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Journal articles on the topic 'Curriculum in Ethiopia'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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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2

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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10

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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Tezera, Debela, Yilfashewa Seyoum, Dawit Negassa, and Garkebo Basha. "Higher education staff's commitment to implementing multicultural perspectives curriculum in Eastern Ethiopia." Contemporary Educational Researches Journal 13, no. 3 (2023): 227–39. http://dx.doi.org/10.18844/cerj.v13i3.9144.

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This inquiry sought to determine academic staff’s commitment to implementing curriculum from the perspective of multiculturalism in Eastern Ethiopian Higher Education. A descriptive survey research design was employed. A sample consisting of 151 academic staff selected using a simple random sampling technique was used. Data was collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study results revealed the implementation of a multicultural curriculum, the commitment of academic staff was found at a low level. There is no mean differ

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Mehare, Tsegaye, Reta Kassa, Birhanie Mekuriaw, and Tewodros Mengesha. "Assessing Predictors of Academic Performance for NMEI Curriculum-Based Medical Students Found in the Southern Ethiopia." Education Research International 2020 (October 6, 2020): 1–8. http://dx.doi.org/10.1155/2020/8855306.

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Background. In Ethiopia since 2012, the Ethiopian Federal Ministry of Health and Education implemented a new medical education initiative in 13 institutions. Currently, as a nation, very little is known about the predictors of academic performance for new medical education curriculum-based students. Identifying different factors affecting students’ academic performance in the local context so as to enrich the empirical evidence and provide new insights into the effect of variables in developing countries is very important. Thus, the main aim of this study was to assess predictors of academic p

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Tarekegne, Wudu Melese, and Addisu Kumsa Megersa. "Preschool curriculum implementation in Ethiopia: The case of selected woredas preschools." Cypriot Journal of Educational Sciences 14, no. 2 (2019): 178–89. http://dx.doi.org/10.18844/cjes.v14i2.3882.

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The purpose of this study was to investigate the practice of preschool curriculum implementation in selected woredas of South West Shoa Zone. For this study, descriptive survey research design was used. Data were gathered from 49 O-Class, 9 kindergartens, 192 teachers, 58 principals, 12 cluster supervisors and 4 woreda education experts. The findings of the study revealed that the objectives of the curriculum were unable to address all domains of children’s development, the contents lack relevance to prepare children for life and learning ahead. In addition, appropriate instructional methods,

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Gedefa, Walelign Admasu, and Dawit Mekonnen Mehirete. "Teacher Education Program Contribution to Ensuring Appropriate Practice at Preprimary Schools of Ethiopia." Indonesian Journal of Early Childhood Education Studies 12, no. 2 (2023): 139–52. http://dx.doi.org/10.15294/ijeces.v12i2.66508.

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Teacher education programs are essential components in providing quality education for children. This study attempted to explore the contribution of Teacher Education programs in acquainting preprimary school teachers with the guiding principles, relevant curriculum, the learning cycles of children, and fit instruction and assessment methods for children in practicing curricular activities at preprimary schools. A descriptive survey approach was used in the study. Data were collected from 221 randomly selected graduating class trainees and five purposively selected trainers using questionnaire

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Sualih Yimer, Abdusomed. "Teachers’ Perspectives on their roles in EFL Curriculum Development: Wollo and Samara Universities of Ethiopia in focus." Eduvelop: Journal of English Education and Development 8, no. 2 (2025): 107–21. https://doi.org/10.31605/eduvelop.v8i2.4872.

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The aim of this study was to investigate teachers’ perspectives on their roles in English as Foreign Language (EFL) curriculum development in two Ethiopian universities, Wollo and Samara. The study was descriptive in design accompanied by mixed research approach. Participants of the study were EFL teachers of the two universities (n=32). The study employed parallel mixed sampling technique merging census and purposive sampling techniques concurrently. Data were gathered via questionnaires and interviews. The data were analyzed using convergent parallel data analysis method. Findings of the stu

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Abayneh, Lemma, and Belachew Woldie. "Atomic Ontology in the Chemistry Curriculum and Implications for Optimizing Chemical Atomism in Teacher Education in Ethiopia." KIMIKA 33, no. 1 (2022): 20–41. http://dx.doi.org/10.26534/kimika.v33i1.20-41.

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This study is aimed at examining how the atom is ontologically presented in the curricular documents of teacher education in accordance with the persistence of the oldest notion of the atom and its corresponding ontological deviation. It involved content analysis of three curriculum frameworks and four modules through the interpretative coding approach of Merriam's qualitative case study. Accordingly, the curriculum was found to portray the outdated mechanical ontology as much as it endorses the targeted operational ontology. Even the operational ontology was found to controversially exhibit t

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Delelu, Afework, Solomon Areaya, and Yilfashewa Seyoum. "School administrators’ perceptions and challenges in the implementation of general secondary school geography curriculum." Multidisciplinary Science Journal 7, no. 6 (2024): 2025253. https://doi.org/10.31893/multiscience.2025253.

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This study aimed to examine the implementation of the geography curriculum, particularly from the perspective of school administrators. The research explores the perceptions and challenges these administrators face in implementing the general secondary school Geography curriculum in Ethiopia, focusing specifically on the Sidama Regional State. The study employed qualitative research methods, gathering data from 11 purposefully selected respondents, including principals, department heads, and supervisors from six general secondary schools. In addition to interviews and observations, supplementa

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Amado, Addise, Aklilu Dalelo, Maik Adomßent, and Daniel Fischer. "Engaging teacher educators with the sustainability agenda." International Journal of Sustainability in Higher Education 18, no. 5 (2017): 715–37. http://dx.doi.org/10.1108/ijshe-02-2016-0029.

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Purpose There is broad consensus that the implementation of education for sustainable development (ESD) requires the consideration of geographical and cultural contexts. Despite such an agreement at a theoretical level, there is so far an apparent lack of practical experiences and solid research on approaches that effectively manage to engage professional educators in higher education with ESD in the context of a developing country from the Global South. This paper aims to address this gap and present a case study from a pilot professional development program (PDP) that sought to implement and

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Ahmed Endris, Abdurahman, Mohammed Hussen Seid, and Khaled Ahmed Abdel-Al Ibrahim. "Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students’ and Teachers’ Perceptions." Education Research International 2022 (July 6, 2022): 1–6. http://dx.doi.org/10.1155/2022/1599038.

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A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the effectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary schools yet. This study, therefore, aims to assess the students’ and teachers’ perceptions of

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Ghrmay, Tewelde Mezgobo. "Teaching and the human brain: strategic interventions in curriculum redesign for mba program in mekelle university, ethiopia." Journal of Management and Science 8, no. 1 (2018): 76–87. http://dx.doi.org/10.26524/jms.2018.7.

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The report is a proposal for strategic interventions in the curriculum of the MBA program in Mekelle University. Based on my experience in the university and its strategic documents and findings, although there have been reform programs in the university, of which curriculum redesign is one element, there are strategic issues that are still major concerns challenging the attainment of its mission and strategic objectives. To address strategic issues related to curriculum, based on the basic principles of the mind and the theories of learning and their implications for instructional curriculum

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Hubertus, Jochen, Gersam Abera, Abraham Haileamlak, et al. "Establishment of a Pediatric Surgical Unit at a University Hospital in Eastern Africa." Children 8, no. 3 (2021): 244. http://dx.doi.org/10.3390/children8030244.

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Introduction: Ethiopia is a rapidly developing country in Eastern Africa. In total, 43.2% of the population are younger than 15. In contrast, until a few years ago, pediatric surgery was only available in Addis Ababa. Now, Ethiopia is making great efforts to improve the care of children who require surgery. JimmaChild was established to set up a pediatric surgery in Jimma. Material and methods: JimmaChild developed from a scientific collaboration between Jimma University (JU) and Ludwig-Maximilians-University. The project was developed and realized by Ethiopian and German colleagues. A curricu

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Kelkay, Asrat Dagnew. "Teachers’ role in curriculum implementation at primary and secondary schools of Addis Ababa, Ethiopia." Contemporary Educational Researches Journal 10, no. 2 (2020): 28–41. http://dx.doi.org/10.18844/cerj.v10i2.4660.

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The purpose of this study is to investigate teachers’ role in curriculum implementation at primary and secondary school of Addis Ababa. Descriptive survey study was carried out at primary and secondary schools.64 department heads and 64 teachers were randomly selected in the schools. Mixed approach of quantitative and qualitative study was employed. A sample of four primary schools and four secondary schools were selected at random from Addis Ababa. Through the use of questionnaire data were collected from members of the curriculum committee and teachers in the respective schools. The findings

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Tuli, Dereje Mengistu, and Wudu Melese Tarekegne. "Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia." Journal of Education and Research 9, no. 1 (2019): 28–45. http://dx.doi.org/10.3126/jer.v9i1.28821.

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This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools

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Gizachew, Mandado, and Solomon Areaya. "The Influence of Professional Development of Teachers and Principals in the Implementation of Curriculum in Middle Education of Wolaita Zone, Ethiopia." Science Journal of Education 12, no. 6 (2024): 166–78. https://doi.org/10.11648/j.sjedu.20241206.16.

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This study was intended to explore the influence PD of teachers and principals influence in the curriculum implementation of middle education. The study employed a qualitative methodology guided by the interpretive paradigm. Participants of the study were purposely selected four teachers and one school principal from three different schools and the total number of research participants was fifteen. Interview, focus group discussion and document analysis were used as data gathering tools. Findings of the study indicated that there was a difference between schools in the case of implementation a

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Worku, Mulugeta Yayeh. "Effectiveness of Primary School Principals in Managing the Implementation of Civic and Ethical Education Curriculum." Bahir Dar Journal of Education 15, no. 1 (2015): 24–40. https://doi.org/10.5281/zenodo.6434585.

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This study was conducted to assess the effectiveness of principals in managing  the implementation process of civic and ethical education curriculum. To accomplish this  task, a mixed research approach, using both quantitative and qualitative data gathering  and analysis methods, was employed. Data sources of the study were 300 Grade Eight  students and 25 civic and ethical education teachers, from 15 primary schools found in  two woredas (districts) of East Gojjam Administrative Zone, Ethiopia. Data collected  through questionnaire and interviews were analyzed bo

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Negesso, Lemessa Abdi. "INTERROGATING THE PURPOSE OF SECONDARY EDUCATION IN ETHIOPIA: RHETORIC AND REALITY." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 2 (2022): 279–98. http://dx.doi.org/10.24071/ijiet.v6i2.4903.

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The study examined the prevailing purpose of secondary education. Interview, questionnaire and observation are the tools used to collect data from curriculum experts, secondary school leaders, teachers, students and classrooms. Independent t-test was used to analyze quantitative data. Qualitative data obtained through interview, observation, and document analysis were analyzed using narrative description. Though the results from analysis of the Education Policy and related documents indicated the purpose of secondary education is to prepare students both for the world of work and for further e

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Stebek, Elias N. "Legal Education Reform Pursuits in Ethiopia: Attainments and Challenges (2006-2019)." Mizan Law Review 13, no. 2 (2019): 233–83. http://dx.doi.org/10.4314/mlr.v13i2.2.

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This article examines attainments and challenges in the pursuits of legal education reform launched in 2006. Achievements and challenges in LL.B programmes are examined based on the standards of the legal education reform programme relating to admission of students to law schools, staff profile, standards of reform relating to curriculum, course delivery, assessment, law school autonomy, research, publications, quality assessment and the requisite resources thereof. There are commendable achievements such as raising the duration of legal education from four to five years, the introduction of L

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Hoet, Armando E., Emily E. Feyes, Tsegaw Fentie, et al. "Development of an OIE Harmonized Day 1 Competency-Based Veterinary School Curriculum in Ethiopia: A Partnership Model for Curriculum Evaluation and Implementation." Journal of Veterinary Medical Education 47, s1 (2020): 8–19. http://dx.doi.org/10.3138/jvme-2019-0115.

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The University of Gondar College of Veterinary Medicine and Animal Sciences (UoG-CVMASc) and the Ohio State University College of Veterinary Medicine (OSU-CVM) developed an objective methodology to assess the curriculum of veterinary institutions and implement changes to create a curriculum that is harmonized with OIE standards while also covering the needs and realities of Gondar and Ethiopia. The process, developed under the sponsorship of the World Organisation for Animal Health (OIE) Veterinary Education Twinning Programme, is outlined in this article with the hope that it can be applied b

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Tuli, Fekede, Adula Bekele, Eyueil Abate, et al. "Transforming Initial Teacher Education for 21st Century Classrooms." Kotebe Journal of Education SP, no. 1 (2025): 25–32. https://doi.org/10.61489/30053447.pb(1).25.

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This policy brief addresses the issues facing the Initial Teacher Education (ITE) system in Ethiopia, whose failure to prepare teachers adequately for 21st century classroom realities has drawn increasing concern. The brief highlights the need for a shift away from a theoretically heavy curriculum to one that balances theoretical knowledge with practice focusing on core skills: collaboration, creativity, and digital literacy. It points out the weaknesses of teacher training: not putting enough focus on technology integration and real teaching practices that results in graduates being not suffi

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Asfaw, Yibeltal, Mulugeta Yayeh Worku, and Tadese Melesse. "Exploring neoliberal influences on higher education curriculum reform: Insights from Bahir Dar University, Ethiopia." Bahir Dar Journal of Education 25, no. 2 (2025): 44–63. https://doi.org/10.4314/10.4314/bdje.v25i2.4.

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This study explores the influence of neoliberal policy agendas on curriculum reform at Bahir Dar University, Ethiopia. Using Legitimation Code Theory, it examines how the neoliberal policy agenda prioritizes vocational knowledge and job-oriented skills, often marginalizing critical thinking and holistic learning. Through a qualitative case study approach, the research analyzed higher education policy documents, Bahir Dar University’s strategic plan, and interview data. Purposive sampling was employed to select nine experienced academics as study participants, and data were analyzed using thema

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Tewachew, Abebe. "A Critical Evaluation of Grade Twelve Textbook, English for Ethiopia (2023)." Middle East Research Journal of Linguistics and Literature 3, no. 02 (2023): 33–38. http://dx.doi.org/10.36348/merjll.2023.v03i02.004.

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In educational arena, teachers shouldn’t be considered as the end uses of the curriculum; they have to take part in setting of educational policies, programs, and in the syllabus developments. In Ethiopia, the involvement of experts, teachers were ignored in such activates. Teaching materials, textbooks were prepared by top managers; those materials should be critically reviewed. Therefore, the researcher tried to evaluate the textbook of grade twelve, unite nine: English for Ethiopia. The evaluation criteria revealed that aims and objectives of the unit, design and organization of the unit, l

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Hunchak, C., E. Fremes, S. Kebede, and N. Meshkat. "P063: Perceptions and reflections of Ethiopian emergency medicine graduates regarding the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Curriculum: a qualitative evaluation study." CJEM 19, S1 (2017): S99. http://dx.doi.org/10.1017/cem.2017.265.

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Introduction: The first-ever EM postgraduate training program in Ethiopia was launched at Addis Ababa University in 2010. EM faculty from the University of Toronto were invited to design and implement an EM rotation-based curriculum with tri-annual teaching trips to support the overall AAU EM program. To date, three cohorts of EM specialists (n=15) have graduated from the three-year program. After six years of implementation, we undertook a qualitative evaluation of the TAAAC-EM curriculum. Methods: Data collection took place in 2016 in Ethiopia via in-person graduate interviews (n=12). Partic

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Beyessa, Feyera, and Ambissa Kenea. "Study of Accountability of Policymakers and Curriculum Implementers for Curriculum Implementation in Ethiopian Primary Schools." International Journal of Contemporary Educational Research 11, no. 2 (2024): 174–85. http://dx.doi.org/10.52380/ijcer.2024.11.2.563.

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This study aimed to explore the compact accountability relationship for curriculum implementation in rural public primary schools in the east Wollega zone administration, Ethiopia. An exploratory case study type and a multiple case study research design were employed. The purposeful sampling technique was used. The data were collected using semi-structured interviews and document reviews. The data were analyzed qualitatively. The findings of the study reveal that the compact accountability relationship between the policymakers and the curriculum implementers was loosely exercised and compromis

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Lakew, Deresse Mersha, and Mohammed Getahun Musa. "PREPAREDNESS TO TEACH INTERNATIONAL FINANCIAL REPORTING STANDARDS (IFRS) IN ETHIOPIA: A STUDY ON SELECTED UNIVERSITIES." Business Excellence and Management 9, no. 3 (2019): 6–18. http://dx.doi.org/10.24818/beman/2019.9.3-01.

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Modern type of business organizations was started in Ethiopian before hundred years ago and the number is tremendously increasing nowadays. However, there was no one set of generally accepted accounting standard used by business organization in the country till December 2014 when IFRS was proclaimed as the law of the land. Though IFRS was accepted for financial reporting in the country starting from 2014, the level of preparedness in teaching IFRS in Ethiopian universities was not studied. This paper is aimed at identifying problems in teaching IFRS among teachers in Ethiopia universities. To

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Darge, Kassa, Yocabel Gorfu, Daniel Zewdneh, and Diego Jaramillo. "Reply to Dr. Walsh regarding curriculum design for pediatric radiology in Ethiopia." Pediatric Radiology 45, no. 2 (2014): 298–99. http://dx.doi.org/10.1007/s00247-014-3114-x.

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Belay, Hanna D., Meron A. Gebrewold, Biniyam A. Ayele, et al. "Neurology Training and Medical Education in Resource-Limited Settings: Building and Growing the First Neurology Residency Program in East Africa." Seminars in Neurology 44, no. 02 (2024): 147–58. http://dx.doi.org/10.1055/s-0044-1785539.

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AbstractThe burden of neurological disease disproportionately affects low- and middle-income countries, where the lowest number of neurologists are located. Building local training opportunities in resource-limited settings is a foundational step to enhancing the neurological workforce and improving access to neurological care in these regions. In this article, we describe the development and growth of the first neurology residency program in East Africa, which was established in 2006 at Zewditu Memorial Hospital and the Tikur Anbessa Specialized Hospital, Addis Ababa University, Ethiopia. We

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Gedefa, Walelign Admasu, and Dawit Mekonnen. "The Contribution of Preschool Teacher Education Program in Equipping Teachers with Indicators of Relevant Curriculum in Ethiopia." Interdisciplinary Journal of Education 6, no. 2 (2023): 80–99. http://dx.doi.org/10.53449/ije.v6i2.280.

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The purpose of this study was to investigate the contribution of Teacher Education Program in equipping preschool teachers with some indicators of relevant curriculum practice as guiding principles of development and learning, appropriate curriculum, learning cycles, and fit methods of instruction and assessment means for children in Ethiopia. A survey method was employed in conducting the study. The data for the study were collected from 221 teacher-trainees using questionnaires of rating scale with open-ended questions and five trainers using interview questions. The data were analysed using

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Kufi, Endalew Fufa. "Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia." Research in Educational Policy and Management 3, no. 2 (2021): 22–41. http://dx.doi.org/10.46303/repam.2021.5.

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This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven in

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Ahmed, Kemal Abdulbasit, Yilfashewa Seyoum Mekuria, Samuel Assefa Zinabu Assefa Zinabu, and Garkebo Basha Abo. "Science education curriculum implementation: Classroom instruction perspectives in middle-level schools of eastern Ethiopia." Multidisciplinary Science Journal 7, no. 5 (2024): 2025257. http://dx.doi.org/10.31893/multiscience.2025257.

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This study investigates the implementation of the Science Education Curriculum through classroom instruction in middle-level schools in Eastern Ethiopia. A mixed-methods research design was employed for data collection. Quantitative data were obtained from a randomly selected sample of 359 middle-level school students, 78 science teachers, and 39 principals across 39 schools, utilizing simple random and stratified sampling methods. Qualitative data were gathered through interviews with seven purposively selected science education curriculum experts, classroom observations, and document analysi

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Tomora, Dereje Dakamo, and Yohannes Dibekulu Bereket. "Bridging global gaps in early childhood education: A comparative study of Ethiopia and Singapore (2016–2025)." Educational Point 2, no. 1 (2025): e116. https://doi.org/10.71176/edup/16226.

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This study compares the preprimary education systems of Singapore and Ethiopia, two nations with contrasting socioeconomic and legislative environments. Using a comparative analysis that integrates both quantitative and qualitative data, the research identifies discrepancies in accessibility, curriculum, teacher training, infrastructure, and policy efficacy. It fills a research gap by comparing ECE in a developed and developing nation, contextualizing global best practices for resource-limited settings. Ethiopia’s gradual progress (20% to 60% coverage, 2016–2025) reflects external collaboratio

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Urga, Feyera Beyessa, and Ambissa Kenea. "A Study of School Principals' Practices to Ensure Teacher Accountability for Curriculum Implementation in Ethiopian Primary Schools." Journal of Integrated Elementary Education 3, no. 2 (2023): 109–19. http://dx.doi.org/10.21580/jieed.v3i2.17985.

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This study investigates the curriculum implementation practices of principals in public elementary schools in East Wollega Zone, Ethiopia. Using an exploratory case study approach and a multiple case study research design, data were collected through semi-structured interviews and document review, and analyzed using thematic analysis. The results of the study confirm that principals prioritize holding teachers accountable for tasks other than curriculum implementation in the classroom. They pay insufficient attention to curriculum implementation while effectively managing subordinate accountab

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Lakew, Deresse Mersha, and Mohammed Getahun Musa. "EVALUATION OF OUTCOME-BASED ACCOUNTING EDUCATION AND TRAINING IN SELECTED COLLEGES IN WEST OROMIA, ETHIOPIA." Business, Management and Education 17 (January 31, 2019): 1–20. http://dx.doi.org/10.3846/bme.2019.6921.

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Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research

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Kebede, Wassie. "Social Work Education in Ethiopia: Past, Present and Future." International Journal of Social Work 6, no. 1 (2019): 1. http://dx.doi.org/10.5296/ijsw.v6i1.14175.

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The study presents the history and current status of social work education in Ethiopia. Five heads of social work schools, eight social work educators and 35 social work professionals participated in the study. Data from participants were gathered through online survey. Qualitative tools were designed for each group and distributed by email. In addition, review of literature was made to generate data about history of social work in Ethiopia. Results of the study revealed that social work education was closed for 30 years [1974-2004]. In less than two decades since its re-birth in 2004, social

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Fego, Melese Workneh, Adugna Olani, and Temamen Tesfaye. "Nursing students’ perception towards educational environment in governmental Universities of Southwest Ethiopia: A qualitative study." PLOS ONE 17, no. 3 (2022): e0263169. http://dx.doi.org/10.1371/journal.pone.0263169.

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Background Educational environment refers to the diverse physical facilities, the clinical settings where students learn, the design and delivery of the curriculum, and involve the skills, and attitudes of the teachers. Due to various undesirable aspects of the educational environment, students often do not attain the expected professional standard of nursing care. There is limited evidence on students’ perception of their educational environment in Ethiopia, particularly in the study area. Thus, this study aimed to assess nursing students’ perceptions of their educational environment in gover

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Mohammed, Motuma Hassen, and Mohammed Akmel Mesud. "Assessment of Fx grading system and modular curriculum implementation in Samara University, Ethiopia." Educational Research and Reviews 13, no. 10 (2018): 354–64. http://dx.doi.org/10.5897/err2018.3466.

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Alebachew, Shibeshi, and Eba Mejena. "Exploring the Demotivating and Re-Motivating Factors among MA Students of TEFL at Wollega University, Ethiopia." English Language Teaching and Linguistics Studies 1, no. 1 (2019): 14. http://dx.doi.org/10.22158/eltls.v1n1p14.

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<em>The present study explored the demotivating and re-motivating factors from the point of view of MA students at Wollega University. The study employed mixed method, and the quantitative data were gathered from 161 students, and to gather the qualitative data, six students were interviewed. SPSS 16 was employed to analyse the quantitative data. The qualitative data were analysed using NVivo. An explanatory factor analysis was conducted to revalidate the questionnaire and to explore the sampling adequacy and factorability of the items. Based on the result, nine demotivating factors were

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Disassa, Getachew Abeshu, and Tsehay Baissa Into. "Indigenous Marriage and Family Counseling among Oromo Community in Ethiopia." Diversitas Journal 5, no. 4 (2020): 3008–29. http://dx.doi.org/10.17648/diversitas-journal-v5i4-1384.

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ABSTRACT: Semi-structured interview and FGD was employed to extract information from thirteen respondents selected purposefully. The result of the study disclosed that marriage and family counseling is a tradition among Oromo community right after shaving of born hair. Mostly, the father takes responsibility of the male and mother follows her daughter. ‘Kuchu’ and engagement counseling, and knowledge of blessing and curse are among the major areas of concern. Consequently, principles of marriage and family counseling, procedures and ages of application are fundamental. Incorporating indigenous

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Desta, Samuel Zinabu, and Mulugeta Awayehu Gugssa. "The Implementation of Andragogy in the Adult Education Program in Ethiopia." Education Research International 2022 (March 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/2028248.

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Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings

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Kebede, Amarech, and Amare Asgedom. "Perspectives of teacher educators on the challenges of training technical and vocational education teachers in Ethiopia." Bahir Dar Journal of Education 24, no. 1 (2024): 105–23. http://dx.doi.org/10.4314/bdje.v24i1.8.

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Shortage of qualified teachers is a critical problem in the Technical and Vocational Education and Training (TVET) sector. This study investigates the barriers that hinder the preparation of competent TVET teachers in Ethiopia. A qualitative case study involving 20 purposively selected teacher educators was used. The study revealed numerous challenges including weak student admission criteria, a lack of teacher competency standards, irrelevant curriculum, theory-focused training, limited resources, ineffective quality assurance system, leadership issues, and gaps in teacher educators' practica

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Gebre, Desta Geneme, Solomon Areaya Kassa, and Kassa Michael Wodeyesus. "Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum." Mediterranean Journal of Social & Behavioral Research 5, no. 3 (2021): 41–50. http://dx.doi.org/10.30935/mjosbr/11291.

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