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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3741

Title: MAKING AND IMPLEMENTING EDUCATION POLICIES IN ETHIOPIA SINCE 1974: PROBLEMS AND PROSPECTS
Authors: SELASHI, LEGESSIE
Advisors: Professor Seyoum Teferra
Keywords: EDUCATION POLICIES IN ETHIOPIA
PROBLEMS AND PROSPECTS
Copyright: Jun-2001
Date Added: 8-Nov-2012
Publisher: AAU
Abstract: The main purpose of this study was to look in to problems of education policy making and implementation in Ethiopia since 1974. To conduct this study the descriptive survey method was employed. Samples for this purpose were taken from 6 zones, 8 woredas and 15 schools from Addis Ababa, Afar, Amhara, Tigray and Somali. The research involved 5 categories of sample population: Department Heads and Above, Principals, Curriculum Developers, Teachers and Parents & the Community. Questionnaire survey, interview, document analysis were the main instruments used to collect the data. Statistical tools like the percentage, mean and t-test were used to analyze relationships and identify whether there are differences and agreements of the respondents regarding the various variables on the role of actors in making and implementing educational policies. The results obtained show that education policy making in Ethiopia is still in a crisis where those in the making and those in the implementation are not yet on the same line. The findings revealed that attention to various issues like stake holder participation, listening to public voice etc. are ignored and that getting education policy right is still in a difficulty. Moreover, the research showed that there are areas and issue where common consent and understanding could be of benefit if political will prevails to overhaul education policy making and implementation. In the study it has been found out that the life span of policies here is equal to the life span of a regime in power and when regimes go new policies follow. The results obtained in the study indicate that there is no such a thing called continuity and every thing starts always from zero. For a country like that of ours, with human, material, and financial scarcity, starting things from zero seems unbearable, unafJordable and a crime. At the end based on the findings conclusion and recommendations were made to address the problem under study.
URI: http://hdl.handle.net/123456789/3741
Appears in:Thesis - Educational Planning & Management

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