Quality education is an everyday quest in Ethiopia, for both the educated and the lay. It has also become an issue of big scrutiny among both government and private institutions. But, the type and extent of roles to be played by different stakeholders are not yet clearly ascertained.One of the centers of attention in Ethiopia is health institution under the private holding. In this research, hence, attention was given to the role of stakeholders in improving education quality in private health institutions. For the materialization of the research, four private colleges were purposively selected as target research sites according to their ease for access of data. Such were Rift-Valley College, Central College of Health, Deborah and Keamed. Target informants were selected from among internal and external stakeholders. Accordingly, the informants among internal stakeholders were 40 students, 20 teachers and four officers.Likewise, four health professionals in the private health center were purposively chosen as data providers from among external stakeholders. The research data were collected in the form of responses to questionnaire from students and teachers; and, in the form of interview data from officers. After thorough analysis of the data, the researcher has come up with the findings that, internal stakeholders had stronger curricular and evaluative roles than external ones. Even among internal stakeholders, officers had the strongest role of making instructional and programmatic decisions while the chief ones, students, had the least. Overall, shortages were observed in terms of inter-collegial experiential exchange, research ties and human-resource exchange among the internal and the external stakeholders. So, the researcher has come to recommend the presence of workable ties with both internal and external stakeholders in order for the concerned health institutions to develop both instructional and field quality.

The purpose of this research was to investigate key determinants of girl’s performances in STEM subjects in selected schools of Oromia Regional State, Ethiopia. Interpretive explication method   was employed in which   interview and focus-group discussion were instruments of data collection. Participants’ interview and focus-group data were carefully collected based on which due transcription was made. In the transcription process, careful selection was made on issues that related to basic research questions. Then, coded categories were formed under each team to analyze the data.  The findings indicated   that, while girls outsmarted boys in almost all natural science and mathematics subjects, there were gaps among female students themselves owing to low economic standards to cover the costs of living and learning, negative peer-pressure, and shortage in schools to scale up intra-group support among female students. In spite of the existence of some outsmarting girls in schools who were able to perform much more than males, there also existed socio-economic determinants which created barriers on average achieving girls’ performances. There were also digital divides among girls from providing and less-providing homes from the point of view of facilities.

This research dealt with the conformity of practices in internal audits and reviews on education quality to the requirements of   quality enhancement culture. Descriptive survey design of research was used. Data were collected from 38 university instructors in Arsi University and 12 directors from different universities in Ethiopia. A binary mode of questionnaire and semi-structured interview were used in collecting data. The findings denoted that, there was no considerable gap in understanding the concepts of quality and quality audits among instructors and directors. But, huge gap was observed in assuming roles and contributing for quality audits, which could be bases for quality enhancement. With regard to coverage, emphasis was given to academic works than research and community-services. Opportunities were also very rare   for bottom-up reflection. Audits were worked on to conform to requirements from higher offices, not largely to be used as resources to improve existing practices.

This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.