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ERIC Number: ED500032
Record Type: Non-Journal
Publication Date: 2007
Pages: 38
Abstractor: Author
Reference Count: 44
ISSN: ISSN-1554-5210
Clinging to the Managerial Approach in Implementing Teacher Education "Reform" Tasks in Ethiopia
Tessema, Kedir Assefa
International Journal of Progressive Education, v3 n3 2007
In this paper, the author argues that the pre-service secondary teacher education "paradigm shift" or "system overhaul" that has been implemented during the 2003-2005 time period in Ethiopia reflects the pursuit of pathways which the author refers to as a managerial approach. Grounded mainly on personal narratives of a key self-narrator and views of other faculty reform performers, the author brings to surface the ideology upheld by central reform planners and administrators. The author identifies four reform tasks to demonstrate the consistency in the paths pursued to effect policies of central priorities. These reform tasks which mainly concern changes in curriculum and instruction were planned and have been effected in managerial spaces and tools. The author further argues that, in effect, if not in intent, the managerial approach has had a sidelining effect because the larger practitioners, professional associations, communities, student teachers, and private popular media have been given little or no opportunities for participation. According to the author, the approach has also reduced pedagogical concerns and values to an adjunct or secondary position. Reform Opinion Inventory Framework is appended. (Contains 10 endnotes and 1 table.)
International Association of Educators. 1971 South Orchard Street, University of Illinois, Urbana, IL 61801. e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia