http://ir.haramaya.edu.et//hru/handle/123456789/72 Mon, 20 Apr 2026 12:31:29 GMT 2026-04-20T12:31:29Z http://ir.haramaya.edu.et//hru/handle/123456789/7989 PRE-PRIMARY CURRICULUM IMPLEMENTATION AT GODE CITY ADMINISTRATION, SOMALI REGIONAL STATE, ETHIOPIA Sendere Mohammed Hussein; (PhD) Yonas A/ Meskel; (PhD) Yilfashewa Seyoum his study was aimed at assessing pre-primary Curriculum Implementation at Gode City Administration, Somali Regional State Ethiopia, the population of the study were: 66 teachers, 8 school principals, and 11 Gode town education officers. A sample size of 78 respondents (66 teachers, 8 school principals, and 4 Gode town education officers) was selected by using purposive sampling and available sampling techniques respectively. The major data collection tools were questionnaires while interviews were tools used to get information from the principals and educational office respondents. Data were analyzed using frequencies and percentages. The findings of the study revealed: lack of training for teachers on pre-primary curriculum implementation, lack of teaching and learning facilities, and shortage of qualified teachers have negatively influenced and hindered the proper pre- primary school curriculum implementation and hence affected students' academic performances. In addition, to this school inputs, teachers, and curriculums (textbooks, teacher guides, supporting staff, school facilities affected implementation of the curriculum in Pre-primary schools in the study area. The implication is that teaching-learning processes were not run properly and learners were not able to gain the knowledge, skills, and attitudes they were expected to. Thus, it is recommended that the regional education bureau (REB) should regularly give training to teachers on how to effectively implement the curriculum; and recruit new teachers to overcome the shortage of qualified teachers. In addition, REB should fulfill the necessary teaching-learning resources for the Pre-primarys; and should work with regional government office to ensure that teaching learning process is conducted with availability of necessary equipment and train staff for better Pre-primary curriculum implementation 77p. Mon, 01 Apr 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/7989 2024-04-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/7756 FACTORS AFFECTING PRIMARY SCHOOLS CURRICULUM IMPLEMENTATION IN PASTORALIST AREAS OF TULI-GULED WOREDA AT SOMALI REGIONAL STATE, ETHIOPIA Khalid Mohamed Duh; (PhD) Garkebo Basha; (PhD) Yonas A/ Meskel This study was aimed to assessing factors affecting primary schools curriculum implementation in pastoralist areas of Tuli-Guled woreda at Somali regional state. A sample size of 83 respondents (71 teachers, 7 school principals, and 5 woreda education officers) were selected by using comprehensive sampling technique except for woreda education officers who were selected by using available sampling method. Questionnaires and interview were tools used to get information from the respondents. Data were analyzed using the Statistical Package for Social Sciences (SPSS) and presented using frequencies and percentages. The findings of the study revealed: lack of training for teachers on curriculum implementation, lack of teaching and learning facilities, and shortage of qualified teachers have negatively influenced and hindered the proper implementation of the curriculum, and hence affected students' academic performances. In addition, ethnic conflicts (resulting in family displacements, student dropouts and closure of schools) in pastoralist areas unconstructively affected implementation of the curriculum in primary schools in the study area. The implication is that teaching-learning processes were not run properly and learners were not able to gain the knowledge, skills and attitudes they were expected to. Thus, it is recommended that regional education bureau (REB) should regularly give training to teachers on how to effectively implement the curriculum; and recruit new teachers to overcome the shortage of qualified teachers. In addition, REB should fulfill the necessary teaching-learning resources for the schools; and should work with regional government office to ensure the peaceful teaching learning process that is free of any insecurity problems such as ethnic conflicts 78p. Thu, 01 Feb 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/7756 2024-02-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/7207 TEACHERS’ PARTICIPATION IN CURRICULUM IMPLEMENTATION PROCESS IN PUBLIC PRIMARY SCHOOLS OF KABRI BAYAH WORDA, ETHIO- SOMALI REGION STATE Ibrahim Abdulahi Mahamed; Yilfashewa Seyoum (Ph.D); Tasew Mezgebu (Ph.D The main objective of the study was to explor teachers’ participation in curriculum implementation process in Ethiopian Somali Region of Kabri bayah Woreda Public Primary Schools. Descriptive survey research design was used in executing the study and both quantitative and qualitative research approach were deployed. The targeted groups of the study were teachers, principals and vice–principals, that comprised from 6 public primary schools and education experts from Kabri bayah. These were the entire group of interest for study that consisting 122 respondents using simple-random and purposive (judgmental) sampling technique. The data were collected using questinnare and interview which is eventually summarized and analyzed using descriptive statistics with SPSS version 26. The study found that teachers were insufficiently engaged in curriculum implementation in selected primary schools, resulting in a gap between the conceptual phase and desired outcomes. Several issues hindered teacher involvement, including their exclusion from curriculum planning, resource shortages, low wages, inadequate training, professional development, and concerns about security and school environment. Curriculum implementation, the study emphasized, is a collective responsibility involving various stakeholders, including the community, scholars, education experts, teachers, principals, vice principals, and students. To address these challenges and enhance teacher participation in curriculum implementation, the study recommended prompt collaborative action from these stakeholders. 81 Fri, 01 Dec 2023 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/7207 2023-12-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/6840 STAFF COMMITMENT AND STUDENTS’ EXPECTATIONS IN COMPETENCE-BASED CURRICULUM IMPLEMENTATION IN EASTERN ETHIOPIAN PUBLIC UNIVERSITIES: RHETORIC VERSUS REALITY Tamrat Dina Teressa The purpose of this study was to explore the staff commitment and students' expectations towards competence-based curriculum implementation. A convergent parallel mixed method was used to achieve this objective. For the quantitative method, a total of 477 sample respondents were selected using a proportionate random sampling technique. while for the qualitative method, 11 participants were selected for the interview and 20 participants for FGD sample participants were selected using the purposive sampling technique. Accordingly, for the qualitative method, a total of 31 sample participants were selected using the purposive sampling technique. The quantitative data were collected through a selfmade scale for staff commitment while the qualitative data were collected through semistructured interviews, focus group discussions, and open-ended items. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean scores, and standard deviation while inferential statistics including ANOVA, multiple regression, and t-test were utilized to compute the data. The finding reveals that, in the sampled universities, there was no curriculum implementation model to guide instructors in the implementation process, as a result, instructors are utilizing their teaching learning process traditionally. It also indicated that there was a lack of awareness regarding the concept and meaning of CBC among the staff. Most of the students lack appropriate usage of the English language. CBC contents were not incorporated in the existing subject specific curriculum. Accordingly, it was concluded that to effectively implement CBC and enhance students expectations, both academic leaders and instructors need to be equipped with adequate skills of CBC and to realize the implementation appropriate awareness creation should be in place and practiced. Based on the findings, the following recommendations were made. To implement CBC effectively, higher education institutions have to incorporate subject specific CBC in general and core competence-based curriculum contents for all fields of study; provide adequate training for academic staff in order to implement CBC at their respective universities. The CBC elements should be identified, defined, and incorporated into the undergraduate harmonized curriculum so that all undergraduate students will be trained equally. 235 Tue, 01 Nov 2022 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/6840 2022-11-01T00:00:00Z