Dilla Journal of Education

Conflicts in Ethiopian Universities: Its Nature and Perceptions

Mesfin Molla Demissie, Mesfin Demissie Dukale, Berhanu Mekonnen Yimer — Fri, 10 May 2024 00:00:00 +0200

University conflicts are becoming more numerous, diverse, and complex. Universities are currently dealing with a variety of internal and external factors and pressures, which affect the types and numbers of disputes that arise. Therefore, the study's primary goals are to investigate the types of disputes that are happening and how stakeholders perceive student conflict at universities. Two research questions were created in order to accomplish this objective. What sorts of confrontations occur amongst university students in Ethiopia? How do stakeholders view student conflict at universities? Data were collected from 394 research participants using both quantitative and qualitative data to help address these research questions. Multistage sampling was used. The study employed an embedded mixed research design, with qualitative data complementing the quantitative findings. The results of this study demonstrated that persistent conflict has been causing problems for institutions. Conflicts between ethnic groups that are motivated by politics are particularly common and hinder students' ability to learn. A significant observation is often believed that confrontation is usually unpleasant, negative, and damaging, conflicts tend to escalate, leading to more extreme behaviors. This narrow understanding excludes the positive side of the conflict, which, when managed effectively, can be advantageous to the entire community. Universities should actively instruct and train students about the value of their important mission of working with stakeholders to produce human capital. Politics should not be allowed to influence universities negatively.

Somaliland education partners policies and school leadership practices improvements: Case studies from Hargeisa, Somaliland

Mustafe Baroudi, Befekadu Zelelke, Bahahri Ademi, Fayera Dinsa — Thu, 24 Oct 2024 00:00:00 +0200

The purpose of the study was to explore the policy gap in Somaliland Education Partners and Improvement Programs of school leadership practices. Six urban public primary schools in Hargeisa sub-districts were taken as case studies to observe how international education policies and programs improved targeted schools’ leadership practices. A purely qualitative research design, with a case study research approach, was employed. Thus, the key policies and programs from various foreign partners and how they promoted those schools’ principal leadership practices were emphasized. Through school continuous professional development (CPD), context-fit capacity-building seminars, upgrading courses, and school leadership experience-sharing arrangements were used as the elements of reference. During the primary data collection, 37 sample units were reached as participants. These samples were chosen using a purposive cluster sampling technique. The sample units were 12 members from school principals and deputy principals, 12 from school supervisors and Community Education Committee (CEC), and 6 schools’ sub-district education office heads. Additionally, 1 person from Hargeisa district education office and 6 representatives from school foreign partners participated. The primary data were collected using observations, semi-structured interviews, and focus group discussion methods. Additionally, dozens of educational policies, strategies, and programs from education partners were scanned and analyzed as secondary data. Primary data were thematically analyzed, while the secondary data were examined using themes, patterns, and content analyses. Finally, the results revealed a significant disparity between the documented policies and programs and the actual school leadership practices. The actual school leadership practices were more authoritarian, autonomous, and dictatorial in style. Finally, lack of decentralization, weak accountability, and uncoordinated and inconsistent continuous professional development remain the studied schools’ leadership challenges. As a recommendation, Somaliland education partners should coordinate, decentralize, and contextualize their school improvement programs.

Impacts of Decentralized Educational Management in Gedeo Zone and Its Implications in Quality Education

Megene Macho Gidessa, Dereje Markos — Tue, 29 Oct 2024 00:00:00 +0100

The general objective of this study was to assess the impact of decentralized educational management in the city administration of Gedeo zone Dilla. In this study, the explanatory mixed research design (quantitative qualitative) was used as both qualitative and quantitative research approaches were used. In general, 109 sample population were employed; 100 (one hundred) teachers from 452 (four hundred fifty-two teachers) were selected through simple random sampling method, and 2 (two) supervisors from 3 (three supervisors), 2 (two) education office managers, 3 (three) principals, and 2 (two) PTA were selected through purposive sampling. Accordingly, the researchers used questionnaires, semi structured interviews, and observation to collect adequate data. SPSS software was used for quantitative data analysis. Descriptive statistics was used to break down the quantitative data. Qualitative data was analyzed using thematic content analysis method. In this respect, this study approved that there is school-community participation in the school development process and that school management has a significant role in the management of school development. In addition, this study identified that decentralized educational management. reforms have been hampered by centralizing practices, including the dominant roles of politicians, weak administrative capacity at the local government and school levels, as well as a limited resource base of local governments. Finally, it is recommended that it would be sound to grasp and advance implementation of the realistic transfer of decision-making power that assumes local governments and schools and then stakeholders are established to appreciate, respond, and be accountable to the local needs. Keywords: Education, Decentralization, Educational management, Educational quality, Local autonomy, Knowledge progression.

Narrative Analysis of Ethiopian Medical Students Major Department Choice: Factors, Performance and Challenges

Belay Moges — Fri, 11 Oct 2024 00:00:00 +0200

This study investigated the factors, challenges, and school performance that influence major choice among fourth year medicine students of Hawassa University (HU) Highest score in University Entrance Examination (UEE) is required from students to join medical school as their choice of interest. The study uses qualitative research methods; interview as a major tool of data collection. It is important to understand the reasons behind students’ major choice decisions, factors, and career satisfaction. This study intended to provide valuable information on the reasons for choosing a professional career among purposefully selected HU fourth year Medicine students. These selected HU medical students were interviewed and the collected information were narrated in recurrent themes. The finding evidence that social status of being a doctor, job security, employment opportunity, good salary, helping people and characters in a fiction were some of the factors for students to join medicine. Besides, personal background, early childhood experiences, and parental motives have influenced students' major career choices. The finding further demonstrated that early decision to join medicine was contributing to performing high in prior schools. However, it is difficult to generalize the findings of this study that was conducted using very few respondents from one university. This study suggested researchers conduct studies helpful to fill the gaps observed in existing major career choices literature.

Inclusive Pedagogy: Lived Experiences and Barriers of Students with Physical Disabilities in Practical Health and Physical Education in Ethiopian Secondary Schools

Ababu Teshome Ayalew, Birhanu Haile Agezew — Thu, 17 Oct 2024 00:00:00 +0200

The main objective of this study is to investigate the lived experience and barriers of students with disabilities focusing in health and physical education practical class from the perspective of inclusive pedagogy approach in selected 2 secondary schools in Ethiopia. A qualitative research approach and case research design is used. A purposeful sampling technique is planned to consider twenty-two students with disabilities and four secondary HPE teachers. Semi structured interview, FGD, observation and document analysis are used to collect the data. The main findings includes: SWD'S prior experience in secondary schools shows that they are excluded from health and physical education practical class. This was mainly due to the absence of inclusive curriculum in HPE subject which accommodates learners with visual, hearing and mobility impairments. Their experience in special primary school, they were similarly accommodated and empowered like all other students without disabilities. For instance, students with visual impairment were treated equally in all academic and vocational subjects in special primary school. However, in secondary schools, students with visual hearing and physical impairment are not attending the practical class in HPE subject. The other finding is that though secondary HPE teachers have more positive attitude towards inclusion of students with disabilities, their positive attitude is not changed in to an action. Moreover, HPE teachers showed lack of commitment and readiness to adapt the practical class to meet the unique needs and interests of SWDS. To conclude, as of their physically integrated in mainstreaming secondary schools, students with disabilities had no meaningful engagement in HPE subject. Accordingly, they showed low motivation to HPE practical class in secondary schools. Therefore, it is recommended that there must be a space to revisit existing curriculum to be pedagogically responsive to children with different types of disability in particular to HPE subject in secondary schools. Legislation, educational policy, and teacher training programs also need to be progressively revisited to realize inclusive pedagogy.