Ethiopian Journal of Business and Social Sciences

The Challenges and Prospects of Pastoralist Displacement and Urban Settlement: A Socioeconomic Study in Yabello, Borana Zone

Fekadu Debela Benti, Teshome Furgasa Dirbaba, Tsalafo Chaka Chame — Thu, 09 Jul 2026 13:37:52 +0300

This study examined the challenges and prospects of pastoralists’ displacement and settlement in Yabello, located in Borana Zone, southern Ethiopia. Pastoralism is widely recognized as the backbone of the economy in vast arid and semi-arid rangelands. Despite its significant economic contribution, however, the system faces numerous natural and human-induced challenges that increasingly contribute to displacement and livelihood transformation. The study employed a mixed-methods approach, integrating both qualitative and quantitative techniques, including household surveys, field observations, key informant interviews, case studies, and focus group discussions. Particular attention was given to inconsistencies between state policies and local customary laws, especially regarding differing perspectives on the settlement of displaced pastoralists in urban areas. Fieldwork was conducted in former settlement camps established during the Derg period, located in the peri-urban areas of Yabello. These settlements illustrate diverse livelihood options and adaptive strategies adopted by displaced pastoral households. Although numerous empirical studies by scholars and NGOs have documented the challenges facing pastoral communities, none have specifically recommended the permanent settlement of displaced pastoralists in Yabello town, an important gap this study seeks to address. Another gap relates to policy guidelines, which recognize the right of displaced households to settle in towns and engage in part-time or full-time urban economic activities, yet remain inadequately implemented. By examining the interface between formal policy frameworks and customary institutions, this study aims to bridge this gap and propose context-sensitive solutions. The findings suggest that urban local governments should facilitate the permanent settlement of displaced pastoralists while supporting their engagement in urban agriculture, trade, and other diversified livelihood opportunities.

Keywords: Displacement, pastoralists, policy guidelines, settlement, livelihood diversification.

Digital Technology-Based Assessment of Land Use and Tree Canopy Cover Dynamics in Selected Localities of Gamo Zone, South Ethiopia

Hailemariam Atinaf, Lemma Tadese — Fri, 10 Jul 2026 10:20:59 +0300

Digital technologies are vital for mapping land uses/covers and enhancing forest monitoring practices. This study aimed to map land use/land cover (LULC) changes, analyze tree canopy cover dynamics, and evaluate the role of improved cook stoves (ICS) in forest conservation in selected localities of Gamo Zone, Southern Ethiopia. Detailed spatiotemporal data were acquired using high-resolution satellite (LANDSAT, Spot, LASAC) images, aerial photography, Global Forest Watch (GFW), GIS techniques, and ground truth (ground control point). The LULC classes were classified using a supervised classification technique. Magnitudes and rates of LULC dynamics were computed using relevant techniques. It was found that forest (79.1%) and agroforestry (137.6%) showed significant increases following the provision of ICS to households in the study localities. The findings confirm the effectiveness of implementing ICS in the conservation and sustainable management of forests. The study recommends scaling up the adoption of ICS through community engagement and targeted interventions, leveraging updated remote sensing technologies for continuous monitoring, and integrating findings into local forest management policies. These measures aim to support long-term biodiversity conservation, mitigate deforestation, and enhance ecosystem resilience in the Gamo Zone.

How does musical instruments relate to social structure and organization? Analysis of musical instruments mirroring social organization and social structure in South Ethiopia

Gashaw Kachano Kitolo, Embete Dmelash Balcha — Tue, 04 Aug 2026 15:24:52 +0300

Studies of traditional musical instruments try to explain how they are made, from what they are made, and how they are used in musical repertories. However, there are few studies explaining how traditional musical instruments mirror or reflect social organization and structure of a society. This research aims describe how traditional musical instruments reflect the social organization and structure of a society by taking the Gamo, D’irasha, and Ale culture from south Ethiopia. The study took an ethnographic research design and data is gathered and analyzed qualitatively. The study found that, there are multiple musical instruments reflecting the social organization and structure of the society in the Gamo, D’irasha and Ale culture. The study found Diitha, Baqqaa, Lule, Darebe, Dinkye, and Gondale from Gamo; Fila, Shonqa, and Tarba from D’irasha; Ip’aaree, and Timbo from Ale as some of the instruments reflecting the social organization and structure of the society. Traditional musical instruments reflected social hierarchy, leadership positions, family structure, and organization of the society in three different ways: through symbolic representation, referring instruments morphology (body part) such as the order of strings, association of the sound to social position, and the context in which they are used.

Factors Influencing Postgraduate Students Graduation Rate at Arba Minch University

Tue, 04 Aug 2026 16:05:48 +0300

This study examined postgraduate students' graduation rates and investigated the institutional, supervisory, and personal factors associated with students' motivation to graduate on time. A cross-sectional survey and document analysis were conducted using data collected from 307 postgraduate students and 106 faculty members at Arba Minch University. The findings showed improvements in postgraduate enrollment and graduation rates. The overall graduation rate was 77.4%, with the highest rate recorded in the College of Social Sciences and Humanities (87.7%) and the lowest in the College of Business and Economics (57.8%), indicating considerable variation across colleges. Furthermore, institutional, supervisory, and students' personal factors were significantly associated with motivation for timely graduation. Significant differences were also observed between students' and faculty members' perceptions of institutional and supervisory factors. These findings provide valuable insights for postgraduate students, thesis supervisors, university administrators, and policymakers seeking to improve timely postgraduate completion.

Keywords: graduation rate, postgraduate students, institutional factor, student personal factor, supervisory practices

Integrating Urban Political Ecology with Indigenous Peacebuilding Mechanisms of Tulama Oromo and Gamo Communities in Addis Ababa Vicinities

Ruth Shume, Bamlaku Tadesse — Tue, 04 Aug 2026 16:42:12 +0300

The Tulama Oromo and Gamo community in Burayu, Ethiopia, are the subjects of this study. It looks at the connection between fast peri-urban urbanisation and indigenous peacebuilding techniques. Besides, the study aims to analyse how capitalist-driven peri-urban expansion erodes indigenous governance systems, transforms socio-ecological relations, and fuels inter-communal conflict. The study's analytical paradigm combines Indigenous Peacebuilding with Urban Political Ecology (UPE). A qualitative comparative case study design based on social constructionism was used in the investigation. In Burayu and Arbaminch, 110 semi-structured interviews, ten focus groups, participant observation, and field notes were used to gather data. Purposive and snowball sampling approaches were used to pick elders, female peace actors, youth representatives, government officials, police personnel, and victims of violence as participants. The results show that the 2018 Burayu violence was greatly exacerbated by rapid peri-urban urbanisation, land commodification, the growth of informal settlements, the fragmentation of government, and socioeconomic marginalisation. The study also shows that, in spite of pressures from modernisation and state-centered governance, indigenous institutions like the Tulama Gadaa system, Jaarsummaa, and Gumaa, as well as the Gamo Dubusha assembly system, Gome cosmology, and Tuge ritual, continue to operate as adaptive socio-ecological governance mechanisms. Following the conflict, these organisations were crucial to societal healing, restorative justice, reconciliation, and the avoidance of retaliatory violence. The study comes to the conclusion that acknowledging and incorporating indigenous peacebuilding organisations as valid socio-ecological governance systems is necessary for sustained peacebuilding in rapidly urbanising peri-urban areas. Therefore, minimizing urban violence and fostering inclusive and long-lasting peace in Ethiopia requires strengthening cooperation between formal state institutions and customary procedures.

Keywords: Urban Political Ecology; Indigenous Peacebuilding; Peri-urban Urbanization; Gadaa System; Dubusha Institution; Socio-ecological Governance; Burayu, Ethiopia

The Impact of Mother Tongue on Fourth-Grade Students’ English Oral Reading Skills: Evidence from Three Primary Schools in Gofa Zone, Ethiopia

Yishak Abraham Reta, Melese Mengesha Aklilu — Fri, 28 Aug 2026 10:22:40 +0300

The influence of the Gofatho mother tongue on students’ EFL learning has not been sufficiently examined; therefore, this study examined its impact on learners’ English oral reading skills. The objectives of this study are to identify the most frequently mispronounced English letters and words due to the Gafatho language interference. Fifty fourth-grade students were selected through systematic random sampling from three primary schools in Sawla Town, Gofa Zone, Ethiopia. Data were collected using an oral reading test and analysed using descriptive statistics, including the mean, standard deviation, and percentage. The findings revealed that many Gofatho-speaking students had difficulty pronouncing English letters and accurately decoding words. Some participants in the study struggled particularly with certain English letters, while most participants were unable to decode or pronounce many English words correctly. Although the two languages share similar orthographic features, differences in letter sounds led to frequent mispronunciations, sometimes resulting in changes in meaning. In the end, the study suggests reducing mother-tongue interference and improving English reading through guided oral reading. Students should be aware of the similarities and differences between the two languages, and EFL teachers should teach them to use phonics when learning to read.

Keywords: Oral reading, interference, Gofatho, Sight words, Upper and Lowercase letters

Students’ Sense of School Belongingness and Expectation from Education as Determinants of Their Classroom Engagement and Achievement

Girma Gura, Fekadu Mekuria, Yohannes Tigro Tilbe — Tue, 01 Sep 2026 20:14:08 +0300

This study explored how students’ sense of school belongingness and their expectations from education affect classroom engagement and achievement in Gamo and Konso zones, Southern Ethiopia. The study used a descriptive survey design. The sample included 384 high school students. Of these, 185 were male and 168 female, all of whom completed the questionnaires. The sample was drawn using multistage cluster sampling based on proportion. Data analyses included Pearson product-moment correlation, linear multiple regression, and independent sample t-tests. Analyses were done with SPSS version 25. The results show that students’ sense of school belongingness and educational expectation are more strongly correlated with classroom engagement than with academic achievement. Multiple regression indicates these factors jointly explain more variance in classroom engagement. In contrast, the t-test reveals that males achieve higher than females, though no significant gender difference appears in classroom engagement. In conclusion, the predictors studied more strongly affect classroom engagement than academic achievement. The study highlights the importance of students’ sense of school belongingness and expectations from education in shaping their classroom behavior and academic achievement. Schools should actively implement programs and strategies to promote feelings of belongingness and positive expectations about education among students.

Keywords: sense of school belongingness, expectation from education, classroom engagement, academic achievement