Ethiopian Journals Online (EJOL)
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A Reflection on the Impact of Covid-19 on Addis Ababa University Education
No full textThe impact of the Covid-19 pandemic on Western higher education institutions has been extensively reported. However, there appears to be a major gap in understanding the effects of the pandemic on university education in some sub-Saharan African countries. The purpose of this qualitative study is to bridge this gap by exploring teachers' and students’ experiences of emergency remote teaching and learning necessitated by COVID-19 at Addis Ababa University (AAU), Ethiopia. Qualitative questionnaires were used to gather data from six postgraduate students studying at different departments three instructors, and three university officials all based at the College of Social Science of AAU. Data was analysed using the qualitative content analysis method, and NVivo software was used to code and manage the analysis of the data. The finding of the study showed that internet connectivity, lack of institutional support and lack of access to appropriate technological devices as some of the major challenges that students and teachers experienced during remote teaching and learning. These challenges highlight a digital divide among students and teachers. Those with limited or no access to a stable internet connection face disadvantages in participating fully in online learning activities. The findings may suggest a need for improved infrastructure, including reliable internet access, to support online education. This could involve collaborations between educational institutions, government agencies, and internet service providers to enhance connectivity. Although this study was on a small scale, the results have a significant implication for the future of online university education in Ethiopia and Sub-Saharan African countries
Analysing Ethiopia's Two-Year General Secondary School Leaving Exams: Using Cheating and Assessment Lenses
No full textExam cheating and malpractice are on the rise among high school students around the globe, including among those in Ethiopia. Educational authorities viewed them as major threats to both national security and high-quality education. Exam cheating and malpractice are never acceptable due to their immediate and long-term unfavourable consequences. The Ethiopian Ministry of Education has moved the administration and invigilation of the general secondary school leaving exams from secondary schools to public universities and their teachers to control exam malpractice and curb exam cheating. The universities also further provide remedial interventions for those who were marginally successful students. Despite the significant financial consequences and difficulties in implementing the plan, the Ministry and its educational experts feel that this strict anti-exam malpractice and cheating strategy is the best way to prevent exam malpractice and cheating and guarantee that universities only admit applicants who authentically pass their exams. Nevertheless, the shift also indicated a performance shock, with more than 96% of exam takers failing to pass the exams...
SOME CORRELATES OF UNIVERSITY PERFORMANCE IN A DEVELOPING COUNTRY: THE CASE OF ETIDOPIA
No full textLanguage background, educational backgrounds, and scores on a variety ofachievement and aptitude tests were examined for their relation to the first semesterperformance of 1,213 freshman students at the Haile Sellassie I University inEthiopia.Among the test data proficiency in English language skills was most stronglyrelated to university grade. Scores from all tests requiring English language skillswere moderately to strongly inter-related, and showed moderate relations to performance.Scores from tests requiring skill in the official Ethiopian language, Amharicpredicated poorly to univer ity performance, and te ts of mathematic-numericalability showed intermediate but weak predicative utility.The only language or educational background data related to performance waseducational mobility, the students tendency to move to areas of greater educationalre ources during their pre-univer ity education. This mobility probably reflects strongmotivation for education, a factor which deserves further research attention.A major problem facing developing countries is a scarcity of indigenous, universitytrained people. Sending students abroad for training has proven an unsatisfactorysolution to the problem. Many students fail to return from their studiesabroad and those who do return often suffer erious conflicts in values, resultingin a diminished contribution to development.Establi hing university training within the country has been seen as a moreeffective long range solution. But for developing countries, higher education representsan enormous expenditure compared with more immediate needs for development.This fact heightens the importance of maximizing the utilization of thisscarce and costly training.The common approach to maximization of training is to carefully screenstudents for admidssion to the university, and to admit only those who are mostlikely of complete their studies. This approach is highly developed in westerncountries where universities u e a variety of fairly objective criteria for admission,such as high school grades and standardized aptitude and achievement tests.Developing countries have increa ingly adopted this approach. However, themyriad of factors which mitigate against development may also limit the value of admi sion criteria used in we tern universities. Among these (actorhcterog\;neity, primary and secondary education of poor and unevencommunication about educational opportunities, limited geographicheterogenous cultural values.are languagequality, poormobility andAlthough these factors are generally recognized by educators in the developingcountries, little is known about the way in which they affect the performancef university tudent. The research reported here wa designed to examine the relationto university performance of both the we tern criteria of aptitude and achievementtests and two of the factors noted above, the language and educationalbackground of students
EDUCATED UNEMPLOYMENT IN AFRICA: DIRECTIONS OF RESEARCH
No full textReports coming out of Africa In recent years indicate a trend ofworsening unemployment for leavers of the schooling system. This shortarticle surveys the state of current research 011 the subject of educatedunemployment in the continent. While attempts are made to cover thewide variations in reported writings, the survey makes a determined focusing011 what may be termed as "economic" research. The conclusion drawnis that little else is done beyond The application of theories and generalizationsalready developed to describe and analyse the phenomena inWestern countries. Attempt is also made to highlight a propositionalready raised in The text by means of Sudanese data
IS ABILITY GROUPING A THREAT TO PUPil'S SELF CONCEPT?
No full textThe soaialist system advocates "equalityof opportunity" to be the governing principLe
ACADEMIC PERFORMANCE AS A FUNCTION OF PRESCHOOL EDUCATION: A STUDY OF PRIVATE AND PUBLIC PRIMARY SCHOOLS IN NIGERIA
No full textRedressing Gender Inequality in Academic Rank and Leadership at Addis Ababa University
No full textThis study was aimed at assessing the status of gender inequality in academic leadership positions and academic rank in Higher Education institutions of Ethiopia with a focus on Addis Ababa University, and it then suggests interventions in view of sustainable development. A descriptive survey design with qualitative and quantitative approaches was employed. The total number of participants consulted was 444. Of these, 43.2 per cent were women. The data were collected from all colleges and two institutes of technology through questionnaire and semi-structured interview guides. Purposive sampling was used to select top-level and central academic leaders, colleges and institutes which have female leaders currently, while availability sampling was used to select middle and first-line management and women leaders. A stratified sampling technique was employed to select instructors for the study. The subjects were selected randomly based on the willingness of leaders and instructors. The data collected were systematically organized and analysed. The findings indicated that women's engagement in academic leadership was low, and the majority of women faculty remained as lecturers or assistant professors in their academic careers. Women's academic advancement (progress to higher qualification and rank) and leadership positions were impeded by a lack of appropriate information to make decisions. Institutional, societal and individual factors were found to hinder women faculty members’ engagement in academic leadership positions and career advancement. Gender equality is far behind the policy intentions and achievement of sustainable development goals. It is suggested that the University as the oldest and established flagship university should reinvigorate by developing new sets of values and innovative strategies towards achieving the sustainable development goals, and play a leading role for the higher education sector. Revising policies and re-designing strategies and special programs and initiatives including doctoral and post-docs, carrying out rigorous gender main-streaming implementation and institutional transformation are suggested