Challenges on Implementation of Affirmative Action in Ethiopian Secondary Schools

Assefa Tasgara

doi:10.7176/jaas/72-02

Abstract

This study was conducted an assessment on the implementation of affirmative action in case of Ethiopian secondary schools. The general objective of this research was to assess implementation of affirmative action in case of Ethiopian secondary schools.The data were collected through primary and secondary sources. The researcher employed descriptive and explanatory types of research design. The findings from this study confirm that attitudes, perceptions practices and procedures related to affirmative action in Ethiopian secondary schools provide indicators of the challenges at implementation. In addition the researcher identified awareness-raising and sensitization plays a pivotal role in understanding the principle underlying affirmative action policies and practices. Keywords: Affirmative action; remedies, positive discrimination; implementation; nondiscriminatory laws DOI: 10.7176/JAAS/72-02 Publication date: May 31 st 2021

Highlights

This study was conducted an assessment on the implementation of affirmative action in case of Ethiopian secondary schools
The findings from this study confirm that attitudes, perceptions practices and procedures related to affirmative action in Ethiopian secondary schools provide indicators of the challenges at implementation
This study has helps to identify the possible barriers for the effective implementation of affirmative action which could serve as a basis for further research

Summary

Introduction

Induction Women in Ethiopia faced a variety of legal, economic, and social constraints They are victims of harmful traditional practices and domestic violence, they were deprived of access to education, training, employment and political education, training, employment and political participation reinforced by stereo typical attitudes. Some vehemently argue that affirmative action is necessary as means of achieving gender equality while others contend that affirmative action should be abolished to enable women to compete at an equal footing with men. Such on-going debates are conducted in various gender forums and workshops organized in Ethiopia (Halima Mohammed, 2009: 10-11). The research will provide the better solutions to take, those identified limitations by facilitate the methods through which reformed policy aimed at striking balance between priory harmed women and respected men will implemented in good manner in Ethiopian secondary schools

Objectives

Methods

Conclusion