Professional Development Programmes are the means by which
teachers up-date their professional knowledge, skills, attitudes and abilities. It
is held that teachers should get ample opportunities to regularly improve their
professional status. Therefore, CPD activities have to be school based so as to
create enough access to all teachers. The purpose of this thesis was to
evaluate the status of CPD programmes for teachers in secondary schools of
Addis Ababa City Administration. The study was conducted considering its
timeliness in relation to the changes taking place in the education system.
Besides, there were only limited efforts exerted to study the status of CPD
programmers in Addis Ababa. On top of this, it was believed that findings
would contribute to the improvement of CPD management in the City
Administration Education Bureau. The descriptive survey method was used to
study the problem.
The findings showed that available CPD opportunities were teachers'
English Language Improvement Programme, In-service degree programme,
limited curriculum based training activities, and educational leadership. They
did not provide teachers with enough access to development opportunities.
Providers were the Ministry of Education, the City Administration Education
Bureau, and the Capacity Building Bureau. The planning, organizing and
management practices lacked professional skills. Stakeholders that should
have played active role in providing CPD opportunities to teachers did not
take part. Provision of training was not determined by systematized needs
assessment. The programmers were characterized by series of "one shot
workshops" and they were not integrated in such a way that they contribute to
the success of regional and national policies or to the needs of teachers and
educational personnel. There was duplication of efforts. Reliance was on
external trainers. The talents with teachers and within the system were not
valued. Eventually, they are not utilized. Programmes in Addis Ababa
government secondary schools were, therefore, at a very low level. They
focused onfew areas.
Description
Keywords
Continuous Professional Development Programmes