State constitutional State constitutional amendment patterns in Ethiopia

128 Pages·2016·10.7 MB·English

of of in
Assessment the School Plant TVE Oromia
A Thesis Presented to
The School of Graduate Stu
Addis Ababa University
In partial Fulfillment of the Requirement of the
Degree of Master of Arts in Educational Planning
and Management.
By: Befekadu Yigzaw
Advisor: Dr. Yekunoamlak Alemu
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p.o.umt 11 7' ..:
AD!".IS Iz.r" c::,. ETHIOPIA
March 2007
Addis Ababa
Declaration
I confirm that this thesis is my original work.
Name: Befekadu Yigzaw
~~ ~~~~~\
Signature: ___ _ ___________
Date of Submission: March 5, 2007
This thesis has been submitted for examination by m y
approval as a university advisor.
•
Name: Dr. Yekunoamlak Alemu
Signature:
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Date of Submission:
ADDIS ABABA UNIVERSITY
School of Graduate Studies
Assessment of the School Plant of TVET in Oromia
By: Befekadu Yigzaw
Advisor: Dr. Yekunoamlak Alemu
Approved by the Examining Board
'Yre,\CUV\ ocQW\ I eLK AJevVVO
Chairman, Dept, Graduate Committee
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Advisor
Infernal Examiner
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External Examiner
Acknowledgements
First of all I would like to thank my heavenly father God for His priceless
care and help.
I am very much grateful and indebted to my adviser Dr. Yekunoamlak
Alemu. Retrospectively, I appreciate his challenge, as I finally believed
that he instilled in me the spirit of hard work beyond the rigors and skill
of research.
I would also pass my gratitude to Dr. Andreas Konig, Coordinator of
TVET reform in Engineering Capacity Building Program, for his relentless
support for accomplishing this work. I thank my friend Retta Assefa for
his wonderful help in my thesis.
Words are inadequate to express my heart felt praise to my beloved
wife Eng. Tigist Atlaw, as she shouldered the toughest part of the brunt
in the last two years of schooling.
I will never forget to convey my deep gratitude and thanks to my
mother Aselef Mebrat for her all rounded kinds of support from my child
hood up to this time. My brothers, sisters and all of my families really
deserve very special than ks.
If the award from the university could be transferred to one dearly
person, I would unhesitatingly proffer it to my father, he was the one
who indoctrinate the love of education in me.
Table of Contents
Acknowledgments
Table of Contents ii
List of Tables Iv
List of Figures v
Abbreviations and Acronyms Vi
Abstract VII
CHAPTER ONE
1 The Problem and Its Approach 1
1.1 Back Ground of the Study 1
1.2 Purpose of the Study 3
1.3 Statement of the Problem 4
1.4 Significance of the Study 5
1.5 Delimitations of the Study 6
1.6 Limitations of the Study 6
1.7 Organization of the Study 6
1.8 Definition of key Terms 7
CHAPTER TWO
2 Review of the Related Literature 9
2.1 The School Plant and its Relationship with TVET Program 9
2. 1.1 The Concept of School Plant 9
2.1. 2 The Relationship of TVET Program to Plant 10
2.2 The Components of School Plant 11
2.2.1 The School Site 11
2.2.2 Physical and Health Education Facilities 13
2.2.3 The Classroom 13
2.2.4The Laboratories and Workshops 15
2.2.5 The Libraries 16
2.2.6 The Auditorium 17
2.2.7 Furniture 18
2.2.8 Equipments 18
2.3 The Effects of School Plant on TVET 19
2.3.1 Effect of Ventilation 19
2.3.2 Effect of Lighting 20
2.3.3 Effect Acoustics 22
2.3.4 Effect of Building Quality and Age 22
2.3.5 Effect of Classroom Size 23
11
2.4 TVET in Ethiopia 24
CHAPTER THREE
3 Research Design and Methodology 28
3. 1 Sam pIing Procedure 28
3.1.1 Institutes 28
3.1.2 Students 29
3. 1.3 Teachers 29
3. 1.4 Directors 30
3.2 The Data Gathering Instruments 30
3.2.1 Questionnaire 30
3.2.2 Unstructured Interview 31
3.2.3 Observation 31
3.3 Pilot- Study 31
3.4 Data Gathering Procedures 32
3.5 Data Analysis 32
CHAPTER FOUR
4 Presentation and Analysis of Data 33
4.1 Characteristics of the Population in the Study 33
4.2 Findings 34
4.2.1 Analysis and Presentation of Students' Questionnaire
Responses 36
4.2.2 Analysis and Presentation of Teachers' Questionnaire
Responses 49
4.2.3 Analysis and Presentation of Directors' Questionnaire
Responses 63
4.2.4The Result from the Observation
CHAPTER FIVE
5 SummAry, Conclusion and Recommendation 82
5.1 SummAry 82
5.1.1 The Objective and Methodology of the Study 82
5.1.2 Findings of the Study 83
5.2 Conclusions 86
5.3 Recommendations 87
5.3.1 Short-Term Recommendation 87
5.3.2 Long-Term Recommendation 87
Bibliography 89
Appendix A- Data Gathering Instruments 94
111
List of Tables
3.1 Selected Sample Institutes 28
3.2 Selected Student Sample 29
4.1 Characteristics of the respondents by Age, Sex, & Subject 33
Areas
4.2 Grade of the Students 34
4.3 Students' Observations on the Environmental and Related 36
Issues
4.4 Students' Observations on the Components of School Plant 39
4.5 Students' Responses on the Problem of the General Aspect of 41
School Plant
4.6 Students' Responses on the Problem of Classrooms 43
4.7 Students' Responses on the Problem of Workshops and 45
Laboratories
4.8 Students' Ranking Response to the Problems of School Plant 47
4.9 Teachers' Observation on the Existing 'Situation of the General 49
Aspect of the School Plant
4.10 Teachers' Response on the Existence of Components of School 51
Plant
4.11 Teachers' Attitude about Management and Related issues 53
4.12 Teachers' Responses on the Problem of the General Aspect of 54
School Plant
4.13 Teachers' Responses on the Problem of Classrooms 56
4.14 Teachers' Responses on the Problem of Workshops and 58
Laboratories
4.15 Teachers' Ranking Response for the Problems of School Plant 60
4.16 Directors' Observation on the Existing Situation of the General 63
•
Aspect of the School Plant
4.17 Directors' Response on the Existence of Components of School 65
Plant
4.18 Directors' Attitude about Management and Related issues 67
4.19 Directors' Responses on the Problem of the General Aspect of 68
School Plant
4.20 Directors' Responses on the Problem of Classrooms 70
4.21 Directors' Responses on the Problem of Workshops and 72
Laboratories
•
4.22 Directors' Ranking Response for the Problems of School Plant 74
IV
List of Figures
4.1 Workshop, which is disordered 78
4.2 Workshop, which is so crowded for easy moving 79
4.3 Classrooms 80
Library, with no sufficient seats for reading and empty 80
4.4 shelf
4.5 Toilet, which is so dirty and unhygienic 81
The Surrounding Environment, which is dry and 81
4.6 disordered
v
Abbreviations and Acronyms
Acronyms. Description
TVET Technical and Vocational Education and Training
NGO Non-Governmental Organization
GTZ Deutsche Gesellschaft fUr Technische
Zusammenarbeit (German Development Cooperation)
DED Deutscher Entwicklungsdienst
(German Development service)
ETP Educational Training Policy
MOE Ministry of Education
SPSS Statistical Package for the Social Sciences
N Total number of samples
F Frequency
'1) Chi-Square
a Level of Significance or level of Risk
Ho Null Hypothesis
~
HI Alternate Hypothesis
df Degree of Freedom
NCEF National Clearinghouse for Educational Facilities
NIOSH National Institute for Occupational Safety and Health
VI
..
Abstract
Technical and Vocational Education and Training plays an important role for
economic development of a country if and only if the training is in good
quality. Being with good school plant in Technical and Vocational Education
and Training institutes is one of the mechanisms for improving the quality of
the training.
The major purpose of the study is to assess the existing situations and
problems of School Plant of Technical and vocational education and training
(TVET) in Oromia regional state. Out of 28 TVET Institutes in Oromia, ten of
them were selected for this study. Students, teachers and directors of the
Institutes were participated. The data collecting tools used were
questionnaire, interview and observation. Questionnaires were used to collect
data from students, teachers as well as directors. Interview was conducted to
get additional information from the directors. And the researcher did
observations of the sites in the Institutes. The methodology employed was
descriptive survey. The gathered data and results were analyzed with
different statistical tools such as; percentage, mean, Chi-square test, t-test
and Friedman test.
The results revealed that the school plants in TVET of Oromia technical and
vocational education and training Institutes were poor. With the current school
plant situation in Oromia Technical and Vocational Education and Training
Program, the quality of training is in question. A lot has to be done regarding
the school plant in the region in order to provide students with quality
education and training.
Key Terms: School Plant, TVET
VI"I"