IER FLAMBEAU

The Issue of Mother Tongue in Early Childhood Education in Ethiopia

Demelash Zenebe Woldu — 2009-05-31

The purpose of this article is to analyze the issue of mother tongue in Early Childhood Education in Ethiopia which has currently become a subject of concern for educationist, government and other stakeholders. To do this, as an introductory part, the paper briefly highlights the policy context of Ethiopian education system, particularly the aspect of language of preschool medium. Then, the article mainly focuses on the use of mother tongue in Early Childhood Education in relation to young children‟s learning and development, and the „supremacy‟ and competing role of English language in preschools and its implication on children‟s overall development. Consequently, the findings indicate that the use of mother tongue medium at preschool is subjected to different interpretations and practices by service providers, professionals, teachers, parents and other due to many factors. Additionally, the global „supremacy‟ of English language has a substantial effect on the detriment of mother tongue preschool education in Ethiopia. Finally, the paper provides conclusion and indicative suggestions based on critical analysis of related literature, policy documents, research findings, and reflections on observations and experiences.

Orphan and Vulnerable Children’s Schooling in Ethiopia: Issues and Challenges

Alemayehu Debebe — 2009-05-31

The right to learn is one of the fundamental considerations of both the Universal Declaration of Human Rights and the Convention on the Rights (UDHR) of the Child. Education is emphasized for the very reason that it plays a pivotal role in achievement of social and economic advancement. Nations around the globe have been working towards attainment of universal access to basic education since 1940s especially following the adoption of UDHR by the UN member states. Some countries have reached at the desired end and some others are lagging far behind from achieving universal enrolment to their eligible group of children. Orphan and Vulnerable Children (OVC) are in the fore front of being disadvantaged in terms of access to basic social services like education. This study has examined into the situation of children in difficult circumstances in Ethiopia with respect to access to basic education. The review results indicate that there are 6 million children who have lost either of their parents or both. Orphans constitute about thirteen percent of the total child population. The total number of street children is estimated at 150,000 out of which 60,000 are dependents of the streets of Addis Ababa for their livelihood. Besides analysis of magnitude of the problem and identification of challenges and issues of concern, the study has also suggested remedies that may enable to keep OVC in schools and improve their academic performance in view to enable them aspire for better future. Data used in this study have been collected through careful identification and examination of relevant literature sources and case studies pertaining to basic education provision and the lives of orphan and vulnerable children. Verification of data accuracy was made through consultation of different sources about same information.

Building Good Citizenship through Relevant Strategies: Key Remarks on the Instructional Process of Civic and Ethical Education

Mulugeta Yayeh — 2009-05-31

Citizenship education is universally recognized as an invaluable approach in building up good citizenship. As a result, it has become the principal concern of the education system of many countries particularly as of the 1990s. In Ethiopia, citizenship education (Civics and Ethical Education) has embraced a central position in the country‟s education system. Nevertheless, many studies conducted on civics and ethical education, both at national and international levels, indicated that the aspiration of nations to buildup good citizens through formal citizenship education has not been satisfactorily achieved due to the prevalence of different problems. One of such problems is the inability of grassroots level practitioners to employ appropriate strategies in the implementation stage of the subject. Hence, this article deals with this problem with the aim of illuminating some important thoughts for its grassroots level practitioners. To that end, strategies that should accompany the teaching learning process of Civics and Ethical Education, both at the classroom and outside the classroom, are fairly dealt with. These include the establishment of democratic school organization and administration, flexible curriculum and timetable, the meaningful involvement of all actors of Civics and Ethical Education, the utilization of democratic, deliberative, participatory and dynamic teaching-learning methods in classrooms and experiential learning (whole school events and community service learning) outside classrooms.

Teachers' Professional Development in Ethiopia through Higher Diploma Programme (HDP)

Bekalu Atnafu Taye — 2009-05-31

Continuing professional development such as in-service training is one of the most pressing concerns of all the factors that affect quality of education. On the other hand, courses taken in higher institutions influence learners very little and any effect may be ''washed out'' in the first year of teaching (Zeichner and Tabachnik, 1981 cited by Higgins and Leat, 2001). In view of the above points, this study has been designed to explore issues in relation to Higher Diploma Programme (HDP). The study was conducted at St. Mary's University College (SMUC) and Kotebe College of Teacher Education (KCTE). Twenty-five HDP graduates from each institution, HDP leaders and tutors took part in the study. Two forms of interview and Focus Group Discussion (FGD) were used to obtain the data. The results of the study showed that the HDP, although relevant, has had some drawbacks. Based on the findings, recommendations were drawn.

Mediated Learning Experiences (MLE) for Psychosocial Functioning of Hearing and Hard of Hearing Children

Alemayehu Teklemariam — 2009-05-31