The Influence of educational research on educational policy formulation In Ethiopia
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Date
2013-06
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Addis Ababa Univerisity
Abstract
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unpublished related literatures reviewed.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’.
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Keywords
Educational research