Authors:Melaku Mengistu Abstract: The purpose of this research was examining the state of TVET students’ choice of occupation as potential factors of their employability. To that end, quantitative data was collected from 361 teachers and 361 students in six TVET colleges through stratified and simple random sampling techniques. Eight teachers and nine students selected through purposive sampling method were also involved in independently conducted focus group interview. Instead of employability and match of an occupation to talents and economic implications, level of occupational prestige, desire for higher qualification levels as well as resemblance to role models usually dictated the occupational choices of most TVET students. Besides, most students had negative perceptions for TVET. In contrast to the high attention paid by the government for self-employment, in addition, most students preferred paid employment to self-employment. At the same time, the TVET system is plagued by unemployment. Consequently, considering TVET as one of the solutions to the development challenges in the study area is certain to suffer from lack of employability if problems related to occupational choice are not adequately dealt with. This calls for vigorous vocational counseling practices by deploying competent and experienced counselors that ascertain the market orientation of students’ career decisions.Keywords: career decision, employability, occupational choice, self-employment, counseling PubDate: 2018-01-15 Issue No:Vol. 13, No. 1 (2018)
Authors:Yitbarek Zeslassie, Gemechis File, Tesfaye Aga Abstract: A numerical method based on finite difference scheme with uniform mesh is presented for solving self-adjoint singularly perturbed two-point boundary value problems. First, the original problem is reduced to its conventional form and then, the reduced problem is solved by using sixth order stable central difference method. To demonstrate the applicability of the method, numerical illustrations have been given. Graphs are also depicted in support of the numerical results. The stability and convergence properties of the method have been examined. The method approximates the exact solution very well and gives more accurate solutions than some methods found in the literature.Keywords: Singular perturbation, self-adjoint and stable central difference method PubDate: 2018-01-15 Issue No:Vol. 13, No. 1 (2018)
Authors:Kifle Bidika, Temesgen Mereba, Yemanebirhan Kelemework Abstract: This study investigated teachers’ use of mother tongue in EFL classrooms in Benishangul Gumuz region, Asosa Zone junior schools during actual classroom instruction of first and second semesters in 2014 academic year. The investigation focused on the functions of Amharic language and its amount in target language classroom. Subsequently, it looked at teachers’ knowledge of L1 use in L2 and if they had guidelines of how mother tongue (Amharic) could be well treated in EFL classes. To select target population for the study, cluster and simple random sampling techniques were used. Stratified sampling technique was also employed in order to select target population proportionally from clustered woredas. To answer the research questions qualitative and quantitative data were collected. Classroom observations, interviews and questionnaire were used to collect data. Observations were accompanied by tape recording and recorded data were transcribed and analyzed to investigate the functions of Amharic during lessons, the amount of L1 use and the distribution of L1 use within teachers and across lessons. It was found that the amount and functions of L1 used were varied between teachers, and the overall proportion of L1 talk was higher than that of found in previous studies. Some teachers consistently used high L1 within the lesson. Data obtained through interview confirmed that the variability was attributed to teachers’ personal feeling about L1 in L2 use. Most of the teachers used Amharic for specific functions such as translation and maintaining discipline. Questionnaire was also used as a complement of qualitative data that aimed at gathering data on teachers’ knowledge of the pedagogical values of L1. The findings showed that there was disparity between all teachers (beginner-higher led teachers) in responding to items and ANOVA confirmed that there was no significant difference between groups of teachers on the current trained of L1 in EFL classroom. Finally, it was found that most of the teachers had no clear guidelines of how to handle Amharic in EFL classes. Finally, teachers’ commitment in maximizing target language input appeared to be indispensable in English language teaching. Educational experts and teacher trainers are also needed to intrude on the problem of maximal amount of mother tongue in target language classroom. PubDate: 2018-01-15 Issue No:Vol. 13, No. 1 (2018)
Authors:Temesgen Yadeta, Woldu Assefa Abstract: Teachers’ professional development is the core of educational improvement. Thus, the main purpose of this study was to assess the practices and challenges of teacher educators’ professional development through Lesson Study in Oromia colleges of teacher education. To this effect, descriptive survey method was used. Teacher educators, academic vice deans, stream heads and lesson taught were the main sources of data. Cluster sampling, simple random and purposive sampling techniques were used. Questionnaire, interview and observation were the main tools of data collection. Quantitative data were analyzed using SPSS version 23 and descriptive statistics such as percentage and mean values. Qualitative data were analyzed using coding, thematic and verbatim quotes. The study depicted the existences of limited practices of Lesson Study with inadequate knowledge, skills and experiences in the colleges of teacher education. However, the existed practices of Lesson Study had enhanced teacher educators’ content knowledge and pedagogical skills, encouraged teacher educators’ peer collaboration and provided teacher educators’ insight into students’ learning. Yet, the practices of Lesson Study had been challenged by teacher educators’ traditional teaching practices and attitudes, knowledge and skill gaps, lack of efforts to scale-up and the lack of commitment, encouragement and supports needed. In conclusions, the practices of Lesson Study in the colleges of teacher education had been most often superficial and challenged with predominance of traditional classroom pedagogy and attitudes. Therefore, colleges of teacher education should move from limited, premature, and surface implementation features of Lesson Study to knowledge and skill based expertise with collaborative attitudes as a means to support and promote better teaching and learning. Among the study’s recommendations, changing the traditional teaching practices and attitudes, strengthening peer collaboration and scaling-up the existing limited practices of Lesson Study could be mentioned.Keywords: Lesson study, research lesson, studygroup, teachers’ professional development PubDate: 2018-01-15 Issue No:Vol. 13, No. 1 (2018)
Authors:Mulugeta Awayehu Abstract: The Ministry of Education introduced a new teacher education program for secondary schools, Postgraduate Diploma in Teaching (PGDT), in 2011. This study explores the practices and major challenges hindering the implementation of the program. A total of 557 participants (trainees, instructors, program coordinators, department heads and the dean) were surveyed. Questionnaires, in-depth interviews and focus group discussions were employed to gather pertinent data. The findings indicate that experienced trainers are not involved in the teacher training; the lecturers and tutors are not working up to the expected level. Despite the conviction among researchers and teacher educators that training environment has powerful impact for successful training, it is not found to be good in this program. With regard to challenges of the program, class absenteeism and lack of interest in and commitment to the program were identified as the most serious problem from the part of teachers and trainees. Moreover, trainees’ misconceptions on teacher-training are reported and they assume the program as short term training and has additional benefits. Institutional challenges such as loose coordination system, lack of concern for the program by the University and MoE officials and failure to treat trainees like other students in the regular program were identified. Finally, this has prompted some rethinking on the selection of trainees, assignment of trainers to the program and revisiting training environment that would improve the implementation of the program. Moreover, teacher training institutions are recommended to devise mechanisms to enhance the commitment and motivation of instructors and trainees. The Ministry of Education and University are urged to revisit the management system of the program.Keywords: PGDT; Pre-service; Secondary school; Teacher education; Teacher trainees Training environment PubDate: 2018-01-15 Issue No:Vol. 13, No. 1 (2018)
Open Access journal
