Adult Education and Community Development
Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/312
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Item PRACTICE, CHALLENGES AND OPPORTUNITIES OF TEACHING CIVIC AND ETHICAL EDUCATION IN GOVERNMENT SECONDARY SCHOOLS: THE CASE OF WOLAYTA SODDO TOWN ADMINISTRATION, WOLAYTA ZONE; SOUTHERN ETHIOPIA(HAWASSA UNIVERSTY, 2018-10) FANUEL DAWIT CHAMASSAThe purpose of this study was to assess the practices and challenges of teaching civic and ethical education in public secondary schools of Soddo Town Administration, Wolayta Zone. Descriptive survey design was employed to achieve the intended objectives and to answer the basic research questions. The study consisted of 2 secondary schools, 189 students, 30 Civics subject teachers and other subject teachers, 4 principals and administrative staffs from each sample school and 1 cluster supervisor. The samples respondents were selected using random sampling technique, while the key informants were selected using purposive sample selection methods based on their proximity to the case under investigation. Questionnaires and interview and document analysis were used to collect data. The data sets were analyzed using mixed analytical technique with descriptive statistics and qualitative analysis methods. The finding of this thesis revealed that inside and outside school variables challenging the teaching practice or the subject delivery. The finding regarding the challenges indicated that there was lack of teachers commitment, lack of motivation for the teachers from government and concerned bodies, the text book ambiguity and complexity, the expansion of corruption in the country and the perception of others as the subject is only for political coverage or to mobilize the people for the leading party. Teachers not committed to apply different active and participatory mechanisms because of lack of motivation and support from concerned bodies, students‟ attention to the subject is becoming less because of perception of other teachers as the subject is for political coverage, lack of democratic school administration, lack of good governance and corruption around their environment. Based on the findings, the following recommendations were made: continual training and motivation for teachers to upgrade the concepts of contents and approaches, involvement of all school community in the issue of the subject matter, improvement of the text book by avoiding content ambiguity and complexity and including different political ideology.Item EXPLORING RISK FACTORS AND LIVING CONDITION OF STREET CHILDREN: A CASE STUDY OF ARBA MINCH TOWN, SNNPR(2019-11) ETETE KELIKLE YETEMEGNThe street children have been increasing at alarming rate and escalating problem in the world. The general objective of the study was to explore risk factors and living condition of children is living on the streets in Sikella sub-city of Arba Minch Town. To achieve the study objective, a qualitative research design was used to generate data both from primary and secondary sources. Primary data were collected through in-depth interviews of 20 street children. Collected data were analyzed, summarized, and interpreted using qualitative methods of data analysis. The study revealed that poverty, disagreement with stepmother/father, family divorce, peer pressure, being orphan and lack of alternative were the major push factors while peer pressure, glaring urban life (hope for a change), in search of money, better urban life, hope for better health, and education are the major pull factors. Lack of sufficient health care causes, malaria, and other transmitted diseases are some problems while the disparate feeling of fear, sexual abuse, use drug and alcohol, and fear of rape were the major psychological problems of the street children. It is recommended to offer children with life skill training, mentoring and provide with livelihood options while addressing the misconception towards street children.Item THE CURRENT PRACTICE AND CHALLENGES OF INTEGRATED FUNCTIONAL ADULT EDUCATION PROGRAM IN SAWLA TOWN, GOFA ZONE: SOUTHERN ETHIOPIA REGIONAL STATE(Hawassa University, 2023-11) MULUKEN TESFAYE ZEWUDEThe main objective of this study was to examine the current practice and challenges of Integrated Functional Adult Education program in Sawula Town, Gofa zone, Southern Ethiopia Regional State. This study employed a descriptive survey design with both quantitative and qualitative data type method. From the 182 target population, 92 participants were selected from IFAE learners by using Stratified random sampling techenuqes, 8 participants were selected from IFAE facilitators with purposive sampling techenuqes, one educational office head and one IFAE expert were selected purposive sampling techenuqes. The instruments used for data collection were questionnaire, interview, focus group discussion, and observation. After collecting the data, quantitative data was analyzed using percentage, mean and SD. The qualitative data interpretation was made with a narrative analysis of relevant incident of the respondents’ responses. The findings revealed that the facilitators have no motivation in their work due to low payment, lack of government attention, highly lack of follow-up the centers and absence of integration, coordination, and commitment to improving the IFAE program from all concerned body. In IFAE centers there was highly facility problems are found in adult learner’s center, like books, modules, IFAE manuals, facilitators guide, teaching aids and absence of unsuitable IFAE centers and shortage of equipment such as chairs, tables. The learners have no motivation to attain the program due to lack of awareness. The study result showed that lack of adequate budget allocated and timely availability. In the town, despite the growth of formal education, adult education has been impeded and the program handling system becomes not hopeful. Hence, the concerned government offices have to restructure the fragmented system of the program that could minimize the gap of the existing practice. Additionally, the name of the program was decrease the degree of learner’s motivation by itself (“adult education” or ( የጎልማሳ ትምህርት). Finally, it has been recommended that the sawula twon government should become to create awareness about the program, allocate adequate budget timely, deliver trainings for facilitators, construct the learning center and fulfill different equipment’s. All government structures from Federal to Keble including, universities, colleges, NGO, illiterate and literate adults including IFAE facilitators need to play their role in well implementing the program.