A Timely and Fitting Panacea
For
Dr. Tilahun Beyene
By Tsehaye Debalkew Tessema
Editor-in-Chief, Alpha Magazine
This pioneering, professional and scientific study conducted by Dr. Tilahun Beyene, Associate Dean for Academic Achievement at the University of Maryland in the U.S.A, has been longing for its endorsement by the authorities in the educational arena in Ethiopia, since it [study] was tabled well over some years ago.
According to the study, “Academic success depends in large part on operational schemata. So the IESDP model exposes potentially successful students of Ethiopia to a variety of models that help them make sense and utilize information gained from their courses.”
The research, underscoring the philosophy of the IESDP paradigm, stipulates, “Grade point average and standardized test scores to enter various colleges in Ethiopia, do not necessarily provide a full or accurate assessment of a student’s potential for success.” IESDP strongly believe that standardized tests, such as the Ethiopian School Leaving Certificate Examination (ESLCE), are most heavily weighted criteria in admission decision to the various colleges and universities; therefore, many potentially successful students are denied the opportunity to pursue higher academic work.
Not only does the IESDP paradigm offer a strategy for such potentially successful students who might be denied university admission, by “providing academic skills development and counseling support to aid in their graduation from secondary school and entrance to college or to other institutions of higher learning, but it also compliments the newly developed educational policy and curriculum of Ethiopia by encouraging independent learning after students developed certain level of skills competencies,” the research underlines.
The research brings to light that the IESDP model introduces the provision of a subject–credit each semester, beginning from grade eleven through college freshman year or its equivalent, with each school year comprising two semesters and assigning three credit-hours for each college semester.
In a further elucidation of this revealing project, the study devises IESDP in five skills development areas or components, namely: (a) secondary school and college study skills; (b) English; (c) mathematics; (d) tutoring; and (e) counseling.
Dr. Tilahun Beyene, in his landmark educational research which took into account developed pedagogical skills, educational philosophy, and experience in the field at various levels of academic research work in the U.S.A and thorough study of the educational system in Ethiopia, highlights the underpinning theory and underscores the arching goals of each component:
According to the in depth analysis by Dr. Tilahun Beyene, the study skills component provides instruction, application, and reinforcement in study and reading skills essential for academic success. Students are encouraged to develop skills to promote critical thinking and independent study essential for a successful academic career. Students learn how to manage time, improve vocabulary, expand memory and retention, optimize test performance, and maximize classroom learning.
The study further apprises that the English component prepares students for critical thinking and writing required of all senior secondary school and university students. The component emphasizes four areas: reading, arrangement, development and style, which leads students to apply analytical and writing skills in their secondary school and university course work.
Pertaining to the mathematics component, the research indicates that it assesses and improves the computational and problem solving skills of students by the provision of support for mathematic courses that students need to take, as senior secondary school and university students are placed based on their skills level and regular attendance in lectures and labs that clarify subject matter. The research further points out that students assess their understanding of the course content by taking self-evalutation tests.
In relation to the tutorial component, the strategy makes a vivid expose that is embedded in this field as expressed by providing academic support in required core subjects/courses. The component further provides the extra attention that will help students compensate for gaps or weaknesses in their academic developments. Arguably, the strategy emphasizes that tutors provide supplementary academic reinforcement, clarifying, interpreting, and reviewing key concepts presented in subjects/courses; tutors also serve as facilitators of cooperative and group learning, which encourages students to become self-learners through newer strategies called supplemental instructions [SI].
Dr. Tilahun Beyene, in this exhaustive study, explains that the counseling component of the IESDP takes a holistic approach in assisting students as they manage the transition from secondary school to a college or university environment. The objective is to help students make the most of their academic and personal potentials. Dr. Tilahun pin-points to the specific goal of the counseling component that includes helping students develop academic and intellectual competence, build up interpersonal skills, enhance students’ persistence and aid in their retention, deciding on a career and lifestyle, as well as develop a philosophy of life.
In his further elaboration of the five academic and counseling components, Dr. Tilahun Beyene stresses that the IESDP model encourage students to be “active learners” rather than “passive recipients.” He also underlines in his well thought and deeply researched work that students are supported and aided in the process to become actively involved in the subject or course material.
However, Dr. Tilahun Beyne cautions that any educational model must be flexible. He argues that educational skills development strategies are not simply “a collection of rigidly defined things to do, but rather tools to use, goals towards which to strive and should be amenable to change.” He further states that “educational skills development plans must be designed to allow for experimentation when others fail, and they must be constantly researched, reviewed, tested and evaluated to yield effective utilization.”
Concerning the enormity of the task, the IESDP model admits that the work is demanding, as are all worthwhile pursuits, but the ultimate pay off for students is the improvement in their ability to think critically and communicate effectively.
It is appropriate, therefore, to strongly suggest at this juncture, that the authorities in the Ministry of Education at the Federal level or at the Regional Bureau of Education take the initiative to integrate and amalgamate this salient and proven educational skills development model without delay. This model that has earned immense appreciation and awards to the renowned educationalist and academician, Dr. Tilahun Beyene, be adapted and applied in Ethiopia to help bridge the educational gap and enhance the undergoing efforts to improve the overall quality of the Ethiopian educational system.