Ethiopian Journals Online (EJOL)
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Innovative Approach to Meet the Basic Learning Needs of Children and the Demands of Parents/Community
No full textNon-formal education refers to all the orga nized and semiorganizededucational and training activities that operateoutside the regular structure and routines of the formaleducational system, aimed at serving a great variety oflearning needs of different sub-groups of the population,both young and ol
Can epistemic ‘de-linking’ rectify ongoing crises of education in the Global South? A critique on Abebe & Biswas’ work
No full textNo one doubts the paramount role of education in overall development. There have also been various attempts to enhance the quality of education worldwide and in the Global South in particular. With this in mind, global mottos such as education for all have been adopted and implemented worldwide. In the Global South, in particular, there have been continuing attempts to support the realization of this motto by global agencies such as the International Monetary Fund (IMF), World Bank (WB), and others. The logic behind this and other related mottos of education are foregrounded in the human capital approach to development. Yet, researchers of both the Global South and the Global North have questioned the success of such attempts. In this article, we reflect upon a strategy, an epistemic ‘de-linking’ with global capitalism, suggested by Abebe & Biswas in an article published in Fennia, 2021. They have suggested this strategy to rectify the ongoing crises of education in the Global South. We, however, question, whether "de-linking" the Global South from global capitalism brings opportunities for schoolchildren and young people, on the one hand, and the very possibilities and impossibilities of de-linking in the current world which has been more incredibly interconnected than ever, on the other. In other words, we question whether or not the de-linking of education from the capitalist world market helps to realize attainable aspirations and "epistemic justice" in the Global South, and if such de-linking is even possible. In attempting to answer these questions, we reflected on the ongoing debates on the benefits of education in the Global South and the remedies suggested by Abebe & Biswas to address the problem. To this end, this article begins by conceptualizing education and schooling and then proceeds to a description of formal education through a historical lens. Then, it presents the nexus between education and development. From there, it unfolds the critiques of the human capital approach to education and examines the epistemological shifts from ‘rights to education' to ‘rights in education' in the repacking and retheorizing of the local-oriented educational system in the Global South. By extension, this section questions how far "de-linking" would benefit the crises of schooling and attempts to provide a pathway to address the crises in the Global South. Our conclusion thereof is that (1) in the current global world order where partnership is propagated as one of the best strategies for sustainable development, the strategy of de-linking not only contradicts this global motto but also brings no convincing ground to suggest so; (2) the strategy may also leave the Global South to be politically and economically more powerless and marginalized; (3) the suggested strategy hangs upon a mere de-linking which takes binary opposition to global cooperation without trying to deal with the issue within the interconnectedness of global countries, systems, and processes; and (4) the authors conceptualized epistemic injustice in a very narrow manner. Therefore, we suggest a relinking strategy that duly considers and reinforces the current global scenario of almost unescapable interconnectedness that proactively and continually reacts to balancing the gaps in global partnership processes, systems, and participating institutions and scholars
Assessment of Quality of Education at the School of Civil & Environmental Engineering – AAiT Using Modified HEQAM – KAU Model
No full textThe purpose of this study was to assess the quality of education at the School of Civil and Environmental Engineering. It does so by using a modified HEQAM-KAU model which constitutes 7 core variables, namely, Curriculum, Academic Staff, Career prospect, Infrastructure, E-Services, Library services, and Administrative services. The study engaged a combination of qualitative and quantitative approaches using closed questionnaire and semi structured interview. A descriptive type of research design was used due to the reason that this research method describes the characteristic of the phenomenon studied. Quantitative and qualitative data were collected from 125 students and 38 instructors. The model used in this study revealed that the quality of education offered at the Civil Engineering undergraduate program of the School of Civil and Environmental Engineering was found to be medium from the perspective of the sample population that participated in the study. Based on individual analysis of main variables at the core of the assessment model, the major hindrances were identified as poor administrative services, inferior E-services and gloomy career prospect. As the findings indicate, there is a strong need to improve the institution’s links with business through internship and other programs to increase employment opportunities. It has also been suggested that University-Industry Linkage Office should be led by a qualified professional who specialized in the area as opposed to any academic staff. Similar suggestion has also been forwarded regarding the Office of External Relations, which, on paper, is tasked with sowing fruitful relations with other academic and research establishments in order to facilitate opportunities to continue studies abroad. Finally, it has been recommended that the school should form an internal quality assessment unit and plan periodic quality assessments on its own as part of improving the quality assurance efforts
Governance Reforms in Higher Education of Ethiopia: The Case of Autonomy and Accountability in Addis Ababa University
Get PDF The study was set to assess the effect of higher education gevernance and management reforms on erosion extention of autonomy and of the academic staff by taking the case of Addis Abebe University The oldest and the largest university in ethioipia Governance reform higher education autonomy accountability Addis Abeba Universit
Productive Safety Net Program and its Effects on Household Food Security in Rural Areas of Amhara Region, Ethiopia
Get PDFThe Productive Safety Net Program (PSNP) was launched in 2005 in rural Ethiopia to tackle chronic food shortages in Ethiopia. The goal of PSNP is to assist households facing food insecurity by providing them with either cash or food support. The idea is to prevent these families from losing their assets and also to boost resources at the community level. Several studies have been conducted to examine the impact of PSNP on food security level of households. Nevertheless, their findings are inconclusive calling for further researches. Against this backdrop, the objective of this study is to examine how PSNP impacts household food security. The study randomly selected 383 households (280 beneficiary and 103 non-beneficiary households) in Shebel Berenta. To get a comprehensive view, key informant interviews and focus group discussions were conducted with experts managing the program and community members. By using a treatment effects model, the study found that PSNP significantly improves the food situation for the families enrolled in the program. More specifically, a range of analytical techniques—Regression Adjustment, Inverse Probability Weighting (IPW), IPW with Regression Adjustment, and Propensity Score Matching (psmatch2)—were employed to assess the impact of the program. All of the models revealed a statistically significant reduction in food insecurity. IPW and Propensity Score Matching showed a significant impact at a 10% significance level, while regression adjustment shows a significant impact at 1% level. These coefficients and significance levels indicate that the PSNP program contributes to decreasing household food insecurity, particularly evident through the negative HFIAS scores. This research adds valuable knowledge about how effective PSNP is in enhancing food security for households in this particular area. Essentially, it contributes to our understanding of how social safety net programs like PSNP impact households’ access to food. In conclusion, this research underscores the significant positive impact of the PSNP on household food security in rural Ethiopia, recommending further implementation and expansion of such social safety net programs in similar contexts
The Effects of Urban Productive Safety Net Program on Household Food Security Status in Gulele Sub-city, Addis Ababa
Get PDFThe central purpose of this study was to examine the effects of the productive safety net program (PSNP) on the food security status of urban households in Gulele sub-city, Addis Ababa, Ethiopia. Data were gathered from 271 households, key informants, and focus group discussants. Analytical techniques used include descriptive statistics, the Household Food Insecurity Access Scale (HFIAS), and the Ordinary logit model. The HFIAS results showed that about 2% of study households were food secure, 26% were mildly food insecure, 49% were moderately food insecure and 23% were severely food insecure. The ordered logit model result also indicates that the age of household head, family size, saving, and consumption of durable goods has a negative effect on food security. The study concludes that even though the urban productive safety net program (UPSNP) has positive effects on the food security status of beneficiaries, it has no significant effects on asset accumulation and livelihoods. Hence, government needs to give more emphasis on creating job opportunities, family planning, and adjusting the amount of cash transfer for participants based on their current living conditions to ensure food security. These activities would help poor households to generate more income and purchase more food for their families