The Role of Elementary School Teachers in Curriculum Development and Implementation in Selected Government Elementary Schools of Addis Ababa. African Studies in Curriculum Development & Evaluation No. 11.

Autor/in	Ferede, Yigzaw
Institution	Kenya Inst. of Education, Nairobi.; Nairobi Univ. (Kenya).; German Agency for Technical Co-Operation, Nairobi (Kenya).; African Curriculum Organisation.
Titel	The Role of Elementary School Teachers in Curriculum Development and Implementation in Selected Government Elementary Schools of Addis Ababa. African Studies in Curriculum Development & Evaluation No. 11.
Quelle	(1981), (85 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum Development; Curriculum Study Centers; Delivery Systems; Developing Nations; Educational Cooperation; Elementary Secondary Education; Inservice Teacher Education; Instructional Materials; Program Implementation; Resource Allocation; Schools of Education; Teacher Attitudes; Teacher Participation; Ethiopia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Developing country; Developing countries; Entwicklungsland; Education; cooperation; Kooperation; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ressourcenallokation; Erziehungswissenschaftliche Fakultät; Lehrerverhalten; Äthiopien
Abstract	The role of Ethiopian elementary school teachers in curriculum development and implementation was studied in twelve government schools in Addis Ababa through a questionnaire. The responses of 110 teachers were given to questions concerning the involvement of teachers in curriculum development, their relationship with the curriculum development center, their participation rate in curriculum development, the justification and criteria for teachers' involvement in curriculum development, strategies for implementation of curriculum changes, and problems encountered in implementing the curriculum. Eighty-two percent of the teachers stated that they had not been involved in the development of curricula. No efficient communication was found among the curriculum development centers, teacher training institutes, and the teachers. Sixty-three percent of the teachers reported that the most serious problem in curriculum implementation was that materials were not sent in time, or that teachers were not informed of their arrival. While teachers were recognized as the sole implementors of curricular change, they received little or no orientation on innovations. Recommendations on the basis of the findings involve improving communications, strengthening preservice and inservice curriculum training, and increasing permanent high quality staff at the local curriculum development center. The questionnaire is appended. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC