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ID 43801
file
title alternative
School Improvement Practices at Lower Secondary Education in Ethiopia
creator
NDC
Education
abstract
The study aims to find some good practices of school improvement at lower secondary education in Ethiopia. The author has been conducted field research in several schools in urban and rural Ethiopia from FY2013 to FY2016. The methods of research were mainly interview and classroom observation survey.
The government has produced several education policies for example the National Education and Training Policy: ETP (1994-), General Education Quality Improvement Program: GEQIP (2008-) and so on. However, the scholars regarding Ethiopian education have shown as negative side or difficulties of improvement quality of education in their research results. One of the problems is that Ethiopia is multi ethnic and multi linguistic country. This situation invited twisted relationship between Addis Ababa as capital city and Oromia state as local area. There are some diversification in terms of language used in classrooms. Moreover, there are some political tension or conflict between ethnicities.
Nevertheless, the research tried to find good school improvement practices at lower secondary education in rural and urban areas. Furthermore, the study try to analyzed policy recommendations for what are unsatisfied elements in rural area compared to urban area by using claudicatory comparative analysis. The research results are following three.
(1)GQIP were contributing to more reliable education environment. In the target six schools, they successes reduction of teacher student ratio from several years back due to schools mushrooming in their previous catchment area. However still its number is 50-60 students in a classroom.
(2)One secondary school in rural area successes tutorial program in the classroom in 2014 and its effort fructified as rapid improvement of passing rate preparatory school exam (End of class 10). The school was willing to take initiative, effort and time compared with the other target schools. So far, quality improvement must rely on such a “can-do” approach.
(3)Comparatively, urban area had advantages such as budget, environment and so on, compared with rural area within the country. The most important point was the language difference. Usually, a medium language is going to change from local language to English in Ethiopia. The timing of change in urban area is earlier than rural area. This difference created disadvantage of rural area in terms of academic result or passing rate of important examinations.
description
本研究は、日本学術振興会科学研究費補助金(基盤B 一般)「途上国の前期中等教育における学校改善実践に関する国際比較研究」(平成25-28年度)代表:吉田和浩(広島大学)の研究成果の一部である。
journal title
Journal of international cooperation in education
volume
Volume 19
issue
Issue 1
start page
17
end page
27
date of issued
2016-10-31
publisher
広島大学教育開発国際協力研究センター
issn
1344-2996
ncid
naid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2016 広島大学教育開発国際協力研究センター
department
Center for the Study of International Cooperation in Education
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