College of Social Sciences and Humanities

Department of History and Heritage Management

A Thesis on:
A Historical Foundation of Lalo Aira Secondary School From Its Foundation
To Present (1952-2020)

By: Kebena

Bonga, Ethiopia
 December, 2020
Bonga University
A Thesis Submitted to Bonga University, College of Social Science and
Humanities, Department of History and Heritage Management in Partial
Fulfillment of the Requirements for in History and Heritage Management

By: Kebena Kumera

Advisor Name: Abdulkerim Mohammed (MA)

Bonga, Ethiopia

January, 2021
 Bonga University

College of Social Sciences and Humanities

Department of History and Heritage Management

A Historical Foundation of Lalo Aira Secondary School From Its Foundation

To Present (1952-2020)

By: Kebena Kumera

Approval of the Board of Examiners

Full Name Signature & Date

1. Advisor: __________________________ __________________

2. Examiner: __________________________ __________________

3. Chair Person: _______________________ _________________

Bonga, Ethiopia

January, 2021
ACKNOWLEDGEMENT
First of all, I would like to thank the Almighty God since everything is done through the help of
him.

Next, My depest gratitude goes to My advisor for his constructive comments and advice which
has been helpful for producing the study. My heart Felt gratitude also extends to My family for
providing me with Moral and Financial support all a long up to this level of my education.

I also acknowledge the contributions of all informants and Lalo Aira Secondary School
Administration office who helped me by providing necessary information regarding the school.
Finally, My thanks would be extended to all my family members especially My brother Mr.
Neguma Kumera and other relatives for their assistance in the time of my difficulties and all a
long during my education.
Contents

ACKNOWLEDGEMENT.................................................................................................................................1
CHAPTER ONE..............................................................................................................................................7
INTRODUCTION.......................................................................................................................................7
1. GENERAL BACKGROUND OF EDUCATIONAL IN ETHIOPIA................................................................7

CHAPTER TWO...........................................................................................................................................11
2. THE HISTORICAL FOUNDATION OF LALO AIRA SECONDARY SCHOOL FROM ITS ESTABLISHMENT TO
PRESENT................................................................................................................................................11
2.1 Historical Background Of Aira......................................................................................................11
2 .2 THE MISSIONARY TO AIRA AND FOUNDATION OF THE SCHOOL........................................................11
2 .2. THE MISSIONARIES AND DEFA JAMMO.............................................................................................12
2. 4. ITRODUCTION OF AIRA MISSIONARY SCHOOL...................................................................................13
2 .4 .1 Establishment of Elementary and Secondary Schools at Mission Stations.................................13
2.5. THE AIM OF THE MISSIONARY SCHOOL..............................................................................................13
2 .6 AIRA MISSIONARY SCHOOL (1936-1941)............................................................................................14
2 .7 AIRA MISSIONARY SCHOOL IN THE POST LIBERATION ( 1941 - 1974 )................................................14
2.8 DEVELOPMENT OF THE SCHOOL AND FOUNDATION OF LALO AIRA SCHOOL.....................................15
2 . 9 LALO AIRA SECONDARY SCHOOL RE- BUILDING PROJECT FROM 1991-2000.....................................16

CHAPTER THREE........................................................................................................................................18
3 . THE SCHOOL IN COME SOURCE AND CHALLENGES OF THE SCHOOL................................................18
3 .1 The School Income Sources................................................................................................................18
3 .1. School Fee..........................................................................................................................................18
3 .1 .2 Agriculture......................................................................................................................................18
3 . 1 .3 Selling Fire Woods.................................................................................................................19
3 .1 .4 Tea/ Coffee/ Clubs..................................................................................................................19
3 .2 THE CO-CURRICULAR ACTIVITIES........................................................................................................19
3 . 3 THE SCHOOL COMMUNITY RELATION...............................................................................................19
3 .4 THE PARENT- TEACHERS ASSOCIATION..............................................................................................20
3 .5 CHALLENGES OF THE SCHOOL............................................................................................................20
3 . 6 Conclusion.........................................................................................................................................22
List of Informants......................................................................................................................................23
REFERENCES..............................................................................................................................................24
CHAPTER ONE
INTRODUCTION

1. GENERAL BACKGROUND OF EDUCATIONAL IN ETHIOPIA

Education is a process by which people pass over their experience ,new findings and values
accomulated over the years in the struggle for survival and development. Education enables
individuals and society to participate in the development process by acquiring knowledge,
ability, we skill and attitudes. It is also the most important precondition for the development of
the society in economic, social , political and cultural aspects. ( Ascast Fetzer Company, 2001 )

Education in Ethiopia has been dominated by Ethiopian Orthodox Church for many centuries
until secular education was developed in the Early 1900s. Prior to modern day education system,
or in the early stages of education, schooling was relatively simple enterprise and the place
where children attending the education was not as such structured. The simplest and primitive
administration is the school or class formed by an individual teacher and his pupils. ( MOE, 1994
)

Prior to 1974, Ethiopia had an estimated illitracy rate well above 90% and compared poorely
with the rest of African in the provision of schools and Universities. After 1974, revolutions,
emphasis was placed on increasing literacy in rural areas. Practical subjects were stressed as of
the teachings of socialism. Recently, there has been massive expansion throughout the education
system. As of the study primary education consists two cycles from grade 1-4 and 5-8. ( MOE,
1994 )

Secondry schools have two cycles from grade 9-10 and grade 11-12.Primary schools have over
90% of 7 years olds enrolled athough only about half compelete the two cycles.School attend is
lowest in rural areas due to lack of provision and alternative occupation.The school curriculum in
later years covers more subjects at a higher level than curriculum in most other countries.Low
pay and under valuation of teachers contributes to poor quality teachings.This is exacerbated by
the large class sizes and poor resources resulting on poor performance on national Assessments. (
MOE, 1994 )
Accordingly,Richard Pankhurst expressed about the traditional education with is to be provided
by the Church.The education began with the learning of the alphabet or more properly,syllabary
made up of 26 base characters, each with seven forms indicating their various vowels.The
student's second stage comprised the memorization of the first chapter of the First Epistle
General of St.John in Geez.The study of writing would probably also begin at this time
particularly in more modern times some arithmetic might be added. ( Teshome G. W, 1979 )

Similarly until the early 1900%, formal education was confined to a system of religious
organized and presented under the aegies of Ethiopian Orthodox Church.To wards the end of the
19th centuries,Menelik II had also permitted the establishment of European missionary
schools.At the same time, Islamic schools provided some Education for a small part of the
Muslim population. ( Teshome.G.W, 1979 )

In the 1925, the Government adopted a plan to extend secular education but ten years later there
were only 8,000 students enrolled in twenty public schools.A few students also studied a broad
on government scholarship.After their conquest of Ethiopia, the Italians acted Quickly to re
organize the education system in Ethiopia.An ordinance issued on July,1936 reiterated the
principle that the newly conquered country as in the older colonies would have different types of
educational institutions like Italian type schools and schools for colonial objects.The existing
Teferi Mekonin school was converted in to two Italian types of schools. ( Teshome. G.w, 1979 )

There were two institutions of Higher education during the reign of Hailasillassie.Hailasillassie
ruled the country from 1930-1974 until the coming of Derg to power.He introduced and
expanded education starting from the establishment of His University.Hailasillassie I University
in Addis Ababa and the private University of Asmera found by Roman Catholic religious order
based in Italy.The Government expanded the public school system and in 1991 there were 1,300
primary and secondary and 13,000 teachers.But, the system is suffered from a shortage of
Qualified personnel, lack of funds, and over crowded facilities. Often financed with foreign
aid.School construction usually proceeded facter than the training and certification of teachers.In
addition, schools were in major towns. ( Lalo Aira School Profile, 2014 )

Under the Derg time, first policy changes was the right of every citizen to free primary
education. The education system was geared to attainment of communist ideology. The Derg
Government ruled the country from 1974-1991 and expanded Education that is based on Marx
and Lenin ideology in the country which is full of dictatorship system.However, when the Derg
was overthrown by the Ethiopian people's Revolutionary Democratic Front(EPRDF),
infrastructure had been destroyed. The was little access to Education and extreme poverty was
wide spread.Since this time, the Ethiopian People's Revolutionary Democratic Front,has
gradually improved the educational sector leading up to the current system. ( Lalo Aira School
Profile, 2014 )

More specifically, literatures indicates that the term school came in to currency in the late 20th
century for several reasons.Demands were made on schools for higher levels of pupils
achievement and schools were expected to improve the educational reform. These expectations
were accompanied by the calls for accountability at the school level.Maintenance of the status
quo was no longer considered acceptable.As Teshome(1979;23) stated, the modern education
and school leadership in Ethiopia started by only in the 20th century by Emperor Menelik II with
the opening of Menelik school in 1908.(Bahiru Zawude, 1855-1974).

Today, there are various educational institutions including primary, secondary, collages and
Universities. These institutions are providing education for the communities in one way or
another. Among these educational institutions, Lalo Aira Secondary School (LASS) is the oldest
one which is providing education in different programs.(Johon Makakaris, 2006)

Like in Ethiopia, education is also started and expanded in oromia regional state many years ago.
For this reason, many primary and secondary Schools were established in the region. Various
number of teachers and students are now increasing in the school from time to time.
Additionally, education is started in West Wollega Zone, Gimbi with the coming of Adventist
school in the town and the surrounding like Dongoro and the others. Many primary and
secondary Schools were also established in the area. Students from the rural areas now achieved
immediate chance to attend their education. On the other hand, education is also expanded to
Aira Woreda after it's expansion in to oromia regional state. In Aira Woreda, schooling started
during the time of German mission in the town. For this reason, the missionary school which was
set up in 1932 is a good example.After this time, the participation of the parents in teaching their
children was also increased at various places.(Baruddin Ali, 2004)
CHAPTER TWO

THE HISTORICAL FOUNDATION OF LALO AIRA SECONDARY

SCHOOL FROM ITS ESTABLISHMENT TO PRESENT.
2.1 Historical Background Of Aira
Aira_Gulliso were under one district before the year 1999 E.C because Aira and Gulliso splitted
in to two and be came independent Woreda. Prior to 1999 E.C, both Aira and Gulliso were under
one district which is called Aira-Gulliso district or Aira-Gulliso Woreda. But, after October 1,
1999 E.C, Aira-Gulliso were separated from each other and they started to have their own
administration. ( Aira - Gulliso Woreda Profile, 1995 )

The Former Aira-Gulliso was splitted in two and be came independent due to the
decentralization policy which the country follows. Therefore, Aira be came independent Woreda
and started it's own administration. It is one of the woreda's found in West Wollega Zonal
administration in oromia regional state.Aira is located to the east of Lalo Kile Woreda, North of
Yubdo Woreda, West of Haro Sabbu Woreda and South of Gulliso Woreda. Aira Woreda is
found at the earth distance of 504 know away from the center of West Wollega Zonal
Administration of Gimbi town. ( Profile of Aira Woreda, 2008 )

Aira is found at 1500-1800 meters above sea level. The area experienced two types of agro-
climatic zones. The largest and the most climatic zone are the sub-tropical one. In average, the
sub-tropical high land region of the district is about 15c hot and the low land of the region of the
district is up to 20th century. ( Profile of Aira Woreda, 2008 )

Economically, the Woreda is dominated by Agriculture which is the backbone of economy in

general and animal rearing in particular. As information obtained from the Woreda, 96%of the
woreda's economy comes from crop-production including cash crops. Consequently, over the
85% of the total population of the Woreda are engaged in Agriculture, mainly in crop production
activity. The prevailing agro-climatic condition of the Woreda is favored farmers to grow a wide
variety of crops which includes food crops such as Teff, Maize, Sorghoum, Beans and Nueg.
Among the cash crops, coffee is the major one followed by Chat, mainly used for local
consumption as well as for export. Vegetation and fruits are also grown in the Woreda at
different areas. ( Agriculture and Tourism Office of town, 2010 )

2 .2 THE MISSIONARY TO AIRA AND FOUNDATION OF THE

SCHOOL
The Ethiopian Evangelical Church Mekane Yesus( EECMY) established it's office in Aira where
the Gospel had been preached first. Thus, the history of Aira is begins with the history of the
coming of the missionaries to preach gospel and develop different activities such as as Health
care, school and colleges in the area. In the year 1928, the German missionaries Bahlburg, Grabe
and Muller started their journey to Aira with their language interpreter, Hand Borinski with
almost 70 Mules. On July,16,1928, they arrived Aira after unbelievable efforts but only with the
part of caravan. Many of the Mules they had brought in Addis Ababa had be come sick or had
died. So that they had to split up the caravan. The second group of the missionaries also arrived
Aira five days later on Saturday July 21, 1928. After they arrived Aira, the Missionaries
organized together for short prayer and prepare plan on how to work with the community of the
Aira. ( Baurochse Ernst, 2006 )

Dietrich Wassmann ( a German missionary), described Aira as a province with some what over
thousand residential huts. When he called AIRA province, he wanted to express that it is not
activity or village but a rural area. One of the sub-districts in Aira is called "Laaloo ". At the
beginning, the missionaries called their station "Lalo Challiota" because they had founded it as
they saw it in the border between the Lalo and Challia clans.

Later, the missionaries called the Aira "Eira". Since the time of the Italian occupation.lt is
correctly written as Aira. A piece of land covering thirty seven hectares is called "Gasha"
Kentiba Gebru owned two of Gashas in Aira. He let the missionaries choose which they wanted
for their station. One Gashalies some what higher and reached from a caravan road, now
widened out to gravel road to a small stream called "Bekel". The second Gashalies and begins at
Bekel and Stretches over a hill to a second stream which is called "Hursa". The missionaries
choose the second location because it had access to water and offered the possibility to keep a
garden during the dry season. The second location had however, the dis advantage of being a
Malaria-ridden regions. When the mission station was closed during world War II ( 1939-45 ),
they built there the first Evangelical Church in Aira. ( Baurochse Ernst, 2006 )

While the first caravan was under way, Wassmann stayed in Addis Ababa to protect the mission
house and to conduct church and school services. Bahlburg left Aira and returned to Addis
Ababa through Nedjo where he visited the dwidish missionary. The other missionaries like
Grabe and Muller had built simple round huts which is served for temporary accommodations .
( Wassmann, 1935 )

2 .2. THE MISSIONARIES AND DEFA JAMMO

The first missionary from Sweden Evangelical Eission ( SEM), settle in Wollega was Dr. Eric
Doderstrom in Nekemte in 1923 followed by Rev. Marthin Nordfeldt who opened station in
Nedjo in 1927. Followed the Italian invasion ( 1936-1941) , the German missionaries were
forced to leave Aira. In the absence, Paster Data Jammo was ordained and commissioned to look
after the mission station and to work there. Rev. Dafa Jammo was the first fruit of the German
missionary effort in Wollega. He was confirmed in the 1935 at the age of 22. Rev. Dietrich
Wassmann returned to Aira in 1939 but had to live again in 1941. Rev. Dafa was elected as the
only pastor of the whole area of Aira, Bodji, Nedjo and Mandi for years. He baptized, taught,
confirmed and celebrated holy Communion. ( Bartles, 1983 )

Rev. Dafa Jammo played significant role in church services and school organizations. He be
came the leader and later first president of the western synod. Dafa always taught and preached
in the vernacular language when the church was formed. Thus, there can be no doubt that the
effort of Dafa made a vital contributions to the development Evangelical ministry and school
constructions in Western Ethiopia. Dafa Jammo (Rev) was born at a place called ' kanao' in West
Wollega in 1913. When the first European missionaries came to Aira, they met with him and
started to run different activities. ( German Hermannsburg Mission, 2003 )

In the years 1928 to 1931, there were various constructions works. Some of the construction
include : the mission house, meeting place like congregations and the first school from cottage.
Dafa Jammo and Lamu Sima helped the missionaries in different works. In 1932, Wassmann was
able to start worship services and school lessons. He started the school with a total of 34
students. ( German Hermannsburg Mission, 2003 )
2. 4. ITRODUCTION OF AIRA MISSIONARY SCHOOL
2 .4 .1 Establishment of Elementary and Secondary Schools at Mission
Stations
The German Hermannsburg Missionaries (GHM) arrived Aira with Rev. Wassmann as a leader.
The encouraged Medical, Educational and Evangelical Ministry from the start. The school which
green from this endeavor has been the only opportunity for the Secondary Education for the
young people of Aira, Gulliso, Yubdo and the surrounding areas. Many farmer students are now
serving communities else where and twelve graduates are currently working for Lalo Aira
Secondary School ( LASS). As Lalo Aira Secondary School ( LASS) contributed to the
Education for the health workers, have provided health Education not only at LASS but also at
many primary Schools and congregations ( first Aira school). ( Baurochse, 2006 )

2.5. THE AIM OF THE MISSIONARY SCHOOL

It is obvious that the group of Missionaries came to Aira after exhaustive and long journey with
the mission to preach Gospel and provide school services to the surrounding communities. These
Missionaries were headed by Dietrich Wassmann as a leader. The stationed at area called " Lalo
Challiota" or on the land that is called "Areda of Jatane Keneni". Wassmann ( the first leader of
the missionaries), began school in his house ( first cottage) with the total of 34 students which is
28 Males and 6 Females by having the following objectives. Encouraging the roading and
writing skills of Aira and surrounding communities. Providing understanding between the people
in order to change their current situation. Producing a very competent students in their teaching
learning process. To assist the community and creating opportunity for their further
development. Producing Educated human power which would support the community and help
the coming generations. ( Luba Dafa Jammo, 1994 )

2 .6 AIRA MISSIONARY SCHOOL (1936-1941)

As already mentioned, German missionaries arrived and started Educational services in Aira.
However, a number of schools established in the area were located and others were closed due to
expansion of Italian government and the rise of shift as. The Italians aggressively ruled and
dominated the country. Most people were harshily treated and lost their right. The highly
violated human and democratic right of the people. Despotic, Anarchy and arbitrariness ruling
system were provided every where in the country. Similarly, in the year 1936 the first German
missionaries school came under fearing because of the expansion of Italian government and
some Missionaries were also returned back to their country. For Ethiopia and the other regions of
the country, the time was very difficult to run Educational activities. The Italians did not support
the Missionary activities especially that of Lutheran Missions in Western Wollega and for this
reason most of the schools were closed and remained with out providing services. Rev. Molatu
Gadisa, 2003 )

In the years of Italian occupation, most schools in the regions of West Wollega were closed and
remained with out rendering services. However, between 1941-1943, some of the schools were
re- opened and reformed at different areas like Najo, Aira Bodji by the indigenous generations of
the country. Among the personalities took part in the re- opening program of the school, the
following are good example : ( Luba Gammachu Danu, 1996 )

No Name Name of the Individuals

1 Aira Rev. Dafa Jammo

2 Nedjo Asfaw Ayalew

3 Bodji Negasa Feyisa

Source : Rev. Tefera Felasa (1928 - 2014 )

From the beginning, this people have discussed together on how to re- open the school. After the
issue has been discussed, they prepared notable issues and presented to the ministry of education
which is found in the capital city of Addis Ababa. Among the three persons, Rev. Dafa Jammo
played a vital role and finally became leader of the school. ( Luba Tefera Felasa, 1928-2014 )

2 .7 AIRA MISSIONARY SCHOOL IN THE POST LIBERATION

(1941-1974)

Building the first modern school among the number of Missionaries had turned back to their
native home land. Rev. Wassmann and Horn Bostle came back to Aira. During this period,
Italians had already left the country. The first school had four big rooms and four small
classrooms. Rev. Wassmann, the first missionary to establish the school became the first director
of the school. Some of the teachers of this school were: Rev. Tasia Deressa, Ato Lemu Sima and
Ato Deressa Bato. ( Wassmann, 1935 )

2.8 DEVELOPMENT OF THE SCHOOL AND FOUNDATION OF LALO

AIRA SCHOOL
The Missionary school was later developed in to Lalo Aira Secondary School ( LASS) in the
year 1952. Similarly, radical changes were made in promoting the school. During this time, the
total number of the students in the classroom were about eight because of their limited number,
further motivation was needed to encourage teaching- learning process and attention was given
to increase the number of the students in the class. As teaching-learnig continued in the
classroom, it was so difficult to run both primary and secondary School together in one
compound and due to this problem, the primary school ( Grade 1-8) was already transferred to
Walgo Aira and Ato Deressa Bato is elected as the first director of the school. ( Wassmann, 1935
)

The first plan to reform the school was the developed in the year between 1960 to 1970. This
plan of the reform is especially aimed at improving and promoting Hospital, School, Hostel and
the others. These three institutions were formely found in the same compound and this became
serious problem to reform the school. Due to this, they decided to reform only the Hospital ( Aira
Hospital) there and moved both school and Hospital together at another site. Therefore, Lalo
Aira Secondary School ( LASS) is established and opened at now place. Formerly, the name of
the area was known as "Oddoo ". During it's establishment, Abera Bekele ( Engineer ) invited
from Addis Ababa to design the building project. According to this plan, 6,776.060 ETB
requested for the school and Hospital. Rev. Svein Volden was elected as the building supervisor
of the school. ( Wassmann, 1935 )

The school construction was completed and the school started rendering services in 1982.
However, the opening ceremony of the school, Lalo Aira Secondary School ( LASS) was led by
Rev. Olana Woyessa, the former Western Synod president. Generally, in February 27, 1985,
seven school committees were elected to facilitate the school ceremony. Various committees
were also elected on the school opening program. For example, some of the reception
committees were: Mr. Duronbos, Mrs. Anete Marung, Rev. Olana Lamu, and Ato Mengesha
Roro. The Feeding committees were: Mr.Tafese Baisa, Mr. Degefu Jobir, Mr. Bekuma Rikitu,
Mr. Shiferaw Tasisa and w/ro Wokete Debsu. ( Wassmann, 1935 )

Finally, Lalo Aira Secondary School ( LASS) celebrated as an independent institution and started
to provide services to the whole community. On this honorable occasion, different individuals,
foreigners, government officials, community members and representatives of the church
including former LASS students are all invited together. ( Profile of the Synod, 2005 )

2 . 9 LALO AIRA SECONDARY SCHOOL RE- BUILDING PROJECT

FROM 1991-2000
During the year 1991, a plan to re- building the school was approved at local levels and by the
Western Synod.Executive board. In this year, the community of Aira town high discussed how to
improve and modify Lalo Aira Academic School in order to make it more excellent both in
academic quality and the building. Surveys of the sites and initial architectural plans were draw
by the architect, Ato Gebre Meskel Teare and Mr. Tewodros. In the next year, the re-building
project proposal was accepted by Ethiopian Evangelical Church Mekane Yesus ( EECMY).
Then, followed five years of discussion between Western Synod and the Lutheran world
Federation. ( Baurochse Ernst, 2006 )

By the year 1996, the community service of Lutheran world Federation accepted the project for
building. Finally, in 2000, the final acceptance was made of all new buildings at Lalo Aira
Secondary School (LASS), from the contractors, a ground breaking ceremony of the school site
was conducted by the Olana Woyessa (Rev), the then president of Western Synod. ( Baurochse
Ernst, 2006 )

Now a days, this school has shown much improvement in having additional classrooms which
are available for teaching learning, scientific experiment, laboratory, department, teachers staff,
library, store, office and teacher's residents on the other side of the school compound. There are
also various teachers in the school who are qualified in different fields of the study. Similarly,
the school opened one primary school ( Grade 1-8) which is nominated as ' LASS VISION
ACADEMY ' on the other side of the school. Thus, number of the students in the school is
increasing from time to time while there is a great problem in spreading constructions.
( Baurochse Ernst, 2006 )
CHAPTER THREE
3 . THE SCHOOL IN COME SOURCE AND CHALLENGES OF THE SCHOOL
As student researcher observed, there are various sources of income of the school which are
helpful for the development of the school and the community. However, there are numerious
challenges that hinder the smooth functioning of the school from the day of its establishment to
present. ( The School Profile, 2010 )

3 .1 The School Income Sources

Income is an important to accelerate the development of one institution by providing and
facilitating necessary materials, Human power, teaching learning equipments and helping
children with out family in the school. So, Lalo Aira Secondary School ( LASS), had different
types of sources of income in addition to the regular budget from the Donors. These source of
income include : school fee from regular and night school students, tithe from the teacher's
Salary, Agriculture, Rearing animals, Selling fire woods and tea are source of income be side
support from abroad. ( Ato Gurmessa Geleta )

3 .1. School Fee

Lalo Aira Secondary School ( LASS) is a private school. It is independent organization that
provides quality Education by few selected teachers who are active or competent in their field of
study. Since it is private school, students need to pay school fee throughout the year according to
their grades. Paying school fee starts from the day of students registration. But, amount of
payment is different from grades to grades. Thus, school fee is the essential and decisive source
of income for the school. ( Informant, Hundesa Gamtessa )

3 .1 .2 Agriculture
Agriculture is one of the economic activity which comprises both tilling of lands and rearing
animals. It is backbone of all African countries. The same is true for Woreda where Lalo Aira
Secondary School exist. From year to year, the school gets high amount of income from
Agriculture. The school is also engaged in mixed farming which consists of growing crops and
rearing animals. Animals are used for multi-purposes ( meat, milk, skin) the like. There are also
plantation of big trees like Tid, Gravelia, Woira and other indigenous trees that are exchanging
great income for the school. Therefore, Agriculture is the other means of income to the school
next to school fee. ( The School Document, 2014 )

3 . 1 .3 Selling Fire Woods

Like teaching learning program, the school provides multi- directional services to the community of the
area and the surroundings. As community supports the school, the school also supports the community.
Additionally, community gets fire woods by not exaggerated payments or balanced payments from the
school. Money that is collected from this income will be added to school budget and left for different
activities in the school. ( The School Document, 2014 )

3 .1 .4 Tea/ Coffee/ Clubs

The school provides regular teaching in full days. There is no shift in the school and all students attend
their lesson in similar time. So, in order to get recreation, the school arranged tea- coffee clubs in the
school which is more benefit for teachers and students. This helps both teachers and students to fully
carry out their activities in their presence in the school. On the other hand, selling tea or coffee assists the
school as means of income from day to days. ( The School Document, 2014 )

3 .2 THE CO-CURRICULAR ACTIVITIES

The school had various co-curricular activities from the time of its foundation (1952) up to the
present (2020). There are different clubs and committees in the school which are increasing in
number from the year to year. For instance, during its foundation there were about Four clubs but
now reached ten clubs. Some of these clubs includes: Anti HIV/ AIDS Clubs, Anti Corruption,
Tea clubs, Minimidia, Sport, and Environmental protection are some of the clubs organized in
this school. These clubs provided or contributed for this school in various ways. Anti HIV/ AIDS
clubs works for eradicating and decreasing the spread of this diseases by giving Education for
both teachers and students. Anti corruption teaches about the impacts of corruption on the school
and the country and works on how to minimize its impacts while environmental protection clubs
works for cleaning the environment and protecting the school compound and plants from
damages. (The School Profile, 2010 )

3 . 3 THE SCHOOL COMMUNITY RELATION

Co- operation and relation is the core point to achieve one goal. Therefore, the relation of community
with a given instruction is a basic one. With regarding to this, the school is working with community for a
long time. For example, the school has good relation with the community of the neighbouring woredas
such as Gulliso, Lalo Kile, Haro Sabbu, Yubdo, Challia and others. They work together for the
development of the school and the school support them by providing quality education, training on certain
problem regarding Education and providing teachers where there is high problems. Because of this, the
community of the area and the surrounding get valuable support or benefit from the school. ( Informants:
Gebisa Teferi, Melkamu Etefa, Molatu Gadisa, and Kumera Jobir )

3 .4 THE PARENT- TEACHERS ASSOCIATION

Parent- Teacher Association (PTA) is one of the essential committees found in Lalo Aira Secondary
School ( LASS). The committee works effectively and efficiently every work for the prevalence of
quality Education in the school. It had been mandated to administer the school and the school activities. It
also has mandate to facilitate the school problems. In the time of difficulties, they invite both teachers and
students to communicate and solve their problems. The Parents-Teachers Association has power to punish
teachers and students if there is a challenging problems. The representatives are elected from the
community and work with the school principal in all activities regarding to the school. ( The School
Document, 2016 )

3 .5 CHALLENGES OF THE SCHOOL

Since 1952 Lalo Aira Secondary School is continued teaching-learning program until present days. The
former Missionary school which is set up in 1932 by German Mission is developed and trained various
students in regular program and evening education. The school became famous in West Wollega region
and out side world through it's Quality works in the community. Many individuals are benefited from the
school in many ways. However, there are various challenges of the school which hinder smooth
functioning its regular works in each year. Some of the challenges/ problems/ of the school consists of
lack of enough badget, lack of human power, lack of additional classrooms, Absence of Access to Internet
Services, Lack of well standardized Library and Laboratory, Absence of Access to Water, Lack of
Sufficient modern electronic services/ equipments and decline of school income sources due to various
problems. ( The School Document, 2016 )

3 . 6 Conclusion
Lalo Aira Secondary School ( LASS) is the oldest and popular Educational institution in West
Wollega Zone, Oromia regional state. It is located in Aira Woreda. Aira is situated at the earth
distance of 504 Know a way from Addis Ababa, the capital city of the country and it is located at
the distance of 74 Km away from the Zonal town, Gimbi. Lalo Aira Secondary School is found
on the area called" Oddoo" near to the town. It was formerly known as Missionary School when
it is established in 1932 and later developed and became independent institution in 1952 with
few number of teachers and students. Since the school is private or Non- Governmental
Organization, the source of income for the school is totally comes from the community. The
school provides Education in full days. Some of the source of income of the school involves
school fee, farming, tithe from the teachers and workers, fire woods, tea and fund from abroad.
There are various committees in the school which are working for the promotion and
development of the school. There are also clubs such as Anti- HIV/ AIDS, Anti-corruption,
Minimidia, Sport and Environmental protection in the school.

Generally, Lalo Aira Secondary School produced many competent students who have knowledge
and long vision to serve their country from its foundation to present day. It is true that this school
is used every individual found in the area.

List of Informants
No Name Age Place of Date of Activity
 Interview Interview

1 Beka Burayu ( Rev ) 63 Aira 15/11/2012 The School

Librarian

2 Gabisa Teferi ( Rev ) 55 Aira 5/3/2013 Pastor of

Church

3 Gurmessa Galata (Ato) 70 Aira 3/2/2013 Indigenous

man of the
town

4 Hundasa Gamtessa ( Rev 57 Aira 18/5/2012 Pastor

)

5 Kumara Jobir ( Rev ) 60 Aira 22/11/2012 Pastor of

Church

6 Melkamu Etefa ( Rev ) 50 Aira 10/10/2012 Birbir Dilla

Synod
President

7 Mulatu Gadisa ( Rev ) 55 Aira 30/12/2012 Pastor of the

Church

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Luba Dafa Jammo . Amala Waaqeffannaa Saba Oromo. Addis Ababa, 1994.

Luba Tasgara Hirpho . Onesimos Nasib ( 1850 - 1931 ) . Aster Gano Literature: Aira, 1999.

Negaso Gidada . History of Sayyoo Oromo. West Wollega : Frankfurt, Germany, 1984.

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Rick Warren . The Purpose of the Diriven Life . California, America, 2005.