DILLA UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT: HISTORY AND HERITAGE MANAGEMENT

RESEARCH TITLE: A HISTORY OF TOGA PRIMARY SCHOOL FROM ITS

FOUNDATION 1988-2011 E.C PRESENT

BY

TSEGAYE NARE

ADVISOR: - SISAY AMAN (MA)

DILLA, ETHIOPIA MARCH 2012/2020

Table of Contents
1.Introduction..............................................................................................................................................1
1.1Background of the study.........................................................................................................................1
1.2 Geographical and physical Setting of Toga............................................................................................3
1.2 Climate..................................................................................................................................................4
1.3 Population density.............................................................................................................................4
1.4 Economic activities............................................................................................................................5
CHAPTER TWO.............................................................................................................................................5
2.EARLY FOUNDATIONS AND GROTH OF TOGA PRIMARY SCHOOL.............................................................5
2.1 EARLY FOUNDATION OF TOGA PRIMARY SCHOOL............................................................................5
2.2 Toga primary school from 1988-2011................................................................................................6
The following table shows students enrollment from.................................................................................9
Table 2.1..................................................................................................................................................9
Table 2.2................................................................................................................................................10
Table 2.3................................................................................................................................................11
CHAPTER THREE........................................................................................................................................12
3.ACTIVITIES AND PROMLEM OF SCHOOL.................................................................................................12
3.1 The Administration of the school.....................................................................................................12
3.2 Extra-Curricular A activities in the school........................................................................................12
3.3 community operating in the school.................................................................................................15
3.4 Different Facilities in the school and the Relationship school with community...................................16
3.4.1 Facilities in the school...................................................................................................................16
3.4.2 The Relationship of school with community.................................................................................17
CONCLUSION.............................................................................................................................................18
End notes of Chapter One.........................................................................................................................19
End notes of Chapter Two.........................................................................................................................20
End notes of chapter Three.......................................................................................................................22
BIBLIOGRAPHY...........................................................................................................................................23
List of Oral Informants...............................................................................................................................24

i
 1.Introduction

1.1Background of the study

In modern Education Ethiopia was started during the reign of Emperor Menelik II to in 1910 E.c.
The missionaries, who adage education as an effectual means proselytization, were active in
establishing number of schools and sending the more promising students abroad. In the post
Adwa period the more intensive relations with Europe created ample opportunity for distributed
of modern education.1 Following the battle of Adwa in 1896 the then emperor Menelik II of
Ethiopia began to introduce same modernization sector like, Bank, School, railroad, hospital and
etc.2 At least three Ethiopians received their scholastic foundation in Russia. Two students
named Gezaw and Dagneretuned with medical training and helped to set MenelikII hospital1910.
Taklehowaryat, Tekle maryam of Shawa studied artillery in St. Petersburg military school
attaining the rank of colonel.3 The opening of the MenelikII school in 1908 might have been as
much a defensive as a assertive measure on the part of the emperor and the Abun, who remained
for long the custodian of the school as a kind of compromise between tradition and innovation
instruction was safely left to Coptic teachers who could be relied up on to import to their pupils a
4
tempered version of modern education. There was much in common between the self-
education intellectuals like Herun and the graduates of the first modern school established by the
Ethiopian state in 1908, Menelik II school.5 in terms of formal education the last years of
Menelik saw a significant event the founding in 1908 of the first school set up along modern
lines was MenelikII school. The staff composed mainly of Egyptians of the Orthodox Coptic
Christian church was a good example of emperor’s for a happy compromise between tradition
and innovation. As in many other societies the spread of modern education in Ethiopia had two
major effects the training of skilled personnel to staff the growing bureaucracy and the
dissemination of ideas of changes. In short modern education produced function arise were the
more integrated into the state apparatus and were thus invariably too absorbed in the routine of
administration to have time for strictly intellectually pursuits, Heruwolde-Sellassie was a
phenomena exception. The intellectuals were generally only peripherally attacked to the state
apparatus.7 In Dire Dawa and Addis Ababa the alliance Francis school were established in 1912.
In 1925 the Tafari mokonnen school was founded by ras Tafari Mokonnen (later Emperor Haile
Sellassie). The school had French directors in the curriculum of the time there was greater
emphasis in languages than in the other subjects unlike the period after 1941, during the pre,
1935 period, French was the medium of instruction in the schools. By 1930 the minister of
education had been created. And in the 1930’s it opened a number of schools both in Addis
Ababa and provinces.8 To staff the expanding bureaucracy there was a need to promo education
both school and college levels. While primary schools had already been established before 1935,
it was after 1941 that secondary schools were opened. The Haile Sellassie I secondary school
founded in 1943 and the General Wingate school established 1946, grew to be the two most
prestigious secondary schools. A significant section of the educated elite of the 1950 came from
those two schools. In 1950’s the university college Addis Ababa (UCAA) was in agitated. It was
followed by the engineering college and Building college in Addis Ababa, the college of
Agriculture in Haromiya (Hararge) and the public health college in Gonder. This various
colleges were brought together to from the Haile Sellassie university in 1961, renamed Addis
Ababa university after the outbreak of the revolution in 1974. 9 The start of higher in the early
Ethiopia was plagued by many institutional, cultural and resources constraints which conspired
to strangulate it these did not going the process of modernization to a halting fact, contrary to
expectations, the drive for expansion was stimulated even by some of negative. Factors one
explanations is that the fledgling system of education was divested by the fascist aggression of
1936-1941, but this was reconstruction the post war period.10 Another school at the same time
which was opened in Harar Ras Mokonnen school in 1925 a school which was opened for the
sons of nobility named after the regent Tafar Mokonnen and cslled Tafar Mokonnen school. In
1931 school for girly named after the emperor’s wife Itege Mennen was Launched as Mennen
primary school in Addis Ababa.11

1.2 Geographical and physical Setting of Ketena

Toga was established in 1988 E.C. It was founded Arse Bone who was administer of Toga
kebele at that time. During the foundation time of Toga under administered of Yayye rural
kebele administration Yayye kebele was a market place called also Toga market. 12 Toga was
located In Hawassa city administration in the southern nations, nationalities and people regional
state. Toga is located in Southern nations, nationalities and peoples regional states (SNNPRS),
IN Sidama zone Toga Kebele. Primary school was far from the Toga (Capital city of Yayye)
around 1km . Arbegonal woreda is located in the southern nations, nationalities and peoples
regional states (SNNPRS) is Sidama zone. The location of Arbegonal woreda was between 6 0
&70 latitude, 60&70 south and 380&90 East, 380&40 West by Gorchee Woreda. The major town in
Arbegona is yayye. It is located at distance of 352km south of Addis Ababa. To capital city of
southern nations, nationalities and peoples, Sidama zone Hawassa to 77km way was found.13

1.2 Climate
Toga is categorized under 89% Dega climate condition and on the other hand 11% woina Dega
climate condition. As far as temperature is concerned the study area experienced the mean
average annual temperature range of 7co-21co yearly, average rain fall amount was 1600-
1900mm and altitude was 2000-3600m above sea Toga has three rain season which are in
Sidama language as Badhessa, Hawado, Birra and Arro means. Spring, summer, Autonomy and
winter respectively. The topography feature of the town is mainly characterized by plain but the
town surrounded by the mountains of Garamba, Hafursa and Worbadulle respectively. The
average elevation of the town were between 1500-3320 meter above sea level. The rain of fed
had start from the March to April, the rain season of Summer start August and rain season of
Autonomy. September and continuous to November. The months December, January and
February has hottest months with 28c o average temperature and the rain fall distribution of one
move from the center forward the ever direction.14

1.3 Population density

Based on the 2007/1999 Census conducted by the this woreda has a total population of 135,862
of whom and 7,744 male and 68,118 female. As informant claimed, the Sidama have lived since
early time in the site where town of yayye, founded, other ethics groups who engaged indifferent
walk of life founded to settle in the town. For example, Amhara began to settle area after
territorial expansion of Emperor Menilik II to other part of Ethiopia. 15

1.4 Economic activities

Economic development is the increase in the standard of living condition of population which
sustained growth from simple income economic activity to high income activity. The economy
of Toga is depended in agriculture, Wheat, Maize, Enset, Banana and onion. Mixed agriculture
was practice in the town and it surrounding environment and the Cereal groups such as Barely
Wheat and Oil plant, telbal, grown in the town. And the level hood of peoples is much attached
with enset cultivation for there every day Meal and potato are also the daily consuming foods. In
Dega land areas Barely, Wheat, Bean and Peen linger together with other consuming in house
and market crops in the area. In addition the other economic activities of the people is animals
rearing animals. Like stock like cows, sheep, goat, etc.16

CHAPTER TWO

2. EARLY FOUNDATIONS AND GROTH OF TOGA PRIMARY SCHOOL

2.1 EARLY FOUNDATION OF TOGA PRIMARY SCHOOL
Modern Education was first introduced in Ethiopia during the regime of Emperor MenelikII. But
it was started to be given widely in different parts of the country during the regime of Haile
Sellasie I, who expanded modern education in different region such as, Harar, Addis Ababa,
Gonder and other provinces between the year 1925 and 1935. The period of Haile Sellassie was a
turning point for the expansion of modern education in Ethiopia history of Education. 1 In Toga
kebele before the 1980s there was no organized education station. But it does not mean that there
was no man who can get the chance to learn. Few boys were went to town such as Yayye town to
attend their modern education while, other preferred attended religion (Protestant mission)
education and Orthodox church education. It was the famous education system in the area. 2 apart
from this there was occasion when adult and father could get the chance to attend adult education
arranged by Derg government. This form of lesson was preferred to us”Meseret Timhit” through
which adults was learn at least basic skills such as reading writing and common mathematical
operation which was led by “Zemecha” meaning camping. The instruction language of the time
was Amharic language.3 The Toga primary schools was first established in year 1988. Since it
foundation the school had only four class (one to four) grades. It was started education service in
the year in 1988, the school had only four at that time. But later the school was expanded from
four classes into five in 2007 E.C by the budget allocated from the minister of education. 4 It has
started educational service in the year 1988 with 45 students, among 31 of them were male
students and 14 of them were female students. Initially it was challenged by different problems
such as furniture lack of black board, professional teachers, and also the negative attitude of
society affected the school activities.5 Before establishment of Toga primary school there was a
village school in Toga kebele the school was established by a person named Arse Bone. Ato
Arse has prominent person in the kebele who, employ brought amatory teacher Abera Ayele who
came from that kebele and collected the village children and began to Amharic education and
English alphabets, mathematics and science as well. Abera was not a trained teacher but he was a
grade ten student at that time. He was paid 100 birr per month by parents of the students. 6 The
same things were done by Ato Tilahun Haro Yayye town after the foundation of Yayye in year
1910 Ato Tilahun Haro a prominent personality in the foundation of the town. He was went to
Addis Ababa with Dejazmach Balcha Safo the govern of Sidama to Endarase of shawa and
presented the need and the demand of the people in establishing a town in Yayye. Then after in
1988 Arse opened a village school in his compound and collected the village children and the
school began its function by teacher Abera Ayele, who was the relative of Arse from Toga are
which was the original Birth place of Ato Arse Bone himself. 7 The gradually the number of the
students in this village school was increase steadily and the people began to think about having
formal school in their kebele administers to report their demand to provincial officials.8

2.2 Toga primary school from 1988-2011

The school in progress its activities on 5 September 1988 first director Kebede Kayeso of the
school was had four teachers under him the number of administrative personal including the
director were three. The other two were on secretary and one record officers.9 The number of
students in the school at its beginning in 1988 was 45 and out of 14 were females. The beginning
the school consisted of grade and four 45 students from this village school of Ato Garje Fanaga
and Ato Shunale Magane were directly entered grade two males. The remain two hindered were
new entrants of grade one from different rural kabeles.10 In the years 1988 and 1989 the number
of enrolled students increased. The number of female students was also increased within two
years. The total number of students in the school in the year 1991 was 200 hundred and out of
this 37 were females.11 There were factors which contributed the increased in the number of
students in the school. Among these the need to learn and the opening of the school in the area
made learning very easy and residents began to sent their children to the school students who
tried to go Hawassa and Yirgalem to learn before the opening of Toga school were met with
problems such as shortage of finance and transport, students who could not have enough money
the requirements for their learning were faced to withdraw from school, this problem was solved
by the opening of the primary school in 1988.12 The other factors for increasing students was
most of the land under the control of Balabata (land lords) and the residents were tax-paying
peasants than children of the peasants were no enough land to farm so to solve these problem
most of peasants send their children to the school in the hope of their sons would become the
government employs after completing their education.13 During the early period of the Derg
regime particularly the situation was changed dramatically in 1978. According to my informants
Dakama Lankamo and teacher Elias Dale the main reason for the decrease the number of
students in the school was the land tiller policy of the Dergue government. As the former
Balabata lost their position and their private properly, many students had withdrawn from the
school and most of the peasants are also forced their sons to with draw from the school and
ordered to form peasant association. In the discussion the official warned the people by saying
“if you are reluctant to send your children to the school, the school would be totally closed”.14
After this the people agreed to send their children to the school and the officials gave
responsibility to the kebele administers to supervise the process. In 2007 the students were back
to their education and the number of new entrants were also increased.15 After one years the
school have opened grade six following the opening of grade six additional subjects were began
to the given beside the former subjects such as Amharic, English, mathematics, science, sport,
Sidaamu afoo, civics and ethical education and social science.16 At the beginning the enrollment
began the students who mainly came from the town and the surrounding kebeles. Accordingly to
my informant the government sent four teachers for this school. Accordingly at the beginning of
the school enrollment totally for eight classes.17 In the years 2006 four additional rooms were
constructed two of them were stares, the book store and stoke for agriculture products which
were produced in the school compound. The remain one room was used as a center for
assembling different artistic assignment works from students.18 The land for the school was to be
ploughed by the surrounding kebele. The kebele administers were obliged to order their subjects
to come up with their oxen at least once a month. This done by the nearby kebeles but kebele
which were for a way the school expected to avail them at least during the time of harvest. In
2008 the school was upgrade to grade six and seven with this school continued its teaching
process and also the school was graded to primary independently in 2009 E.C.19 In the year the
shift system was started in the school because of shortage of class room’s desks and teachers due
to increasing in the number of students. The student population began to increase from year to
year and the school faced shortage of chairs, desks and class rooms. The growth in the student
population a companied by the problems of shortage of class room, chair and desks which had its
origin in the previous year severely intensified in 2009.20 Ato Bekele Yumura the director of
school (2000-2010) reported to the provincial education office expressing that the growth of the
student population and shortage of class rooms, chairs and desks to a commodity the students
was unmanageable even if shortage of class rooms was partially solved by the construction of
should be found to the shortage of chairs and desks. As a result of this fourteen desks and fifteen
chairs were arrived in the school in the beginning of 2011. At the end of 2011 Ato Getu Tunsisa
becomes the director of the school. He had been teacher in the school since its foundation.21

The following table shows students enrollment from

Table 2.1
No Academic year Grades Male Female Total Remark
1 1988 1-4 31 14 45
2 1989 1-4 173 15 188
3 1990 1-4 432 23 455
4 1991 1-4 462 25 487
5 1992 1-4 510 27 537
6 1993 1-4 521 31 552
7 1994 1-4 531 33 564
8 1995 1-4 543 40 583
9 1996 1-4 561 56 617
10 1997 1-4 572 57 629
11 1998 1-4 612 78 690
12 1999 1-4 643 79 722
13 2000 1-4 661 84 745
14 2001 1-4 622 80 702
15 2002 1-4 643 87 730
16 2003 1-4 603 97 700
17 2004 1-4 670 103 773
18 2005 1-4 655 120 775
19 2006 1-4 621 110 731
20 2007 1-5 700 130 830 The opening of grade five
21 2008 1-6 745 167 912 The opening of grade six
22 2009 1-7 830 172 1002 The opening of grade
seven
23 2010 1-8 889 280 1169 The opening of grade eight
24 2011 1-8 901 303 1204
Source Toga primary school record office

In the middle of 2000 Ato Dafursa Dayaso was transferred to give the newly opened school in
2005 in Ketena kebele and replaced by Ato Bukula Buna. He was transformed to this school
because of in the hope that this experienced and strong leader ship would consolidate the
teaching learning processes and the development of the school.22

The library of school was not in a full capacity to give the appropriate service to the student.
There was shortage of books not only at that time but up to 2003. The parents committee of the
school understood seriousness of the problem as result they began to agitate the people. The
people as their own they formed a committee. This began to collect money from among the
society. Using this new building began in the school the building including eight class rooms and
toilets to the students. After the building was finished the minister of education assisted their
effort by giving chairs, table, black boards and others. The minimize the over crowing of 80 to
90 student in class, moreover the construction of the new building allowed the school to admit
many students and this elevated student population. As government provide the school with more
trained teachers and the number of teachers was rose to 23 of who women and 31 was men.23
After three year interval following the opening of grade eight also opened 2003(2011) students
back from Arbegona, Muchucho, Sumbura Gadawe by problem of finance and other problems
and continued to grade eight in Ketena in the year 2003 up to know.24

The following table shows enrollment from 2001-2008

Table 2.2
No Academic year Grades Male Female Total Remark
1 2001 1-8 843 105 948
2 2002 1-8 903 123 1026
3 2003 1-8 932 134 1066
4 2004 1-8 956 156 1112
5 2005 1-8 1002 173 1175
6 2006 1-8 1032 184 1216
7 2007 1-8 1056 196 1252
8 2008 1-8 1132 232 1364
Source Ketena Primary School Record Office

Student of Ketena Primary school takes the fifth nation examination minister in 2003. In this
year 158 students take examination out of these 125 passed to grade nine classes 96 male and 29
female students. 25

Name of Directors from 1968-2010 E.C

Table 2.3
No Name Year of administration
1 Ato Kebede yuna 1968-1973
2 Alemayehu Biru 1973-1977
3 Darge Dangura 1977-1980
4 Mitiku Fisa 1980-1983
5 Amare shalamo 1983-1986
6 Dawit Dangura 1986-1994
7 Getachew Jago 1994-1997
8 Lalima Hameso 1997-2000
9 Dafursa Dayaso 2000-2005
10 Bukula Buna 2005-2010
Source Ketene Primary school Director office

The school gets annual income from different sources. According to the school director the
school gets annual income firstly from the government treasury this is called as external income
of the school. The other source of income is called internal income. The internal income of the
school is that they engaged in different activities within the school compound to generate its own
income these are selling of glass eucalyptus, maize, and cultivated coaxial products and the
school used for agricultural production is six hectare of land.26 From selling of grass in regular
income of the school according to the school finance, committee’s leader selling the grass
generate about (birr 2000-5000 per year). The income gained from the selling of eucalyptus trees
was not constant because it depend on the demands of buyer and limitation existence of in the
number of this tree.27 The income gained from the selling of maize, left and wheat was cultivated
in the land of the school which is about one hector depending on the season gained about 30-40
quntals. 28

CHAPTER THREE

3.ACTIVITIES AND PROMLEM OF SCHOOL

3.1 The Administration of the school
Parents also participated in the school compound and played a number of contributions for the
development of the school the area of financial support, reaction with teachers, making
discussion for plan in the development of the school. In addition to this student and parents were
playing their major ole organizing different clubs in the school and by creating social interaction
with communities of the area.1 Moreover, the school had been the center of the cluster for other
surrounding schools chance benefiting the school in many ways. Teachers and students as well
as other administrative bodies are exchanging experience in the area in the area of education
academic completion and other. Teachers and students were being encouraged to be entrepreneur
of their own interest. Social interaction among teachers and students were being improved and
also among community of the area.2

3.2 Extra-Curricular A activities in the school

The students and teachers of Ketena primary school had participating at list in a club in which
they were interested. There many co-curricular which had been organized and working together
for a long period of time. As it was mentioned above teachers were willing to support the club
and promote students creativity and they were active enough to their experience. In the same
way, students were interested to participate in different clubs in the school compound.3

There were creating opportunities of practicing and shouldering responsibilities individually or a

group.

 To develop personalities through participating in social works

 To making the learner develop positive attitude towards the lesson
 To create social interaction with community of the area.4
Realizing this benefit carefully the school following clubs were organized:-
language clubs sport clubs, Anti HIV/AIDS club, gender club, Anti-corruption
club, mini media club, Traffic club, parliament club, Music club, civics and
ethics club and hand washing club are organized in the school played their vital
for the development of the school.5

Civics and Ethics clubs:- club mostly managed by civics and ethical education teachers. It was
started some year later the subject was intruded to those grade levels. The man reason to
organize the lesson of it that to create well behave students, who obeyed the ethical value in and
out of the school. The club was also working hard to combated had and harmful traditional belief
and culture such as inequality of man and women. The club has close relations with other clubs
like and corruption and gender club. The club was played a major role in creating awareness
about the rule of law and equality of men and women.6

Language club:- is one of a club which has been led by language teachers. The members of the
club were presented their work and teachers were presented various drama, debating literature
such as poems and narrations. The language club was thought to be helpful in developing the
student’s skill of self-expression and was played a major role for the development of language
and art of community of the area and also students were got the experience in the area of art and
culture.7

Charity club:- was a club in the school its objective was assisting the poorest students
financially and morally the money required from monthly fees from members including teachers.
The role the club was assisting the poorest students and creates a awareness for the community
of the area.8

Anti- corruption:- was a club in the school which led and managed by civic and ethical
education teachers. Its objective were, fight against corruption awareness for the students and
people of the area. The club had a program one or two times in a year to teacher students about
the effect of corruption and its consequence.9

Mini media club:- this was established in the year 1990s which was led by language teachers.
The objectives of the clubs was train the students in terms of media transmission and create
awareness about the advance of media for the student and community of the school. The club
was played a vital role in the area of technological and advancement, in transmission of
educational program in the school and preventing method of disease.10

Sport club:- one of a club which was led was led and managed by sport teachers. Its objectives
were to strengthen relation with other high school, entertaining, teaching sports men and women
and change experience with other club. This club was usually set a game competition among the
class mate and other students of the school of the area. Teachers were also participating in
competition happy. The game competition was includes, football, athletics, volleyball and others.
The club contributes a major role for the development of the school by creating social interaction
with other community of the area, and by exchanging experience in the area of sport with other
school cluster members.11
Anti HIV/AIDS club:- it was established in the 1980s and which was led by biology or science
teachers. The club had been organized having the aim fighting against the widespread of HIV
AIDS. The club had a close relation with health extension of Ketena Kebele. This relation was
benefited the club in various ways like material support and changing experience with it . the
member of the club was played a role for students and community of the area by creating
awareness about the disease way of transmission and preventing the HIV AIDS.12

Gender club:- this club had been organized in order to take care of girl and save them from
harmful practices such as early marriage, child abuse and inequality of sex. Like civics and
13
ethics club, it was led and managed by civics teachers. All in all, the gender club in the school
played a vital role in the area of equality of sex by increasing the participation of women in
different educational practice and also creating awareness about the effect inequality and its
consequences for students and for local people.14

Music club:- it was established in 1990s managed by music teachers. Its main objectives of the
area, by exhibiting it had a relation with language club and sometimes working together for the
development of art, language, music and cultures of the area. One or two times the club was
presented different traditional music, dance and other cultural practices. Besides this club was
contributed their role for the development of culture and different culture materials.15

Traffic club:- was a club in the school, which was promoted vital role for students and
community of the area. Its objectives were to reduce the risk of training and create awareness
about traffic like, at is zebra, which direction is good for crossing road and others. There was a
program in the school in with professionals came to school for creating awareness about
trafficking for students and community of the school. This club was a played a vital for reducing
of trafficking and changes experience with other students of the area.16

Hand washing club:- this club was one of a club in the school, and most of the time it was
managed by source teachers. It objective to promote knowledge about sanitation it was important
for student of 16 mostly in there was a day of hand washing program in the year one or two
times, in which teachers and members of students were create awareness about sanitation in
general.17
3.3 community operating in the school
A number of community of Ketena kebele is involved in participation of school development for
many years. They had been working together to making school free from any demerit. These
communities were parent teacher association, Kebele educational training board, school
important program committee, and information communication technology and school leadership
and organization committee.18 Each of the above committee was responsible for every aspect at
the school achievement and failure. Therefore, they were should working together for the
development of the school and decide carefully.19

The community was work on fund raising activities decide budget used for each academic year,
decide miss-behave teacher and students, decide what do so as far as constriction were conserved
initiated the people to involved school work actively. Beside the community strengthen
interaction between the society and the school conductive learning environments and necessary
materials are available in the school.20

School improvement committee is a committee responsible to plan for constrictive strategy and
yearly school improvement plan by taking the school man power, financial resources into
consideration.21 Teacher’s development program committee being implanted through induction
and continuous professional development in the school not only is this committee also solving
conflict between teachers and student. Therefore teachers are improving capacities in their
teaching process, sharing experiences with students and communities. The committee was
working together for peace settlement in the school and for the development of the school.22

Information communication technology committee, was committee in the school is responsible

to managed and developed technological advancement such as computer, Radio program,
telecommunication and other technology. But this committee is challenged by any problems like
a problem of electricity and different from technological material such as video recorder and
other related problem.23 School leadership and organizing committee is committee in the school,
which is responsible for organizing supervising and evaluating how each committee works for
the development of the school.24
3.4 Different Facilities in the school and the Relationship school with
community.
3.4.1 Facilities in the school.
Water, electricity and road are essential components in sustaining the development of one own
nation. There are the basic requirements in maintaining life style of the people. They are useful
in the promotion of communication, transportation and economy. They are motivator in creating
smooth relationship among the nation of the world.25

Water; the history of drinking water in ketene primary school linked with Arbegona woreda. It
was in the year 1974, the Ketena primary school had gained drinking water; which was serving
for many years. The introduction of water pipe in the school was benefited students, teachers and
also, solve the problem of drinking water for community of area.26

Electricity; long before the introduction of electricity in to Ketena kebele, the community was
experienced kerosene in the lamp and as a source of light but later the coming of FDRE
campaign. The electricity was introduced in ketena kebele at the same time the school was able
to gate the access of electricity. With the introduction of electricity in the school different
services were begins, such as video recorder, radio program and other technological services.27

Road; it was occurred during the reign of Haile sellassie I, with the initiative of Ato Kayamo
who had been governor of community of the area, construction of the road eased the passage of
agricultural products from ketene kebele to other area and the transportation service was begun
in the area. The construction of the road in Ketena kebele played a vital role for the development
of the school in terms of transportation.28

Library; It was constructed the year 1980s, by the budget allocated from government. People
also participated by force. It was challenged by experienced problem such as furniture, books,
shelf and materials. It promoted their role in creating knowledgeable students and also served as
source of different education information and others.29

3.4.2 The Relationship of school with community.

Community is the most important for development of education and school. It means that,
without the participation of community education and school are meaningless. The community
of Ketena kebele was played a major role for development of school. Teachers and communities
of the area had a strong relationship in different aspects like, educational training, and rising, and
protect school from any demerit. By discussing and solving the problem of the school. Students
of primary school also contributed their vital for relation with community by assisting the
agrarian through the collection of agricultural product and other educational practices.30

CONCLUSION
Ketena primary school is found in South, nations nationalities and people regional state in
Arbegona Woreda in Ketena Kebele administration. It was first established in the year 1968s by
local community participation and in 1969 had been taken Ethiopia government, of the time
Emperor Haile sellessie I regime and facilitates by community of the area. It is located 350 far
from Addis Ababa and 5 km far from Yayye Arbegona town. Since its establishment the school
challenged by experienced problem such as shortage of materials, lack of trained man power,
text book, lack of class and class and different technological advancement. But later these
problems are solved. In years 1980s since the down fall of Derg regime and coming of EPRDF,
the school was challenged by several problems like: destruction of materials, students were with
draw from school because of the school was closed for two years. But later most of problems
were solved and the school continued teaching and learning process in a good way, community
was participated in the work of school actively.

End notes of Chapter One

1
Bahruzewde, Pioneers of change in Ethiopia. The Reformist intellectuals of the early 20 thc.
Addis Ababa University gross James Currey Oxford, Chio University press Athens A.A U
Printing press, 2002, A.A.U P.23.
2
Bahruzewde, a History of Modern Ethiopia 1855-1974. Addis Ababa: Addis Ababa University
press, 1991.p.103.

3
Ibid

4
Bahruzewde, Pioneers of Charge in the .23

5
Ibid

6
Bahruzewde, a History of Modern Ethiopia,1855 P.108

7
Ibid

8
Bahruzewde, a History of Modern Ethiopia 1855-1991.second Edition, 2002 Addis Ababa
University press, P.108

9
Bahruzewde, A Short History of Ethiopia and the Horn (Addis Ababa :Commercial printing
enterprise, 1998). 206

10
Dr. knife Abraham: Ethiopia form Emperor to federation, London, Stock Holm.

New York:A.A EII Press, first Printing, 2001, A.A PP.177-178

11
John Marka is, Ethiopia, Anatomy of Tradition polity, (Oxford University press A.A 1975)
PP.178-179

12
Record offices of Arbegona Town culture and Tourism Bureau, P.10

13
. Arbegona Agriculture office document, 2001 Arc no,37 file no 48

14
Ibid

15
Ibid

16
Informants: Ato Kensalo Jaji and Ato Kebede Yuna

17
Informants: Ato Tilahun Haro and Ato Demise Mekonnin

18
Arbegona town economic and finance Bureau, Arc no 47,file no 68.
19
. Arbegona Agriculture office document, 1999 Arc no,37 file no 48

20
Ibid

End notes of Chapter Two

1
John Marka is; Ethiopia, Anatomy of Tradition polity, ( 1975 Addis Ababa), Shama Book 2006
P.181
2
Informants: Ato Garje Fanaga and Ato Shunale Magane
3
Informants: Ato Gadisa Lencho, Ato Bekele Kayamo
4
Ibid
5
Ibid
6
Informants: Ato Baredo Dulacha , Ato Lalima Hameso and Ato Bekele Kayamo
7
Informants: Ato Mohammed Anuwar and Ato Argata Ashilo
8
Ibid
9
Informants: Ato Dafursa Dayaso and Uregesa Gamachu
10
Ibid
11
Ibid
12
Informants: Ato Mulugeta Bekele and Ato Dawit Kbede
13
Ibid
14
Informants: Ato Gudata Dima ,Ato Bebe Burka and Ato Kayamo ledamo
15
Informants: Ato Gewayo Waqo and Ato Bekele Ayele
16
Ibid
17
Informants:Ato Selemon Gobaro and Ato Tebebu Yeneneh
18
Aletter written from the director to kebede administers file no 101/3 Ref, no 86, 189/71, dated
sane 24,1996(Archives in the school).
19
Ibid file no 119/8 Ref 255/89/26
20
Ibid
21
Informants: Ato Bukula Buna and Ato Urgessa Gamachu
22
Ibid
23
Informants: Ato ledamo Dabaro and Ato Fayisa Ledamo
24
Ibid
25
Informants: Ato Mulatu Bekele and Ato Dawit Kebede
26
Ibid
27
Ibid
28
Ibid

End notes of chapter Three

1
Informants: Ato Gadissa Lencho and Ato Argata Ashilo
2
Ibid
3
Informants: Ato Kayamo Ledamo, Ato ledamo Dabaro and Ato Gadisa Waqo
4
Informants: Ato Gudata Lencho and Ato Hamaro Gobaro
5
Ibid
6
Ibid
7
Informants: Ato Abebe Burqa and Ato Selemon Gobaro
8
Informants: Ato Mulugeta Molla, Ato Tibebu Yeneneh and Mulatu Bekele
9
Ibid
10
Ibid
11
Informants: Ato Waqo Doyamo and Ato Abebe Burka
12
Informants: W/r Tadelech Lemma and Waqo Doyamo
13
Ibid
14
Ibid
15
Informants: Ato Dawit Kebede and Ato Tibebe Yeneneh
16
Ibid
17
Informants: Ato Urgessa Gamachu and Ato Mulugeta Bekele
18
Ibid
19
Ibid
20
Informants: Ato Mulugeta Bekele and Ato Fayisa Ledamo
21
Ibid
22
Informants: Ato Mohammed Ali and Ato Fayisa Ledamo
23
Ibid
24
Ibid
25
Arbegona Woreda water office,2002, p.81
26
Ibid
27
Ibid
28
Arbegona Woreda road and transport office,2002, p.24
29
Informants: Ato Bekele Bayamo and Ato Gudata Dima
30
Ibid

BIBLIOGRAPHY
I. UNPUBLISHED
Magazine on Sidama culture, heritage and tourism office.
II. PUBLISHED
BahruZewde, A History of Modern Ethiopia, (1855-1974); (James carry Oahu
university Press and Addis Ababa Press).
John makakaris , Anatomy traditional polity, (Addis Ababa), (Shama book
2006)
III. ARCHIVES
Archival material from Arbegona Woreda Agricultural office .File no, 18, 2002
E.C Arc no,12.
Archival material from Arbegona Woreda water office, 2003, P.91, Arc, no 19,
file, no 44
Archival material from Arbegona road and transport office,2006, P.24, Arc, no,
45, file, no,27
 List of Oral Informants

No Name Age Sex Date of Place of Remark

interview Interview
1 Kensalo Jaja 78 M 21/07/2011 Ketena kebele He is the elder in
Administration Ketena kebele
2 Kebede Yuna 67 M 23/07/2011 Ketana Kebele He was the first
director in Ketena
Primary school
3 Tilahun Haro 65 M 25/07/2011 Arbeona Town Before the
administer of
Arbegona Woreda
4 Dawit Kebede 62 M 27/11/2011 Ketena Kebele He was governor
Ketena Kebele
Administration
5 Feyisa Ledamo 63 M 29/07/2011 Ketena Kebele He is elder in
Ketena kebele
6 Gadisa Lencho 65 M 2/08/2011 Ketena Kebele He is elder in
Ketena kebele
7 Gadisa Wako 71 M 5/08/2011 Ketena kebele He is elder in
Ketena kebele
8 Elfe Lamiso 56 F 5/08/2011 Ketena kebele She is women elder
in Ketena Kebele
9 Demise Mekonnin 45 M 7/08/2011 Compound of He was Director of
the school Ketena Primary
 school
10 Gerje Fanaga 64 M 7/08/2011 Ketena kebele He is elder in
Ketena kebele
11 Baredo Dulacha 58 M 9/08/2011 Ketena kebele Parents and
student committee
12 Kayitu Kayeso 30 F 9/08/2011 Compound of She is Vice Director
the school of the Ketene
Primary school
13 Dafursa Dayaso 35 M 10/08/2011 Ketena kebele Parents and
student committee
14 Tadelech Lemma 27 F 11/08/2011 Compound of She is teacher in
the school Ketena Primary
school
15 Urgessa Gemechu 40 M 12/08/2011 Compound of Governor o in the
the school Ketena Kebele
16 Wako Doyamo 58 M 21/08/20-11 Ketena kebele He is the elder in
the Ketena Kebele
17 Bukula Buna 30 M 9/10/2011 Compound of He is the Principal
the school in the Ketena
Primary School
List of Oral Informants