The Influence of Educational Research on Educational Policy Formulation in Ethiopia

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Addis Ababa University


Educational policy formulation process in Ethiopia is not adequately informed by and reflective of research based evidence. This is largely due to limited interface between researchers on one hand, and public policy makers in the government on the other. The aim of this study was therefore to examine some research based evidence on the influence of educational research on education policy formulation in Ethiopia since 1994. This study employs qualitative design. The participants of the study were sixteen. The participants and the study area were selected using purposive sampling. The instruments for data collection were in depth interview and document analysis. Moreover to strengthen the study, different published and unpublished related literatures reviewed. Policies are usually based on evidence. There is reciprocal relationship between policy and research. Policy formulation is not an end in the continuum process but a means to an end as researches are needed to evaluate, modify or change the policy. Findings of the study show that there is little influence of Educational Research on educational policy formulation in Ethiopia. The paper identifies several factors responsible for this ineffective use of research results in influencing policy formulation which include inadequate research funds, political interference, poor quality and irrelevance of research outputs, inefficient communication and insufficient dissemination. Therefore, there is a need to promote co-existence between Educational research and education policy making process in Ethiopia. Researchers, research institutes and policy makers have to work together for the wider vision of the country and national competitiveness- ‘team work is necessary