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Temesgen, Zelalem. "EXPLORING GOVERNMENTAL COMMITMENT TO EXECUTE INCLUSIVE EDUCATION IN ETHIOPIA." Research in Pedagogy 8, no. 2 (December 31, 2018): 226–39. http://dx.doi.org/10.17810/2015.86.
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Šiška, Jan, Yirgashewa Bekele, Julie Beadle-Brown, and Jan Záhořík. "Role of resource centres in facilitating inclusive education: experience from Ethiopia." Disability & Society 35, no. 5 (August 21, 2019): 811–30. http://dx.doi.org/10.1080/09687599.2019.1649120.
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Ludago, Tesfaye Basha. "Practices, Challenges and Opportunities of Inclusive Education Implementation in Kambata Tambaro Zone, Ethiopia." OALib 07, no. 02 (2020): 1–29. http://dx.doi.org/10.4236/oalib.1105989.
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Lola Dano, Jaffer, and Aminu Jibril Arfasa. "Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (January 17, 2020): 184. http://dx.doi.org/10.18415/ijmmu.v7i1.1348.
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The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67% among the sample. To the contrary 84 (37.33%) didn’t take any course related to special need education during their pre-service training. Based on the result of the study recommendations were forwarded training and workshops should be organized for principals on general inclusive education techniques to improving overall quality of teaching.
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Gedfie, Mebrat, and Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.
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The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.
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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (December 2, 2019): 177. http://dx.doi.org/10.22146/jh.44767.
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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (May 28, 2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.
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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.
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Geleta, Alemayehu Dugassa. "School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia." International Journal of Technology and Inclusive Education 8, no. 1 (June 30, 2019): 1364–72. http://dx.doi.org/10.20533/ijtie.2047.0533.2019.0166.
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Abera, Tadesse, and Dawit Negassa. "Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 1. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.1.
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The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.
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Banati, Prerna, Nicola Jones, and Sally Youssef. "Intersecting Vulnerabilities: The Impacts of COVID-19 on the Psycho-emotional Lives of Young People in Low- and Middle-Income Countries." European Journal of Development Research 32, no. 5 (November 9, 2020): 1613–38. http://dx.doi.org/10.1057/s41287-020-00325-5.
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AbstractAcross diverse contexts, emerging evidence suggests that the COVID-19 pandemic is increasing levels of anxiety and stress. In calling for greater attention to people’s psychosocial and emotional well-being, global actors have paid insufficient attention to the realities of the pandemic in low- and middle-income countries, where millions of people are already exposed to intersecting vulnerabilities. Chronic poverty, protracted violence, conflict and displacement, coupled with weak health, education and protection systems, provide the backdrop of many adolescents’ lives. Drawing on qualitative in-country telephone interviews with over 500 adolescents in Ethiopia, Côte d’Ivoire and Lebanon, this article unpacks the age and gendered dimensions of COVID-19 and its response. We conclude by discussing the implications for COVID-19 recovery efforts, arguing that embedding adolescent-centred, inclusive approaches in education, community-based health and social protection responses, has the potential to mitigate the psycho-emotional toll of the pandemic on young people and promote resilience.
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Dewau, Reta, Tefera Chane Mekonnen, Sisay Eshete Tadesse, Amare Muche, Getahun Gebre Bogale, and Erkihun Tadesse Amsalu. "Knowledge and practice of clients on preventive measures of COVID-19 pandemic among governmental health facilities in South Wollo, Ethiopia: A facility-based cross-sectional study." PLOS ONE 16, no. 3 (March 1, 2021): e0247639. http://dx.doi.org/10.1371/journal.pone.0247639.
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Introduction Coronavirus-19 is a global health challenge and need an immediate action. Thus, understanding client’s knowledge about SARS-COV2 causes, roots of transmissions, and prevention strategies are urgently warranted. Although there were global studies reported knowledge and preventive practices of COVID-19, but the information is not representative and inclusive for Ethiopia. Thus, the current study is done to identify the knowledge and the prevention strategies for COVID-19 among clients in South Wollo, Ethiopia. Methods An institutional based cross-sectional study was conducted from May 21 to 30, 2020 among clients seeking service in Dessie town health facilities. A total of 81 clients were included from the selected health facilities with simple random sampling technique. We developed measuring tools by adopting from World Health Organization and center for disease prevention recommendation manual for assessing service providers’ knowledge and preventive practices. For data entry Epi-data 3.1 version was employed and further data management and analysis was performed using STATA Version 14. Student T-test and one way ANOVA were computed to see the mean difference in knowledge and practice between and among the group. Chi-square test was also done to portray the presence of association between different co-variants with client’s knowledge and preventive practices. Results Findings of the study showed that more than half (56.8%) of the participants had good knowledge about its symptoms, way of spread and prevention of the virus. Furthermore, 65.4% of clients demonstrated five or more preventive practice measures of COVID-19. The mean preventive practice score with standard deviation was (4.75±1.28 from 6 components). In the current study, knowledge had no significant difference among sex, education status, and monthly income. However, COVID-19 transmission knowledge was significantly higher among urban residents. Thus, clients who were knowledgeable about way of transmission and symptoms of COVID-19 had significantly higher COVID-19 preventive practice. Conclusion Our findings revealed that clients’ knowledge and preventive practice of COVID-19 were not optimal. Clients with good knowledge and urban residents had practiced better prevention measures of the pandemic, signifying that packages and programs directed in enhancing knowledge about the virus is useful in combating the pandemic and continuing safe practices.
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Genet, Tsigie, Raghavanpillai S. Kumar, and Manakkattil M. Sulphey. "Patterns of Associations among Resilience, Risk and Protective Factors in Adolescents with Blindness." Open Psychology Journal 14, no. 1 (May 24, 2021): 93–103. http://dx.doi.org/10.2174/1874350102114010093.
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Aims: Blindness is a bane to humanity globally, and living with blindness is a challenge to anyone – young or old, educated or uneducated, rich or poor. Many countries have high rates of blindness, and Ethiopia is one. The study aims to explore the level of resilience, the extent of risk, and protective factors operating upon blind adolescents in Addis Ababa. Background: Resilience can significantly impact the quality of life of humans. Risk-taking and protective factors found in one's environment are significant predictors of resilience, valid even for the blind. The study intends to explore the level of resilience, the extent of risk, and protective factors operating upon blind adolescents in Addis Ababa. Objectives: The objectives identified for the study are: • To assess the risk and protective factors operating upon Adolescents With Blindness (AWB) and establishing the pattern with which risk factors and protective resources relate to each other and predict resilience. • To investigate the way the type of onset of blindness and some selected demographic variables relate to resilience among AWB. Methods: Data for the study were collected randomly from 80 blind adolescents using the Connor-Davidson Resilience Scale, Risk Factors Scale Adolescent Form, and Protective Factors Scale-Adolescent Form. The data were analyzed with t-test, one-way ANOVA, and multiple linear regression. Results: Low levels of resilience, presence of higher risk factors and serious lack of protective resources existed among AWB. While risk factors were negatively correlated with resilience, protective factors correlated with resilience positively. The risks and protective resources found in various levels of the environment together accounted for 89.3% of the variance in resilience. Gender, time of onset of blindness, parental education and family income influenced resilience. Conclusion: This study presents an all-inclusive picture of the resilience status of AWB’s, the extent of risk and protective factors currently operating upon them under the present context of Addis Ababa. Adolescents having blindness currently living in Addis Ababa are less resilient. They are faced with umpteen risk factors at home, school, neighborhood, community and societal levels.
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Selamu, Liranso G., and Mohan S. Singhe. "Mental Health Care Service and Mental Problems among Orphan and Vulnerable Children in Addis Ababa Ethiopia." Journal of Health and Allied Sciences NU 07, no. 04 (December 2017): 003–5. http://dx.doi.org/10.1055/s-0040-1708727.
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AbstractA lot of children in the world suffer from untreated mental health problems. The global burdens of childhood mental disorders are increasing but mental health care services are neglected in most countries. The objective of this critical analysis was to realize the access to mental health service and mental problems among orphan and vulnerable children in Addis Ababa, Ethiopia. To achieve the purpose of the analysis, the method was based on the critical analysis of the recent research literature from Pub-Med, Global Health, Google Scholar, Ethiopian Universities, Psych-Info, and WHO data sources. Thirty-six journals published after 2001 were identified and critically analyzed based on scientific inclusion and exclusion criteria as well as analyzed in a systematic manner. The orphan and vulnerable children face a prospect of a persistent effort for physically continued existence, for fundamental needs, education, love and affection, and protection against exploitation violence and bias. The problem of meeting these desires of the children corresponds to a major new challenge that requires an in-depth research, future interventions, and policy plans in tackling the problem. In light of the problem in Ethiopia, researches regarding the mental health care services of the orphan and vulnerable children in Addis Ababa are extremely inadequate.
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Berhanu Lakew, Tekeste, and Hossein Azadi. "Financial Inclusion in Ethiopia: Is It on the Right Track?" International Journal of Financial Studies 8, no. 2 (May 2, 2020): 28. http://dx.doi.org/10.3390/ijfs8020028.
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It is important to evaluate the impact of Ethiopia’s financial inclusion strategy since it has been launched in 2014. Accordingly, this paper assesses the extent to which the target has been met. The main aim of this study is to measure the success or failure of Ethiopia’s financial inclusion in comparison with other countries in East Africa. Using secondary data, this study revealed that Ethiopia’s financial inclusion is not as successful as other East African countries. This study also found that Ethiopians prefer informal saving clubs rather than formal financial organs. This preference, combined with unemployment and low income, is the barrier to the financial inclusion strategy. Based on the findings, identifying and addressing root causes should be done by removing distance, cost, credit, and documentation barriers. Moreover, the findings showed that access to public transit can also expand the reach of formal financial institutions by encouraging more people to physically access financial institutions. This study recommended access to formal financial organs as a core to financial institutions. Access to formal financial organs should be boosted through increasing financial institutions. Educating individuals about their financial circumstances were also recommended so that people can increase their formal saving uptake. This paper also recommended that the government develop regulatory guidelines for the functioning of financial institutions. The main outcome, therefore, is that financial institutions could be more transparent and predictable, reduce costs, and simplify the rules for entering the market.
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Habtamu, Abera Areri, Alebel Animut, and Deribe Luel. "Job satisfaction among Ethiopian nurses: a systematic review." Frontiers of Nursing 8, no. 1 (March 1, 2021): 75–82. http://dx.doi.org/10.2478/fon-2021-0009.
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Abstract Objective Job satisfaction is a positive emotional feeling in the working environment, and it is an essential tool with which to improve patient safety, nurses’ efficiency and performance, quality of care, retention and turnover of nurses, and commitment to the organization and the profession. There are few studies on job satisfaction of nurses in the country. Therefore, this review aims to estimate the pooled prevalence of job satisfaction among Ethiopian nurses using the available studies. Methods This systematic review used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline to synthesize the evidence on the prevalence and associated factors of nurses’ job satisfaction. Databases used for searching the included articles from PubMed, Embase, CINHAL, Google Scholar, HINARI, and ScienceDirect. All papers selected for inclusion were subjected to a rigorous appraisal using a standardized critical appraisal checklist (JBI checklist). STATA software (version 11) was used for the analysis, and 95% confidence intervals were calculated. The Cochrane Q test statistics and I2 tests were used to assess the heterogeneity prevailing between the studies. Finally, a random effect model was computed to estimate the pooled prevalence of nurses’ job satisfaction in the country. Results In this review, the data of 1,151 nurses were obtained from six studies. The pooled prevalence of nurses’ job satisfaction was found to be 39.53% (24.52, 54.53). The prevalence of job satisfaction in the Central part of Ethiopia was low: 31.12% (95% CI 5.25, 56.99) compared to the South-Eastern part of Ethiopia’s 48.01% (95% CI 36.51, 59.52). The most common predictors identified were salary (P < 0.05), the leadership of the organization (P < 0.05), and training opportunities (P < 0.05). Conclusions The pooled prevalence of job satisfaction among nurses was found to be low in comparison with global data. The significant predictors for nurses’ job satisfaction are based on the review findings, salary, leadership of organization, and training opportunities.
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Gasa, Velisiwe, and Mishack Gumbo. "Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open and Distance Learning Institution." International Journal of Doctoral Studies 16 (2021): 047–69. http://dx.doi.org/10.28945/4676.
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Aim/Purpose: This article reports on quantitative analysis of students’ perceptions on dimensions of augmented face-to-face support. It is built upon the findings from a larger research project that was undertaken to evaluate postgraduate support offered to Ethiopian doctoral students. Background: Student support is critical for the delivery of any quality Open and Distance Learning (ODL) system. This is because there are numerous challenges that students enrolled especially in global South ODL institutions are faced with, which can impact negatively on their progress and throughput. Methodology: In this article, the data from a quantitative questionnaire that was collected from a larger research project was used. The questionnaire asked students to respond to questions about their perceptions of the inclusion of face-to-face workshops. The responses were analyzed using the Statistical Analysis System (SAS), version 8.4 statistical package. Contribution: This research exposes the benefits of supplementing distance postgraduate supervision with face-to-face tutorials. Findings: The results show that the student-respondents, in general, experienced all five dimensions (‘supervision’, ‘student needs’, ‘facilitators’, ‘environment’, and ‘institutional support/access’) of face-to-face student support very positive. Recommendations for Practitioners: As this inclusion of face-to-face workshops was found beneficial to the students who are geographically distant and at risk of digitally exclusion, the paper concludes by recommending that such approach should not be discarded but strengthened to supplement distance postgraduate supervision. Recommendation for Researchers: Replication of this study but focusing on the qualitative aspects of the five dimensions identified. Impact on Society: Although this study is limited in scope to the Ethiopia project, implications for geographically distant education and support are relevant to Unisa and other ODL institutions in the global South. This may ultimately help inform distance learning efforts globally through augmented face-to-face supports. Future Research: The study results revealed potential concerns regarding student age and registration timelines. Therefore, more specific research that explores age and registration is required.
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Abera, Tadesse, Sohayl Mohajer, Dawit Negassa, and Missaye Mulatie. "Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 173. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.173.
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The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.
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Dyer, Caroline. "Education inclusion as a border regime: implications for mobile pastoralists in Ethiopia’s Afar region." International Studies in Sociology of Education 27, no. 2-3 (June 5, 2018): 145–65. http://dx.doi.org/10.1080/09620214.2018.1426998.
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Mehare, Tsegaye, Birhanie Mekuriaw, Zelalem Belayneh, and Yewbmirt Sharew. "Postpartum Contraceptive Use and Its Determinants in Ethiopia: A Systematic Review and Meta-analysis." International Journal of Reproductive Medicine 2020 (January 6, 2020): 1–14. http://dx.doi.org/10.1155/2020/5174656.
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Background. Postpartum contraceptive use is defined as the avoidance of short spaced pregnancies and unintended pregnancy through the first 12 months after delivery. In Ethiopia, different studies have been conducted to assess the prevalence of postpartum contraceptive use and associated factors. The findings of these studies were inconsistent and characterized by great variability. Therefore, the aim of this systematic review and meta-analysis was to estimate the pooled prevalence of postpartum contraceptive use and determinants in Ethiopia using the accessible studies. Methods. The articles were identified through electronic search of reputable databases (MEDLINE through PubMed, EMBASE, HINARI, Science Direct, and Cochrane Library) and the hand search of reference listed in previous prevalence studies to retrieve more. 18 articles are included based on a comprehensive list of inclusion and exclusion criteria. Two authors independently extracted all necessary data using a standardized data extraction format. STATA 14 statistical software was used to analyze the data. The Cochrane Q and I2 test were used to assess the heterogeneity between the studies. A random effects model was calculated to estimate the pooled prevalence of postpartum contraceptive use. Moreover, the determinants for family planning use were reviewed. Results. The pooled prevalence of family planning use among mothers during the postpartum period in Ethiopia was 48.11% (95% CI: 36.96, 59.27). Besides, subgroup analysis revealed that the highest family planning use prevalence among postpartum mothers was observed in Addis Ababa, 65.41 (95% CI: 48.71, 82.11). Resumed sexual activity: 7.91 (95% CI: 4.62, 13.55), antenatal care: 4.98 (95% CI: 2.34, 10.21), secondary school and above level of maternal education: 3.53 (95% CI: 1.67, 7.45), postnatal care: 3.16 (95% CI: 1.7, 5.88), menses resumption: 3.12 (95% CI: 1.52, 6.39), and ≥6 months of postpartum period: 2.78 (95% CI: 1.97, 3.93) have shown a positive association with the use of family planning among mothers in the postpartum epoch. Conclusions. In this study, family planning use among mothers of the postpartum period in Ethiopia was significantly low compared to the existing global commendation on postpartum contraceptive use. Resumed sexual activity, antenatal care, secondary and above level of maternal education, postnatal care, menses resumption, and postpartum period≥6 months were found to be significantly associated with postpartum contraceptive use.
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Asres, Getachew Walelign. "Teachers’ Attitude Towards the Inclusion of Students With Disabilities in the Regular Classroom: The Case of Selected Primary Schools in South Gondar Administrative Towns-Ethiopia." Journal of Education and Training Studies 7, no. 12 (November 27, 2019): 66. http://dx.doi.org/10.11114/jets.v7i12.4636.
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The participants of this study were general primary school teachers. The data gathering instrument were questionnaire. Quantitative data analysis method were employed to compute the data obtained through questionnaire. The result showed that the general actual mean score of teachers’ attitude scale is fairly greater than the cut point mean score. Due to this reason, teachers had fairly positive attitude to the inclusion of students with disabilities in to the mainstream classroom. It is recommended that the ministry of education should include special needs education courses to the college and university training program so that all the would be graduate teachers would get an opportunity to scale up their knowledge and skills about special needs education.
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Azene, Abebaw Gedef, Abiba Mihret Aragaw, Habtamu Tilaye Wubetie, Gizachew Tadesse Wassie, Gebiyaw Wudie Tsegaye, Muluwork Ayele Derebe, and Habitamu Dessie Mitiku. "Dietary diversity among pregnant women and associated factors in Ethiopia: Systematic review and meta-analysis." PLOS ONE 16, no. 6 (June 10, 2021): e0251906. http://dx.doi.org/10.1371/journal.pone.0251906.
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Backgrounds Pregnancy related complications are major causes of maternal morbidity and mortality worldwide. Diversified food consumption is essential to produce hormones during pregnancy and it reduced complications. In Ethiopia, many researchers were investigated about the proportion of pregnant women with dietary diversity and its determinant factors. However, those studies are inconsistent and fragmented. Therefore, the aim of this study was to estimate the pooled proportion of pregnant women with dietary diversity practice and its associated factors in Ethiopia. Methods We conducted a systematic electronic web-based search of PubMed/ /MEDLINE, EMBASE, Web of Science, Google Scholar and Google online databases for identifying studies on proportion of pregnant women with dietary diversity practice and its associated factors in Ethiopia using pre-defined quality and inclusion criteria. STATA version 14 statistical software was used to analyze the data. We extracted relevant data and presented in tabular form. The I2 test was used to assess heterogeneity across studies. Funnel plot asymmetry and Begg’s test were used to check for publication bias. The final effect size was determined by applying a random-effects model. Results Our search identified 170 studies. Of which, 23 were included in the final analysis stage. The pooled proportion of dietary diversity among pregnant women in Ethiopia was 41% (95% CI: 33, 49). Mothers can read and write (OR = 1.82 (95% CI: 1.25, 2.64)), maternal primary school and above educated (OR = 2.11 (95% CI: 1.10, 4.05)), nutritional information (OR = 4.1 (95% CI: 2.1, 7.99), dietary diversity knowledge (OR = 3.4 (95% CI: 2.73, 4.73)) and household had rich wealth index (OR = 3.45 (95% CI: 1.19, 10.1)) were significantly associated with dietary diversity practice during pregnancy. Conclusions In this meta-analysis; we found that low proportion of pregnant women with adequate dietary diversity in Ethiopia (41%). Maternal education, nutritional information, dietary diversity knowledge and wealth index level of household were significantly associated factors of pregnant woman with dietary diversity practice. This finding implies that improving the awareness of woman about dietary diversity during pregnancy and empowering women economically would play a significant role to improve dietary diversity practice.
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Kassaw, Abiyot. "Challenges and Opportunities in Inclusion of Students with Physical Disabilities in Physical Education Practical Classes in North Shewa Zone, Ethiopia." American Journal of Sports Science 5, no. 2 (2017): 7. http://dx.doi.org/10.11648/j.ajss.20170502.11.
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Awoke, Netsanet, Bedado Dulo, and Feven Wudneh. "Total Delay in Treatment of Tuberculosis and Associated Factors among New Pulmonary TB Patients in Selected Health Facilities of Gedeo Zone, Southern Ethiopia, 2017/18." Interdisciplinary Perspectives on Infectious Diseases 2019 (June 2, 2019): 1–14. http://dx.doi.org/10.1155/2019/2154240.
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Background. TB is an infectious disease caused by the bacillus Mycobacterium TB complex. It is a major public health concern causing devastating illness in millions of people each year and one of the top 10 causes of death worldwide following HIV pandemic. It demands huge costs each year for prevention, diagnosis, and treatment of TB. Global TB control progress depends on major advances in early diagnosis and treatment. Despite progress in providing diagnosis and preventive treatment of TB, big detection and treatment gaps remained with delayed diagnosis and treatment of TB especially in resource-limited countries. This is mainly because of factors related to the patient and health care system including sociodemographic, economic, and cultural barriers to accessing TB care. Objective. The study conducted in Gedeo Zone, Southern Ethiopia, had the primary purpose of identifying the median delay in starting a correct TB treatment and the associated factors for such a delay in patients newly diagnosed with PTB in selected health facilities of Gedeo Zone, Southern Ethiopia, 2017/18. Methods. Institutional based cross-sectional study was conducted among new pulmonary TB patients in selected health institution of Gedeo Zone, Southern Ethiopia, 2017, from October, 2017, to May, 2018. All new pulmonary TB patients who fulfill the inclusion criteria during the study period were included in the study after informed consent was obtained from the participants. Data was cleaned, coded, and entered into SPSS version 20 for analysis. A frequency for variables was calculated. Chi-square was used to screen the possible potential associated factors and multivariate analysis was used to ascertain the association between variables. All statistical tests values of p<0.05 were considered as statistically significant. Result. The median total in treatment of TB was 60 days. Among the total study participants, 50.9% of the participants have unacceptable/longer total delay in TB treatment. Being of female gender, not attending formal education, having rural residency, having poor knowledge of TB, having home distance >10Km from the nearest health facility, visiting nonformal health care provider, and taking antibiotic treatment before TB diagnosis empirically were identified as significant independently associated factors for unacceptable total treatment in TB. Conclusions. There was higher median total delay in treatment of TB (60 days) and an overall prevalence of 50.9% unacceptable/longer total delay in treatment of TB. Female gender, rural residence, not attending formal education, visiting nonformal health facility as first health care seeking, having poor knowledge of TB, and having antibiotic treatment before TB diagnosis were identified as independent significant associated factors.
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Orkin, A., J. Curran, S. Ritchie, S. van de Velde, and D. VanderBurgh. "LO04: Health effects of training laypeople to deliver emergency care in underserviced populations: preliminary results of a systematic review." CJEM 20, S1 (May 2018): S7—S8. http://dx.doi.org/10.1017/cem.2018.66.
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Introduction: The World Health Organization recommends emergency care training for laypeople in low-resource settings, but the effects of these programs on patient outcomes and community health have not been systematically reviewed. Our objective was to identify the individual and community health effects of educating laypeople to deliver emergency care in low-resource settings. Methods: We conducted a systematic review to address this question: in low-resource populations (P), does emergency care education for laypeople (I) confer any measurable effect on patient morbidity and mortality, or community capacity and resilience for emergency health conditions (O), in comparison with no training or other education(C)? We searched 12 electronic databases and grey literature for quantitative studies. We conducted duplicate and independent title and abstract screening, methodological and outcomes extraction, and study quality assessment using the Effective Public Health Practice Tool. We developed a narrative summary of findings. (PROSPERO: CRD42014009685) Results: We reviewed 16,017 abstracts and 372 full-text papers. 38 met inclusion criteria. Most topically relevant papers were excluded because they assessed educational outcomes. Cardiopulmonary resuscitation training (6 papers) improved cardiac arrest survival and enhanced capacity to respond to cardiac arrest in rural Norway, Denmark and commercial aircraft operations. A public education campaign in remote Denmark improved absolute cardiac arrest survival by 5.4% (95%CI 2-12). Lay trauma training (12 papers) reduced absolute injury mortality and improved community capacity in Iraq, Cambodia, Iran and Indigenous New Zealand communities. A trauma care program in Iraq and Cambodia reduced absolute mortality by 25% (95%CI 17.2-33). Education for mothers on paediatric fevers in Ethiopia was associated with 40% relative reductions in under-5 mortality (95%CI 29.2-50.6). Similar training improved access to care for paediatric malnutrition, malaria, pneumonia, and gastrointestinal disease in Nigeria, Kenya, Senegal, Burkina Faso, Mali, and India (13 papers). Overdose education and naloxone distribution was associated with reductions in opioid overdose deaths (3 papers), including in Massachusetts where high-uptake communities for overdose education had significantly lower overdose fatality rates than no-uptake communities (rate ratio 0.54, 95%CI 0.39-0.76). Community education improved measures of access to emergency care for remote Indigenous populations in Canada, Alaska and Nepal (3 papers) and adolescent mental health capacity in Australia (1 paper). Studies were of low or medium quality. Conclusion: In addition to established interventions for injury and cardiac arrest, emergency care training can improve community capacity in underserviced populations, and save lives in opioid overdose, paediatric infectious disease and malnutrition.
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Talib, Zohray, Lalit Narayan, and Thomas Harrod. "Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned." Journal of Graduate Medical Education 11, no. 4s (August 1, 2019): 34–46. http://dx.doi.org/10.4300/jgme-d-19-00170.
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ABSTRACT Background Investments in training physician specialists through postgraduate medical education (PGME) are critical for Sub-Saharan Africa, given the increasing burden of non-communicable diseases. Objectives The objectives of this scoping review were to (1) understand the breadth of publications on PGME from Sub-Saharan Africa, and (2) conduct a thematic analysis of lessons learned by specific training programs. Methods We conducted a literature search of 7 databases for PGME literature published between January 1991 and December 2016. Two reviewers independently reviewed titles and abstracts for inclusion. Full-text articles were then reviewed, and bibliometric data were extracted to create a profile of PGME-related publications. Two authors coded the manuscripts to identify articles written about specific PGME programs. These were analyzed for lessons learned. Results We identified 813 publications that reported on postgraduate medical education in Sub-Saharan Africa. Most articles were published between 2005 and 2016. Nations leading in publication were South Africa and Nigeria, followed by Ethiopia, Uganda, Kenya, Ghana, and Malawi. The largest number of articles related to general surgery training, followed by family medicine, emergency medicine, and anesthesiology. Thematic analysis revealed advantages of training programs for health facilities, challenges related to teaching, resourcing, and standardizing of training, and lessons learned related to international partnerships, faculty engagement, and research support for trainees. Conclusions PGME in Sub-Saharan Africa has evolved over the past 26 years. Future growth will require strategic support to scale programs, support new specialties, trainees, and teachers, and leverage best practice models to sustain PGME programs.
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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.
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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.
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Ziaian, Tahereh, Emily Miller, Helena de Anstiss, Teresa Puvimanasinghe, Maureen Dollard, Adrian Esterman, Helen Barrie, and Tamara Stewart-Jones. "Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study." JMIR Research Protocols 8, no. 7 (July 31, 2019): e12632. http://dx.doi.org/10.2196/12632.
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Background Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo). Objective The rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation. Methods The study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes. Results The study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019. Conclusions This project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia’s most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees. International Registered Report Identifier (IRRID) DERR1-10.2196/12632
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Kefale, Belayneh, Gobezie T. Tegegne, Yitayih Kefale, Mulugeta Molla, Amien Ewunetei, and Amsalu Degu. "Magnitude and determinants of drug therapy problems among type 2 diabetes mellitus patients with hypertension in Ethiopia." SAGE Open Medicine 8 (January 2020): 205031212095469. http://dx.doi.org/10.1177/2050312120954695.
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Introduction: Type 2 diabetes mellitus patients with hypertension are at high risk of drug therapy problems since they are subject to receive multiple drug therapies due to comorbidities. Objectives: To determine the magnitude of drug therapy problems and its determinants among Type 2 diabetes mellitus patients with hypertension. Methods: A cross-sectional study was employed among 423 randomly selected participants based on the inclusion criteria. A structured questionnaire and review of patients’ medical record were employed in the data collection. The classification system used by Cipolle was used to classify and evaluate drug therapy problems. Data were analyzed using Statistical Package for the social sciences version 25.0 software. Multivariate logistic regression analysis was used to identify determinants of drug therapy problems with a statistical significance of p ⩽ 0.05. Results: A total of 491 drug therapy problems with a mean of 1.86 ± 0.53 drug therapy problems per patient were identified, and 62.4% (264) of them experienced at least one drug therapy problem. Non-compliance (197, 40.1%), needs of additional drug therapy (119, 24.2%), and dosage too low (91, 18.5%) were the most frequently observed drug therapy problems in the study setting. Anti-diabetic medications (88.4%), statins (44.5%), and aspirin (33.5%) were the most commonly involved drugs in drug therapy problems. The determinants of drug therapy problems were very low family income (adjusted odds ratio = 4.64, p = 0.010), age (45–65 years old) (adjusted odds ratio = 2.55, p = 0.008), presence of comorbidity (adjusted odds ratio = 9.19, p < 0.001), and taking ⩾5 medications (adjusted odds ratio = 2.84, p = 0.001). Conclusion: Approximately three out of five patients had one or more drug therapy problems encountered. In this study, the most common types of drug therapy problems were non-compliance, needs additional drug therapy, and dosage too low. Family monthly income, age, comorbidities, and number of medications were the significant determinants of drug therapy problems. Therefore, patient education regarding medication adherence, routine medication review, and strengthening clinical pharmacy services should be promoted.
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Shenton, Luke M., Abram L. Wagner, Mengdi Ji, Bradley F. Carlson, and Matthew L. Boulton. "Vaccination assessments using the Demographic and Health Survey, 2005–2018: a scoping review." BMJ Open 10, no. 12 (December 2020): e039693. http://dx.doi.org/10.1136/bmjopen-2020-039693.
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ObjectiveTo characterise studies which have used Demographic and Health Survey (DHS) datasets to evaluate vaccination status.DesignScoping review.Data sourcesElectronic databases including PubMed, EBSCOhost and POPLINE, from 2005 to 2018.Study selectionAll English studies with vaccination status as the outcome and the use of DHS data.Data extractionStudies were selected using a predetermined list of eligibility criteria and data were extracted independently by two authors. Data related to the study population, the outcome of interest (vaccination) and commonly seen predictors were extracted.ResultsA total of 125 articles were identified for inclusion in the review. The number of countries covered by individual studies varied widely (1–86), with the most published papers using data from India, Nigeria, Pakistan and Ethiopia. Many different definitions of full vaccination were used although the majority used a traditional schedule recommended in the WHO’s Expanded Programme on Immunisation. We found studies analysed a wide variety of predictors, but the most common were maternal education, wealth, urbanicity and child’s sex. Most commonly reported predictors had consistent relationships with the vaccination outcome, outside of sibling composition.ConclusionsResearchers make frequent use of the DHS dataset to describe vaccination patterns within one or more countries. A clearer idea of past use of DHS can inform the development of more rigorous studies in the future. Researchers should carefully consider whether a variable needs to be included in the multivariable model, or if there are mediating relationships across predictor variables.
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Tedla, Tadesse Abera. "The Importance of Self-Advocacy Skills for Students with Disabilities in Higher Education for a Full Inclusion and a Glimpse of Ethiopian Case: A Review of Related Literature." OALib 04, no. 01 (2017): 1–8. http://dx.doi.org/10.4236/oalib.1103174.
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Gebeyehu, Fentanesh, Amare Sahile, and Meseret Ayalew. "Burden, Social Support, and Life Satisfaction Among Caregivers of Children With Intellectual Disability: The Case of Felege Abay and Shembt Primary Schools, Bahir Dar, Ethiopia." International Quarterly of Community Health Education 39, no. 3 (January 2, 2019): 147–53. http://dx.doi.org/10.1177/0272684x18819974.
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This study was conducted to examine the burden, social support, and life satisfaction among caregivers of children with intellectual disability. The level of burden, social support, and life satisfaction of caregivers; the relationship among burden level, social support, and life satisfaction; and burden level difference across sociodemographic characteristics of the participants were the objectives of this study. With inclusion criteria of availability, willingness, and pertinent priority of being parents, grandparents, and siblings of the child, 74 caregivers were selected using comprehensive sampling technique. Descriptive statistics, one sample t test, Pearson correlation coefficient, independent sample t test, and one-way analysis of variance, were used for data analysis. The findings revealed that caregivers are experiencing much level of burden with inadequate social support and have pitiable satisfaction in their life. Burden is negatively correlated with social support and life satisfaction, but social support is positively correlated with satisfaction in life. Some of the sociodemographic variables, such as sex and school, were showing significant differences in the experiences of burden level, while all other sociodemographic variables used in this study were not having significant difference. The result implied that caregivers are in need of social support so as to outweigh the level of burden and enhance their satisfaction in life.
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Niksic, Naka. "The adhan in the Bosniak population in Serbia." Bulletin de l'Institut etnographique 68, no. 3 (2020): 533–54. http://dx.doi.org/10.2298/gei2003533n.
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The adhan (?the call to ritual prayer?) originated in Mecca in the seventh century, when it was, by order and instruction of the prophet Muhammad, for the first time, in an exceptionally lovely voice, melodiously performed by Bilal ibn Rebbah, also known as Bilal the Ethiopian. Over time, it became the symbol of testifying to the belief that there is only one god, Allah, and that Muhammad his prophet calls to Islam, as a sign of establishing power over a newly-conquered territory. With the spreading of Islam, the practice of salat, and thus the adhan, has been performed today, in addition to the salat, it is also performed when ritually naming newborns. In the areas which are dominantly inhabited by the Bosniaks in Serbia it still continues to be performed from the beginning of the 15th century. Viewed from the aspect of music, during the performance of an adhan we note the prevalence of various melodious patterns, depending on whether the Turkish or Arabic religious school predominates. The aim of this paper is to point at the importance and role of the adhan in the culture of Bosniaks, and thus argue for its inclusion in the school curricula for music education teaching in elementary and high schools. For this purpose, I use the existing scholarship on this topic recordings of interlocutors, ethnomusicological recordings of performances, as well as the analysis of curricula. I hope that this research will provide a contribute to expanding knowledge of the role of adhan among Bosniaks and understanding this form of Islamic spiritual music.
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Nwagbara, Ugochinyere Ijeoma, Emmanuella Chinonso Osual, Rumbidzai Chireshe, Obasanjo Afolabi Bolarinwa, Balsam Qubais Saeed, Nelisiwe Khuzwayo, and Khumbulani W. Hlongwana. "Knowledge, attitude, perception, and preventative practices towards COVID-19 in sub-Saharan Africa: A scoping review." PLOS ONE 16, no. 4 (April 19, 2021): e0249853. http://dx.doi.org/10.1371/journal.pone.0249853.
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Background Knowledge, attitudes, perception, and preventative practices regarding coronavirus- 2019 (COVID-19) are crucial in its prevention and control. Several studies have noted that the majority of people in sub-Saharan African are noncompliant with proposed health and safety measures recommended by the World Health Organization (WHO) and respective country health departments. In most sub-Saharan African countries, noncompliance is attributable to ignorance and misinformation, thereby raising questions about people’s knowledge, attitudes, perception, and practices towards COVID-19 in these settings. This situation is particularly of concern for governments and public health experts. Thus, this scoping review is aimed at mapping evidence on the knowledge, attitudes, perceptions, and preventive practices (KAP) towards COVID-19 in sub-Saharan Africa (SSA). Methods Systematic searches of relevant articles were performed using databases such as the EBSCOhost, PubMed, Science Direct, Google Scholar, the WHO library and grey literature. Arksey and O’Malley’s framework guided the study. The risk of bias for included primary studies was assessed using the Mixed Method Appraisal Tool (MMAT). NVIVO version 10 was used to analyse the data and a thematic content analysis was used to present the review’s narrative account. Results A total of 3037 eligible studies were identified after the database search. Only 28 studies met the inclusion criteria after full article screening and were included for data extraction. Studies included populations from the following SSA countries: Ethiopia, Nigeria, Cameroon, Uganda, Rwanda, Ghana, Democratic Republic of Congo, Sudan, and Sierra Leone. All the included studies showed evidence of knowledge related to COVID-19. Eleven studies showed that participants had a positive attitude towards COVID-19, and fifteen studies showed that participants had good practices towards COVID-19. Conclusions Most of the participants had adequate knowledge related to COVID-19. Despite adequate knowledge, the attitude was not always positive, thereby necessitating further education to convey the importance of forming a positive attitude and continuous preventive practice towards reducing contraction and transmission of COVID‐19.
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Beyene, G., and Y. Tizazu. "Attitudes of Teachers towards Inclusive Education in Ethiopia." Ethiopian Journal of Education and Sciences 6, no. 1 (April 13, 2011). http://dx.doi.org/10.4314/ejesc.v6i1.65383.
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Jones, Nicola, Jennifer Muz, and Workneh Yadete. "‘People Consider Us Devils’: Exploring Patterns of Exclusion facing Adolescents with Disabilities in Ethiopia." European Journal of Development Research, March 22, 2021. http://dx.doi.org/10.1057/s41287-021-00387-z.
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AbstractThe 2030 Sustainable Development Goals’ call to ‘leave no one behind’ has helped to highlight the importance of investing in inclusive services for persons with disabilities in low- and middle-income countries (LMICs). Evidence on the experiences of young Ethiopians with disabilities remains weak. Drawing on quantitative and qualitative data from 2017 to 2018, this article explores the educational, bodily integrity and psychosocial outcomes of adolescents with different impairment types (visual, hearing and physical) in rural and urban communities. Our findings indicate that young people with disabilities face intersecting barriers to inclusive education, heightened vulnerability to gender- and age-based violence, and increased psychosocial distress compared to peers without disabilities. Implications of these findings for policy and programming, include: the pressing need for specialised training and mentoring of education and other service providers; investments in support networks for parents of adolescents with disabilities; and strengthening of disability-inclusive social protection and referral mechanisms.
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Ginja, Tamirat Gibon, and Xiaoduan Chen. "Conceptualising inclusive education: the role of teacher training and teacher's attitudes towards inclusion of children with disabilities in Ethiopia." International Journal of Inclusive Education, February 8, 2021, 1–14. http://dx.doi.org/10.1080/13603116.2021.1879958.
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Aldersey, Heather M., Mikyas Abera, Anushka Mzinganjira, Solomon Abebe, and Solomon Demissie. "The University of Gondar, Queen’s University and Mastercard Foundation Scholars Program: A partnership for disability-inclusive higher education in Ethiopia." Gateways: International Journal of Community Research and Engagement 12, no. 2 (December 20, 2019). http://dx.doi.org/10.5130/ijcre.v12i2.6856.
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This article describes the development and implementation process of an innovative 10-year partnership that draws on the strengths of existing community-based rehabilitation programs to support new education and leadership development activities in Ethiopia. Current global estimates indicate that over 17 million people may be affected by disability in Ethiopia. The national population projection for 2017 indicates that approximately 80 per cent of the population resides in underserved rural areas, with limited to no access to necessary health, rehabilitation, or social services. The University of Gondar (UoG) in Ethiopia has been serving people with disabilities in and around the North Gondar Zone since its inception in the mid-1950s. Over the years, its various units have designed and implemented numerous projects, employing alternative institutional and community-based models to promote the wellbeing of people with disabilities. Lessons drawn from these initiatives and shifts in health and social work practice informed UoG’s decision to establish its Community-Based Rehabilitation (CBR) program in 2005.
Given a shared commitment to the principles and practice of CBR, the UoG is presently collaborating with the International Centre for the Advancement of Community Based Rehabilitation (ICACBR) at Queen’s University in Canada to create new disability-related education and mentorship opportunities. These include community-based research and internship opportunities for undergraduate and graduate scholars through a shared Mastercard Foundation Scholars Program. The two institutions, in collaboration with the Mastercard Foundation, have an overall goal of creating a disability-inclusive campus and regional rehabilitation hub at UoG.
In this article, the authors discuss the unique collaborative structure of project management and implementation, and the embeddedness of university-community engagement to meet project objectives informed by the North–South/South–North partnership models. They also provide critical insights to, and reflections on, the challenges inherent in international, interdisciplinary university-community collaboration and the benefits from enhancing higher education in both Ethiopia and Canada. In contrast to shorter term or smaller projects that rely heavily on individual champions, this article focuses on larger scale, process-oriented institutional learning.
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"Improving the Amharic Sign Language (Signing and Interpreting Skills) of Special Needs and Inclusive Education Apprentices in Higher Education Institutions in Ethiopia: Debre Tabor University in Focus." Journal of Education and Practice, April 2020. http://dx.doi.org/10.7176/jep/11-10-04.
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"Gender, HIV/AIDS and Disability as Cross-Cutting Issues in Ethiopia." Journal of Humanities & Social Sciences 3, no. 2 (June 15, 2020). http://dx.doi.org/10.33140/jhss.03.02.05.
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Background: Gender refers the socially given attributes, roles, activities, responsibilities and needs connected to being men (masculine) and women (feminine) in a given society at a given time, and as a member of a specific community within specific society, while HIV is a virus that attacks immune cells called CD4 cells. Notably, disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on equal basis with others. However, the relationship between HIV and disability has not received due attention. Therefore, this study aims to analyze the cross cutting issues of gender, HIV/AIDS and disability in Ethiopia. Methods: All relevant and available documents addressed in related with gender, HIV/AIDS and disability. In the review, the obtained quantitative and qualitative data was comprehensively and comparatively analyzed using documenting analysis. Results and Conclusion: Gender inequity and inequality is a pervasive problem in Ethiopia. Still now a day, women in Ethiopia occupy low status in the society. Gender based discrimination, lack of protection of basic human rights, education and training, basic health services and employment are widespread throughout Ethiopia. The HIV/AIDS epidemic remains one of the public health challenges in Ethiopia since it was first recognized in the mid-1980s. The HIV is a life-changing illness; a person can live a long and full live with it. People transmit HIV in their bodily fluids, including: blood, semen, vaginal secretions, anal fluids and breast milk. Women represent almost half of the 40 million people worldwide living with HIV. Due to women’s greater physiological, socio-cultural and economic susceptibility to HIV infection, it is likely that the proportion of female adults and young women living with HIV will continue to rise in many regions of the world. It is estimated that 1 billion people (15% of the world’s population) have a disability. Therefore, gender and disability as cross-cutting issues in the response to HIV also calls for broader social, cultural and economic development which is person centered and disability-inclusive to addresses the unique barriers that face people with disabilities in particular women and people living with HIV.
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Freeman, Toby, Hailay Abrha Gesesew, Clare Bambra, Elsa Regina Justo Giugliani, Jennie Popay, David Sanders, James Macinko, Connie Musolino, and Fran Baum. "Why do some countries do better or worse in life expectancy relative to income? An analysis of Brazil, Ethiopia, and the United States of America." International Journal for Equity in Health 19, no. 1 (November 10, 2020). http://dx.doi.org/10.1186/s12939-020-01315-z.
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Abstract Background While in general a country’s life expectancy increases with national income, some countries “punch above their weight”, while some “punch below their weight” – achieving higher or lower life expectancy than would be predicted by their per capita income. Discovering which conditions or policies contribute to this outcome is critical to improving population health globally. Methods We conducted a mixed-method study which included: analysis of life expectancy relative to income for all countries; an expert opinion study; and scoping reviews of literature and data to examine factors that may impact on life expectancy relative to income in three countries: Ethiopia, Brazil, and the United States. Punching above or below weight status was calculated using life expectancy at birth and gross domestic product per capita for 2014–2018. The scoping reviews covered the political context and history, social determinants of health, civil society, and political participation in each country. Results Possible drivers identified for Ethiopia’s extra 3 years life expectancy included community-based health strategies, improving access to safe water, female education and gender empowerment, and the rise of civil society organisations. Brazil punched above its weight by 2 years. Possible drivers identified included socio-political and economic improvements, reduced inequality, female education, health care coverage, civil society, and political participation. The United States’ neoliberal economics and limited social security, market-based healthcare, limited public health regulation, weak social safety net, significant increases in income inequality and lower levels of political participation may have contributed to the country punching 2.9 years below weight. Conclusions The review highlighted potential structural determinants driving differential performance in population health outcomes cross-nationally. These included greater equity, a more inclusive welfare system, high political participation, strong civil society and access to employment, housing, safe water, a clean environment, and education. We recommend research comparing more countries, and also to examine the processes driving within-country inequities.
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Fetene, Metsihet Tariku, Kedir Teji, Nega Assefa, Wubet Alebachew Bayih, Genet Tsehaye, and Habtamu Shimels Hailemeskel. "Magnitude and associated factors of substance use among pregnant women attending antenatal care in public hospitals of eastern Ethiopia." BMC Psychiatry 21, no. 1 (February 15, 2021). http://dx.doi.org/10.1186/s12888-021-03078-5.
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Abstract Background Use of substances like alcohol, tobacco and khat during pregnancy can bring miscarriage, prematurity, neurodevelopmental problems, sudden infant death syndrome and others. There are limited studies on the magnitude and associated factors of substance use among pregnant women in Eastern Ethiopia. Therefore, the aim of this study was to assess the magnitude and associated factors of substance use among pregnant women attending antenatal care in public hospitals of Easttern Ethiopia, 2019. Method Hospital based cross-sectional study was employed on 510 pregnant women attending ANC at public hospitals of Eastern Ethiopia (Jigjiga, Dire Dawa and Harar towns). Data were collected from the study participants that were selected using systematic sampling method from each public hospital. The data were collected through interviewer administered structured questionnaire. Binary logistic regressions with 95% confidence interval were used to determine the degree of association between covariates and outcome variable. Multicollinearity between independent variables by using the standard error was checked. The goodness of fit was tested by Hosmer-Lemeshow statistic and Omnibus tests. Results Out of 526 participants, a total of 510 study participants were involved in this study thereby making a response rate of 96.9%. In this study, the magnitude of substance use among pregnant women attending ANC was 26.5% (95% CI: 22.7, 30.6%). Among the overall pregnant mothers, 100 (19.6%) chewed khat, 48 (9.4%) drank alcohol, 12 (2.4%) used tobacco products and 28(20.7%) were dual substance users. Pre pregnancy substance use (AOR = 27.25, CI: 14.107–52.66), partner substance use (AOR = 3.704 CI: 1.839–7.464), family substance use (AOR = 3.447 CI: 1.69–7.031) and the amount of monthly household income (AOR = 3.397, 95% CI: 1.316–8.766) were found to be statistically significant and positively associated with substance use during pregnancy. Conclusion The magnitude of antenatal substance use in the study area was 26.5%. Pre- pregnancy substance use, partner substance use, monthly house hold income and family substance use were found to be positively associated with substance use during pregnancy. Therefore, health education which is inclusive of child bearing age women with their partner and family may be helpful to decrease antenatal substance use during pregnancy.
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Abay Woday Tadesse, Negesse Melese Abebe, Sisay Eshete Tadesse3, Mulugeta Chanie Wube, and Ahmed Ali Abate. "Preventive Practice and Associated Factors towards COVID-19 among College Students in Amhara Region, Ethiopia: A Cross- Sectional Study." Ethiopian Journal of Health Sciences 31, no. 1 (January 1, 2021). http://dx.doi.org/10.4314/ejhs.v31i1.2.
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BACKGROUND: Ethiopia has taken unprecedented preventive measures like closure of higher education institutions to halt the spread of COVID-19. However, still, there is scarce information regarding the knowledge, attitude, and practice (KAP) of students towards COVID-19 pandemic. Thus, this study aimed to assess the KAP and associated factors of preventive measures against COVID- 19 among students.METHODS: A cross-sectional study was conducted on 422 students. The sample was proportionally allocated into the randomly selected four colleges, and the students were recruited using a systematic random sampling technique.Variables with pvalue < 0.25 in the bivariate logistic regression analysis were entered into the multivariable logistic regression model.RESULTS: This study involved 408 students with response rate of 96.6%. The levels of good knowledge, positive attitude and good practice towards COVID-19 were 69.6%, 56.6% and 65% respectively. After adjusting for covariates, being in the late adolescent age group (16-20), living with > 5 family size, and being single were predictors of knowledge level. Besides, being single, attending diploma (TVET) level trainings, and being year-two students were predictors of attitude levels. Similarly, urban residence, being regular students, and being year-one students were the independent predictors of practice level of students.CONCLUSION: In this study, only two-third of the students had good preventive practice level towards COVID-19, which is below the Organization’s recommendation. Thus, the national, regional and local governments should develop effective and inclusive prevention strategies to address students who are at home due to COVID-19 pandemic.
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Ayode, Desta, Abebayehu Tora, David Farrell, Getnet Tadele, Gail Davey, and Colleen M. McBride. "Dual perspectives on stigma: reports of experienced and enacted stigma by those affected and unaffected by podoconiosis." Journal of Public Health Research 5, no. 2 (September 19, 2016). http://dx.doi.org/10.4081/jphr.2016.689.
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<em>Background:</em> Disease-related stigma is a public health concern steadily gaining global attention. Evidence consistently shows that an individual’s attribution of disease cause can prompt or justify interpersonal stigma. However, few studies have explored causal beliefs about inherited disease and their influence on stigmatising behaviours in low and middle income countries. <em>Design and methods:</em> The study was conducted in 2013, in six communities in Wolaita zone, Southern Ethiopia. A total of 1800 respondents took part in the study, 600 were affected by an inherited disease and 1200 were unaffected neighbours. Two versions of the interviewer- administered survey were created, with measures assessed in parallel on <em>experienced</em> stigma for the affected and <em>enacted</em> stigma for unaffected respondents. <em>Results:</em> Mean levels of enacted stigma reported by unaffected respondents were slightly lower (2.0, SD=0.7) than experienced stigma reported by affected respondents [2.2 (standard deviation=1.1)]. Beliefs that podoconiosis was hereditary were significantly and positively associated with levels of enacted stigma reported by unaffected respondents and experienced stigma reported by affected respondents (PConclusions: If stigma reduction interventions are to be successful, culturally tailored, gender inclusive and innovative health education programs are required, directed at the general community as well as individuals affected by inherited diseases.
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Adane, Daniel, Agegnehu Bante, and Biresaw Wassihun. "Respectful focused antenatal care and associated factors among pregnant women who visit Shashemene town public hospitals, Oromia region, Ethiopia: a cross‐sectional study." BMC Women's Health 21, no. 1 (March 4, 2021). http://dx.doi.org/10.1186/s12905-021-01237-0.
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Abstract Background Focused antenatal care is the most significant and inclusive care given to pregnant women to promote and maintain the optimal health of the mother and the fetus. Providing respectful care during focused antenatal care is believed to be the most important cost-effective interventions to increase maternity service utilization. Therefore, this study was aimed to assess respectful focused antenatal care and associated factors among pregnant women who visit Shashemene town public hospitals, Oromia region, Ethiopia, 2019. Methods Institution-based cross-sectional study was conducted from July-August, 2019. A total of 423 pregnant mothers were selected using a systematic sampling technique. Data were collected using structured and pre-tested interviewer-administered questionnaires. Data entry and analysis were made using Epi Info version™ 7 and Statistical Package for Social Science (SPSS) version 24.0 respectively. Both bivariate and multivariate logistic regression analyses were used to identify associated factors. Statistical significance was declared at a p value of < 0.05 with a 95% confidence level. Results A total of 420 women have participated in the study, making a response rate of 99.5%. About 63% of participants received respectful care during focused antenatal care. Having no formal education [AOR = 8.3(95%CI 9.85–17.47)], low average monthly income [AOR = 3.16 (95%CI 1.52–6.57)], having unplanned pregnancy [AOR = 9.90 (95%CI 3.48–8.16)] and being multigravida [AOR = 8.82 (95%CI 2.90–6.80)] were significantly associated with respectful focused antenatal care. Conclusions The study findings indicate that respondents’ respectful focused antenatal care is mainly affected by educational level, average family monthly income, having an unplanned pregnancy, and gravidity. Providing acceptable, quality, and honorable care for all women regardless of educational status, family income, and status of pregnancy is very crucial to entice more mothers to the health facility.
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Mebratu, Belete. "An investigation of multicultural provisions of the Ethiopian education policy." Journal of Contemporary Issues in Education 6, no. 1 (September 19, 2011). http://dx.doi.org/10.20355/c50w21.
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This study is an investigation of the multicultural provisions in the Ethiopian education policy in light of promoting inclusive education. Content analysis, thematic categorization, and interpretive stance were used to analyze the data collected from the 1994 Ethiopian education policy document. The findings of the study indicate that the policy includes provisions that address the need to promote democratic cultures of equality, justice, unity and cooperation among peoples; equality and respect of diverse languages and linguistics groups; the promotion of gender awareness in the society; and the equality, tolerance and mutual coexistence among followers of different religions in the country.
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Matsenko, Irina. "Labour Potential in Africa: the State and Development Prospects." Journal of the Institute for African Studies, September 30, 2019, 18–29. http://dx.doi.org/10.31132/2412-5717-2019-48-3-18-29.
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The subject of this study is the state, use and development prospects of the labour potential in the countries of Africa. For the first time in Russian African studies, last information on the current state of the employment problem in Africa, its urgency and complexity of the solution is summarized. The study shows that the impressive economic growth in many African countries over the past two decades has not been accompanied by any evident changes in employment in terms of creating new jobs and reducing unemployment and poverty. The high rates of unemployment, informal employment and working poverty have no analogues anywhere in the world. The author analyzes the causes of this phenomenon ̶ a sharp imbalance between the rapid growth of the working-age population and the creation of jobs, resulting in a huge excess of labour supply over demand, especially skilled labour. Particular attention is paid to youth unemployment, fraught with explosive growth of political instability in the society. With regard to possible ways of solving the employment problem in Africa, the successful experience in this field in a number of African countries (Ghana, Rwanda, Ethiopia) leads the author to the conclusion that at this stage the priority efforts should be aimed at creating decent jobs in the sectors and areas with prevalence of work of the poor, namely agriculture and economic activities in rural areas. In the long term, however, it is necessary to carry out a gradual transition to more productive sectors of the economy (manufacturing and the modern services sector) for creating decent jobs in them. In general, in order to create quality jobs and reduce poverty, African countries need the sustainable and inclusive economic growth, which involves structural transformation on the basis of economic diversification, including industrialization, and increasing agricultural productivity. There is no universal recipe for all countries of the continent, but a comprehensive employment policy covers a wide range of necessary steps ̶ from investing in education and vocational training to targeted measures to increase employment and social protection, including public works projects. Ultimately, the author believes, the rise of the African economy and the reduction of poverty will largely depend on the state of the workforce both in urban and rural areas.
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Tamrat, Wondwosen, and Damtew Teferra. "Advancing Transnational Higher Education in Ethiopia: Policy Promises and Realities." Journal of Studies in International Education, September 24, 2021, 102831532110420. http://dx.doi.org/10.1177/10283153211042088.
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Ethiopia boasts more than a million students in its burgeoning higher education sector which has witnessed phenomenal growth over the last two decades. In this context, transnational higher education (TNHE) has been widely touted as a viable means of addressing human resource capacity building needs and quality educational provisions. Using documentary analysis, survey questionnaire and structured interviews as principal data sources, this study explored the major rationales, policy directions and gaps in the provision of TNHE in Ethiopia. The findings of the study indicate that despite policy directions informed by the theories of human capital development and social inclusion which are widely advanced by multilateral agents like the World Bank and Organization for Economic Co-operation and Development, the gains so far have been marginal and fraught with a plethora of challenges. The study proposes mechanisms for addressing these challenges and enhancing the contribution of TNHE in the context of developing countries.
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Tamrat, Wondwosen. "Addressing the higher education for sustainable development agenda at the College of Open and Distance Learning, St. Mary’s University, Ethiopia: opportunities and challenges." International Journal of Sustainability in Higher Education ahead-of-print, ahead-of-print (August 9, 2021). http://dx.doi.org/10.1108/ijshe-08-2020-0316.
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Purpose This study aims to assess the extent to which sustainable development practices are prevalent at the College of Open and Distance Learning (CODL), St. Mary’s University, Ethiopia. The assessment focused on identifying the college’s inclusion of the sustainable development agenda in its policy statements, various functions and practices. Design/methodology/approach The study adopted a mixed-method approach and used a case study in its design. Data were generated from a standard survey questionnaire, adopted from the unit-based sustainability assessment tool (Togo and Lotz-Sisitka, 2009), a semi-structured interview and documentary evidence. Findings The findings revealed that CODL has limited involvement in sustainability issues despite relevant policy directions set at national and institutional levels. Current engagement patterns are limited to teaching, course provision and a few areas of operations and management while a serious gap has been noted as regard the two core functional areas of research and community service which happen to be neglected. Research limitations/implications This study was based on a single CODL, albeit an institution with a long history of offering distance education in Ethiopia. Despite its contribution to an understanding of how sustainability issues are addressed in the context of Africa in general and Ethiopia in particular, the generalizability of the findings to other similar institutions is limited. Originality/value There is very little research in Africa as regard the involvement of higher education institutions in promoting the issues of sustainability in general and distance education providers in particular. In addition to addressing this gap, the study suggests the need for distance education institutions to improve their mapping strategies and respond to the greater concerns of sustainable development.
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Beyene, Wondwossen Mulualem, Abraham Tulu Mekonnen, and George Anthony Giannoumis. "Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context." International Journal of Inclusive Education, September 10, 2020, 1–17. http://dx.doi.org/10.1080/13603116.2020.1817580.
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Mengesha, Meresa Berwo, Hagos Degefa Hidru, Fissaha Tekulu Welay, and Tsige Shushay Gebremedhin. "Effect of Maternal Education on Prenatal Adherence of Iron-folic Acid Supplementation in Ethiopia: a Systematic review and Meta-analysis." Current Clinical Pharmacology 15 (November 10, 2020). http://dx.doi.org/10.2174/1574884715999201110193353.
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Background:: Iron-folic acid supplementation is a central preventive measure for maternal anemia, so a consideration of the factors leading to or deterring from adherence is important. This review aims to establish if there is a correlation between increasing maternal education and adherence of iron-folic acid supplementation in Ethiopia. Methods:: An electronic database search was conducted using PubMed, Google Scholar, Cochrane Library and African Journals Online. Joanna Briggs Institute Meta-Analysis of Statistical Assessment and Review Instrument was used for quality appraisal of the included studies. The extracted data were entered into Microsoft™ Excel sheet and exported to R-software version 3.6.1 for analysis. Maternal education on adherence of iron-folic acid supplementation was analyzed and subgroup analyses of difference between regions and time of study period were conducted. Results:: The online search yielded a total of 936 articles, and based on inclusion/exclusion criteria nine were included in this study with a total of 3263 participants. Applying the random effect model, the analysis revealed that the odds of prenatal adherence of iron-folic acid supplementation were 2.89 times higher in mothers with secondary school education and above as compared to those who had not received formal education. Conclusions:: Conclusions: