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Participation of the Parent-Teacher-Student Association (PTSA) at school has been shown to be critical to students' academic success. Nonetheless, Ethiopia has a dearth of empirical research in this regard. Therefore, using the study-demand resource model as a theoretical foundation, the current study attempts to investigate the relationship between PTSA involvement in school, learning engagement, and academic achievement. A correlational research design was used to achieve this goal. The participants of the study were students in primary schools in Gidan district, Ethiopia. Totally, 182 sampled students were included using simple random sampling method as study participants. The findings of the research showed the level of PTSA involvement in school was low, while students' level of engagement and academic achievement were at the medium level. There was a statistically significant correlation between academic achievement, students' learning engagement, and PTSA involvement in school. Lastly, this study demonstrated that learning engagement acted as a mediator in the association between academic achievement and PTSA involvement in schools. It was suggested that in order to support the children's educational achievement, creating and implementing parents' programs that allow for more parental participation in school events encourage students to get involved in extra-curricular pursuits, which result in enhancing of their academic achievement and ensuring SDG-4 (quality education).

Although building social capital improves student learning and the effectiveness of schools in educating students, it still needs to be explored in the area of primary schools. Thus, this case study was undertaken to explore the practices of primary school principals to develop students' social capital by taking social capital theory as a theoretical lens. Five school principals were selected purposefully from primary schools in Ethiopia. Thematic analysis was used to narrate data gathered through semi-structured interviews. Five focus group discussions were held with teachers and students separately. Findings revealed that the principal formed various social groups, facilitated family and community engagement, created a caring school culture, worked with parent-student-teacher associations and other social networks, and created common school goals for developing the social capital of students. Lack of interest and commitment from parents, lack of willingness and trust from teachers, and giving poor value for information were challenges constraining principals from developing the social capital of students in primary schools. In a nutshell, this study is important because it provides educators, administrators, the Ministry of Education, and other pertinent school stakeholders with more knowledge and information on methods for helping students build their social capital. This also makes the principals transform their leadership behavior to be more ethical, focused, caring, democratic, and pedagogical in leading teaching and learning and enhances their ability to exercise empowering, effective social behaviors towards their students in their daily practices.

In the post-1991 period, the Ethiopian People's Revolutionary Democratic Front clearly endorsed the separation of state and religion. More importantly, the government is obliged to deliver equal protection for the peaceful worshiping and well-being of religious institutions. However, there is little or no protection given to the Ethiopian Orthodox Church and Christians, specifically in the post 2018 political transition. Therefore, this study examines the most devastating and selective murdering and slaughtering of Orthodox Christians and the demolition of the church a few months after a new governmental transition took place in April 2018. To do so, this paper applied the theory of “religious victimization” to analyze the interplay between the so-called political reform and religious practice since 2018. In this respect, a qualitative research approach with a case research design was used: ten in-depth interviews, three focus group discussions, field observations, and secondary sources analysis. According to the findings, thematic analysis was applied by arranging items in the team based on their similarities. The results of the study also revealed that there were mass killings and demolition of orthodox Christian properties in the Ethio-Somalia, Oromia, and Sidama regions of Ethiopia. Vandalism was supposed to be systematic and well-planned. In this study, the researchers strongly recommend that the government identify intervention strategies to stop the atrocities of Ethiopian Christians.

Enhancing the link between schools and the community is essential since the quality of a school's interaction with the surrounding community has a significant impact on its success or failure. Therefore, the purpose of this study was to examine how school-community communication and personal characteristics predict community involvement in curriculum implementation in the Mektewa District, Ethiopia. A convergent parallel mixed research design with a total of 207 respondents was used. Overall, the status of school-community communication and the involvement of the community in curriculum implementation were low. The regression depicted that the education level of respondents and school-community communication were important predictors of community involvement in curriculum implementation. However, gender had no significant effect. The low involvement of the community in the implementation of curriculum was due to a lack of training, a lack of awareness, and so forth. This work makes a substantial contribution to the theory and literature on community involvement in curriculum implementation and practically crucial for school administrators to ensure high-quality education for all (SDG 4).