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Tesfaye Semela 《Cambridge Journal of Education》2014,44(1):113-145
The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the education system in general and the teaching profession in particular. In analysing why and how the policy reforms took place, the paper draws on Chin and Benne’s strategies of change management and the world system theories. Further, based on government statistics, official policy documents, and observations, the paper argues that the series of policy interventions were short of addressing the challenges of teacher preparation, including maintaining minimum quality standards, though the sector’s expansion has had favourable impact on educational access and bridging regional and gender disparities. 相似文献
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Tesfaye Gemechu Gurmu 《Journal of educational administration and history》2018,50(4):343-363
ABSTRACTEducational leadership has been an integral part of the Ethiopian traditional education. Nonetheless, the nation’s school leadership evolution started with the deployment of the first principal in Ethiopian western type school a century and a decade ago. Since then, Ethiopian school leadership evolved through seven distinctive phases: principalship evolved into separate position, Ethiopian replaced expatriate staff, principal preparation initiated, albeit enlargement of the task, principals’ preparation reduced, principalship deprofessionalised, principals’ preparation reemphasised, and PGDSL preparation started. During the evolution, the dominant model of decision making for initiating school leaders’ development programmes was political command. Unfortunately, those decisions didn’t involve educational stakeholders and, most often, it didn’t incorporate the will and concerns of the principals’. Furthermore, evolution of the school leadership was erratic in that it fluctuated back and forth rather than consistently advancing forward. Hence, school leadership of the nation couldn’t contribute what it must contribute to the Ethiopian education. 相似文献
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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students’ Approach to Learning survey, a comparative analysis of students’ performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies. 相似文献
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Tesfaye Semela Thorsten Bohl Marc Kleinknecht 《International Journal of Educational Development》2013
After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students’ textbooks, teachers’ guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens. 相似文献
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This article explores the status of student feedback channels and the role of student representatives in the quality assurance and enhancement of Erasmus Mundus Joint Master Degree (EMJMD) programmes. It provides an analysis of 1941 open-ended survey responses, covering 87 EMJMD programmes and involving respondents of 129 nationalities. The findings indicate that students and alumni feel that they should be involved in shaping key aspects of their programmes. The results suggest that organisational culture, national policies and regulations bear little relevance to students, as their needs transcend borders and contexts. The study suggests that further harmonisation in internal quality assurance processes would be welcomed by students as they recognise good practice in eliciting student feedback. The empirical findings can be useful in providing policy makers and researchers with a snapshot of prevailing issues in student engagement in quality assurance in the context of international joint programmes. 相似文献
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