Abstract
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
Original language | English |
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Pages (from-to) | 328-342 |
Number of pages | 15 |
Journal | Educational Review |
Volume | 67 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1 Jan 2015 |
Research Groups and Themes
- SoE Centre for Comparative and International Research in Education
Keywords
- community participation
- Ethiopia
- primary school
- school effectiveness
- school improvement
- school leadership and management