Automatic Promotion Practices In The First-cycle Of Primary Schools In West Gojjam Zone

The effective implementation of automatic promotion requires complementary and morernsystematic changes in the schools. This study was designed to assess automatic promotionrnpractices in light of these requirements.rnThe study was conducted in 21 schools as sources of information from the four Woredas of WestrnGojjam Zone. 154 teachers of the grades 1-3, 21 principals and 8 Woreda Education experts andrnsupervisors were taken as sources of information. The data was collected through questionnaires,rninterview and observation checklist. The data obtained were analyzed mainly using percentagernand qualitative presentation.rnThe results of the study reveals that the awareness of teachers about the reasons behind thernintroduction of automatic promotion in the schools, and about the different alternative strategiesrnother than retention and automatic promotion in dealing with low-performing students is low.rnThey also have negative attitudes towards automatic promotion. Teachers seem to know all thernimplications of automatic promotion in their teaching practices. But, in practice, teachers’rnutilization of continuous assessment and feedback mechanisms is poor. They are also poor inrnapplying different corrective measures to help low-performing students individually. There is nornany program arranged at school level to help underachievers before they promote to the nextrngrade. There are repeaters in the grades 1-3 while practicing automatic promotion. The mainrncriterion that is used in the schools to make promotion-retention decisions is attendance.rnIn light of these findings, it is necessary to provide schools with relevant publications on the issuernof retention versus automatic promotion and encourage teachers to conduct action research inrntheir respective schools. It is also important to provide teachers with continuous assessment andrnpromotion guides, well-developed checklists and observational techniques and alternativernmaterials. The involvement of parents in their children’s learning and further strengthening of thernexisting self-contained classroom set up are also recommended. Finally, it is advisable tornimprove teachers’ awareness and skill about all the implications of automatic promotion throughrnin-service courses, seminars, conferences, workshops and field-trips

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