In the era of globalization, nations invest in their education system to be the best so that their children can fit to the order of the day through acquiring and developing the necessary skills, knowledge, values and dispositions. The institutions meant to provide these services: schools, colleges/universities, based on the education policy, play indispensable role to face the challenges of contemporary society especially in the 21st century. The article explored how Ethiopian and Indian education systems are similar and different based on the major unit of analysis viz. historical development, education and training policy, structure of the education system, teacher quality and teaching environment, and governance and financing in education. In other words, it dealt with issues where both countries differ and how they are leading the student’s progression from their pre-primary to terminal degree programs with far-reaching recommendations to augment the value of education.

The purpose of this paper was to investigate to what extent the diversity dimensions are addressed in the current Education and Training Policy. To that end, document analysis was employed. The major diversity dimensions were analyzed based on their cardinal features. The study demonstrated that there is an ambitious need to address issues of diversity into the Ethiopian Education and Training Policy. Nevertheless, there are missing dimensions in the document. Moreover, the specific elements of the dimensions are not exhaustively treated. Implications which are believed to advance fair representation of different groups based on the identified dimensions are indicated in the article.

The present investigation was an attempt to determine the perceptions of Headmasters and community Members towards School Matters at Elementary Level in Vizianagaram District. Various Indian and Foreign studies were reviewed. Descriptive Survey method has been used in this study. The sample consisted of 80 Head Masters, 240 Community Members (80 Chairman's and 160 Parents) from Vizianagaram District using stratified random sampling method. Two questionnaires were constructed, one for the Head Masters and the other for the Community Members to know their perceptions on the Involvement of Community Members in School Matters at Elementary Level. The data was analyzed by using various statistical methods like correlation, t-test and ANOVA through SPSS package. The scores obtained by different groups are compared across the variables like Age, Category, Gender

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

The purpose of this study was to evaluate the relative effectiveness of Plasma TV (PTV) integration in teaching secondary school Biology at Haramaya University Secondary Model School Ethiopia. The sample consisted of 48 students from Grade 9 and were randomly split into control [non-plasma TV] and experimental [plasma TV] groups. A chapter on “Cell Biology” was taught to the two groups by two teachers having similar qualifications for a month's time. After the treatment, post-test was administered to the subjects. Independent-sample t-test was used to determine whether there was a statistically significant difference in the mean scores of the two groups. The analysis of data indicated that there were no significant differences in the mean scores between the two groups on pre and post- tests. Similarly, high achievers in the control and experimental groups didn't significantly differ either. Furthermore, there was no significant mean scores difference between low achievers of control and experimental groups. The results generally implied that teaching students through PTV didn't significantly contribute to better understanding of the lesson compared to the conventional method of teaching. Finally, the present study provides an opportunity to be replicated to make a comprehensive conclusion about the effectiveness of PTV to teach secondary school Biology.