The implications of school improvement and school effectiveness research for primary school principals in Ethiopia

Rafael Mitchell*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)

4 Citations (Scopus)

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 languageEnglish
Pages (from-to)328-342
Number of pages15
JournalEducational Review
Volume67
Issue number3
DOIs
Publication statusPublished - 1 Jan 2015

Keywords

  • community participation
  • Ethiopia
  • primary school
  • school effectiveness
  • school improvement
  • school leadership and management

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