MODELING SEDIMENT YIELD USING ArcSWAT AND ANALYZING THE MOST PROMINENT

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Attainment of Universal Primary Education for Children with and
without Disabilities in East Gojjam Administrative Zone: In Ethiopia

Addis Ababa University
College of Education and Behavioral Studies
Special Needs Education Department

By
Kassahun Zewdie

November, 2016
Addis Ababa University
College of Education and Behavioral Studies
Special Needs Education Department

Kassahun Zewdie
Attainment of Universal Primary Education for Children with and
without Disabilities in East Gojjam Administrative Zone: In Ethiopia

This dissertation is submitted to Special Needs Education Department, Addis Ababa
University in partial fulfillment of the requirements for the award of the degree of
Doctor of Philosophy in Special Needs Education
Declaration
I, Kassahun Zewdie Zeleke hereby declare that the dissertation here entitled ‘Attainment of universal
primary education for children with and without disabilities in East Gojjam Administrative Zone: In
Ethiopia’ is the output of the original research work that I have carried out towards fulfilling of the
partial requirement for the award of the degree of Doctor of Philosophy in Special Needs Education of
Addis Ababa University. I further declared that all the materials used to complete this work have been

duly acknowledged.
Name________________________________________ Signature __________________
Date of Submission June ____, 201
I, Dr. Alemayehu T/Mariam, hereby certify that the dissertation entitled ‘Attainment of Universal
Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In
Ethiopia’ is an original work carried out by Kassahun Zewdie Zeleke towards fulfilling the partial
requirement of the award of the degree of Doctor of Philosophy in Special Needs Education. The
Dissertation has been submitted for final evaluation to the University with my approved.
Name _______________________________________ Signature ________________
Date of Submission ____________________, 2016
Addis Ababa University
College of Education and Behavioral Studies
Special Needs Education Department
Kassahun Zewdie
Attainment of Universal Primary Education for Children with and without Disabilities in
East Gojjam Administrative Zone: In Ethiopia

Approved of the Board of Examiners
_______________________________ _______________ ______________
Chairman Signature Date

Department of Graduate Studies

_______________________________ _______________ ______________
Advisor Signature Date

_______________________________ _______________ ______________
External Examiner Signature Date

_______________________________ _______________ ______________
Internal Examiner Signature Date
Abstract
The purpose of this study was to explore the attainment of Millennium Development Goal Two in
East Gojjam Administrative Zone located in Amhara Regional state, Ethiopia. It attempted to find
out how children with and without disabilities accessed primary education in the stated
administrative Zone. This survey research employed a mixed method approach, and participants
were selected through purposive sampling technique. Data were collected using numerical data
format, interview and observation tools, and were analyzed through descriptive statistics and
thematic data analysis techniques. The results, therefore, indicated that there were observable
progresses in the implementation of MDG Two in primary education. In the Zone, the number of
students enrolled in primary school increased to 531,884 in 2013/14 academic year. This addressed
91.3% of the total number of school age children. Gender parity reached balance level. However,
50,314 school age children were out of school in 2013/14. School dropout problem was one of the
threats that hinder the attainment of UPE in this Zone. The number of dropout students in primary
schools reached to 25,708 in 2013/14 academic year. In this Zone Teacher: students ratio recorded
an average of 1:40. Participants had positive expectations towards attainment of MDG Two and
therefore suggested that each level of administration should attain provision of UPE. Woredas differ
in their commitment to provide UPE for students with disabilities. Accessibility of primary
education for children with disabilities in this Zone was very limited. Although 4474 children with
disabilities were identified in the Zone, only 10% had accessed to primary school education in
2012/13 academic year. Woredas were not willing to accept all children with disabilities in one
academic year. Awareness raising program did not provide for parents of children with disabilities.
In East Gojjam Zone providing SNE for CWDs did not show progress as it was stated in ESDP IV.
Thus, the right to get access to primary education for all children was not implemented.
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Acknowledgements
First of all, I would like to thank God who helped me accomplish this work. Secondly I would like
to extend my deepest gratitude to my advisor, Dr. Kari Ruoho, who helped me shape my work from
the beginning to the end. Without his help it would have been difficult to accomplish this academic
task. I also would like to express my thanks to Dr. Alemayehu T/Mariam who facilitated things to
finalize my dissertation in time. My sincere appreciation also goes to my colleagues Mr. Missay
Mulat, Mr. Shumet Asress, and Mr.Temesgen Demisie since I cannot forget your kind contribution
by reading and offering constructive comments. In addition, I would like to express my
indebtedness to my wife Tayech Zerihun, and all my family members, my best friend Maru
Checkol and others who encouraged me providing useful advice. Last, but not least, my special
thanks go to Debre Markos University (my home base) and Addis Ababa University, Department of
Special Needs Education for the financial and material support I received, that enables me to
accomplish my research work on time. Thank you all most sincerely, including those who are not
mentioned here.
Table of Contents
Content Page
Cover Page …………………………………………………………………………………………...i
Title Page ……………………………………………………………………………………………ii
Declaration ………………………………………………………………………………………….iii
Approved of the Board of Examiners ………………………………………………………………iv
Abstract……………………………………………………………………………………………...v
Acknowledgements …………………………………………………………………………………vi
Table of Contents …………………………………………………………………………………..vii
List of Tables ……………………………………………………………………………………….xi
List of Figures ……………………………………………………………………………………..xiii
Abbreviations andAcronyms ………………………………………………………………………xiv
Capter One: Introduction …………………………………………………………………………….1
1.1 Backgroung of the Study …………………………………………………………………...........1
1.2 Statement of the Problem ………………………………………………………………………..5
1.3 Purpose of the Study ……………………………………………………………………………..6
1.4 Research Questions ……………………………………………………………………………...6
1.5 Significance of the Study ………………………………………………………………………..7
1.6 Delimitation of the Study...………………………………………………………………………8
1.7 Limitations of the study.. .……………………………………………………………………….8
1.8 Operational Definition of Key Concepts ………………………………………………………...8
ChapterTwo: Review of Related Litrature-Introducation ………………………………………...10
2.1 The Role of Education in Human, Social and Economic Development ……………………….10
2.2 Legal Developments in Securing Education for All …………………………………………...15
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Content Page
2.2.1 Right-based approach to education. …………………………………………………………17
2.2.2 Education for all movement. …………………………………………………………………21
2.2.3 Millennium development goal two in the frame of universal primary education and education
for all…………..……………………………………………………………………………...22
2.2.4 Persons with disabilities and millennium development goal two. …………………………...25
2.3. Global Situation of Universal Primary Education ……………………………………………..28
2.3.1 Situation of universal primary education in Ethiopia.. ……………………………………….34
2.3.2 Provision of special needs education in Ethiopia. ….………………………………………. 43
2.3.3 Primary school teachers' educational qualifications in Ethiopia. .……………………………46
Chapret Three: Methodology……………………………………………………………………….48
3.1 Research Design …..……………………………………………………………………………48
3.2 Study Sites and Participants of the Study …..………………………………………………….48
3.2.1 Sampling technique to select the study sites. ………………………………………………...49
3.2.2 Sampling technique to select the research participants…………………………….…………50
3.3 Data Collection Instruments ……………………………………………………………………51
3.3.1 Numerical data formats..……………………………………………………………………...52
3.3.2 Interview guide.……………………………………………………………………………....52
3.3.3 Observation…………………………………………………………………………………...52
3.4 Reliability and Validity ………………………………………………………………………...53
3.5 Data Collection Procedures …………………………………………………………………….53
3.6 Data Analysis and Interpretation ……………………………………………………………….54
3.7 Ethical Considerations ………………………………………………………………………….56
Chapter Four: Results …………………………………………………………................................57
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Content Page
4.1. Number of Schools, Techers and Students in East Gojjam Administrative Zone ……………57
4.1.1 Number of primary schools in the Zone ……………….…………………………………….57
4.1.2 Number of primary school teachers in the Zone ……………..……………………………...59
4.1.3 Number of students enrolled in primary schools …………...…………..…………………….61
4.1.4 Number of students enrolled, planned, and school age children in the Zone ……………….63
4.1.5 Gender parity indices in primary schools ..……….………………………………………….73
4.1.6 Number of students dropout in primary schools …………...…………………………...........76
4.1.7 Number of SWDs enrolled in the Zone primary schools ……………………………...……..80
4.2 Summary regarding the Number of Primary Schools, Teachers and Students …………...…. 85
4.3 The Role of MDG Two to Attain UPE Seen by Participants ………………….……………….90
4.4 Actions Taken to Attained MDG Two ……….………………………………………………...94
4.5 Actions Taken by this Zone to Attained MDG Two regarding Children with Disabilities ….106
4.6 Participants’ Perciption regarding theAttainment of MDG Two …………………………….119
4.7 Efforts, Successes and Challenges to Attain UPE …………………………………………….125
4.8 Future Plans and Views to Attain UPE in the Zone .…………………………………………128
Chapter Five : Discussion……………. …………………………………………………………...134
5.1 Summary of the Main Results….……………………………………………………………...134
5.2 Discussion ..…………………………………………………………………………………...135
5.3 Conclusion …………………………………………………………………………………….154
5.4 Implication of the Study……………………………………………………………………….157
5.5 Recommendations …………………………………………………………………………….157
Rerences …………………………………………………………………………………………..159
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Appendices
Content Page
Appendix A: The Eight Millennium Development Goals ………………………………………...170
Appendix B: The six EFA goals ………………………………………………………………….171
Appendix C: Data analysis step by step procedures starting from coding to themes .....................172
Appendix D Teacher students ratio in Eastern Gojjam Administrative Zone……………………177
Appendix E: Number of SAC, Planned, Enrolled and dropout students in EGAZ, Six woredas and
six primary schools during the Academic years 2007/8-2013/14 ……………………178
Appendix F: Consent formats and Interview guides for EGAZ, Six Woredas and Six Primary
School Participants ………………………………………………………………...........185
Appendix G: Numerical Data Formats for Zone Finance Office, Questionnaires for EGAZ
Education Office participant, Six Woreda and Six Primary School participants ……….195
Appendix H: Demographic characteristics of Zone, Woreda and School participants’ personal
information ……………………………………………………………………………...207
Appendix I: Observation checklist ………………………………………………………………..208
Appendix J: Map of Ethiopia and Amhara regional State ………………………………………...209