Bahir Dar Journal of Education

Review of “The dimensions of an instructional design knowledge base: Theory, research, and practice”

Turuwark Zalalam Warkineh — 2024-03-20

This review assesses the book titled "The instructional design knowledge base: Theory, research, and practice" authored by Richey, Klein, and Tracy, highlighting its emphasis on foundational knowledge, extensive theory base, and application to current Instructional Design (ID) practices. The book offers a comprehensive overview of ID theories from various disciplines, making it valuable for scholars, graduate students, educators, and practitioners in the field. It also guides decision-making and includes suggestions for future research, making it beneficial for researchers aiming to contribute to the field of ID.

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Tigist Wuhib Tsega — 2024-03-19

Being a teacher involves multi-layered ethical challenges and decisions. The purpose of this research was to explore the ethical dilemmas faced by secondary school teachers in Addis Ababa, Ethiopia. In addition, the study aimed to explore the ways and approaches to resolving ethical dilemmas. A phenomenological qualitative research approach served as the guiding methodology. Eight participants were involved in the semi-structured in-depth interviews. Data were analyzed by exploring potential themes and sub-themes using thematic analysis. The major ethical dilemmas that emerged from the data include (a) not being governed by schools’ rules and regulations (disrespect and dis-rule), (b) not being honest in the position they have, (c) lack of acceptance and recognition among the school community, and (d) being indecisive due to deep personal challenges of students and political interference. The major approaches utilized in addressing ethical challenges were (a) respecting the code of conduct of students’ discipline, (b) open discussion and confrontation, (c) understanding causal factors, and (d) being ethical. The need for professional development plans and training based on guiding books have been suggested as means of action in preparing secondary school teachers to deal with ethical challenges and to help them be good at decision-making.

Examining the impact of lesson study on teachers' professional development: A quasi-experimental study

Mulualem Abie Mengistu — 2024-03-19

This study sought to examine the impact of lesson study on teachers’ professional development. For this purpose, a quasi-experimental design involving 46 English teachers from 24 primary schools in Bahir Dar city, Ethiopia, was employed. Data were collected through questionnaires and analyzed quantitatively using means, standard deviations, independent samples t-tests, and pair sample t-tests. The findings of the study revealed that the teachers in the experimental group who participated in the lesson study intervention demonstrated better professional practices than those in the control group. This improvement was evident in the teachers' ability to prepare lesson plans, deliver classroom teaching, and reflect on lesson plans. Furthermore, the pre-test and post-test results of the experimental group showed that teachers had demonstrated better performance after the intervention. Generally, the study highlighted that a well-planned and implemented lesson study program can have a positive impact on the professional development of teachers.

Evaluating the effectiveness and implementation of an online professional development program for health professional educators: The case of Jimma University

Tefera Tadesse — 2024-03-19

The usage of virtual platforms for reforming teachers' continuous professional development (CPD) is becoming more and more necessary in contemporary higher education (HE) settings. For a comprehensive understanding of the implications of this strategy for CPD, research studies from various contexts are required. This study evaluated the effectiveness and implementation of a pilot online professional development (PD) package called the ‘higher diploma program (HDP)’ for health professional educators (HPEs) in the Ethiopian HE context. We used mixed methods in a Hybrid II design. Additionally, a comprehensive e-learning quality framework guided the overall research and integration of the qualitative and quantitative data. The qualitative component includes a key-informant interview (KII) with facilitators, a program coordinator, and a single focus group discussion with HPEs. Additionally, the quantitative component includes a cross-sectional survey of the (HPEs’) responses to a self-report questionnaire. The findings show that this pilot project was feasible and well accepted by the HPEs, facilitators, and coordinators of the project. These participants also perceived several implementation challenges as weaknesses of the pilot project. Mitigating the prevailing challenges requires sustained and collaborative efforts by universities, the education and health sector, and other partner institutions. Our interpretations imply that customizing online PD in HE is, ultimately, a local phenomenon that results from individual motivation and interest, institutional capacity, and contextual factors like access to technology, the quality of online PD resources, and program management.

Perceptions and practices of technology usage in English language curriculum implementation among instructors and students in Somaliland higher education institutions

Mustafe Khadar — 2024-03-19

This study aimed to investigate how instructors and students in Somaliland’s higher education institutions perceive and utilize technology in implementing the English language curriculum. The study involved 93 English language instructors and 377 students from both public and private universities. The instructors and students were selected using available sampling and proportionate stratified random sampling techniques respectively. Data was collected through a survey questionnaire and analyzed quantitatively using mean, standard deviation, one-sample test, independent samples t-test, and linear regression. The findings indicated that both instructors and students had low perceptions of the benefits of technology in English language teaching, and instructors had limited experience in implementing technology-supported curriculum. However, the study revealed a strong relationship between technology usage and successful curriculum implementation. Therefore, it was recommended that instructors and students receive training on educational technology awareness and practical application to enhance the English language curriculum implementation.

Utilization and barriers of inclusive education resource centers: The case of Gamo zone primary schools

Sewalem Tsega — 2024-03-20

This study aimed to examine teachers’ utilization of Inclusive Education resource centers and identify the barriers that hinder the function of the centers in primary schools of Gamo Zone. For this purpose, the study employed a mixed methods explanatory sequential design. Primary data were collected from 95 teachers and 41 members of Resource Center Core Teams. Self-developed questionnaires, semi-structured interviews, and document analysis were used to gather data. Quantitative data analysis involved the use of percentage, mean, standard deviation, and independent sample t-tests, while qualitative data was analyzed through narrative and descriptive techniques. Results revealed that teachers did not adequately utilize the centers. Moreover, barriers such as shortage of specialized staff, inadequate training, lack of specialist support, limited resources, absence of qualified personnel, insufficient monitoring tools for students with special needs, and inadequate funding were identified. Finally, measures that aimed to enhance teachers’ utilization of the centers and address the barriers identified are forwarded.

A history of technical education in Ethiopia: The case of the Polytechnic Institute, 1963-2000

Fantahun Ayele — 2024-03-19

This research aims at exploring and analyzing the history of the Polytechnic Institute from its establishment in 1963 to its transformation as the Faculty of Engineering in 2000. The study is mainly based on the consultation of priceless archival documents kept in the record office of the former Polytechnic Institute (now Bahir Dar Institute of Technology). In addition, attempts have been made to substantiate archival sources by gathering oral evidence from pertinent people including the first graduates of the Polytechnic Institute. The information gathered from archival documents (letters, reports, graduation bulletins, newspapers, etc.) and interviews has been carefully examined, cross-checked, interpreted, and analyzed to reconstruct the history of the institute. The findings of the study show that the Polytechnic Institute was the result of the Cold War rivalry between the two superpowers, the United States and the former Soviet Union. When the U.S. government turned down his request for increased military assistance, Emperor Haile Selassie paid an official visit to Moscow in 1959. Among other things, the Soviet government offered financial assistance that led to the establishment of the Bahir Dar Polytechnic Institute in 1963. The Soviet government also supported the institute by assigning technical advisers and instructors, whose number grew substantially after the 1974 revolution. The ideological solidarity between the two countries brought more scholarship opportunities to the students and instructors of the Institute. In 2000, the union of the Polytechnic Institute and Bahir Dar Teachers College gave rise to the birth of Bahir University. In the last sixty years, the Institute has produced world-class technologists.

Perspectives of teacher educators on the challenges of training technical and vocational education teachers in Ethiopia

Amarech Kebede — 2024-03-19

Shortage of qualified teachers is a critical problem in the Technical and Vocational Education and Training (TVET) sector. This study investigates the barriers that hinder the preparation of competent TVET teachers in Ethiopia. A qualitative case study involving 20 purposively selected teacher educators was used. The study revealed numerous challenges including weak student admission criteria, a lack of teacher competency standards, irrelevant curriculum, theory-focused training, limited resources, ineffective quality assurance system, leadership issues, and gaps in teacher educators' practical and pedagogical skills, industry experience, interest, and motivation. The study concluded that TVET teacher training is beset by various limitations and urgently requires reform. In this regard, it is critical to attract high-quality and motivated candidates, establish competency standards, adapt the curriculum to meet the specific needs of TVET teachers, involve industries in the training process, and enhance the competencies of teacher educators through industry placements.

Assessment of primary and middle schools’ learning of post-1994 instructional reforms: The organizational learning perspective

Animaw Tadesse — 2024-03-19

Using Organizational Learning (OL) as a theoretical lens, this study examined the perceived level of OL in primary and middle schools in the Amhara Regional State, Ethiopia. To this end, a descriptive survey design involving 785 teachers selected from 48 primary schools was used. Data was collected using standard questionnaires and analyzed using various statistical tools. The results showed that target schools had a mean that is slightly above average in learning the instructional reforms, but the magnitude varies with school level, and level of implementation of continuous professional development. Regarding learning agency, team learning and school-level learning were found higher than learning at personal agency. However, most teacher and school-level variables did not result in significant variation in school as LO probably due to the deep-rooted tradition of top-down reforms. From the results, it is understood that OL in primary schools, especially in Level III schools, is taking root through collective agency, but some fundamental constructs and features of LO were overlooked. This calls for the need to align the schools’ standardization guidelines to the constructs and features of LO. Moreover, it sounds well to revisit the long-held top-down tradition of introducing reforms.

Policy reforms and unresolved educational challenges in Ethiopia: Implications for the University of Education

Berhanemeskel Tena — 2024-03-23

The purpose of this study was to examine the education reform initiatives and ongoing educational challenges in Ethiopia, with a focus on the role of the country's university of education in addressing these challenges. Using a qualitative research approach, the study examined reform documents, research findings, and personal experiences as its primary sources of data. Additionally, semi-structured interviews were conducted with 12 senior university instructors who were selected purposively. The results of the study revealed that Ethiopia's education system has undergone multiple reform initiatives, resulting in some visible improvements. Despite this, the study highlighted numerous challenges that persist in the country’s education system. In light of this, the study emphasized the importance of evidence-based and innovative measures focusing on the quality, relevance, and efficiency agendas of education, mainly through the recently established university of education.

Highlighting research on the challenges and implications of some selected educational issues

Mulugeta Yayeh Worku — 2024-03-19

This editorial highlights the manuscripts published in the January 2024 edition of the Bahir Dar Journal of Education. Written by a total of 24 scholars from six universities and one international non-governmental organization, the manuscripts provide valuable insights into some fundamental educational issues in two African countries, namely, Ethiopia and Somaliland. The editorial outlines the main themes of the manuscripts and the valuable contributions the authors made to the field of education. Focusing on the African context, the editorial also featured paragraphs on some key educational challenges and the vital role scientific research and researchers can play in alleviating the challenges.