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Showing items related by title, author, creator and subject.
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Evaluation of the self-help development approaches in promoting women empowerment in Ethiopia : the case of Debremarkos Districts of Amhara region of EthiopiaThis study has assessed the self-help group approach and its contribution to women
 empowerment in the Debremarkos district of the Amhara region of Ethiopia. SHG is
 an approach that strives to empower poor women through organising them in groups
 to solve their problem through mutual help. This study employed a mixed method
 using both the qualitative and quantitative techniques. The findings suggest that the
 SHG approach has brought social and economic empowerment for the poor women
 in Debremarkos district who participated in SHG. The findings suggest that the selfhelp
 approach is important, particularly by creating access for the poor to financial
 resources with low interest rates, which is a key for the success of the businesses of
 the poor. The SHG approach has also significant contribution for social
 empowerment by building the confidence of women and facilitating their participation
 in their community.
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Teacher induction and the continuing professional development of teachers in Ethiopia : case studies of three first-year primary school teachersThis investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error.
 The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research.
 The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors.
 On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country.
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Assessing the practices of prison education in selected prisons of Amhara National Regional State, EthiopiaInitiated by the lack of research in the area and curiosity of the researcher about practices, this study was intended to investigate the practices of prison education in selected prisons of ANRS, Ethiopia. The study was guided by constructivist paradigm. It also followed qualitative approach and employed constructivist grounded theory as a strategy. The study involved 30 participants selected through purposive sampling techniques from two prison institutions. Data were mainly collected through one-to-one interview. Focus group discussion and observation were also used to triangulate data obtained through one-to-one interview. Based on the nature of the strategy employed, constant comparative data analysis was followed to analyse data. In relation to international trends in providing correctional education in terms of objectives, curricular directions, activities and delivery mechanisms, the findings from the literature review showed that the objectives range from enabling inmates read and write to providing them the chance for lifelong learning. Inmates are also provided with various contents based on their needs which are geared towards their overall development. While learning, inmates engage in different activities which mean that the methods of teaching used during teaching learning are active. The study also revealed that prison education evolved in Ethiopia, with the issuance of criminal law. While the objectives of the provision of prison education in Ethiopia were found to be personal and social development, and avoiding boredom on the part of inmates, the programmes and contents provided were not diversified enough to accommodate the needs of all inmates. In addition, it was learnt that inmates have not been actively involved in the teaching learning as the teaching methods mostly used were teacher-centred. The findings also showed that facilitators and administrators came to work in the correctional institutions intentionally and got benefits out of working in the institutions as opposed to teachers who joined unintentionally and were frustrated working there. Various challenges affecting the provision of education in prisons were also identified. The finding generally showed that education provision in the sample correctional institutions was of low relevance and quality compared to what international literatures show.