An Assessment of Capacity Building Programs for Educational Managers in Jimma Zone
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Date
2006-06
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Addis Ababa University
Abstract
The purpos.e of this study was to assess the capacity building programs for educational managers In Jimma Zone - Oromiya region during the past four years and also toinvestigate those factors that had been hindering the practices. In order to achieve this, descriptive survey research method was applied. Seven woredas were selected using non- probability sampling based on their geographical location taking the zonal capital as a center. Accordingly three town area woredas and four rural woredas were selected. In these woredas, all the woreda education bureau heads woreda education bureau team leaders, directors, vice-directors and unit leaders 'of elementary, secondary and preparatory schools and TVET institutions found in the selected woreda capitals were included using availability sampling method. As a subject for the study, 7 woreda education bureau heads, 21 woreda education bureau team leaders 52 directors and vice - directors and 81 unit leaders totally 161 respondents were included Both questionnaire and structured interview questions were used as instrument to gather data for the study.The data gathered were analyzed using both descriptive statistics (mean scores and percentages) and inferential statistics (one - way ANOVA test). Accordingly, the following major findings were revealed.The study showed that in spite of significant opinion difference among the respondents, . there had been fairly clear selection criteria to offer training and development. In addition, though training and development objectives were fairly communicated and agreed by trainees, they were weak in preparation. However, two major types of training (on- and- off- the job) were applied some of them were impractical, political and non of educational management. Besides, most of the positions were held by managers who were graduated from other field of study than educational planning and management. Even though there is significant opinion difference among the respondents, there had been fair assessment of training needs and results. The major problems encountered were lack of budget, non-transparent and unaccountable selection method and inconsistent identification of training needs. According to the findings the following conclusions were drawn. One, despite personal relationship and good will of the immediate boss had certain dominance, there had been fair selection criteria. Two, it was difficult to conclude that the training and development objectives were clearly prepared and attainable. Three, some of the received trainings were impractical, political and no education concerned. Besides, most positions were held by those who are graduated from other field of study than EdPM plus with less educational qualification. Four, there had been fair regular and periodical training need assessment and training result measurement. Five, lack of budget has been the major problem next to non - transparent and unaccountable selection method and inconsistent training need identification. Six, though it seem custom to report to the higher authority the problems to get solution, there were certain attempts such as encouraging employees to attend higher education privately. Based on the findings the following recommendations were suggested. First, there has to be clear formulation and transparent application of selection criteria through increasing the participation of the trainees which can bring about consensus among them. Besides, the dominance of personal relationship and good will of the boss should be avoided through applying transparent and accountable selection process. Second, there has to be fair training opportunity for the middle and lower level educational managers based on the training need assessment. Third, the training and development objectives should be prepared in a clear way based on the available resources so as to be practical and attainable. Fourth, it has to get due attention to fill the gap of professional quality by providing educational management and planning courses for those managers who are in lack of it. Fifth, there should be consistent assessment of training needs and results which ,.' can help in provision of training opportunity. And finally, the concerned authority of both the region and federal government should allocate additional budget for the capacity building programs of educational managers in the zone.
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Capacity Building Programs