Abate, Samuel Getnet
5 Publications in AERD
Author Publications
Export PDFThe attitude of Ethiopian secondary school teachers towards the teaching profession
By Ayenalem, Kindu Ayechew
The purpose of this study was to investigate the attitude of Ethiopian teachers towards the teaching profession in secondary schools. We used a questionnaire to collect data from 404 teachers, the results of which indicate that 62.6% of the teachers had a moderate positive attitude towards their profession. The cognitive, affective, and behavioral responses had a positive correlation with each other. The findings also indicate that gender, age, qualifications, and teaching experience did not affect the attitude of teachers. We suggest further study to examine whether the teachers have a different attitude elsewhere and the impact of policy initiatives on teachers' attitudes towards their profession. (C) 2022 Elsevier Ltd. All rights reserved.
Secondary school teachers code of ethics in Ethiopia: implications for policy and practice
By Ayenalem, Kindu Ayechew
This study investigated the implementation level of teachers' code of ethics in secondary schools in Ethiopia. A descriptive survey research design with quantitative and qualitative approaches was employed. The study participants were 404 teachers, 289 students, 10 principals, and 5 district education office experts. Data was collected by means of questionnaires and interviews. The quantitative data was analyzed by using percentage, frequency, mean, standard deviation, and independent samples t-test and the qualitative data through thematic analysis technique. The findings indicated that teachers implemented the code of ethics regarding students, colleagues, and the teaching profession at a high level; however, their commitment was low to the parents and the community domain. The study also revealed that gender, age, and teaching experience affected the implementation level of teachers' code of ethics in the three dimensions. Based on the results, it is recommended that concerned bodies need to: pay due attention to ethics courses in the initial teacher training programs; design and implement different mechanisms that can increase teachers' intrinsic motivation and commitment to their code of ethics; frame a clear, detailed, and executable code of ethics, and institutionalize continuous community awareness program about teachers and the teaching profession as it will help them to maintain their interest in and commitment to their profession and thereby help them practice their code of ethics more effectively.
Stakeholders' participation in adult education programme development in Ethiopia
By Abate, Samuel Getnet
The implementation of integrated functional adult education (IFAE) programme needs collaborative efforts of different sectors. Studies indicate that the collaboration among different sectors is low, but the sectors' view in relation to the contribution of the programme and their participation in the implementation of the programme is not well studied. Therefore, the purpose of this study was to understand stakeholders' views about the programme and their participation in its implementation. The necessary data were collected from Adult Education Board members, Adult Education Technical Committee members and facilitators through questionnaire, in-depth interview, and document review. The result indicated that stakeholders have positive views about the collaboration and the contribution of the programme to the development of different sectors and the nation in general. It also revealed that, there is minimal involvement of stakeholders in the implementation of the programme including programme management, awareness creation, community mobilisation, budget allocation, education and training, and monitoring and evaluation. Stakeholders' positive view about the programme and its contribution is a necessary but not sufficient condition for the effective implementation of the programme. Thus, there is a dire need for stakeholders' and government's commitment and strong programme monitoring and evaluation supported by clear accountability structure.
Investigating the quality of the integrated functional adult education program in Ethiopia
By Abate, Samuel Getnet
Using a qualitative case study research design, this study examines the quality of the integrated functional adult education (IFAE) program in Ethiopia. Data were collected in Amhara Regional State from purposively selected nine adult education experts/officers and twelve adult educators (facilitators) through in-depth interviews. Document review was also employed as a data collection instrument to supplement the interview data. The results revealed that the provision of integrated functional adult education programs lacks quality. The major factors determining the quality of the program are related to contextual factors, lack of a policy, inadequate resources, lack of relevant curriculum contents, inappropriate teaching/facilitation process, lack of clear responsibility and accountability system, absence of functional monitoring and evaluation scheme, and lack of professional development opportunities for facilitators. The study also indicated that the synergy between policy initiatives and actual practices is minimal. Thus, to meet and maintain the quality of the IFAE program, we suggest a greater synergy between policy initiatives and practices should be in place.
Analysis of the Adult Education Policy Initiatives in Ethiopia: Implications for Policy Reconsideration
By Abate, Samuel Getnet
Using a qualitative research approach, this article analyzes the adult education policy initiatives in Ethiopia as of 1994. The data were collected from nine adult education professionals/officers who are working at regional-, zonal-, and district-level education offices through in-depth interviews and official documents. The results indicated that the adult education initiatives of the country lack consistency and clarity and affected the practice of adult education. The National Adult Education Strategy (NAES) and its implementation guideline lack a clear framework for stakeholders to collaborate effectively in the provision of the program. Moreover, different policy issues such as partnership, coordination mechanisms, communication strategy, funding, innovation, and monitoring and evaluation were rarely considered in the implementation of the policy. Therefore, for effective adult education provision, a clear adult education policy and greater synergy between policies and practices must be in place.
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