Herut, Adane Hailu
5 Publications in AERD
Author Publications
Export PDFAcademic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms
By Herut, Adane Hailu
Streamlining the trajectory of postgraduate students' educational experience is critically important to facilitate their success and contribute to attaining national developmental aims. With this principle as the guiding premise, this study aimed to evaluate the prevalence of academic procrastination among PhD students in Ethiopian universities. Additionally, the study explored the factors contributing to academic procrastination and the strategies employed to mitigate its effects. Employing a mixed-methods approach, the study utilized a concurrent parallel design. The McCloskey scale, adapted to the Ethiopian context, formed the basis of a survey incorporating both closed- and open-ended inquiries, administered to 324 randomly selected PhD students, yielding 294 valid responses. The pilot test demonstrated a commendable Cronbach's alpha reliability of 0.95. The prevalence was elucidated through descriptive analysis, and the scale was tailored to discern factors contributing to academic procrastination. Additionally, a narrative approach was employed to delve into coping mechanisms outlined in the open-ended responses. The findings unveiled a discernible prevalence of academic procrastination in Ethiopia. Factor analysis underscored psychological beliefs concerning abilities, attention diversion, inertia, and external influences as predominant contributors. Furthermore, the study shed light on student strategies in combating procrastination, notably emphasizing self-regulation, adept time management, conducive learning environments, and prioritization throughout their academic journeys. Ultimately, the study advocates for institutional-level interventions in support systems for students, alongside policy-level initiatives aimed at refining the academic trajectory within the nation. © 2024 The Authors
Education inequalities in Ethiopia: a macro-level analysis and its policy implications
By Bareke, Misganu Legesse
Globally, inequalities in educational provision prevail among genders, various geographical regions and different socioeconomic backgrounds. Consequently, this study aimed to assess the level of disparity among the Federal Regional States of Ethiopia using the Gini coefficient and Lorenz curve based on statistical data obtained from the MoE. Additionally, data were collected from 656 respondents in the sampled regions. The results of the Gini coefficient indicated that disparity in educational provision has decreased over the past couple of decades, both at primary (0.145–0.032) and secondary levels (0.277–0.126). However, emerging regions significantly lag behind the central and established regions. The sources of variation were primarily demand-side variables, particularly economic and contextual factors such as drought and conflicts. Therefore, educational policies designed at the central (macro) level are advised to adopt a multi-model approach and develop tailored strategies to address the existing inequalities through an equitable provision of the education system. Copyright © 2024 Inderscience Enterprises Ltd.
Perspectives 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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