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

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journal contribution
posted on 07.01.2015, 11:45 by Rafael Mitchell
In the last twenty 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 (MoE 2007) and teachers’ professional development (MoE 2004). Such programmes—imported on the advice of USAID, 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.

History

Citation

Mitchell, R. (2014): The implications of school improvement and school effectiveness research for primary school principals in Ethiopia, Educational Review, doi: 10.1080/00131911.2014.927829

Version

AM (Accepted Manuscript)

Published in

Mitchell

Publisher

Taylor & Francis (Routledge)

issn

0013-1911

eissn

1465-3397

Copyright date

1080

Available date

20/11/2015

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/00131911.2014.927829

Language

en