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Addis Ababa University
College of Education and Behavioral Studies
Curriculum Planning Process for the Primary Level
Education in Post-1991 Ethiopia: The Case of Southern
Nations Nationalities and Peoples Regional State
By
Lemma Setegn
Department of Curriculum and Teachers Professional
Development Studies
Advisor: Professor Deribssa Duffera (PhD)
June 2015
Addis Ababa
Addis Ababa University
College of Education and Behavioral Studies
Curriculum Planning Process for the Primary Level
Education in Post-1991 Ethiopia: The Case of the
Southern Nations Nationalities and Peoples Regional
State
Lemma Setegn
A Dissertation Submitted to
the Department of Curriculum and Teachers Professional
Development Studies
Presented in Fulfillment of the Requirements for the
Degree of Doctor of Philosophy (Curriculum Design and
Development)
Addis Ababa University
Addis Ababa, Ethiopia
June 2015
Addis Ababa University
School of Graduate Studies
This is to certify that the Dissertation prepared by Lemma Setegn, entitled:
Curriculum Planning Process for the Primary Level Education in Post-1991
Ethiopia: The Case of Southern Nations, Nationalities, and Peoples’ Regional
State and submitted in fulfillment of the requirements for the Degree of Doctor of
Philosophy (Curriculum Design and Development) complies with the regulations
of the University and meets the accepted standards with respect to originality and
quality
Signed by the Examining Committee:
Examiner______________________Signature_______________Date__________
Examiner______________________Signature_______________Date_____
Advisor________________________Signature_______________Date____
Chair of Department or Graduate Program Coordinator
Acknowledgements
I greatly acknowledge my dissertation advisor Professor Deribssa Duffera for his
unreserved professional guidance and support to make this dissertation to appear in its
present form.
My appreciation goes to all those ICDR heads, Academic Subjects’ Curriculum
Planning Team Coordinator and the panel members, the CDICPD Director and experts
who have been working at the MOE and willing to take their time and provide me the
necessary information and documents for the study. I also express my gratitude to those
Curriculum and Educational Materials Supply Core Performers and Subject Performers in
SNNPRS Regional Education Bureau, the sample Zones and Special Woredas’ Education
Departments, who willingly participated in the pilot test and main data collection. I also
thank those textbook writers, content and language editors, members of the Regional
State’s Culture and Tourism Bureau who collaborated in providing the necessary
resources prepared on the ethnic groups of the region in soft copies and those teachers
and officials who supported me to get the necessary data required on the issue .
My whole hearted appreciation goes to my wife, Wizero Etabezahu Adinew Bekele
who has been with me at all times encouraging and supporting me in the whole of the
study period. I have to give high credit to the support rendered to me by my son Amanuel
Lemma who was with me as an assistant data collector while I was collecting the data in
the SNNPRS and processing that then after.
I have to acknowledge my colleagues in the Department of CTPDS for their
willingness to read the instruments and the constructive comments given on the
instruments and the draft of the dissertation. I also acknowledge COEBS of Addis Ababa
University for the financial, material and moral support it rendered for the study and the
scholarship it offered me. Last but not least, I acknowledge my mother Likyelesh
Yemenzwork Awoke and my Aunt Kassech Tachibelie Wolde Giorgis who brought me
up with a work discipline, hope and staying on one’s study for a long time, which
contributed its share to this lengthy dissertation writing
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Table of Contents
page
Acknowledgements…………………………………………………………………………………. i
List of Figures………………………………………………………………………………………. viii
List ofTables……………………………………………………………………............................... ix
Acronyms and Abbreviations……………………………………………………………………….. xi
Abstract…………………………………………………………………………………………….. xiii
Chapter One: The Problem and Its Approach……………………………………………... 1
1.1 Background of the Study………………………………………………………………... 1
1.2 Statement of the problem……………………………………………………………….. 19
1.3 Objectives of the research…………………………………………………………........ 23
1.4 Research Questions………………………………………………………………………. 25
1.5 Significance of the study………………………………………………………………… 26
1.6 Delimitation of the Research……………………………………………........................ 27
1.7 Limitations of the Research……………………………………………………………... 28
1.8 Operational Definitions of key Terms…………………………………………………… 29
1.9 Organization of the study………………………………………………………………… 32
Chapter Two: Review of Related Literature………………………….................................. 33
2.1 Introduction…………………………………………………………………………….. 33
2.2 Theoretical and Conceptual Framework………………………………………………… 34
2.3 Introductory Remark on Education, the Primary Level Education Curriculum and the .
CurriculumPlanning Practice……………………………………………………………. 38
2.4.Curriculum: Definitions, Characteristics, Models, and Curriculum Framework………… 42
2.5.The Curriculum Development Process and the Ethiopian Practice…………………… 45
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2.6.The Need for Planning the Curriculum…………………………………….................. 56
2.7.The Objectives Model and Curriculum Planning Process…………………................... 56
2.7.1.MakingNeeds Assessment/Diagnosis of Needs: the Concept, Areas,Sources
and Instruments……………………………………………………………………… 58
2.7.2.Formulation of Educational Objectives…………………………………………….. 60
2.7.3.The Selection of Contents and Learning Experiences……………………………….. 61
2.7.4.The Organization of the Contents and Learning Experiences/the Curriculum........... 64
2.7.5.The Determination of Curriculum Evaluation Mechanisms……………………........ 66
2.8.Curriculum Development under Centralized Education Systems………………………. 68
2.9.CurriculumPlanning Process in Decentralized Systems and the Opportunities……….. 70
2.10. Experiences of from Africa…………………………………………………………… 76
2.11.TheEthiopianPrimarySchool CurriculumPlanning Process in Retrospect………… 78
2.11.1.ThePrewar /French-Oriented Education and Curriculum Objectives,
Contentand Curriculum Planning Process…………………………………….. 79
2.11.2.The Italian-Oriented Education and the Curriculum (1936-1941)……………… 80
2.11.3.The British-Oriented Period: Objectives, the Curriculum and Planning
Process (1942-1950’s)…………………………………………………………… 81
2.11.4.The American-Oriented Curriculum: Objectives, Contents and planning
(1950’s-1974)…………….......................................................................... 83
2.11.4.1. The Establishment of National Committee and the National
Commission for Education……………………………………………….. 86
2.11.4.2The Commission’s Report and the Curriculum planning as an
issue…………………………………………………………………….. 87
2.11.5.The Socialist-Oriented Curriculum and the Planning Process (1974-1991)……. 91
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2.11.5.1.The Transitional Curriculum……………………………......................... 92
2.11.5.2.The School Experimental Program (General Polytechnic Education):
the Objectives, Contents, Structure and Outcomes……………………………. 94
2. 11.6.Evaluations of the Ethiopian School Programs and the Results on the
Curriculum Planning…………………………………………………………….. 96
2.11.6.1.The Evaluative work of the Long Term planning Committee………….. 96
2.11.6.2.The Education Sector Review(ESR)……………………………………. 97
2.11.6.3.TheEvaluative Research on the General Education System of Ethiopia
(ERGESE) ……………………………....................................................... 98
2.11.6.4.Evaluative Study on the General Polytechnic Education System and
the Planning Process…………………………………………………………. 99
2.12.Education in Post-1991 Ethiopia: The Education and Training Policy and the
Primary Schools’ Curriculum Planning Provisions…………………………….. 100
2.13.Formative Evaluation of the New Primary School (1-8) CurricularMaterials…….. 104
2.14.The Decentralization of the Education Service Delivery Process in
Ethiopia…………………………………............................................................ 105
Chapter Three: Research Design and Methodology……………………………………….. 105
3.1.The Research Setting …………………………………………………………………... 107
3.2.Research Design………………………………………………………………………… 107
3.3.Research Method………………………………………………………………………… 111
3.4.Sources of Data………………………………………………………………………….. 112
3.5.Samples and Sampling Procedures………………………………………………………. 114
3.6.Instruments and Procedures of Development…………………………………………... 115
3.6.1. Interview………………………………………………………………... 119
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3.6.2. Questionnaire…………………………………………………………….. 121
3.6.3. DocumentAnalysis…………………………………………………………….. 124
3.7.PilotTeston the Questionnaire………………………………………………………… 126
3.8.DataCollection Procedures…………………………………………………………….. 127
3.9.Methods of Data Analysis……………………………………………………………… 129
3.10.Ethical Issues and Considerations……………………………………………………. 133
Chapter Four: Presentation, Analysis and Interpretation of Data………………………… 134
Part one: Presentation and Analysis of Questionnaire, Interview and Documents
4.1.Introduction……………………………………………………………………………………… 134
4.2Characteristics of the Respondents……………………………………………………………... 135
Part one: The Qualitative and Quantitative Data Presentation and Analysis………………… 143
4.3. The Knowledge about the Education and Training Policy Provisions’ on Curriculum
Planning, Training, Skills and Beliefs of the Curriculum on Performers ‘and Cluster
Supervisors’ of the SNNPRS……………………………………………………………….. 143
4.4.Respondents’ Views on the Curriculum Planning Practice, Use of Needs Assessment,
Recognition of Purpose and the Planning of Local Curriculum for Primary Schools from
the Perspectives of the Learners and Stakeholders…………………………………….. 144
4.5.Localization of the Primary School Curriculum and the Society as Service Provider….. 160
4.6. The Determination of the Contents and Learning Experiences and the Level of Flexibility of
the Planned Curriculum to Adapt to Local Conditions…………………………………... 175
Part two:Content Analysis on Documents 214
4.7.The Content Analysis on Sample Textbooks of the Primary Schools of SNNPRS and
Discussion…….................................................................................................................... 214
4.7.1.Introduction……………………………………………………………………………. 214
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4.7.2 The Students’ Textbooks of the Earlier Years of 1996/97 (2003/4 and 2005) and
Discussion on the Results of the Content Analyses………………………………….. 215
4.7.3.The Revised Syllabi and Textbooks’ Contents and Learning Experiences: A New 229
Phase of Practice and Discussion on the Resultsofthe Content Analysis……………….
4.7.3.1.The Syllabi of the Sample Subjects and Grades………………………………. 230
4.7.3.2.The Data on the Newly Prepared Students’ Textbooks………………………. 231
4.8. The Work Relationship between the Federal Ministry of Education and the SNNPR
Education Bureau in the Curriculum Planning Process for the Primary schools: Assumptions,
Practices and Results……………………………………………………………………………… 246
4.9.Achievements, Problems and Challenges in the Curriculum Planning Process……………. 262
4.9.1. Achievementsof the Curriculum Planning Process………………………....................... 263
4.9.2.The Problems Faced in the Planning Process……………………………………............ 270
4.9.3.Challenges Encountered in the Planning Process…………………………………….. 271
Chapter 5. Summary, Conclusions and Recommendations………………………………………… 273
5.1.Summary……………………………………………………………………………………… 273
5.2.Conclusions…………………………………………………………………………………... 288
5.3.Recommendations…………………………………………………………………………… 291
5.3.1. The SNNPRS Education Bureau Level…………………………………………. 292
5.3.2. The Federal Ministry of Education Level………………………………………. 295
References…………………………………………………………………………………….. 298
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Appendices
A. Questionnaire Set for Pilot Test
B. Questionnaire Set to be Filled by SNNPRS Curriculum and Educational Materials
Supply Core Process Performers, Subject Performers, Cluster Supervisors,
Textbook Writers, Content and Language Editors
C. Content Analysis Data Collection Format
D. Content Analysis Data Summary Sheet
E. Cronbach Alpha Coefficient Reliability Index for the Pilot Test
F. Interview Items for Set ICDR Heads
G. Interview Items Set for ICDR Academic Subjects Planning Team Coordinator
H. Interview Items Set for ICDR Panel Members
I. Interview Items Set for CDICPD Director
J. Interview Items Set for CDICPD Experts
K. Interview Items Set for SNNPRS’ CEMSCP Performer
L. Interview Items Set for SNNPRS’ CEMSCP Subject Performers
M. Interview Items Set for SNNPRS’ Textbooks Writers
N. Interview Items Set for SNNPRS’ CEMSCP Zonal and Special Woreda
Performers
O. Sample Format used to Collate Interview Results
P. Primary School Education Goals, Subjects and Students’ Profiles for the First
Cycle ( Grades 1-4)
Q. Primary School Education Goals, Subjects and Students’ Profiles for the Second
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