sample action research proposal in ethiopia

Enabling Education Network

Action research in North Gonder, Ethiopia

Negussie Shenkuti and Margarita Focas Licht

The development of a low-cost approach to providing primary education to excluded groups of children in rural areas is the main focus of a pilot inclusive schools project supported by Save the Children Norway. 1 The project began in October 2004 and involves school communities in a reflective process to question exclusion and identify means of inclusion. Resource teachers, who have some training in special needs education, are developing their capacity to become support teachers for inclusive classrooms. They assist classroom teachers in finding ways to include excluded groups in the learning process. The pilot will provide a basis for advocating changes in policy and practice at the regional and federal level. In this article Negussie and Margarita talk about the way a set of action research guidelines, 2 developed by EENET, is being used and adapted.

Presence, participation and achievement A number of workshops have been held with resource teachers and teachers of mainstream classes. In the first workshop the teachers were introduced to the principles and approaches of inclusive education. The concept of ‘presence, participation and achievement’ was also introduced. The teachers were facilitated to discuss what these terms meant to them, and to ‘dig deeper’ into the meanings. They then discussed who is or is not present, participating or achieving in their context.

‘Presence, participation and achievement’ is the idea that inclusion/exclusion is multi-layered: we need to look at who is or is not present; who is or is not participating when present; and who is or is not achieving and benefiting from such presence and participation.

Case studies The teachers did their own classroom observation and investigation work (into ‘presence, participation and achievement’) and presented case studies at the next workshop. The case studies mostly focused on individual students, with teachers’ assumptions about why they are or are not present, participating or achieving. A wide range of issues was raised, including:

• children’s work burden at home is a problem
• divorce of parents affects children’s learning
• many married girls attend primary school and need special attention
• teachers’ classroom practices determine children’s learning.

The case studies also highlighted what was lacking in the schools, eg:

• information gathering from different sources
• co-operation between teachers
• focusing on every child
• involvement of the school in combating harmful traditional practices. 3

Teachers continued in their schools to investigate further and see how they could take steps to address the problems identified.

Look, think, act At the third workshop participants were introduced to the ‘look, think, act’ cycle. This means looking at what we do in schools that is inclusive or exclusive; thinking about this in detail and analysing what we have found out; and then taking action to improve the situation. The cycle continues when we look at the actions and the new situation and think about how to take further action to become more inclusive. Teachers worked in groups to discuss what needs to change, how it could be changed, who would be involved, how to record the process and results, how to communicate with stakeholders, etc. They also looked at the feasibility of each other’s suggested changes and at how to turn general statements into specific actions. Teachers raised issues such as:

• different approaches are needed to address presence, participation and achievement with different children
• parents’ involvement will ensure success
• this approach has made us realise ‘research’ is not difficult
• the approach is a way of creating knowledge for teachers to improve practice.

Teacher mobility At this workshop a common problem hampered progress a little. Many teachers had been re-assigned to different classes or schools, and so this affected the investigations and presentations. In Zambia the redeployment of teachers on a regular basis has also, at times, interrupted the development of a consistent, ongoing cycle of action research. This is something that is beyond the control of practitioners or supporting NGOs. It needs to be addressed by decision makers if ongoing improvements are to be supported – or if inclusion and school improvement is to be sustainable.

Supporting disabled children At the fourth workshop there was a development in positive thinking about supporting disabled children. One group of teachers reported the efforts they had made to register the disabled children. They had submitted a proposal to the school administration to mobilise resources for their inclusion. These changes in teachers’ attitudes led to requests for specific training on disability issues for mainstream teachers, which will be built into future workshops. At this workshop teachers also began to express an understanding of the need to involve children in addressing exclusion.

The challenge of writing The teachers’ written reports have improved since the project started but they are not used to writing. Often what they presented orally was quite different from what had been written. A specific writing workshop was planned to address this. The project will also build on EENET’s experiences with image-based action research methods to develop non-written ways of capturing and presenting inclusive education ideas and experiences.

Research The workshops produced some encouraging surprises. For example, the facilitators had not used the term ‘research’ to describe the processes they were taking the teachers through. However, during the workshops the teachers began to talk in terms of research. They commented that it is not complex, but is something that anyone can do to improve their work.

‘We used to think that when children weren’t learning it was their fault. Now we know that it may be because of a problem they have, that we can do something about’ Teacher, North Gonder

Disability and inclusion The facilitators did not talk about inclusion in terms of disability. This was a deliberate strategy in order to encourage the teachers to think broadly about all issues of marginalisation. While disability was raised, so were plenty of other issues. This helped the teachers to see inclusive education as a process of system change to benefit all learners, not just as a way of assisting disabled learners.

Teachers working together Moves towards teacher collaboration have been witnessed – in an environment where teachers have always worked in isolation! For example, teachers have discussed large class sizes. This is not a problem they should have to struggle with alone, but should work together to solve.

1 In collaboration with Chilga District Education Office under an agreement with the Amhara Regional Education Bureau. 2 See Useful Publications for details. 3 Such practices include early or forced marriage and female genital mutilation.

In May 2005, a team from Ethiopia visited Mpika, Zambia, where school communities are also using action research approaches in their school improvement work. The Ethiopian team was able to observe classroom practice, talk with teachers, and participate in image-based action research activities with children. They learned new ideas from, and were able to share their ideas with, the Zambian teachers. The visit enabled them to reflect in more depth on their own situation in Ethiopia.

Margarita is Education Adviser and Negussie is Project Co-ordinator in Save the Children Norway Ethiopia: PO Box 6589 Addis Ababa Ethiopia Email: [email protected]

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Action Research in Selected Teacher Education Colleges of Oromia: Knowledge base, Practices and Challenges

• Dame Abera Abdi

The major purpose of this study was to assess teachers‟ awareness, current practices and challenges of conducting action research in two Teacher Education Colleges (TECs). Data were collected and analyzed from 67 randomly selected teacher educators and two purposively selected deans. Questionnaire and interview were used to collect the data. The study revealed that majority of the teacher educators had inadequate awareness about the theoretical perspectives and procedures of action research. The results also indicated that the notion of reflective practice is almost non-existent among the TECs. It is found that the culture of undertaking action research is not well established and developed. Lack of time, teachers‟ low level of commitment, lack of teacher professional development, inadequate teacher support systems and lack of incentives were reported as the major challenges the teacher faced to undertake action research.

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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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See an example

Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

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As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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McCombes, S. & George, T. (2023, November 21). How to Write a Research Proposal | Examples & Templates. Scribbr. Retrieved April 3, 2024, from https://www.scribbr.com/research-process/research-proposal/

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Related Papers

Asmara Seyoum

ABSTRACT Construction industry is an industry, which is involved in the planning execution and evaluation (monitorin g) of all types of civil works. Physical infrastructures such as buildings, communication & energy related construction works, water supply & sewerage civil works etc. are some of the major projects (program) in the construction industry. Construction industry plays an important role in social, economical & political development of a country. Construction is not only one of the major sectors of an economy but it is also the largest and accounts from 12% to 25% of the GNP of both developed & developing countries. It consumes the higher percentage of the annual budget of a country; specifically in our country Ethiopia, it covers 58% of the annual budget. However, the industry has been experiencing such problems as managing and minimizing wastage of construction n materials due to lack of effective management and planning. One of the very important sections that should specify in the construction project management is managing and minimizing wastage of construction materials at construction projects. The successf ul execution of construction projects within given cost, time and quality, good handling of construction materials on construction site requires systematic planning and controlling of the construction works. This explains also that the management of materials becomes the most pertinent source of construction waste. The type of materials produced to serve the industry range from raw goods such as sand, aggregates, soil and water to manufactured goods such as bricks, cement, plasterboard, metals (steel and iron), timber, concrete, cement, and plaster. Because of a high rate of consumption of these materials, waste is generated in large quantities, which can have significant impact on the environment. Now a day‟s in Ethiopia construction industries are booming due to implementing major infrastructure projects together with many public buildings, commercial building and housing development programmes. Therefore, this research were attempt to assess the current situation of managing and minimizing wastage of construction materials in the Addis Ababa on selected public building construction projects and formulate and give recommendations with respect to handling of construction materials in accordance with the outcome of the paper. The main tools for the collection of data included questionnaires, interviews and site visit were used to identify the various efforts that have been made in the past to evaluate and examine the causes and sources of construction materials waste on building construction project. Simple statistical analysis involving tables and percentages were used in analyze the results from the questionnaire. Secondary sources of data were obtained from relevant literature that covered research, publication on the subject matter. The findings of this research indicate that the level of contribution of the waste sources to the generation of waste saw differences between the perceptions of the respondents (Contractors, consultants and client). The results from analysis ranked from the first to fifth positio n by contractors, consultants and owners that the most significant factors causing construction waste on building construction projects are: - Site supervision factors, Materials handling and storage factors,Design and documentation factors, Site management and practices factors and Operations factors. The results of this study recommended that there is a need to establish a new construction waste department to develop waste management policies and develop the effective strategy to reduce construction waste. The study recommended the owners to take the waste management history of the contractors as a criterion in awarding contracts. The study recommended the consultants to give attention to avoid design and planning errors at the design and planning stages. The study also recommended the contractors to assign qualification staff and workforce in construction projects and to prepare waste management plan. Key words: - Benefits of Waste Minimization, Causes and sources of materials, Construction, Construction m aterials, Construction Materials Management, Waste managing & Waste minimizing.

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