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Solomon Melesse ¹, Sintayehu Belay ¹, Belaynesh Kassanew Likenew ²

Affiliations
1 Department of Teacher Education & Curriculum Studies, Bahir Dar University Ethiopia, ET
2 Department of Mathematic Education, Bahir Dar University Ethiopia, ET

Abstract

This paper invigorates curriculum conceptualization and its development in the current Ethiopian education system in relation to renowned classical curriculum theories. In doing so, the whole policy and curriculum documents are reviewed vis-a-vis Beauchamp, Pinar, and McNeil's classifications of curriculum theories. In this regard, we feel that there are transparency illusions and ambiguities in setting a clear demarcation about curriculum conceptualization of various curriculum theories and theorists. Moreover, this paper is all about reflections on classical curriculum theories guiding curriculum conceptualization and its development in the current Ethiopian education system. In doing so, we tried to unite the curriculum theories that have almost similar views of curriculum conceptualization and its development. Throughout our reflections, we tried to depict our real life experiences and observations. The paper is organized to have an introduction, reflections against classical curriculum theories guiding curriculum conceptualization and its development in country Y, concluding remarks and critical recommendations.

Keywords

Curriculum Conceptualization, Curriculum Development, Education System, Curriculum Theories.

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Solomon Melesse ¹, Mulu Melesse ¹

Affiliations
1 Department College of Education and Behavioral Sciences, Teacher Education and Curriculum Studies, Bahir Dar University, ET

Abstract

The purpose of this study was to assess practitioners' perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners' perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners' lack of motivation were considered as the major inhibiting factors for practitioners' involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

Keywords

Curriculum Development Process, Participation, Challenges, Phases Of Curriculum Development.

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Solomon Melesse ¹, Dawit Mekonnen ²

Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, Bahir Dar, ET
2 Addis Ababa University, Addis Ababa, ET

Abstract

This study was designed to examine the contribution of placement school practical experiences to prospective teachers' multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes in the three Ethiopian Universities (i.e., Bahir Dar, Mekelle & Hawassa) who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using a purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students' parents at the placement schools have brought the required multicultural knowledge, attitude, and skill to prospective teachers. The findings also showed that the school community showed some bias towards the multicultural groups of learners. The findings further showed that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.

Keywords

Multiculturalism, Teacher Educators, Prospective Teachers, Multicultural Competence, Placement Schools.

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Kassa Gulie Worku ¹, Solomon Melesse ¹

Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioural Sciences, Bahir Dar University, East Africa, ET

Abstract

The present study focuses on critical analysis of diversity inclusion strategies reflected in the Federal Democratic Republic of Ethiopian constitution adopted in 1995. Specifically, the main intent of the study was to examine whether or not the constitution addresses diversity issues in the country. Hence, the study tried to explore the inclusion of societal diverse interests in the constitution by considering the context of many dimensional diversity issues of the society in the nation. The units of analysis, thus, include articles and sub articles of the document. These units of analyses were included in the analysis of the document as long as the articles and sub articles refer to issues such as diversities on ethnicity, gender, nationalities, language, culture and religion. Furthermore articles and sub articles in the document were critically examined in search of different expressions that deal with the diversity issues on one hand or on the other, followed by the interpretation of the meanings and messages manifested through words or phrases such as equality, recognition, empowerment, valuing, tolerance, respect, diversities, appreciation of differences, mutual understanding, conflict management and resolution, mutual coexistence and others related to these themes. Finally based on major findings solicited, conclusion and recommendation were forwarded.

Keywords

Multicultural Education, Diversity, Conflict Management, Integration, Coexistence.

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Solomon Melesse ¹, Mulugeta Yayeh ¹

Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, East Africa, ET

Abstract

The purpose of this article was to explore some valuable lessons and experiences that have relevance for the field of education and its professionals. Thus, a critical analysis and reflection is made on some selected issues that were addressed in Thomas Kuhn's book entitled The Structure of Scientific Revolutions. Based on these analyses and reflections, the lessons that need to be considered by educators are discussed at length. In this article, we argue that, the book entitled The Structure of Scientific Revolutions has at least four valuable implications for educators. These are; the need to revisit the current challenges of educational research, the need to strive for paradigm shifts in some educational theories and thoughts, the need to revitalize textbook writing, and the need to reconsider the implications of the two terms, i.e., science and scientist in the field of education.

Keywords

Educational Research, Paradigm Shift, Revolution, Science, Scientific Revolution, Textbook.

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