http://hdl.handle.net/123456789/2048 2026-04-03T20:22:57Z 2026-04-03T20:22:57Z Kiddle, Catherine http://hdl.handle.net/123456789/2470 2016-12-26T12:23:26Z 2007-08-01T00:00:00Z

Title: Personal Reflections on the Importance of Continuing Professional Development for Teaching Staff in Private Higher Education Institutions Authors: Kiddle, Catherine Abstract: This reflective paper considers the importance of continuing professional development at all stages of a teacher’s career and at all levels of education. The author uses her career in Traveller Education in England as a case study. She describes how action research played a large part in the development of a distance learning scheme for fairground children. Analysis of the challenges presented by the scheme resulted in further research into the development of independence in the learner and the recognition of the need for teachers and teacher educators to use active learning methodologies and to have professional development opportunities to develop these skills. The author draws parallels with her work in Ethiopia between 2002 and 2004 on the TESO programme, where in a different context there are similar issues. Here too, she makes the case for encouraging student centered teaching and continuing professional development in Higher Education Institutions. Finally, particular importance is given to peer discussion within the process of professional development, which will lead to greater quality assurance.

2007-08-01T00:00:00Z Ingidayehu, Yalew http://hdl.handle.net/123456789/2157 2016-12-26T11:35:45Z 2007-08-01T00:00:00Z

Title: The Role of PHEls in Educational Provision and Organization for HRD & Socio-Economic Development Authors: Ingidayehu, Yalew Abstract: At present there are many highly recognized PHEIS making educational provision and services in equity and quality at regional and national levels in Ethiopia. This alone has made a great contribution to the development of higher education in Ethiopia by proving wider and greater educational opportunities for those who are denied to access to government HEIs. Similarly, PHEIS of today can play significant roles in the provision and organization of basic and continuing education for socio-economic development and HRD of the count. The purpose of this paper is, therefore, to investigate the vision, mission and prospects of PHEIs in addressing socio-economic and human resources at the turn of the Ethiopian millennium based on the following basic question. 1. What are the major models of development that can be addressed in PHEIs education system? 2. What type of education programs and courses need to be designed and implemented by PHEIs to address the envisaged basic and continuing education for development? 3. What mode of educational delivery system need to be utilized in the provision of this development oriented course? The methodology of the study is a descriptive survey based on the data collected through document survey, questionnaire and interview. Finally, based on the data and information gathered and analyzed, the highlights of the findings, conclusions and recommendations are presented.

2007-08-01T00:00:00Z Legesse, Tiruneh Abiy, Zenegnaw http://hdl.handle.net/123456789/2152 2016-12-26T11:40:53Z 2007-08-01T00:00:00Z

Title: The Relationship between Private Institutions of Higher Learning and Banking Industry in Addis Ababa Authors: Legesse, Tiruneh; Abiy, Zenegnaw Abstract: In the globalizing world, the speed of innovation in technology and information has accelerated. In this situation, there is demand for qualified and skilled human resource capable of responding to changes in the structure of their job or technological content. Specialists who are able to respond to a higher level of work and greater complication of a specific type of job are necessary. For instance, in developing countries if one looks the provision of graduates to industry and service sector, over the past many years, the reality has been a mismatch between skills and knowledge acquired in the classrooms and the world of work requires. By the same token, the contribution of the banking industry to the education sector has been insignificant. The objective of the study was to assess the level of cooperation between the banking industry and PHEIs. An effort was also exerted to identify weaknesses and strengths of the partnership and to point out ways to rectify the existing weaknesses and maintain or improve the existing strengths. Two types of questionnaires were distributed to eight banks and ten PHEIs. Descriptive analysis is done through tabulation and percentage. From the findings of the study, the researchers conclude that the relationship is weak in the following areas: teaching-learning process, consultancy activities, and internship and employment creation. On the other hand, their relationship is found out to be strong in selection, training and development of employees. At organizational level, the following points are recommended. The two parties should work together in identifying research topics, providing research inputs to researchers, sponsoring research, arranging forums for presentation of research outputs, and communicating findings to pertinent organizations by involving practitioners in the development of course contents, in delivering classroom lectures, in and fostering educational tour programs PHEIs and banks can jointly make the teaching-learning process fruitful. The two parties can also benefit a lot by co-operating in consultancy activities, in the provision of internship and employment of opportunities

2007-08-01T00:00:00Z Yizengaw, Teshome http://hdl.handle.net/123456789/2144 2016-12-26T11:55:24Z 2007-08-01T00:00:00Z

Title: Government Policies and Institutional Responsibilities of Private Higher Education Institutions in Ethiopia Authors: Yizengaw, Teshome Abstract: Private Higher Education provision which started in 1996 has come a long way in the very short period of its existence in Ethiopia. The policy of Education and Training subsequent education sector development programs, particularly the third ESDP, and the Higher Education capacity building strategies have highlighted, though sometimes in a passing, the importance of the private sector in Higher Education provision. It has accounted for about 24.8% of the 2004/5 overall (degree and diploma levels) enrolment and about 9.3% of the degree level enrolments of the national Higher Education system. It is currently providing access to a large number of the youth who could not join the public institutions, offering wide opportunities in terms of choice of programs, delivery modes (regular, evening, distance, etc.) and places of study. The Private Higher Education Institutions have faced several challenges. The most critical among these, not necessarily characterizing all institutions, are declining student enrolment, particularly in some disciplines and institutions, limited capacity to fulfill requisite facilities and infrastructure, inability to expand mainly due to land problems, poor commitments to quality upkeep and enhancement, problems of meeting the expectations and/or satisfactions of the government and the society, and poor unity and utilization of their association to further objectives and influence stakeholders, including government. However, there are sizeable number of institutions that have overcome these challenges through different mechanisms and won the trust of the students, parents, government and other stakeholders. There are also few that have failed to address the challenges of mainly playing their role of social responsibility and accountability. The coming years would require both government and private providers to focus on meeting social demands and expectations in the higher education sector. The government is expected to provide more transparent and facilitating policies and strategies, as well as leveling the playing ground as it has done for other investment sectors in the last few years. On the other hand, private institutions are expected to focus on quality and relevance of curricula and courses, focus on producing responsible, knowledgeable and skilled citizens, and contribute to equitable access to Higher Education.

2007-08-01T00:00:00Z