Curriculum Planning Process For The Primary Level Education In Post-1991 Ethiopia The Case F The Southern Nations Nationalities And Peoples Regional State

Diversifying primary school experiences has been considered as a solution tornaccommodate differences through school curriculum and the government of Ethiopia setrnan Education and Training Policy (ETP) that provides provisions on localizing primaryrnschool curriculum to make the education relevant and responsive to the learner and thernsociety. To materialize the policy, the roles of the Ministry of Education (MoE) and thernRegional Education Bureau (REB) with regard to curriculum planning process for thernprimary school were described. Researches on access, equity, quality, efficiency andrnrelevance, which necessitated the launching of the declaration of the Education andrnTraining Policy, were made. However, there have been scarcities of research reports onrncurriculum planning process for primary schools in post-1991 Ethiopia, especially onrnSouthern Nations, Nationalities and Peoples’ Regional State (SNNPRS). Thus, arndescriptive case study and content analysis were conducted with a purpose to examiningrnand getting clear understanding on the implementation of the policy provisions byrnassessing to what extent the curriculum planners have been acquainted with therntheoretical knowledge, the rationales of curriculum planning and localization of thernprimary schools’ curriculum and possess required technical skills. It also examined howrnopen and flexible the syllabi were to incorporate local experiences and to accommodaternlocal differences, the work relationship between the Federal and the SNNPR EducationrnBureau; the achievements, problems and challenges of the localization of the primaryrnschool curriculum. To this end, a mixed methods research design has been employed andrnsamples of curriculum planners were selected from former Institute for CurriculumrnDevelopment and Research (ICDR) and the current Curriculum Development andrnImplementation Core Process Directorate (CDICPD) from the Ministry of Educationrnusing snowball and availability sampling techniques respectively. At the regional level,rnthe Region’s Education Bureau, six Zones and a Special Woreda EducationrnDepartments’ Curriculum and Educational Materials Supply Core Performers, SubjectrnPerformers, textbook writers and editors were selected using stratified, availability andrnsnowball sampling techniques. A total of 54 samples were made to fill in a questionnaire.rnIn addition, thirteen students’ textbooks were selected using stratified sampling techniquernfor content analysis. Semi-structured interview items were used to collect data from therntwo heads, two panel members and a coordinator; a director, two experts of the ICDRrnand the CDICPD at the federal level. One core performer, nine subject performers, eightrntextbook writers, and three content and language editors were interviewed at thernSNNPRS. The data collected through the interview, questionnaire and content analysisrnwere analyzed using both qualitative and quantitative (mixed methods) approaches. Thernqualitative data analysis has been done using narration while the quantitative data werernanalyzed using frequency count, percentage and mean values to determine the position ofrnlevel of agreement of the respondents. The analysis of the data showed that the primary

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