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2014, Educational Review
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.
2019 •
The study area has faced with school improvement program (SIP) implementation problems, in limited leadership roles, inadequate participation of stakeholders, lack of experience and skills among school principals, low coordination of school community that might have hindered the program from achieving its objectives in the selected schools in the study town. The main purpose of this study was, therefore, to assess the leadership roles and challenges on the implementation of school improvement program and thereby to identify the major challenges in relation to school principal role that affected proper implementation, and finding solution to ensure the success of SIP in Dilla city administration primary government primary schools. In order to achieve this purpose, mixed design-both quantitative and qualitative approach was employed as research method in the study. The study was conducted in five primary schools from a total of thirteen private and governmental primary schools in the ...
2019 •
2012 •
For a more recent discussion of school research and educational reform in Ethiopia, see: https://www.academia.edu/7108725/The_implications_of_school_improvement_and_school_effectiveness_research_for_primary_school_principals_in_Ethiopia
Asian Journal of Education and Social Studies
Challenges of Effective Principals Leadership in School Improvement in Government Secondary Schools of Oromia Regional State, Ethiopia2021 •
This research study aimed at investigating varied challenges that principals have been facing in an endeavor of school improvement in terms of input, process and outputs in secondary Schools of Oromia Regional State, Ethiopia. In this study, a qualitative research approach was followed and as such the data were collected with the help of semi-structured interview guides and focus group discussions. The study employed clustering, stratified, random and purposive sampling techniques to select 6 zones of Oromia region out of 20; 80 sample secondary schools out of 30, to draw 45 interviewees and 36 discussants, respectively. In this way, the interviews were conducted with the interviewees and focus group discussions were carried out among the discussants. Data obtained from these informants were analyzed using thematic analysis and narrative methods and paraphrasing the results of the discussants. The study identified inactive involvement of key stakeholders in the schools’ affairs; a w...
Introduction School principals are key actors in education playing crucial roles to implement educational sector development. Therefore, the way principals respond to education reforms becomes a basic concern in policy formulation, public debate and research in both local and global communities (Cheng, 2003). The author father elaborates that the practices of principals need changes in order to meet the challenges of globalization, localization and individualization. This may help to analyze the paradigm shift in principalship and draw implications for educational leadership development. Cheng (Ibid) also identifies that three waves of principal leadership roles in managing changes in education as internal leadership, interface leadership and future leadership. The internal leadership wave is deeply rooted in the assumption that policy-makers should have clear education aims that could enable to find the best practices to enhance effectiveness for all schools at the grassroots level. The improvement of teacher and student performance is an important target for the educational reform. The way principals attempt to ensure the performance of teachers and students is a key concern in their roles (Brundrett, Burton, and Smith, 2003). The school principals put their major effort for improving the internal environment and processes to achieve the planned objectives. Internal leadership has been considered as a basis for community of practice because it enables leaders to pay attention to help the community develop (Gronn, 2003). Similarly, the ESDP V for School Improvement Program (MoE, 1999 E.C: 25-26) and the directive for School Management, Community Participation and Finance-Amharic version (MoE, 1994 E.C:30-34) suggest that educational managers should play the significant leadership and supervisory roles in order to ensure schools have the necessary input and are engaged in goal oriented and processes focused on positive outcomes.
Aristotle a renowned educationist once said that "those who want to teach must cease not learning." This quotation is quite relevant for the implementation of the Quality Improvement in the Primary Schools (QUIPS) programme. This sterns from the fact that a lot of barriers were identified from the education reforms in 1987 stretching from poor education systems, inadequate trained teachers, lack of infrastructure and equipment, outdated and worn out textbooks poverty and hunger in the sub-Sahara Africa which Ghana is included. The study seeks to assess the impact of the QUIPS programme in terms of teacher performance and pupils’ progress, types of interventions of the QUIPS programme, school environment and lessons learnt from the QUIPS programme for policy formulation. This cannot be achieved without a comprehensive layout of how the data would be gathered. The study focused on the fifth group of selected schools dubbed ‘Cohort V schools’ found in five districts of the three northern regions. The districts include; Lawra, Builsa, Savelugu/Nanton, West Mamprusi and Bole. Five schools were selected from each district summing up to twenty-five schools for the implementation of the programme. The study population was all teaching staff and Parent-Teacher Association (PTA) Executives in the twenty-five school communities. Questionnaire, structured interviews and general observations were used during School-Based in-service Training programmes in the various school communities and reviewed activity reports from the communities. Microsoft Access, Excel Word packages 2007 version were used to enter the data and made analysis. One major finding was that pupils cannot be expected to make appreciable gains within a two- year intervention period in the absence of accelerated programmes in literacy and numeracy. Pupils throughout Ghana were performing far below development expectations in English reading and mathematics. Two years of CRS/QUIPS interventions was simply not enough time to remedy this deficiency. Though there has been an increase in community advocacy for and contribution for quality basic education, the coverage was limited. The study therefore recommends that communities should be involved in school health; feeding, water and sanitation and introduce income-generating activities as an entry point for adult literacy. When they are well established, they would then be able to take good care of their wards. Keywords: quality education, school communities, programme, reforms, barriers, CRS/QUIPS
Issues in Educational Research
Identifying improvements in supervision practices in Ethiopian primary schools: A pragmatic perspective2020 •
This article scrutinises the gaps in supervision practices in primary schools in Ethiopia. It examines the support being provided to teachers by supervisors, in three areas, teaching principles, teaching methods, and professional development. A mixed-methods design was used with questionnaires and semi-structured interviews. Questionnaires were completed by 382 in-service postgraduate diploma primary school principals and supervisors in the Department of Educational Leadership and Management at Hawassa University, Ethiopia in the 2018-2019 academic year. Semi-structured interviews were conducted with 12 purposively selected senior principals and supervisors. Results showed deficiencies in supports provided by supervisors to teachers in the three areas. The study suggests that in teaching and learning activities, supervisory support plays a very significant role in empowering teachers and contributing to improvements. So, the quality of teaching depends to some extent on the quality of supervision practices. Therefore, the Ethiopian government and stakeholders should give greater attention to improving the competency of supervisory staff, who are vital assets in striving for better quality education.
Ethiopian Journal of Education and Sciences
Schools as learning organisations: assessing the organisational learning practices in West Oromia Secondary Schools of Ethiopia2017 •
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European Journal of Educational Sciences
School Improvement Strategies: A Case Study to Understand Teacher-Self-Reported Experiences with Effective Leadership Approaches Used in Primary and Secondary Schools in Zimbabwe2014 •
Journal of Education, Society and Behavioural Science
Education Quality Challenges in Ethiopian Secondary SchoolsSpringer International Handbooks of Education
Effective School Improvement — Ingredients for Success: The Results of an International Comparative Study of Best Practice Case Studies2007 •
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International Journal of Educational Development
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School Leadership & Management
School Improvement for Schools Facing Challenging Circumstances: A review of research and practice2002 •
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British Educational Research Journal
Educational Effectiveness and Improvement: Developing new Theories and Methods2001 •
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Journal of Education and Practice
Assessment of School Climate and Leadership Practices: The Case of Four Selected Secondary Schools of Eastern Hararghe Zone, Ethiopia2014 •