This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

The purpose of the study was to investigate the effective implementation of instructional supervision practices in secondary schools of Hawassa City Administration in Ethiopia. The study focuses particularly on the practices and roles of supervisors in the implementation of instructional supervision, and the factors affecting its implementation in secondary schools. Basic questions related to the availability of instructional supervision strategies and their implementation, the roles of instructional leaders, perceptions of instructional supervision, and challenges for proper implementation of instructional supervision were raised. In addition, strategies for strengthening the effective implementation of instructional supervision were also addressed. The study was framed within the Theory of Change in Teachers’ viewpoints on instructional practices. In fact, there is a strong link with the instructional leadership strategies and the role of supervisors for the effective implementation of instructional supervision practices. The Instructional Supervision Model was used as it integrates the activities of instructional supervision in the schools. Moreover,this study reviewed global perspectives on educational supervision and provided an overview of the study context with an emphasis on improvement of instructional supervision. Philosophically, this study followed the pragmatist research paradigm, employing mixed research approaches; it also employed an explanatory sequential design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Data were gathered from 160 supervision teams (vice-principals, senior teachers, unit leaders and department heads), 185 teachers. In addition, 14 principals and supervisors took part in interviews. One focus group discussion was also conducted with the city educational experts. Data were gathered through survey questionnaires, semi-structured interviews, FGD question guides and document reviews. Quantitative data was analysed through the descriptive approaches such as percentage, mean, grand mean and inferential statistics, known as standard division and t-test. Qualitative data collected through interviews and FGDs was summarised through thematic and narrative techniques, and finally triangulated. The results indicated that the quantitative and qualitative data supported one another. It was found that school supervision in line with strategies was inadequate. In addition, school supervision corresponding to the expected standards was not effectively done. The extent to which instructional supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient. Evidence showed that instructional supervisors’ role in building effective relationship in schools was weak. Supportive, directive, conflict management and monitoring and supervising roles in the implementation of instructional supervision were also found to be inadequate. The teachers did not have enough support from supervisors in order to improve their instructional skills, and there was a negative perception of teachers about the implementation of instructional supervision. On the other hand, effective implementation of instructional supervision was hampered by a lack of qualified instructional supervisors, management skills, professional manuals, cooperation, and motivation for work and a lack of training and funding. Inadequate facilities and assignment of small number of supervisors hindered proper implementation of instructional supervision. Moreover, lack of commitment on the part of teachers and school leaders, lack of effective stakeholder support, lack of respect among stakeholders, lack of participatory supervisory approach and lack of adequate guidance between instructional leaders hampered instructional supervision. Based on the findings, instructional leaders, teachers, supervisors, school instructional supervision team and school communities need to be well equipped with basic knowledge and skills on the implementation of school instructional supervision, through pre-service and in-service training, experience-sharing programmes, seminars, workshops and discussion forums about the different approaches of supervision in order to enhance the professional growth of teachers and improve their instructional practices. This could help in fostering critical thinking and the problem-solving capacity of the supervisors. Moreover, the instructional leaders in schools need to plan for continuous training and orientation on the nature, practice and significance of instructional supervision. Suggestions were made to solve the factors that hinder proper implementation of instructional supervision. / Educational Management and Leadership / Ph. D. (Education Management)

The general objective of the study was to assess the existing practices and major factors affecting the design and development of Ethiopian TVET curriculum and explore considerations to be taken to design and develop TVET curricula that befit Ethiopia. The purpose of the study was to explore and understand the meanings TVET practitioners and stakeholders of Ethiopian TVET programme credited to the practices of TVET curriculum design and development in Ethiopia. Hence, the study employed qualitative research approach in phenomenological design and was undertaken within the interpretive paradigm to understand the lived experience of the curriculum designers, developers and implementers in Ethiopia. Accordingly, three regional states of Ethiopia were selected and one government-run TVET college from each regional state, i.e. a total of three TVET Colleges were taken as sample representatives for the study using purposive and convenience sampling methods. The study was delimited to the practices of curriculum design and development of the building construction fields of study. This is because firstly, it is impossible to encompass all available TVET fields of training in the study; secondly, building construction technology sector is one of the those sectors which much focus is given to by the government of Ethiopia and thus is the training fields found in abundance in the country. Two data gathering tools were mainly used to gather information in this study. These were interviews and document review. Therefore, the researcher first reviewed different related literature and strategic documents to understand the background of the problem and to see what has been done in reference to the problem. Accordingly, working and policy documents such as TVET strategies, guidelines, manuals, legislation, curriculum frameworks and guides, as well as Education Sector Development Programmes and other written documents and related literature to TVET curriculum design and development that were available at federal, regional and TVET college levels were reviewed and analysed. Other countries experiences visa-a-vis TVET curriculum design and development were also reviewed and used as sources of information. The interviews were held with curriculum development officials at the Federal TVET Agency and sampled Regional TVET Agencies as well as principals, heads of department and trainers from sampled TVET colleges that were providing training in the fields of building construction works. The interview participants were two TVET curriculum development officials from Federal TVET Agency, three TVET curriculum development officials from three sampled regional TVET Agencies, three TVET college principals from three sampled TVET colleges, three heads of department of building construction work fields from three sampled TVET colleges, and three trainers of building construction work fields from three sampled TVET colleges. Accordingly, it could be investigated from the study that the way outcome based TVET system is perceived and eventually executed and the processes and steps that were followed in order to design and develop TVET curriculum in Ethiopia had impact on present TVET curriculum developed . Besides, the way other countries’ experiences were espoused and adapted led to inappropriate curriculum design and development approach. Moreover, the Ethiopian TVET System following only one Curriculum development approach for designing and developing TVET curriculum for all trades, blue and white collar work-related-vocational education and training resulted in non-beneficial TVET curriculum. It was also noted from the study that the wrong perception of stakeholders’ roles and responsibilities in curriculum development activities led to TVET curriculum development with improper training content selection and unfair training time allotment, which in greatly impact on the TVET curriculum implementation and training delivery. Therefore, the study suggested that the curriculum that addresses individual, societal and employers’ needs should be designed and the labour market demand analysis needs to be undertaken before OS mapping is designed. In doing so, it is recommended that Ethiopia should benchmark itself against best practices of various developed and developing countries which have succeeded in outcome-based TVET system and when TVET system is adopted from other countries, it should be with tangible reasons and justifications. Furthermore, it is recommended that attention should be paid to practical training programmes and a combination of practice and theory time should be provided for all course types. In addition, the environmental situation of the country and the degree of importance of each unit of competence for employment and self-employment need to be considered. / Educational Studies / Ph. D. (Comparative Education)