Haftu Hindeya Gebremeskel | Mekelle university (original) (raw)

Papers by Haftu Hindeya Gebremeskel

Research paper thumbnail of The Views of Bahir Dar University academic leaders on the role of organizational culture in implementing management innovations

The purpose of this study is to understand the views of academic leaders on the role of organizat... more The purpose of this study is to understand the views of academic leaders on the role of organizational culture while implementing management innovation at Bahir Dar University. Using a qualitative case study, data were collected using an in-depth interview (from sixteen purposefully selected academic leaders) and relevant documents (such as the BPR document and university strategic plan), and were thematically analyzed based on the selected dimensions of organizational culture in the conceptual framework. The findings show that participants consider organizational culture as decisive factor for organizational success even though the university’s culture has been considered as a barrier to the implementation of the management innovation (Business Process Reengineering). Presence of poor understanding of the innovation, low commitment and sense of ownership, disconnection between middle and top level leaders, and reporting for conformity were some of the major challenges reported. Mor...

Research paper thumbnail of Academic leaders' views of the role of organizational culture in implementing management innovation : the case of Bahir Dar University, Ethiopia

Organizational culture (OC) is one of the key elements to the success of innovations in universit... more Organizational culture (OC) is one of the key elements to the success of innovations in universities. The main challenge in universities is, however, building a culture that embraces and sustains innovations. Taking selected dimensions of OC as a guiding framework and qualitative case study as a research design, this study tries to understand academic leaders' conception of OC, and its role on the implementation of management innovation (BPR). Data collected using interview from purposefully selected academic leaders and relevant documents are thematically analyzed. The results reveal lack of common understanding of OC among leaders. Though all leaders unanimously agree that OC is very decisive for organizational success, they agree neither in its definition nor what elements it constitutes in their university context. The study shows that leadership as a dimension of OC has been playing marginal role. Leaders report presence of poor understanding of innovation, low commitment and sense of ownership, disconnection between middle and top level leaders, uncertainty and lack of follow-up of implementation, and reporting for conformity. In addition, presence of poor interpersonal relationships, lack of systematic handling of conflicts, low degree of risk taking behavior and flexibility are reported. All academic leaders have gloomy picture of the university's core values as they are not intentionally translated into practice. A common view held amongst leaders is that there is clash between old and desired culture, and less effort has been made to reconcile new managerial values with traditional ones which later pose difficulty to live up to the underlying principles of BPR. The degree of involvement in decision making is reported to be inadequate. Leaders agree that there was inadequate debate and reflection before and during implementation. All agree that OC has been a barrier in the process of implementation. Based on the results, implications for practice are suggested.

Research paper thumbnail of UNIVERSITY OF TAMPERE School of Management Higher Education Group Academic Leaders’ Views of the Role of Organizational Culture in Implementing Management Innovation: The Case of Bahir Dar University, Ethiopia Master in Research and Innovation

.................................................................................................... more ................................................................................................................................................. ii Acknowledgements ...................................................................................................................................... iii Table of

Research paper thumbnail of Civic and Ethical Education and History Textbooks’ Portrayal of Group Identity and Students’ Perspectives on their Contributions in Shaping Identity

The Ethiopian Journal of Education, 2014

This study examines how social studies textbooks present group identities (ethnic and Ethiopian i... more This study examines how social studies textbooks present group identities (ethnic and Ethiopian identity) and students’ views on the contribution of textbooks in shaping their identity. Data were collected using document analysis and interview. Interview was conducted with purposefully selected ethnically diverse university students at Bahir Dar University. The contents of history and civic and ethical education textbooks were analyzed page by page. Students’ interview results showed that textbooks reinforced a strong sense of ethnic identity. Students also acknowledged the contribution of civic and ethical education in respecting other ethnic groups and accommodating differences. Its contribution in inculcating Ethiopian identity was not distinctly mentioned by the students. History was presented mainly in the form of narration of facts in a monolithic manner, by excluding controversies in Ethiopian history, which students stated to have limited the lessons to be learnt from it. E...

Research paper thumbnail of Teachers' Engagement in and Practice of Continuous Professional Development: Factors Affecting CPD’s Implementation in Primary Schools

The Ethiopian Journal of Education, 2013

As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to u... more As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to upgrade or update one‟s professional understanding of the field. The purposes of this study were twofold: unveiling the current status of continuous professional development (CPD) implementation and divulging those factors that affect teachers‟ engagement in the practice of CPD. Participants were selected purposefully from teachers, principals and supervisors, and data were collected using interviews, focus-group discussions, open-ended questionnaires and informal discussions. Using qualitative data analysis methods, major categories emerged. From the results it was found out that the status of CPD practice was not that much effective and all the stakeholders were hesitant about its effectiveness. Teachers engaged in CPD were not making the most effective use of it. They associated it with other issues often unrelated to the purposes of CPD. Emphasis on generic contents of training materi...

Research paper thumbnail of Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research f... more In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development'in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give ris...

Research paper thumbnail of Secondary School Teachers’ Views of Summer In-Service Program in Enhancing Their Professional Competence

Journal of Education and Practice, 2013

This study examined views of secondary school teachers on the adequacy of summer in-service train... more This study examined views of secondary school teachers on the adequacy of summer in-service training program in enhancing their professional competence. From four secondary schools, thirty two teachers were selected purposely. Data were collected using questionnaire and interview. Questionnaire data were analyzed using descriptive statistics and the qualitative data were made to complement the quantitative results. The study found out that most teachers viewed their training as inadequate in enhancing their professional competencies. The primary reasons for teachers' decisions to involve in summer in-service program were found to be fundamentally economic interests. Almost all of the respondents reported the improvement of their teaching and their school practices as secondary. Lack of textbooks and libraries, time shortage and failure of universities to address their adult needs were among the main challenges teachers faced during their study. Finally, recommendations for possible improvements were suggested.

Research paper thumbnail of Influence of the Bologna Process on African higher education: Ethiopian higher education in focus

International Journal of Research Studies in Education, 2014

Taking the Ethiopian public higher education as a case in point, this paper examined the influenc... more Taking the Ethiopian public higher education as a case in point, this paper examined the influence of the Bologna Process on African higher education. It showed how the goals of the Process have been reflected on the current reforms undergoing in Ethiopian higher education. In doing so, relevant policy documents and national guidelines were reviewed taking the Bologna elements as a framework for discussion. Developments of partnership between the African and European Unions in higher education were also examined to see the influence of the Process at continental level in the foreseeable future. Though the process might have influence in other aspects of Ethiopian higher education, emphasis was given in this paper to elements reflected in academic curricula and teaching learning process. In this regard, elements such as modularization, European Credit Transfer and Accumulation System (ECTS), Competence Based Education (CBE), flexibility of learning and recognition of prior learning were identified. Opportunities and challenges of implementing the spillover effects of the Process were also discussed.

Research paper thumbnail of Exploring the context of Ethiopian higher education system using Clark’s triangle of coordination

Tertiary Education and Management, 2016

Over the last two decades, Ethiopian higher education has been undergoing considerable changes in... more Over the last two decades, Ethiopian higher education has been undergoing considerable changes in response to government reforms. This accelerated change has affected the system, its mode of operation and its academics. Accordingly, this article examines how the reforms have affected the ways in which the system is coordinated by using Clark’s triangle of coordination as a framework for analysis. In doing so, the study employed a qualitative approach, historical policy study, looking into different historical eras. Evidence was drawn from various documentary sources. The article argues that state has been the sole influential actor in both the monarchical and military periods; while, since 1991, both state and market have been playing a significant role in shaping the system with the state still taking the dominant role. The academic oligarchy has not, however, had a significant influence at any time.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Development Program documents (2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and GTP II (National Plan Commission, 2016), previous MEd curricular documents in science and mathematics education, as well as existing research outputs were examined. Results indicated very low student performance in mathematics and science disciplines, CTE teacher educators' lack of sufficient and relevant pedagogical background as they did not pass through relevant training programs. They reported they have sufficient subject matter knowledge but in pure disciplines that are not very much relevant for someone who pursues a career as a teacher educator. Furthermore, traditional nature of content delivery, use of assessment merely for grading purposes, and deviation of assessment from the Minimum Learning Competencies (MLC) designated for the level are depicted as problems. The obtained results in general show a clear gap in the general pedagogical knowledge and skills, pedagogical content knowledge, and instructional technology that demanded the need of following the framework that integrates technology, pedagogy, and content knowledge for the development of new curricula.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Developmen...

Research paper thumbnail of Mapping inequality inaccess to meaningful learningin secondary education in Ethiopia: implications for sustainable development

Educational Studies, 2018

The rapid expansion of primary education in Ethiopia has enabled most children to attend primary ... more The rapid expansion of primary education in Ethiopia has enabled most children to attend primary education-or at least to start schooling. This expansion, however, is largely "symbolic" rather than "substantive" where "substantive" refers to access that generates meaningful learning. The article explores spatial inequality in access to meaningful learning in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, "access-to-learning" is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival (access) and test score (quality). Moreover, the "zones of exclusion" framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research.

Research paper thumbnail of Status of Portfolio Implementation and Teachers’ Belief of Its Contributions to their Professional Development and Students’ Learning

Journal of Education and Practice, 2013

The purpose of this study was to assess status of portfolio implementation and teachers' belief o... more The purpose of this study was to assess status of portfolio implementation and teachers' belief of its contributions to their professional development and students' learning in Bahir Dar town. From 13 public primary schools, 6 schools and 162 teachers were selected. In addition, 3 mentors and 6 experienced teachers were selected purposely for interview. Data were collected using questionnaire and interview. Questionnaire data were analyzed using one sample t-test, Pearson correlations coefficient and multiple regressions, and qualitative data were analyzed using developed categories. The study found out that teachers' implementation of portfolio was not to the required level. However, teachers believed that portfolio contributes to their professional development and students' learning. Correlation analysis showed that teachers' belief about the contribution of portfolio for their professional development and students learning was significantly and positively related with its implementation. On the other hand, regression analysis indicated that teachers' belief about contribution of portfolio for their professional development and their students' learning was found to significantly predict level of implementation. And, lack of time, lack of continuous and professional-led training, lack of ownership and attitudinal problems were reported factors for low level of portfolio implementation.

Research paper thumbnail of SHARING KNOWLEDGE TRANSFORMING SOCIETIES

Research paper thumbnail of The Views of Bahir Dar University academic leaders on the role of organizational culture in implementing management innovations

The purpose of this study is to understand the views of academic leaders on the role of organizat... more The purpose of this study is to understand the views of academic leaders on the role of organizational culture while implementing management innovation at Bahir Dar University. Using a qualitative case study, data were collected using an in-depth interview (from sixteen purposefully selected academic leaders) and relevant documents (such as the BPR document and university strategic plan), and were thematically analyzed based on the selected dimensions of organizational culture in the conceptual framework. The findings show that participants consider organizational culture as decisive factor for organizational success even though the university's culture has been considered as a barrier to the implementation of the management innovation (Business Process Reengineering). Presence of poor understanding of the innovation, low commitment and sense of ownership, disconnection between middle and top level leaders, and reporting for conformity were some of the major challenges reported. Moreover, the participants seem to have poor recall of the university's core values. Participants' responses also indicate clash between old and new elements of culture, and less effort has been made to reconcile new values with old ones which later posed difficulty to live up to the underlying principles of the innovation. From the results, it can be said that the organizational culture at the time of this study was less conducive to implement management innovation (BPR in this case). Further suggestions for better considerations of organizational culture are forwarded.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Development Program documents (2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and GTP II (National Plan Commission, 2016), previous MEd curricular documents in science and mathematics education, as well as existing research outputs were examined. Results indicated very low student performance in mathematics and science disciplines, CTE teacher educators' lack of sufficient and relevant pedagogical background as they did not pass through relevant training programs. They reported they have sufficient subject matter knowledge but in pure disciplines that are not very much relevant for someone who pursues a career as a teacher educator. Furthermore, traditional nature of content delivery, use of assessment merely for grading purposes, and deviation of assessment from the Minimum Learning Competencies (MLC) designated for the level are depicted as problems. The obtained results in general show a clear gap in the general pedagogical knowledge and skills, pedagogical content knowledge, and instructional technology that demanded the need of following the framework that integrates technology, pedagogy, and content knowledge for the development of new curricula.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Development Program documents (2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and GTP II (National Plan Commission, 2016), previous MEd curricular documents in science and mathematics education, as well as existing research outputs were examined. Results indicated very low student performance in mathematics and science disciplines, CTE teacher educators' lack of sufficient and relevant pedagogical background as they did not pass through relevant training programs. They reported they have sufficient subject matter knowledge but in pure disciplines that are not very much relevant for someone who pursues a career as a teacher educator. Furthermore, traditional nature of content delivery, use of assessment merely for grading purposes, and deviation of assessment from the Minimum Learning Competencies (MLC) designated for the level are depicted as problems. The obtained results in general show a clear gap in the general pedagogical knowledge and skills, pedagogical content knowledge, and instructional technology that demanded the need of following the framework that integrates technology, pedagogy, and content knowledge for the development of new curricula.

Research paper thumbnail of Teachers' Engagement in and Practice of Continuous Professional Development: Factors Affecting CPD's Implementation in Primary Schools

As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to u... more As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to upgrade or update one " s professional understanding of the field. The purposes of this study were twofold: unveiling the current status of continuous professional development (CPD) implementation and divulging those factors that affect teachers " engagement in the practice of CPD. Participants were selected purposefully from teachers, principals and supervisors, and data were collected using interviews, focus-group discussions, open-ended questionnaires and informal discussions. Using qualitative data analysis methods, major categories emerged. From the results, it was found out that the status of CPD practice was not that much effective and all the stakeholders were hesitant about its effectiveness. Teachers engaged in CPD were not making the most effective use of it. They associated it with other issues often unrelated to the purposes of CPD. Emphasis on generic contents of training materials, lack of ownership, inconsistencies on its provision, disparity of knowledge among teachers, and supervisors and principals, and conceptual problems about CPD were among the identified factors that hindered its effective implementation. More importantly, the core owners, viz.; teachers, also seemed to have a gloomy picture of its effectiveness. Some possible interventions were suggested based on the findings.

Research paper thumbnail of Exploring the context of Ethiopian higher education system using Clark’s triangle of coordination

Over the last two decades, Ethiopian higher education has been undergoing considerable changes in... more Over the last two decades, Ethiopian higher education has been undergoing considerable changes in response to government reforms. This accelerated change has affected the system, its mode of operation and its academics. Accordingly, this article examines how the reforms have affected the ways in which the system is coordinated by using Clark’s triangle of coordination as a framework for analysis. In doing so, the study employed a qualitative approach, historical policy study, looking into different historical eras. Evidence was drawn from various documentary sources. The article argues that state has been the sole influential actor in both the monarchical and military periods; while, since 1991, both state and market have been playing a significant role in shaping the system with the state still taking the dominant role. The academic oligarchy has not, however, had a significant influence at any time.

Research paper thumbnail of Influence of the Bologna Process on African higher  education: Ethiopian higher education in focus

Taking the Ethiopian public higher education as a case in point, this paper examined... more Taking the Ethiopian public higher education as a case in point, this paper examined the
influence of the Bologna Process on African higher education. It showed how the goals of the
Process have been reflected on the current reforms undergoing in Ethiopian higher education.
In doing so, relevant policy documents and national guidelines were reviewed taking the
Bologna elements as a framework for discussion. Developments of partnership between the
African and European Unions in higher education were also examined to see the influence of
the Process at continental level in the foreseeable future. Though the process might have
influence in other aspects of Ethiopian higher education, emphasis was given in this paper to
elements reflected in academic curricula and teaching learning process. In this regard,
elements such as modularization, European Credit Transfer and Accumulation System
(ECTS), Competence Based Education (CBE), flexibility of learning and recognition of prior
learning were identified. Opportunities and challenges of implementing the spillover effects
of the Process were also discussed.

Research paper thumbnail of The Views of Bahir Dar University academic leaders on the role of organizational culture in implementing management innovations

The purpose of this study is to understand the views of academic leaders on the role of organizat... more The purpose of this study is to understand the views of academic leaders on the role of organizational culture while implementing management innovation at Bahir Dar University. Using a qualitative case study, data were collected using an in-depth interview (from sixteen purposefully selected academic leaders) and relevant documents (such as the BPR document and university strategic plan), and were thematically analyzed based on the selected dimensions of organizational culture in the conceptual framework. The findings show that participants consider organizational culture as decisive factor for organizational success even though the university’s culture has been considered as a barrier to the implementation of the management innovation (Business Process Reengineering). Presence of poor understanding of the innovation, low commitment and sense of ownership, disconnection between middle and top level leaders, and reporting for conformity were some of the major challenges reported. Mor...

Research paper thumbnail of Academic leaders' views of the role of organizational culture in implementing management innovation : the case of Bahir Dar University, Ethiopia

Organizational culture (OC) is one of the key elements to the success of innovations in universit... more Organizational culture (OC) is one of the key elements to the success of innovations in universities. The main challenge in universities is, however, building a culture that embraces and sustains innovations. Taking selected dimensions of OC as a guiding framework and qualitative case study as a research design, this study tries to understand academic leaders' conception of OC, and its role on the implementation of management innovation (BPR). Data collected using interview from purposefully selected academic leaders and relevant documents are thematically analyzed. The results reveal lack of common understanding of OC among leaders. Though all leaders unanimously agree that OC is very decisive for organizational success, they agree neither in its definition nor what elements it constitutes in their university context. The study shows that leadership as a dimension of OC has been playing marginal role. Leaders report presence of poor understanding of innovation, low commitment and sense of ownership, disconnection between middle and top level leaders, uncertainty and lack of follow-up of implementation, and reporting for conformity. In addition, presence of poor interpersonal relationships, lack of systematic handling of conflicts, low degree of risk taking behavior and flexibility are reported. All academic leaders have gloomy picture of the university's core values as they are not intentionally translated into practice. A common view held amongst leaders is that there is clash between old and desired culture, and less effort has been made to reconcile new managerial values with traditional ones which later pose difficulty to live up to the underlying principles of BPR. The degree of involvement in decision making is reported to be inadequate. Leaders agree that there was inadequate debate and reflection before and during implementation. All agree that OC has been a barrier in the process of implementation. Based on the results, implications for practice are suggested.

Research paper thumbnail of UNIVERSITY OF TAMPERE School of Management Higher Education Group Academic Leaders’ Views of the Role of Organizational Culture in Implementing Management Innovation: The Case of Bahir Dar University, Ethiopia Master in Research and Innovation

.................................................................................................... more ................................................................................................................................................. ii Acknowledgements ...................................................................................................................................... iii Table of

Research paper thumbnail of Civic and Ethical Education and History Textbooks’ Portrayal of Group Identity and Students’ Perspectives on their Contributions in Shaping Identity

The Ethiopian Journal of Education, 2014

This study examines how social studies textbooks present group identities (ethnic and Ethiopian i... more This study examines how social studies textbooks present group identities (ethnic and Ethiopian identity) and students’ views on the contribution of textbooks in shaping their identity. Data were collected using document analysis and interview. Interview was conducted with purposefully selected ethnically diverse university students at Bahir Dar University. The contents of history and civic and ethical education textbooks were analyzed page by page. Students’ interview results showed that textbooks reinforced a strong sense of ethnic identity. Students also acknowledged the contribution of civic and ethical education in respecting other ethnic groups and accommodating differences. Its contribution in inculcating Ethiopian identity was not distinctly mentioned by the students. History was presented mainly in the form of narration of facts in a monolithic manner, by excluding controversies in Ethiopian history, which students stated to have limited the lessons to be learnt from it. E...

Research paper thumbnail of Teachers' Engagement in and Practice of Continuous Professional Development: Factors Affecting CPD’s Implementation in Primary Schools

The Ethiopian Journal of Education, 2013

As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to u... more As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to upgrade or update one‟s professional understanding of the field. The purposes of this study were twofold: unveiling the current status of continuous professional development (CPD) implementation and divulging those factors that affect teachers‟ engagement in the practice of CPD. Participants were selected purposefully from teachers, principals and supervisors, and data were collected using interviews, focus-group discussions, open-ended questionnaires and informal discussions. Using qualitative data analysis methods, major categories emerged. From the results it was found out that the status of CPD practice was not that much effective and all the stakeholders were hesitant about its effectiveness. Teachers engaged in CPD were not making the most effective use of it. They associated it with other issues often unrelated to the purposes of CPD. Emphasis on generic contents of training materi...

Research paper thumbnail of Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research f... more In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development'in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give ris...

Research paper thumbnail of Secondary School Teachers’ Views of Summer In-Service Program in Enhancing Their Professional Competence

Journal of Education and Practice, 2013

This study examined views of secondary school teachers on the adequacy of summer in-service train... more This study examined views of secondary school teachers on the adequacy of summer in-service training program in enhancing their professional competence. From four secondary schools, thirty two teachers were selected purposely. Data were collected using questionnaire and interview. Questionnaire data were analyzed using descriptive statistics and the qualitative data were made to complement the quantitative results. The study found out that most teachers viewed their training as inadequate in enhancing their professional competencies. The primary reasons for teachers' decisions to involve in summer in-service program were found to be fundamentally economic interests. Almost all of the respondents reported the improvement of their teaching and their school practices as secondary. Lack of textbooks and libraries, time shortage and failure of universities to address their adult needs were among the main challenges teachers faced during their study. Finally, recommendations for possible improvements were suggested.

Research paper thumbnail of Influence of the Bologna Process on African higher education: Ethiopian higher education in focus

International Journal of Research Studies in Education, 2014

Taking the Ethiopian public higher education as a case in point, this paper examined the influenc... more Taking the Ethiopian public higher education as a case in point, this paper examined the influence of the Bologna Process on African higher education. It showed how the goals of the Process have been reflected on the current reforms undergoing in Ethiopian higher education. In doing so, relevant policy documents and national guidelines were reviewed taking the Bologna elements as a framework for discussion. Developments of partnership between the African and European Unions in higher education were also examined to see the influence of the Process at continental level in the foreseeable future. Though the process might have influence in other aspects of Ethiopian higher education, emphasis was given in this paper to elements reflected in academic curricula and teaching learning process. In this regard, elements such as modularization, European Credit Transfer and Accumulation System (ECTS), Competence Based Education (CBE), flexibility of learning and recognition of prior learning were identified. Opportunities and challenges of implementing the spillover effects of the Process were also discussed.

Research paper thumbnail of Exploring the context of Ethiopian higher education system using Clark’s triangle of coordination

Tertiary Education and Management, 2016

Over the last two decades, Ethiopian higher education has been undergoing considerable changes in... more Over the last two decades, Ethiopian higher education has been undergoing considerable changes in response to government reforms. This accelerated change has affected the system, its mode of operation and its academics. Accordingly, this article examines how the reforms have affected the ways in which the system is coordinated by using Clark’s triangle of coordination as a framework for analysis. In doing so, the study employed a qualitative approach, historical policy study, looking into different historical eras. Evidence was drawn from various documentary sources. The article argues that state has been the sole influential actor in both the monarchical and military periods; while, since 1991, both state and market have been playing a significant role in shaping the system with the state still taking the dominant role. The academic oligarchy has not, however, had a significant influence at any time.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Development Program documents (2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and GTP II (National Plan Commission, 2016), previous MEd curricular documents in science and mathematics education, as well as existing research outputs were examined. Results indicated very low student performance in mathematics and science disciplines, CTE teacher educators' lack of sufficient and relevant pedagogical background as they did not pass through relevant training programs. They reported they have sufficient subject matter knowledge but in pure disciplines that are not very much relevant for someone who pursues a career as a teacher educator. Furthermore, traditional nature of content delivery, use of assessment merely for grading purposes, and deviation of assessment from the Minimum Learning Competencies (MLC) designated for the level are depicted as problems. The obtained results in general show a clear gap in the general pedagogical knowledge and skills, pedagogical content knowledge, and instructional technology that demanded the need of following the framework that integrates technology, pedagogy, and content knowledge for the development of new curricula.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Developmen...

Research paper thumbnail of Mapping inequality inaccess to meaningful learningin secondary education in Ethiopia: implications for sustainable development

Educational Studies, 2018

The rapid expansion of primary education in Ethiopia has enabled most children to attend primary ... more The rapid expansion of primary education in Ethiopia has enabled most children to attend primary education-or at least to start schooling. This expansion, however, is largely "symbolic" rather than "substantive" where "substantive" refers to access that generates meaningful learning. The article explores spatial inequality in access to meaningful learning in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, "access-to-learning" is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival (access) and test score (quality). Moreover, the "zones of exclusion" framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research.

Research paper thumbnail of Status of Portfolio Implementation and Teachers’ Belief of Its Contributions to their Professional Development and Students’ Learning

Journal of Education and Practice, 2013

The purpose of this study was to assess status of portfolio implementation and teachers' belief o... more The purpose of this study was to assess status of portfolio implementation and teachers' belief of its contributions to their professional development and students' learning in Bahir Dar town. From 13 public primary schools, 6 schools and 162 teachers were selected. In addition, 3 mentors and 6 experienced teachers were selected purposely for interview. Data were collected using questionnaire and interview. Questionnaire data were analyzed using one sample t-test, Pearson correlations coefficient and multiple regressions, and qualitative data were analyzed using developed categories. The study found out that teachers' implementation of portfolio was not to the required level. However, teachers believed that portfolio contributes to their professional development and students' learning. Correlation analysis showed that teachers' belief about the contribution of portfolio for their professional development and students learning was significantly and positively related with its implementation. On the other hand, regression analysis indicated that teachers' belief about contribution of portfolio for their professional development and their students' learning was found to significantly predict level of implementation. And, lack of time, lack of continuous and professional-led training, lack of ownership and attitudinal problems were reported factors for low level of portfolio implementation.

Research paper thumbnail of SHARING KNOWLEDGE TRANSFORMING SOCIETIES

Research paper thumbnail of The Views of Bahir Dar University academic leaders on the role of organizational culture in implementing management innovations

The purpose of this study is to understand the views of academic leaders on the role of organizat... more The purpose of this study is to understand the views of academic leaders on the role of organizational culture while implementing management innovation at Bahir Dar University. Using a qualitative case study, data were collected using an in-depth interview (from sixteen purposefully selected academic leaders) and relevant documents (such as the BPR document and university strategic plan), and were thematically analyzed based on the selected dimensions of organizational culture in the conceptual framework. The findings show that participants consider organizational culture as decisive factor for organizational success even though the university's culture has been considered as a barrier to the implementation of the management innovation (Business Process Reengineering). Presence of poor understanding of the innovation, low commitment and sense of ownership, disconnection between middle and top level leaders, and reporting for conformity were some of the major challenges reported. Moreover, the participants seem to have poor recall of the university's core values. Participants' responses also indicate clash between old and new elements of culture, and less effort has been made to reconcile new values with old ones which later posed difficulty to live up to the underlying principles of the innovation. From the results, it can be said that the organizational culture at the time of this study was less conducive to implement management innovation (BPR in this case). Further suggestions for better considerations of organizational culture are forwarded.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Development Program documents (2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and GTP II (National Plan Commission, 2016), previous MEd curricular documents in science and mathematics education, as well as existing research outputs were examined. Results indicated very low student performance in mathematics and science disciplines, CTE teacher educators' lack of sufficient and relevant pedagogical background as they did not pass through relevant training programs. They reported they have sufficient subject matter knowledge but in pure disciplines that are not very much relevant for someone who pursues a career as a teacher educator. Furthermore, traditional nature of content delivery, use of assessment merely for grading purposes, and deviation of assessment from the Minimum Learning Competencies (MLC) designated for the level are depicted as problems. The obtained results in general show a clear gap in the general pedagogical knowledge and skills, pedagogical content knowledge, and instructional technology that demanded the need of following the framework that integrates technology, pedagogy, and content knowledge for the development of new curricula.

Research paper thumbnail of Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

This study was a needs assessment study for developing MED curricula in Educational Sciences (tea... more This study was a needs assessment study for developing MED curricula in Educational Sciences (teaching of mathematics and science subjects). It was aimed at understanding the current status of science and mathematics teaching particularly in Amhara Regional State, Ethiopia so as to identify the existing gaps in the preparation of primary school science and mathematics teachers and teacher educators for Colleges of Teacher Education (CTE). The study was qualitative in its design. A total of 37 participants (10 deans and vice-deans, 10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous graduates) were purposely selected from five CTEs, two universities and from the Science and Mathematics Subjects Improvement Center at the Ministry of Education (MoE). Data were collected using semi-structured interview and focus group discussion. Furthermore, secondary data sources such as the National Learning Assessment results (MoE, 2000–2016), Education Sector Development Program documents (2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and GTP II (National Plan Commission, 2016), previous MEd curricular documents in science and mathematics education, as well as existing research outputs were examined. Results indicated very low student performance in mathematics and science disciplines, CTE teacher educators' lack of sufficient and relevant pedagogical background as they did not pass through relevant training programs. They reported they have sufficient subject matter knowledge but in pure disciplines that are not very much relevant for someone who pursues a career as a teacher educator. Furthermore, traditional nature of content delivery, use of assessment merely for grading purposes, and deviation of assessment from the Minimum Learning Competencies (MLC) designated for the level are depicted as problems. The obtained results in general show a clear gap in the general pedagogical knowledge and skills, pedagogical content knowledge, and instructional technology that demanded the need of following the framework that integrates technology, pedagogy, and content knowledge for the development of new curricula.

Research paper thumbnail of Teachers' Engagement in and Practice of Continuous Professional Development: Factors Affecting CPD's Implementation in Primary Schools

As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to u... more As knowledge is dynamic, what is new today becomes obsolete tomorrow which warrants the need to upgrade or update one " s professional understanding of the field. The purposes of this study were twofold: unveiling the current status of continuous professional development (CPD) implementation and divulging those factors that affect teachers " engagement in the practice of CPD. Participants were selected purposefully from teachers, principals and supervisors, and data were collected using interviews, focus-group discussions, open-ended questionnaires and informal discussions. Using qualitative data analysis methods, major categories emerged. From the results, it was found out that the status of CPD practice was not that much effective and all the stakeholders were hesitant about its effectiveness. Teachers engaged in CPD were not making the most effective use of it. They associated it with other issues often unrelated to the purposes of CPD. Emphasis on generic contents of training materials, lack of ownership, inconsistencies on its provision, disparity of knowledge among teachers, and supervisors and principals, and conceptual problems about CPD were among the identified factors that hindered its effective implementation. More importantly, the core owners, viz.; teachers, also seemed to have a gloomy picture of its effectiveness. Some possible interventions were suggested based on the findings.

Research paper thumbnail of Exploring the context of Ethiopian higher education system using Clark’s triangle of coordination

Over the last two decades, Ethiopian higher education has been undergoing considerable changes in... more Over the last two decades, Ethiopian higher education has been undergoing considerable changes in response to government reforms. This accelerated change has affected the system, its mode of operation and its academics. Accordingly, this article examines how the reforms have affected the ways in which the system is coordinated by using Clark’s triangle of coordination as a framework for analysis. In doing so, the study employed a qualitative approach, historical policy study, looking into different historical eras. Evidence was drawn from various documentary sources. The article argues that state has been the sole influential actor in both the monarchical and military periods; while, since 1991, both state and market have been playing a significant role in shaping the system with the state still taking the dominant role. The academic oligarchy has not, however, had a significant influence at any time.

Research paper thumbnail of Influence of the Bologna Process on African higher  education: Ethiopian higher education in focus

Taking the Ethiopian public higher education as a case in point, this paper examined... more Taking the Ethiopian public higher education as a case in point, this paper examined the
influence of the Bologna Process on African higher education. It showed how the goals of the
Process have been reflected on the current reforms undergoing in Ethiopian higher education.
In doing so, relevant policy documents and national guidelines were reviewed taking the
Bologna elements as a framework for discussion. Developments of partnership between the
African and European Unions in higher education were also examined to see the influence of
the Process at continental level in the foreseeable future. Though the process might have
influence in other aspects of Ethiopian higher education, emphasis was given in this paper to
elements reflected in academic curricula and teaching learning process. In this regard,
elements such as modularization, European Credit Transfer and Accumulation System
(ECTS), Competence Based Education (CBE), flexibility of learning and recognition of prior
learning were identified. Opportunities and challenges of implementing the spillover effects
of the Process were also discussed.

Research paper thumbnail of Human Resource Management in Higher Education.Analysis

Background information of the creation of the HRM e-book This e-book is a selected collection of ... more Background information of the creation of the HRM e-book
This e-book is a selected collection of student papers on the course ‘Human Resource Management in Higher Education’ in MARIHE program. The course ‘Human Resource Management in Higher Education’, led by Attila Pausits with contributions from Hans Pechar and others, aims to enable students to: 1) understand the theoretical foundations and the strategic role and practical instruments of HRM in HEIs 2) to assess the strategic role of HRM in HEI and 3) to implement some of the most crucial instruments of HR management in their specific institutional context. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces the HR context in HEI – extent of institutional autonomy for HR decisions in HEI in labour market conditions, discusses the current challenges of HR management in Europe and the dimensions of HR, analyses the instruments and methods of strategic HR management, manpower planning, staffing and workload targets, staff recruitment, staff development and appraisal of performance, provides an introduction into the structures, roles and responsibilities for HR management and also into the contracts, remuneration and incentives generally used in this field. (MARIHE; 2014)¸

MARIHE e-books are published in "EPUB" format, which can be viewed using the (free) software Adobe Digital Editions.