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Original Article Site Survey for Practicum and CBTP Site survey for practicum and CBTP Implementation Tefera T. et al 3 Original Article Site survey for practicum and CBTP Implementation at Jimma University faculty of education Tefera Taddese, Kassahun Melesse, Dagnachew Girma, Gebru G/Tsadik, Ewnetu Seid, Sisay Shewamare, Tamirat Wasihun, Mekonen Gorfu* Abstract The study was conducted on high schools around the vicinity of Jimma University easy to access for implementing practicum and CBTP, the paradigm shift in the curriculum of education in Ethiopia. School heads and community/Kebele leaders were sources of information and media for awareness creation. Data were collected through interview by a task force of eight senior academic staff of Education Faculty assigned by the Academic Commission of the faculty, through out January 2004 working four days per week; processed in a team work, and finalized by a local work shop accommodating the school heads and community leaders. Twenty one high schools were identified with a capacity of handling 1188 student teachers among which ten with in the radius of 50 km from Jimma, four in Jimma town, were selected appropriate for at least for the first batch of students. In all of the sites assessed, heads and leaders showed positive attitudes to assist the program full heartedly anticipating the mutual benefits to come. The first ten high schools with in 50 km radius, estimated to handle 603 students at a time, were recommended for the first batch of students to go for implementing practicum and CBTP phase I to phase IV followed by detailed action plan to facilitate the move. *Education Faculty, Jimma University, Jimma, Ethiopia Ethiop. J. Educ. & Sc. Vol. 1 No 1 Sept. 2005 4 Introduction society and the learners. Research findings and experience dictate that Changes in society demand the needs of students in higher immediate corresponding changes in institutions in the present-day are the curriculum of the higher different from the needs of students education institutions presumably used to have in the past. Societal because it is the end of formal needs are also keep changing. education and the last opportunity to Hence, it is very essential to revise enter into the world of work. Besides, systematically and develop curricula higher education has the capacity to which fit with the current demand. evaluate itself constantly in order to (MOE, 1989) make adjustment to improve both its internal and external efficiency. Currently the Ethiopian government Above all, new developments in has called for a complete Teacher various fields and new thoughts and Education System Overhaul (TESO) visions may necessitate changes in in order to address the serious the curriculum in higher education. In problems of the education system. a similar way, major advances in This vision brought about a biological, health sciences, social "paradigm shift". The conceptual sciences, physical and life sciences, frame work of the paradigm shift business and economics, and relies on the basic conception of technology lead to revision of education that are first introduced in courses in the field. the new education and training policy of Ethiopia (FDRE, Strategic plan for In line, with the everlasting explosion of knowledge and increasing Education 1994). The notion of sophistication of technology, higher passive learning that characterizes education programmes need to be the previous (old) education system frequently reviewed and developed of the country doomed to die and has to keep pace with the needs of been replaced with a commitment to Site survey for practicum and CBTP Implementation Tefera T. et al 5 active, learner-centered education. and has been working for the This requires a Teacher Education success of its implementation, System that develops higher order integrating it with its unique thinking skills in graduates. character, the philosophy of community based education (CBE) With a wide spectrum of vision, the (CBTP. 1987). In light of this, a task new graduates of pre-service force was established in June 2003. teachers will not only be adequately Since its establishment the task force prepared for the classroom, but will has done a lot of document studies also be prepared to contribute to the during which the course description development of the society. It is now of six of the practicum courses, with recognized that teachers have a their credit hours and objectives great role to play in developing were set. Besides, in January 2004, learning communities who are able the task force conducted a to take control of their own preliminary survey to determine the development. In working towards possible sites and implementation implementing the vision, the strategies working for one month; paradigm shift has focused mainly four days per week, accommodating on: practicum, active learning, the normal classes.. In this regard, continuous assessment, continuous the task force targeted four directions professional development, and for the study. These are: (1) schools linking the schools with TEI, local within Jimma surrounding, (2) Metu community, professional courses and direction, (3) Sekoru direction, and action research, etc. (4) Bonga direction. The task force prepared structured questionnaire and interview to be responded by the Jimma University, as being one of the universities who run pre-service respected bodies assigned in the Teacher Education Program, schools and the respective endorsed the need for paradigm shift municipalities. On the way of doing Ethiop. J. Educ. & Sc. Vol. 1 No 1 Sept. 2005 6 the assignment the task force was teachers with the necessary challenged with a number of background for their practical problems such as program clashes activities. in arranging means of transportation The rest practicum courses (i.e. (vehicle), automobile technical Practicum I- Practicum V) including problem while driving on journey, CBTP I & II integrated with pract-I & inability to meet the respected bodies II are designed with three- part hence forced to go to the residence structure: preparation in the faculty in some places, and end of semester before school visit - Activity in examination. Regardless of all these; school-Reflection and Analysis in however, the members have tried all the faculty. These practicum/CBTP their best to obtain the necessary courses are meant actual school and information and to make the study community experiences that are the successful. The following briefly most essential elements of teaching explains the nature of practicum and qualifications and investigating the CBTP courses to be implemented community problems and resources (Education faculty of JU, Curriculum. in the vicinity of the school. During 2003) these courses student teachers will I. The nature of practicum courses be given the opportunity to explore A prerequisite course to practicum, and gain understanding of the introduction to community teaching- learning process and development, is designed so as to surveying the community in the area, create awareness on the student to see how school students behave teachers about the school and their and observe the realties of being a communities, the likely impacts of teacher, and the relationship of the their participation on community school and the community with its development and to equip student available resources to be used in Site survey for practicum and CBTP Implementation Tefera T. et al 7 emergency care. The course will teaching. To meet such intended be offered by different professionals purposes, the student teachers plan as a sort of seminar through a and prepare in their faculty, draw on central coordinating office or guidance and support from their assigned coordinator. supervisors and from school teachers while practicing the 1.2. Practicum I and CBTP I methods and skills needed to be a (Prac.102) [3 cr. hrs] good teacher. The practicum courses This course is intended to orient also give them the opportunity to students about the image of the explore the role of the teacher within school and the surrounding the community, and to understand community as well. Hence, it is an how they can develop relationships activities observation and exploration with parents of their students. They phase so as to familiarize the also learn from the experience and students with school activities and problems of the community. The community issues, which are feature of each practicum course will independent activities. Students are be highlighted below. (Education expected to go out to school and the Faculty of Ju, curriculum. 2003) surrounding community in a block of 1.1. Introduction to 7 - 10 days to collect information, Community Development and then one half day per week (Prac 101)[2 cr. hrs] through out the semester. By its very nature, community 1.3. Practicum II and CBTP II development is a course that (Prac 201)[3 cr. hrs] encompasses development issues in This course enable student teachers relation to various sectors like to assist teachers in many regards education, health, agriculture, like lesson plan preparation, environmental studies, and facilitating students discussion, correcting students assignment, Ethiop. J. Educ. & Sc. Vol. 1 No 1 Sept. 2005 8 recording test results etc. In methods and materials. The addition, the student teacher utilizes students will practice teaching for 8 the surrounding community weeks in close supervision. resources in preparing instructional 1.5. Practicum IV ( Prac. 301) materials and assist tutoring [8 cr. hrs] students, providing awareness The purpose of this course is to seminars for consciousness raising integrate theories of teaching and about education, etc. As in Prac. learning with actual practices of 102, students will go out to school classroom instruction. As the course and the community as a block for is a continuation of practicum three, four week (20 days) assisting the the student teacher is expected to school teacher and producing practice actual teaching with better teaching materials from the local teaching proficiency. During this resources course the student teacher is 1.4. Practicum III (Prac 202) relatively independent in handling [7 cr.
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