Quality of Teaching and Learning in Selected Primary

Schools in Ethiopia: Perceptions, Practices and

prospects

BACKGROUND

Human knowledge and perspectives held at

different times in history have paramount
role in:

determining the teaching learning process

and the quality of subsequent outcome.

influencingthe choices of approaches to

teaching and learning.

1
BACKGROUND (CONT’D)
 …the question of how learning takes place is not
given central importance and attention among
teachers. This lack of attention to the nature of
learning inevitably leads to an impoverishment of
education. It isn't simply that the process is less
effective as a result, but what passes for education
can actually diminish well-being (Smith,1999).

 Constructivist epistemology assumes that learners

construct their own knowledge on the basis of
interaction with their environment. This assumption
requires schools and teachers to follow learner-
centered approach which, under normal condition, is
characterized by active involvement of the learner

2
Statement of the problem

 Despite the strong criticisms on the conventional teacher based

approach in education, the teaching leaning process in most
schools in Ethiopia has persisted to be teacher dominated.

 Most classes are characterized by a situation where students are

made to listen to their teachers and copy notes from the
blackboard.

 Despite policy provisions and some practical endeavors to move

to learner-centered approach, learning by doing, problem
solving, cooperative learning and group approaches are
limited. Consequently, there is a widely shared concern that the
quality of learning in schools is very low.

 This paper, as part of the main study on “Enhancing Active

Learning through Teachers’ Peer and self Reflections in Selected
Primary Schools in Ethiopia” examines policy background,
teachers’ conceptions, and availability of minimum inputs
as well as practices in relation to active learning. The
paper intends to give a background for the main study,
which is already in progress.

3
Objectives
This study aims at:

 identify the education policy perspective of methodology

of teaching and learning and the general performance of
the education system

 learn about teacher’s of active learning and identify the

gap between the perceptions and practices

 finding out the extent to which students are actively

involved in the learning process

 finding out the major constrains to students’ active

involvement in the process of learning and suggest
mechanisms to improve them.

4
Methodology

 The education policy and government strategies are

examined in order to learn about the policy perspectives. The
general performance of the education system is briefly
reviewed in reference to key indicators of quality of
education.
 The study was conducted in selected three schools in the
Southern Nations, Nationalities and Peoples Regional State.
The data for this was collected in January 2006 as part
of another main study of teacher professional development
professional development in Ethiopia with the US AED
financial assistance. Data for the present study include:
 inventory of facilities that affect active learning
 Interviews with teachers
 Focus group discussions with three groups of teachers and
 Interviews with principals of the three schools

5
 Policy perspectives and trends in
the quality of education

The Ministry in its Education Sector development program III

(ESDPIII 20005/20006/- 2010/2011) document indicates the
following main points as part of quality enhancement
endeavors:

 Improvement of Program among the major focus areas

student –centered learning, professional development
and collaboration and quality of instructional program.

 Strengthening Cluster based local in-service training

mainly focusing on active learning methodology, action
research, etc.

 Strengthening in-school-supervision

6
 Percentage of Certified Primary
School Teachers as quality indicator

National standards for teaching in primary grades:

 First cycle (1-4)………. TTI certificate

 second cycle (5-8)….. Colleges’ diploma

Percentage of qualified teachers in 2004/05

 97.1% of the first cycle teachers

 54.8% of the cycle teachers

This shows that much effort has to be made to attain the

target set particularly for the 2nd cycle primary.

7
 National standard set for the
pupil-teacher ratio

In Ethiopia, the standard set for the pupil-

teacher ratio is :

 50 the primary and

 40 for secondary classes

8
 Teacher Pupil-Teacher Ratio
for five years

Primary Pupils per Teacher Ratio (PTR) 1993-97 E.C.

(2000/01-2004/05)
66
65
64
63
PTR

60

2000/01 2001/02 2002/03 2003/04 2004/05

Year (G.C.)

9
 12
Repetition rate (1-8)
9.7
10 9.1
8.2
8 6.7
Rate

6
3.7
4
2
0
1999/00 2000/01 2001/02 2002/03 2003/04
Year

10
 Repetition
Dropoutrate rate (1-8)
14 12
12 25
9.1 9.7 19.2
10 20 17.8
8.2 17.1
16.2 6.7
Rate

8 14.4
15
Rate

6
4
10
2
0 5
00

02
99

01

03
0
/

/
99
98

00

01

02
1999/00 2000/01 2001/02 2002/03 2003/04
19

19

20

20

20
Year Year

11
 Dropout Rates in Primary (1-8)
25.0

20.0

15.0

10.0

5.0

0.0
1 2 3 4 5 6 7 8
Grades Boys Girls Both

12
 Survival Rate to Grade 5

.6
55 53. 4

7.
51
.4 .7
.5
45 .8 .2
.8

43 43 44 .3

8
44 .6 40
42

.
.0 0 .8

41

.7
39 4 38

37
Percent

1999/00 2000/01 2001/02 2002/03 2003/04

Boys Girls Total Year

13
 Efforts made to promote student-centered
approach in schools (results of teacher interviews
and focus group discussions)

 Teachers are required by the policy to employ learner-

centered approach in their classes.
 Series of workshops are being organized for teachers on
student-centered approach and active learning
methodology
 Teachers make efforts to use active learning
methodology.
 The short-term training programs have enhanced quality
of leaning many ways.
 The implementation of continuous assessment
methodology has helped in motivating the learners;
 ... In this program (Cluster program), teachers share
resources as well as experiences.

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Impact of the new efforts on quality of students’ learning
(results of teacher interviews and focus group discussions)

 … teachers are now close to their students. Student-

teacher relationship has improved

 Students are showing a better sense of

responsibility. For instance, now they do better care
for school property.

 …students are encouraged to participate in the

teaching learning process with no fear.

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 Obstacles to using learner-centered methodology
(results of teacher interviews and focus group discussions)

 …. We cannot employ learner-centered approach

fully as there are no textbooks and teaching aids. ...
 Class size is large; for instance, there are 72
children in my own class..
 Classrooms are extremely poor. In quite many
cases, the rooms do not have doors and windows.
As a result, classes are often repeatedly distracted
by noise from outside.
 There is … lack of adequate desks for students;
 Parents and the community do not make adequate
effort to support education of their children…
 The poor living conditions of parents affect children’s
interest in education;
 Teachers’ salary is low and it does not match the
cost of living.
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Recommendations

 Improving the physical inputs such as books,

classrooms, and other facilities need special
attention. Moreover, mechanisms to raise parents
and community support to education of children
need to be worked out.

 Introducing the practice of peer and self-reflection

would further strengthen the currently observed
initiatives to improve the teaching learning process
through learners’ active involvement.

17