Dube, Engida Esayas
3 Publications in AERD
Author Publications
Export PDFPerspectives of Teachers and Parents on Education Disruption during the Gedeo-Guji Conflict in Southern Ethiopia
By Herut, Adane Hailu
Creating a healthy learning environment is a top priority for institutions providing education all over the world. It has been reported that 75 million children worldwide do not attend school, with more than half of these children living in conflict zones. Using data from the conflict-affected areas of Gedeo and West Guji Zones in Southern Ethiopia, this study investigates the perspectives of teachers and parents around the concept of educational waste. A descriptive case study was used as part of a qualitative approach because it facilitates an in-depth analysis on a case-by-case basis. From six purposively selected schools in the conflict area, 125 teachers and 98 parents were selected using simple random sampling. Data was collected using a self-administered questionnaire, focus groups, and observations. The findings were that interethnic conflict between the communities is not new and that the current situation has been exacerbated by displacements of increased degree and frequency and loss to property. The safety and security of schooling was interrupted, exposing students and staff to unrest, property damage, and wasted time. The conflict had a major impact on the security and stability of the community. Consequently, in areas where ethnic tensions exist, maintaining public protection and safeguarding the learning environment are critical for children. Multiple local, national, and international structures must use targeted methods in a concerted effort to uphold the rule of law and social stability. © Common Ground Research Networks, Adane Hailu Herut, Engida Esayas Dube.
Post-conflict recovery and reconstruction of education in the Gedeo and West Guji zones of southern Ethiopia
By Herut, Adane Hailu
Due to a combination of historical, socioeconomic, political and environmental factors, Ethiopia is unfortunately prone to internal conflicts, such as the one which re-erupted in April 2018 between the Gedeo and Guji ethnic groups in southern Ethiopia. One of the effects of this conflict was that education was severely disrupted in the Gedeo and West Guji zones. Many schools were damaged or looted, and thus no longer provided safe learning environments, while others were repurposed as temporary shelters for internally displaced people. The conflict died down again in July 2018, and the authors of this article conducted their post-conflict case study research between April and June 2019. They investigated six adversely affected schools and their surrounding communities in the Gedeo and West Guji zones. Based on their research, they explore community perceptions of post-conflict reconstruction of education, focusing on early activities such as prioritising education, restoring safety and security, and supplying resources. They examine the reconstruction of education in the study area using primary data gathered from parents, teachers, administrators and humanitarian agencies through qualitative interviews. This study is influenced by four themes derived from the basic premises of complexity theory: emergence, self-organisation, non-linearity and connectedness. Throughout the authors' analysis, they make use of the data collected by focus group discussions, interviews and field observations, complemented by secondary data. Despite numerous stakeholders' efforts to provide humanitarian aid, this study found that post-conflict reconstruction of education is poor and based on short-term normalisation rather than aiming for long-term sustainable safe learning environments for children and youth in the study areas. At the end of their sobering analysis, the authors stress the importance of providing children and youth with a long-term, sustainable and healthy learning environment using targeted strategies and policy options.
Implementation of Gender-Responsive Initiatives in Primary Schools of Abaya, Gedeb, and Yirgachefe Woredas
By Herut, Adane Hailu
The purpose of this study is to assess the implementation of gender-responsive initiatives in Ethiopian primary schools from the perspective of the invitational education model. To guide the data analysis, we used a sequential explanatory design. An Amharic-translated Chinese invitational school survey was used to collect data from 359 primary school students using a random sample technique. As key informants, six members of school leadership bodies who were purposefully selected were interviewed. The survey’s Cronbach’s alpha reliability was .956, which is acceptable. The study’s findings revealed that the schools’ overall invitational quality performance in all studied woredasis on a par with the national average, which has a negative impact on students’ academic achievement, especially for girls. Lack of a legal framework and improper utilization of the local case management system are two main obstacles to implementing gender-responsive initiatives. Reconsideration of legal frameworks, development of targeted strategies for crisis areas, and collaboration are recommended as approaches to ameliorate these issues. Based on the findings, policy implications are also presented. © Common Ground Research Networks, Adane Hailu Herut, Engida Esayas Dube, Shewaye Semaw Yimer, All Rights Reserved.
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