Issues related to the quality of secondary education: the Case of Dire Dawa, Ethiopia
Main Article Content
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.
Article Details
How to Cite
Goshu, B. S., Melaku Masresha Woldeamanueal, & Muhammad Ridwan. (2024). Issues related to the quality of secondary education: the Case of Dire Dawa, Ethiopia. Matondang Journal, 3(2), 121-136. https://doi.org/10.33258/matondang.v3i2.1176
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References
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27. Umer A, Abdella K, Tekle Y, Debebe A, Manyazewal T, Yuya M, Mohammed H. Community Engagement in the Fight Against COVID-19: Knowledge, Attitude, and Prevention Practices Among Dire Dawa Residents, Eastern Ethiopia. Front Public Health. 2021 Nov 30; 9:753867. doi: 10.3389/fpubh.2021.753867. PMID: 34917574; PMCID: PMC8669349.
28. Chala, W.D. Perceived seriousness of academic cheating behaviors among undergraduate students: an Ethiopian experience. Int J Educ Integr 17, 2 (2021). https://doi.org/10.1007/s40979-020-00069-z
2. Rissom, H. W. The search for Quality in Education: Some Comments on the International Dimension. In: Measuring the Quality of Education, ed. by P. Vedder. Amsterdam/Berwyn: Swets and Zeitlinger, 1992.
3. Shishigu A. Teacher as a Key Role Player to Induce Quality Education: Challenges and Prospects of Primary Schools in Addis Ababa Paper Presented at the 4th Annual Educational Research Symposium of Addis Ababa City Government Education Bureau, April 2016, p. 1-19
4. Gatluk B.P, Factors affecting educational quality in Gambella town secondary schools of Gambella region [Thesis], Addis Ababa University, June 2018, p1-104
5. UNESCO. "Assessment of teacher training and development needs to ensure education for all (EFA) Needs assessment report" UNESCO. Retrieved 29 April 2015
6. Co, A.G.E., Abella, C.R.G. and De Jesus, F.S. Teaching Outside Specialization from the Perspective of Science Teachers. Open Access Library Journal, 2021, 8, 1-13. doi: 10.4236/oalib.1107725.
7. Hobbs, L. Teaching “Out-of-Field” as a Boundary-Crossing Event: Factors Shaping Teacher Identity. International Journal of Science and Mathematics Education, 2012, 11, 271-297. https://doi.org/10.1007/s10763-012-9333-4
8. Ingersoll, R., Merrill, L. and May, H. What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? Research Report No. #RR-82, Consortium for Policy Research in Education, University of Pennsylvania, Philadelphia.2015
9. Zhou, Y. The Relationship between School Organizational Characteristics and Reliance on Out-of-Field Teachers in Mathematics and Science: Cross-National Evidence from TALIS 2018. Asia-Pacific Education Researcher, 2013, 23, 483-49
10. Walker, C., Greene, B., & Mansell, R. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 2006, 1–12. https://doi.org/10.1016/j.lindif.2005.06.004
11. Goshu, B. S., & Woldeamanuel, M. M. Education Quality Challenges in Ethiopian Secondary Schools. Journal of Education, Society, and Behavioural Science, 2019: 31(2), 1–15. https://doi.org/10.9734/jesbs/2019/v31i230147
12. Dejene W. Academic cheating in Ethiopian secondary schools: Prevalence, perceived severity, and justifications, Cogent Education (2021), 8: 1866803, 1-16, oi.org/10.1080/2331186X.2020.1866803
13. Berhan, A., & Desalegn, A. Cheating on examinations and its predictors among undergraduate students [Paper presented]. Hawassa University College of Medicine and Health Science, Hawassa, Ethiopia. https://doi.org/10. 2014, 1186/1472-6920-14-89
14. Negeri A.T., Students’ Experiences with Academic Cheating: Perspectives of Grade 10 students, Addis Ababa City Administration, Mettu University, Proceedings of the 8th Multi-Disciplinary Seminar, 2016
15. Clark, H. Building education: the role of the physical environment in enhancing teaching and learning - issues in practice. London: Institute of Education, 2002.
16. Dudek, M. Architecture of schools: the new learning environments. Oxford: Architectural Press, 2000
17. Earthman, G. I. Prioritization of 31 Criteria for School Building Adequacy. Retrieved from http://www.schoolfunding.info/policy/facilities/ ACLUfacilities_report1-04, 2004.
18. ASCD & EI, The 2030 Sustainable Development Goals and the Pursuit of Quality Education for All: A statement of support from Education International and ASCD. Retrieved from, 2015 http://www.ascd.org/ASCD /pdf/siteASCD/policy/ASCD-EI-Quality-Education-Statement.pdf Retrieved August 2019.
19. Daniel N.S., N. Sawamura, Challenges of Quality Education in Sub-Saharan Africa-Some Key Issues, Nova Science publisher, 2010, ISBN: 978-1-60741-509-1Categories: 2010, Education, Education in a Competitive and Globalizing World
20. Torres, R. M. Improving the Quality of Education? The Strategies of the World Bank. In E. R. Beauchamp (Ed.), Comparative Education Reader, New York, Routledge Falmer, 2003.
21. Prince C. Brainard. "Factors Affecting Quality Teaching and Learning Outcomes in Teacher Education in Sierra Leone” International Journal of Humanities Social Sciences and Education (IJHSSE), vol 8, no. 10, 2021, pp. 94-112. doi: https://doi.org/10.20431/2349- 0381.0810010
22. Zeng J.A theoretical review of the role of teacher professional development in EFL students’ learning achievement, Heliyon. 2023; 9(5): p.1-6 e15806, doi: 10.1016/j.heliyon.2023.e15806
23. Gesel, S.A., L.M. LeJeune, C. Chow, A.C. Sinclair, C.J. Lemons, A meta-analysis of the impact of professional development on teachers’ knowledge, skill, and self-efficacy in data-based decision-making, J. Learn. Disabil. 54 (4) (2021) 269–283, https://doi.org/10.1177/0022219420970196
24. Cilliers, J., B. Fleisch, J. Kotze, N. Mohohlwane, S. Taylor, T. Thulare, can virtually replace in-person coaching? Experimental evidence on teacher professional development and student learning, J. Dev. Econ. 155 (2022), 102815, https://doi.org/10.1016/j.jdeveco.2021.102815.
25. Keller M.M., K. Neumann, H.E. Fischer, The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest, J. Res. Sci. Teach. 54 (5) (2017) 586–614, https://doi.org/10.1002/tea.21378
26. World Bank Education in Sub-Saharan Africa: A comparative analysis. A World Bank Study. Washington, D.C.: The World Bank, 2012.
27. Umer A, Abdella K, Tekle Y, Debebe A, Manyazewal T, Yuya M, Mohammed H. Community Engagement in the Fight Against COVID-19: Knowledge, Attitude, and Prevention Practices Among Dire Dawa Residents, Eastern Ethiopia. Front Public Health. 2021 Nov 30; 9:753867. doi: 10.3389/fpubh.2021.753867. PMID: 34917574; PMCID: PMC8669349.
28. Chala, W.D. Perceived seriousness of academic cheating behaviors among undergraduate students: an Ethiopian experience. Int J Educ Integr 17, 2 (2021). https://doi.org/10.1007/s40979-020-00069-z