Implementation of Decentralization of Primary School Curriculum Development in Ethiopia: The Cases of Addis Ababa, Gambella and Oromia Regions
No Thumbnail Available
Date
2020-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
The main purpose of this study was to understand decentralization of primary school
curriculum development in Ethiopia since 1993. It is therefore the basic concern of this
study to uncover how Regions have developed their own primary school curricula as
mandated by the policy (and the various proclamations).The study was undertaken in
three regions selected based on maximum variations sampling. Qualitative multiple case
study design was employed to undertake the study. Most of previous and current
curriculum heads and experienced curriculum experts both at the centre and regions,
textbook development coordinator at the centre, textbook writers, sub-city/woreda
curriculum experts and primary school principals at each region were selected
purposefully and some were selected by snow ball sampling to participate in the study.
Furthermore, different educational documents and observation of physical settings of the
regional curriculum department offices were used as sources of data for the study. To
gather data semi-structured interview, document analysis and observation were used. The
data collected through semi-structured interview were transcribed and analysed
thematically based on the research questions. The findings of the study disclose that there
was no conducive institutional arrangements and trained human power in the regions to
carry out PSCD though there were necessary plans, materials resources and facilities in
all the three sample regions‟ REBs. For instance, heads of the bureaus and curriculum
department in all the studied areas were assigned based on their political affiliation. The
recruitment criteria for regional curriculum experts are not based on job description of the
experts and even these criteria were not followed in some of the regions (Gambella and
Oromia). It is also revealed that there is no short and long term strategic planning to
develop the regional curriculum experts‟ capacities with regard to curriculum
development in all the sample regions. The study also confirmed that curriculum
development processes such as need assessment, initiation of curriculum revision/change
and syllabus design were mainly decided by MoE. The main roles and responsibilities of
REBs were developing and publishing textbooks until 2009. Furthermore, the
participation of local stakeholders in PSCD decision making is minimal and no
mechanisms set forward by REBs‟ to communicate with local stakeholders while
developing PSC. Based on the findings of the study, it can be concluded that though there
was legislation to decentralize PSC to regions at rhetoric level, in practice
decentralization of PSC was not implemented as expected. Hence, it is suggested that the
structure of curriculum department both at MoE and REBs should be restructured to
facilitate the implementation of PSCD decentralization policy. To this end, a semi autonomous institute of Curriculum Development and Research with a mandate to
develop and research PSC has to be established at regional level with meritorious based
recruitment of heads. The institution should be organized in such a way that it has
capacity to develop, coordinate and monitor the PSCD process tasks through undertaking
research. It should also have clearly set mechanisms to communicate with local
stakeholders in developing PSC.