5.2 CONCLUSION
Having done the research and written the paper on, the practices in diversity management of the
secondary schools of Fitche Town, the research has arrived at the following conclusions.
• There are a variety of ways in which the presence and practices of diversity can impact school
and students‘ performance.
• School administrators tried to manage diversity issues in line with the conditions they have
faced.
• It is better equipping the prospective teachers and leaders with the cultural competence
necessary for teaching in a multicultural setting.
• Almost all the schools usually used their rules and regulations to manage diversity in various
situations
• It is necessary to incorporate basic components of multi-ethnic and multicultural education into
the general national curriculum framework and the specific professional courses in an integrated
manner.
• Moreover, while attempting to do justice to all the cultures of the nations and nationalities of
Ethiopia, for the sake of manageability, it is important to incorporate the cultures of at least the
major ethnic groups.
• School administrators‘ effort concerning managing diversity was appreciable but not pertaining
for better future of students. It was just focusing on solving the actual conflicts.
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5.3 RECOMMENDATIONS
Based on the above concluding statements, the following recommendations are forwarded
The curriculum should include a specific diversity course at school level. It can be in
independently or in combination with civics and ethical education.
ls should have designated leader of diversity.
diversity in unity perspectives.
with the
education and training policy of FDRE.
other diversity dimensions in schools
s of certain skills
necessary for creating successful, diverse and harmonized staff and students relations
adapted for exemplary efforts.
ual treatment, inclusiveness, equal rights and opportunities and
democratic collectivism should be properly entertained in the schools
anti-discrimination, and facilitating professional development and training opportunities for all
staff equally;
a climate
of mutual respect
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