College of education and behavorial study departement of educational planning and management assessing the practice of diversity management in

1.8 Organization of the Study 
The whole study is organized in five chapters. The first Chapter is hold the background and 
statement of the problem. It also explains the rationale for the research and describes its 
objectives, significance, scope, limitation and Organization of the study. The concerns of 
Chapter two provide review of literatures on diversity management in government secondary 
schools in students learning process and related issues. Chapter three referred to the aspects of 
methodology. The fourth Chapter is about the presentation, analysis and interpretations of the 
data. Finally, chapter five constituted summary of findings, conclusion and recommendations.
 

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CHAPTER TWO 
REVIEW OF RELATED LITERATURE 
The purpose of this literature review is to examine past research works on the practice of 
diversity management in government secondary schools in students learning process. It has six 
sub sections: the first sub topic is the concept of diversity; the second issue is diversity 
management; the third sub topic discusses kinds of diversity in Ethiopia. Each issue is given sub 
headings and discussed below.
2.1 The Concept of Diversity 
In broad terms, diversity is any dimension that can be used to differentiate groups and people 
from one another. It means respect for and appreciation of differences inethnicity, gender, age, 
national origin, disability, sexual orientation, education, and religion. Nevertheless, it is more 
than this. We all bring with us diverse perspectives, work experiences, life styles and cultures. 
Pafia. 1997).
Rosado (2006) states that, managing diversity is an on-going process that unleashes the various 
talents and capabilities which a diverse population bring to an organization, community or 
society, so as to create a wholesome, inclusive environment, that is safe for differences, enables 
people to rejection, celebrates diversity, and maximizes the full potential of all, in a cultural 
context where everyone benefits. Multiculturalism, as the art of managing diversity, is an 
inclusive process where no one is left out. Diversity, in its essence, then is a ―safeguard against 
idolatry the making of one group as the norm for all groups. Recognizing that we are raised in 
different environments and exposed to different cultures, this is a critical issue to value diversity. 
We are taught different values and beliefs, and our life experiences are unique. Differences are 
what an organization draws on for its strength. When differing opinions and ideas are 
considered, supportable decisions are born. In other words, diversity efforts must be 
requirements driven. The development towards diversity in the working life is necessary based 
on human rights issue. 

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Frequently, diversity tension is seen as a sign of a lack of progress when that is not necessarily 
so. Being diversity challenged is to have difficulty making decisions when differences, 
similarities and tensions exist. Therefore, schools and teachers should reflect the growing 
linguistic and cultural diversity of our communities, and need to find ways to address both the 
challenges and opportunities they represent. These remain complex issues to negotiate, on
cultural diversity and decades of support for various multicultural education programs in 
schools (Mansouri& Wood 2007).