Academic literature on the topic 'Ethiopian University Service'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Ethiopian University Service.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Ethiopian University Service"
1
Van Deuren, Rita, Tsegazeab Kahsu, Seid Mohammed, and Wondimu Woldie. "Ethiopian new public universities." Quality Assurance in Education 24, no. 2 (April 4, 2016): 158–72. http://dx.doi.org/10.1108/qae-12-2014-0054.
Full textAbstract:
Purpose – This paper aims to analyze and illustrate achievements and challenges of Ethiopian higher education, both at the system level and at the level of new public universities. Design/methodology/approach – Achievements and challenges at the system level are based on literature review and secondary data. Illustrative case studies are based on university data and interviews with university representatives. Findings – The Ethiopian higher education system has increased its enrollments substantially. The construction of 13 new universities that started enrolling students around 2007 contributed greatly to this achievement. Challenges accompanying this growth lie in funding, quality and quantity of staffing, teaching practices, research and community service, quality assurance and gender balance. Originality/value – The present study contributes to existing literature by describing case studies illustrating challenges and achievements in new public universities in Ethiopian higher education.
2
Szélinger, Balázs. "The Treason of The Intellectuals an Essay About the Hungarian Lesson." Afrika Tanulmányok / Hungarian Journal of African Studies 13, no. 5. (January 20, 2021): 8–12. http://dx.doi.org/10.15170/at.2019.13.5.1.
Full textAbstract:
As the subtitle indicates, this is not a scholarly article based on research but one almost identical to the oral presentation I gave during the workshop “30 Years of Freedom – Farewell to Communism in Hungary, Local and Global Lessons” in Addis Ababa on October 25, 2019, organized jointly by the Embassy of Hungary in Addis Ababa, the Ethiopian Civil Service University, the Hungarian National University of Public Service, and the University of Pécs, Hungary. I made every effort to strengthen my arguments with valuable references.
3
van Dijk, Meine Pieter, Carley Pennink, and Saskia Ruisink. "Capacity development for urban development: the evolution of the integrated urban management Masters course at the Ethiopian Civil Service University." Water Policy 15, S2 (November 1, 2013): 121–36. http://dx.doi.org/10.2166/wp.2013.216.
Full textAbstract:
This paper reviews the experiences with an integrated urban management Masters course, which saw an increase from 20 participants to 400 students in a period of 5 years. After a few years it became clear that it was difficult to absorb this number of Masters students in the government sector and that their skills did not match all the requirements. The paper looks at the external factors determining the success of the integrated urban management Masters course, and the desire of the Ethiopian government to make decentralization a reality. It also analyses the internal factors leading to positive outcomes of the interventions over time. The increasing complexity of urban problems cannot be managed by general urban managers; therefore specialized Masters programmes were launched. The programme evolved over time, reflecting the priorities of the Ethiopian government. Starting as a unified programme, the course was split into a series of specializations, focusing on water-related and environmental issues. The cooperation evolved over the period of the relationship into a partnership with leadership on the Ethiopian side. This contributed to the success in terms of the capacity built, the number of people trained, and their contribution to dealing with water and environmental problems in an urban context.
4
Komo, Teshome Tola. "IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES." African Journal of Education and Practice 6, no. 7 (November 3, 2020): 53. http://dx.doi.org/10.47604/ajep.1163.
Full textAbstract:
Purpose: The purpose of this study was to identify the theoretical orientations that influence teaching practices, and the relationships between beliefs and practices of in-service teacher trainees drawn from different parts of Ethiopia who were attending summer training program in different academic departments of the Addis Ababa University.
Methodology: Participants of summer in-service program (N=276) were randomly selected from four subject areas and made to complete a self-report questionnaire designed for this purpose. The questionnaire had 40 Likert Scale type items rated over 5 points so as to collect data on beliefs and practices relating to planning, teaching and assessment behaviors of the surveyed teachers.
Findings: The Findings indicated that in most of the cases the beliefs and practices of the surveyed teachers aligned with constructivist reform which the Ethiopian Ministry of Education expects all teachers to implement. Congruence between espoused beliefs and perceived practices were noted with evidence of low relationship between the two. The findings have contributions to raising teachers’ tacit knowledge of teaching craft. Insights for educational administrators and areas of focus for future research were also identified.
5
Deressa Guracho, Yonas, Getachew Setotaw Addis, Sileshi Mulatu Tafere, Kidanu Hurisa, Berhanu Boru Bifftu, Martha H. Goedert, and Yared Mulu Gelaw. "Prevalence and Factors Associated with Current Cigarette Smoking among Ethiopian University Students: A Systematic Review and Meta-Analysis." Journal of Addiction 2020 (April 21, 2020): 1–10. http://dx.doi.org/10.1155/2020/9483164.
Full textAbstract:
Background. Although tobacco use is highest in high-income countries, most tobacco-related deaths occur in low- and middle-income countries with the highest number of deaths recorded in East Africa. The aim of this systematic review and meta-analysis is to determine the pooled prevalence and associated factors of current cigarette smoking among Ethiopian university students. Methods. The authors searched databases from PubMed, PsycINFO, Google Scholar, EMBASE, and Web of Sciences. The publications included in the analysis were inclusive, the literature was searched from January 2011 to December 2018. The JBI-MAStARI critical appraisal tool was applied to 13 publications identified by the database search. I2 statistics were used to indicate heterogeneity. Publication bias was evaluated using the visual funnel plot. A p value < 0.1 was considered as indicative of statistically significant publication bias. A random effect meta-analysis model was computed to estimate the pooled prevalence of cigarette smoking, and the variables associated with cigarette smoking were examined. Results. The meta-analysis of 13 studies showed that the pooled prevalence of current cigarette smoking was found to be 12.55% (95% CI: 10.39–14.72; I2 = 94.0%) with no publication bias according to Egger’s test (p=0.007) for cigarette smoking by 2.05 (95% CI: 1.52–2.75). Factors associated with cigarette smoking were peer influence 2.79 (95% CI: 1.62–4.82; I2 = 35.7), khat chewing (95% CI: 2.81–15.26; I2 = 82.5), and alcohol use 11.16 (95% CI: 7.46–16.71). Conclusion. Our findings indicate a high prevalence of cigarette smoking among Ethiopian university students as compared to the general population. Gender, peer influence, khat chewing, and current alcohol use were significantly associated with cigarette smoking. The authors recommend promoting antismoking campaigns, emphasizing health hazard public service announcements about cigarettes, and integrating health education on smoking in youth-friendly services, especially targeting higher educational institutions.
6
Petros, Philipos. "Risk perception, HIV/AIDS related knowledge, attitude and practice of the university community: The case of Ethiopian Civil Service College." HIV & AIDS Review 13, no. 1 (2014): 26–32. http://dx.doi.org/10.1016/j.hivar.2013.12.001.
Full text
7
Willianms, Ellery. "Reviewer Acknowledgements." Business and Management Studies 6, no. 3 (September 26, 2020): 77. http://dx.doi.org/10.11114/bms.v6i3.5029.
Full textAbstract:
Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 3Andrzej Niemiec, Poznań University of Economics and Business, PolandAnnu Tomar, Indian Institute of Management, IndiaAshford Chea, Benedict College, USADalia Susniene, Kaunas University of Technology, LithuaniaDereje Teklemariam Gebremeskel, Ethiopian Civil Service University, EthiopiaFuLi Zhou, Zhengzhou University of Light Industry, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJayalakshmy Ramachandran, Multimedia University, MalaysiaJulia Stefanova, Bulgarian Academy of Sciences, BulgariaLucie Andreisová, University of Economics in Prague, CzechM Fernando, European Campus of Graduate and Professional , Sri LankaMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMike Rayner, University of Portsmouth, UKMythili Kolluru, College of Banking and Financial Studies, OmanRashedul Hasan, International Islamic University Malaysia, MalaysiaSandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaTetiana Paientko, Kyiv National Economic Univercity, UkraineYang Zhao, Sanofi Genzyme, USAZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com
8
Habitu, Yohannes Ayanaw, Hedija Yenus Yeshita, Abel Fekadu Dadi, and Desta Galcha. "Prevalence of and Factors Associated with Emergency Contraceptive Use among Female Undergraduates in Arba Minch University, Southern Ethiopia, 2015: A Cross-Sectional Study." International Journal of Population Research 2018 (January 23, 2018): 1–8. http://dx.doi.org/10.1155/2018/2924308.
Full textAbstract:
Emergency contraceptives (ECs) need to be available and used appropriately as a backup in case regular contraception is not taken by people like university students. This study was conducted to assess emergency contraception use and its associated factors among female undergraduates of Arba Minch University. A cross-sectional study was conducted among 515 undergraduates using a structured questionnaire. Respondents were selected by the stratified random sampling technique and data were analyzed using SPSS version 20. Bivariate and multivariate logistic regression models were fitted to identify associated factors. The adjusted odds ratio with a 95% confidence interval was used to present the identified risk factors. The prevalence of emergency contraception use among Arba Minch University students was 78.0% (95% CI: 71.5%, 84.5%). Better information about emergency contraceptives (AOR = 6.3; 95% CI: 2.4, 9.7), good approach of EC service providers (AOR = 9.3; 95% CI: 2.4, 11.6), and positive attitude about ECs (AOR = 2.4; 95% CI: 1.5, 7.2) were factors significantly associated with EC use. The prevalence of emergency contraceptive use noted in this study was comparatively higher than the results found by previous studies conducted in Africa and Ethiopian universities. Continuing support for and wider dissemination of the class are recommended. The fact that the students/participants readily accepted the preceding provisions made such positive findings possible and sustainable.
9
Burton, Zoë A., Yemane Ayele, and Philip McDonald. "Establishing a sustainable anaesthetic education programme at Jimma University Medical Centre, Ethiopia." Anaesthesia and Intensive Care 47, no. 4 (July 2019): 334–42. http://dx.doi.org/10.1177/0310057x19860984.
Full textAbstract:
Lack of continuing education and physician anaesthetist support are commonly cited problems amongst Ethiopian anaesthetic providers. Whilst operating at Jimma University Medical Centre (JUMC), Operation Smile volunteers identified a clear need for improvement in anaesthetic care delivery at JUMC. JUMC is a 450-bed university teaching hospital 350 km southwest of Addis Ababa. At the start of this programme it had two physician anaesthetists, with the majority of anaesthesia historically having been provided by non-physician anaesthesia providers. A visiting lecturer programme was established at JUMC in 2012 following collaboration between two consultant anaesthetists, working for Operation Smile and JUMC respectively. UK trainee anaesthetists in their final years of anaesthetic training volunteered at JUMC for periods of two to six months, providing sustainable education and consistent physician anaesthetist presence to support service provision and training. Over its six-year history, nine visiting lecturers have volunteered at JUMC. They have helped establish a postgraduate training programme in anaesthesia, assisting in the provision of a future physician anaesthetist workforce. Four different training courses designed for low- and middle-income countries (LMICs) have been delivered and visiting lecturers have trained local anaesthetists in subsequent course delivery. Patient safety and quality improvement projects have included introducing the World Health Organization Surgical Safety Checklist, Lifebox pulse oximeters, obstetric spinal anaesthesia packs, improving critical care delivery and establishing two post-anaesthetic care units. Development of partnerships on local, national and global platforms were key to the effective delivery of relevant sustainable education and support. Instilling local ownership proved fundamental to implementing change in the local safety culture at JUMC. Sound mentorship from anaesthetic consultant supervisors both in the UK and in Jimma was crucial to support the UK trainee anaesthetists working in a challenging global setting. This model of sustainable capacity building in an LMIC with a significant deficit in its physician workforce could be replicated in a similar LMIC setting.
10
Hiran, Kamal Kant. "Investigating Factors Influencing the Adoption of IT Cloud Computing Platforms in Higher Education." International Journal of Human Capital and Information Technology Professionals 12, no. 3 (July 2021): 21–36. http://dx.doi.org/10.4018/ijhcitp.2021070102.
Full textAbstract:
Cloud computing has become an emerging IT platform for productive services and efficient use of innovation in higher education. The purpose of this research study is to investigate the factors that influence the adoption of cloud computing in Sub-Saharan Africa under Ethiopian higher education. These factors professed to influence the adoption of cloud computing built on the integrated framework of technology-organization-environment (TOE) framework, diffusion of innovation (DoI) theory, and sociocultural theory. In-depth interviews have been taken with the University of Gondar key professionals in Ethiopia to accomplish this research study. The results show that the organisational factors are more influential factors than the technological, environmental, and sociocultural factors to the adoption of cloud computing (CC) in the Ethiopian higher education (EHE) sector. This qualitative study aids researchers and practitioners in the field of IT technology cloud to employ these key factors suggestive to cloud computing adoption in the higher educational institutions.
Dissertations / Theses on the topic "Ethiopian University Service"
1
Hassen, Teferi Hailemichael. "Policy capacity building in the Ethiopian civil service." Thesis, 2015. http://hdl.handle.net/10500/18989.
Full textAbstract:
The Ethiopian government believes the mission of its civil service is to introduce to the country a better economic and democratic system. In achieving this, the government has recognised policy capacity setbacks in its civil service and embarked on a comprehensive Civil Service Reform Programme (CSRP) to address the issue with a national capacity building strategy. The human resource administration aspect of the reform programme however lacks a closer and direct integration with civil service education and training programmes. Being aware of this, the government opened Departments of Public Administration in some universities and restructured training institutions in the country. Nevertheless, the level of policy competence, skill and attitude of civil service personnel leaves much to be desired as far as ensuring effective and efficient policy development and delivery is concerned, which otherwise could have been changed through proper public policy education and training. This research topic was selected after the Ministry of Civil Service had identified this problem in 2011.
Public policy education and training in public administration entail improvement of employee policy performances in the civil service system. Public policy education and training in a civil service system imply obtaining new policy knowledge, policy abilities and policy skills, and, introducing public servants to and involving them in important public policy decisions. Nevertheless, public institutions frequently fail to achieve their programme objectives due to a lack of personnel trained and qualified in public policy, which is often at the root of public policy failures. This can contribute to the notion of public policy education and training receiving a wider acceptance in the civil service.
It is generally accepted that universities and other training institutions provide public administration education to incumbent civil servants and students who will become the future work force in the civil service. It is the duty of such institutions to provide scientifically inspired career education and training to students of the future and incumbent civil servants. The institutions undertake to provide policy knowledge,
policy attitude as well as policy skills to students in order for them to perform their role effectively in the public policy process.
A student studying for a public policy career should be able to gain policy knowledge about the field of study and obtain the necessary public policy skills to be used in practice. Thus, students in public administration should not only have policy knowledge and policy attitude about the subject Public Policy, but also the public policy skills to act as professional public policy proposers and advisors to the government in power. The question can however be asked whether the curricula of public administration education and training programmes aimed at Ethiopian civil servants include modules on public policy to meet the requirements of the Ethiopian civil service in strengthening the policy capacity of the Ethiopian government.Public Administration
D.P.A.
2
Aberra, Tsige Gebremeskel. "Ensuring the quality of doctoral student support services in open distance learning." Thesis, 2016. http://hdl.handle.net/10500/22138.
Full textAbstract:
This study focuses on student support service quality with particular reference to an Open Distance Learning (ODL) environment. Taking student support services as anchors in mainstreaming ODL, the aims of the study are to develop an instrument that can accurately measure student support service quality in an Ethiopian ODL environment. Simultaneously, it is to investigate an alleged gap between students’ expectations and experiences of service quality in the Ethiopia-UNISA context. In doing so, an attempt is made to determine the students’ level of satisfaction with the student support services provided. The study relies on quantitative methods and a design-based research strategy, which involves iterative and step-by-step processes of investigation. The theoretical framework employed in this study is Gaps Model by Parasuraman, Ziethaml and Berry (1985). Using an instrument of which the possible level of external and internal validity has been ensured, data are collected and quantitatively analysed using a standard Statistical Package for the Social Sciences (SPSS). The data suggest that there are five dimensions that play a cardinal role in the measurement of student support service quality in an ODL context, namely supervision support, infrastructure, administrative support, academic facilitation and corporate image. In the Ethiopian context, there appears to be a discrepancy between students’ expectations and their experiences of the quality of student support services. More than often their expectations exceed their actual experiences of quality service provision. Students’ satisfaction levels are negatively affected by the quality of four of the support services provided by UNISA as measured through expectations and experiences. In contrast, the students’ responses show that they are highly satisfied with the corporate image UNISA holds both in Ethiopia and internationally. From among the five dimensions, however, corporate image and supervision support stand out to be the most important dimensions in contributing to the students’ satisfaction and dissatisfaction, respectively. As a recommendation, this study highlights that these two dimensions must be focal areas by UNISA as more effort must be exerted to build the image of UNISA in Ethiopia and to improve the supervision support provided to students.Educational Leadership and Management
D. Ed. (Education Management)
3
Gebremichael, Alemayehu Nigatu. "Strategies for the reduction of alcohol and substance abuse among adolescents at two selected universities in Ethiopia." Thesis, 2016. http://hdl.handle.net/10500/22653.
Full textAbstract:
Purpose: The purpose of this study was to investigate the magnitude, behavioural issues and other contributing factors for alcohol and substance abuse, in order to develop a strategy for alcohol and substance abuse among Ethiopian university students.
Method: An explorative, mixed method approach research was used. Data were collected from adolescents at Arbaminch and Wolaita Sodo universities that were purposively selected for this study. Review of literature resulted in the researcher developing questionnaire items for quantitative data (N=738) (Annexure F).
Framework: The theory of planned behavior change was applied to guide the study. The theory was applied to enable understanding of behavioural intentions, individual attitudes and subjective norms surrounding performance of a specific behavior. This theory was applied to understand the problem among the student and as a framework for developing the strategy.
Research Findings: The study highlighted alcohol and substance abuse among the university students was widespread. Behavioural findings showed that respondents have favorable attitudes but no intention to discontinue the use of alcohol and substances. Various factors including behavioural, environmental and policy issues have contributed to the problem. However, intervention packages and strategies to respond to the growing problem were non-existent or very minimal.
Conclusion: Alcohol and substance abuse among university students has become global public health problem. However, university management did not have plans in place to attend to the problem. The researcher envisages that the implementation of these strategies would provide a workable intervention in reducing alcohol and substance abuse among students at the Ethiopian Higher Learning Centres.
Recommendations: University management should step in and initiate urgent intervention measures. Adequate coordination among various stakeholders to respond to such a multi-dimensional problem is a necessity. The parliament has to revisit the current alcohol, drug and substance advertisement, circulation and trading related legislations including the use of ‘Khat which is Ethiopia’s unique problem.Health Studies
D.Litt. et Phil. (Health Studies)
4
Addisalem, Gebrekidan Desta. "The use of electronic information resources by postgraduate students at UNISA Regional Learning Centre in Ethiopia." Diss., 2016. http://hdl.handle.net/10500/22078.
Full textAbstract:
The aim of this study was to investigate the use of electronic information resources by postgraduate students at UNISA Regional Learning Centre in Ethiopia and to identify the problems they experience when using the UNISA online library. The literature review focuses on students’ information-seeking behaviour, with a particular emphasis on their usage of electronic information resources. Previous studies indicated that the context in which students’ information needs and their information-seeking behaviour arise can be determined by contextual and personal elements or factors. This study adopted a qualitative case study approach. Semi-structured face-to-face interviews were conducted to collect data from eight postgraduate students which were conveniently selected. The data were analysed by using a thematic data analysis technique. The study established that the majority of the respondents used electronic information resources. However, the availability of Internet connections and electricity determined the frequency with which e-resources were used. The students used information resources for various purposes, including for course work, doing assignments, preparing for examination, writing proposals, for literature reviews, for writing Master’s dissertations and doctoral theses, and for research.
The study revealed that postgraduate students had basic computer and information literacy skills; however, they lacked more advanced skills and this negatively affected their usage of electronic information resources. The findings also reported that a lack of ICT infrastructure, such as limited Internet access, inadequate Internet connectivity and frequent electric power interruptions were the main factors that affected postgraduate students’ electronic information-seeking behaviour. Besides, the remoteness and poor facilities of the Akaki Branch Library also had a negative impact on students’ information usage. Recommendations are made in order to maximise the utilisation of electronic information resources and address students’ skills deficiencies experienced while they are using electronic information resource.Information Science
M. A. (Information Science)
Books on the topic "Ethiopian University Service"
1
Chojnacki, Stanisław. Twenty-five years of service at the University College of Addis Ababa and the Institute of Ethiopian Studies, Addis Ababa University (formerly Haile Sellase I University) between 1950 and 1975. Toronto: [Publisher not identified], 2010.
Find full text
2
Cheru, Fantu, Christopher Cramer, and Arkebe Oqubay, eds. The Oxford Handbook of the Ethiopian Economy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780198814986.001.0001.
Full textAbstract:
This volume is the first ever economics handbook on a single African country focused on the theme of structural transformation. It is intended to serve as a major reference book on the Ethiopian economy for university students, researchers, and policymakers. Part I, covering the period 1890–2017, deals with the transition from a traditional to a modern economy, from the period of Imperial rule under Emperor Haile Selassie, through the Derg regime to the post-1991 government of the EPRDF. Issues including land tenure, ethnic federalism, the constitutional framework, and legal institutions are assessed extensively. Part II deals with economic policies for structural transformation in the post-1991 period, covering topics such as the development of the financial sector, trade and infrastructure policies, poverty reduction strategies, and the focus on green and climate-resilient transformation. Part III focuses on social policy and development, with attention to growth, poverty and inequality, the shifting debate on demography, child nutrition, social protection, education, employment creation, and food security. Part IV examines progress in transforming Ethiopian agriculture and the remaining challenges of upgrading technological innovations to harness the value-added potential of the sector. Part V discusses the processes and policy adaptations undertaken by the government for late industrialization in Ethiopia with special reference to the garment and textile industry. The impact of urbanization on growth and transformation is also considered. Part VI situates the Ethiopian state-led development model in the larger debate of the significance of the East Asian development model to other developing countries such as Ethiopia.
Book chapters on the topic "Ethiopian University Service"
1
Dongardive, Prakash Bhagwan. "Challenges and Opportunities in Building a Successful Digital Library in Developing Countries." In Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries, 976–1005. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8051-6.ch054.
Full textAbstract:
The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administrated to total 1516 on duty teaching faculties of seven colleges. Including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, College Dry Land Agriculture and Natural Resources as well as nine regular institutes including; the Ethiopian Institute of Technology, the Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by the Mekelle University Digital Library. Finally, the data was interpreted, concluded, and suggestions have been given for improvement of electronic information resources at library web portal.
2
Oqubay, Arkebe, and Taffere Tesfachew. "Learning to Catch up in Africa." In How Nations Learn, 285–309. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198841760.003.0013.
Full textAbstract:
African countries are ‘late-latecomers’ to industrialization and have weak manufacturing sectors, poor export performance, low technological capability, and weak domestic linkages, unlike many successful South East Asian ‘late-comer’ countries, where export-led industrialization has been a driving force of technological learning, structural transformation, and catch-up. This chapter reviews two divergent cases of successful learning and catch-up in Ethiopia, the floriculture and cement industries, representing an export sector and a strategic basic industry, to demonstrate policy learning through sectoral-level industrial policies. Both successes and failures provide lessons on the dynamics of technological and policy learning, and show the complexity of learning and catch-up in Africa. Furthermore, Ethiopia’s recent university reforms, the largest in Africa, and the strategic and dynamic learning approach to the development of industrial hubs, are reviewed, together with implications for the progress, challenges, and complexities of national skill formation and the development of domestic absorptive capacity. This chapter argues that successful catch-up by African countries is linked to the intensity, pace, and direction of learning, and that policy learning by an active state is an essential element in industrial policy serving as a vehicle for catch-up.
3
Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.
Full textAbstract:
I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.