The implications of school improvement and school effectiveness research for primary school principals in Ethiopia

Resource type
Journal Article
Author/contributor
Title
The implications of school improvement and school effectiveness research for primary school principals in Ethiopia
Abstract
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
Publication
Educational Review
Volume
67
Issue
3
Pages
328-342
Date
July 3, 2015
ISSN
0013-1911
Accessed
19/01/2018, 19:34
Library Catalogue
Taylor and Francis+NEJM
Citation
Mitchell, R. (2015). The implications of school improvement and school effectiveness research for primary school principals in Ethiopia. Educational Review, 67(3), 328–342. https://doi.org/10.1080/00131911.2014.927829