Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc

doi:10.1016/j.ijedudev.2012.03.003

Cited by 16 publications

(11 citation statements)

References 22 publications

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“…Following the decisive defeat of the invading forces, the Soviets had a foothold in the country where they spearheaded educational reform, strongly assisted by the GDR. The main aim was to eliminate the vestiges of imperialism via installing a communist education system under the banner of 'all-rounded personality development' (Semela et al, 2013). The whole process was not only galvanized by generous financial, technical, and material assistance received, but also implemented under the watchful eyes of their own nationals deployed as university lecturers and teacher educators.…”

Section: Discussionmentioning

confidence: 99%

“…In effect, it was difficult for faculties of education to overcome the confusions based on pre-set principles in a systematic manner during the implementation phase (see e.g. Lemma, 2006;Semela, Bohl, & Klienknecht, 2013;Tessema, 2006Tessema, , 2007a. One of the key spots for the policy-practice incoherence was the use of TV broadcasted lessons in secondary school classrooms.…”

Section: The Demise Of Tesomentioning

confidence: 99%

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Teacher preparation in Ethiopia: a critical analysis of reforms

Semela

2014

Cambridge Journal of Education

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The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the education system in general and the teaching profession in particular. In analysing why and how the policy reforms took place, the paper draws on Chin and Benne's strategies of change management and the world system theories. Further, based on government statistics, official policy documents, and observations, the paper argues that the series of policy interventions were short of addressing the challenges of teacher preparation, including maintaining minimum quality standards, though the sector's expansion has had favourable impact on educational access and bridging regional and gender disparities.

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Section: Discussionmentioning

confidence: 99%

Section: The Demise Of Tesomentioning

confidence: 99%

Teacher preparation in Ethiopia: a critical analysis of reforms

Semela

2014

Cambridge Journal of Education

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“…[8] Noted that, Moral Education and Political Education in two consecutive regimes should not be considered as democratic Civic Education because of there is no content which is related with Civic Education and both regimes did not solve the problems of freedom, rights and responsibilities of citizens. [16] cited [9], both of moral and political education at that time was to develop inequality and oppression on the country.…”

Section: Civic Education In Ethiopiamentioning

confidence: 99%

“…[3] Cited in [9] indicates that, lecture method is not appropriate method with the nature and objectives of the subject. For example, teaching Civic and Ethical Education with plasma television affects students from acquiring the desired civic knowledge, skill and dispositions [16] cited in [3] because of being it is too fast, beams once, dependent on the flow of electric power, and language barrier only in English language with no local language support [15] cited in [3]. This method of delivery compromises the goal and objective of education at large and Civic and Ethical Education in particular.…”

Section: Improper Mode Of Deliverymentioning

confidence: 99%

The Role of Civic and Ethical Education in Democratization Process of Ethiopia: Challenges and Prospects

Tadesse¹

2019

HSS

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The objective of this study is to investigate the role of Civics and Ethical Education in building the process of democratization in Ethiopia as well as the challenges facing in implementation process of the discipline and its future prospects. This study is mainly an empirical research focusing on the practical experience of researcher and different secondary sources of data were employed. Methodologically, qualitative research approach was employed to achieve the stated objectives. Accordingly, secondary sources such as journals, books, policy documents and reports were employed for this study. To substantiate the data gathered through secondary sources, primary source of data was also employed like observation of the researcher and key informant interview were used in this study. Based on the data analyzed the finding of the study shows that Civics and Ethical Education has played prominent role in the democratization process of the country. Especially, the discipline has created the demanding society in general and created the youth who knows their rights and demands their human and democratic rights to be protected. The study has shown Civics and Ethical Education has progressive role than previous type of Civics Education existed in the country; but still the gap with regard to creating responsible citizens those who knows their duties (responsibilities) and rights are interdependent. Finally, the study has indicated about challenges facing in implementing the discipline and its future prospects.

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“…In Ethiopia, after nearly two decades of military dictatorship, Citizenship Education has been integrated into the school curriculum. A questionnaire survey of 179 randomly selected high school students shows that the Citizenship Education curriculum and the existing ethics are eclectic in character that combines a minimum interpretation of the democratic citizenship education with an inclusive concept of ethnic-cultural diversity that is relevant to multicultural societies [7]. Comparative study of educational experiences in Madagascar and the Sahel, West Africa takes conclusions about ways to draw inspiration for schoolbased citizenship education [8].…”

Section: Introductionmentioning

confidence: 99%

Reformulating Civic Education as Political Education in Indonesia in the Convergence Era

Hidayah¹,

Sapriya²,

Darmawan³

et al. 2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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The purpose of writing this article is to reformulate Civic Education as a political education in Indonesia in the era of convergence. The research method used in this article was the library research. The results of the study show; First Civic Education becomes an instrument in political education in the era of convergence. Secondly, to formulate Civic Education as a political education in Indonesia is basically not only meant to make the citizens possess the political knowledge and arouse political participation, but also to build citizens' awareness of their responsibility as citizens. Third, reformulating citizenship education as a political education in Indonesia in the era of convergence also means reintegrating the values of Pancasila in order to be integrated into the citizens' mindset and to let citizens aware of the ideology itself. Based on the research results, the author was able to conclude that citizenship education is an appropriate formulation as the instrument of political education in Indonesia in the era of convergence. Through this article, the authors recommend being able to actualize citizenship education not only for gaining the knowledge but also increasing the experience so as to empower the position of citizens in the country in the era of convergence.

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Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Cited by 16 publications

References 22 publications

Teacher preparation in Ethiopia: a critical analysis of reforms

Teacher preparation in Ethiopia: a critical analysis of reforms

The Role of Civic and Ethical Education in Democratization Process of Ethiopia: Challenges and Prospects

Reformulating Civic Education as Political Education in Indonesia in the Convergence Era

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