Attainment of Universal Primary Education for Children with and Without Disabilities in East Gojjam Administrative Zone: in Ethiopia
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i Attainment of Universal Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In Ethiopia Addis Ababa University College of Education and Behavioral Studies Special Needs Education Department By Kassahun Zewdie November, 2016 Addis Ababa University College of Education and Behavioral Studies Special Needs Education Department Kassahun Zewdie Attainment of Universal Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In Ethiopia This dissertation is submitted to Special Needs Education Department, Addis Ababa University in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy in Special Needs Education Declaration I, Kassahun Zewdie Zeleke hereby declare that the dissertation here entitled ‘Attainment of universal primary education for children with and without disabilities in East Gojjam Administrative Zone: In Ethiopia’ is the output of the original research work that I have carried out towards fulfilling of the partial requirement for the award of the degree of Doctor of Philosophy in Special Needs Education of Addis Ababa University. I further declared that all the materials used to complete this work have been duly acknowledged. Name________________________________________ Signature __________________ Date of Submission June ____, 201 I, Dr. Alemayehu T/Mariam, hereby certify that the dissertation entitled ‘Attainment of Universal Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In Ethiopia’ is an original work carried out by Kassahun Zewdie Zeleke towards fulfilling the partial requirement of the award of the degree of Doctor of Philosophy in Special Needs Education. The Dissertation has been submitted for final evaluation to the University with my approved. Name _______________________________________ Signature ________________ Date of Submission ____________________, 2016 Addis Ababa University College of Education and Behavioral Studies Special Needs Education Department Kassahun Zewdie Attainment of Universal Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In Ethiopia Approved of the Board of Examiners _______________________________ _______________ ______________ Chairman Signature Date Department of Graduate Studies _______________________________ _______________ ______________ Advisor Signature Date _______________________________ _______________ ______________ External Examiner Signature Date _______________________________ _______________ ______________ Internal Examiner Signature Date Abstract The purpose of this study was to explore the attainment of Millennium Development Goal Two in East Gojjam Administrative Zone located in Amhara Regional state, Ethiopia. It attempted to find out how children with and without disabilities accessed primary education in the stated administrative Zone. This survey research employed a mixed method approach, and participants were selected through purposive sampling technique. Data were collected using numerical data format, interview and observation tools, and were analyzed through descriptive statistics and thematic data analysis techniques. The results, therefore, indicated that there were observable progresses in the implementation of MDG Two in primary education. In the Zone, the number of students enrolled in primary school increased to 531,884 in 2013/14 academic year. This addressed 91.3% of the total number of school age children. Gender parity reached balance level. However, 50,314 school age children were out of school in 2013/14. School dropout problem was one of the threats that hinder the attainment of UPE in this Zone. The number of dropout students in primary schools reached to 25,708 in 2013/14 academic year. In this Zone Teacher: students ratio recorded an average of 1:40. Participants had positive expectations towards attainment of MDG Two and therefore suggested that each level of administration should attain provision of UPE. Woredas differ in their commitment to provide UPE for students with disabilities. Accessibility of primary education for children with disabilities in this Zone was very limited. Although 4474 children with disabilities were identified in the Zone, only 10% had accessed to primary school education in 2012/13 academic year. Woredas were not willing to accept all children with disabilities in one academic year. Awareness raising program did not provide for parents of children with disabilities. In East Gojjam Zone providing SNE for CWDs did not show progress as it was stated in ESDP IV. Thus, the right to get access to primary education for all children was not implemented. vi Acknowledgements First of all, I would like to thank God who helped me accomplish this work. Secondly I would like to extend my deepest gratitude to my advisor, Dr. Kari Ruoho, who helped me shape my work from the beginning to the end. Without his help it would have been difficult to accomplish this academic task. I also would like to express my thanks to Dr. Alemayehu T/Mariam who facilitated things to finalize my dissertation in time. My sincere appreciation also goes to my colleagues Mr. Missay Mulat, Mr. Shumet Asress, and Mr.Temesgen Demisie since I cannot forget your kind contribution by reading and offering constructive comments. In addition, I would like to express my indebtedness to my wife Tayech Zerihun, and all my family members, my best friend Maru Checkol and others who encouraged me providing useful advice. Last, but not least, my special thanks go to Debre Markos University (my home base) and Addis Ababa University, Department of Special Needs Education for the financial and material support I received, that enables me to accomplish my research work on time. Thank you all most sincerely, including those who are not mentioned here. Table of Contents Content Page Cover Page …………………………………………………………………………………………...i Title Page ……………………………………………………………………………………………ii Declaration ………………………………………………………………………………………….iii Approved of the Board of Examiners ………………………………………………………………iv Abstract……………………………………………………………………………………………...v Acknowledgements …………………………………………………………………………………vi Table of Contents …………………………………………………………………………………..vii List of Tables ……………………………………………………………………………………….xi List of Figures ……………………………………………………………………………………..xiii Abbreviations andAcronyms ………………………………………………………………………xiv Capter One: Introduction …………………………………………………………………………….1 1.1 Backgroung of the Study …………………………………………………………………...........1 1.2 Statement of the Problem ………………………………………………………………………..5 1.3 Purpose of the Study ……………………………………………………………………………..6 1.4 Research Questions ……………………………………………………………………………...6 1.5 Significance of the Study ………………………………………………………………………..7 1.6 Delimitation of the Study...………………………………………………………………………8 1.7 Limitations of the study.. .……………………………………………………………………….8 1.8 Operational Definition of Key Concepts ………………………………………………………...8 ChapterTwo: Review of Related Litrature-Introducation ………………………………………...10 2.1 The Role of Education in Human, Social and Economic Development ……………………….10 2.2 Legal Developments in Securing Education for All …………………………………………...15 viii Content Page 2.2.1 Right-based approach to education. …………………………………………………………17 2.2.2 Education for all movement. …………………………………………………………………21 2.2.3 Millennium development goal two in the frame of universal primary education and education for all…………..……………………………………………………………………………...22 2.2.4 Persons with disabilities and millennium development goal two. …………………………...25 2.3. Global Situation of Universal Primary Education ……………………………………………..28 2.3.1 Situation of universal primary education in Ethiopia.. ……………………………………….34 2.3.2 Provision of special needs education in Ethiopia. ….………………………………………. 43 2.3.3 Primary school teachers' educational qualifications in Ethiopia. .……………………………46 Chapret Three: Methodology……………………………………………………………………….48 3.1 Research Design …..……………………………………………………………………………48 3.2 Study Sites and Participants of the Study …..………………………………………………….48 3.2.1 Sampling technique to select the study sites. ………………………………………………...49 3.2.2 Sampling technique to select the research participants…………………………….…………50 3.3 Data Collection Instruments ……………………………………………………………………51 3.3.1 Numerical data formats..……………………………………………………………………...52 3.3.2 Interview guide.……………………………………………………………………………....52 3.3.3 Observation…………………………………………………………………………………...52 3.4 Reliability and Validity ………………………………………………………………………...53 3.5 Data Collection Procedures …………………………………………………………………….53 3.6 Data Analysis and Interpretation ……………………………………………………………….54 3.7 Ethical Considerations ………………………………………………………………………….56 Chapter Four: Results …………………………………………………………................................57 ix Content Page 4.1. Number of Schools, Techers and Students in East Gojjam Administrative Zone ……………57 4.1.1 Number of primary schools in the Zone ……………….…………………………………….57 4.1.2 Number of primary school teachers in the Zone ……………..……………………………...59 4.1.3 Number of students enrolled in primary schools …………...…………..…………………….61 4.1.4 Number of students enrolled, planned, and school age children in the Zone ……………….63 4.1.5 Gender parity indices in primary schools ..……….………………………………………….73 4.1.6 Number of students dropout in primary schools …………...…………………………...........76 4.1.7 Number of SWDs enrolled in the Zone primary schools ……………………………...……..80 4.2 Summary regarding the Number of Primary Schools, Teachers and Students