Education Quality Challenges in Ethiopian Secondary Schools
Belay Sitotaw Goshu, Melaku Masresha Woldeamanuel
Journal of Education, Society and Behavioural Science · pp. 1–15 · Published 11 Jul 2019
10.9734/jesbs/2019/v31i230147Abstract
This article empirically assesses perceptions of Ethiopian secondary school teachers and education administrators on the challenge of quality of education, opportunities and explores viable options to improve the quality. To this effect, the descriptive survey method was employed. The information used in this study was obtained through questionnaires random sampling technique which was employed to select 72 Directors, 50 vice directors, 71 Supervisor 52 unit leader and 638 teachers targeted respondents respectively into two secondary schools. The data were analyzed by descriptive analysis. The result shows that in contrast to remarkable achievements in access, progress to date in raising the quality of education in Ethiopia has been limited. Most of the respondents agree that the achievement in gross enrolments is good but in quality, at a low rate and has learning achievement in education system remains unacceptably low. This has become a source of concern for government officials, educators, parents, teachers, students, and other stakeholders. In addition, the results confirm that curriculum content needs to be relevant to a labour market where meta-cognitive skills are at a premium while providing schools with the flexibility to create an instructional environment suited to local conditions and revising teacher training method in university or colleges.
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