The Ethiopian Journal of Education

A Reflection on the Impact of Covid-19 on Addis Ababa University Education

2024-06-20T00:06:12+00:00

The impact of the Covid-19 pandemic on Western higher education institutions has been extensively reported. However, there appears to be a major gap in understanding the effects of the pandemic on university education in some sub-Saharan African countries. The purpose of this qualitative study is to bridge this gap by exploring teachers' and students’ experiences of emergency remote teaching and learning necessitated by COVID-19 at Addis Ababa University (AAU), Ethiopia. Qualitative questionnaires were used to gather data from six postgraduate students studying at different departments three instructors, and three university officials all based at the College of Social Science of AAU. Data was analysed using the qualitative content analysis method, and NVivo software was used to code and manage the analysis of the data. The finding of the study showed that internet connectivity, lack of institutional support and lack of access to appropriate technological devices as some of the major challenges that students and teachers experienced during remote teaching and learning. These challenges highlight a digital divide among students and teachers. Those with limited or no access to a stable internet connection face disadvantages in participating fully in online learning activities. The findings may suggest a need for improved infrastructure, including reliable internet access, to support online education. This could involve collaborations between educational institutions, government agencies, and internet service providers to enhance connectivity. Although this study was on a small scale, the results have a significant implication for the future of online university education in Ethiopia and Sub-Saharan African countries.

Redressing Gender Inequality in Academic Rank and Leadership at Addis Ababa University

2024-06-20T00:12:50+00:00

This study was aimed at assessing the status of gender inequality in academic leadership positions and academic rank in Higher Education institutions of Ethiopia with a focus on Addis Ababa University, and it then suggests interventions in view of sustainable development. A descriptive survey design with qualitative and quantitative approaches was employed. The total number of participants consulted was 444. Of these, 43.2 per cent were women. The data were collected from all colleges and two institutes of technology through questionnaire and semi-structured interview guides. Purposive sampling was used to select top-level and central academic leaders, colleges and institutes which have female leaders currently, while availability sampling was used to select middle and first-line management and women leaders. A stratified sampling technique was employed to select instructors for the study. The subjects were selected randomly based on the willingness of leaders and instructors. The data collected were systematically organized and analysed. The findings indicated that women's engagement in academic leadership was low, and the majority of women faculty remained as lecturers or assistant professors in their academic careers. Women's academic advancement (progress to higher qualification and rank) and leadership positions were impeded by a lack of appropriate information to make decisions. Institutional, societal and individual factors were found to hinder women faculty members’ engagement in academic leadership positions and career advancement. Gender equality is far behind the policy intentions and achievement of sustainable development goals. It is suggested that the University as the oldest and established flagship university should reinvigorate by developing new sets of values and innovative strategies towards achieving the sustainable development goals, and play a leading role for the higher education sector. Revising policies and re-designing strategies and special programs and initiatives including doctoral and post-docs, carrying out rigorous gender main-streaming implementation and institutional transformation are suggested.

Primary and Alternative Basic Education among the Karayu pastoral community of East Shoa Zone: Relevance, Practice and Challenges

2024-06-20T00:18:34+00:00

The purpose of this study is to assess the challenges, practice and relevance of the school calendar and traditional full-time formal primary and ABE curriculum to the Karayu pastoral livelihood. The study used an exploratory sequential design of the mixed methods research approach, collecting data from 212 participants in the Fantale district, using key informant interviews, focus group discussions, questionnaires, and observation. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed using a thematic analysis technique. The result generally revealed that the enrollment rate both in ABEs and primary schools of Karayu pastoral community is low; gender equity is far from being achieved as more males were enrolled compared to females; the gender parity index for GER and NER is less than 1.0, and is also less than the regional average of 0.86; gender gap for GER and NER is positive both in ABEs and primary schools; there is a high proportion of repeaters and dropouts both in primary schools and ABE centers, where the rates are higher for males than for females; the average promotion rate in primary schools is less than the regional average of 82.2%, where this rate is higher for females than for males. The finding also indicated that the existing traditional and full-time face-to-face contact school-based curriculum of both the ABE centers and primary schools as well as the school calendar are not compatible with the real-life experiences, nature of mobility, and cultural norms of the Karayu pastoral community. The Karayu community faces a significant shortage of standard curriculum materials, facilities, and teaching force, compromising education quality and efficiency. To address this, there is a need for culturally sensitive, pedagogically sound, and ecologically feasible education and flexible policies.

Student Peer-Assessment of Learning in Some Selected Universities of Ethiopia: Practices and Challenges

2024-06-20T00:22:30+00:00

The major purpose of this study is to examine the extent to which student peer-assessment (SPA) of learning is practiced and the factors that affect its implementation. A mixed methods research design was employed in the study. Instructors, College Deans, department heads and undergraduate students were the major sources of data for this study. A total sample of 293 participants (258 questionnaire respondents, and 35 key interview informants) was involved in the study. Purposive and proportionate stratified random sampling techniques were employed for selecting the samples. Questionnaires and interviews were used to collect data. Both descriptive statistics (mean, percentage and standard deviation) and inferential statistics (one-sample t-test, independent samples t-test and one-way ANOVA) were used to analyze the quantitative data, while the thematic analysis technique was employed to analyze the qualitative data. The result of the study revealed that SPA is not aligned with the social constructivist principles and theories of learning, in the context of the three sample universities. The study also showed that the level of practising SPA of learning is very low in the context of the sample universities. The study also found that lack of adequate awareness, knowledge and skills among the students on how to apply peer-assessment techniques; lack of standard working document (peer assessment policy, guideline or directive); strong resistance from the instructors to maintain their power and control over assessment; threat from the side of instructors that SPA diminishes teachers’ power in decision making and that sharing assessment with students lowers the standards; and lack of clear criteria for the peer-assessment tasks were reported by the study participants as the major bottle necks to the effective implementation of SPA. The study findings generally show that the assessment scheme in the context of higher learning institutions in Ethiopia has not yet transformed from the traditional teacher-centred notion to the modern student-centred conception; it is still driven and dominated by the teacher and did not create a window of opportunity for students to engage in the design and judgment of their own performance and assessment tasks.

Sexual Violence in Ethiopian Higher Education Institutions: An Individual and Contextual Perspective

2024-06-20T00:26:08+00:00

This study explored the situation of Sexual Violence (SV), the context in which it occurs and the individual factors that expose female students to SV in Ethiopian higher education institutions by using an ecological approach as a framework and gathering data through interviews and Focus Group Discussions. Instances of SV in the form of verbal harassment, touching, coercion, and asking girls out on a date repeatedly despite the girls’ lack of interest are common. Although the government has made commitments and taken some measures, SV remains a problem in higher education. Addressing sexual violence requires adopting an ecological approach to tackle the factors operating at individual, social, cultural, and historical levels.

Analysing Ethiopia's Two-Year General Secondary School Leaving Exams: Using Cheating and Assessment Lenses

2024-06-20T00:36:05+00:00

Exam cheating and malpractice are on the rise among high school students around the globe, including among those in Ethiopia. Educational authorities viewed them as major threats to both national security and high-quality education. Exam cheating and malpractice are never acceptable due to their immediate and long-term unfavourable consequences. The Ethiopian Ministry of Education has moved the administration and invigilation of the general secondary school leaving exams from secondary schools to public universities and their teachers to control exam malpractice and curb exam cheating. The universities also further provide remedial interventions for those who were marginally successful students. Despite the significant financial consequences and difficulties in implementing the plan, the Ministry and its educational experts feel that this strict anti-exam malpractice and cheating strategy is the best way to prevent exam malpractice and cheating and guarantee that universities only admit applicants who authentically pass their exams. Nevertheless, the shift also indicated a performance shock, with more than 96% of exam takers failing to pass the exams....