Dawit Negassa Golga

By Bonsa Tola and Dawit Negassa Golga

The purpose of this study was to explore the contributions of the vision community-based rehabilitation association (VCBRA) in early intervention programs in Ambo, Ethiopia. In this case study, a total of 18 respondents, consisting of the VCBRAs’ staff, such as the program director, the manager, social workers, beneficiaries, and participants from partners’ institutions, such as Ambo branch organizations of persons with disabilities, Ambo University, Ambo town social affairs office, were participated in the study as sources of data. Data were collected through document analysis, interview, and close-ended questionnaire. The quantitative data were analyzed using descriptive statistics, such as frequency, percentage, and mean. In addition, data from document analysis and interviews were analyzed thematically and supplemented by narrative descriptions and verbatim quotations. The effectiveness of VCBRA intervention programs were assessed using a CBR matrix, and the finding uncovered that VCBRA intervention programs were found to be effective in general. Specifically, VCBRA seems to be more effective in the three intervention areas, such as health, education, and livelihood components, while empowerment and social components of rehabilitation programs were less focused. In addition, children and youths with different disabilities, parents of children with disabilities, and poor families were beneficiaries of VCBRA intervention programs. Further, lack of trained and diversified staff, lack of financial resources, low parent involvements, and the negative impact of COVID-19 were identified as the main challenges hindering the implementation of early intervention programs provided by the VCBRA.

Part of the book: Global Perspectives on Non-Governmental Organizations

By Dawit Negassa Golga, Endris Seid Kassaw and Birhanu Midakso

The education system is one of the sectors that have been severely affected by COVID-19. As a result, a new way of teaching-learning was initiated by world’s educational institutions to try to educate their students through online learning platforms. Hence, this study aims at exploring barriers and enablers of online education as well as the psychosocial well-being of university students during COVID-19 in eastern Ethiopia with a particular focus on Haramaya University. A concurrent mixed method design was employed. A total of 384 participants were selected using a stratified random sampling technique. Questionnaires, key informant interviews, and document analyses were used to collect data. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed thematically, then the analyzed data were integrated to get a holistic picture of the study result. The study revealed that university students experienced high levels of barriers, low levels of enablers, and severe levels of psychosocial problems while attending their education online during the COVID-19 pandemic. Hence, proactive measures taken for identifying and removing barriers, enhancing enablers, and creating a support system that shields the psychosocial well-being of university students are recommended as appropriate intervention strategies to adapt the online education modality in universities during the COVID-19 pandemic.

Part of the book: Higher Education

By Guyasa Desalegn Mekonnen and Dawit Negassa Golga

The purpose of this study was to explore teachers’ ethical professional practices in the College of Education and Behavioral Sciences in Haramaya University. Instrumental case study design was employed because such design is used when the researcher focuses on one case to understand other similar cases. Fifteen, information-rich study participants were selected purposively. In-depth interviews, FGD, and document analyses were used for collecting data. Data were analyzed thematically. The study revealed that ethical professional practices of teachers are important for upholding respect and prestige in the teaching profession. Despite this, however, the ethical professional practices in the College were deteriorating and deserve attention. The study showed particularly that many unethical professional practices of teachers were exhibited in the college such as lack of transparency in relation to the assessment of students’ achievements, coming late and absence from class, threatening students for the teacher’s own fault, lack of communication with students, and ignoring students’ problems. It is concluded that the status of ethical professional practices in the College deserves close attention. It is recommended that there should be close supervision, professional support, and training on ethical professional practice by the College and other concerned entities of the university.

Part of the book: Education Annual Volume 2023