Institute of Technology

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The Institute of Technology focuses on education, research, and innovation in engineering, technology, and applied sciences to support sustainable development.

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    ASSESSMENT OF THE RUN OF THE RIVER HYDROPOWER POTENTIAL AT THE DOWN STREAM OF KOKA DAM AND FORECASTING THE LEVEL OF FLOODING AT SELECTED SITE (CASE STUDY OF AWASH RIVER BASIN, ETHIOPIA)
    (Hawassa University, 2023-10-26) ASHENAFI AYZA ASELE
    Energy demand is increasing exponentially. This is because of rapid population growth, urbanization, the higher standards of living, industrial and agricultural expansion. Nevertheless, the available energy supply is not reliable due to sedimentation problem. So, it is advisable to use the nearby available natural resources (i.e. river and suitable topography) for potential assessments without adverse effect to cope with increasing and diversified energy demands. This study aims to investigate the assessment of river run of hydropower potential at 50km downstream of Koka Dam. To achieve the goal, Stream flow data were collected from 1991-2016 and height information was quantified from contour map and 3D spatial analyst tool in ArcGIS. Initially, the study was identified three possible potential sites and from these sites; site one was selected as the most prioritized site using MCDA method. The study included the Flood level forecasting at mostly prioritized site for further precaution using HEC-GeoRAS for preprocessing of geometric data and HEC-RAS for post processing of hydraulic modeling. Following the aforementioned model, methods and data the study computed the theoretical power at site one was (8981kw and 4197kw), technical power was (6960kw and 3253kw) and the annual energy output was (60.9GWh/year and 28GWh/year) are the maximum and minimum power at Q30 and Q95 respectively. The most preferred site had dependable flow of 19.71m3/s and is occur 95% of the year and the design flow was 42.17m3/s and is occur 30% of the year. The flood inundation area and the maximum flood depth at mostly prioritized river station 1100 where the study starts head measurement (i.e. upstream full reservoir level) and around 1km upstream of R.S. 1100 (i.e. at R.S.2050) were (145.79m 2 , 4.96m) and (204.09m 2 , 5.62m) respectively for 100 year return period. The validation of spatial information for site one tested were 0.71 for RMSE and hydraulic model performance for R.S.1100 and R.S.2050 were (0.7, -8.29 and 0.97) and (0.83, 5.92 and 0.96) for ENS, PBIAS and R for return period of 100 year and show the applicability of the model was good. To encapsulate we can get the site at 50km downstream of Koka Dam that have the capacity to produce annual energy of 60.9GWh/year. Consequently, it is possible to minimize the problem of highly increased and diversified electric demands at the target area. Hence, it is recommended that the government at national as well as local level or any other agency should look over it in detail and finding to implement thorough investigation of the area
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    The Role of Continuous Professional Development (CPD) for ICT Training and Perception of Secondary Schools Teachers for ICT Adoption for Teaching and Learning
    (Hawassa University, 2024-03-10) Merhatsidk Nekatibeb
    This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda. The study utilized a mixed-methods approach, combining quantitative and qualitative data through a sequential explanatory design. Research was conducted in three secondary schools in the Wonago, Sokicha, and Hase Haro areas of South Ethiopia, Gedeo Zone, focusing on teachers involved in CPD programs. The total population for this study comprised 165 individuals, with a sample size of 90 participants determined using the Yamane formula. Respondents were selected through simple random sampling, and data collection involved structured surveys and semi-structured interviews to capture teachers' attitudes towards CPD and ICT integration. Quantitative data were analyzed using the statistical package for social science (SPSS) version 20.0, utilizing descriptive statistical techniques such as frequencies and percentages. Data were presented in tables and diagrams, while qualitative data were conveyed in narrative format. The analysis integrated descriptive statistics and thematic analysis to provide a comprehensive understanding of the challenges teachers faced in ICT adoption. This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda, emphasizing the crucial role of Continuous Professional Development (CPD) for teachers. Despite a significant recognition of CPD's importance—69.1% of teachers acknowledged its necessity for improving ICT skills and 81.5% recognized its role in enhancing teaching techniques—an alarming 98.8% reported having received no formal ICT training. This gap highlighted systemic barriers, including a lack of resources, insufficient motivational support, and time constraints, which hindered effective CPD implementation. Theoretical frameworks such as Andragogy, Transformative Learning Theory, and Communities of Practice underscored the need for tailored CPD programs that addressed the specific challenges faced by educators. While teachers expressed enthusiasm for ICT, they often resisted adoption due to inadequate training and support. Empirical evidence revealed a disconnect between training and practical ICT integration, with only 2.5% of teachers utilizing learning web portals, indicating minimal engagement with digital resources. The findings emphasized the necessity for CPD initiatives to focus on developing technical skills and fostering a collaborative culture among teachers. Despite recognizing CPD's potential to improve perceptions of ICT, significant challenges remained due to resource limitations and disparities in access across regions. Moreover, the absence of robust monitoring and evaluation mechanisms hindered the assessment of CPD initiatives' impact. Qualitative feedback from school principals highlighted the transformative potential of well structured CPD programs in boosting teachers' confidence and knowledge in ICT. Establishing Professional Learning Communities could facilitate the sharing of strategies and experiences, promoting continuous improvement in teaching practices. To address these challenges, the study recommends developing tailored CPD programs focused on relevant ICT skills, enhancing resource allocation, and providing formal ICT training. Establishing Professional Learning Communities can foster collaboration among educators, while implementing robust monitoring and evaluation mechanisms will ensure CPD effectiveness. By prioritizing these initiatives, Wenago Schools can significantly improve ICT integration and educational outcomes for students