Relevant bibliographies by topics / Curriculum in Ethiopia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum in Ethiopia'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Curriculum in Ethiopia"

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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia." Journal of Education and Vocational Research 8, no. 3 (2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.

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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the
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Sinshaw, Girmaw Ashebir. "ANALISIS KURIKULUM JURUSAN PENDIDIKAN SENI TEATER ETHIOPIA." Imaji 17, no. 2 (2019): 157–65. http://dx.doi.org/10.21831/imaji.v17i2.27808.

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Tujuan penulisan artikel ini adalah untuk menganalisis pendidikan seni teater Ethiopia sebagai bentuk seni kreatif. Di Ethiopia, seni teater baru terbentuk tahun 1978, yang hingga sekarang belum menunjukkan kemajuannya. Kurikulum pendidikan seni teater di Ethiopia belum terlihat baik, dalam arti masih terdapat kekurangan di sana sini, sehingga sampai sekarang masih perlu penyempurnaan. Pendidikan seni teater ditopang oleh jurusan seni yang lain di Universitas Addis Ababa. Hal ini menyebabkan aspek musik, tari, seni rupa, dan seni kriya ikut membentuk terbentuknya pendidikan seni teater. Sekara
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Aytenew, Getaye, and Chang Chen. "Comparison of Chemical Engineering Undergraduate Curriculum of Universities in China and Ethiopia." Journal of Curriculum and Teaching 10, no. 3 (2021): 11. http://dx.doi.org/10.5430/jct.v10n3p11.

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In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample
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Worku, Mulugeta Yayeh. "The Crisis and Renaissance of Curriculum Studies: A Reflection on the Positions of Wraga and Hlebowitsh." Bahir DarJournal of Education 17, no. 1 (2017): 34–47. https://doi.org/10.5281/zenodo.6430292.

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This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hlebowitsh (2003) concerning the crisis and renaissance of the curriculum field. In doing so, a brief critical review on the two authors’ views with regard to the ups and downs that the curriculum field has passed through, and most importantly the crisis it faced as it went through its formative period. The article also endeavored to show the efforts of different curriculum scholars, including the proposals of these two authors, to rescue the field from its total collapse. Next to this, my refle
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Simagn, Debela Tezera, Yilfashewa Seyoum, Dawit Negassa, and Garkebo Basha. "Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education." Journal of Curriculum and Teaching 13, no. 2 (2024): 159. http://dx.doi.org/10.5430/jct.v13n2p159.

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This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that t
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Walsh, Kieran. "Curriculum design for pediatric radiology in Ethiopia." Pediatric Radiology 45, no. 2 (2014): 297. http://dx.doi.org/10.1007/s00247-014-3089-7.

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Quinonez, Shane C., Bridget C. O’Connor, Michelle F. Jacobs, et al. "The introduction of genetic counseling in Ethiopia: Results of a training workshop and lessons learned." PLOS ONE 16, no. 7 (2021): e0255278. http://dx.doi.org/10.1371/journal.pone.0255278.

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Background Over the past two decades non-communicable diseases (NCDs) have steadily increased as a cause of worldwide disability and mortality with a concomitant decrease in disease burden from communicable, maternal, neonatal and nutritional conditions. Congenital anomalies, the most common NCD affecting children, have recently become the fifth leading cause of under-five mortality worldwide, ahead of other conditions such as malaria, neonatal sepsis and malnutrition. Genetic counseling has been shown to be an effective method to decrease the impact of congenital anomalies and genetic conditi
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Matebe, Tafere Gedifew. "Exploring the instructional leadership development practices in Ethiopia." Journal of Education and Learning (EduLearn) 14, no. 3 (2020): 402–10. https://doi.org/10.11591/edulearn.v14i3.15375.

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The purpose of this study is twofold: to examine the curriculum structure for instructional leaders’ training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders’ recruitment, selection and retention strategies. The perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected
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Willis, Mary S., and Shimelis Beyene. "It Takes a Village: Creating a Short-Term Study Abroad in Ethiopia." Practicing Anthropology 40, no. 1 (2018): 63–68. http://dx.doi.org/10.17730/0888-4552.40.1.63.

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A USDA “International Science and Education” grant allowed the University of Nebraska Lincoln to develop a curriculum-based, short-term study abroad focused on food security, health, and nutrition in two highly diverse, agro-ecological zones of Ethiopia. Incorporating best practices for creating a rigorous academic experience, we employed a “learn on the job” approach to implement the five-week program using an anthropological lens. We share the design, experiences, and student outcomes of our Ethiopian education abroad, describing the “who, what, and where” of our recently-established program
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Abdi, Lamessa, and Ambissa Kenea. "Secondary Schooling as Preparation For World Of Work: Curricular Responses To Employers’ Expressed Needs In Ethiopia." European Journal of Social and Behavioural Sciences 32, no. 1 (2023): 31–49. http://dx.doi.org/10.15405/ejsbs.330.

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The aim of this study was to examine the linkage between expressed needs of selected employers of secondary school graduates and the secondary school curriculum with the overall aim of examining the relevance of the curriculum in Ethiopia. Content analysis and case study were used to achieve the intended purpose of the study. A mixed methods research approach was employed to integrate the qualitative and quantitative data obtained. Employers and the secondary curriculum were the major data sources of the study, with interview and document analysis as for data collection tools respectively. The
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Dissertations / Theses on the topic "Curriculum in Ethiopia"

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Areaya, Solomon. "The process of curriculum development and implementation in Ethiopia." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437836.

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There are eight chapters in this thesis. Chapter One deals with current literature on curriculum implementation, which in a way helps as a theoretical framework. Chapter Two deals with methodological issues, and research questions asked. This involves discussion of qualitative case study design for studying issues of educational policy formulation, curriculum development, and implementation at school level. Chapter Three presents a brief historical account of the changing pattern of curriculum in Ethiopia with particular emphasis on the purpose of education, context of curriculum implementatio
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Khurana, Karan, and Nikolay Ryabchykov. "Some features of fashion design curriculum in Ukraine and Ethiopia." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/9900.

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The core competencies for the formation of an international scientific plan were formulated on the base of the analysis of the curricula for the preparation of fashion designers in Ukraine and Ethiopia. They include such competences as general social competence, typical scientific competence, historical, cultural and cultural enlightenment competence, art competence, technological and project-technical competence, material science competence, especially professional competence, designing competence, computer competence, managerial competence, creative competence, communicative competence, mark
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Debele, Meskerem L. "Utopianism and Anti-Utopianism in the Ways Older Ethiopian Children Construct their National Identity and Implications for Social Studies Education." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232207.

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Negussie, Hawani. "Integration of indigenous knowledge and cultural practices in early childhood care and education programs in Addis Ababa, Ethiopia| An exploratory case study." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3647117.

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<p> Early Childhood Care and Education in Ethiopia was revitalized after the initiatives of Education for All campaign were introduced with the intention of expanding access and improving educational opportunities to children living in disadvantaged communities. In the process of expanding access to Early Childhood Care and Education (ECCE) programs in Ethiopia, a greater need to grasp the meaning of early education in the context of children's historical, social, and cultural experiences emerged. </p><p> The purpose of this research study was to explore the integration of indigenous knowled
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Yimer, Endris Mekonnen, Firew Ayalew Desta, Kefyalew Muleta Akassa, et al. "Assessment of Midwifery and Nursing Students’ Nutrition Competence in Ethiopia: A Cross Sectional Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/2.

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Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their
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Spriggs, J. Wayne. "Evaluating a spiritual formation curriculum for Ethiopian evangelical church leaders." Thesis, Nyack College, Alliance Theological Seminary, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629075.

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<p> The purpose for writing <i>Evaluating a Spiritual Formation Curriculum for Ethiopian Evangelical Church Leaders</i> is to explore the impact of the Sendafa spiritual formation seminar on the spiritual health of Ethiopian evangelical church leaders and assess the reproducibility of the principles. </p><p> This research is based on the theological framework that disciples of Jesus Christ are spiritually formed through knowing and abiding in Him, which was supported by the literature. </p><p> The research employed a mixed methodology that utilized a quantitative/qualitative instrument
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Haarhoff, R., and S. D. Turner. "Developing sustainable (eco)tourism training and research plans for Ethiopian universities." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/299.

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Published Article<br>The economic value of tourism makes it an attractive sector for commerce. Ethiopia has experienced rapid changes during the last decade and can be regarded the leading economic stimulator of the Horn of Africa. The challenge is therefore not only to develop tourism in a sustainable way so that a growing population can be fed, but simultaneously to create better livelihoods for millions of people. The primary objective is to develop an overall education, training and multi-disciplinary research plan for Ethiopian universities with an integrated gender perspective in the fie
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Hailemicheal, Selemon Worku [Verfasser], and Reinhold [Akademischer Betreuer] Nickolaus. "Impact of curricular reforms in the vocational education of Ethiopia / Selemon Worku Hailemicheal ; Betreuer: Reinhold Nickolaus." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2016. http://d-nb.info/1118368444/34.

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Worku, Selemon [Verfasser], and Reinhold [Akademischer Betreuer] Nickolaus. "Impact of curricular reforms in the vocational education of Ethiopia / Selemon Worku Hailemicheal ; Betreuer: Reinhold Nickolaus." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2016. http://d-nb.info/1118368444/34.

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Woyessa, Yadessa Tolossa. "Assessing the practices of technical and vocational education and training curriculum design and development in Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/27165.

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The general objective of the study was to assess the existing practices and major factors affecting the design and development of Ethiopian TVET curriculum and explore considerations to be taken to design and develop TVET curricula that befit Ethiopia. The purpose of the study was to explore and understand the meanings TVET practitioners and stakeholders of Ethiopian TVET programme credited to the practices of TVET curriculum design and development in Ethiopia. Hence, the study employed qualitative research approach in phenomenological design and was undertaken within the interpretive paradigm
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Books on the topic "Curriculum in Ethiopia"

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Ethiopia. YaTemhert ministér. Curriculum Evaluation and Educational Research Division. Information manual. Curriculum Dept., Ministry of Education, 1986.

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Ethiopia. YaTemhert ministér. Curriculum Evaluation and Educational Research Division., ed. Gender analysis of primary school textbooks: In trial of general polytechnic education curriculum in Ethiopia. Curriculum Evaluation and Educational Research Division, Curriculum Dept., Ministry of Education, 1989.

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Gebre, Woube Kassaye. Analysis of culture for planning curriculum: The case of songs produced in the three main languages of Ethiopia (Amharic, Oromigna and Tigrigna). University of Joensuu, Faculty of Education, 2002.

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Gebre, Woube Kassaye. Analysis of culture for planning curriculum: The case of songs produced in the three main languages of Ethiopia (Amharic, Oromigna and Tigrigna). University of Joensuu, Faculty of Education, 2002.

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United Nations. Economic Commission for Africa. Public Administration, Human Resources, and Social Development Division. and Ad Hoc Experts Group Meeting on Assessment of Confidence Building Factors in School Curricula (1993 : Addis Ababa, Ethiopia), eds. A review and analysis of past attempts towards curricula reform for socio-economic development in Africa: Ad Hoc Experts Group Meeting on Assessment of Confidence Building Factors in School Curricula : 18-21 October 1993, Addis Ababa, Ethiopia. The Division, United Nations Economic Commission for Africa, 1993.

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Asgedom, Amare, Desta Daniel, and Wanna Leka, eds. Establishing national pedagogical center for higher education in Ethiopia: Proceedings of the national conference held at AAU, School of Graduate Studies, conference hall Amist Kilo, Addis Ababa, August 11-12, 2000. Institute of Educational Research, Addis Ababa University, 2000.

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Peter, Davies. Where you live. Heinemann, 1992.

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Kidanu, Aklilu, Addis Ababa University. Institute of Development Research., Unesco, and Ethiopian National Agency for Unesco., eds. Integration of population, environment equitable, and sustainable development issues into the curriculum of the Demographic Training and Research Centre of the Institute of Development Research at Addis Ababa University: April 18-19, 1995, Wabe Shebelle Hotel, Addis Ababa, Ethiopia : a workshop proceedings. The Institute, 1996.

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Aklilu, Kidanu, Addis Ababa University. Demographic Training and Research Centre., Addis Ababa University. Institute of Development Research., and Unesco, eds. Integration of population, environment equitable and sustainable development issues into the curriculum of the Demographic Training and Research Centre of the Institute of Development Research at Addis Ababa University, April 18-19, 1995, Wabe Shebelle Hotel, Addis Ababa, Ethiopia: A workshop proceedings. AAU Printing Press, 1996.

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Regional Seminar on Basic Education for Child Survival and Development (1985 Nazrēt, Ethiopia). Basic education for child survival and development: UNESCO-UNICEF seminar, Nazareth, Ethiopia, 28th October-2nd November 1985. UNESCO/UNICEF Cooperative Programme, 1985.

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Book chapters on the topic "Curriculum in Ethiopia"

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Kassaye, Woube. "Traditional/Indigenous Education of Ethiopia." In Curriculum Studies Worldwide. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-68286-5_3.

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Kassaye, Woube. "Modern Education and Curriculum Development of Ethiopia." In Curriculum Studies Worldwide. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-68290-2_2.

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Yitbarek, Sileshi, Yohannes Wogasso, Margaret Meagher, and Lucy Strickland. "Life Skills Education in Ethiopia: Afar Pastoralists’ Perspectives." In Life Skills Education for Youth. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_11.

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AbstractPastoralists constitute a large proportion of the population of Ethiopia, representing an estimated 14–18% of the population (MoE, A standard and manual for upgrading Alternative Basic Education (ABE) Centers, Level 1–4 to Level 1–6. Addis Ababa, Ethiopia, 2018a). The provision of formal education through a school-based delivery model has failed to deliver the desired outcomes for Afar children and youth in terms of inclusion and participation, and quality of and relevance of education in support of building pastoralists’ skills for life and thriving. Formal education for pastoralists
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Kant, Shashi, and Metasebia Adula. "Sustainable Curriculum Design Effect on Smart Education Development Through Sustainable Learning Environment in Ethiopia." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-7723-9.ch029.

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The creation of curriculums that not only satisfy the changing needs of education but also promote a sustainable learning environment in order to assist the advancement of smart education is fundamental to this shift. This chapter investigates how a sustainable learning environment mediates the link among the development of smart education in Ethiopia and sustainable curriculum design. A sample size of 435 Ethiopian students, educators, and stakeholders in education participated in the study. The study used a quantitative methodology, starting with the Kaiser-Meyer-Olkin (KMO) test. The underl
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"Science and Mathematics Education in Ethiopia: Policy, Curriculum and Implementation." In Science Education in Context. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087902490_018.

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Tilahun Binyam, Zeleke Atinkut, Fritz Fleur, and Zegeye Desalegn. "New Bachelors Degree Program in Health Informatics in Ethiopia: Curriculum Content and Development Approaches." In Studies in Health Technology and Informatics. IOS Press, 2014. https://doi.org/10.3233/978-1-61499-432-9-798.

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With a widespread use of information technology in healthcare organizations, there is a pressing need for professionals who are both skilled in the use and management of information systems and knowledgeable in the field of healthcare. To fill this need, the department of health informatics at the University of Gondar started a new bachelor's degree in the health informatics program commencing in 2012. The curriculum was developed by a thorough needs assessment and considering the recommendations of the international medical informatics association. The program has duration of 4 years with a t
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A. Tesfamicael, Solomon, and Danyal Farsani. "Creating a Culturally Responsive Mathematics Education: The Case of Gebeta Game in Ethiopia." In STEM Education - Recent Trends and New Advances [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.114007.

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This chapter presents an example of creating a culturally responsive mathematics education in Ethiopia using a locally available game called Gebeta. The study is framed using two theoretical frameworks: funds of knowledge and cultural commognition. To this end, an ethnographic study has been employed, which helps to describe, analyze, and investigate a particular group, culture, or community. The findings show that the game is well situated as a developed body of knowledge and skills in the culture. It has remarkable potential to foster mathematical thinking and communication at different leve
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Olkeba Jima, Abdisa. "Modern Education Vis-à-Vis Indigenous Knowledge in Ethiopian School Curriculums." In Indigenous and Minority Populations - Perspectives From Scholars and Writers across the World. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.105936.

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Many scholars have undermined indigenous knowledge for many years. Western scholars considered it backward knowledge and had nothing to do with modern science. However, recently, the issues of the relationship between modern education and indigenous knowledge at school have gotten scholars’ attention. This paper explores the nexus between indigenous knowledge and modern education in Ethiopian school curriculums. It addresses the definition of indigenous knowledge, the difference between modern science and indigenous knowledge, the significance of indigenous knowledge, and the Ethiopian school
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Mishra, Nilamadhab, Getachew Mekuria Habtemariam, Berhanu Aebissa, Rudra Kalyan Nayak, and Ramamani Tripathy. "Assessing the Effectiveness of Transnational Leadership on the Performance of Ethiopian University Graduates in Computing Technology." In Engaging Higher Education Teachers and Students With Transnational Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-6100-9.ch013.

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The integration of transnational leadership practices in the field of computing is crucial for Ethiopian universities to enhance their educational quality and keep pace with global advancements. By adopting transnational leadership practices, Ethiopian universities can benefit from international collaborations, knowledge exchange, and access to the latest technological tools and resources. These practices can also promote innovation, facilitate research collaborations, and attract international students and faculty. Furthermore, transnational leadership in the field of computing can help Ethio
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Mishra, Nilamadhab, Getachew Mekuria Habtemariam, Berhanu Aebissa, et al. "Case Study on the Performance Evaluation of Graduates in the Field of Artificial Intelligence for Ethiopian Universities." In Teaching and Assessment in the Era of Education 5.0. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3045-6.ch006.

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In this study, an evaluation of the performance of AI graduates at an Ethiopian university was conducted. This evaluation focused on the extent to which graduates develop their work-ready skills, how well artificial intelligence graduates are performing at the workplace, the skills that hiring organizations expect from artificial intelligence graduates, and the challenges that hiring organizations are facing concerning artificial intelligence graduates. The survey also revealed that respondents advocated enhancing the induction and training programs in businesses to be complete (like manuals)
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Conference papers on the topic "Curriculum in Ethiopia"

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Igleski, Joseph R., Douglas L. Van Bossuyt, and Tahira Reid. "The Application of Retrospective Customer Needs Cultural Risk Indicator Method to Soap Dispenser Design for Children in Ethiopia." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60530.

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We present here the design and analysis of a cost-effective soap dispenser that prevents bar soap theft in schools in developing countries. The intended region of deployment is within Ethiopia and surrounding areas. Lack of public hygiene is attributed to 1.4 million global deaths annually due to preventable diarrheal diseases. Using soap while washing hands is estimated to decreases death due to diarrheal diseases by half. Theft of soap from public wash stations, such as those found in schools, is believed to contribute to the spread of diarrheal diseases. Currently there exists no adequate c
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Hailu, Meseret. "Gender-Conscious Curricular Possibilities in Engineering: An Examination of Ethiopian Higher Education." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2113089.

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Reports on the topic "Curriculum in Ethiopia"

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Tusiime, Hilary Mukwenda, and Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

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Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mi
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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi
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Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i1.

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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 partic
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, rec
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