Fantahun Admas

2 Publications in AERD

Author Publications

Quality of education in migration hotspot areas in Ethiopia: Input-process-outcome-context approach

By Fantahun Admas

While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants’ overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size. © 2024 John Wiley & Sons Ltd.

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Quality of Early Childhood Education in Private and Government Preschools of Addis Ababa, Ethiopia

By Fantahun Admas

The present study assesses the quality of preschools in Addis Ababa, Ethiopia, and examines differences in quality between government and private preschools. Thirty-seven preschools (16 government and 21 private) and 37 preschool teachers from Addis Ababa participated in this study. Data were collected using the Global Guidelines Assessment (GGA) Scale which contains 76 items across five areas of practice: Environment and Physical Space, Curriculum Content and Pedagogy, Early Childhood Education Educators and Caregivers, Partnership with Families and Communities, and Young Children with Special Needs. Items are rated on a 5-point scale. Data were analyzed using descriptive and inferential statistics. Specific analyses also considered if preschools were meeting adequate quality standards. Both private and government preschools had less than ‘adequate’ quality. Private preschools had relatively better quality compared with government preschools. The GGA is an important measurement tool to measure quality in ECE services that can inform policy and advocacy efforts to deliver higher quality early childhood education in the Ethiopian context. Preschools in Ethiopia could use the GGA scale, as a self-evaluation tool, to identify how and where to focus their efforts in order to deliver quality early education to children and families. © 2019, Springer Nature B.V.

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