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TDA Colourfully  inaugurated Awlaelo Secondary School - Wukro and Hawelti Semaetat E-library

HDVS_CATEGORY: Documentary
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Establishment

Kallamino special high school is a full scholarship boarding Secondary School for talented students competitively selected from all primary schools of Tigray National Regional state. The school was established in 1998 by Tigrai Development Association (TDA) a membership based non-for-profit organization with a vision of making Tigrai prosperous and free from poverty and backwardness. Over the past quarter of the century TDA has been mainly engaged in the expansion of primary and secondary schools, as well as health institutional. As part of its effort to improving quality of education, TDA established and runs a full boarding special high school for high achieving students.

 Vision

To become the best secondary school and serve as model center of excellence in science education in Ethiopia.

Mission

To offer a full scholarship quality secondary education for high achieving students and set a bench mark that would be shared as best practice with other secondary schools of the Tigray National Region State and the nation as a whole.

Objectives

·         Demonstrate organized modeling effect of good quality education to other secondary schools.

·         Ensure the formation of professionally knowledgeable, skilled and ethically sound citizens who can substantially contribute to the development effort of the region in particular and to the nation in general.

·         Enhance educational competition among primary school students of the whole region.

Achievements

Until 2013/14, a total of 1375 students have been enrolled and more than 600 have graduated from higher learning institutions. Unmatched by any other secondary school, beginning 2001 (four years after its establishment the performance of Kallamino students at grade 10 national examination as well as grade 12 university entrance examination has been remarkable.

Grade 10 National Examination Results

Academic year

Total No of Candidate

Scores

4.00

%

3:38

-

3.88

%

3.0.3.25

%

2.0

-

2.75

%

<2.00

%

2003/04

58

17

29.3

25

43.1

16

27.6

0

-

0

-

2004/05

62

39

62.9

18

29.0

5

8.1

0

-

0

-

2005/06

89

58

65.2

25

28.1

3

3.4

0

-

0

-

2006/07

84

64

76.2

16

19.0

1

1.2

3

3.6

0

-

2007/08

-

-

-

-

-

-

-

-

-

-

-

2008/09

137

50

36.5

55

40.1

21

15.3

11

8.0

0

-

2009/10

116

73

62.9

35

30.2

6

5.2

2

1.7

0

-

2010/11

103

85

82.5

16

15.5

2

1.9

0

-

0

-

2011/12

89

76

85.4

10

11.2

3

3.4

0

-

0

-

2012/13

90

79

87.8

11

12.2

0

-

0

-

0

-

 Grade 12 University Entrance Examination Results

 

A tracer study conducted in 2011 by the school in collaboration with members of Kallamino Students   Alumni showed that out of those who graduated from higher education institutions until then, 31.95 % were medicine and health science graduates, 26.13 % engineering and technology, 25.75 % computer science and the remaining 16.17 % in field of different natural sciences such as agriculture, geology, physics and mathematics.

 

The role model effect of school

From the academic angle point of view, the cumulative achievement underscored so far are quite encouraging and commendable. The quality issues have been addressed in terms of accessing educational inputs, in maintaining teaching learning processes to meet the intended outcomes. In addition to the above success stories, Kallamino Special Secondary school has been playing a central role in establishing a healthy academic competition in the entire primary secondary of the region. Pupils starting from early grades are aspiring and computing to join the special school. Its regional impact on primary schools is, thus magnificent.

Challenges

As indicated above, the performance of Kallamino special secondary school, as measured by school level exams, national examination at both grade 10 and 12 as well as university graduates  is unparalleled by other secondary school. Its contribution to supplying competent inputs to universities and laying formidable foundation for developing capable human capital that is playing its role in the fight against poverty is also significant. Despite this, however, a school that started its successful journey by admitting 60 high achieving students is still limited to annual intake of 90 students. It is unable to respond to the increasing demand of the public for its expansion either in-situ or through the establishment of similar schools (could be non-boarding) in selected towns of the region.

The way forward

In order to realize its vision of becoming a center of excellence and demonstrate organized modeling effect of good quality education to other secondary schools,   the school in collaboration with development partners, has plan to implement the following.

·  Expansion:- Given the outcomes and increasing public demand, there is a need for increasing the intake capacity of the school and expanding its infrastructure to accommodate a bigger student size and introduce new program necessary to enhance quality.

·                     Introduction of enriched curriculum and modular approach:  As Kallamino admits best performing students, it is logical to expect accelerated progress and access to new more challenging concepts and content. This in turn, calls for enriched curriculum either in the form of modules or supplementary materials, which would address the need of talented students in addition to the normal curriculum.

·                     Introducing school board and PTA:  The school is run by TDA and the school principal is accountable to the executive director of TDA. This being as it is, however, establishing a school board would contribute in bringing about school improvement and reform that would foster the school to be center of excellence and serve as a link between the school, the community at large and organization that have shared partnership in science, technology and engineering such as the Metals and Engineering Corporation (METEC), Mesfin Industrial Engineering (MIE), Tigrai Bureau of Science and Technology and Mekelle Institute of Technology (Mekelle University). In addition, parental involvement will be enhance through establishing a Parent-Teacher and student-Association (PTSA) that would enable keep parents informed about educational program and the performance of their children as well as benefit the school from experience of the wider community.

 Strengthening student Alumni: So far Kallamino has graduated more than 900 students and over 600 of them have completed their university education and are working within the country and abroad. Notwithstanding few attempts made by former students, the school does not have a strong alumni association and their contribution towards strengthening their mother school is minimal.  To reverse this, the school has established a secretariat office to coordinate activities of the alumni and tap from the wealth of knowledge, expertise and financial support of its former students.        

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Intervention Areas

  • Education
  • Health
  • Unemployment Reduction
  • Women Empowerment
  • Sports
  • Culture and art
  • Promoting Tourism

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Auditing System

Three Levels of auditing:

1. Audit Committee of the General Assembly

2. Internal Audit

3. Accredited External Accounting Firms