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97 Pages·2013·1.7 MB·English

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ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
AN ASSESSMENT OF THE MANAGEMENT CAPACITY
OF THE WOREDA EDUCATION OFFICES
IN THE AMHARA REGION
BY
FANTA MOGES
May, 2001
This thesis has been submitted for examination with my approval as university advisor.
Name: Ayalew Shibeshi (Associate Professor)
Signature:~~ ' _
J~
Date
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
AN ASSESSMENT OF THE MANAGEMENT CAPACITY
OF THE WOREDA EDUCATION OFFICES
IN THE AMHARA REGION
BY
FANTA MOGES BEHONEGN
FACULTY OF EDUCATION
Approved by the Examining Board
Chairman, Department Graduate Committee
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AN ASSESSMENT OF THE MANAGEMENT CAPACITY
OF THE WOREDA EDUCATION OFFICES
IN THE AMHARA REGION
A Thesis Presented to
The School of Graduate Studies
Addis Ababa University
In Partial Fulfillment of the Requirements for
The Degree of Master of Education in
Educational Planning and Management
BY
FANTA MOGES
May, 2001
TABLE OF CONTENTS
Page
LIST OF TABLES 1
ACRONYMS 11
ACKNOWLEDGEMENTS 111
ABSTRACT IV
CHAPTER ONE 1
1. THE PROBLEM AND ITS APPROACH 1
1.1 Background of the Study 1
1.2 Statement of the Problem 3
1.3 Significance of the Study 4
1.4 Delimitation of the Study 4
1.5 Limitations of the Study 4
1.6 Methods and Procedures 5
1.6.1 Source of Data 5
1.6.2 MeasuresN ariables 5
1.6.3 Instruments for Data Collection 5
1.6.4 Procedures of Data Collection 6
1.6.5 Methods of Data Analysis 7
1.7 Operational Definitions 7
1.8 Organization of the Study 8
CHAPTER TWO 9
2. REVIEW OF THE RELATED LITERATURE 9
2.1 What is Management 9
2.2 Similarities and Differences in Executing Functions by Organizational
Level 9
2.3 The Characteristics of Educational Management 10
2.4 Decentralized Educational Management Versus Centralized Educational
Management 11
2.5 Determinant Factors of the Management Capacity of An Educational
Institution 11
Page
2.5.1 Organizational Structure 12
2.5.2 Personnel 13
2.5.3 Finance 14
2.5.4 Instructional Materials 15
2.6 The Skills and Qualities Required of an Educational Manager as a Leader 16
2.6.1 Planning Skills 16
2.6.2 Organizing Skills 17
2.6.3 Decision Making Skills 17
2.6.4 Supervisory Skills 18
2.6.5 Communication Skills 18
2.6.6 Motivating Skills 19
2.6.7 Evaluating Skills 20
2.6.8 Conflict Management Skills 20
2.7 The Roles and Functions ofWoreda Education Offices 21
2.7.1 Stated Roles and Functions 21
2.7.2 WEOs Organizational Structure 24
2.7.3 Requisite Qualifications forthe Positions 24
CHAPER THREE 26
3. PRESENTATION AND ANALYSIS OFTHE DATA 26
3.1 Characteristics of the Sample Population 26
3.2 Analysis and Interpretation of Data 29
3.2.1 Organizational Structure 29
3.2.2 Staffing 36
3.2.3 Performance of WEOs 42
CHAPTER FOUR 54
4. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 54
4.1 Summary 54
4.2 Conclusions 57
4.3 Recommendations 59
Page
BIBLIOGRAPHY 62
APPENDICES
Appendix-A Staffing of the WEO
Appendix-B Employees' Level of Education in the Sample WEOs
Appendix-C The Assignment of Educational Administration
Graducaties (Diploma to Degree)
Appendix -D Document of Rules and Directives that are Available in
Sample WEOs and Schools
Appendix-E Recurrent Budget
Appendix-F Detail Calculation of Mean Rank For Table 8
Appendix-G Detail Calculation of Mean Rank For Table 12
Appendix-H Questionnaire to be completed by Primary and Secondary
School principals
Appendix-I Questionnaire to be completed by Zone and Woreda
officials and experts
Appendix-J Interview conducted with Heads of Sample ZEDs.
LIST OF TABLES
Table Page
1 Number of Respondents by Type and Zone 7
2 Characteristics ofthe Respondents 27
3 WEOs' Organizational Structure 29
4 Adequacy of Authority vested inthe WEOs 30
5 Decision Making Approaches 32
6 Clarity and Availability of Rules andDirectives 34
7 Vacancies 36
8 The Perceived Constraints toFill Positions as Ranked by the Respondents and
the Mean-Ranks and Rank Values ofthe Problems 38
9 Level of Education Required forPositions inthe WEOs 39
10 Planning Areas of Emphasis 40
11 Evaluation ofthe Implementation ofPlans 43
12 The Perceived Problems in Managing Instructional Materials
as Ranked by the Respondents 43
13 Criteria Used to Allocate Budget to Schools 45
14 Availability of Finance in Schools 47
15Information Flow 49
16 Conflict Management 51
17 Professional Support 52
ACRONYMS
ANRS Amhara National Regional State
ANRSC Amhara Regional State Council
ARCSC Amhara Regional Civil Service Commission
AREB Amhara Regional Education Bureau
CRCs Cluster Resource Centers
CSTCs Community Skill Training Centers
ESDP Education Sector Development Programme
ETP Education and Training Policy
MOE Ministry of Education
NGOs Non Government Organizations
REB Regional Education Bureau
TCS Teachers Career Structure
TGE Transitional Government of Ethiopia
WAC Woreda Administrative Council
WEO Woreda Education Office
WETB Woreda Education and Training Board
ZED Zone Education Department
ii
ACKNOWLEDGEMENTS
I would like to express my heartfelt gratitude to my advisor, Ato to Ayalew Shibeshi,
Associate Professor in Addis Ababa University, whose deep concern, constructive comments
and suggestions have contributed to the successful accomplishment of the study.
I would also like to extend very sincere and special thanks to Ato Amhare Bizuneh, Ato
Temesgen Melaku, Ato Theodros Shewarget, Heads of the sample ZEDs and my other
colleagues in the Regional Education Bureau for their cooperation in assisting me in many
ways. I am also thankful to WIro Abeba Shitaw who diligently typed the first draft and the
final script.
Finally, I am indebted to the Amhara Regional Education Bureau for giving me the
opportunity to join the postgraduate program.
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