The primary objective of this study was to investigate the practices and challenges of good governance in urban land administration, with a particular focus on the Debre Markos City Administration. The study selected the Debre Markos City Administration Municipality service office as a case study. This study employed a mixed research approach, and data were collected through questionnaire and interview methods obtained from both public servants and customers. The data was analysed through descriptive analysis. Based on the analysis conducted using three core elements of good governance—transparency, accountability, and responsiveness, the study found that there were poor practices of good governance in urban land administration. On the other hand, the study investigated various challenges of good governance in urban land administration, which emanate from personal, administrative, and socio-economic problems such as the absence of innovative figures of land registration, lack of monitoring and evaluation, inadequate institutional performance, and absence of reward and punishment systems. In general, the findings of this study revealed that due to various challenges, there were poor practices of good governance in terms of transparency, accountability, and responsiveness in the study area. These challenges impede people’s access to quality service in urban areas and undermine the trust between citizens and the government. Finally, enhancing institutional capacity, consistent implementations of monitoring and evaluation, innovative figures of land registration, and giving corrective measures for wrongdoers were stated as recommendations.

Ethiopia’s modern education transitioned from traditional religious systems to modernduring emperor Menilek ii’s reign. a significant historical overview of modern educationin the country was laid from 1905 to 1941; however, scholars made a passive remarkto study the historical development of education in the period. therefore, this studypurposely assessed the period’s early missionary, government‑sponsored, and italian‑runmodern schools. to conduct this study, the researcher collected primary and secondarysources. the sources were then arranged, presented, and carefully examined. Finally, aqualitative research method of a descriptive research design was principally employedto analyze the data. the analysis revealed that ethiopia’s education development hasfaced many challenges from the beginning to 1941. Despite efforts from rulers andintellectuals, ethiopia’s education faced challenges such as church resistance and thefascist massacre of educated ethiopians in 1937, which resulted in the loss of educatedpreference. education remained deficient in quantity and inappropriate in quality. inconclusion, numerous challenges significantly hampered the development of moderneducation in ethiopia before 1941, leaving a lasting impact. thus, education did notbring modernity to ethiopia as expected. therefore, understanding these challenges iscrucial for informing contemporary educational policies and practices in ethiopia.

Neo-colonialism is considered by many writers to be a strategy of the former colonialpowers and the new superpowers to implement various socioeconomic and politicalstrategies in developing countries. the Horn of africa, as a parcel of a developingregion, is recognized as a piece of the ‘grand chessboard’ of world geopolitics. inparticular, Us neo-colonialism has become an invisible government in almost allcountries in the Horn of africa. therefore, the main objective of this paper is to examineand write about the origin, discourses, concealment (mask), normative agents, andpotential perils of american neo-colonialism in the Horn of africa. indeed, the paperalso answers the question of whether the Us is a straightforward ally or a neo-colonialistin the Horn of africa. to document this, the paper would be limited to primary sourcessuch as letters, reports, and published secondary texts that have been available to thiswriter to date.
KEYWORDS: Neocolonialism; Us concealment; Horn ofafrica; normative agents

in ethiopia, urbanization and urban violence are recent phenomena dating back to thebeginning of the twentieth century. in the country’s long history, politics and urbanviolence have been bedfellows and reliable means of change, devolution, and reform.Since 1916, ethiopia has essentially experienced more violence in its urban’s than in itsrural areas due to recurrent episodes of political instability at the national level.ironically, ethiopian leaders were amateurs who were unable to draw lessons from theirpast deeds. Nevertheless, ethiopian historiography has devoted little attention to themagnitude of political issues-related urban violence in ethiopia. As a result, the paperattempted to analyse two goals. First, it tries to analyse the historical events of ethiopianurban violence from 1916–1991, and secondly, it tries to explain the tradition ofethiopian leaders to learn from past deeds. to document this extraordinary theme, thepaper grey on both primary sources and published secondary literature that have beenavailable to the writer to date. the collected data was systematically verified, analyzed,and interpreted through qualitative data analysis.
KEYWORDS: history; urban violence; ethiopia; dilettante

Neo-colonialism is considered by many writers to be a strategy of the former colonialpowers and the new superpowers to implement various socioeconomic and politicalstrategies in developing countries. the Horn of africa, as a parcel of a developingregion, is recognized as a piece of the ‘grand chessboard’ of world geopolitics. inparticular, Us neo-colonialism has become an invisible government in almost allcountries in the Horn of africa. therefore, the main objective of this paper is to examineand write about the origin, discourses, concealment (mask), normative agents, andpotential perils of american neo-colonialism in the Horn of africa. indeed, the paperalso answers the question of whether the Us is a straightforward ally or a neo-colonialistin the Horn of africa. to document this, the paper would be limited to primary sourcessuch as letters, reports, and published secondary texts that have been available to thiswriter to date.
EYWORDS: Neocolonialism; Us concealment; Horn of africa; normative agents

This study was aimed to formulate formal and non-formal Geez language revitalization strategies by specifically exploring indigenous teaching strategies, analyzing pedagogical interfaces and needs, and assessing practical off-class revitalization strategies. Exploratory Mixed methods design was utilized an experiential qualitative design complemented by descriptive assessment to explore participants' lived experiences and perceptions. The research participants were traditional church teachers teaching Geʽez integrating with religious contents in Reading, Qene, and Literature schools under Ethiopian Orthodox Tewahedo Church (EOTC) education system. Qualitative data were gathered through in-depth interview and video-supported observations, which were analyzed thematically. The study made use of Geez language professionals and practitioners from Bahir Dar and Debre Markos Universities to prioritize relevant non-formal revitalization strategies. Findings revealed that indigenous teaching uses some teacher-centered and more student-centered indigenous methods that converge and diverge with traditional and innovative pedagogies of designing, implementing and assessing Geez language. Irrespective of the delayed learning of comprehension and minimal use of functional communication, the indigenous methods church teachers used were generally more practical and effective, especially in areas such as Qene and literature schools resulting in quicker and accurate mastery of the language. The analysis of linguistic necessities and wants revealed that all skills with the emphasis of vocabulary, grammar, reading and speaking were prioritized. Integration into church schools, media, cultural events, and language nests wre selected as significant language revitalization strategies selected for both inside and outside of school settings. The study concluded that the productive indigenous methods of teaching Geʽez could complement modern language teaching pedagogies, addressing gaps in both approaches. It recommended that language professionals learn from indigenous practices and suggested that Geʽez teachers adapt these practices with modern pedagogical principles. Lastly, language program designers and educators were encouraged to reconsider effective pedagogical interfaces to address challenges in all aspects language teaching: design, implementation and assessment.

The present day Ethiopia is in multifaceted socio-political crisis. One can mention a number of reasons for the presence of these crisis nation wide. But, needless to say,  the venomous ethnic, language and religion based teachings and conceptions that has been  sewed to the virgin minds of Ethiopian people for years  through  ‘anti narratives’ take the lion share.  They seriously infected the socio-cultural, religious and cultural assets of the people and destroyed the strong fabrics that form the edifice of Ethiopia as a country. Many Ethiopians including the elite group, have been propagating these anti narratives and have been subserviently celebrating their catastrophic consequences. However, apart from being a lip service for elits and the government, the nature and contribution of these anti narratives for the present socio-political crisis is not studied in a scholarly fashion yet. The components of these anti narratives, the motif and motive behind them and the means of transmission to the generation are not well identified and investigated yet. The present researchers strongly believe that ttheir absence of in depth scientific investigation on anti narratives makes the effort to bring a solution as a nation very difficult and almost impossible.
The present research , therefore, atempted to be part of the nationwide effort to tackle these anti narratives and show the possible solution for the effects they have created on the nation so far at large and the Amhara people in particular. To ttheir effect, a special focus is given to Amhara region, as it is not only  one of the most affected areas by these  antinarratives  but also  it is an area being in a serious socio political crisis. Narrative analysis is used as a research design and the data collection, sampling and analysis methods employed in ttheir research will be guided by the principles of ttheir design.

This research has been designed to explore some choreographic matters of selected Amharic Music, and it has employed stylistics approach in association with the musical functions or thematic purposes related to visual narrative inquiry.
The rationale behind the research project was related to the discussion of some choreographic maters of this study in relation to theme, creativity and deviation related to the videos of the selected music, for such practice has been less experienced in researches before. This is so, for people in most of the time perceive the choreographic matters or form related issues of music and the thematic function which could be transferred through the videos as independent concerns. However, form and content of a certain artistic production are the two sides of a coin which could not be investigated and understood independently; this is so, for, it is obvious that what is made on the form is all about the content of any artistic production and vice-versa. This was made in this study with the discussion of the concept, choreographic matters of some selected Amharic Music made on the presupposed themes advocated by the videos in relation to the range of creativity and deviation.
Therefore, the intention of the current study was to deal with the exploration of choreographic matters as reflected in the musical videos in relation to creativity and deviation made to convey thematic matters of the videos, for these two artistic concepts (creativity and deviation) are the inevitable techniques of music as one genre of fine art. The study has been concluded with the following demonstration.
On top of their own peculiarities, all the videos are similar in their disclosure of artistic creativities experienced both in content and form levels. This creativity extends the range of experiencing artistic deviations.  At least all the selected videos commonly share the ideas in dealing with the videos potential of keeping traditional dance movements, the range of improvisations and expressiveness inculcated in line with modernizing the dances in the videos and the intentional and unintentional global influences and hybridizations.

Establishing recipiency, an indispensable ingredient and manifestation of sustaining intersub-jectivity, constitutes the continuous monitoring of an ongoing turn in an interaction. The presentstudy intended to describe how interactants attending a freshman common course in an Ethiopianuniversity elicit and display recipiency in instances of Divergent L2 contexts exhibiting DIUs.Naturally occurring video-recorded classroom interactions of the purposively selected in-teractants have been analyzed in light of the Conversation Analytic framework to show howinteractants elicit and display recipiency. By deploying reactive tokens, incipient speakersnegotiate their rights to shape and reshape trajectories of an ongoing thereby displaying recipi-ency. This contributes to a better understanding of how interactures, in this case the establish-ment of intersubjectivity and L2 contexts, interplay and unfold in moments of DIUs. Also, viewinginteractants as incipient speakers, and thereby articulating turns in view of recipients is a con-dition for sustaining intersubjectivity through active engagement. This requires upholding un-wavering belief about recipients’ stake in an interactional exchange. Practically, being attentiveto recipients’ states in the different trajectories of interactional development, especially, in mo-ments of divergent L2 contexts that exhibit DIUs, would be illuminating. This is because the use ofresources to elicit and display recipiency and thereby consider incipient speakers’ levels ofrecipiency, on the part of floor-holding speaker, would enhance possibilities for intersubjectivity.
Keywords: Recipiency, DIUs, Intersubjectivity, Eliciting, Divergence

Studies indicate that students who have access to highly qualified teachers tendto achieve at a higher rate, regardless of other factors. However, the essenceof quality teaching and teacher quality has not been adequately establishedin these studies. Nonetheless, recent developments favoring integrationshave led to three lines of teaching quality research: professional standards,value-added measures, and student evaluations. This study explores howthe quality of mathematics and English language teachers is associated withstudents’ achievement using a professional standard observation tool for studentevaluation. A representative multistage sample of students and teachers selectedfrom high schools in the East Gojjam Administrative Zone participated in thestudy. By using the domains in the Framework for Teaching (FfT) as indicatorsof teaching quality, the study identified the indicators that are associated withthe academic achievement of students in mathematics and English subjects. Amultiple linear regression analysis was used to study the relationships betweenthe independent variables (teachers’ quality indicators) and the dependentvariable (students’ grade 10 exam scores). Of the four domains of FfT, the deliveryof instruction revealed a positive and significant association (sig = 016) withstudents’ scores in the English language. The delivery of instruction encompassescommunicating with students, using questioning and discussion techniques,and demonstrating flexibility and responsiveness, which are positively associatedwith students’ scores in the English language. Conversely, managing classroomprocedures was the only subdomain associated (sig = 014) with an increasein students’ mathematics scores. Accordingly, suggestions are made for furtherresearch and practice.KEYWORDS:  teacher quality, FFT, achievement, domains, effectiveness