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 teachersâ professional development. Such programmes â imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners â are implemented âmechanisticallyâ, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including âgreyâ literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have