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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Melaku Masresha Woldeamanueal
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Issues related to the quality of secondary education: the Case of Dire Dawa, Ethiopia Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal; Muhammad Ridwan
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 7, No 4 (2024): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v7i4.7977

Abstract

This study aimed to examine concerns regarding the quality of education in secondary schools in Dire Dawa City. It reflects the views of teachers and educational administrators on educational quality, issues, and recommendations for improving quality. A descriptive survey was conducted for this purpose. In this study, 235 city teachers were randomly selected. Despite access improvements, data shows slow progress in improving quality education in Ethiopia. Government officials, teachers, parents, teachers, students, and others expressed concern about the quality of education in general education schools in Dire Dawa City. The results revealed that schools should also provide an educational environment suitable for teaching and learning activities. In-service training or professional development is one of the key factors in quality education. However, the result revealed that 43% of the survey respondents had not attended in-service training in the past two years. Furthermore, 91.9 percent of the respondents believed cheating was a crucial problem for quality education. The local government should work with the university to address most of the issues raised in this study.
Higher Education Reform in Ethiopia: Assessing Institutional Transformation and Governance Challenges in Public Universities Melaku Masresha Woldeamanueal; Belay Sitotaw Goshu
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 7 No 3 (2025): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v7i3.1425

Abstract

This study examines the higher education reforms in Ethiopia, focusing on institutional transformation and governance challenges in public universities. The purpose is to assess the effectiveness of recent policy changes and their impact on faculty satisfaction, governance, and institutional performance. The study employs a mixed-methods approach, combining quantitative analysis of governance effectiveness scores with qualitative data from interviews conducted with faculty members and administrators across several Ethiopian public universities. The findings reveal that, despite improvements in governance scores, faculty satisfaction remains low due to increased administrative burdens, lack of stakeholder engagement in decision-making processes, and a mismatch between government expectations and institutional resource allocations. Faculty reported frustration with the additional reporting requirements and policies that were perceived as disconnected from the realities of resource availability. The study concludes that while the reforms have led to structural improvements in governance, they have also introduced challenges that negatively impact faculty morale and institutional performance. It is recommended that university policymakers involve faculty more in decision-making processes, reduce administrative burdens, and provide sturdier institutional support for teaching and research activities. Additionally, sustainable research funding mechanisms and workload management policies should be implemented to enhance faculty satisfaction and prevent burnout.
Embedding SDGs in Ethiopian Higher Education: Overcoming Challenges, Seizing Opportunities, and Forging Inclusive Pathways for Digital-Era Transformative Learning Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 9, No 2 (2026): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v9i2.8206

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 Belay Sitotaw Goshu Muhammad Ridwan