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This study aims to analyse the extent andragogy serves as a means to secure quality in adult education programs. It attempts to scrutinize how active learning methods are implemented effectively in adult education program in the Eastern part of Ethiopia. A survey research design was adapted as a method of the study. Stratified and purposive sampling techniques were employed to select respondents (515 male and 285 female adult learners and 30 facilitators).Questionnaire and interview was used to gather pertinent information about the adult education program. Descriptive statistics and one way ANOVA were used as a means for data analysis. The findings show that active learning methods employed by facilitators were not satisfactorily implemented. The least rated active learning methods employed by facilitators were role play and project methods. And, the most highly used and rated active learning method was collaborative learning. There was a significance mean difference between first and second year adult education followers (in favour of second year learners) in experiencing active learning.

The aim of school autonomy is to improve the education quality by independence and flexibility in managing existing resources. Regardless of this trend, amazingly little is known about how schools use autonomy in practice, and there were many controversies regarding the relationship between school autonomy and students' academic achievement. Therefore, the purpose of this study was to examine the magnitude of relationship between the areas of school autonomy and students' academic achievement in the secondary schools in the study area. The study employed adescriptive-correlational survey research design with a mixed methods approach. A total of 522 respondents (secondary school principals n=20, teachers n=347, and zone and district education office experts n=155) were used as samples. The sample schools were selected by stratified random sampling and the respondents were selected by simple random sampling using RAND or RANDBETWEEN function on Microsoft Excel. Closed-ended questionnaires were employed for gathering quantitative data from the respondents, and concurrently telephone interview and document analysiswere conducted to collect the qualitative data. The Pearson correlation and multiple regression statistical tests were used to measure and describe the significance of the association (or relationship) between the variables or sets of scores. Moreover, t-test was also conducted to test the difference between the teachers and experts. Analysis of the results demonstrated that majority of the respondents perceived school autonomy positively. Moreover, even though the flow of improvement was not constant, it seems that there were few improvements in students' academic achievement as a result of the practices of school autonomy. The findings also show that there were a number of constraining factors of school autonomy in the study area. The overall conclusion drawn from the results of this study was that: granting autonomy to secondary schools may be the best idea for the better performance of educational systems in the study area along with removing the constraining factors such as lack of training, knowledge, directives/guidelines and school facilities, and financial corruption. Furthermore, similar to many of the developed countries, practice of school autonomy in developing countries was also one of the means to improve students' academic achievement. Therefore, it can be recommended that the national, regional and district education authorities and researchers have to focus on implementation of the school autonomy along with building the capacity of the school leaders.

The purpose of this study was to assess the level of knowledge, attitudes and perceptions of students and science teachers towards bio-energy resources (BER) and other renewable energy sources (RES) in two randomly selected government secondary schools (Harar and Abadir Secondary Schools) in the Harari regions. The sample consisted of randomly selected grade ten students (N=302), science (Biology, Chemistry and Physics) teachers (N=35) and school leaders (principals and unit leaders) (N=8). The analysis of the data revealed that teachers were found to have a low level of knowledge about BER and geothermal energy, while students have low-level of knowledge about BER and other RES. It was also found out that both students and teachers didn't have clear perception and attitude towards BER and RES. Document analysis revealed that issues related to BER and other RES were not integrated into the curricula of the schools. No school co-curricular activities were observed for issues related to BER and RES. This may be because of the resource limitations; low level of knowledge, attitudes and perceptions held by school community towards BER and RES, schools didn't play their roles disseminating and implementing concepts of BER and RES. Although the issue of BER and other RES is critical nowadays, the study revealed that due attention wasn't given to this issue in schools.

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