Kedesegn Master Thesis(1)

7/29/2019 Kedesegn Master Thesis(1)

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ETHIOPIAN CIVIL SERVICE COLLEGE

URBAN MANAGEMENT MASTERS PROGRAMME

An Assessment of the Provision of Educational Services and Facilities in

Woliso Town, Ethiopia

By

KEDESEGN WEGI

ADDIS ABABA

ETHIOPIA

JUNE, 2009


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ETHIOPIAN CIVIL SERVICE COLLEGE

URBAN MANAGEMENT MASTERS PROGRAMME

An Assessment of the Provision of Educational Services and Facilities in

Woliso Town, Ethiopia

By

KEDESEGN WEGI

A Thesis submitted to the Urban Management Masters Program, Ethiopian

Civil Service College, in partial fulfillment of the requirements for the award

of a Master Degree in Urban Management.

ADDIS ABABA

ETHIOPIA

JUNE, 2009


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DECLARATIONS

I, Kedesegn Wegi, Registration Number UMM-938/00 do hereby declare that this Thesis

is my original work and that it has not been submitted partially or in full by any other

person for an award of a degree in any other University.

Name of Participant. Signature . Date

This Thesis has been submitted for examination with my approval as College Supervisor.

Name of AdvisorSignature.Date


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APPROVAL

The undersigned certify that they have read and hear by recommend to the Ethiopian

Civil Service College to accept the Thesis submitted by Kedesegn Wegi and entitled An

Assessment of the Provision of Educational Services and Facilities in Woliso Town,

Ethiopia in partial fulfillment of the requirements for the award of Master degree in

Urban Management.

Name of supervisor ----------------------------------------Signature --------------- Date ---------

Name of internal examiner-------------------------------Signature ----------------Date ----------

Name of external examiner-------------------------------Signature ---------------Date ----------

Name of head of department ----------------------------Signature ----------------Date ----------


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DEDICATION

I dedicate this Thesis to those primary school age children who have not got access to

education in Woliso Town.


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Abstract

Urban social services contain various services needed for social development and well

being of the urban society. Among these social services education is the most important

one to mention. In this regard, Woliso town like other developing country towns has

inadequate provision of educational services and facilities. The objective of this study

was to assess the provision of educational services and facilities and analyze its adequacy

on the standard set by FDRE ministry of education and suggest some ways of providing

educational services and facilities in the town. The study was conducted on the provision

of educational services and facilities in primary schools of the town and hence 128

teachers respondents were randomly selected for better understanding of the situation ,10

directors of primary schools, 20 Parent Teacher Association (PTA) and/ or Kebele

Education and Training Management Board members, 4 Educational officials of Woliso

town were taken purposively. In short, 164 respondents were selected, which were

expected to represent all residents of the town were taken in the study. Moreover, the

provision of educational services and facilities in Woliso are observed and photograph.

The result of the study reveals that the existing demand is not proportional to the amount

of educational services and facilities in the town. There is a shortage of schools,

classrooms, instructional materials, teaching aids, qualified teachers and inadequate

budget that limited access and coverage of primary schools in the town. Weak

institutional capacity, rural-urban migration due to rapid urbanization, low stakeholders

participation particularly private sectors contribute a lot for the inadequate provision of

educational services and facilities in the area under study. These problems led to the high

dropout and repetition rate of the students, poor quality education and poor academic

performance. This study shows that dropout rate was 8.4 in 2003/4 and this rate is

increased to 9.4 percent in the year 2007/8 and its repetition rate was 6.3 in the year

2003/4 and 6.2 percent in the year 2007/8.The study has also come up with thepossibilities of involving community, private sectors, NGOs as partner of the local

government in providing educational services and facilities.

I


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Acknowledgements

This thesis is not the outcome of the effort of the author alone but also of many people

who put their contribution in it by advising, guiding and assisting me in the process. My

first felt gratitude goes to my researcher advisor T. Gondo for his intellectual guidance

and comments from the inception right through to the completion of this study.

I would also like to extend my thanks to Woliso town municipal officials, finance and

economic development officials, education officials, primary schools directors, teachers,

parent teachers association(PTA) and Kebele education and training management board

members for providing valuable information and their kind cooperation to do this

research .

I greatly acknowledge Ethiopian Civil Service College, institute of urban development

studies for its financial support to prepare this research.

I am also grateful to all who have been with me in the completion of this study. I

especially want to express my gratitude to Ato Ayele Abiche and Ewenetu Kebede for

their material and moral support.

Last but not least, very special thanks to my sister w/t Birhane Wegi in particular and my

family as a whole who have supported and encouraged me through all phases of my life.

Finally, my humble gratitude goes to the almighty God, without whom anything is

impossible and could not have been achieved.

II


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Table of contents pageAbstract.I

AcknowledgementsII

List of Tables ..III

List of FiguresIV

List of PhotosIV

CHAPTER ONE................................................................................................................ 1

1.0 PROBLEM DEFINITION.11.1 Background of the study........................................................................................... 1

1.2 Statement of the Problem.......................................................................................... 5

1.3. Objectives of the study............................................................................................. 7

1.3.1. General objective of the study .......................................................................... 71.3.2. Specific objectives of the study ........................................................................ 7

1.4 Basic Research Questions......................................................................................... 7

1.5 Significance of the Study.......................................................................................... 8

1.6 Rationale of the Study............................................................................................... 8

1.7 Scope of the Study.................................................................................................... 9

1.8 Description of the Study Area................................................................................... 9

1.9 Organization of the Study ....................................................................................... 11

1.10 Limitation of the Study ......................................................................................... 11

CHAPTER TWO .............................................................................................................. 13

2. LITERATURE REVIEW ......................................................................................... 13

2.0. Introduction............................................................................................................ 13

2.1 Concepts and Definition of Key Terms .................................................................. 13

2.2 Education as an Investment in Human Capital 14National Development.............. 14

2.3. Primary education and poverty.............................................................................. 16

2.4 Comparison of Educational Service Provision in ................................................... 17

Developed and Developing Countries .......................................................................... 17

2.5 Urban Educational Services in Developing Countries............................................ 18

2.6. The Impacts of Rapid Urbanization on the Provision of Educational Services and

Facilities........................................................................................................................ 19


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2.7. Standard of School Education................................................................................ 20

2.7.1 Student and Classroom Standards to Respective Level................................... 21

2.7.2 Teacher Qualification....................................................................................... 21

2.7.3 Student to Teacher Ratio (STR)....................................................................... 22

2.8 Overview of Ethiopian Education........................................................................... 23

2.8.1 History of Education in Ethiopia ..................................................................... 23

2.8.2 School Financing in Ethiopia........................................................................... 24

2.8.3 Persistent Challenges and Constraints Of Ethiopian Education ...................... 25

2.8.4 Repetition and Dropout and Their Problems ................................................... 26

2.9. Availability of Educational Inputs and Quality of Its Output in Primary Education

in Ethiopia..................................................................................................................... 26

2.10. Education and training policy of FDRE............................................................... 27

CHAPTER THREE .......................................................................................................... 29

3.0 RESEARCH METHODOLOGY........................................................................... 29

3. Introduction............................................................................................................... 29

3.1 Research Design...................................................................................................... 29

3.2 Data Types .............................................................................................................. 29

3.3 Data Sources ........................................................................................................... 30

3.4 Sampling Techniques.............................................................................................. 30

3.5 Data Collection Method.......................................................................................... 32

3.5.1. Questionnaire.................................................................................................. 32

3.5.2. Interview ......................................................................................................... 32

3.5.3. Observation and Photographing...................................................................... 32

3.6 Data Analysis.......................................................................................................... 33

CHAPTER FOUR............................................................................................................. 34

4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION .......................... 34

4.0 Introduction..344.1 General Background of the Respondents................................................................ 34

4.1.1 Teacher Respondents Qualification and Experience ....................................... 34

4.1.2 General Background of Primary School Directors in Woliso Town

Administration .......................................................................................................... 35


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4.1.3 General Background of School Parent Teachers Association or Kebele

Education and Training Management Board Respondents....................................... 36

4.2 Demand For Education and its Coverage in Woliso............................................... 37

4.2.1 Trends of primary school age population participation of Woliso .................. 38

4.3. General Background of the primary schools in Woliso town................................ 39

4.3.1 Primary schools by ownership......................................................................... 39

4.3.2 Accessibility and shifting system of primary schools...................................... 40

4.4 Trends of enrolment, drop out, repetition and promotion of primary school in

Woliso town from2003/4-2007/8.................................................................................. 41

4.5 Comparison of existing primary schools, classrooms and teachers to student ratio

in Woliso town to the standard set by ministry of education... ..................................... 43

4.6 Woliso town primary schools teachers qualification,2008/9.................................. 45

4.6.1 Hired teachers by the local government between the year 2006/7-2008/9...... 47

4.7 Education sector budget of Woliso town................................................................ 47

4.7.1 Share of primary school budget out of education sector budget in woliso town,

2004/5-2008/9........................................................................................................... 48

4.8 Educational Facilities or Inputs .............................................................................. 50

4.8.1 Primary school directors response on adequacy of store house, sewerage and

clinics in the primary schools ................................................................................... 54

4.8.2 Primary schools teachers respondents on the adequacy of stationeries, sport

materials, and chalk in their schools......................................................................... 54

4.9 Causes of inadequate provision of educational services and facilities in Woliso

town............................................................................................................................... 55

4.10 PTA and kebele education and training management members response on their

participation in their schools......................................................................................... 56

CHAPTER FIVE .............................................................................................................. 59

5. CONCLUSIONS AND RECOMMENDATIONS ....................................................... 595.0 Introduction..59

5.1 Conclusions............................................................................................................. 62

5.2 Recommendations................................................................................................... 64

ReferencesAnnexes.


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List of Tables PageTable 2.1 Student and Classroom Standards to Respective School Level21

Table 2.2 Man Power Standard in School Education 22

Table 2.3 Standard Number of Students to Teacher ..23

Table 4.1 General Background of the Teacher Respondents..34

Table 4.2 General Background of Primary School PTA and Kebele

ETMB Members of Woliso Town Administration..37

Table4.3 Table Shows Primary School Age Population of Woliso Town

Administration..................................................................................................38

Table 4.4 Accessibility and Shifting Systems40

Table 4.5 Trends of Enrolment, Dropout, Repetition, and Promotion

Of Primary Schools of Woliso Town, 2003/4-2007/8.41

Table 4.6 Comparison of Existing Situation in Primary School Of The

Town in Primary Schools with Required Standard.43

Table 4 .7Woliso Town Primary Schools Teachers Qualification45

Table_4.8 Distribution of Hired Teachers for Primary Schools by the Year47

Table 4.9 the Budget Allocation of the Woliso Town Administration

and Education Sectors, 2004/5-2008/9.48

Table 4.10 Share of Primary School Budget Out of Education Sector Budget inWolisoTown, 2004/5-2008/9...49

Table 4.11 Primary Schools Directors and Teachers Response on Some Educational

Facilities50

Table 4.12 Directors Response on the Degree of Store House, Sewerage and Clinics

in The Schools Educational Inputs..54

Table 4.13 Teachers Response on Provision of Stationeries,Sport Materials, And Chalks ...54

Table 4.14Feeling of Respondents on the Causes of InadequateProvision of Educational Service and Facilities55

Table 4.15 Participation of School PTA /Kebele ETMB Member

Respondents in the Primary School Activity .57

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List of Figure page

Fig. 1 Conceptual Frame Work of the Research Problem.6Figure 2. WolisoTown Administration Structural Planning Map.12

Figure4.1The Existing Primary School in Woliso Town by Ownership..36

Figure 4.2 Qualifications of Primary School Head Teachers(Directors)

in Woliso town39Figure 4.3. Summary of Trends of Enrolment, Drop Out and Repetition of

Primary Schools in Woliso Town, From 2003/4-2007/8 in Chart.42

Figure 4.4 Primary School Teachers of Woliso Townin Educational Qualification.46

List of Photos

Photo 1: Students Attending Their Education in Hulu Yimar Primary SchoolPhoto 2: Woliso Number 4 Primary School Deteriorated Class Rooms

Photo 3: Sample of Teaching Aids Observed In Woliso Liban Primary School

Photo 4: Sample of Class Room Furniture Observed In Number 4 Primary School

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ACRONYMS

CSA- Central Statistical Agency

E.C- Ethiopian Calendar

EPDRF-Ethiopian People Democratic Republic of Front

ESDP- Educational Sector Development Programme

ETB- Ethiopian Birr

ETMB- Education and Training Management Board

ETP- Educational and Training policy

FDRE- Federal Democratic Republic of Ethiopia

G.C. - Gregorian calendar

GER- Gross Enrollment Ratio

GNP- Gross National Product

KG- Kindergarten

MDGs-Millennium Development Goals

MOE- Ministry of Education

MOFED-Ministry of Finance and Economic Development

MWUD-Ministry of Urban Work and Development

NER- Net enrollment Ratio

PASDEP-Plan for Accelerated and Sustainable Development to End Poverty

PTA- Parent teachers Association

SEIA- Secondary Education Initiative in Africa

SSA- Sub Saharan Africa

TGE- Transitional Government of Ethiopia

TTI- Teachers Training Institute

UNCHS-United Nations Center for Human Settlement

UNDP- United Nation Development ProgramUPE- Universal Primary Education

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CHAPTER ONE

1.0 PROBLEM DEFINITION

1.1 Background of the Study

Today, the world is experiencing rapid urbanization which involves complex economic,

social cultural and environmental changes. This rapid urbanization has negative impacts

particularly in the developing countries where population growth rate is high and where

towns and cities of developing countries receive 45 million new inhabitants each year,

(Habitat, 2001).

Consequently this high rate of urbanization does not match with the existing urban social

services and infrastructure. Supporting this idea the habitat stated that cities are

increasingly subject to drastic crisis, especially in developing countries in terms of lack of

organizational service infrastructure.

Government in sub-Saharan Africa and their financial partners are increasingly looking to

make more schools. For instance secondary school participation rates in SSA have

increased from 19 percent in 1999 to 30 percent in 2004. However the region faces manychallenges in meeting the goals of educational facility with increasing of the student

population, (SEIA, 2007).

Ethiopia, as one of the developing countries, is not an exceptional case in experiencing

the fast growth of urbanization and population. To date there are 925 urban centers at

different growth stages in the country and the annual urban population growth rates is

estimated to be more than 3,4 percent. This rate depicts that the population of urban areas

is increasing by half a million people every year, (MUWD, 2006).

As to the above document, the fast growth of urbanization and population, also like other

developing countries, do not match the provision of urban social service and

infrastructure like any other developing countries.


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Urban social services contain various services and establishment needed for social

development and well being of urban society. These social services mainly include

education, health, housing recreational facilities, worship, cemetery, public celebration

places, etc.

Among the above mentioned social service, education is one of the key social service,

without which development will not occur. Only educated people can command the skills

necessary for sustainable growth and for better quality of life, (world bank, 1993)1

strictly speaking, human resource development constitute the foundation up on which

material development can occur and education represents a major form of human

resource development and it is widely accepted that the provision of quality education is

a keystone to nations sustainable development.1

Supporting this idea the 1994 education and training policy of Ethiopia states education

as very important factors to human resource development is of high priority for the

overall development endeavor of the government in line with the priorities of the second

poverty reduction strategy, the plan for accelerated and sustained development to end

poverty (2005/06-2009/10) PASDEP, (MOFED, 2006) and the millennium development

goals, i.e. Good quality universal primary education by 2015, meeting qualitative and

quantitative demand of human power, etc and thus to implement the crucial issues, the

economy will need substantial additional skilled and trained human power at all levels-

low, middle and expansion of road infrastructure, expansion of road infrastructure,

education, agricultural and health service demand a substantial number of trained human

powers. Thus, the responsibility for producing educated human resource fall on education

sector, (ESDP III, 2005).

Although, taking this into account, significant progress has been made by the Ethiopian

government in increasing access and coverage of education to its citizens, the provision

1 http://www.ibe.unesco.org/international / ICEo4/ English/Natreps/reports/ ethiopiascan. pdf


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of educational services and facilities is challenged by various inadequacies in both of

quality and quantity inputs such as school, classrooms, teaching equipment and facility

etc. In other words large student ratio, large student section ratio, poor qualification of

teachers and inadequate teaching materials or facilities results in poor quality of

education, high dropout, poor human resource development, vulnerability and

dependency which gives rise to extreme poverty.

According to the ministry of education, the minimum standard for primary education

grade 1-4, grade 5-8 and secondary education school teachers are TTI, diploma and first

degree major subject respectively. Regarding pupil to teacher ratio and student to section

ratio the minimum standard for primary education grade 1-4, grade 5-8 and secondary

education is 1:50, 1:40 and 1:40 respectively. Even though a good attempt has been made

the proportion of qualified teachers at upper primary and secondary school remain below

40 percent. The pupil / teacher ratio in primary school i.e. Grade1-8 has increased from

47 in 1997/8 to 64 in 2002/3.likewise student section, and secondary education (Hyde,k.

etal,2005).

Despite, good attempt by the government, the existence of multidimensional problems

such as weak institutional capacity, low stakeholder participation and rural urban

migration hinder the provision of adequate educational services and facilities by the

education sector.


grade 1-4, grade 5-8 and secondary education school teachers are tti, diploma and first



education is 1:50, 1:40 and 1:40 respectively. Even though a good attempt has been madethe proportion of qualified teachers at upper primary and secondary school remain below

40 percent. The pupil/teacher ratio in primary school i.e. Grade1-8 has increased from 47

in 1997/8 to 64 in 2002/3.likewise student section, and secondary education (Hyde, k.

etal, 2005). Despite, good attempt by the government, the existence of multidimensional

problems such as weak institutional capacity, low stakeholder participation and rural


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urban migration hinder the provision of adequate educational services and facilities by

the education sector.


grade 1-4, grade 5-8 and secondary education school teachers are tti, diploma and first



education is 1:50, 1:40 and 1:40 respectively. Even though a good attempt has been made

the proportion of qualified teachers at upper primary and secondary school remain below

40 percent. The pupil / teacher ratio in primary school i.e. Grade1-8 has increased from

47 in 1997/8 to 64 in 2002/3.likewise student section, and secondary education (Hyde,k.

etal,2005).

Despite, good attempt by the government, the existence of multidimensional problems

such as weak institutional capacity, low stakeholder participation and rural urban

migration hinder the provision of adequate educational services and facilities by the

education sector.


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1.2 Statement of the Problem

Ethiopia has made significant progress in increasing access coverage, quality, equity,

efficiency in primary education in order to achieve the universal primary education(UPE)

by 2015.in this case the government of Ethiopia has played a key role in providing

quantity and quality inputs such as teachers, classrooms, textbooks and other educational

materials. However , the government is still facing serious challenges in the provision of

adequate educational services and facilities due to economic standards of the country

with defined standard set by the ministry of education .above anything else weak

institutional capacity and low stake holders participation affect the sectors. Schools,

classes both in urban and rural areas are crowded. The pupil/teacher ratio in primary

education (grade1-8) has increased from47 in 1997/8 to 64 in 2002/3, (Hyde, k.etal,2005).

Woliso town is one of the towns in South west Shewa zone of the Oromia national

regional state and it shares the above mentioned problems in its education sectors. The

town has weak institutional capacity to provide basic social services like education

.besides this weak institutional capacity, issue like low stakeholders participation and

rural urban migration limited the provision of adequate educational services and facilities

in the town .in short, shortage of schools, classrooms, instructional materials, teaching

aids, lack of trained teachers and officials, and inadequate budget limited access and

coverage of primary schools in the town.

Therefore, these problems of education in the town, if ignored, can be a threat to the

achievement of a robust the education sector vision. As to the researcher knowledge there

is no available documented case study on the provision of educational services and

facilities in the town. Hence the rational of the researcher is to go through the study is,

therefore, to fill the gap in this case and to assess the provision of educational services

and facilities in Woliso town.


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Fig. 1 Conceptual Frame Work of the Research Problem

Source: Own Source (author)

Extreme poverty

Vulnerability anddependency Poor human resource

developmentPoor job opportunity

High Dropout andrepetition Poor quality education Poor academic performance

Inadequate Provision of Educational Services and

Large student

school ratio

Large students

classroom ratio

Inadequate educational facilitiesfor rapid growing studentpopulation

Large students

teacher ratio

Inadequate resource for provision ofeducational facilities and services

Unqualified man power (teachers)

Inadequateprovision ofsocial servicesand facilities

Inadequatetechnical andmaterial in theschool

Lack of adequatebudget

Unmotivatedand inadequateskilled manpower

Rural- urban

migration

Weak institutional capacity

Weak stakeholdersparticipation

Maincauses

Core Problem

Effects


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1.3. Objectives of the Study.

1.3.1. General Objective of the Study

The general objective of the study is to assess the adequacy of educational services and

facilities in Woliso town, Ethiopia.

1.3.2. Specific Objectives of the Study

On the basis of the general objective of the study, the study tries to achieve the following

specific objectives.

1. To identify major factors which affect the provision of adequate educationalservices and facilities in the town.

2. To evaluate the adequacy of existing educational services and facilities in thetown.

3. To assess the capacity and performance of the institutions responsible for theprovision of educational services and facilities in the town.

4. 4. To suggest intervention strategies on the provision of educational servicesand facilities in the town.

1.4 Basic Research Questions

1. What are the major factors that affect the provision of educational servicesand facilities in the town?

2. What are the standards of the existing educational services and facilities in thetown?

3. What is the capacity and performance of the institutions responsible for theprovision of educational services and facilities in the town?

4. What are the measures to be taken to cope up with the existing problems ofeducational services and facilities in the town?


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1.5 Significance of the Study

It is generally agreed that providing adequate educational services and facilities

contributes a lot to the productivity of and society. To increase and enhance provision of

educational services and facilities conducting study has an indispensable role by

providing the existing gap to all stakeholders.

In the second place specifically, the study will assist Woliso town educational office in

revealing the fundamental and real problems by printing out the impact of education

facility and service which limited access, coverage, quality, equity and efficiency of

primary education which in turn hinder the education sector vision that that is achieving

universal primary education (UPE).

The study also helps other decision makers in making the appropriate decision by

motivating them to focus to fill the gap of education services and facilities on local and

national educational policy and national standards.

Finally the study is expected to add to the already existing literature by suggesting some

possible mechanism on the provision of education services and facilities of the town and

moreover the study motivates other interested researchers to conduct further, wide and

deep studies on the issue.

1.6 Rationale of the StudyAs those other cities and towns in the country, Woliso town is experiencing rapid rate of

urbanization in which the rate is beyond the provision of basic urban social service.

Among these, social services, education provision is one key service without which,

sustainable development will not occur. However the provision of educational services

and facilities has acute problem in supply of quality and quantity inputs of education such

as schools, classrooms, qualified teachers teaching materials which results in large

student population in the school or high students school ratio, high student teacher ratio,

high student section ration and inadequate supply of teaching material and educational

facility in comparison with the growth of school age population in the school,

particularly, at primary school, and thus these inadequate provision of education services

limited the access ,coverage, quality, equity, and efficiency in primary education in the

town.


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The weak institutional capacity of the local government, poor stakeholders participation,

rural urban migration affected the provision of educational services and facilities in the

town. So this study tries to identify some major problems of provision of education

services and facilities in the town so as to suggest some possible intervention strategies.

Moreover the study helps the Woliso town educational officials and other decision

makers to make appropriate decision in the provision of adequate educational services

and facilities in the town.

1.7 Scope of the Study

The study is intended to deal with the provision of education services and facilities in the

town and to make it manageable the study limited itself to only primary education of

grade1-8. It tried to assess the level of provision of educational services and facilities in

the primary education in the town. . Therefore due attention is given to all primary

schools of the town. The study is also limited in coverage and it deals with the

identification of some major factors that affect the provision of adequate educational

services and facilities and its consequences in the town.

1.8 Description of the Study Area

History and Location of the Town

Woliso town is one of the towns found in Oromia national regional state, which was

established in 1919 E.C (1926 G.C). However the town was official recognized as a

municipal town after 11 years in 1930 E.C (1937 G.C of its establishment. The town is

found at a distance of 114 kilometers from the capital city of the country, Addis Ababa

and 225 kilometers from Jimma town along Addis Ababa-Jimma road. Astronomically, it

is located at 8 31o 60oo north latitude and 37 58 o 60 00 east longitude directions. In relative

location to the north, south, east and west of the town, Obi Koji, Fodu Gora, Leman

Anchabi and Bedesa Koricha farmer association are the boundary of the town

respectively. The elevation variation of the town ranges from 1900 to 2000 meters abovemean sea level and having annual rainfall of 1200m and 22.50c annual average

temperature.

Demographic Characteristics of Woliso Town

According to the 1994 population census of CSA the population size of the town was 25,

491 and this number reached 37, 868 out of which males account 18,868 and females


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account 18,999 and population growth rate of the town is assumed to grow at 6.2 percent

per annum. A significance proportion of the population was/is with the age group of (15-

64) which implies a higher intermediate age group.

The town dependency ratio for the town was estimated to be 71.7 percent. In the town the

number of households in 1994 was 1924 and in 2007 was 3221 similarly, the average

family size was 5.1 and 4.0 in 1994 and 2007 respectively regarding the ethnicity in the

town from the total population Oromo accounts or 82%, the Gurage, Amhara, Tigray and

other account for 13.77, 2.45, 1.7 and 0.1 percent respectively.

Administration of the Woliso Town

In 2003, the town was put under reform by urban proclamation 65/2003 of the regional

state. By now the town is serving as a seat for Woliso distinct administration and the

center of South west Shewa zone. It has its own administrative structure that is led by a

mayor and administratively the town is divided into 4 kebeles and covers a total area of

4.27m2.

Infrastructure and Social Services of the Town

Urban infrastructure and services which are important for the development of the

economy are not adequate in the town; that means both social infrastructure like

education health, housing and physical infrastructure like road, water etc are inadequate.

Health wise, the town has good achievements and has 1 Faith Based Organization ( FBO)

hospital ,1 health center, 6, private clinics, 5, private pharmacies.

With regard to education, in the town there are six KGs, five primary schools (grade1-8),

only one secondary school (9-12) and four college level institutions. According to Woliso

town educational office 2007 annual report the student to school ratio at kg, primary (first

cycle), second cycle and high school in the town, computed as 1:60, 1:896,1:980 and

1:5357 respectively. Even if there are students over the standard serving capacity of

Woliso School, the highest over crowding the students per school is observed in Woliso

secondary school where it exceeds by 4557 that of the maximum standard number ofstudents set for high school.


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1.9 Organization of the Study

The study is organized into five chapters. Chapter one is the introduction part. This

chapter constitutes the discussion of the provision of educational services and facilities in

developing countries with particular reference to Ethiopia, the presentation of the

problem statement, the objective, basic research questions, and limitation, significance,

and rationale, scope of the study and description of the study area. Review of related

literature is treated in the second chapter. Chapter three is devoted to the discussion of the

research methodology of the study. Chapter four discusses the data presentation, analysis

and interpretation of the study. The last chapter presents findings, conclusion and

recommendations.

1.10 Limitation of the Study

Absence of related and up to date data, being reluctance and unwillingness of some

selected informants to give information are the major limitation of the study. Time and

financial constraints limited a more detailed approach for data collection and hence it

makes difficult to take large number of sample for the study.


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.Woliso Town Administration Structural Planning Map


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CHAPTER TWO

2. LITERATURE REVIEW

2.0. Introduction

This chapter discusses concepts and definitions of key terms that will be basis for the

analysis portion of the study. Then it describes the importance of education as an

investment in human capital and national development. Next, the role of primary

education in poverty reduction is highlighted. Comparison of educational service

provision in developed and developing countries is discussed in the fourth subtopic. In

the fifth place the chapter treats about urban educational services in developing countries.

The standard of school education in terms of student/school ratio student/teacher ratio,

student /text book ratio, student/section ratio, teachers qualification and other

educational services and facilities are discussed. The sixth sub-topic highlights about

persistent challenges and constraints of Ethiopian education. The seventh subtopic

describes the availability of educational input and quality of its output in primary

education in Ethiopia. Then repetition and dropout and their problems as well as the over

view of school financing in Ethiopia are clarified. Finally the chapter presents the

education and training policy of federal democratic republic of Ethiopia.

2.1 Concepts and Definition of Key Terms

The word education is defined in different document as having wide notion. According to

the encyclopedia American (1997) definition:

Education is a process or the result of a process by which an individual acquires

knowledge, skills, attitudes and insights. Education includes the development of

cognitive (intellectual), affective (attitudes and values) and psychomotor (sensory motor)

skills and abilities. It may also defined as growth, the cumulative effect of changes in

behavior resulting from experience, both planned and unplanned, education may be

defined as learning acquired through formal and informal process.

This would include formally directed learning from a teacher, mentor, priest, or other

adult specifically charged with instructional duties and informal acquisition of learning

through interaction with family, peer group, and community. Increasingly in modern


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societies informal and unplanned sources of education encompasses books, magazines,

television, computer net works (the encyclopedia American vol. 9, p.643)

According to MOE education is also defined as a process by which man transmits his

experience, new findings, and values accumulated over the years, in his struggle for

survival and development, through generations. Education enables individuals and

society to make all round participation in the process of development by acquiring

knowledge, ability. Skills, attitudes and it help man to identify harmful traditions and

replace them by useful ones.

Primary education: primary education is defined as general school education at the first

level [plus non formal education at this level] programs designed to give skills in

innumeracy and literacy and to build the foundations for further learning. Depending on

the conventions in a country, this would include the first five to eight years of formal

education (World Bank, 2004)

FDRE of ministry of education (1994) defined primary education as educational structure

having two cycles: the first cycle (grade 1-4) and second cycle (grade5-8).in other words

education system consists of an eight year primary cycle.

From the above definition of education, is considered as an important component of

human capitals which plays essential role for economic growth and poverty mitigation, as

it raises individual and nations productivity.

2.2 Education as an Investment in Human Capital and

National Development

Many studies have demonstrated how investment in education contributes economic

growth and national growth. This is true as it is clearly stated in various documents of

world. World Bank (1995) concluded that investment in education leads to the

accumulation of human capital, which is key to ensure sustainable economic and growth

and increasing incomes. Education, particularly (primary and secondary) education alsocontributes to poverty reduction by increasing the productivity of the Poors labor, by

reducing fertility and improving health, and by equipping people to participate fully in

the economic and in society.

Moreover, education is universally recognized as an important investment in human

capital. It attributes to the socio economic development endowing individuals with the


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means to improve their heath, skills knowledge and capital for productive cultural life of

the communities ability to exploit technology for social an economic development.

Because the benefits are so broad and pervasive, (Jee en tna, 1992)

Without education, development will not occur. Only an educated people can command

the skills necessary for sustainable economic growth and for a better quality and life,

(world bank, 1993). Of course belief in the importance of education for economic development

is not a new idea. The Chinese philosopher Guan Zong, writing in the seventh century B.C

advised, as follows:

If you plan for a year, plant a seed. If for ten years, plant a tree. If for hundred years, teach the

people. When you saw a seed once you will read a single harvest. When you teach the people,

you will reap a hundred harvests (Dwight H.P, Steven r. and David l.2006).

Education can also rise individual earning. On average people with more schooling earn more

than people with less schooling. Primary school graduates tend to earn more than with no

schooling; secondary school graduates earn more than their counterparts who only completed

primary school; and those with territory education tend to earn more than those with less

education. (ibid)

Investing in education has great role in producing productive citizens. Accordingly the

following idea is stated supporting the above issue. Investing in childrens education yields is

great benefits for both the individual child and society as a whole. At the individual level children

who are educated have better opportunities for higher incomes in adult life deceased poverty,reduced criminal activity, greater political participation, better health, and increased life

expectancy. Moreover, at the national level ,when children are educated their human capital

renders development benefits such as lower fertility rates ,a greater pool of skilled workers,

increased economic growth, and lower dependence on social support programs later in life . The

benefits that a country derives from a more educated population also include increased wealth and

stability. 2

Taking the above importance of investment in education into consider, different organization and

countries paying attention to use it as an instrument to fight poverty. In the present day,

education, particularly achieving universal primary education (UPE) is considered as an

instrument to mitigate poverty. That is why achieving universal taking the above primary

education, promoting gender equality (especially in education and empowering women) is

considered as goal 2 and goal.3 of MDGs, (UNDP, 2003)

2 http://www.caribvoiceorg/youth.deved.html


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The social effects of education in developing are positive. World Bank (1993) revealed that the

more education a women receives, the fewer children she is likely to bear. Socially social also

encourages equality between men and women which in turn plays a key for economic growth.

According to MOE (2002) economic growth cannot occur development cannot be rapid if 50

percent of the productive population is ignored and in this case, education can play a vital role by

reducing the inequality between men and men.

To sum up the importance of education to the social, economic and political development

of any country or community is so critical and growth will be sustainable which in turn

results in poverty reduction.

2.3. Primary Education and Poverty

Production in poverty is possible only when steps are taken for better education of the

people; primary education is a powerful lever for poverty alleviation and social and

economic growth. Its results can be empowering, enabling graduates to take charge of

their lives and make more informed choices, contribute to the building of a democratic

polity, increasing earning potential and social mobility, improve personal and family

health and nutrition (particularly for females), and enable women to control their fertility,

(world bank, 2006).

Truly speaking, education, especially primary and secondary education, is critical foreconomic growth and poverty reduction, especially as labor market structures shift

dramatically with changing technology and economic reform. In other words, it is clear

that the creation of human capital is the creation and distribution of new wealth. It

contributes to the reduction of both absolute and relative poverty,(world bank,1995).

The role of primary school is also described as follows: the role of primary education in

development has been recognized by all not only by the educational planners, but also by

the economists, sociologists, political scientists and all thinkers and plannerdevelopment. 3.

In line with idea educational sector development program (ESDP) III of ministry

education (2005) clearly stated that universal access to primary education is one of

3http://educationnic.in/cd50years/r/6H/ES/6HES02.html


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fundamental importance for achieving governments of Ethiopia strategic objective, as it

plays a key role in the elimination of poverty

To sum up, expanding access to primary schooling is widely accepted an instrument to

fight against poverty.

2.4 Comparison of Educational Service Provision in

Developed and Developing Countries

Countries of world vary greatly in the kind of education they provide and in the amount

of schooling they require. They also vary in their ability to provide teachers and schools

in their manner of controlling and supporting education. Schooling in developing

countries takes place under conditions that are very different from those in industrial

countries. Primary students in industrialized countries are likely to attend classes in

modern, well, equipped building and to study a curriculum where scope and sequence are

well designed, on average they receive 900 hours of learning time and $52 of non-capital

material input each year and have a teacher with sixteen years of formal education.

Moreover, they share a teacher with fewer than twenty other children; most of who are

healthy and well fed (Marlaine, Lock heed, 1994). In contrast, in many developing

countries, students are likely to attend unsheltered school or one is poorly designed. On

average they receive only 500 hours of learning time and 1.70$ of non capital material

inputs each year and have a teacher with only ten years of formal education. The learning

environment typically has few resources, and classes consist of more than fifty children,

many of who are chronically undernourished, parasite ridden and hunger. The job of

educating children in developing is significantly more difficult than it is in developed

countries (ibid).

This can affect the literacy rates of developing countries and therefore, most developing

countries have low literacy rate. Many of these countries have serious shortages of

teachers, classrooms, and other educational facilities.

According to World Bank (2004b) about 80 percent of out of school children were in low

incomes countries in south Asia and sub Saharan Africa and 15 percent were in Middle

East and North Africa.


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UNDP, 2003) suggested that of the 680 million children of primary school age in

developing countries, 115 million do not attend school-three fifth of them girls. In India

40 million children are not in primary school, more than a third of the worlds total and

incase of sub-Saharan Africa over half of children who start primary, they do not

complete this level of education.

Due to this shortcoming one quarter of adults in the developing countries world cannot

read or write and of the worlds 879 million illiterate adults, two-thirds are women.

According to the above document of UNDP (2003), developing countries face three main

challenges in expanding primary education including:

Limited resources: in this case relative rich countries developing countries spend

much less per student and as a proportion to gap at all levels of education

Inequality: when spending is low, rich people often capture a much larger share of

it so poor people do not benefit so much

Inefficiency: inefficiency spending which means that a high share of recurrent

spending goes for teachers salaries, leaving little for learning materials which

results in low quality teaching.

Thus, shortage of resources like qualified teachers, classrooms, educational materials,

limited resources of finance and provision of other educational service and facility is

becoming a challenge for reducing illiteracy rate in developing countries in comparison

with developed counties of the world.

2.5 Urban Educational Services in Developing Countries

Although social services like educational service and facilities are said to be better at

urban centers compared to rural, the quality of the service in the urban centers is low

while the coverage is limited (ministry of federal affairs, 2005).

Education as one basic urban social service is provided in a very crowded schools and

classrooms with inadequate educational facilities. According to Dereje W. (2008) in hisunpublished document statement most schools in urban areas accommodate a large

numbers of students in relation to rural areas. In other words, the schools, classes are

crowded which in turns having adverse impact on educational quality.


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In most developing countries urban schools, educational materials are serious problems,

especially for new teachers who have not accumulated their personnel stash books, wall

decorations and suppliers. As a result of chronic understanding of school suppliers and

teaching materials are sparse and high quality materials are even scarcer, (Weiner, l.

1998).

According to World Bank report (1993) Africas rapid population growth, particularly in

urban centers create serious problems for education. For the growth of educational places

to keep with the growth of school age-children, more schools, teachers, books and other

educational inputs are required each year.

Rural urban migration in rapidly urbanized cities and towns of developing countries also

created another problem. Supporting this idea UNCHS, (2001) stated that African cities

where services are not wide spread and where rural-urban migration is relatively recent

phenomenon, over all literacy levels and schools enrollment ratios are still remaining to

low to general social mobility.

In conclusion, factors like inadequate provision of educational materials, rapid

urbanization due to natural population growth and rural urban migration created

serious problem in the provision of education services in the urban centers.

2.6. The Impacts of Rapid Urbanization on the Provision of Educational

Services and Facilities

In developing countries especially in the Africa continent, urbanization has been

manifested high rate of urban population growth accelerated by instantaneous in

migration process that is referred to as urbanization without growth. Consequently,

the pressure on urban local government in terms of providing physical infrastructure

or facilities and socioeconomic services is much serious as they still remain under

funded while being constrained by limited resources and inadequate institutional

capacity,(world bank,2000). This implies that rapid urbanization puts enormous

demand on the government to create educational opportunities. In this regard, it

becomes very difficult to match educational service provision with fast growing

urban population due to rapid urbanization.

According to UNESCO (1979), the rapidly growing cities in developing countries

particularly in Africa, have not been yet able to provide educational opportunities for


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the total school age population. Meanwhile, as most the schools are found in cities,

there is student influx to the cities seeking education. Thus, a significant proportion of

the school age populations miss the opportunity to have an access to education. As to

Mohammed M.(2003) in his unpublished document , student enrollment in

comparison to the norm given by UNESCO exceeds the standard of student per

school, classroom, and section ratio, even though operate in two shift system. The

outcome is overcrowdings, and insufficient of teachers, educational facilities and

materials. As a result, student dropout s and repeaters is common which can in turn

lead to corresponding decrease in the total enrollment capacity.

The major challenge or problem with regard to rapid urbanization is financing

education. Among the schemes of financing education by the government, mobilizing

the community will not be easy in urban situation where there is no established

mobilization force. Community mobilization thus remaining the major challenge in

attaining cost sharing. One of the issues that arise with the regard to cost sharing is

the issue of affordability, particularly for the increasing for the increasing urban poor

(ibid).

2.7. Standard of School Education

Standards in educational service provisions are necessary inputs, which indicate the

quality of service provision and efficient utilization of scarce resources. That is why

countries of the world have their own standards for their own school education. In the

same way Ethiopia has also her own standard for school education. This standard

constitute matter like student school ratio, student class room ratio, student teachers

ratio, teachers qualification, class room size, availability of physical facilities of

education. Strictly speaking, it clarifies the required quantities and qualities of

educational inputs. For more information it is discussed below as follows.


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2.7.1 Student and Classroom Standards to Respective Level

Standards of school education are used as indicators to measure qualitative education.

These standards are qualification of teachers, student to section ratio, student to teacher

ratio, student to school ration and the availability of materials and facilities, (MOE,

1993). The national norm for class size including standards to respective school levels is

indicated below.

Table 2.1 Student and Classroom Standards to Respective School Level.

Minimum capacity Maximum capacityGrade level

Class

room

Students Student/cl

assroom

Class

room

Students Student to

classroom

ratio

Kg 6 240 40 6 240 40

Primary 4 160-200 40 32 1280-1600 50

High school 4 480 40 20 800 40

Source: Ministry of Education (1993)

2.7.2 Teacher QualificationQualified teachers are required for different schools. This qualification varies from TTI

graduate diploma graduate. In case of lower primary school, the national norm indicates

that TTI graduates are fit for teaching. Diploma graduates are required for upper primary

(5-8). The national norms also set bachelor degree as the minimum requirement \for

teachers in secondary, MOE (1995). Ministry of education also set defined standard for

other administrative staff of the school.

The standard of manpower is summarized in the table below.


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Table 2.2 Man Power Standard in School Education

Level Staff Quality Educational status

Director 1 TTI + Director

Teacher 1/40 children 10+TTI

Assistant of teacher 1/40 children 10+TTI

Kindergarten

Tutor 1/40 children 10

Grade 1-4 Grade

5-8

Grade

1-4

Grade 5-8

Director 1-4 5-8 TTI+

director

course

Diploma of

school

administration

Vice director 1 1 - TTI course

Unit header - 1 10+TTI TTI or

diploma

Teacher - - 10+TTI Diploma

Secretary - - 12 12

Primary school

Librarian - - - Diploma

Store keeper - - 12 12

Source: MOE (1995) pre primary and primary education standard MOE, Addis Ababa(page 15 and 16)

2.7.3 Student to Teacher Ratio (STR)

Student to teacher ratio (STR) is another standard of education. The lower the student

teacher ratio (STR), the higher the opportunity of contact between the teacher and the

pupil to check homework and class work as well as provide support to students

individually. On the other hand, very low STR may indicate inefficient or under

utilization of teacher. In Ethiopia the standard set for the pupil to teacher ratio is 50 and40 for primary and secondary respectively, (MOE, 2005).

The UNESCO standard is also shown below in addition to the above standard of ministry

education.


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Table 2.3 Standard Number of Students to Teacher

Level of school Standard number of students per teacher

Primary 1-50

Junior secondary 1-40

Senior secondary 1-40

Source: source; Ministry of Education (1993)

2.8 Overview of Ethiopian Education

2.8.1 History of Education in Ethiopia

After emperor Menelik II had formulated the first education proclamation in 1906,

Menelik II School, which has a special place in the history of modern education in

Ethiopia, opened after two years in 1908.this marks the beginning of time for the

introduction of modern education. The objective of the providing education at that time

was just to produce workers for government bureaucracies. The education offered at the

time did not address problems of the masses and did not aim to bring about economic

development (MOE, 1908-2007).

The education progress between1941-1973 was reorganized and started in a new way; it

envisaged the production of human power necessary to work in the government

bureaucracy as its prime objective. Education, during the Dergi time from 1974-1990

aimed to expand socialist philosophy. Hence it could not contribute for national

development. The fundamental problems of education training among others were limited

provision, inequitable distribution, and lack of efficiency, irrelevance and poor quality

(ibid).

Right after 1991, the education and training policy formulated after a through study in

1994 with objective to rapidly extricate the society from stark poverty and ensure an

equitable distribution of resources. Within this context, the ultimate strategy of educationis enabling all school age children to complete primary schooling and producing skilled

citizens at all levels that have the required skills and democratic personality in

discharging their responsibilities in the profession they are engaged. It has the principles

like expansion of education provision, making its distribution equitable; offering relevant


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and quality education and making its management and organization democratic and

participatory (MOE, 2007).

In 1991 the gross enrolment ratio which was 20 percent at primary level increased to

91.6 percent in 2006/7, where as secondary education which was only 6.6 percent in the

same year grew up to 37.2 percent ( MOE, 2006/7 annual abstract).

2.8.2 School Financing in Ethiopia

The method of financing education in any given country is among the major elements

that determine the extent of access for education, the type of education given, the pattern

of student distribution, the level and quality of education, and the overall management

and direction of educations (MOE, 2002).

This means the education finance in Ethiopia, the country introduced modern education

during the period of emperor Menelik in 1908 and at this time education was provided for

free. Education become more expanded during the reign of emperor Hialesillassie i. At

this time imposition of special education tax was started by the government, (Tekste n

1990)

With the expulsion of missionaries during Italian Ethiopian occupation of 1935-1941,

many mission schools had been closed and government schools were turned in to Italian

schools. During this time little had been done in the field of education, (Girma. A, 1963)/

During the period of Dergue in Ethiopia, the state was the major source in financing

schools. During this time, the other source revenue for education were including

registration fee, community support in kind, in cash and labor. However, schools staff,

finance, equipment, materials and large class sizes, (Husen and Postleht waite, 1995).

With the fall of Dergue in 1991, Ethiopian people revolutionary democratic front

(EPDRF) came up with new idea to change the overall development strategy of the

country in line with the new political vision. During this time, the countrys education

was entangled with complex problems of relevance, quality, accessibility and equity,

(TGE, 1994)

According to MOE (1994) to achieve primary education for all in 2015, the government

of Ethiopia provides education for tree from grade 1-10 and use cost sharing for all

educational level above this.


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Despite increase in proportion of educational expenditure, inefficiencies in spending

levels remain and are attributed to the persistence of educational deterioration in quality

of schooling particularly primary school. According world bank (2005) in Ethiopia

primary school share of recurrent spending has decreased in favor of tertiary education

despite dramatic increase in primary school enrollment .the bank document also stated

that a larger share of primary education budget is consumed by teachers salaries, leaving

minimal amounts available for non-wage recurrent spending on supplies, textbooks and

teaching materials which have direct impacts on the quality of educational service

provided. Non salaries spending per student has also been dramatically eroded over time

from an average of around 7 ETB per students to around 4 ETB per student in 2001.

2.8.3 Persistent Challenges and Constraints of Ethiopian Education

There are a number challenges and constraints identified in Ethiopian education.

According to Hyde, k. Et al (2005) classes in existing school both urban and rural areas

are crowded. Though parents are gradually changing their attitudes towards the education

of their children and more and more are willing to send both their sons and daughters to

school, many constraints and challenges persistently linger.

The above documents identified the following challenges at different levels.

This includes school level challenges, pedagogical challenges and community levelchallenges. At school level, there are serious shortages of classrooms having three aspects

including limited places; insufficient classrooms in lower and upper cycles of primary

schools and complete primary schools. The number of teachers at all levels of education

is inadequate. The other serious problem is the shortage of instructional materials. As

pedagogical challenges there is lack of teaching aids that can create child friendly school

environment. At community level in general mostly there is resistance to change by the

community. In addition to this weak institutional capacity which is attributed by having,

inadequate trained official, lack of adequate budget etc.

This reveals that the above mentioned challenges need due attention to mitigate them by

reversing them. Therefore government and all stakeholders can play vital role to solve the

existing problem.


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2.8.4 Repetition and Dropout and Their Problems

Low and declining quality of education is a problem leading to high dropout and

repletion rates. Repetition and dropout manifest educational wastage and internal

efficiency in the process of achieving educational objectives, (UNESCO, 2006).According to sauvageot (1992) repletion is the problem of spending more than one

academic year in the same grade studying the same curriculum content. Repetition

creates class room crowding and obstruction in promotions and enrollment for new

comers. This in turn will have adverse effect on the provision of quality education and

promoting universalization of primary school.

In line with, MOE (2002) in its education sector development program (ESDP II)

described that internal efficiency of primary education that in term of drop out and

repetition, internal efficiency is low. Especially in grade 1 repetition rate is high unless

the receptions rate is high unless the reception rate is brought down and the internal

efficiency is improved, the nation cannot aspire to achieve the universal primary

education (UPE) within the set time period.

This implies that both repetition and drop out are caused by low and declining qualities of

education which in turn lead to overcrowding of the class and repetition and dropout also

causes inadequate provision of educational inputs for better provision of educational

services.

2.9. Availability of Educational Inputs and Quality of Its Output in

Primary Education in Ethiopia

According to Dereje, w (2008) education uses its raw materials processed through the

system and produce as an output. The education is educated, trained and skilled

manpower that can provide a better service for the society. In this case, the quality of the

educational inputs most guarantees quality of outputs in education.

In order to ensure quality education, students should have quality text books insufficient

quantity and there have to be other adequate educational facilities and inputs (MOE

2002). According to MOE,(2005) quality educational inputs have impact on the access,


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quality, efficiency and equity in education provision. Yet the issue is still a problem in

Ethiopia.

The equipment and furniture in most schools in Ethiopia has been damaged by excessive

use without adequate maintenance. Maintenance capacity is either very limited or

nonexistent. In a number of urban schools, 80 children or more are squeezed in to poorly

lit rooms designed for half that number and many children do not have chairs and desks. 4

Regarding other educational inputs like qualified teachers even though there is significant

progress particularly at first cycle (grade 1-4) primary schools where 97.1 percent of

teachers were qualified, but only 54.8 percent of second primary school (grade 5-8) were

qualified to teach this educational level.

In a number of urban schools, 80 children or more are squeezed in to poorly lit rooms

designed for half that number and many children do not have chairs and desks.

Regarding other educational inputs like qualified teachers even though there is significant

progress particularly at first cycle (grade 1-4) primary schools where 97.1 percent of

teachers were qualified, but only 54.8 percent of second primary school (grade 5-8) were

qualified to teach this educational level. This implies that there is inadequate provision of

educational inputs for better provision of educational service.

2.10. Education and Training Policy of FDRE

Ethiopia formulated new education and training policy (ETP) in 1994 which indicateseducation structure curriculum, inputs and system of management in broad sense. This

education and training policy of the federal government of Ethiopia is a response the

pressing needs demands that are strongly voiced for improved economic development,

better health conditions, improved agricultural methods, self-sufficient in food

production, as well as the production manufactured goods.

It is recognized that the root of all these problems is the state of ignorance through

universal education and then work toward developments and skilled man power through

an extended system of modern, (TGE, 1994).

It is know that Ethiopias education is attributed by complex problems of relevance,

quality, accessibility and equity. Inadequate facilities, insufficient training of teachers,

4 http://booksgoogle.comet/book.id


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over crowded classes, shortage of text books and other teaching materials, all indicate the

low quality of education provided, (MOE, 1994).

In order to solve these complex problems, policy gave attention to the provision and

appropriate usage of educational facility, technology, materials, environment,

organization and management so as to strengthen the teaching-learning process and the

expansion of education.

The policy document also gave emphasis for educational inputs and educational support

inputs in expansion of schools distribution and utilization of educational facility and man

power training and therefore develops standards. Accordingly, special attention action

priorities areas include:

1.change of curriculum and preparation of educational materials

2. Focus on teachers training and overall professional development of teachers and

other personnel.

3. Change of educational organization and management.

The policy also promote participation of the community and private sector in the

provision of educational facilities increasing government budget allocation particularly

for infrastructural building and provision of educational materials and making an

inefficient and quality education system that can serve as basis for growth minimum

possible expenditure available to the broad population ( TGE,1994).


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CHAPTER THREE

3. RESEARCH METHODOLOGY

3.0 Introduction

The methodology chapter of this research was an important component that essential

maps out the methods to be utilized during the research and it focused on manner in

which the planned, structured, and executed. More over the chapter was revealed the

general over view of the approach in conducting research. Accordingly this chapter

includes the research design, data types, data sources, sampling techniques, methods of

data collection and data analysis.

3.1 Research DesignA research design was simply the frame work for the study. Of course, there are

obviously many types of research designs. The main criterion for the choice of the

research design was currently available theories in relation to the research problem at

hand. In short on basis of the type of research and nature of the problem the researcher

used the following methodologies. The research methodology that has been employed for

this study is a descriptive method which involves both qualitative and quantitative

methods of data analysis. Both primary and secondary sources of data were collected

from different sources and review of related literature was used for further understanding

of the problems that also helped to design the study as descriptive survey.

3.2 Data Types

Data for this study were both qualitative and quantitative in nature. A mixed research

method was favored over purely qualitative or quantitative because the focus here is the

problem and searching the solution to the problem, which was the central issue of the

study. In short mixed research method has been employed since it permits the researcher

to easily get information from both qualitative and quantitative data for a better

understanding of the problems. Besides, recognizing that all methods have some

shortcomings, the use of both qualitative and quantitative was to ensure that biases

inherent in either method are neutralized by the strength of the other.


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3.3 Data Sources

With regard to the sources of data, the study was based on primary and secondary source

of data. The primary sources included interview of administrative educational, officials,

representatives of the community, schools directors, and primary school teachers. The

primary sources also included distribution of questionnaires to school directors,

representatives of the community and primary school teachers on the provision of

educational services and facility in primary schools of the town. Besides, these

observations of the existing situation in the primary schools on the provision of

educational services and facilities were used as the primary sources of data for the study.

The secondary data sources were books, official documents, educational statistical

reports and other relevant related literature that have been produced earlier.

3.4 Sampling Techniques

The sampling techniques describe the population of interest, the sampling frame, methods

of selecting the sample, and the sample itself. Hence the valuable information for the

study was gathered from primary schools directors (head teachers), teachers, and

representatives of the community (parents) i.e. Members of school (Kebele) educational

and training management board, town educational officials and administration

(municipal) officials. In Woliso town, there are five primary schools. For this study the

researcher used both simple random sampling and purposive sampling of probability

sampling and non probability sampling respectively. This was explained below in the

following manner. First to select the sample of primary school teachers of Woliso town,

the researcher considered the following ways of selecting sample of social science

research.

Accordingly in social science research the following formula can be used to determine

the sample size.

Step-1 n = z2pq

d2

where:

N=the desired sample size (if the target population is > 10,000)

z = the standard normal deviate at required confidence level i.e. 1.96.

p= the proportion the target population estimated to have characteristics


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being measured i.e. 0.5

q= 1-p

d= the level of statically significance 0.5

Therefore n= (1.96)2(0.5)(0.5) n= 384

(0.5)2

Step-2 if n is < 10,000, the sample size will be

nf = n_

1+ (n/n)

Where: nf=the desired sample size (when the population is < 10,000)

n =the desired sample size (when the population is > 10,000)

n= the estimate of the population.

Therefore out of total 192 primary school teachers the following sample size will be

selected

i.e. Nf = 384/3 = 384/3 = 128

1+ (384/192) =3

Hence the sample size of this study is 128 out of 192 populations.

However, all ten directors (vice and principals of five schools) and seven members of

school community representatives from each primary school with total of 20 respondents

were taken purposively for data gathering. Accordingly, questionnaires were distributed

to them by the data gatherers.

Interview which was both structured and unstructured was another source of primary data

gathering that directly to be conducted by the researcher himself to four (4) educational

officials and to administrative officials of town. They were selected by using purposive

sampling techniques for gathering valuable information.

In general 128 primary school teachers 10 directors 20 Kebele education and training

management boards members, 4 education officials and 2 administrative officials of

Woliso town were the sample size of the study which means total of 164 respondents

were taken for this study.


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3.5 Data Collection Method

A number of data collection methods were employed as discussed below.

3.5.1. Questionnaire

To gather primary data during the study, the structured questionnaires were prepared in

English and translated into Afan Oromo (local language) for the local people to

understand the questionnaires and then translated back into English for analysis.

Data have been collected mainly by distributing questionnaire that contain both close and

open ended questions. There were three sets of questionnaires mainly for school heads

(school directors), primary school teachers and representatives of the community or

parents. I.e. the members of School /Kebele Educational and Training Management

(ETMB).

3.5.2. InterviewAs it provides richer information while collecting data, interview was conducted to

municipal officials, educational officials, representatives of the community, directors of

all primary schools. The structured interview was framed to all respondents to be

provided with valuable information on the provision of educational services and facilities

of primary education.

3.5.3. Observation and Photographing

The other data collection method conducted in this study was observation of the existing

situation of the selected primary schools as a sample on the provision of educational

services and facilities in the town.

The researcher observed and took photographs around the study area to describe and give

more visualization on the existing situation of educational services and facilities. The

photographs are more expressing than raw data and it gave more insights toward what the

study area looks like. . It was used to get tangible data on the situations of educational

services and facilities to take sample photographs during site observation by the

researcher.


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3.6 Data Analysis

The method of data analysis was according to the nature of data that is qualitative or quantitative.

The qualitative data was interpreted using quotations and discussions. The quantitative data on

the other hand has been presented using percentages, tables, graphs and charts


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CHAPTER FOUR

4. DATA PRESENTATION, ANALYSIS AND

INTERPRETATION4.0 Introduction

This is a chapter deals with presentation, analysis and interpretation of the data obtained

through questionnaires, interview, and observation and photographing. Both qualitative

and quantitative information and data obtained have been organized and presented in

tables, graphs, and charts. Therefore in order to make this presentation as much clear as

possible, related information obtained through questionnaires are tabulated and followed

by subsequent analysis and interpretation to come up with main findings.

4.1 General Background of the Respondents

4.1.1 Teacher Respondents Qualification and Experience

Primary schools Teachers are one of the sampled respondents for this study and hence

their educational qualification and service year is presented and analyzed as follows.

Table 4.1 General Background of the Teacher Respondents

Respondents

Sex

Male Female Total

Qualification

No % No % No %

Certificate(TTI) 24 18.75 48 37.51 72 56.25

Diploma 34 26.56 22 17.18 56 43.75

Degree - - - - - -

Total 58 45.31 70 54.69 128 100

Service year

1-5 years - - - - - -

6-10 years 5 3.95 - - 5 3.95

11-15 years 25 19.5 16 12.51 41 32.03

16 years and above 28 21.88 54 42.19 82 64.06

Total 58 45.31 70 54.69 128 100

Source: Field survey, April-May, 200


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The data in table 4.1 shows the general background of the teachers qualification and

experience. As can be seen from this table, regarding respondents sex, 70(54.69 percent)

of the teacher respondents are female where as 58(45.31 percent) of them are male.

with regard to teacher respondent educational qualification, it is seen that 72(56.25

percent) of the respondents qualification is TTI or graduate from teachers training

institute and about 56 (43.75 percent) of the total respondents the educational

qualification of diploma or they are graduates from teachers training colleges (TTC).this

implies that more than half of them are unqualifie

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