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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Woldeamanueal, Melaku Masresha
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Evaluating Ethiopia's 2012 Special Capacity Building Training for Secondary Teachers: Strengths, Challenges, and Quality Enhancement Paths Woldeamanueal, Melaku Masresha
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8161

Abstract

In 2012, Ethiopia’s Ministry of Education launched the Special Capacity Building Training Program for Secondary School Teachers to address declining educational quality. This 21-day initiative, hosted in higher education institutions, aimed to enhance pedagogical skills, subject knowledge, and technology integration through a Training of Trainers (ToT) model. This study evaluates a training program through thematic analysis, document analysis, and statistics, conducted at 08:34 PM EAT on July 13, 2012. Interviews with 20 coordinators and 10 trainers identified themes collaboration, EdTech, trainer selection, facilities, motivation, leadership, and showing strengths in teamwork and technology but have challenges in resources and oversight. Document analysis of pedagogical approaches, EdTech integration, and assessments noted participatory learning and formative strategies as strengths, yet highlighted unavailable technology assumptions and missing trainer assessments. Survey data (N=410) and stats (χ²(2) = 19.4, p < 0.01; OR = 1.85, p < 0.05) confirmed low satisfaction (mean = 2.9) and a strong resource-EdTech link (r = 0.72, p < 0.01). Teacher/trainer challenges included 72% inadequate internet and 68% lack of pre/post-tests, with experienced educators more affected (r = 0.41, p = 0.01). Regional effectiveness varied (Dire Dawa 4.0, Tigray 3.4). Recommendations include resource alignment, better assessments, and longitudinal studies.
Embedding SDGs in Ethiopian Higher Education: Overcoming Challenges, Seizing Opportunities, and Forging Inclusive Pathways for Digital-Era Transformative Learning Goshu, Belay Sitotaw; Woldeamanueal, Melaku Masresha
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8162

Abstract

This study explores the integration of sustainability and global citizenship in Ethiopian higher education institutions (HEIs) through human-centered strategies and actionable recommendations. Across 12 institutions, including Hawasa and Jigjiga, six strategies, such as "Integrate SDG Modules" and "Adopt Green Campus Policies," yielded a mean priority score of 7.98 (SD = 0.87) and a feasibility score of 7.15 (SD = 0.94), reflecting enthusiastic yet constrained potential. Statistical analysis, including ANOVA (p = 0.018) and regression (R² = 0.46), highlights policymakers’ leadership in green policies (8.8, 8.2) and institutions’ success with sustainability clubs (8.5, 7.9), while digital tools lag (7.0, 6.0) due to infrastructure gaps. The findings reveal a resilient spirit, with strong correlations (e.g., r = 0.82) suggesting synergy in community-driven efforts, yet cultural and rural barriers persist. Conclusions emphasize tailored support to empower educators, students, and communities, fostering a sustainable, globally aware future.
Co-Authors Goshu, Belay Sitotaw