Mulugeta Y A Y E H Worku | Bahir Dar University (original) (raw)
Papers by Mulugeta Y A Y E H Worku
Zenodo (CERN European Organization for Nuclear Research), Dec 1, 2010
The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia
Cogent Education
The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia
Cogent Education, Jul 4, 2023
Bahir Dar Journal of Education, 2023
Using the four major philosophies of education (Perennialism, Essentialism, Progressivism, and So... more Using the four major philosophies of education (Perennialism, Essentialism, Progressivism, and Social Reconstructionism) as its theoretical framework, this study examined the perceptions of teacher educators about the functions of education in Ethiopia. The study adopted the qualitative research approach and employed the case study as a design. Through a purposeful criterion-based sampling technique, six teacher educators from Bahir Dar University were selected as participants in the study. Data pertinent to the study were collected through semi-structured interviews and document reviews. The data collected through these methods were thematically analyzed. The results of the study revealed the existence of multifarious perceptions among teacher educators. To be specific, the teacher educators were found to be proponents of the perennialist, essentialist, and progressivist educational purposes. As far as the function of education in Ethiopia was concerned, the study revealed that the perennialist and essentialist purposes of education were dominant. Educational purposes advocated by the progressive educational philosophy were also found to be important. The social reconstructionist function of education, however, was not given an adequate place. Finally, the implications of these findings for the country's teacher education programs and policymaking initiatives are indicated.
Cogent Education, 2023
The purpose of this study was to investigate the perception and practices of primary school Engli... more The purpose of this study was to investigate the perception and practices of primary school English teachers on the role of lesson study (LS) in improving classroom practices in Bahir Dar City Administration, Ethiopia. To attain the purpose of the study, a mixed methods research approach with an embedded quasi experimental design was used. Questionnaires, interviews, and observations were used to collect data pertinent to the study. Data collected through these methods were analyzed quantitatively using percentage, descriptive statistics, paired and independent sample t-test and qualitatively through description and narration. After 6 weeks of intervention, the results of the study showed that primary school English teachers’ perceptions in LS and classroom practices have improved. The results also showed that those teachers who took part in lesson study performed better in preparing, enacting, and reflecting on their content plans. In addition, the paired sample t-test showed that there is a significant difference in mean value in the post-test (44.912) and the pre-test mean value (21.33), revealing that the post-test preferences are better. The independent sample t-test also showed a significant difference in the post-test results of the control and experimental groups. Thus, it is possible to conclude Lesson Study fostered collaboration work with colleagues and improves teachers’ competence
Bahir Dar Journal of Education, 2023
Dear readers, I would like to welcome you all to this issue of our journal, BJE 23 (1). On behalf... more Dear readers, I would like to welcome you all to this issue of our journal, BJE 23 (1). On behalf of the journal's editorial team, it gives me great pleasure to write this editorial message. Bahir Dar Journal of Education (BJE), first named as Education Bulletin, is a scholarly publication at Bahir Dar University (BDU). It is a reputable biannual journal published by the College of Education and Behavioral Sciences, Bahir Dar University. BJE was among a few journals in Ethiopia accredited by the then Ministry of Science and Higher Education in 2020. Since its establishment, 22 volumes, 44 issues, and many manuscripts with prominent significances for the Ethiopian education system and beyond have been published. Compared with other BJE issues, the current issue is released at a time when the journal and its publisher are going through some major developments. The first significant development in this regard is the fact that CEBS and BDU are celebrating their 50 th and 60 th anniversaries respectively. CEBS, which was formerly known as the Academy of Pedagogy, was inaugurated in 1974 to train qualified teacher educators for the country's teacher training institutes (Fantahun & Tsegaye, 2014). Throughout its 50-year journey, CEBS has been a prestigious national institution in the field of education in general and teacher education in particular. The contribution of BJE to this institutional prestige, we believe, has been quite significant. The journal editorial team will strongly work to sustain this legacy. By publishing and disseminating quality research outputs that inform and improve educational practices and policies, BJE will remain committed to discharge its responsibility of maintaining the reputation and credibility of CEBS. The present issue is published with another event of institutional significance. Recently, the senate of BDU has ratified a document that designates CEBS as a center of excellence for Teacher Education and Leadership Development. We believe that this decision is essential for the CEBS to have greater autonomy to discharge its institutional responsibilities. The forthcoming issues of BJE, therefore, will give due prominence to this new institutional duty of the college. In this regard, great emphasis will be placed on manuscripts that contribute significantly to teacher education and leadership development. Another important historical event that makes the present issue different from its predecessors is the fact that it is published at a high time when journal indexing and abstracting
Systemic Practice and Action Research, 2022
The purpose of this study was to investigate the status of teachers' engagement in action researc... more The purpose of this study was to investigate the status of teachers' engagement in action research and identify their challenges and opportunities to undertake such projects in primary schools of Bahir Dar city, Ethiopia. The study was conducted as part of a collaborative action research project that aimed at improving practice. For this purpose, a mixed-methods research approach was employed. Data were collected from 251 primary school teachers and six educational experts of the city administration through questionnaire and focus group discussion respectively. Both quantitative and qualitative techniques were used to analyze the data. The findings revealed that teachers' engagement in action research in the primary schools of the city was low. It was also engulfed by many challenges. However, some opportunities which reinforce the practice were identified. Based on the findings, areas of intervention that could help to increase teachers' engagement in action research in the primary schools of the city were suggested.
Bahir Dar Journal of Education, 2021
The purpose of this study was to understand the practice of society-centered instruction in teach... more The purpose of this study was to understand the practice of society-centered instruction in teacher education classrooms. Hence, a qualitative research approach focusing on phenomenological design was employed. Participants of the study were six teacher educators from the College of Education and Behavioral Sciences, Bahir Dar University. They were selected through purposive sampling technique. Semi-structured interviews and document analysis were used to collect data essential for the study. An adapted five-stage data analysis model was also used to analyze the data collected through the above methods. The findings of the study revealed that the experience of teacher educators in practicing society-centered teaching methods and assessment techniques was minimal. The study also revealed that the instructional processes in teacher education classrooms of Bahir Dar University were not satisfactorily interconnected with major issues of society. Towards the end of the article, the implications of these findings for classroom practices and policy initiatives are highlighted.
International Journal of Education & Management Studies, 2020
The purpose of this article was to explore some valuable lessons and experiences that have releva... more The purpose of this article was to explore some valuable lessons and experiences that have relevance for the field of education and its professionals. Thus, a critical analysis and reflection is made on some selected issues that were addressed in Thomas Kuhn's book entitled The Structure of Scientific Revolutions. Based on these analyses and reflections, the lessons that need to be considered by educators are discussed at length. In this article, we argue that, the book entitled The Structure of Scientific Revolutions has at least four valuable implications for educators. These are; the need to revisit the current challenges of educational research, the need to strive for paradigm shifts in some educational theories and thoughts, the need to revitalize textbook writing, and the need to reconsider the implications of the two terms, i.e., science and scientist in the field of education.
Bahir Dar Journal of Education, 2019
The purpose of this study was to examine the place of some gender issues in curriculum materials ... more The purpose of this study was to examine the place of some gender issues in curriculum materials of Ethiopia. To achieve this purpose, a qualitative content analysis was made on the country's Grade Eight English textbook. The analysis was conducted on two interrelated categories: nature of narrations and sensitivity of illustrations. In doing so, a nine-stage content analysis model, developed by Frankel and Wallen (2006), was employed. The analysis revealed that in all of the evaluation criteria, the textbook was gender-biased favoring the male gender. For instance, most of the passages and stories presented in the textbook were narrating the fame, contributions, and achievements of the masculine gender. The study also revealed that the great majority of the role models in the textbook under consideration were representing the male gender. Besides, most of the illustrations presented in the textbook were male-dominated that convey unequal power relationships between the two genders. Overall, from the findings of the present analysis, it was understood that some gender issues that need to be considered while writing a language textbook were not adequately addressed. Finally, the implications of these findings for future research and policy initiatives are briefly indicated.
Bahir Dar Journal of Education, 2018
Using the Social Reconstructionist educational philosophy as a theoretical framework, this study ... more Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The analysis revealed that in the present Education and Training Policy of Ethiopia, words, concepts, phrases, sentences, and paragraphs that reflect basic ideas of the Social Reconstructionist educational philosophy were not satisfactorily incorporated. Besides, though some society-related concepts were explored, contents dealing with sensitive social, economic, and political problems were not adequately included. Based on the above findings, therefore, it is concluded that the Education and Training Policy of Ethiopia has not satisfactorily echoed society and major societal issues, particularly those that are given much emphasis in the Social Reconstructionist educational philosophy. Hence, towards the end of the article areas of intervention that could possibly ameliorate this problem are highlighted.
Journal of International Social Studies, 2018
The purpose of this study was to understand the perceptions of Ethiopian students and school prac... more The purpose of this study was to understand the perceptions of Ethiopian students and school practitioners as to whose responsibility it is to foster good citizenship. To achieve this purpose, a descriptive survey design was used. Through different sampling techniques, 42 Civic and Ethical Education teachers, 410 students, 157 non-Civic and Ethical Education teachers, and 29 school leaders were selected from 20 schools. A questionnaire was used to gather data concerning participants' perceptions on the responsibility of the three major stakeholders of good citizenship: traditional institutions (the family, community, and religious institutions), educational institutions, and non-academic institutions (NGOs, mass media, and political parties). Results of the study revealed that the perceptions of Ethiopian students and educators regarding the responsibility for good citizenship were narrow and incomplete. It is also understood that there has been much reliance on schools and their Civic and Ethical Education teachers for the preparation of good citizens. In the article, the implications of these findings, both for policymaking and classroom practice, are indicated.
Using the Social Reconstructionist educational philosophy as a theoretical framework, this study ... more Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The analysis revealed that in the present Education and Training Policy of Ethiopia, words, concepts, phrases, sentences, and paragraphs that reflect basic ideas of the Social Reconstructionist educational philosophy were not satisfactorily incorporated. Besides, though some societyrelated concepts were explored, contents dealing with sensitive social, economic, and political problems were not adequately included. Based on the above findings, therefore, it is concluded that the Education and Training Policy of Ethiopia has not satisfactorily echoed society and major societal issues, particularly those that are given much emphasis in the Social Reconstructionist educational philosophy. Hence, towards the end of the article areas of intervention that could possibly ameliorate this problem are highlighted.
Ethiopian Journal of Education and Science, 2018
The preparation of informed, effective, and responsible citizens is a formidable task that requir... more The preparation of informed, effective, and responsible citizens is a formidable task that requires the active participation and passionate commitment of many individuals and institutions. Hence, understanding and describing the participation of Civic and Ethical Education stakeholders, in Ethiopia, in the process of good citizenship was the purpose of this study. To achieve this purpose, a descriptive survey design, using both quantitative and qualitative methods was employed. Through different sampling techniques, 30 civic and ethical education teachers, 300 students, 100 non-Civic and Ethical Education teachers, and 22 school leaders were selected from 10 schools found in two woredas of East Gojjam administrative zone. Questionnaires and semi-structured interviews were used to gather data pertinent to the study. Based on the data gathered and analyzed, the study revealed that stakeholders of citizenship education, in Ethiopia, did not satisfactorily discharge their responsibilities for good citizenship. Finally, some recommendations that could possibly mitigate the problem (e.g., awareness creation on the responsibility of good citizenship) are included.
Bahir Dar Journal of Education, 2017
This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hle... more This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hlebowitsh (2003) concerning the crisis and renaissance of the curriculum field. In doing so, a brief critical review on the two authors' views with regard to the ups and downs that the curriculum field has passed through, and most importantly the crisis it faced as it went through its formative period. The article also endeavored to show the efforts of different curriculum scholars, including the proposals of these two authors, to rescue the field from its total collapse. Next to this, my reflections on the views and positions of the two authors vis-à-vis the current state of the field and the proposals they presented to solve its crisis are highlighted. The paper also tried to reflect on the current state of the Ethiopian curriculum field based on some personal experiences and observations. Accordingly, it revealed that many of the signs of curriculum crisis are prevalent in contemporary Ethiopia. Finally, concluding remarks and lessons to be learned from this article are included.
Educational Action Research , 2017
In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effe... more In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education institutes of the country. Nevertheless, studies conducted on the practice of action research unanimously reported that, due to many factors, its status in the country's education system is at its lowest stage. One of the factors for this problem is lack of adequate knowledge, skills and dispositions essential for action research. Hence, this action research project was initiated and implemented collaboratively between one teacher educator and school teachers working in a nearby primary school (in Debre Markos, Ethiopia). After a tiresome implementation of selected action strategies, for more than six months in four different phases, the project was found to be helpful in enhancing the practitioners' knowledge skills and confidence of action research. The project was also found to be important in improving the action research practice of the school. Our evaluation of the project also implied that collaborative action research, if properly and wholeheartedly conducted, is an effective strategy in strengthening school-college linkage that ultimately helps each institution to learn and benefit from the other.
Bahir Dar Journal of Education, 2015
This study was conducted to assess the effectiveness of principals in managing the implementation... more This study was conducted to assess the effectiveness of principals in managing the implementation process of civic and ethical education curriculum. To accomplish this task, a mixed research approach, using both quantitative and qualitative data gathering and analysis methods, was employed. Data sources of the study were 300 Grade Eight students and 25 civic and ethical education teachers, from 15 primary schools found in two woredas (districts) of East Gojjam Administrative Zone, Ethiopia. Data collected through questionnaire and interviews were analyzed both quantitatively and qualitatively. Accordingly, it was explored that the curriculum of civic and ethical education in primary schools studied has been in the process of 'implementation' without sufficient and meaningful support and active involvement of principals. Put differently, primary school principals were not found satisfactorily discharging many of their responsibilities in relation to the implementation process of civic and ethical education curriculum. In view of this, areas of intervention that could possibly mitigate the problem are forwarded.
IER Flambeau, 2009
Citizenship education is universally recognized as an invaluable approach in building up good cit... more Citizenship education is universally recognized as an invaluable approach in building up good citizenship. As a result, it has become the principal concern of the education system of many countries particularly as of the 1990s. In Ethiopia, citizenship education (Civics and Ethical Education) has embraced a central position in the country"s education system. Nevertheless, many studies conducted on civics and ethical education, both at national and international levels, indicated that the aspiration of nations to buildup good citizens through formal citizenship education has not been satisfactorily achieved due to the prevalence of different problems. One of such problems is the inability of grassroots level practitioners to employ appropriate strategies in the implementation stage of the subject. Hence, this article deals with this problem with the aim of illuminating some important thoughts for its grassroots level practitioners. To that end, strategies that should accompany the teaching learning process of Civics and Ethical Education, both at the classroom and outside the classroom, are fairly dealt with. These include the establishment of democratic school organization and administration, flexible curriculum and timetable, the meaningful involvement of all actors of Civics and Ethical Education, the utilization of democratic, deliberative, participatory and dynamic teaching-learning methods in classrooms and experiential learning (whole school events and community service learning) outside classrooms.
ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES, 2009
The purpose of this study was to describe and understand the implementation process of civic and... more The purpose of this study was to describe and understand the implementation process of
civic and ethical education curriculum, from different perspectives of practitioners in
Nigus Tekle Haimanot primary school. To this end, much consideration was given for the
investigation of practitioners’ conception and attitudes, school ethos and strategies, the
involvement of stakeholders, instructional strategies, and the availability and utilization
of instructional materials in relation to the implementation of the curriculum of civic and
ethical education. In view of that, a qualitative case study research based on the
assumptions of the interpretive/constructivist research paradigm was employed to
investigate and understand the issues indicated above. Twelve research participants,
from Civic and Ethical Education teachers, principals, non-Civic and Ethical Education
teachers and students of the school were selected through a purposeful criterion-based
sampling. In the two months time fieldwork, in-depth/unstructured interview, observation
and document analysis were used as data gathering mechanisms. Then, the qualitative
data was analyzed under three major categories and nine interpretive themes using an
adapted five-phase analysis model. Consequently, it was found out that the curriculum of
Civic and Ethical Education was in the process of ‘implementation’ with out adequately
addressing the required implementation variables. Many of the issues stressed in the
curriculum policy of Civic and Ethical Education were not given that much consideration
in the implementation process of the subject. Stated in another way, the discrepancy
between the rhetoric policy and actual realty of Civic and Ethical Education, in the
school studied, was found to be substantial. Thus, practitioners’ efforts in cultivating
responsible, committed, ethical and democratic citizens (good citizens), was found to be
entangled with numerous challenges. Therefore, it has been implied that a concerted
work that aimed at clarifying the essence and significance of Civic and Ethical
Education, establishing enabling school environments and capacitating school
practitioners vis-à-vis the implementation of Civic and Ethical Education be carried out
by all concerned bodies.
Zenodo (CERN European Organization for Nuclear Research), Dec 1, 2010
The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia
Cogent Education
The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia
Cogent Education, Jul 4, 2023
Bahir Dar Journal of Education, 2023
Using the four major philosophies of education (Perennialism, Essentialism, Progressivism, and So... more Using the four major philosophies of education (Perennialism, Essentialism, Progressivism, and Social Reconstructionism) as its theoretical framework, this study examined the perceptions of teacher educators about the functions of education in Ethiopia. The study adopted the qualitative research approach and employed the case study as a design. Through a purposeful criterion-based sampling technique, six teacher educators from Bahir Dar University were selected as participants in the study. Data pertinent to the study were collected through semi-structured interviews and document reviews. The data collected through these methods were thematically analyzed. The results of the study revealed the existence of multifarious perceptions among teacher educators. To be specific, the teacher educators were found to be proponents of the perennialist, essentialist, and progressivist educational purposes. As far as the function of education in Ethiopia was concerned, the study revealed that the perennialist and essentialist purposes of education were dominant. Educational purposes advocated by the progressive educational philosophy were also found to be important. The social reconstructionist function of education, however, was not given an adequate place. Finally, the implications of these findings for the country's teacher education programs and policymaking initiatives are indicated.
Cogent Education, 2023
The purpose of this study was to investigate the perception and practices of primary school Engli... more The purpose of this study was to investigate the perception and practices of primary school English teachers on the role of lesson study (LS) in improving classroom practices in Bahir Dar City Administration, Ethiopia. To attain the purpose of the study, a mixed methods research approach with an embedded quasi experimental design was used. Questionnaires, interviews, and observations were used to collect data pertinent to the study. Data collected through these methods were analyzed quantitatively using percentage, descriptive statistics, paired and independent sample t-test and qualitatively through description and narration. After 6 weeks of intervention, the results of the study showed that primary school English teachers’ perceptions in LS and classroom practices have improved. The results also showed that those teachers who took part in lesson study performed better in preparing, enacting, and reflecting on their content plans. In addition, the paired sample t-test showed that there is a significant difference in mean value in the post-test (44.912) and the pre-test mean value (21.33), revealing that the post-test preferences are better. The independent sample t-test also showed a significant difference in the post-test results of the control and experimental groups. Thus, it is possible to conclude Lesson Study fostered collaboration work with colleagues and improves teachers’ competence
Bahir Dar Journal of Education, 2023
Dear readers, I would like to welcome you all to this issue of our journal, BJE 23 (1). On behalf... more Dear readers, I would like to welcome you all to this issue of our journal, BJE 23 (1). On behalf of the journal's editorial team, it gives me great pleasure to write this editorial message. Bahir Dar Journal of Education (BJE), first named as Education Bulletin, is a scholarly publication at Bahir Dar University (BDU). It is a reputable biannual journal published by the College of Education and Behavioral Sciences, Bahir Dar University. BJE was among a few journals in Ethiopia accredited by the then Ministry of Science and Higher Education in 2020. Since its establishment, 22 volumes, 44 issues, and many manuscripts with prominent significances for the Ethiopian education system and beyond have been published. Compared with other BJE issues, the current issue is released at a time when the journal and its publisher are going through some major developments. The first significant development in this regard is the fact that CEBS and BDU are celebrating their 50 th and 60 th anniversaries respectively. CEBS, which was formerly known as the Academy of Pedagogy, was inaugurated in 1974 to train qualified teacher educators for the country's teacher training institutes (Fantahun & Tsegaye, 2014). Throughout its 50-year journey, CEBS has been a prestigious national institution in the field of education in general and teacher education in particular. The contribution of BJE to this institutional prestige, we believe, has been quite significant. The journal editorial team will strongly work to sustain this legacy. By publishing and disseminating quality research outputs that inform and improve educational practices and policies, BJE will remain committed to discharge its responsibility of maintaining the reputation and credibility of CEBS. The present issue is published with another event of institutional significance. Recently, the senate of BDU has ratified a document that designates CEBS as a center of excellence for Teacher Education and Leadership Development. We believe that this decision is essential for the CEBS to have greater autonomy to discharge its institutional responsibilities. The forthcoming issues of BJE, therefore, will give due prominence to this new institutional duty of the college. In this regard, great emphasis will be placed on manuscripts that contribute significantly to teacher education and leadership development. Another important historical event that makes the present issue different from its predecessors is the fact that it is published at a high time when journal indexing and abstracting
Systemic Practice and Action Research, 2022
The purpose of this study was to investigate the status of teachers' engagement in action researc... more The purpose of this study was to investigate the status of teachers' engagement in action research and identify their challenges and opportunities to undertake such projects in primary schools of Bahir Dar city, Ethiopia. The study was conducted as part of a collaborative action research project that aimed at improving practice. For this purpose, a mixed-methods research approach was employed. Data were collected from 251 primary school teachers and six educational experts of the city administration through questionnaire and focus group discussion respectively. Both quantitative and qualitative techniques were used to analyze the data. The findings revealed that teachers' engagement in action research in the primary schools of the city was low. It was also engulfed by many challenges. However, some opportunities which reinforce the practice were identified. Based on the findings, areas of intervention that could help to increase teachers' engagement in action research in the primary schools of the city were suggested.
Bahir Dar Journal of Education, 2021
The purpose of this study was to understand the practice of society-centered instruction in teach... more The purpose of this study was to understand the practice of society-centered instruction in teacher education classrooms. Hence, a qualitative research approach focusing on phenomenological design was employed. Participants of the study were six teacher educators from the College of Education and Behavioral Sciences, Bahir Dar University. They were selected through purposive sampling technique. Semi-structured interviews and document analysis were used to collect data essential for the study. An adapted five-stage data analysis model was also used to analyze the data collected through the above methods. The findings of the study revealed that the experience of teacher educators in practicing society-centered teaching methods and assessment techniques was minimal. The study also revealed that the instructional processes in teacher education classrooms of Bahir Dar University were not satisfactorily interconnected with major issues of society. Towards the end of the article, the implications of these findings for classroom practices and policy initiatives are highlighted.
International Journal of Education & Management Studies, 2020
The purpose of this article was to explore some valuable lessons and experiences that have releva... more The purpose of this article was to explore some valuable lessons and experiences that have relevance for the field of education and its professionals. Thus, a critical analysis and reflection is made on some selected issues that were addressed in Thomas Kuhn's book entitled The Structure of Scientific Revolutions. Based on these analyses and reflections, the lessons that need to be considered by educators are discussed at length. In this article, we argue that, the book entitled The Structure of Scientific Revolutions has at least four valuable implications for educators. These are; the need to revisit the current challenges of educational research, the need to strive for paradigm shifts in some educational theories and thoughts, the need to revitalize textbook writing, and the need to reconsider the implications of the two terms, i.e., science and scientist in the field of education.
Bahir Dar Journal of Education, 2019
The purpose of this study was to examine the place of some gender issues in curriculum materials ... more The purpose of this study was to examine the place of some gender issues in curriculum materials of Ethiopia. To achieve this purpose, a qualitative content analysis was made on the country's Grade Eight English textbook. The analysis was conducted on two interrelated categories: nature of narrations and sensitivity of illustrations. In doing so, a nine-stage content analysis model, developed by Frankel and Wallen (2006), was employed. The analysis revealed that in all of the evaluation criteria, the textbook was gender-biased favoring the male gender. For instance, most of the passages and stories presented in the textbook were narrating the fame, contributions, and achievements of the masculine gender. The study also revealed that the great majority of the role models in the textbook under consideration were representing the male gender. Besides, most of the illustrations presented in the textbook were male-dominated that convey unequal power relationships between the two genders. Overall, from the findings of the present analysis, it was understood that some gender issues that need to be considered while writing a language textbook were not adequately addressed. Finally, the implications of these findings for future research and policy initiatives are briefly indicated.
Bahir Dar Journal of Education, 2018
Using the Social Reconstructionist educational philosophy as a theoretical framework, this study ... more Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The analysis revealed that in the present Education and Training Policy of Ethiopia, words, concepts, phrases, sentences, and paragraphs that reflect basic ideas of the Social Reconstructionist educational philosophy were not satisfactorily incorporated. Besides, though some society-related concepts were explored, contents dealing with sensitive social, economic, and political problems were not adequately included. Based on the above findings, therefore, it is concluded that the Education and Training Policy of Ethiopia has not satisfactorily echoed society and major societal issues, particularly those that are given much emphasis in the Social Reconstructionist educational philosophy. Hence, towards the end of the article areas of intervention that could possibly ameliorate this problem are highlighted.
Journal of International Social Studies, 2018
The purpose of this study was to understand the perceptions of Ethiopian students and school prac... more The purpose of this study was to understand the perceptions of Ethiopian students and school practitioners as to whose responsibility it is to foster good citizenship. To achieve this purpose, a descriptive survey design was used. Through different sampling techniques, 42 Civic and Ethical Education teachers, 410 students, 157 non-Civic and Ethical Education teachers, and 29 school leaders were selected from 20 schools. A questionnaire was used to gather data concerning participants' perceptions on the responsibility of the three major stakeholders of good citizenship: traditional institutions (the family, community, and religious institutions), educational institutions, and non-academic institutions (NGOs, mass media, and political parties). Results of the study revealed that the perceptions of Ethiopian students and educators regarding the responsibility for good citizenship were narrow and incomplete. It is also understood that there has been much reliance on schools and their Civic and Ethical Education teachers for the preparation of good citizens. In the article, the implications of these findings, both for policymaking and classroom practice, are indicated.
Using the Social Reconstructionist educational philosophy as a theoretical framework, this study ... more Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The analysis revealed that in the present Education and Training Policy of Ethiopia, words, concepts, phrases, sentences, and paragraphs that reflect basic ideas of the Social Reconstructionist educational philosophy were not satisfactorily incorporated. Besides, though some societyrelated concepts were explored, contents dealing with sensitive social, economic, and political problems were not adequately included. Based on the above findings, therefore, it is concluded that the Education and Training Policy of Ethiopia has not satisfactorily echoed society and major societal issues, particularly those that are given much emphasis in the Social Reconstructionist educational philosophy. Hence, towards the end of the article areas of intervention that could possibly ameliorate this problem are highlighted.
Ethiopian Journal of Education and Science, 2018
The preparation of informed, effective, and responsible citizens is a formidable task that requir... more The preparation of informed, effective, and responsible citizens is a formidable task that requires the active participation and passionate commitment of many individuals and institutions. Hence, understanding and describing the participation of Civic and Ethical Education stakeholders, in Ethiopia, in the process of good citizenship was the purpose of this study. To achieve this purpose, a descriptive survey design, using both quantitative and qualitative methods was employed. Through different sampling techniques, 30 civic and ethical education teachers, 300 students, 100 non-Civic and Ethical Education teachers, and 22 school leaders were selected from 10 schools found in two woredas of East Gojjam administrative zone. Questionnaires and semi-structured interviews were used to gather data pertinent to the study. Based on the data gathered and analyzed, the study revealed that stakeholders of citizenship education, in Ethiopia, did not satisfactorily discharge their responsibilities for good citizenship. Finally, some recommendations that could possibly mitigate the problem (e.g., awareness creation on the responsibility of good citizenship) are included.
Bahir Dar Journal of Education, 2017
This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hle... more This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hlebowitsh (2003) concerning the crisis and renaissance of the curriculum field. In doing so, a brief critical review on the two authors' views with regard to the ups and downs that the curriculum field has passed through, and most importantly the crisis it faced as it went through its formative period. The article also endeavored to show the efforts of different curriculum scholars, including the proposals of these two authors, to rescue the field from its total collapse. Next to this, my reflections on the views and positions of the two authors vis-à-vis the current state of the field and the proposals they presented to solve its crisis are highlighted. The paper also tried to reflect on the current state of the Ethiopian curriculum field based on some personal experiences and observations. Accordingly, it revealed that many of the signs of curriculum crisis are prevalent in contemporary Ethiopia. Finally, concluding remarks and lessons to be learned from this article are included.
Educational Action Research , 2017
In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effe... more In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education institutes of the country. Nevertheless, studies conducted on the practice of action research unanimously reported that, due to many factors, its status in the country's education system is at its lowest stage. One of the factors for this problem is lack of adequate knowledge, skills and dispositions essential for action research. Hence, this action research project was initiated and implemented collaboratively between one teacher educator and school teachers working in a nearby primary school (in Debre Markos, Ethiopia). After a tiresome implementation of selected action strategies, for more than six months in four different phases, the project was found to be helpful in enhancing the practitioners' knowledge skills and confidence of action research. The project was also found to be important in improving the action research practice of the school. Our evaluation of the project also implied that collaborative action research, if properly and wholeheartedly conducted, is an effective strategy in strengthening school-college linkage that ultimately helps each institution to learn and benefit from the other.
Bahir Dar Journal of Education, 2015
This study was conducted to assess the effectiveness of principals in managing the implementation... more This study was conducted to assess the effectiveness of principals in managing the implementation process of civic and ethical education curriculum. To accomplish this task, a mixed research approach, using both quantitative and qualitative data gathering and analysis methods, was employed. Data sources of the study were 300 Grade Eight students and 25 civic and ethical education teachers, from 15 primary schools found in two woredas (districts) of East Gojjam Administrative Zone, Ethiopia. Data collected through questionnaire and interviews were analyzed both quantitatively and qualitatively. Accordingly, it was explored that the curriculum of civic and ethical education in primary schools studied has been in the process of 'implementation' without sufficient and meaningful support and active involvement of principals. Put differently, primary school principals were not found satisfactorily discharging many of their responsibilities in relation to the implementation process of civic and ethical education curriculum. In view of this, areas of intervention that could possibly mitigate the problem are forwarded.
IER Flambeau, 2009
Citizenship education is universally recognized as an invaluable approach in building up good cit... more Citizenship education is universally recognized as an invaluable approach in building up good citizenship. As a result, it has become the principal concern of the education system of many countries particularly as of the 1990s. In Ethiopia, citizenship education (Civics and Ethical Education) has embraced a central position in the country"s education system. Nevertheless, many studies conducted on civics and ethical education, both at national and international levels, indicated that the aspiration of nations to buildup good citizens through formal citizenship education has not been satisfactorily achieved due to the prevalence of different problems. One of such problems is the inability of grassroots level practitioners to employ appropriate strategies in the implementation stage of the subject. Hence, this article deals with this problem with the aim of illuminating some important thoughts for its grassroots level practitioners. To that end, strategies that should accompany the teaching learning process of Civics and Ethical Education, both at the classroom and outside the classroom, are fairly dealt with. These include the establishment of democratic school organization and administration, flexible curriculum and timetable, the meaningful involvement of all actors of Civics and Ethical Education, the utilization of democratic, deliberative, participatory and dynamic teaching-learning methods in classrooms and experiential learning (whole school events and community service learning) outside classrooms.
ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES, 2009
The purpose of this study was to describe and understand the implementation process of civic and... more The purpose of this study was to describe and understand the implementation process of
civic and ethical education curriculum, from different perspectives of practitioners in
Nigus Tekle Haimanot primary school. To this end, much consideration was given for the
investigation of practitioners’ conception and attitudes, school ethos and strategies, the
involvement of stakeholders, instructional strategies, and the availability and utilization
of instructional materials in relation to the implementation of the curriculum of civic and
ethical education. In view of that, a qualitative case study research based on the
assumptions of the interpretive/constructivist research paradigm was employed to
investigate and understand the issues indicated above. Twelve research participants,
from Civic and Ethical Education teachers, principals, non-Civic and Ethical Education
teachers and students of the school were selected through a purposeful criterion-based
sampling. In the two months time fieldwork, in-depth/unstructured interview, observation
and document analysis were used as data gathering mechanisms. Then, the qualitative
data was analyzed under three major categories and nine interpretive themes using an
adapted five-phase analysis model. Consequently, it was found out that the curriculum of
Civic and Ethical Education was in the process of ‘implementation’ with out adequately
addressing the required implementation variables. Many of the issues stressed in the
curriculum policy of Civic and Ethical Education were not given that much consideration
in the implementation process of the subject. Stated in another way, the discrepancy
between the rhetoric policy and actual realty of Civic and Ethical Education, in the
school studied, was found to be substantial. Thus, practitioners’ efforts in cultivating
responsible, committed, ethical and democratic citizens (good citizens), was found to be
entangled with numerous challenges. Therefore, it has been implied that a concerted
work that aimed at clarifying the essence and significance of Civic and Ethical
Education, establishing enabling school environments and capacitating school
practitioners vis-à-vis the implementation of Civic and Ethical Education be carried out
by all concerned bodies.
Ethiopian Journal of Education, 2018
The book Experience and the Growth of Understanding was written by David W. Hamlyn (1924-2012), w... more The book Experience and the Growth of Understanding was written by David W. Hamlyn (1924-2012), who was a professor of philosophy at the University of London at Birkbeck. Organized under 11 chapters, the book presents a critical examination of diverse issues pertinent to experience, understanding, learning, and knowledge. A close look at the124 pages of the book reveals that the author’s work could be put under two general themes. The first general theme, which is discussed in chapters one to four, was concerned with an assessment and critics of the author concerning the major epistemological views. Here he tried to thoroughly investigate great works of scholars with regard to the source of knowledge. In the second general theme, which is presented in the remaining chapters of the book, Hamlyn proposed his own views and suggestions on major issues of experience, and its relationships with understanding, knowledge, and learning. With an intention to ameliorate the “ego-centric view” of both traditional and modern theories of knowledge, Hamlyn explicates his own positions on diverse issues of knowledge and understanding.