Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Peter R. Moock. Dissertation Committee: James R. Sheffield. Bibliography: leaves 123-137.

When Westernization was introduced into Ethiopia at the beginning of this century, it was to fulfil the need of a modernizing autocracy aspiring to enter the Technological Age. But through Westernization also came a very intense Anglo-American cultural penetration. The first group of Western-educated intelligentsia integrated themselves into the feudal system, embraced western values and the American way of life. Haile Selassie hoped that the American free enterprise system would absorb those his bureaucracy could not. The missionary zeal that guided America's global policy of "containment" also created a situation whereby the U.S., in order to influence Ethiopian politics and particularly its youth, invested heavily in the ideological sector. Thus, the feudal regime, the U.S., and the first generation of Western educated elites became necessarily interdependent. / There was however, a seed of contradiction in this alliance and the ideological bond that tied them. American education which moulded the new Ethiopian intelligentsia is rooted in the liberal-utilitarian tradition which promotes the values of metropolitan market economies. Autonomy and individual freedom--which forms the core of this liberal-utilitarian ideology--was accepted at face value by the new intelligentsia, but these ideological values could not be implemented in Haile Selassie's Ethiopia which was a dependent, modernizing autocracy tied to a metropolitan nation. Due to the fact that dependency and autocracy are dialectically opposed to autonomy and individual freedom, the liberal education disseminated through the Ethiopian school system and the political ideals connected with it were negated by the prevalent political realities in Ethiopia. There was also a further paradox. Since Haile Selassie's authoritarian system was guided by metropolitan capitalism, the alienated elites came to reject the latter ideology and turned towards a Socialist Political Prism. Ultimately, these new breed of Western educated intelligentsia, who were mostly students and teachers, ignited the sparks of the revolutionary ferment in the country, and all the military had to do in 1974 was deliver a coup de grace to Haile Selassie's feudal regime.

The effect of schooling on nutritional knowledge, attitudes and nutritional outcomes in Ethiopia was investigated. Data were obtained in late 1989 in Debre Birhan in Shoa province from three groups: 267 mothers, 114 clinic users and six primary schools with a total of 528 students. Mothers and students were administered tests measuring nutritional knowledge and attitudes. The nutritional status of children age 6-31 months was evaluated by measurement of the weight and height. Schooling, particularly upper secondary schooling, was found significantly influence nutritional knowledge and nutritional outcomes. A causal model is presented which suggests that modern nutritional knowledge, together with the educational level of the mother, is immensely important in influencing nutritional practices. The study suggests that while schooling influences nutritional knowledge and nutritional outcomes, greater attention must be given to improving instruction in nutrition at the primary and lower secondary level.

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The agricultural extension package program is initiated by the government of Ethiopia. It is initiated to reduce poverty and bring development in the country. The basic underpinning principle of this program is that, if the productivity of the farmer is increased, on the one hand it is possible to bring sustainable development in Ethiopia and on the other hand it will help to get the raw material for the industry and reduce the migration of the work force from rural to urban areas. Agriculture is the source of livelihood for over 80% of the population and the majority of the poor live in rural areas. About 59.5% of the population is illiterate. The government gives overriding primacy to the welfare of rural populace. Agriculture is also believed to be a potential source to generate primary surplus to fuel the growth of other sectors ofthe economy. The main feature of the target group is that majority of them are illiterate and their mode of production is subsistence. Of the many kinds of intervention to bring development; educating the society is the major one. Indeed the government offers training to the subsistence farmers with the intention of enhancing their productivity via development agents. DAs are there to facilitate empowerment of the farmers, lead the process of technology transfer and change the attitude of farmers. DAs work with subsistence farmers to introduce the modern system of farm and farm related activities. To do so a series ofteaching - learning processes are evident in the program. The purpose of the study is to see the kind of teaching - learning processes that are evident in the program and to see how the principles and theories of adult education relate to the program. Thus, the research tries to explore the learning approaches and practices evident in the extension package program, the perception of DAs and farmers about the training and the actual and potential role of literacy in an agricultural extension program. The research adopts an interpretivist paradigm and some aspects of critical paradigm to understand the data and the context. It is qualitative in nature. The study is conducted on a sample of 18 participants (15 farmers and 3 extension package workers). Semi structured interviews were conducted with three DAs, focus group discussions with twelve farmers, observation while the training was taking place in the field and document analysis to get factual information. The research results are reported in the form of discussion and findings. Indeed it is revealed that farmers are divided into two as the leader and follower farmers. Accordingly the types of trainings are divided into two as general and special training. Literacy ability ofthe farmers is one ofthe criteria to be eligible for special training. That resulted in the exclusion ofthe majority of farmers from the special training program. ERIC Keywords: Extension package program, Development agents, Literacy, Adult education, Follower farmers, Leader farmers / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

Liberation and critical theories of education believe in the political nature of all types of education. 'The school' in the third world is 'oppressive' because it creates and perpetuates 'western-style' class hierarchies. As such, nothing good will be secured at the marginalized groups without a drastic shift in their socioeconomic and political condition. Consciousness-raising non-formal adult education is 'liberation education' aimed specifically for the disenfranchised rural poor. It helps them develop skills to discover the oppressive elements in their lives, become aware of the causes of their destitution, and empower them to take action to transform their realities. Previous studies have demonstrated such programs have been successful in emancipating the poor; this evaluative study of liberation education in southern Ethiopia has also proven to help the target population develop a critical consciousness regarding their impoverished and oppressed conditions and help empower them to work towards changing their lives.

Please read the abstract in the section 08chapter7 (pp228-229) / Thesis (DPhil (Agricultural Extension))--University of Pretoria, 2007. / Agricultural Economics, Extension and Rural Development / DPhil / unrestricted

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This qualitative research investigated the implementation problems of apprenticeship training program in the Addis Ababa TVET colleges and enterprises. The research looked into the training program conducted by TVET Colleges and enterprises. Relevant literature on the nature of apprenticeship training and the factors that could affect its implementation were also reviewed. The research applied the theoretical statement of Bandura’s (1977) theory of observation /imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger, 1991), the constructivist view of learning and career theory as the main theoretical frameworks to describe the apprenticeship training process. The theories, however, do not mention the factors that can hamper the implementation of apprenticeship training in a specific social context. The theory of observation was preferred since it can describe the apprentice’s effort to master the skill of an occupation by observing the craftsman at the enterprises. The situated learning was preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly, the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the difference between what the apprentice can accomplish independently and what he/she can do with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in relation with an occupation. The current research has enabled to consider context specific conditions by focusing on the investigation of the causes of the implementation challenges of the apprenticeship training. The researcher collected data from Addis Ababa TVET Agency experts, deans of one private and another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees, supervisors and enterprises by employing unstructured and structured interviews, observation and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction, data display and interpretation, and conclusion. The findings showed that the implementation of the apprenticeship training program had challenges that could be shared among its actors; Trade Unions had no involvement in the implementation of the apprenticeship training program; the selected colleges and enterprises addressed their challenges by using limited strategies and without regular and systematic way; the presence of some less motivating factors for the participation of the apprentices in the apprenticeship training was reported; the presence of conditions that could adversely affect the apprentices’ acquisition of occupational skills was reported; the provision of apprenticeship training at the enterprises lack, either facilities or training services, in order to arrange the apprenticeship training program for TVET college trainees; and there were some indications for the presence of some weak professional qualities of supervisors that have implications for the apprentices’ training. Eventually, it was concluded that the implementation of apprenticeship training program in the Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)