Ethiopian Journals Online (EJOL)
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Political and Economic Exclusion-Induced Conflict and Displacement: Evidences from Metekel Zone, Benishangul Gumuz National Regional State (BGNRS)
Get PDFThis study examined factors that drive exclusion-induced conflict and displacement in the Metekel zone. Data was collected from a sample of 435 respondents, i.e., 359 households’ surveys, 60 focus group discussants, and 16 key informant interviews. Evidence suggested that exclusion has been deep, and the scale of conflict, violence, and displacement was pervasive. Ethnicity was the main factor in excluding households from exercising rights to access resources. Light skin color (“qey” in Amharic) also served as a marker of otherness (non-indigenous). During times of conflict, the so-called qey were indiscriminately attacked. A case in point was what happened to the Shinasha, whose light skin color had a more devastating effect than their ethnicity. Legal frameworks, administrative and executive institutions were fused with ethnicity as facilitators of exclusion and inclusion. BGNRS’s constitution defined some ethnic groups as “indigenous” and the remaining as “others” or “non-indigenous”. During exclusion-induced conflict incidents of 2018 to 2021, households from Amhara, Agew, Oromo, and Shinasha were targeted based on their ethnicity and skin color, resulting in discrimination, restricted access to services and rights of mobility. The study concluded that political exclusion engendered by ethnic federalism has induced conflicts with devastating effects on economic, social, and political dimensions causing large-scale displacements, violent attacks, loss of lives and community divisions. In reconciliation engagements, displaced households were not made part of the peace-making process. The study recommends revisiting controversial articles of BGNRS’s Constitution that define some ethnic groups as indigenous (owner nationalities) giving them exclusive rights over others
Caught Between Lines: The Recognition and Lived Realities of Mixed-Ethnic Heritage Individuals in Ethiopia
Get PDFIn Ethiopian ethnic federalism, people with mixed ethnic identities experience complicated realities influenced by several factors, including laws and social customs. The objective of this research is to examine the legal recognition and self identifications of people with mixed ethnic identities in Ethiopia. It also identifies the perceived benefits and challenges of having such identities. The doctrinal legal research method has been used to examine the legal recognition of such complex identities. The 1995 FDRE Constitution failed to recognize them, which exacerbated social fragmentation and limited access to rights tied to ethnic identity. Additionally, a qualitative research approach with an interpretive phenomenological design was employed, involving ten in-depth interviews with students at the University of Gondar. The findings revealed three ethnic heritage identification strategies used by people with mixed ethnic identities: singular affiliation, blended identity, and categorical rejection. This research contributes to the discourse on identity politics by demonstrating how institutional frameworks intersect with personal narratives in multicultural societies. It advocates reimagining Ethiopia's approach to ethnicity to promote national unity while honouring its rich cultural diversity.
NON-FORMAL EDUCATION IN KOYSHA
No full textTaking Koysha as its subject of study, this article attemptsto investigate the status of basic literacy and skill-training in the region.Degree of participation and attendance, reasons for attending andproblems encountered were examined to assess the status. Concerningskill-tr.atning, types of training given by the CSTCs in the light ofestablished objectives, impact of training offered and attitude of peopletowards such training were assessed A descriptive survey method wasused to collect data. Despite successive attempts made to tackle illiteracyin the past, the results suggest that the impact is still very low. Theanalysis reveals that satisfactory results were not achieved mainly due tothe ad-hoc approach of the programme and lack of commitment of thoseinvolyed To ensure future success, the article proposes. a strategicapproach toward integration of the formal and the non-formal educationalsectors so that literacy programmes and skill-training could have properdirection and appropriate organisation. To effect this, schools shouldserve as mission centres, and traditional institutions and pertinent localgovernment organisations should be actively involved
Continuous Professional Learning in North Shoa Zone Secondary Schools: Enhancing Teacher Agency and Student Achievement
No full textThe purpose of this study is to assess the practice of continuous professional learning for teachers. A concurrent mixed research design is employed, and both quantitative and qualitative research methods are used. The convenience sampling technique is used to select three secondary schools in the zone. Data are collected through questionnaires, semi-structured interview guides and document analysis. The collected data are analyzed using descriptive statistics (percentage, frequencies, mean and standard deviation). Moreover, data collected through interview guides and document analysis are qualitatively analyzed and described through narrations. The major findings indicate that the majority of teachers believed initial training (pre-service training) is sufficient to make one a professional teacher. Furthermore, it is disclosed that the majority of teachers do not have a positive attitude towards the teaching profession. They tend to consider CPD as a useless activity that does not have any financial return, and it is a deliberate imposition on teachers. Moreover, the absence of well-planned and organized CPD activities both at the institutional and individual teachers’ level, as well as the lack of adequate monitoring and evaluation, and timely and appropriate feedback, are among the main challenges that hinder the effective implementation of CPD in the secondary schools. Based on the major findings, it is concluded that the practice of CPD in secondary schools is ineffective with regard to the development of teacher agency as well as students’ academic performance. Finally, it is recommended that CPD has to be properly institutionalized as part of the schools’ responsibility; monitoring and feedback provision mechanisms need to be established, and teachers' CPD performance needs to be featured in their career structur
Teachers’ Job Satisfaction at Hawassa University: Exploring the Influence of Hygiene Factors
No full textThe purpose of the study was to investigate teachers’ job satisfaction in the College of Education at Hawassa University in relation to hygiene factors. A cross-sectional descriptive survey design was employed in this study. Survey questionnaire was administered to 30 teachers selected using a stratified sampling technique, and all were filled out correctly and returned. The data were analyzed using descriptive and inferential statistics such as mean standard deviation, correlation, and linear regression. Findings showed that teachers’ job satisfaction was low. Prominent influential factors were found to be institutional facilities and working conditions, working relations, salary, and benefit packages, and organizational policy and leadership. To reverse the situation, positive measures should be taken with regard to strategies that can improve working conditions, facilities, working relations, teachers’ salaries, and similar benefits. Reducing income tax, reviewing teachers’ salary scales, reconsideration of teachers’ career structure improving benefit packages such as house and transportation allowance, and designing the health and life insurance benefits are recommended
Employers’ Perception of Hiring Graduates of Vocational Education
No full textWhile developing countries are striving to install a strong technical and vocational system in response to changes in technology and emerging jobs that require contemporary skills and unforeseen challenges, the Ethiopian system is in short supply for employers. It has left many graduates unemployed for several months and years. This study examined the perception of employers in hiring graduates from technical and vocational institutions in Addis Ababa, using a convergent parallel mixed method. Data collected from randomly selected 228 subjects (42 employers and 186 employees) through a semi-structured interview guide and self-administered questionnaire were analyzed using thematic analysis and descriptive and inferential statistics techniques. The study found that though employers have an understanding of the sub-sector, they tend not to hire graduates for reasons of incompetence, the complex nature of hiring, a lack of holistic knowledge of occupational areas, and employers’ belief that graduates from the technical and vocational stream are prepared for self-employment rather than wage employment. The effort of training providers, authorities in the sub-sector, and policymakers in improving awareness of employers and the community at large remained weak
Assessment of the Relationships among Appraisal and Feedback, Professional Development, and Teachers' Effectiveness at Bonga College of Education
No full textIn Ethiopia, the effectiveness of teachers plays a crucial role in the quality of education; however, many face challenges in improving their instructional practices due to limited access to quality professional development (PD) opportunities. To enhance teachers’ effectiveness, much has not been done to support their academic development, and their efficacy has not been adequately evaluated through proper appraisal and feedback. Despite the availability of PD programs, low participation rates and a lack of relevant content often reduce their impact on teaching effectiveness. Similarly, appraisal and feedback (APF) systems, although in place, are hindered by inconsistent application and a general lack of feedback. This study examines the impact of PD and APF on teachers' effectiveness at Bonga College of Education (BCE). A survey research design using a quantitative approach was employed to collect and analyze data through structured questionnaires. The target population included 192 teachers (170 males and 22 females), from which a random sample of 72 teachers (50 males and 22 females) was selected, representing 37.5% of the population. The collected data were analyzed using SPSS software, applying descriptive statistics, Pearson correlation, one-sample t-tests, and one-way ANOVA. The findings highlight several challenges, including low participation in PD activities—only 28% of teachers attended workshops, and 26% were engaged in qualification programs. Experience-sharing visits were virtually non-existent, with 96% of teachers having not participated in them. A strong negative correlation between PD participation and its perceived impact points to systemic issues in the availability and quality of PD opportunities. However, teachers perceived APF as beneficial, albeit with less impact than PD. The study found that PD and APF together predicted 78.8% of the variance in teachers' effectiveness. PD showed a strong positive correlation with teaching effectiveness (β = 0.868, p < 0.05), while APF had a moderate effect (β = 0.698, p < 0.05). The study concludes that while both PD and APF contribute to teachers' effectiveness, improvements in PD design, implementation, and incentives, along with a structured experience-sharing program and enhanced feedback mechanisms, are essential for maximizing their impact. Recommendations include establishing targeted PD programs, providing regular and constructive feedback, and promoting a culture of continuous learning and development in BCE
The Gap between Classroom Learning and Career: Implementing Industry-Relevant Curriculum in the Ethiopian Private Higher Education Institutions
No full textThis study examines how Ethiopian private higher education institutions (PHEIs) integrate industry needs into their curricula. Using a grounded theory approach, the research collected data through semi-structured interviews held with 33 academic managers and staff members from three private universities (University A, B, and C). The study also used document analysis to corroborate findings. A purposive and theoretical sampling approach was used to select participants. The findings reveal varying efforts toward implementing industry-relevant curricula. University A excelled in market-driven curriculum design and industry input, while University B had structures in place but needed a stronger stakeholder involvement. University C involved stakeholders but lacked documented procedures and a focus on transferable skills. A comparative analysis showed that TVET programs had successful collaboration and practical learning, while undergraduate programs needed stronger collaboration and more industry practitioners. Faculty development practices also varied, with TVET programs emphasizing industry-specific training. University C’s Higher Diploma Program with industry placement offered a promising model. The innovative practices we identified included targeted internships, project-based learning, and online platforms. The study proposes a cyclical model for effective industry-relevant curriculum implementation to produce job-ready graduates