Performance Assessment of Primary Education With Respect To Efa Goals: The Case of East Shewa Zone
| dc.contributor.advisor | Assefa, Meseret (PhD) | |
| dc.contributor.author | Demeke, Kokeb | |
| dc.date.accessioned | 2019-01-16T08:49:47Z | |
| dc.date.accessioned | 2023-11-10T14:45:15Z | |
| dc.date.available | 2019-01-16T08:49:47Z | |
| dc.date.available | 2023-11-10T14:45:15Z | |
| dc.date.issued | 2007-06 | |
| dc.description.abstract | The provision of Primary education is considered as one of human right. As a result many commitments have been made to provide free and compulsory education at primary level. Among these EFA is one all nations declared to achieve by 2015. This study; therefore, amid at assessing the performance of primary education in East Showa Zone with respect to EFA goals. Thus, in relation to basic questions formulated, theoretical concepts, ideas and thoughts relevant to the topic to be studied are reviewed in literature part. The study utilized descriptive survey approach and involved both primary and secondary sources. The data were collected from four Weredas using simple random sampling. Among fourteen Woredas found in the Zone Adami Tulu Gido Kombolcha, Dugda Bora, Lume and Akkaki were included under the study. Head teachers, Teachers, Wereda education experts and adult literacy facilitators were taken as sources of primary data. And the data were obtained from these respondents through questionnaires and semi-structured interview. Furthermore, the five years statistical data have been collected from Oromia Regional Capacity Building and Education Bureau Annual Abstracts. And the collected data were analyzed using pertinent statistical tools such as percentage and mean value The analysis of data identified that significant progress were observed in the five years 2001/02-2005/06, particularly, in gross enrollment rate. On the other hand gender parity was not attained. Many factors such as child labor needed by parents, long distance from school absence of flexible calendar etc. were hindering children not to attend school at their official ages. The status of adult literacy program was not encouraging. The school facilities, which could maintain the quality of education, have been not improved as such. In general, the EFA goals achievements are affected by economic, socio cultural and demographic factors. Even though a number of these challenges have been impeding the smooth functioning, the zone has made some efforts so as to resist the limitations. As a result, a number of schools were constructed and students who dropout from the schools was attained at non-formal education centers. Finally, this study recommended that low cost schools should be constructed nearest to the villages, flexible school calendars need to be introduced, and adult literacy program should be given due attention, the families have to be aware the benefit of educating girls, the schools should try their best so as to maintain quality in education and the EFA goals should be approached in integrated manner with various institutions so that the goals to be achieved in the Zone. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/15754 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Assessment of Primary Education With Respect | en_US |
| dc.title | Performance Assessment of Primary Education With Respect To Efa Goals: The Case of East Shewa Zone | en_US |
| dc.type | Thesis | en_US |