FACTORS AFFECTING PRIMARY SCHOOLS CURRICULUM IMPLEMENTATION IN PASTORALIST AREAS OF TULI-GULED WOREDA AT SOMALI REGIONAL STATE, ETHIOPIA

Abstract

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