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TRENDS OF PRIMARY EDUCATION WASTAGE IN ETHIOPIA: THE CHALLENGES FOR SUSTAINABLE DEVELOPMENT GOALS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides an overview of the trends of primary education wastage in Ethiopia and highlights the associated challenges for achieving sustainable development goals (SDGs). Primary education wastage refers to the inefficiencies and barriers that result in children not completing their primary education cycle. This study aims to shed light on the factors contributing to primary education wastage in Ethiopia and the implications for the country's progress towards SDGs.
The analysis is based on a comprehensive review of existing literature, statistical data, and reports from reputable sources such as the Ethiopian Ministry of Education, UNESCO, and World Bank. The findings reveal several key trends and challenges in primary education wastage in Ethiopia.
First, access to quality education remains a significant challenge in Ethiopia. Despite efforts to increase enrollment rates, many children, particularly those from marginalized communities and rural areas, still face barriers to accessing education. Limited infrastructure, lack of qualified teachers, and inadequate learning materials contribute to low enrollment, high dropout rates, and low completion rates.
Second, socio-economic factors play a crucial role in primary education wastage. Poverty, child labor, early marriage, and gender disparities disproportionately affect children's access to education. Economic constraints often force families to prioritize immediate economic needs over their children's education, leading to high dropout rates.
Third, the quality of primary education in Ethiopia needs improvement. The curriculum, teaching methods, and assessment systems require reforms to enhance the learning outcomes and retain children in schools. Insufficient teacher training, outdated teaching techniques, and a lack of student-centered approaches hinder the effectiveness of primary education.
Fourth, the COVID-19 pandemic has exacerbated primary education wastage in Ethiopia. School closures, limited access to online learning resources, and increased household responsibilities have disrupted children's education and widened existing inequalities.
Addressing these challenges requires a multi-faceted approach. The Ethiopian government needs to allocate adequate resources to education, focusing on improving access, quality, and retention. Efforts should be made to reduce poverty and address socio-economic factors that hinder children's access to education. Teacher training programs should be strengthened, and innovative teaching methods should be implemented to enhance the quality of education. Additionally, targeted interventions are needed to mitigate the impacts of the COVID-19 pandemic on primary education.
By understanding the trends and challenges of primary education wastage in Ethiopia, policymakers, educators, and stakeholders can develop evidence-based strategies and interventions to promote inclusive and equitable education. Such efforts are crucial for achieving the sustainable development goals related to education and ensuring a brighter future for Ethiopia's children.
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