Relevant bibliographies by topics / Literacy – Ethiopia

Contents

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

Academic literature on the topic 'Literacy – Ethiopia'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Literacy – Ethiopia"

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Dobson, Teresa M., Marlene Asselin, and Alemu Abebe. "Considerations for Design and Production of Digital Books for Early Literacy in Ethiopia." Language and Literacy 20, no. 3 (2018): 134–58. http://dx.doi.org/10.20360/langandlit29414.

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This paper considers the implications of digital text production models for the development of reading materials for emergent and early readers in the Ethiopian context. We draw from several theoretical frameworks and also from comments of Ethiopian academics, writers, and publishers to ground descriptions of Ethiopian contexts of language and literacy. We then present three different models for the production and curation of digital stories for children and contemplate how these models align with existing literacy traditions and practices. We also raise questions about the potential effects on the development of literary culture and children’s literature in Ethiopia of projects aimed at rapidly producing large corpora of literature for children. Ultimately, we pose complicated cultural and linguistic questions that need to be taken into consideration to provide appropriate and original early literacy materials in Ethiopia.
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Shany, Michal, Esther Geva, and Liat Melech-Feder. "Emergent literacy in children of immigrants coming from a primarily oral literacy culture." Written Language and Literacy 13, no. 1 (2010): 24–60. http://dx.doi.org/10.1075/wll.13.1.02sha.

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This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.
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McCann, James C. "Literacy, Orality, and Property: Church Documents in Ethiopia." Journal of Interdisciplinary History 32, no. 1 (2001): 81–88. http://dx.doi.org/10.1162/00221950152103919.

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Manuscript documents produced by the Ethiopian church are valuable historical sources about the relations of property and politics. Historians, however, should consider them as part of a political culture in which orality and literacy operated jointly to convey meaning and political validity.
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Pontius, Anneliese A. "Impact of literacy training on spatial representation in Southwest Ethiopia." International Journal of Intercultural Relations 21, no. 3 (1997): 299–304. http://dx.doi.org/10.1016/s0147-1767(97)00002-3.

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Ahlberg, Aija Katriina, Kenneth Eklund, Suzanne C. S. A. Otieno, and Lea Nieminen. "From abugida to alphabet in Konso, Ethiopia." Written Language and Literacy 22, no. 1 (2019): 1–32. http://dx.doi.org/10.1075/wll.00018.ahl.

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Abstract This study examines the interplay between phonological awareness and orthography in Konso, a Cushitic language in Southwest Ethiopia. Thirty-two adults reading the Konso abugida but with minimal exposure to alphabetic literacy completed an orally administered phoneme deletion task. The responses were then examined using the minimal edit distance hypothesis (Wali, Sproat, Padakannaya & Bhuvaneshwari, 2009) as a framework for the analysis. The results suggest that the difficulty of a deletion was related to the way the phoneme was represented in the Konso abugida. Content-based error analysis of the incorrect responses gave indications of how Konso abugida readers’ processing of sounds is linked to Konso abugida sound-symbol relationships. The Konso language community is undergoing a change in their writing system from abugida to alphabetic writing. As abugida symbols primarily denote consonant-vowel sequences, the change requires learning new sound-symbol mappings. By examining Konso abugida readers’ phonemic awareness the study contributes to developing transfer literacy teaching methods from abugida to alphabetic writing in Konso and elsewhere.
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ELifneh, Yohannes Workeaferahu. "Financial literacy among high school teenagers in a developing country context - an empirical study with reference to high school students in Addis Ababa, Ethiopia." Independent Journal of Management & Production 12, no. 5 (2021): 1436–52. http://dx.doi.org/10.14807/ijmp.v12i5.1402.

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Both developed and developing countries and economies have become increasingly concerned about the level of financial literacy of their citizens. Previous studies indicate that unlike the case in the industrialized world, the issue of financial literacy is a contemporary issue in the developing world, and it is an understudied field in this context. This study was initiated to survey the level of basic financial literacy among high school students in Addis Ababa, Ethiopia’s capital. Such a study corresponds to global initiatives such as by OECD requesting scholars to show case the level of financial literacy among young people in different countries/contexts. The data collection instrument was a standard questionnaire that measures the level of basic financial literacy of high school teenagers in Ethiopia. The questionnaire is based on the instrument originally developed by Lusardi and Mitchell, (2005); and this study uses the slightly updated version used by Van Rooij, Lusardi and Alessie, (2011) that measures basic financial literacy from angles of numeracy, interest compounding, inflation, time value of money, and money illusion. The study concludes that the level of financial literacy is not fairly good among the high school students. The high school students in the capital are not well versed with the basic financial literacy dimensions/measurements, mainly with the assessments of interest compounding, inflation, time value of money, and money illusion. The worst assessment results are a 90.8% failure in the money illusion question, a 70.9% failure in interest compounding assessment question, and a 62.7% failure in the time value of money assessment question. These are followed by a 58.4% failure in the inflation assessment question and a 31.3% failure in the easiest assessment question of numeracy. By and large, these findings testify that the high school students in Addis Ababa have serious deficiency in basic financial literacy. Policy makers and educators may need to seriously pay attention to this shocking deficiency in the level of basic financial literacy among the high school students and take measures to educate the youth this basic life skill at young age while they are still at school.JEL Classification Code: D14
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Regmi, Kapil Dev. "Global Construction of Literacy Policies for “Least Developed Countries”: Focus on Ethiopia, Nepal, and Sierra Leone." Adult Education Quarterly 69, no. 3 (2019): 225–46. http://dx.doi.org/10.1177/0741713619837350.

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In the context of educational globalization and increasing dominance of supranational organizations in educational governance, least developed countries (LDCs) have faced a new level of tension about whether their educational policies should follow the global educational models or seek solutions of their multifarious problems by promoting local indigenous literacy practices. This article critically analyzed key educational policy documents produced by major supranational organizations and selected LDCs and argues that the deficit perspective in education started in the colonial period and institutionalized during the structural adjustment period has shaped literacy policies and practices even after the 1990s. The article concludes with an appeal for developing contextually relevant literacy policies and programs through an asset perspective; and provides directions for further research for exploring LDCs’ literacy policies.
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McNab, Christine. "Language Policy and Language Practice: Implementing Multilingual Literacy Education in Ethiopia." African Studies Review 33, no. 3 (1990): 65. http://dx.doi.org/10.2307/524187.

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Awgichew, Sisay, and Yilfashewa Seyoum. "Integrated Functional Adult Literacy: Existing Practices and Challenges in Eastern Ethiopia." International Journal of Education and Literacy Studies 5, no. 4 (2017): 86. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.86.

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The purpose of this study was to examine the existing practices and challenges of Integrated Functional Adult Literacy Program in eastern Ethiopia. To achieve this objective, the researchers used mixed research design. Questionnaires, interview and focus group discussions were used as viable instrument for data collection. The questionnaires were filed by 302 adult learners and 153 facilitators. Data were analyzed using descriptive statistics. The findings revealed that since the introduction of adult education programs with an integrated manner, harmful traditional practices are reduced, community participation in environmental conservation are growing; societal life skills and usage of new agricultural technologies are improved. However, dysfunctional management structure, poor institutionalization, integration and coordination among the sectors, lack of financial package, trained personnel and low and inconsistent salary were the major bottlenecks in the implementation of the program. Therefore, collaborative efforts among government, NGOs and the community need to put in place to alleviate both human and non-human related problems for the effective realization of the program with pioneering structure, financing,organization and management to achieve transformational and sustainable development goals.
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Dewau, Reta, Amare Muche, Zinabu Fentaw, et al. "Time to initiation of antenatal care and its predictors among pregnant women in Ethiopia: Cox-gamma shared frailty model." PLOS ONE 16, no. 2 (2021): e0246349. http://dx.doi.org/10.1371/journal.pone.0246349.

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Background Timely initiating antenatal care (ANC) is crucial in the countries that have high maternal morbidity and mortality. However, in developing countries including Ethiopia, pregnant mother’s time to initiate antenatal care was not well-studied. Therefore, this study aimed to assess time to first ANC and its predictors among pregnant women in Ethiopia. Methods A community-based cross-sectional study was conducted among 7,543 pregnant women in Ethiopia using the Ethiopian Demographic Health Survey (EDHS), 2016 data. A two-stage stratified cluster sampling was employed. The Kaplan-Meier (KM) method was used to estimate time to first antenatal care visit. Cox-gamma shared frailty model was applied to determine predictors. Adjusted Hazard Ratio (AHR) with 95% confidence interval was reported as the effect size. Model adequacy was assessed by using the Cox-Snell residual plot. Statistical significance was considered at p value <0.05. For data management and analysis Stata 14 was used. Results The median time to first ANC was 5 months with IQR (3,-). The independent predictors of time to first ANC visit were primary education [AHR: 1.24 (95%CI, 1.13–1.35)], secondary education [AHR: 1.28(95% CI, 1.11–1.47)], higher education [AHR: 1.43 (1.19–1.72)] as compared to women with no formal education. Having media exposure [AHR: 1.13 (95% CI, 1.03–1.24)], early initiation of ANC increases by 25% [AHR: 1.25 (95% CI, 1.12–1.40)] in poorer, 32% [AHR: 1.32 (95% CI, 1.17–1.49)] in middle, 37% [AHR: 1.37 (95% CI, 1.20–1.56)] in richer and 41% [AHR: 1.41 (95%CI, 1.1.19–1.67)] in richest households as compared to poorest household wealth index. Living in city administration, media exposure and community women literacy were also enabler factors, while, long distance from health facility and nomadic region residency were hindering factors of early ANC visit. Conclusions The current study revealed that women’s time to first antenatal care visit was by far late in Ethiopia as compared to the world health organization recommendation (WHO). The predictors of time to first ANC visit were education status of women, having media exposure, level of household wealth index, community women literacy ad distance to health facility. It is vital that maternal and child health policies and strategies better to be directed at women development and also designing and applying interventions that intended to increase timely initiation ANC among pregnant-women. Researchers also recommended conducting studies using a stronger design like a cohort to establish temporality and reduce biases.
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Dissertations / Theses on the topic "Literacy – Ethiopia"

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Geldof, Marije. "Literacy and ICT : social constructions in the lives of low-literate youth in Ethiopia & Malawi." Thesis, Royal Holloway, University of London, 2010. http://digirep.rhul.ac.uk/items/a612316c-9161-1cce-7fc9-1a903dc23027/1/.

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This thesis explores how literacy and Information and Communication Technologies (ICTs) are socially constructed in the lives of low-literate youth in the context of Ethiopia and Malawi. Literacy and ICTs are becoming more and more interdependent and both are seen as possible solutions for development. However, few studies have qualitatively explored the interaction between the two in contexts where literacy skills are not widespread, such as in Africa. Particularly the perspectives and experiences of low-literate users in such contexts have previously received insufficient attention. The thesis brings together and contributes to the social constructionist perspectives on literacy and ICTs, building in particular on the work of Brian Street and Daniel Wagner as well as Wiebe Bijker, Trevor Pinch and Paul Dourish, according to which literacy and ICT use are social practices that can only be understood in the social context in which they take place. In the context of four research locations in both urban and rural Ethiopia and Malawi, a qualitative multiple method approach (including interviews, focus groups and digital camera interaction) was employed, which allowed low-literate youth to express themselves both verbally and visually about the role of ICTs in their lives. What their realities reveal about how the use of ICTs is actively shaped by both its users as well as the context of use is organised in three substantive chapters. The first examines the interplay between literacy and ICTs, particularly with respect to language, content representation and shared use. This is followed by an exploration of physical and cultural contextual factors that constrain ICT use, such as electricity and gender. Finally, the needs of low-literate users as well as the way in which they shape ICT use according to their needs are explored. The thesis shows how the interplay between literacy and ICT use is more complex than just compatibility between literacy proficiency and ICT design. It highlights how ICT use is divided along similar lines to literacy proficiency by characteristics such as gender, language and geographical location. Furthermore, it shows how in an African context ICT design for collective rather than individual use may be more appropriate.
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Degu, Teshome Gudissa. "The impact of an adult literacy programme on the socio-economic empowerment of rural women in Oromia, Ethiopia." Thesis, 2016. http://hdl.handle.net/10500/21219.

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A large number of adult women living in rural parts of the country had neither the free time nor the opportunity to receive basic education at their early ages. As a result, despite the women's numerical significance, and their remarkable contribution to the economic development, women faced social and cultural challenges that undermine their human worth and dignity. These problems result mainly from lack of education among the majority of women and can possibly cause poverty and inequality. To address these problems, adult education and literacy programs that incorporate functional adult literacy, vocational training, and entrepreneurial support was implemented. Such a program is believed, would promote socioeconomic empowerment of women. Thus, the aim of this study was to explore the impact of this adult literacy program on the rural women's socioeconomic empowerment. Conscientization and dialogue theory of Paulo Freire was adopted as a theoretical framework. A case study method was used with a purpose to determine the impact of adult literacy on the socioeconomic life of rural women. For sampling purpose, three adult literacy supervisors, five adult literacy facilitators, and twenty women were included. Data collection tools were in-depth interviews, focus group discussion and personal field notes. To analyze the data, the researcher took the rules proposed by Huberman and Miles (1994) and Marshall and Ross (1995).The analysis of the data resulted in two major themes, five categories, and twenty-one sub-categories. The result showed that the adult literacy program enhanced the following components of women's life: At the individual level, it improved, the ability to read, write and calculate; self-confidence to express one's feeling and idea; a positive self-concept; and confidence to challenge the already established wrong meaning about women. At the social level, literacy changed women's negative attitude towards children's education; improved their ability to persuade/communicate their spouses; it improved women's knowledge of family planning and health matters. Furthermore, it improved women's social networking ability and mobility; and changed women's attitude towards commonly practiced social evils like female child genital mutilation; and also increased women's participation in social affairs. At an economic level, adult literacy equipped women with the knowledge and skills to engage in different income generating activities like poultry production, honey production and growing different types of vegetables. Moreover, adult literacy advanced women's knowledge of saving and effective utilization of resources. However, it was found that that specific adult literacy program could not equip women adequately to exercise their decision-making right in financial management.<br>Language Education, Arts and Culture<br>D. Ed. (Comparative Education)
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Van, Aswegen Jacobus Gerthardus. "Language maintenance and shift in Ethiopia : the case of Maale." Diss., 2008. http://hdl.handle.net/10500/2119.

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The focus of this study is on language maintenance and shift in Maale, a minority language spoken in Ethiopia. The main aims of the study are to give an account of the underlying social factors that have contributed to language maintenance in the Maale speech community, and to investigate whether the mother-tongue literacy programme in the Maale region is going to facilitate language maintenance or contribute to language shift. The findings suggest that regional nationalism, which corresponds to ethnic nationalism in Paulston's theory of social mobilisation, is the reason why the Maale language has been maintained as a viable language in spite of centuries of political repression. The findings also indicate that the mother-tongue literacy programme currently contributes to language maintenance but it is a stepping stone to further education, which favours the learning of a second language, which could lead to possible attrition of the mother tongue.<br>Linguistics<br>M.A. (Sociolinguistics)
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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.

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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.<br>Information Science<br>M. A. (Information Science)
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Dires, Demeke Tassew. "Narrative strategies in selected Amharic novels from 2000 until 2010." Thesis, 2014. http://hdl.handle.net/10500/18483.

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The aim of this research entitled Narrative Strategies in Selected Amharic Novels from 2000 until 2010 was to shed light on the relationship among form, meaning (content) and social milieuin establishing the textual and contextual features of fictional narratives. It mainly contends that it is possible to unravel the textual and contextual qualities of fictional narratives by studying form as a narrative strategy. In this research, form, when understood as a narrative strategy, is not only considered as a textual construct which motivates textual meaning but also regarded as a product of the social milieu from which the text emerges. Having this conception, form as a narrative strategy is investigated in selected Amharic novels published from 2000 until 2010 in view of expounding the artistic and thematic features of contemporary Amharic novels, endeavouring to fill the knowledge gap in Amharic literary scholarship about their literary features. The present research applies narratological approaches that range from classical to post-classical narratology. However, it dominantly uses post-classical conceptions of narratology as guidelines for its discussion. The dissertation comprises six chapters. The first one is an introductory chapter in which the research problems, goals and assumptions are explicated. Chapter two deals with the theoretical framework where the theoretical insight the research utilizes as a guideline is outlined and methodological issues are specified. The following three chapters focus on the analysis. In the third chapter, story is investigated as a narrative strategy in Yeburqa Zemeta (Burka’s Silence) (2000); in the fourth one, focalization is treated as a narrative strategy in Gerač.a Qač.eloč (Grey Bells) (2005), and in the fifth chapter, characterization is studied as a narrative strategy in Dèrtogada (Dertogada) (2010). The dissertation concludes with a chapter in which independent findings in the three analysis chapters are summed up and generalizations on the textual and contextual features of the present day Amharic novels are made.<br>Afrikaans & Theory of Literature<br>D. Litt. et Phil. (Theory of Literature)
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Metaferia, Tekle Ferede. "A study of independent reading in English as a foreign language (EFL) in Ethopian schools." Thesis, 2016. http://hdl.handle.net/10500/22186.

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This study focused on independent EFL reading among Grade 11 students across public and non-public schools in Ethiopia. Students who practice independent reading develop a love for reading and ultimately become life-long self-initiated readers. Therefore, independent reading should be considered as a vital goal of instruction and research. The issues of focus in this study were students’ reading comprehension ability levels, attitude towards learning English as a school subject and reading its literature, reading motivation, reading strategy use, persistence in independent reading and access to reading resources along with inclusion of independent reading in classroom instruction and in English textbooks. To this end, the study used quantitative data (collected through reading comprehension test, structured questionnaire and independent reading follow-up checklist) and qualitative data (gathered via classroom observation and content analysis).The findings revealed lower predisposition towards and practice of independent EFL reading among public school students (n = 375). A statistically significant difference, in favour of non-public schools (n = 181), was also found between the two groups of students in scores pertaining to most of the variables investigated. Enhanced scaffolding of independent reading through improved instruction and resource provision, regular short refresher courses for teachers of English and further studies have been recommended to improve public school students’ involvement in independent EFL reading.<br>English Studies<br>D. Litt. et Phil. (English Studies)
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Books on the topic "Literacy – Ethiopia"

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Mammo, Gudeta. Ethiopia: The role of literacy instructors in changing attitudes. International Bureau of Education, 1990.

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Sadik, Neway Wolde. National literacy campaign with reference to the experience of Ethiopia: A paper for Kitwe (Zambia) seminar. National Literacy Campaign Coordinating Office, 1985.

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Conference, on Public-Private Partnership in Adult Literacy (2006 Addis Ababa Ethiopia). Public-private partnership in adult literacy: International conference, 5-7 December 2006, Addis Ababa, Ethiopia. DVV International, Regional Office East Africa/Horn of Africa, 2009.

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Conference on Public-Private Partnership in Adult Literacy (2006 Addis Ababa, Ethiopia). Public-private partnership in adult literacy: International conference, 5-7 December 2006, Addis Ababa, Ethiopia. Edited by Sandhaas Bernd and DVV International. Regional Office East Africa. DVV International, Regional Office East Africa/Horn of Africa, 2009.

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Sjöström, Rolf. A pilot study of effects of primary schooling in a rural community of Ethiopia: The case of Saya Debir. Ministry of Education, 1986.

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DVV International. Regional Office East Africa. Skills training, literacy, and education for youth and adults in Ethiopia: A report of the International Literacy Day celebration done by IIZ/DVV in collaboration with UNESCO Cluster Office Addis Ababa and MoE, September 2005. DVV International, Regional Office East Africa, 2007.

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Nathan, Isaac. Musico-literary traditions of the Beta Israel: A series of encounters. Centre of Ethiopian Studies, 2002.

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Searle, Chris. A blindfold removed: Ethiopia's struggle for literacy. Karia Press, 1991.

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Mammo, Gudeta. L'alphabétisation en Ethiopie: Enseignants et l'évolution des comportements. Unesco, Bureau international d'éducation, 1990.

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Molvaer, Reidulf Knut. Black lions: The creative lives of modern Ethiopia's literary giants and pioneers. Red Sea Press, 1997.

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Book chapters on the topic "Literacy – Ethiopia"

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Heugh, Kathleen. "Shades, Voice and Mobility: Remote Communities Resist and Reclaim Linguistic and Educational Practices in Ethiopia." In Educating for Language and Literacy Diversity. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137309860_6.

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Srivastava, Neelam. "Harlem’s Ethiopia: Literary Pan-Africanism and the Italian Invasion." In Italian Colonialism and Resistances to Empire, 1930-1970. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-46584-9_4.

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Geldof, Marije. "ICT for Low-Literate Youth in Ethiopia: The Usability Challenge." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73289-1_8.

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Shany, Michal, and Esther Geva. "Cognitive, Language, and Literacy Development in Socio-culturally Vulnerable School Children – The Case of Ethiopian Israeli Children." In Current Issues in Bilingualism. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2327-6_5.

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Letsios, Dimitris. "Diabolus in figura Aethiopis tetri Ethiopians as demons in hagiographic sources: Literary stereotypes versus social reality and historic events." In East and West, edited by Juan Pedro Monferrer-Sala, Vassilios Christides, and Theodoros Papadopoullos. Gorgias Press, 2009. http://dx.doi.org/10.31826/9781463216771-016.

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"Alphabetisierung und Literalität in Äthiopien Literacy Movements and Literacy in Ethiopia." In Schrift und Schriftlichkeit / Writing and Its Use, Part 1, edited by Hartmut Günther, Otto Ludwig, Jürgen Baurmann, et al. Walter de Gruyter, 1994. http://dx.doi.org/10.1515/9783110111293.1.6.814.

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Demoz, Abraham. "Language, Literacy and Society The Case of Ethiopia." In The Fergusonian Impact. De Gruyter, 1986. http://dx.doi.org/10.1515/9783110873641-026.

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Borisova, Ivelina, Lauren Pisani, Amy Jo Dowd, and Hsiao-Chen Lin. "Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia." In Research in Young Children's Literacy and Language Development. Routledge, 2019. http://dx.doi.org/10.4324/9781315108278-27.

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Nurhussein, Nadia. "Empire on the World Stage." In Black Land. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691190969.003.0006.

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This chapter begins with a scene from George White's 1936 “Scandals,” reprised in the 1937 film “You Can't Have Everything,” that featured the dance team known as Tip, Tap, and Toe as Haile Selassie and two of his army's soldiers. Many reviews considered this scene the best one of White's Broadway musical revue, and a photograph from this scene was even included in the cover story of the January 6, 1936 issue of Time magazine, a profile of Haile Selassie declaring him the magazine's “Man of the Year.” With hints of so-called “Ethiopian minstrelsy,” the image of Selassie in the public eye was an odd amalgam of ancient solemnity and slick modernity. Literary and journalistic accounts of Selassie depicted a leader who evinced an attraction to technology and modernization that was undermined by Ethiopian culture and landscape deemed somehow averse to modern life. The chapter also addresses the theatrical representations of Ethiopia with Arthur Arent's censored 1936 Federal Theater Project Ethiopia, which was generically categorized as a “living newspaper,” and an important turn-of-the-century libretto, starring blackface performers Bert Williams and George Walker.
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Mekonnen, Dawit, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi. "Changing Teacher Educators’ Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators’ Professional Development Experiences in Ethiopia." In Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.bk.0022.1809.2.

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Conference papers on the topic "Literacy – Ethiopia"

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Chang, Angela, Lidet Tilahun, and Breazeal Breazeal. "Visualisations of Data from the Literacy Tablet Reading Project in Rural Ethiopia." In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.35.

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Reports on the topic "Literacy – Ethiopia"

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Abstract:
Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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