August 7, 2025 Thesis Open Access

ZERIHUN MAMO

Dublin Core Export

<?xml version='1.0' encoding='utf-8'?>
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
  <dc:creator>ZERIHUN MAMO</dc:creator>
  <dc:date>2025-08-07</dc:date>
  <dc:description>ABSTRACT: The purpose of this study was to investigate the impact of ethnic related conflict on students, access to Primary Education of Gedeo Zone. The aims of the study were to establish how physical displacement of parents or guardians influences access to primary education in Gedeo zone, to establish how provision of security influences students’ access to primary education in Gedeo zone, to determine how school damage influences students’ access to primary education in Gedeo Zone and to determine how the loss of parents or guardians as a result of conflict influences students’ access to primary education in Gedeo Zone .A descriptive survey research design along with mixed method was employed to conduct the study. Questionnaires were used to collect data from 50 teachers and 160 students selected by using simple random sampling. Semi structured interviews were conducted with 7 school principals. Document analysis and observation was also a part of this study. The quantitative data were analyzed using descriptive (frequency, tabulation, chart, mean, standard deviation) and the qualitative data were analyzed using content analysis approach. From the results, the level of insecurity within the study area was found to be peaceful at the time of data collection. Physical displacement of parents and teachers, however, affected students’ access to primary school education which forced students to drop out of school, lack of teachers which led to the merging of some classes, increased absenteeism and lateness. On the effects of physical attacks on access, area education officials were too quick to note that there were most schools in the volatile areas that were isolated by students and teachers and school was forced to close permanently to prevent further loss of life. The physical attacks also led to extensive transfer of teachers and students. Loss of parents and guardians in relation to education access led to high dropout rates because students had no one to afford them education materials and it also made learning to become difficult due to post conflict suffering. The study recommends that the government and relevant stakeholders need to address insecurity in Gedeo Zone to improve access and participation to public primary school education. The Principals in schools under study should facilitate working in cooperation with the parents, security agencies and education stakeholders. So that positive attitude can be cultivated among students who have been psychologically affected by the violent conflicts. This could also help in curbing absenteeism and encourage the students to continue attending school. Education officials and stakeholders should be frequent in supervision and inspection of schools to enhance standards which may improve primary students’ access to education. The officials should aim at ensuring security for both teachers and students in Gedeo Zone. Remedial teaching for free was also recommended so as to enable students who have stayed out of school for longer periods due to violent conflicts to recover the school time wasted during the conflict. The Principals should be on the front line in supervising their schools and making necessary interventions as far as security is concerned. This could make teachers feel secure and make them more effective in teaching. Parents should seek alternative and reliable sources of livelihood that are not disposed to social conflicts that impede students’ access to education. There is need to incorporate peace education into the curriculum to create awareness of the students about impact of conflict and importance of peace. The school management and school community should ensure secularism of school institution from any interest. Finally the study identified some loop holes which can be studied further like looking at the relationship between violent conflicts and primary students’ performance, determining the effects of violent conflicts and its effects on girls’ access to education, determining and establishing the impact of poverty on access to education.</dc:description>
  <dc:identifier>https://zenodo.org/record/16114</dc:identifier>
  <dc:identifier>10.20372/nadre:16114</dc:identifier>
  <dc:identifier>oai:zenodo.org:16114</dc:identifier>
  <dc:language>eng</dc:language>
  <dc:relation>doi:10.20372/nadre:16113</dc:relation>
  <dc:relation>url:https://nadre.ethernet.edu.et/communities/-</dc:relation>
  <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
  <dc:rights>http://www.opendefinition.org/licenses/cc-by</dc:rights>
  <dc:title>THE IMPACT OF ETHNIC RELATED CONFLICT ON STUDENTS, ACCESS TO PRIMARY  EDUCATION OF GEDEO ZONE IN SOUTH NATION NATIONALITIES AND PEOPLE  REGION</dc:title>
  <dc:type>info:eu-repo/semantics/doctoralThesis</dc:type>
  <dc:type>publication-thesis</dc:type>
</oai_dc:dc>