FACTORS CONTRIBUTEING TO EDUCATION WASTAGE AND ITS STRATEGIC MANAGEMENT IN GOVERNMENT PRIMARY SCHOOLS: THE CASE OF MALLE WOREDA IN SOUTH OMO ZONE, SNNPRS OF ETHIOPIA

Abstract

ABSTRACT The objective of this study was identifying factors that contribute to education wastage in government primary schools of the Malle Woreda. In this study, a descriptive research design and a mixed method research approach were used. Data gathered from ten primary schools through teachers and students selected by simple random sample and school principals, PTAs, KETB and experts were selected by availability sampling techniques. The sources of the quantitative data gathered through questionnaire were 147 students, and 126 teachers, whereas the sources of the qualitative data gathered through interview were 10 KETB, 5 experts from Woreda Education Office, 10 PTAs and 10 primary school principals. The quantitative data obtained were analyzed using descriptive and inferential statistics namely mean, frequency distribution, percentage, standard deviation, multiple linear regression and independent t-test. The qualitative data analyzed by narration. The finding showed that parent income level, lack of electric power, family size and parent occupation status among major home based factors and shortage of school facility, low teachers’ competence as MoE standard requirement and teachers low motivation were among influential school related factors. Similarly, lack of interest to education, absenteeism and peer influence were among dominant student related factors and lack of water near to school and conflict within community were among major external environmental factors that contribute to education wastage in the primary schools of Malle Woreda. Thus, it was recommended that in order to minimize the education wastage through improving dropout and repetition rates, the school management team together with the local government are required to work hard in awareness creation among the community regarding the importance of education, the advantage of saving and planning of life style, and in improving the school environment. In addition, teacher qualification, in motivating students for their learning through committed involvement of parent, student and teacher association and in resolving existing conflict among the community.