STATUS AND CHALLENGES OF PASTORAL EDUCATION IN HARSHIN WOREDA, ETHIOPIAN SOMALI REGIONAL STATE

Abstract

The purpose of the study was to assess the status and challenges of Pastoral education in Harshin Woreda’s,Somali Regional State. The study was conducted in Harshin Warada of Faafan zones in the Somali region. The methodological approach used in this study was a mixed methodology (Both qualitative and quantitative methods). The subjects of the study are teachers, facilitators, woreda education experts, cluster supervisors, principals and representative from parents and CMC. Data were collected through questionnaire, Interview, Focus Group Discussion (FGD), document analysis. The quantitative data obtained through questionnaires were analysed using frequency count and percentage. On the other hand, data collected through interview, FGD and document analyses were analysed qualitatively (thematization and conceptualization) to substantiate the result of the quantitative analyses. The findings revealed that the average education coverage in percent for the Harshin Woreda is much more below the regional record there are also challenges related to pastoral way of life, and possible explanation for this are mobility and sparse population,child labor, direct cost, and attitude and values. As for impediments, the pastoral education suffered from qualified teacher, poor quality of teaching-learning materials and school facilities, awareness on the part of communities, curriculum lack relevance, shortage of supervisor and failure to allocate sufficient budget for the sector and the low enrolment and low internal efficiency of the education system in Harshin woreda. This study also explored the relevant educational strategy intervention to promote primary education for Harshin worada pastoralist community.The findings of this study have a number of important implications for future policy practice. Based on this finding, The following major recommendations were made, Harshin werada should give priority in enhancing enrollment in existing primary schools and ABE center, upgrading the existing ABE center and facilitators, financial and material provision should be raised