Practices of Gender Responsive Pedagogy in the General Secondary School Science Teaching and Learning: Challenges & Opportunities - A Case of ,

Abstract This study was intended to examine the GSS science teachers’ GRP implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and FGD were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data which collected questionnaire was analyzed via mean, std., one sample t-test. And the data that gathered by open ended items, interview, and FGD as well analyzed via words, phrases, statements and narration in general. The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly. Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, realization of NETP, ESDP and GTP were considered as possible opportunities. However, teachers as well ineffective to prepare GR lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This vanity of teachers was sourced from ranges of challenges: economic related (low economic background parents, girls migration & their over engagement by domestic works); culture related (parents’ low attitude for girls’ schooling, early marriage, traditionally constructed gender roles, and girls’ dependency on boys in science courses work); school related (large class size, lack of resource materials, shortages of sanitary facilities, schools’ low commitment for GRP); and teacher related ( lack of commitment to work towards gender equality: lack of using GR teaching materials, inadequate time allocation in the lesson planning, teachers’ lack of gender skill ). Therefore, Extra support in Natural Sciences should be given for girls beginning from lower primary education; Confidence building dialogues through involvement of female role model need to be initiated in schools; Gender based counseling, information and remedial learning programs like tutorial classes should be strengthened in schools; Since they used as experience sharing center, gender-sensitive expansion of ICT facilities, including computer labs and internet delivery infrastructure should be expanded in schools.

Keywords: Challenge, Gender responsive, Opportunity, Science, Secondary school

Introduction great roles for development of a given nation, because it is a means for the Education at all levels promotes health, wellbeing of individuals in particular and the improves the quality of life, expands access society in general. It is a corner stone of to paid employment, increases productivity, economic and social development and and facilitates social and political principal means of improving the welfare of participation for men and women (Idowu, individuals. It advances the productive Ogunlade, Olatundun, & Afolabi, 2015; capacity of society and their political, Kudjo & Kwasi, 2016). Education can play economic and scientific institutions etc. In its 1

multiple essences, MoE (2014), education the four years. And technical training would remains to be one of the key instruments to be provided for those who complete grade promote gender equality and to enhance ten for the development of middle level equitable growth. manpower (TGE, 1994). Particularly, as disclosed by Vincent Revising and modernizing of school (2015); Ashebir and Bereket (2016), science curriculum has also conducted with an and technology have immense contributions academic focus on mathematics and science to the escalation and progress of a country. in response to economic needs. As TGE For example, the Ethiopian science and added, the new Education Policy and Sector technology agency (ESTA) (2006) Strategy addresses issues, for example, the announced that the ability of country to purposes of science education, the context sustain rapid economic growth in the long for the science curriculum, teacher run is highly dependent on the effectiveness education, and conditions that foster the with which its institutions and policies development of practical work in school support the knowledge generation, science. As affirmed by MoE (2015), technological transformation, and secondary education curriculum update innovativeness of its enterprises. It is evident would pay attention to the incorporation of that science education contributes to the modern technology and vocational topics level of prosperity, welfare, and security of a and education for greater creativity and nation. It is also concerned with the entrepreneurship. The country gave more development of technologically literate emphasis to science fields and students are citizens who understand how science, expected to gain adequate practical technology, and society influence one knowledge parallel to the theoretical another and who are able to use this knowledge of science disciplines (Ashebir knowledge in their everyday activities and Bereket, 2016). (Feyera & Genene, 2014). It is widely understood that realizing the goal of development cannot be attained Accordingly, Ethiopia has played her without the very significant component of initiatives. For example, to realize this, the gender, but the issues of equity in education country has designed science curriculum between male and female groups have been a starting from elementary school to university serious problem in Ethiopian education level. In Ethiopian context, the natural system at all levels in general, and of science core subject at the secondary level secondary education in particular (Amogne, (grades 9-10 and grades11-12) becomes 2015). Improvement in secondary school distinctly differentiated as Biology, will be necessary to ensure a skilled Chemistry and Physics (Tsegaye, 2012). workforce, consisting of both males and ESDP III for secondary education (grades 9- females, is available for the future but the net 12), was designed to expand this level to enrolment rate of female remains lower than meet the demand for trained middle and males in the nation (Rose, 2003). The higher level human power and to reflect the number of admission, retention, and intake capacity of the tertiary level (MoE, graduates has not been proportional to the 2010). As MoE added, during ESDP III size of population when compared to male implementation, many new secondary and female students (Habtamu, 2004). The schools were opened. The total number literacy rate of women with age of 15-24 increased from 706 in 2004/05 to 1202 in years in Ethiopia during 2005 and 2011 2008/2009, which is a 70 % increase over 2

survey period was 41.6% and 56.9% family such as forced marriage, early respectively. The rate for men with the same marriage, abduction, verbal insult, beating age interval during the two survey periods up, insecurity and rape are disturbed was 67.2% and 75% respectively- students’ schooling (UNESCO, 2015; considerably higher than women’s rate Guday, 2005; Jones, Bekele, Stephenson, (Amogne, 2015). Gupta, Pereznieto, Guday, Betlehem & Kiya, Science particularly ‘hard science’ is Kerebih & Mulunesh, 2014; MoE, 2010). still also seen by many as a historically male Thus, low completion rate has more dominated profession to which women have implication for girls than boys due to low only relatively recently been admitted median age of marriage for girls (16.5) than (Helen, 2010). In high schools of Ethiopia, for boys (21.8). Girls get married before the number of girls voicing strong support of reaching grade eight (MoE, 2014). the importance and relevance of science is Parents also prefer to send girls to Arab much smaller than that of boys. Decreasing countries as home servant than males by interest in science amongst girls was also considering them as the source of financial discovered in extracurricular activities income especially in the North Wollo Zone. (Yazachew, 2013). Karippai and Belay (2010) put their witness by saying that many school going girls from Oli (2014) also conducted a study to Wollo and other parts of Amhara have investigate status of students’ academic migrated to Sudan illegally with the help of achievement in science education across illegal agents. On the way, according to selected preparatory schools of Ethiopia. them, they have waited for one or two And the overall academic attainment in months or more in Gondar or science for male was 47.58% and for female cities, have worked in hotels or bars to meet was 39.70%. In all the cases, according to daily living costs, and have get trapped into him, the mean scores of female were less sexual exploitations. than that of males. This sexual exploitation activity has far This gender gap is particularly great in reaching implications for the teaching and the secondary schools of North Wollo learning processes which hamper girls’ Administrative Zone of Amhara Regional learning (Mlama, Dioum, Makoye, Murage, State, because girls are occupied under Wagah & Washia, 2005). Research output multidimensional home related activities, has demonstrated how targets of sexual they also harassed in their school, and they bullying and harassment experience anxiety, are migrated in to Arab countries to support distress, confusion, loss of self-esteem, and their family members etc. depression (NWLC, 2007). So, it is possible to say that a sexually harassed student does Moreover, cultural factors such as social not feel safe and cannot perform to his or to and family gender role expectations, parents’ her fullest potential. low commitment to children’s education etc. To realize objective of the study, the have affected students’ learning (Ashebir & authors have conceptualize conceptual Bereket, Kudjo & Kwasi, 2016; MoE, framework as follow. Nyevero & Memory, 2014; Teklu, 2013; Conceptual Framework of the FAWE, 2006; Mlama, et al., 2005). This Study means, the long-standing cultural Schools are social sites where the misconception of the community and the socialization process is reinforced. The 3

social, physical and academic environments unfit for and uninterested in the teaching and of schools often reinforce the construction of learning process. Generally, this discourages masculine and feminine identity starting the students, girls in particular, from from early ages (Mlama, et al., 2005). For participating effectively in the teaching and example, teachers demonstrate attitudes and learning process (Mlama, et al., 2005). expectations that regard women and men So, gender responsive school differently (MoE, 2014). Many times environment is required which can give an teachers are not even aware of situations that opportunity for all students to exert out their are discriminatory on the basis of gender. feeling and can motivate them actively in They may use learning materials that depict their learning (Mlama, et al., 2005, FAWE, only one gender performing certain types of 2006, & MoE, 2014). A gender fair activities or they may make disparaging educational organization, as FAWE (2006) remarks about the capability or noted, is one where the academic, social and characteristics of either gender (Mlama, et physical environment and its surrounding al., 2005). community take into account the particular Accordingly, as Duong (2012) desires of both male and female students. asserted, girls are excluded from public Mainly, teachers can get opportunities to activities as a consequence of a patriarchal treat all students fairly. To suggest solutions view of gender roles, insisting that females of the faced gender inequality science stay home to care for children and family. teaching, the researchers developed the These notions suggest that women are both following conceptual framework.

Lesson Planning

Teaching & Learning Materials gogy a ed

P Language Usage ve i s n espo Classroom Setup GRP es of

g r R de n Classroom interaction Ge Challen f o

Opportunities of GRP es Management of Sexual m e Maturation Th

Addressing Sexual Harassment

Diagram 1: Conceptual framework of the study

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As it is displayed in the diagram 1 north eastern part of the region. The zone is above, the conceptual framework helps the geographically located between 110N-130N researchers to identify the major challenges longitudes and 380E - 400E latitudes and possible opportunities which could (Worku, 2004). It is bordered in the north affect teachers’ GRP practices. With this by Wag Hemra Zone and the Tigray concept in mind, the conceptual map of this National Regional State, in the south by the study is displayed the inter-relationship , in the east by the Afar among the central issues (teachers’ GRP National Regional State, and in the west by practices) of the study. the . The Zone has an Specifically, the framework helps estimated area of 1,902, 200 hectares, which the researchers to see how challenges and is about 20 per cent of the region (Alemu, opportunities can influence the teachers’ 2011). Its administrative town, Woldiya, is activities in line with manipulating elements located 380km North East of Bahir Dar, and of GRP such as lesson planning, preparation 521km North of . and uses of teaching materials, language use, classroom setup, classroom interaction, This Zone had 14 districts, and four management of sexual maturation and of them (, Kobo, Woldia, and addressing sexual harassment. And, it also Gubaalafto) were selected purposively since enables the researchers to conceptualize the high gender gap was observed there. There cumulative GRP practicing status of science are 19 general secondary schools found in teachers. Accordingly, the following these districts. Of these, 8 schools (2 in each research questions were entertained in this district) were selected randomly (lottery study: method). All 291 science teachers from the 1. What is the present status of science 8 schools were part of the study teachers’ gender responsive pedagogy comprehensively and 16 students (2 in each (GRP) practices in the general school) also selected conveniently. secondary schools of North Wollo Moreover, science department heads and Zone? school principals were considered as 2. What are the possible opportunities that participants of the study comprehensively. prompt science teachers’ GRP practices? Data Collection Instrument 3. What are the possible challenges that To gather the required information intrude on science teachers’ GRP from respondents, the researchers had implementation endeavors? administered the following tolls. Materials and Methods In view of the fact that the purpose of Questionnaire the study aimed to assess practices and challenges of GRP in science teaching and So as to gather data from teacher learning process, descriptive survey design respondents, questionnaire was developed was employed. It is an appropriate method in relation to practices, opportunities and which enables the researcher to assess the challenges of GRP. Items of the existing practices and challenges of the questionnaire were both close and open- pedagogy in science instructional process. ended types. Statements were constructed by considering frequency and agreement North Wollo Administrative Zone is likert scales. The frequency likert scale one of the eleven zones in the Amhara ranges from always to never (Always = 5, National Regional State. It is situated in the 5

Often =4, Sometimes =3, Rarely =2, and grasp the responded perceptions of Never =1) was applied in relation to items respondents. of GRP practices. The agreement scale also Pilot Study ranges from strongly agree to strongly disagree (Strongly agree = 5, Agree = 4, To see the validity and test the Undecided = 3, Disagree =2, and strongly reliability of the data gathering instruments, disagree =1) - was applied for items a pilot test was conducted in Wurgessa, developed with reference to challenges and Genetie and Selam GSSs which were not opportunities of GRP. Furthermore, open from the participant schools of the study. To ended questions were administered in an do so, the schools had been selected attempt to give opportunities for purposively because of proximity with the respondents express their additional feelings residence of the researchers. This closeness about the stated themes. schools’ location helped him to facilitate the test easily. Moreover, general secondary Interview schools in North Wollo followed similar science syllabus, textbooks and were To collect data from students, the authors administered by one education bureau and had developed semi-structured interview thus whichever schools selected, far or based on the leading research questions. It nearby, can bring no difference in trialing permits the researcher to explore issues the instruments. which may be complex to investigate Accordingly, the findings of the pilot through questionnaire and to allow better study indicated how items in relation to flexibility for interviewer and interviewee GRP practices, opportunities and challenges that in turn it will give him/her better of GRP were reliable at .97, .909 and .921 opportunity to explain what he /she feels on respectively. the issue more explicitly (Best and kahan, Data Collection Procedure 2003, cited in Dereje, 2012). To have an opportunity to rewind again and again, the interview process was supported by audio Before the researchers had collected recordings. the required data, they needed to get an Focus Group Discussion (FGD) agreement from participant general secondary schools. To do so, they would FGD, as data collection mechanism, submit a letter of authorization from district is vital, because participants can get an education offices. And the researcher would opportunity to exert out their points of view approach respondents of the study area related to GRP in the course of discussing accordingly. Then, the researchers briefed each other with guidance of the researchers. objectives of the study to the respondents. By taking this usage in to account, the And the designed questionnaire was authors were collected required information distributed to 291 GSS teachers. To ensure from science department heads and school a high return rate of the questionnaire, the principals. To do this, they had designed researchers had been made personally the semi structured questions based on the distribution and collection processes from leading research questions. In addition, respondents. Accordingly, of the 291, 280 audio recording had been conducted upon questioners were returned back, 9 FGD participants that could help the questionnaires were not returned, and 2 of researcher to get an occasion to rewind and them were rejected out. 6

As stated before, science department descriptive statistics (percentage, frequency, heads and school principals were the mean, and standard deviation), and participants of the FGD. To save their time inferential statistics (one sample t-test at the and make easy the process, the discussion significant level of 0.05). And SPSS 21.0 was conducted in each school except Kobo package program was employed for the and Euketchora schools were considered as statistical analysis. one FGD center (there was only one science Specifically, the standard deviation department in Euketchora school), and the and mean scores were used to interpret data discussion was conducted based on the which was collected by the questionnaire. stated semi structured items. The process To test the overall GRP implementation had supported by audio recording. status of teachers, and to specify the Interview also administered with possible opportunities and challenges of students of the sample schools. The process GRP, one sample t-test was applied. In was supported by audio recordings. To another way, the researcher used words, make the interaction easy and simple, the phrases, and statements etc. to analyze data interview process would be conducted via which was collected by interview, FGD, language. and open-ended items. Data Analysis Techniques Results GRP practicing Status of As stated before, the study aimed to Science Teachers examine practices and challenges of GRP in To identify the recent GRP practicing science teaching. To do this, the collected status of GSS science teachers, the data was analyzed quantitatively and researchers were analyzed the collected data qualitatively. The data which collected by and the output is displayed as follow. questionnaire was analyzed quantitatively: Table 1: One-sample t-test result of teachers’ GRP practicing status Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper GRP 280 3.14 .660 3.480 279 .001 .137 .06 .21 themes *P<0.05

The result of one sample t-test in specific interest, or their background Table 2 (M=3.14, t = 3.480, p =.001) experiences. Accordingly, it is possible to indicated that there is significant difference understand that teachers’ GRP endeavor is between the test value (3) and the observed found in an acceptable status. To do so, as mean (3.14) in favor of the calculated mean. stated here under, teachers have their own This shows that GSS science teachers opportunities. were practicing GRP in their teaching and learning practices. This, in other words, mean they seem sound in a position of facilitating their instructional activities by considering their male and female students’ 7

The Possible Opportunities pedagogy in their instructional process, the that Prompt Teachers’ GRP questionnaire composed of nine items was Practices forwarded to GSS science teachers. And To gather data in relation to the their response was analyzed by using mean, possible opportunities which enable std., and one sample t-test as follow under teachers to facilitate gender responsive Table 2. Table 2: One-sample t-test result on opportunities of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Opportunit 280 3.217 .71905 5.051 279 .000 .21706 .1325 .3017 ies of GRP *P<0.05

There were possible opportunities for educational accessibility for teachers, teachers to facilitate GRP since the observed initiatives of government to provide urban mean (3.217), Table 2, was over weighted place and loan services for teachers may the test value (3), and the one sample t-test make them to motivate to teach their result confirmed the presence of significant students properly. relationship at M=3.217; t=5.051; p=.000. However, as they added, the presence Specifically put, as the finding shows, of girls’ club in the school; launching of clustering of schools has helped teachers to gender responsive pedagogy (it is new for treat both boys and girls equally; the trained them), and introduction of National Women's school principal has enabled teachers to get policy in Ethiopia have not any contribution gender awareness; the trained supervisor of for teachers’ efforts of practicing GRP. the school has assisted teachers to treat male Accordingly, it is possible to argue that and female students impartially; and the new school clustering, availability of trained education and training policy of Ethiopia has school supervisor and principal, realization helped teachers to achieve gender equality in of NETP, ESDP and GTP were initiated their course activities. Equally, the launching secondary school science teachers to of Growth and Transformation Plan (GTP) facilitate GRP in their instructional process. has enabled teachers to facilitate gender fair In another way, based on the researcher’s instructional activities; and the realization of opinion, girls club in each schools and the ESDP within the framework of the education GRP need to be functional in the academic and training policy helped teachers to environment of the research area so as to minimize and get rid of biased attitudes on have gender fair instructional process. girls. Challenges that Intrude on Teachers’ The interview output show that GRP Implementation Endeavors availability of toilet for both male and To identify the faced problems that could female students; the presence of water influence teachers to exercise GRP in their service; and the fenced of the school science teaching, the researchers had collected compound help to motivate all students learn data from respondents by developing safely. In relation to this, FGD participants questionnaire which composed of thirty seven from Srinka School added that the items in relation to economic, school, culture 8

and teacher related factors. After gathering the and one sample t-test and the detail is briefly required data, they analyzed it via mean, std., stated as follow. Table 3: One-sample t-test result on challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviatio tailed) Difference Interval of the n Difference Lower Upper Challeng 280 3.269 .63126 7.141 279 .000 .26940 .1951 .3437 es of GRP *P<0.05

As the outcome of one sample t-test in challenges since this would be vital to see Table 3 (M=3.269, t = 7.141, p =.000) effect levels of problems in detail and indicated, there is significant difference specifically. between the test value (3) and the observed Consequently, challenges of GRP will mean (3.269) in favor of the observed mean. be displayed independently as economic, This noted how there were challenges school, culture and teacher related as follow. which affected teachers’ initiation of Economic Related Problems that facilitating GRP in their instructional Challenge Science Teachers’ GRP activities. This, in other words, mean the Practices problems were appeared as severe to upset To identify economic related problems teachers’ played roles of exercising GRP – which can challenge science teachers’ GRP they found in a trouble to satisfy students’ implementation initiatives, eight items were particular interest or background raised. And as the t-test result outlined experiences. As it is specified earlier, Table (M=3.37, t=7.012, p=.000), Table 4, the 3 demonstrated challenges of GRP in obtained score (3.37) was significantly cumulative manner. But, the study has higher than the expected mean (3). motivated to investigate the four GRP Table 4: One-sample t-test result on the economic related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Economic 280 3.37 .880 7.012 279 .000 .369 .27 .47 challenge *P<0.05

In other words, the finding shows that equality; girls’ over engagement by female students came from low economic excessive work both at home and for income parents cannot participate equally in their generating activities affected their attempt teaching as their male classmates that have of gender equality; and Poverty is one of the the same family do; girls migration to Arab most frequently cited barriers for girls’ countries to support their family financially access to education in the school disturbed hampered teachers’ efforts of getting gender

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their initiation of having gender fair It was observed how economical teaching. or financial challenge had been affected Similarly, GSS science teachers also students’ learning. To solve it, teachers and the school were tried to help these responded that girls from low economic students by contributing birr and via backgrounds would come to school other mechanisms. For example, there inadequately equipped with sanitary towels was a student who came from low could affect their classroom concentration; economic background parent that students of the school who came from low unable to cover expenses for fulfilling economic parents were not fulfill required required instructional materials. To instructional materials (pen, pencil, exercise solve his problem, the school had hired him as sanitary workers (cleaning book) that can affect their learning; and classrooms, offices, and the school Students mainly from low economic parents compound in general) by paying as well unable to get enough food access and monthly. So, such like challenges could clothing that resulted in quitting their be sourced from the economic problems schooling . of parents that unable to safe their As interview respondents argued, children from such malpractices. students need financial support from parents Accordingly, students enforced to gave up their schooling. or caregivers to fulfill required instructional Therefore, the researchers would materials. But, some students had lack of argued by saying that low economic helpers to do so, and they were enforced to background of female students, their over renounce their schooling. For example, a engagement by excessive work, and girls participant student from Woldia secondary migration to Arab countries were remarkable was noted that: troubles that can influence students, There was my classmate in this particularly, girls’ learning in the GSS school that had not money to buy school uniform. He briefed the faced economic schools of the setting. problem to the school by saying “I need School Related Problems that to learn without having the uniform”. Challenge Science Teachers’ GRP But, the school did not accept his application, and the student obligated to Practices gave up his schooling. And he remained So as to identify school related factors as a Bajaj driver in the town. which hinder teachers’ initiation of In line with this, FGD respondents exercising GRP, the researcher was from Srinka secondary school noted that requested science teachers to rate ten items students particularly females were found in and analyzed the data. Accordingly, as serious challenge, because they hadn’t get stated under Table 5, obtained mean value secure and safe house to rent. Some of them (3.29) was considerably advanced than the had been harassed by renters or other expected mean (3). misbehaves individuals. As a result, they enforced to migrate to Arab countries by give up their learning.

Participants from Srinka secondary school as well added by saying that:

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Table 5: One-sample t-test result on the school related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper School 280 3.29 .823 5.958 279 .000 .293 .20 .39 related challenges *P<0.05

This significance relationship is shortages of sanitary facilities - water, confirmed by the t-calculated at M=3.29; sanitary bins, and emergency hygienic wear t=5.958; p=.000. This, in other words, mean for females in time of menstruation might scarcity of resource materials of the school disturb their regular classroom attendances. has not initiated teachers to treat girls and The interview participants also boys equally; large class size in the school argued that there were different clubs found made them impossible to treat both sexes in the school: anti HIV/AIDS, mini media, fairly; and lack of support from the school girls’ club, peace and security etc., but, as may make them impossible to treat girls and the respondent from Hara secondary argued, boys equally. none of them were functional. Similarly, a Similarly, according to the finding, boy from Kobo noted that the school had its lack of gender-sensitive teaching materials in own problems which can hamper teachers’ the school made teachers impractical to have effort of achieving gender equality in their gender fair teaching; lack of commitment instructional activities. For example, as he from school directors affect teachers’ efforts briefed, there was no lab service, and there of having gender equivalence instructional was lack of reference books in the library. process; schools were ineffective mostly to The respondent also added that the school provide rules and regulations that can was ineffective to put in to practice its rules accommodate for girls who miss school for and regulations as intended. genuine reasons such as menstruation-related FGD respondents too argued that causes; and when parents do not send girls schools seemed to relinquish their to classroom, the school shouldn’t intervene responsibilities. As they briefed, structures and aware the community about the of the school such as parent teachers importance of girls’ education. association (PTA), education and training Furthermore, teachers responded by board (ETB) were not functional. The saying that school’s lack of commitment to condition made difficult to control train them about gender responsive misbehave male students (one who harass pedagogy affect their initiation of achieving females, or disturb teachers particularly gender reflective teaching; the school has females etc.). In addition, according to been ineffective to adopt a zero tolerance them, there was weak relationship found approach to sexual harassment which could between the schools and the community influence their roles of having gender which resulted in unable to solve school reasonable instruction; and school’s 11

related problems by discussing with the Culture Related Problems that society. Challenge Science Teachers’ GRP Therefore, schools need to work Practices towards making school clubs particular To uncover culture associated factors gender club to be functional; schools need to that can hamper teachers’ commencement of be initiative to train teachers about concept exercising GRP, the researchers were of gender and how they able to treat both analyzed the collected data via one sample t- male and female students equally. Not only test. And the finding indicated how tradition this, but also they are required to exercise based challenges have been affected the launched rules and regulations which teachers’ endeavor of having gender fair made schools to be trustful by school instructional activities since the significant community members. relationship is observed at M=. 3.24; t=4.68;

p=.000 – see Table 6 below.

Table 6: One-sample t-test result on the culture related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Culture 280 3.24 .855 4.68 279 .000 .239 .14 .34 related challenges *P<0.05

Expressly, according to the finding, The respondent from Euketchora secondary girls’ early marriage made teachers stated that there were four early marriages impossible to have gender fair teaching had carried out upon the school girls. The quality; parents’ low attitude for girls’ condition had been highly aggravated or learning made teachers impossible to get facilitated by parents , because their fear of gender fair teaching; socially constructed having child without husband – locally gender roles have enforced girls to stay at termed as DIKALA, or they think how she home and let boys to school; and girls may having said by other as KUMOKER dependency on boys in science subjects (loosing the normal period of marriage in affect their participation since their lacking of husband). If the married girl counterparts are taken themselves as need to continue her schooling, there are knowledgeable in the courses traditionally. some challenges not let her to do so. For In relation to this, the interview example, some teachers motivated to say respondents were argued by saying that ‘are you coming with your new born there were cultural problems (parents’ low baby?’ instead of accepting politely to attitude towards their children’s’ schooling; encourage the girl. This like teachers’ early marriage etc.) which affected argument has broken girls’ motivation to students’ learning in the schools. For continue the schooling. example, respondents from Hara secondary FGD participants added by argued that girls have married early and supporting the issue by saying that: deliver baby by relinquished her learning. 12

Cultural problems are highly gender roles were considered has the observed in the school and in the significant problems to facilitate GRP. community in general. This means, Therefore, it is important to make parents have a slogan which says parents to be aware about importance of “SETN MEDAR, WENDEN MASTERMAR”. To brief, let girls to educating students particularly girls for marry and allow boys to learn. Not national development, since females are one only this, bus also parents have an parts of the society. To do so, it is expected attitude to exercise early marriage, to work cooperatively among responsible because unless girls marry early, they bodies: schools, district education offices, become develop unwanted sexual zonal education departments, Regional practices untimely. Moreover, the education bureaus and the MoE in general. society has a tendency of sending their girls to Arab countries to have Teacher Related Problems that financial wellbeing instead let Challenge GRP Practices children to school. Although teachers are the notable Thus, based on the outcome of one individuals to lead the instructional sample t-test, the conducted interview and activities in the given schools, there are FGD, cultural problems particularly some teacher context problems which parents’ low attitude towards girls learning, obstruct their roles and responsibilities. early marriage, and socially constructed Table 7: One-sample t-test result on the teacher related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Teacher 280 3.19 .671 4.824 279 .000 .194 .11 .27 related challenges *P<0.05

In order to specify these problems, the instructional aids in their teaching activities researchers have analyzed the collected data were affected GRP practicing status of from respondents via using mean and one science teachers. sample t-test. According to the finding Likewise, as teachers added, their (M=3.19; t=4.824; p=.000, see Table 7, there low consideration of gender when grouping is a significant difference between the students for assignment or project work observed mean (3.19) and the test value (3). purpose that affect their instructional Thus, teachers’ lack of gender skill to involvement; and their weak commitment to treat both sexes which helped them to prepare gender fair supportive teaching participate students fairly in the instructional materials have influenced students not to process; their usages of few evaluation participate in the teaching and learning strategies; their lack of commitment to work process fairly. towards gender equality in their teaching; In relation to this, the participant and their less initiation to consider whether students in interview session noted that to the teaching materials are gender responsive teach students by considering gender or not when they stand to use these equality; some teachers have their own

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problems. As they briefed, they have and also important to create awareness on knowledge gap; they have weakness to teachers how to treat male and female clarify mean concepts of given subject students in their instructional activities. matters; some others also ineffective to To summarize, the analyze data out teach their students by considering their lined that poverty, girls’ migration, girls’ students’ level of understanding (contents over work engagement etc. under economic are difficult which are out of learners’ related; low attitude of parents, early status). Not only this, as the respondent marriage, traditional expectations of gender from Kobo secondary noted, but also some roles etc. under culture related; shortage of of them as well simply come to the class gender fair teaching materials, only to open the plasma (they are not ineffectiveness of the designed rules and initiated to introduce what the plasma regulations, dysfunctional school clubs etc. teacher is going to teach and to summarize under school related; and low commitment to the main concepts which the plasma had have gender fair teaching, inappropriate introduced). content usage in teaching etc. under school The FGD respondents also had shared related had been considered as the notable their belief by saying as: problems to facilitate GRP. Not only parental economic challenges, but also teachers recently Discussion and Implication found under shouldering skyrocketing living conditions. Thus, they think In relation to having gender responsive more for having additional income sources to resist this costly world academic environment, GSS science teachers rather teach their students by of the setting were found in good track since considering students’ particular the one sample t-test (M=2.97, t = -.834, p interest or cultural backgrounds. For =.405). Inversely, as Nabbuye (2018) noted, example, since teachers found under findings thus far suggest that GRP approach economic challenge, there is a teacher has not fully translated into changes in the in our staff who has worked as waiter classroom. in his rest time. Accordingly, teachers hate their profession instead of Although the current study showed teaching their students lovely by GRP implementation effectiveness of considering what teaching occupation teachers in general manner, the conducted needs to exercise by them. interview and FGD noted that teachers as So, the researchers initiated to argue well vain in line with lesson planning; as lack of commitment to work towards preparation and utilization of instructional gender equality; knowledge gap; unable to materials; and in the management of sexual organize contents based on students’ level of maturation. understanding; living sky cost; teachers’ lack Thus, FGD respondents argued that consideration of gender; their lack of gender teachers are motivated to consider subject skill; and their low commitment to prepare matters, teaching methodologies, activities, gender fair supportive instructional materials teaching materials, assessment techniques were regarded as teacher related harms that but not gender while preparing lesson plan. could affect their played efforts of getting Likewise, the analysis made by National gender equality in the instructional process. Institute for Excellence in Teaching (NIET) Therefore, it is vital to make teachers (2018) indicated that instructional plans that to have good economic wellbeing to lead designed by teachers include few goals their life without more tightened manner, 14

aligned to state content standards; activities, negatively affected, with many girls materials, and assessments that are rarely reporting they stayed home from school due aligned to state standards, rarely logically to menstrual cramping, insufficient sequenced, rarely build on prior student menstrual hygiene materials, inadequate knowledge, and inconsistently provide time water and sanitation facilities in schools, for student work, and lesson and unit unsupportive environments, and fear of a closure; and little evidence that the plan menstrual accident. provides some opportunities to accommodate Generally, this teachers’ individual student needs. ineffectiveness, as the one sample t-test FGD participants on their side argued result (M=3.269, t = 7.141, p =.000) briefed that teachers did not use teaching aids at Table 2, has been resulted from economic, always, and the school has not resource school, culture and teacher related factors. center which makes the production and To clarify, the finding has conceptualized to utilization of instructional materials to be what extent girls’ over engagement by difficult for teachers. Even though teachers financial based activities and their migration initiated to use the materials sparingly, they (economic related); parents’ low will give emphasis for content rather than considerations of their children’s’ learning, gender. traditional constructed gender roles, early This indicates to what extent they were marriage (culture related); knowledge and ineffective to modify learning materials so as skill gap, low commitment to practice GRP, to reflect all students’ feeling in their note inability to prepare and use GR teaching preparation, they were also poor to develop materials etc. (teacher related); and scarcity GRP encouraging materials to facilitate their of GR instructional materials, dysfunctional classroom practices, and as well, they were school clubs (school related) were affected unproductive to initiate their students to teachers’ initiation of facilitating GRP. prepare and use GR instructional materials in In his study, Keski (2018) revealed the instructional process. that existing practical arrangements at the Furthermore, science teachers of the school of Ethiopia do not support the use of setting were ineffective to play their a student centered teaching method. For responsibility of working towards achieving example, a detailed curriculum, annual tests, GR management of sexual maturation. FGD a high student-teacher ratio and a lack of respondents added by saying that girls club teaching and learning materials support was not functional and there was no teacher-led teaching and make it difficult to guidance and counseling service, and implement student-centered teaching sanitary assistance service in the school for methods. The study conducted by Jhpiego females in the time of menstruation. As they Ethiopia (2017) also noted that female noted, there were no regular and students face greater financial constraints in programmed services in the secondary paying for their basic needs while in school schools, and students themselves, compared to male students, due to increased particularly females have not clearly or obligations to take care of children and explicitly exert out their faced problems in families outside of school and less family the time of sexual maturation. support for their studies. This also confirmed by UNESCO The FGD respondents of the current (2014) which argued that the full study as well supported the issue by arguing engagement of girls in school activities is that some students who come from the rural

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parents, and learn their schooling by ranting teachers of facilitating their instruction based house. This condition leads them to expense on particular students’ need and experience. more money which has influenced their Therefore, the country is required to satisfy teaching process. Thus, according to them, the economic need of her people by some parents cannot cover the require transforming the country’s agro economy to expenses, and accordingly they enforced to industrial economy. give up their schooling. Secondly, this study was tried to dig Equally, the conducted FGD in Kelala out school related factors that can affect GSS by Bekele, Pereznieto and Guday (2013) has science teachers’ effort of achieving gender confirmed the present study that elaborated fair instructional activities in their science as there is a severe economic problem in teaching. Accordingly, the t-test finding their community driving youth out- (M=3.29; t=5.958; p=.000) – see Table 4, migration: indicated that lack of support from the The economic problem is school; lack of gender-sensitive teaching common for boys and girls. They do materials; lack of commitment from school not have any alternative options here directors; ineffectiveness of schools to for them. There is no promising practice rules and regulations accordingly; future even after ‘completing’ their education. Therefore, we let them go and ineffectiveness of schools to create freely. The potential negative awareness when parents do not send girls to outcome does not bother them much classroom etc. were taken as school or hinder them from migrating. They challenges that affect instructional activities. prefer to face the challenges. Young In relation to this, participants in adolescent girl group discussants in interview noted that launching of school Kobo cited at least one person from clubs for reporting purpose; ineffective or their families (a sister, brother, aunt or uncle) who had migrated to Saudi dysfunctional school rules and regulations, Arabia, and most of them had had to and school leaders’ lack of commitment to dropout from school to migrate work towards gender equality were the (Bekele, Pereznieto & Guday, notable problems that hampered teachers’ 2013:21). effort of having gender fair instructional activities. Likewise, FGD respondents Reviewing a large number of briefed the issue as “GSS secondary schools different studies relating to young people’s are ineffective to train both teachers and experience of violence in Ethiopa, as students about concepts of gender and how Mulugeta (2016) argued, traced how to get gender fair teaching in schools; and dimensions of poverty impacted on young they also weak to put in to practice the rules women’s experiences of sexual violence. and regulations of the schools”. She found that vulnerability to sexual The finding supports the research violence was particularly high for young findings of Feyera (2014) which argued that women living away from families, engaged general secondary schools factors at Ilu Aba in domestic labor, commercial sex work, or Bora Zone of Ethiopia such as absence of living on the streets rather focusing on their laboratory chemicals, rooms, apparatuses, instructional process. technicians and well organized laboratory So, according to the one sample t-test manuals were negatively affected the result (M=3.37, t=7.012, p=.000) – see Table effective implementation of science 3, it is possible to say that economic education and students’ academic challenges are the proponent obstacles for 16

achievement as well. In their study, Zewde per class; and school administrators should and Adamu (2018) indicated that school also initiated to fulfill the required gender facilities which include absence of attractive responsive instructional materials so as to classrooms, desks, chairs, tables, black motivate both male and female students board, chalk, stationeries’, laboratories, equally. libraries which have direct negative impacts Thirdly, studies undertaken at various on academic performances of students. For times pertaining to girls’ education ensure example, according to them, students’ cannot that the deep rooted misinterpretation and concentrate on their studies when there are biased attitudes in the community, economic lacks of enough classrooms which leads to and education inequality related issues, and overcrowding and leads to poor far less attention are the main causes to the performance. The study conducted by problems of the education of girls (MoE, Brightone (2017) found that performance in 2010; UNESCO, 2012). To brief, socio- Newala District was low due to; Shortage of cultural factors such as social norms and teaching and learning materials and physical traditional practices about the role and facilities. position of women in Ethiopian society, Equally, the research finding by gender-based violence, early marriage and Maikuva (2015) showed that understaffing, teenage pregnancy are affecting girls’ and overcrowded classrooms, inadequate women’s access to and completion of syllabus coverage, inadequate classrooms, education (UNESCO, 2012). inadequate instructional materials and Based on the analyzed data, (M=. 3.24; inadequate lesson preparations were t=4.68; p=.000 – see Table 5), the current considered as factors that impacted on study has find out how socially constructed quality of education in schools. Acharya gender roles; girls dependency on boys in (2017) was conducted a study to explore the science subjects; and calmness of girls in the causes of learning difficulties in instructional process were significant mathematics, and the finding showed that cultural problems in the setting. Thus, as a school management system, lack of student from Kobo secondary noted, parents infrastructure of school and lack of regular need to get extra labor from their children so assessment system of school are main causes as to facilitate home and farm related of difficulties in learning mathematics. activities. So, as he added, they initiated not This condition even observed in to send children to school. Moreover, a Ethiopian higher education instructional respondent from Merssa secondary school process. For example, Mulugeta , Solomon also added as: and Mathivanan (2018) argued that major Parents have traditional factors for implementation of student outlook in relation to interaction of centered physical education in Kotebe and opposite sex. For example, if they get Addis Ababa universities are lack of a girl with a boy in discussing issues swimming pool, large class size, shortage of of teaching learning process, parents will link it directly with sexual instructional materials like modules and matters. Not only this, but also they reference books. have not any space or value for To overcome these challenges, as students who could not pass grade Shumetie and Wondemu (2015) ten national examination. recommended, concerned bodies should In the same way, FGD respondents strive to reduce large numbers of students from Sanka secondary school argued that 17

parents have attitudinal problems that give female students from enrolling in science, warning to their daughters not to interact mechanical and technological courses with males since it leads them to develop (MoE, 2014). malpractices (sexual practices). As they tried In Ethiopia, as UNESCO (2015) to clarify, this may be one reason that argued, women and girls are given low students not to sit in group work or to make status in society, have a low level of line with males in the schools’ anthem participation in decision-making, and have ceremony. limited employment opportunities. Many of Furthermore, parents develop low them are subjected to violence of different commitment to control or advise their kinds ranging from sexual violence to children especially males to learn properly in harmful traditional practices such as early the school. According to FGD respondents marriage, female genital mutilation (FGM), from Sanka secondary, male students show HIV/AIDS, gender-based violence (GBV), unethical characteristics in the school than etc (UNESCO, 2015; MoE, 2014). females in terms of wearing styles of their Female trainees who do choose to uniforms (mad the uniform to be tighten, enroll in non-traditional programs still face torn, or made it to have twigs). Not only discrimination from instructors, employers this, but also hair style of male students as and the community at large, and they well unacceptable which is not related to the encounter fewer prospects for employment Ethiopian culture. As they added, parents and practical field assignments unlike males seem to be weak to control or advise their (MoE, 2014). The largely impediment to boys not to initiate to facilitate unwanted progressing female participation and practices: smoking cigarette, chewing chat, attainment in education is the cultural drinking alcohol etc. which in turn the misunderstanding of the community and the scenario hampered their instructional family more purposely early marriage and involvement. verbal upset etc. continue unsolved till at Therefore, parents’ low attitude for present (MoE, 2010). For example, girls girls’ learning, socially constructed gender generally find themselves with much less roles and early marriage were taken as the time for other activities than boys. Further, major cultural problems which affected girls often do not have a say in how they students particularly girls’ schooling. Thus, allocate their time, following parental orders as Kudjo and Kwasi (2016) noted, educating before marriage and orders from their the girl child in some African cultural husbands or parents-in-law after marriage settings is seen to be a taboo even in this (Bekele, Pereznieto & Guday, 2013). twenty- first century. Parents in parts of Education for All (2015) briefed that one of Africa still feel that by giving the girl child the critical problems of the Ethiopian the opportunity to go to school is a waste of education sector is a high dropout rate in resources, but by preparing such girls for almost all levels. Many students, marriages are seen to be the most profitable particularly in emerging regions and venture because of the expected bridal price. pastoralist areas drop out of school at early Traditional stereotypes of what jobs grades. One of the reasons for this to take are appropriate for women in one hand and place is that parents do not want to send family and environmental influence their children to schools since they are using associated with the traditional role of them as a workforce in securing their women on the other hand often discourage livelihood.

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Thus, parents in the rural teaching at M=3.19; t=4.824; p=.000, see communities of Kobo and Kelala used to Table 6. have very high expectations when they sent Feyera’s (2014) finding also noted their children to school. They hoped their that teachers have not used their maximum children would be able to obtain gainful potential to implement science education employment in the civil service, which effectively. Thus, as Zewde and Adamu would enable them to support themselves (2018) stated teacher qualification, teachers’ and their families. Currently, however, working conditions and interests have been parents have lost hope in formal education affected their students’ involvement. when they see formally unemployed youth Teachers’ use of more lecture method rather in their locality who have completed Grades than student centered method has influenced 10 and 12. This lack of hope in the returns their students’ learning (Mulugeta, Solomon of formal education is one of the drivers of & Mathivanan, 2018). This means, as migration of adolescent girls and boys in the Acharya (2017) briefed, teachers lack of study communities (Bekele, Pereznieto & linkage between new mathematical concept Guday, 2013). and previously learned mathematics Therefore, it is vital to reinforced structure, mathematics anxiety, negative consciousness raising and capacity felling of mathematics, economic condition development initiatives for students, staff and their educational backgrounds are the and community members in relation to notable challenges which have disturbed sexual violence avoidance. To do so, their activities. awareness-raising activities and a “zero- Therefore, concerned bodies such as tolerance” culture to the violence should be school directors, district education offices, promoted in all school environments and zonal education departments, the regional surrounding communities through school education bureau and the MoE in general are festivals, community dialogues, and public expected to motivate teachers, and also they and education media. Life skills education, need to aware them how to facilitate gender including the topic of harassment responsive instructional activities in their prevention, should be provided through schools. Thus, trainings on gender- expanded co-curricular modalities in responsive pedagogy will be integrated as schools (MoE, 2014). part of the pre-service, in-service Finally, teachers are the major professional development programs of responsible body to facilitate gender teacher education. The current GRP training responsive instructional activities (MoE, manual will be adapted for educational 2014; FAWE, 2006 & Mlama, et al, 2005). organizations of Ethiopia (MoE, 2014). However, there are ample challenges which In another way, GRP themes: can hinder their motivation. To specify the language use, classroom setups, troubles, this study indicated how skill gap, classroom interaction and addressing usage of few evaluation strategies; lack of sexual harassment which were facilitated consideration whether the teaching materials effectively by science teachers. To do so, are gender responsive or not; lack of gender opportunities such as school clustering, fair group formation by teachers; and their assignation of trained school principals low motivation to prepare gender responsive and supervisors; launching of NETP, supportive teaching materials were taken as ESDP, and GTP were initiated to the proponent challenges which hampered

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facilitate gender fair instructional harassment. To do so, opportunities such as process. introduction of NETP, GTP, and ESDP; Conclusions school clustering; presence of trained school supervisors and principals have been helped Based on the conducted data them. However, they as well ineffective to interpretations and discussions above, we prepare GR lesson plan, to prepare and use initiated to generalize the findings of the GR instructional materials and to have GR study by saying that GSS science teachers of management of sexual maturation. This the North Wollo Zone had facilitated GRP ineffectiveness of them was sourced from fairly. Thus, they found as effective in ranges of challenges: economic related, relation to language usage, classroom setups, culture related; school related and teacher classroom interaction, and addressing sexual related.

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