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An intelligent model for quality service in open distance electronic learning
Get PDFQuality of service (QoS) in the open distance electronic learning (ODeL) environment, in general, becomes a part of the entire assessment of all services provided by the institution. High-quality service delivery in a virtual environment is one of the most significant challenges, as it is required to become the primary competitive institutional strategy in service-oriented organizations. However, critical quality of service elements in ODeL are not optimal in providing high quality requirements. Authentication as a critical QoS element in ODeL has been considered in numerous research but an optimal cheating-free, non-venue-based assessment has not yet been realized. Bandwidth resource, another critical QoS element in the ODeL platform, is scarce when services performed by many users contend for bandwidth, causing congestion in the network. Through intelligent systems ODeL can be made smarter to achieve QoS; however, the challenge is that many conflicting issues affect the implementation of smart education in ODeL.
This research proposes an intelligent QoS framework capable of reorganizing and adapting to changes within ODeL to provide smart education. The framework constitutes a fused multimodal biometric authentication model based on facial recognition, voice recognition, and keystroke dynamics to provide cheating-free examination in ODeL. It is a predictive framework of bandwidth management, which integrates a sustainable hidden Markov model (HMM) and a normalization policy coupled with SolarWinds technology for prior network data feeder, is incorporated. It is a model that relies on the classified critical conflict factors in the smart education environment and the possible resolution strategies. The QoS elements modeled in the research are validated with a confirmatory factor analysis on a survey of the research participants. The framework will benefit open distant electronic learning institutions, examination agencies, organizations with limited network bandwidth, and quality assurance agencies.Ph. D. (Computer Science)School of Computin
Charged-hadron production in pp, p+Pb, Pb+Pb, and Xe+Xe collisions at s NN = 5 TeV with the ATLAS detector at the LHC
No full textAbstract
This paper presents measurements of charged-hadron spectra obtained in pp, p+Pb, and Pb+Pb collisions at
s
or
s
NN
= 5.02 TeV, and in Xe+Xe collisions at
s
NN
= 5.44 TeV. The data recorded by the ATLAS detector at the LHC have total integrated luminosities of 25 pb−1, 28 nb−1, 0.50 nb−1, and 3 μb−1, respectively. The nuclear modification factors RpPb and RAA are obtained by comparing the spectra in heavy-ion and pp collisions in a wide range of charged-particle transverse momenta and pseudorapidity. The nuclear modification factor RpPb shows a moderate enhancement above unity with a maximum at pT ≈ 3 GeV; the enhancement is stronger in the Pb-going direction. The nuclear modification factors in both Pb+Pb and Xe+Xe collisions feature a significant, centrality-dependent suppression. They show a similar distinct pT-dependence with a local maximum at pT ≈ 2 GeV and a local minimum at pT ≈ 7 GeV. This dependence is more distinguishable in more central collisions. No significant |η|-dependence is found. A comprehensive comparison with several theoretical predictions is also provided. They typically describe RAA better in central collisions and in the pT range from about 10 to 100 GeV
How do we best engage young people in decision-making about their health? A scoping review of deliberative priority setting methods
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Introduction
International organisations have called to increase young people’s involvement in healthcare and health policy development. We currently lack effective methods for facilitating meaningful engagement by young people in health-related decision-making. The purpose of this scoping review is to identify deliberative priority setting methods and explore the effectiveness of these in engaging young people in healthcare and health policy decision-making.
Methods
Seven databases were searched systematically, using MeSH and free text terms, for articles published in English before July 2021 that described the use of deliberative priority setting methods for health decision-making with young people. All titles, abstracts and full-text papers were screened by a team of six independent reviewers between them. Data extraction followed the Centre for Reviews and Dissemination guidelines. The results are presented as a narrative synthesis, structured around four components for evaluating deliberative processes: 1) representation and inclusion of diverse participants, 2) the way the process is run including levels and timing of participant engagement, 3) the quality of the information provided to participants and 4) resulting outcomes and decisions.
Findings
The search yielded 9 reviews and 21 studies. The more engaging deliberative priority setting tools involved young people-led committees, mixed methods for identifying and prioritising issues and digital data collection and communication tools. Long-term and frequent contact with young people to build trust underpinned the success of some of the tools, as did offering incentives for taking part and skills development using creative methods. The review also suggests that successful priority setting processes with young people involve consideration of power dynamics, since young people’s decisions are likely to be made together with family members, health professionals and academics.
Discussion
Young people’s engagement in decision-making about their health is best achieved through investing time in building strong relationships and ensuring young people are appropriately rewarded for their time and contribution. If young people are to be instrumental in improving their health and architects of their own futures, decision-making processes need to respect young people’s autonomy and agency. Our review suggests that methods of power-sharing with young people do exist but that they have yet to be adopted by organisations and global institutions setting global health policy
Paternal involvement beyond residence : the role of non-resident fathers in raising their children in Tshwane Metro, Gauteng
Get PDFThis study examines the role non-resident fathers play in the raising of their children over the life course. The main question posed in this study is What caregiving roles do non-resident biological fathers play in raising their children over the life course? The following are the three subsidiary questions formulated to address this:
What are the indicators of responsible fathering in a South African context?
Which and whose positive fathering roles do we exclude by assuming that father presence equals active involvement?
How do non-resident fathers care for their children?
The life course perspective was chosen to trace the caregiving role played by non-resident fathers in raising their children. The life course perspective was chosen because it recognises that the core principles of an individual's life course comprise a complex interplay of biological, psychological and social elements. The approach also examines developmental inferences of changes in environmental elements while tracing individual role transitions, turning points and trajectories throughout the course of a person's life. A qualitative study was conducted by way of 30 in-depth interviews with 23 non-resident fathers based in Gauteng province. The data collection process lasted for 12 months – from August 2020 to August 2021. The methodology was adjusted in line with COVID-19 restrictions; as such, some interviews were conducted telephonically and online.
The study found that non-resident fathers play a significant role in the raising of their children. However, many face a myriad of challenges in their attempt to be more involved in child-rearing. The identified challenges varied from maternal gatekeeping to unfair treatment by the judiciary. Despite the challenges, participants indicated having embarked on measures to gain custody of, or at least access to, their children.
This study makes an important contribution by dispelling two myths that have dominated popular discourse in South Africa in the last decade. Firstly, it dispels the myth that Black South African fathers, especially non-resident fathers, are all irresponsible and uncaring towards their children. Secondly, the study shows that co-residence with children is not the only predictor of paternal involvement, and research participants make sustained efforts to remain active in the lives of children.Ph. D. (Sociology)Sociolog
Human resource practices and retention of academics: a phenomenological inquiry
No full textThe study explored the lived work experiences of academics working at a South African higher education institution (HEI) in order to obtain a better understanding of how this organisation can draw on factors relating to human resource management practice to retain academics.
A qualitative research approach was adopted for the study. Data were collected by means of face-to-face interviews with eleven sampled academics employed by the institution. Data were analysed by means of the interpretive phenomenological analysis framework. The lived experiences of the academics included their adjustment to open distance learning; emotions such as frustration, doubt, hopelessness, stress, a sense of being unpatriotic, a sense of being overwhelmed and a sense of being unappreciated; red tape; staff satisfaction and engagement; and workload and environment. The factors that appeared to influence the retention of the academic staff were identified as the working environment; joy derived from teaching and supervising students; growth opportunities; freedom to manage one’s time; and employee benefits.
The recommendations are that the university should improve its recruitment and selection processes; have deliberate and structured onboarding programmes in place; have more relevant training programmes; and motivate and train support staff. The findings may be of use to the human resource management and administrative leadership of HEIs in respect of improving employee retention strategies.Lolu cwaningo belucubungule ulwazi olwenziwa yizifundiswa ezisebenza esikhungweni semfundo ephakeme eNingizimu Afrika (ISE) ukuze kuqondwe kangcono ukuthi le nhlangano ingasebenzisa kanjani izinto eziphathelene nokuphathwa kwabasebenzi ukuze igcine izifundiswa.
Kwathathwa indlela yocwaningo lwesimo noma olusezingeni eliphezulu ocwaningweni. Idatha iqoqwe ngokusebenzisa izingxoxo zobuso nobuso nezifundiswa eziyishumi nanye eziqashwe yilesi sikhungo. Idatha yahlaziywa ngokusebenzisa uhlaka lokuhlaziya elichazyo lwefinominoloji. Okuhlangenwe nakho ngempilo yezifundiswa kufaka phakathi ukulungiswa kwabo ekufundeni okuvulelekile kokufunda ekhaya; imizwelo enjengokukhungatheka, ukungabaza, ukungabi nethemba, ukucindezeleka, umuzwa wokungabi nazwe, umuzwa wokukhungatheka nomuzwa wokungabongwa; ukuvaleleka ekutholeni noma ekwenzeni izinto ezithile; ukwaneliseka kwabasebenzi kanye nokuzibandakanya; kanye nomsebenzi kanye nemvelo. Izinto ezibonakale zinomthelela ekugcinweni kwabasebenzi bezemfundo zihlonzwe njengendawo yokusebenza; injabulo etholakala ekufundiseni nasekugadeni abafundi; amathuba okukhula; inkululeko yokuphatha isikhathi somuntu; kanye nezinzuzo zabasebenzi.
Izincomo ezithi inyuvesi kufanele ithuthukise izindlela zayo zokuqasha nokukhetha; babe nezinhlelo zokubonisa lokho okukhona nezihlelekile; babe nezinhlelo zokuqeqesha ezifanele; futhi ukhuthaze nokubuya kuqeqeshwe abasebenzi abasekelayo. Okutholakele kungase kube usizo ekuphathweni kwabasebenzi kanye nobuholi bokuphatha be-ISE maqondana nokwenza ngcono amasu okugcina abasebenzi.Olu phando luhlolisise amava omsebenzi wabahlohli abasebenza kwiZiko leMfundo ePhakamileyo loMzantsi Afrika (HEI) ukuqonda ngcono malunga nendlela eli ziko elinokutsala ngayo kwimiba enxulumene nenkqubo yolawulo lwabasebenzi, ukugcina abahlohli.
Kolu phando kusetyenziswe indlela yophandontyilazwi. Idatha iqokelelwe ngokusebenzisa udliwanondlebe lobuso ngobuso nabasebenzi abangabahlohli abalishumi elinanye abavandlakanyiweyo nabaqeshwe kweli ziko. Idatha ihlalutywe ngokusebenzisa isikhokelo sohlalutyo lweziganeko zokuqonda amava abantu nendlela abawaqonda ngayo ngokwemeko yabo neyezentlalo neyaziwa ngokuba yi-interpretive phenomenological analysis framework. Amava abasebenzi abangabahlohli aquka uhlengahlengiso lwabo kwimfundo yomgama evulelekileyo; iimvakalelo ezifana nokudandatheka, ukuthandabuza, ukuphelelwa lithemba, uxinzelelo, imvakalelo yokungabi lithandazwe, imvakalelo yokoyisakala kunye nemvakalelo yokungaxatyiswa; imithetho exabileyo ebambezelayo; ulwaneliseko lwabasebenzi kunye nokuzibandakanya; umsebenzi omninzi nendawo yokusebenza. Imiba echongiweyo ebonakala iphembelela ukugcinwa kwabasebenzi abangabahlohli kweli ziko; yindawo yokusebenza; uvuyo oluvela ekufundiseni nokuba likhankatha lophando lwabafundi; amathuba okukhula; inkululeko yokulawula ixesha lomntu; kunye neenzuzo zabasebenzi.
Iingcebiso kukuba le yunivesithi kufuneka iphucule iinkqubo zayo zokuqesha nokukhetha abasebenzi; ibe neenkqubo zokwaziswa nokudityaniswa okanye ukuqheliswa kwabasebenzi abatsha kwiziko; ibeneenkqubo zoqeqesho ezifaneleke ngakumbi; ukukhuthaza nokuqeqesha abasebenzi abakwizikhundla zokuxhasa iziko. Iziphumo zinokuba luncedo kubunkokheli bolawulo lwabasebenzi kunye noququzelelo lwamaZiko eMfundo ePhakamileyo (HEIs) ngokubhekiselele ekuphuculeni iindlela zokugcina abasebenziM. Com. (Business Managament (Human Resource Management))Human Resource Managemen
Rethinking and reimagining corporate social responsibility as legislation in South Africa using a qualitative document analytics approach
No full textSouth African legislation does not obligate companies to fulfill their corporate social responsibilities. Understanding the impact of corporate social responsibility (CSR) on social inclusivity is crucial in ensuring trade-offs between companies and the citizens residing where development takes place. There is a need for a national consensus on a CSR policy framework within a social cohesion and nation-building compact. The inclusion of the legislation for ensuring compliance towards fulfilling the purpose of the country’s sustainable development agenda is fully referred to in the discussion. The unparalleled position requires collective energies with the public to actualize strategies. This chapter underpins the importance of having CSR as a standalone legislation and seeks to contribute to the world of science by leveling the ground with the rhetoric discussion. The document analysis was the backbone for a qualitative research methodology where the related intricacies were revealed. The research will embark on an empirical investigation to publish evidence-based results based on the document analysis and legislative framework. The gap of a lack of legislation in South Africa has been identified notwithstanding the related legislation, which corroborates the direction the country is taking towards CSR. The study contributes to the body of knowledge on sustainable development on the transformation agenda. However, this study is limited in the sense that it did not embark on a largescale data collection from the implementers and the communities for empirical research which could be measured. This shall be employed in future research for evidence-based information and knowledge sharing.Development StudiesUniversity of South Afric
Handling of multicollinearity problem in modelling non-performing loans in Africa's portfolio data
No full textNon-performing loans (NPLs) are detrimental to profits in the banking sector. Predicting the level of NPLs using macroeconomic variables is vital in order to build mitigating actions for such scenarios to safeguard the profitability of the institution. Macroeconomic variables are susceptible to high correlations amongst each other, bringing about the problem of multicollinearity. Predicting in the presence of multicollinearity brings about unreliable and inefficient results. This study aims to find an optimal and efficient way of forecasting NPLs using Ordinary Least Squares (OLS), Ridge Regression (RR) and Principal Component Analysis (PCA) while correcting for multicollinearity. To do this, NPL data from bank X was attained, along with multiple macroeconomic variables, specifically for Kenya and Nigeria. It is critical to assess the determinants of NPLs so that effective and efficient policies can be deployed to prevent the rising trajectory of NPLs. To minimize the risks of using expert judgement, it is necessary to consider effective statistical methods for predicting NPLs. The benefits accrued from such methods include (1) minimum collection costs incurred when a loan defaults, such as less phone calls urging the customers to pay, less litigation costs when trying to recover the assets, less shortfalls incurred when disposing off the assets that have been repossessed and less auction sales if the assets have to be auctioned, to mention a few; (2) correct pricing for the risk; (3) be able to differentiate between high-risk and low-risk accounts based on the macroeconomic factors; and (4) be more prudent in granting credit to minimize losses and maximise profits. This study considers the OLS, RR and PCA in modeling the NPLs data from bank X. The results showed that multicollinearity exists for most variables. Some of the variables did not conform to the assumptions of the OLS. The models for OLS for both countries were significant, while some of the variables displayed illogical outcomes, possibly due to multicollinearity among the predictor variables. RR method solved for multicollinearity and had a relatively predictive power for Nigeria data and not Kenya, whereas PCA solved for multicollinearity and introduced a positive factor in data reduction and had a relatively better predictive power. The mean square errors (MSEs) for PCA and RR were lower than that of OLS. A key limitation was inadequate data from the banking sector due to sensitivity issue. We conclude that the data can be expanded, and the number of variables reduced so that prediction can be more precise. Further work using other methods such as GARCH can be explored to improve the prediction of the NPLs in the midst of multicollinearity.M.Sc. (Statistics)Statistic
Development of reproductive health integrated service delivery model for sero-positive women in Addis Ababa, Ethiopia
No full textHIV/AIDS affects all people in the world; especially women in reproductive age group
are more affected; related to paediatric HIV infections and increased the number of
AIDS-related maternal deaths and illnesses.
Strategy like mothers' support group (MSG) is important to empower sero-positive
women to achieve EMTCT plan and an entry point to access reproductive health
services.There are significant factors that prevent the provision of integrated
reproductive health (RH) and HIV care related with stigma and discrimination, gender
inequality, provider skill, custom of routine HIV care, heavy client loads, poor client provider interactions and lack of provider motivation.
The purpose of this study was to develop reproductive healthintegrated model for for
sero-positive women in Addis Ababa, Ethiopia.
Explanatory Sequential Mixed Method research design was used in Addis Ababa city
in seven health centres from selected two sub-cities. Stratified simple random
sampling method was applied to select health centres and simple random sampling
technique was used to select MSG enrolled Sero-positive women. The in-depth
interview and FGD participants were selected through snowball sampling technique.
For the quantitative study, data were collected from 352 MSG enrolled Sero-positive
pregnant and lactating mothers by recruited data collector nurses. For the qualitative
study phase, information were gathered from twelve mentor mothers through in depth interview and three focus group discussion sessions were held to gather
information from site coordinators, head of health centres and HIV/AIDS case team
leaders or focal persons from sub-city.
The findings revealed that even though MSG activities had high impact on strengthening
uptake of PMTCT and HIV related services. But study participants mentioned that integration
of RH and HIV services is not well established and several constraints of integration
were stated in relation to client, health care provider and health facilities. So, hybrid form of
integration model was developed based on converging study results. The model was
designed for its application that help integration of RH services with existing PMTCT/
MSG services and it helps to ensure the provision of comprehensive and quality care
for Sero-positive women.
This study recommends the application of hybrid model for the integration of RH
service at the community and health facilities level through the coordination of peer
mentor mothers and health professionals.Ph. D. (Public Health)Health Studie
Perspectives on pregnant women’s educational needs to prevent TB complications during pregnancy and the neonatal period. A qualitative study
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Background
Tuberculosis (TB) during pregnancy could confer a high risk for maternal and infant morbidity. Literature indicates that the global burden of active TB disease among pregnant women is not well researched. Statistics for South Africa from WHO give an estimated incidence of 360, 000 cases of TB in 2019; 14,000 people became ill with multidrug-resistant TB in 2019, with a rate of 615 per 100,000 population, implying that the cohorts included pregnant women with and without a diagnosis of TB infection. Therefore, the study aims to increase the understanding of the educational needs required to prevent TB complications during pregnancy and the neonatal period in women diagnosed with TB infection.
Methods
The study used cross-sectional qualitative and descriptive designs to collect data in the clinical setting of the primary health care services of Limpopo Province, South Africa. The population comprised pregnant women diagnosed with TB infection. A non-probability purposive sampling technique was used to sample 2 health centers and 5 clinics in each of the three sampled districts. The targeted sample size was 63 and it was achieved even though data saturation was observed. Individual interviews were conducted, audiotaped, and transcribed. Guided by the study questions, a thematic content analysis of the findings was used. Ethical considerations were also observed.
Results
Despite that pregnant women have general knowledge about TB disease, the knowledge and awareness regarding the prevention of TB complications in pregnancy and the neonatal period, information on TB/HIV and COVID-19 co-infections, and participants’ knowledge about other non-infectious diseases that may affect the mother with TB infection and foetus showed a deficit.
Conclusion
Pregnant women with TB disease need to be educated on the negative effects of non-adherence to TB treatment during pregnancy and the neonatal period. There is a need to educate pregnant women about the variant signs and symptoms of TB, HIV and COVID-19 infections since there is a misconception that the three diseases are similar. It is important that pregnant mothers diagnosed with TB should start treatment as soon as possible
Effectiveness of secondary school teachers’ preparation for inclusion in Ethiopia
No full textAbstract in English with Amharic and Northern Sotho translationsThe agenda of inclusion in education has become increasingly popular both nationally and
internationally since the endorsement of Salamanca statement and framework for action in 1994. It motivates for teachers ought to accommodate students with diverse learning needs in inclusive classroom settings. This implies that the implementation of inclusive education highly depends on effective teacher preparation that is tailored towards it. The purpose of this study was, therefore, to investigate the effectiveness of secondary school teachers’ preparation for inclusive education in Ethiopia and propose an alternative strategy that enhances its effectiveness. The study was embedded in the theoretical framework of inclusive pedagogy, Vygotsky’s sociocultural theory of learning, and Hart’s notion of learning without limits. A total of 152 graduates (109 males and 43 females) selected using simple random sampling and seven graduates (four males and three females) selected using purposive sampling participated in the first and second phases of the study, respectively, as the study used a sequential explanatory mixed methods research design. A questionnaire and face-to-face, semi-structured individual interviews were used to collect the data. In the first phase, quantitative data was analysed by exporting it into SPSS version 26 and performing descriptive and inferential statistical analyses. In the second phase, the qualitative data was thematically analysed following the transcription of
the audiotaped interviews. Finally, the separate analyses of quantitative and qualitative findings were integrated into the discussion section to provide a better understanding of the research problem.
The findings revealed that the current teacher education programme in Ethiopia is ineffective in providing adequate academic, psychosocial, and emotional support in the sense that it does not ensure the selection of high-performing candidates into the teaching profession, and fails to produce graduates who could use active learning methodologies and child-centered pedagogies to implement inclusive teaching. Additionally, the curriculum of the programme is determined to be ineffective in providing graduates with appropriate pedagogical content knowledge; the pedagogies of the programme do not promote inclusiveness and inclusive pedagogy throughout the training; and the inclusive education course integrated into the programme is ineffective in balancing the theory and practice dimensions of the training. Further, the collaboration among different stakeholders does not allow adequate time and opportunities for collaborative learning experiences, and the programme is not capable of raising the competence standards of graduates related to inclusive practices. Finally, the programme does not equip the graduates with adequate knowledge of inclusion, was not adequate in positively influencing the attitudes of graduates towards inclusion and does not adequately expose the graduates to practical and hands-on experience for inclusive teaching. The study concludes that the preparation of secondary school teachers for inclusion is ineffective in Ethiopia. Hence, there is a need for fundamental transformation of policies, practices and alternative strategies that enhances the effectiveness of teachers’ preparation for inclusion, as for that proposed herein.በ1994 የሳልማንካ መግለጫ እና የተግባር ማዕቀፍ ከፀደቀ በኋላ በትምህርት ውስጥ የማካተት አጀንዳ በአገር አቀፍም ሆነ
በአለም አቀፍ ደረጃ ተወዳጅ እየሆነ መጥቷል። አስተማሪዎች የተለያየ የትምህርት ፍላጎት ያላቸውን ተማሪዎች በክፍል ውስጥ
ባካተተ መልኩ ማስተናገድ አለባቸው። ይህ የሚያመለክተው የአካታች ትምህርት አተገባበር በከፍተኛ ደረጃ የተመካው ለዚያ
በተዘጋጀው ውጤታማ የመምህራን ዝግጅት ላይ ነው። የዚህ ጥናት አላማ የሁለተኛ ደረጃ ትምህርት ቤት መምህራንን
የሁለንተናዊ ትምህርት ዝግጅት ውጤታማነት በመመርመር ውጤታማነቱን የሚያጎለብት አማራጭ ስልት ለመጠቆም ነው።
ጥናቱ በንድፈ ሃሳባዊ ማዕቀፍ ውስጥ በአካታች ትምህርት ፣ በቪጎትስኪ ማህበራዊ ባህላዊ የመማሪያ ፅንሰ-ሀሳብ እና የሃርት
የመማር እሳቤ ውስጥ ያለ ገደብ ተካቷል። በአጠቃላይ 152 ተመራቂዎች (109 ወንድ እና 43 ሴት) በቀላል የዘፈቀደ ናሙና
የተመረጡ እና ሰባት ተመራቂዎች (አራት ወንድ እና ሶስት ሴት) በዓላማ ናሙና ተመርጠዋል በጥናቱ የመጀመሪያ እና ሁለተኛ
ምዕራፍ ላይ የተሳተፉ ሲሆን ጥናቱ በቅደም ተከተል ገላጭ ድብልቅ ዘዴዎች የምርምር ንድፍ. መረጃውን ለመሰብሰብ
መጠይቅ እና ፊት ለፊት፣ ከፊል የተዋቀሩ የግለሰብ ቃለመጠይቆች ጥቅም ላይ ውለዋል። በመጀመሪያው ደረጃ፣ መጠናዊ
መረጃ ወደ SPSS ስሪት 26 በመላክ እና ገላጭ እና ተጨባጭ ስታቲስቲካዊ ትንታኔዎችን በማካሄድ ተንትኗል። በሁለተኛው
ምዕራፍ፣ በድምጽ የተቀዳ ቃለ-መጠይቆች ከተገለበጡ በኋላ የጥራት መረጃው በቲማቲክ ተንትኗል። በመጨረሻም በቁጥር እና
በጥራት ግኝቶች ላይ የተለዩ ትንታኔዎች በውይይት ክፍሉ ውስጥ ተቀናጅተው ስለ የምርምር ችግር የተሻለ ግንዛቤ
እንዲኖራቸው ተደርጓል።
ግኝቶቹ እንዳረጋገጡት አሁን በኢትዮጵያ ያለው የመምህራን ትምህርት መርሃ ግብር በቂ የትምህርት፣ ስነ-ልቦናዊ እና ስሜታዊ
ድጋፍ በመስጠት ከፍተኛ አፈፃፀም ያላቸውን እጩዎች ወደ መምህርነት መምረጥ ባለመቻሉ እና ሊጠቀሙ የሚችሉ ምሩቃን
አለማፍራት ነው። አካታች ትምህርትን ተግባራዊ ለማድረግ ንቁ የመማር ዘዴዎች እና ልጅን ያማከለ ትምህርት። በተጨማሪም
የፕሮግራሙ ሥርዓተ-ትምህርት ለተመራቂዎች ተገቢውን ትምህርታዊ ይዘት እውቀት ለመስጠት ውጤታማ እንዳልሆነ
ተወስኗል። የፕሮግራሙ አስተምህሮዎች በስልጠናው ውስጥ ሁሉን አቀፍነትን እና አካታች ትምህርትን አያበረታቱም; እና
በፕሮግራሙ ውስጥ የተቀናጀው ሁሉን አቀፍ የትምህርት ኮርስ የስልጠናውን ንድፈ ሃሳብ እና የተግባር ልኬቶችን
በማመጣጠን ረገድ ውጤታማ አይደለም። በተጨማሪም በተለያዩ ባለድርሻ አካላት መካከል ያለው ትብብር ለትብብር
ልምምዶች በቂ ጊዜ እና እድሎች አይፈቅድም, እና መርሃግብሩ የተመራቂዎችን የአካታች ልምዶችን የብቃት ደረጃ ለማሳደግ
የሚያስችል አይደለም. በመጨረሻም መርሃ ግብሩ ተመራቂዎችን በማካተት በቂ እውቀት ያላሰለሰ፣ የተመራቂዎችን የመደመር
አመለካከት በአዎንታዊ መልኩ ለማሳረፍ በቂ አልነበረም፣ እንዲሁም ተመራቂዎችን በበቂ ሁኔታ ለተግባራዊ እና ለተግባራዊ
ትምህርታዊ ልምድ አላጋለጣም። ጥናቱ የ2ኛ ደረጃ ት/ቤት መምህራንን ለማካተት መዘጋጀቱ በኢትዮጵያ ውጤታማ
እንዳልሆነ ገልጿል። ስለሆነም የመምህራንን የመደመር ዝግጅት ውጤታማነት የሚያጎለብቱ የፖሊሲዎች፣ ልምዶች እና
አማራጭ ስልቶች መሠረታዊ ለውጥ ያስፈልጋል።
ቁልፍ ቃላት
ውጤታማነት፣ ኢትዮጵያ፣ ማካተት፣ አካታች ትምህርት፣ የቅድመ-አገልግሎት መምህራን ትምህርት፣ ሁለተኛ ደረጃ የመምህራን ትምህርት፣ የመምህራን
ለማካተት ዝግጅት፣ ሰልጣኞችLenaneothero la thuto ya go akaretša bohle le tšwela pele go šomišwa ka mo nageng le maemong
a boditšhabatšhaba go tloga mola setatamente sa Salamanca le foreimeweke ya tirišo di
amogelwago ka 1994. Le hlohleletša barutiši go ba le bokgoni bja go ruta baithuti bao ba nago le
dinyakwa tše di kgethegilego tša go ithuta ka diphaphošing tša go akaretša bohle. Se se laetša
gore phethagatšo ya thuto ya go akaretša bohle e laolwa kudu ke tlhahlo ya morutiši ya go ba le
bokgoni bja go ruta bohle. Maikemišetšo a nyakišišo ye ke go sekaseka gore barutiši ba sekolo sa
sekontari kua Ethiopia ba hweditše tlhahlo ya go ruta thuto ya go akaretša bohle, gomme e tle le
maano a mangwe gore e tšwele pele go šoma gabotse. Nyakišišo e theilwe godimo ga
foreimeweke ya tsela ya go ruta ye e akaretšago bohle, teori ya Vygotsky ya seabe sa leago
thutong le teoring ya Hart ya go ithuta ntle le ditšhitišo. Nyakišišo e šomišitše mokgwa wo o
tswakantšwego wa tlhathollo wa go sekaseka go kgetha dikemedi. Mokgwa wa go kgetha
dikemedi fela o šomišitšwe go kgetha palomoka ya dialoga tše 152 (banna ba 109 le basadi ba
43) le go kgetha ka maikemišetšo dikemedi tša dialoga tše šupa (banna ba bane le basadi ba
bararo) bao ba tšerego karolo kgatong ya pele le ya bobedi ya nyakišišo. Nyakišišo e šomišitše
mananeopotšišo le dipoledišano le batšeakarolo ka sebele go kgoboketša datha. Go kgato ya
mathomo ya nyakišišo, datha ya khwanthithethifi e lekotšwe ka go romelwa go SPSS bešene ya
26 le ka ditshekatsheko tša go hlaloša datha le dipalopalo tšeo di akantšwego. Go kgato ya
bobedi, datha ya khwalithethifi e sekasekilwe ka morago ga go bala le go theeletša dipoledišano
tša odiyo tše di rekhotilwego. Mafelelong, ditshekatsheko tša dikhwetšo tša khwanthithethifi le
khwalithethifi di kopantšhitšwe go karolo ya kahlaahlo ya nyakišišo go hwetša dikarabo tša
bothata bja nyakišišo. Diphihlelelo tša nyakišišo di utollotše gore lenaneo la go ruta la bjale la
barutiši ka Ethiopia ga le šome gabotse go fa thekgo ya maleba ya thuto, kgokagano ya
dikgopolo le maikutlo, ka ge le sa netefatše gore go kgethwa batho ba go ba le maswanedi
profešeneng ya borutiši gomme le palelwa ke go tšweletša dialoga tšeo di kgonago go šomiša
mekgwa ya go ruta dithuto tšeo di lebanego bana go thuto ya go akaretša bohle.
Go tlaleletša se, lenaneo la kharikhulamo ye ga le fe baithuti botsebi bja maleba mabapi le thuto
ya go akaretša bohle ka ge lenaneo la thuto le sa hlohleletše thuto ya go akaretša bohle; gomme
khoso ya lenaneo la thuto leo le akaretšago bohle ga e laetše palantshe ya teori le tsela ya go ruta
bohle. Go feta moo, tšhomišano mmogo ya batšeakarolo ba go fapanafapana ga e fe nako le
menyetla ya maitemogelo a go ithuta mmogo, gomme le lenaneo ga le hlatloše maemo go fa
dialoga bokgoni mabapi le tsela ya go ruta bohle.
Diphihlelelo di laeditše gape gore lenaneo ga le fe dialoga tsebo ye e tseneletšego mabapi le
thuto ya go akaretša bohle, ga le hlohleletše tšhomišo ya mokgwa wo wa go ruta ebile ga le rute
goba go fa baithuti bokgoni le maitemogelo a go ruta thuto ya go akaretša bohle. Dipoelo tša
nyakišišo di tšweleditše gore tlhahlo ya barutiši ba sekolo sa sekontari go thuto ya go akaretša
bohle ga e šome gabotse ka Ethiopia. Nyakišišo ye e šišinya go fetolwa ga dipholisi, tšhomišo le
maano a mangwe a go fa barutiši tšhupatsela gore ba be le bokgoni bja go ruta thuto ya go
akaretša bohle.D. Phil. (Education)Educational Studie