the roles of civil society organizations in education service delivery: the case of arada sub-city,...
DESCRIPTION
in the central part of Addis Ababa Census in 2007, population of 334,050 47% Females, 53% males About 29 CSOs 3 universities, 21 colleges, 4 TVET, 27 high schools,81 primary schools Main centre for large number of social, economic and political institutions, National Palace, House of Peoples ‟ Representatives Office, Prime Minister’s Office, National Museum, Ministry of Education.TRANSCRIPT
THE ROLES OF CIVIL SOCIETY ORGANIZATIONS IN EDUCATION SERVICE
DELIVERY: THE CASE OF ARADA SUB-CITY, ADDIS ABABA CITY GOVERNMENT
Course Coordinated by:Dr. Anita kakar
Presented by: Solomon kidaneRoll no. 05
Structural reforms with a view to promoting efficient service delivery. The main basis for these structural reforms was converged with New Public Management thinking about the public sector that promotes a reduced role for the state.
Education and health, receive a major portion of financial resources from CSOs.
in the central part of Addis Ababa Census in 2007, population of 334,050 47% Females, 53% males About 29 CSOs 3 universities, 21 colleges, 4 TVET, 27 high
schools,81 primary schools Main centre for large number of social, economic
and political institutions, National Palace, House of Peoples‟
Representatives Office, Prime Minister’s Office, National Museum, Ministry of Education.
To understand and assess the roles of CSOs in
curriculum development, teachers` development and provision of educational materials.
Published and unpublished materials like
books, Report 2011Web of the sub city modules of Educational Planning
have been reviewed
CSOs have to be involved in education service delivery because,
the cost of funding education for all is beyond the resources of most countries in the world, especially developing countries
A. In Curriculum Development helps teachers to provide the best
information on subject matter, taking in to account the interest of the students
most CSOs are not active participants in curriculum developments( report 2011)
B. In Teachers Developmentschools without teachers, textbooks
or learning materials will not be able to do an effective job
Providing short term training to enhance teachers Professional Development
Date Title of the Training Number of Trainees
Training Cost
Dec 2-3/2011
•Resource mobilization •Child friendly school
42 14,830
Dec 14,2011
Refreshment on teaching and learning process
42 12,500
Jan 31-Feb 4/2011
• speaking skill •Social Problems • Inclusive Education
39 32,775
Feb 9-10 /2011
• Continuous Assessment • Research Development •Class Room Management
70 22,350
total 193/404=42%
82,455/68,000=166%
Source; Report ETO, 2011
C, In Provision of Educational Materials
The supply of educational materials and equipments are necessary requirements for education quality
According to the report CSOs delivered: 50 computers 5000 text books
2,465,560, in cash for construction of schools
majority of the organizations are small in size, engaged in small-scale operations ,
the government has not yet fully accepted CSOs as legitimate actors in education, not have full confidence in the intention of government
they are donor dependent, financial constraints
Despite, the efforts made to teachers development and provision of educational materials to improve education quality issues, most CSOs are not participating in curriculum development. But, CSOs are considered as knowledge agencies (they have the expertise, information and knowledge etc) and work at the grassroots level to solve the problems especially, for the disadvantaged people. They know the problems of the society easily and have the access to information. Therefore, the ideas and comments of CSOs should be taken as a benchmark in curriculum development.
