This dissertation is conducted in Gedeo, with the aim of revealing the dynamics of IK of agroforestry system of Gedeo. The dynamics were seen from the perspective of the intergenerational variation in IK acquisition and transmission. The study investigated drivers of IK changes and continuities and the implications to sustainability. The study employed an interdisciplinary approach whereby geographical concepts and approaches were supplemented by anthropological and developmental psychology approaches and concepts. Thus, an exploratory mixed research approach was used. The dynamics were seen by employing cross-sectional approach. Thus, synchronic data were collected from several sources, by employing ranges of qualitative and quantitative tools. The respondents were drawn from the local people and agricultural experts. Accordingly, 72key informants were chosen through purposive and snowball sampling. To determine the spatio-temporal variation of IK, 290 informants aged between 12 and 65 were chosen using multistage stratified sampling. For the household survey, 252 participants were selected using multistage stratified and systematic random sampling. The qualitative data were analyzed using thematic content analysis and case summary while for quantitative data mean, standard deviation, ANOVA, chi-square, and t-test were employed. The analysis results have shown that the agroforestry system exhibits both indigenous and modern practices. The indigenous practices, which sustained for longer time through generational transfer, appear to be engulfed by modern practice. The study identified knowledge and skill gap between young people and adults. The gap is more significant in normative dimension of IK. This can be attributed to declining rate of IK transmission and acquisition among successive generations, which in turn is attributed to weak contact between young people and adults, and changes in the lifestyle of the young people. Besides, biodiversity loss, demographic pressure, modernization, introduction of market economy, and top-down development approach are among the drivers of the gradual loss of IK. The gradual loss of IK was to have an impact on sustainability of the system. This calls for concerted efforts to maintain the sustainability of IK through revitalization of IK transmission and acquisition. Finally, joint effort is required to document IK, include in school curriculum, and integrate with the modern practices. / Geography / Ph. D. (Geography)

This dissertation is conducted in Gedeo, with the aim of revealing the dynamics of IK of agroforestry system of Gedeo. The dynamics were seen from the perspective of the intergenerational variation in IK acquisition and transmission. The study investigated drivers of IK changes and continuities and the implications to sustainability. The study employed an interdisciplinary approach whereby geographical concepts and approaches were supplemented by anthropological and developmental psychology approaches and concepts. Thus, an exploratory mixed research approach was used. The dynamics were seen by employing cross-sectional approach. Thus, synchronic data were collected from several sources, by employing ranges of qualitative and quantitative tools. The respondents were drawn from the local people and agricultural experts. Accordingly, 72key informants were chosen through purposive and snowball sampling. To determine the spatio-temporal variation of IK, 290 informants aged between 12 and 65 were chosen using multistage stratified sampling. For the household survey, 252 participants were selected using multistage stratified and systematic random sampling. The qualitative data were analyzed using thematic content analysis and case summary while for quantitative data mean, standard deviation, ANOVA, chi-square, and t-test were employed. The analysis results have shown that the agroforestry system exhibits both indigenous and modern practices. The indigenous practices, which sustained for longer time through generational transfer, appear to be engulfed by modern practice. The study identified knowledge and skill gap between young people and adults. The gap is more significant in normative dimension of IK. This can be attributed to declining rate of IK transmission and acquisition among successive generations, which in turn is attributed to weak contact between young people and adults, and changes in the lifestyle of the young people. Besides, biodiversity loss, demographic pressure, modernization, introduction of market economy, and top-down development approach are among the drivers of the gradual loss of IK. The gradual loss of IK was to have an impact on sustainability of the system. This calls for concerted efforts to maintain the sustainability of IK through revitalization of IK transmission and acquisition. Finally, joint effort is required to document IK, include in school curriculum, and integrate with the modern practices. / Geography / Ph. D. (Geography)

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The purpose of the study was to explore the experiences of the school community with regard to the outcomes of a school improvement program (SIP) on the effectiveness of Sidama Zone schools. It was primarily a qualitative study, which explored the experiences of the school community with regard to the outcomes of the SIP. Four schools were purposefully selected. The data were collected by means of interviews, focus-group discussions, observations and relevant documents, and analyzed focusing on thematic categories. The findings indicated that in schools where there existed a strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. On the other hand, the lack of collaboration in the school community negatively affected the performance of those schools. Besides, in all the schools the CPD was challenged by the resistance of the teachers, the lack of resources and poor implementation strategies. It also became apparent that the teachers' commitment to support each other and their students, to implement active learning methods and continuous assessment contributed to the effectiveness of the better-performing schools. Findings further revealed that to the contrary, these actions were loosely implemented in the poorly-performing schools. Though the peer learning approach was implemented, it became evident that there were mixed views regarding its benefits. The availability of the necessary facilities created an environment conducive to learning in schools one and three. Although there were attempts to implement extra-curricular activities for the social and emotional development of the students, its implementation was negatively affected by a lack of coordination and resources in the schools. In the poorly-performing schools, the school environment was found not to be conducive to teaching and learning. In the better-performing schools, the feedback from the school community was used as an input to make adjustments to the improvement process, and this created a feeling of ownership that led to the effectiveness of the schools. The outcomes of the study indicated that the promotion-rate of the students to the following grade was considered as a measure of the effectiveness of the schools. Conversely, the lack of proper participation of the school community in the school’s affairs, the lack of proper leadership support, the teachers’ resistance to participate in CPD, the non-existence of training opportunities and workshops for the teachers, and the shortage of resources were reported as challenges. From the findings it has been concluded that the SIP has contributed to school effectiveness in the schools that have properly managed the change process as opposed to those schools which remained poorly performing due to low level of SIP implementation. Finally, monitoring the SIP cycles, building trust between the principals and the teachers, creating a link between the schools and other institutions, introducing recognition mechanisms, and providing support to the poorly-performing schools were indicated as strategies to enhance the effectiveness of the school. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of the study was to explore the experiences of the school community with regard to the outcomes of a school improvement program (SIP) on the effectiveness of Sidama Zone schools. It was primarily a qualitative study, which explored the experiences of the school community with regard to the outcomes of the SIP. Four schools were purposefully selected. The data were collected by means of interviews, focus-group discussions, observations and relevant documents, and analyzed focusing on thematic categories. The findings indicated that in schools where there existed a strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. On the other hand, the lack of collaboration in the school community negatively affected the performance of those schools. Besides, in all the schools the CPD was challenged by the resistance of the teachers, the lack of resources and poor implementation strategies. It also became apparent that the teachers' commitment to support each other and their students, to implement active learning methods and continuous assessment contributed to the effectiveness of the better-performing schools. Findings further revealed that to the contrary, these actions were loosely implemented in the poorly-performing schools. Though the peer learning approach was implemented, it became evident that there were mixed views regarding its benefits. The availability of the necessary facilities created an environment conducive to learning in schools one and three. Although there were attempts to implement extra-curricular activities for the social and emotional development of the students, its implementation was negatively affected by a lack of coordination and resources in the schools. In the poorly-performing schools, the school environment was found not to be conducive to teaching and learning. In the better-performing schools, the feedback from the school community was used as an input to make adjustments to the improvement process, and this created a feeling of ownership that led to the effectiveness of the schools. The outcomes of the study indicated that the promotion-rate of the students to the following grade was considered as a measure of the effectiveness of the schools. Conversely, the lack of proper participation of the school community in the school’s affairs, the lack of proper leadership support, the teachers’ resistance to participate in CPD, the non-existence of training opportunities and workshops for the teachers, and the shortage of resources were reported as challenges. From the findings it has been concluded that the SIP has contributed to school effectiveness in the schools that have properly managed the change process as opposed to those schools which remained poorly performing due to low level of SIP implementation. Finally, monitoring the SIP cycles, building trust between the principals and the teachers, creating a link between the schools and other institutions, introducing recognition mechanisms, and providing support to the poorly-performing schools were indicated as strategies to enhance the effectiveness of the school. / Educational Leadership and Management / D. Ed. (Education Management)