Policy reforms and unresolved educational challenges in Ethiopia: Implications for the University of Education
Abstract
The purpose of this study was to examine the education reform initiatives and ongoing educational challenges in Ethiopia, with a focus on the role of the country's university of education in addressing these challenges. Using a qualitative research approach, the study examined reform documents, research findings, and personal experiences as its primary sources of data. Additionally, semi-structured interviews were conducted with 12 senior university instructors who were selected purposively. The results of the study revealed that Ethiopia's education system has undergone multiple reform initiatives, resulting in some visible improvements. Despite this, the study highlighted numerous challenges that persist in the country’s education system. In light of this, the study emphasized the importance of evidence-based and innovative measures focusing on the quality, relevance, and efficiency agendas of education, mainly through the recently established university of education.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
