ERIC Number: EJ1029221
Record Type: Journal
Publication Date: 2014
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Teacher Preparation in Ethiopia: A Critical Analysis of Reforms
Semela, Tesfaye
Cambridge Journal of Education, v44 n1 p113-145 2014
The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the education system in general and the teaching profession in particular. In analysing why and how the policy reforms took place, the paper draws on Chin and Benne's strategies of change management and the world system theories. Further, based on government statistics, official policy documents, and observations, the paper argues that the series of policy interventions were short of addressing the challenges of teacher preparation, including maintaining minimum quality standards, though the sector's expansion has had favourable impact on educational access and bridging regional and gender disparities.
Descriptors: Foreign Countries, Teacher Education Programs, Educational Change, Educational Policy, Program Implementation, Educational Development, Change Strategies, Observation, Statistical Data, Position Papers, Intervention, Policy Analysis, Educational Assessment, Educational Indicators, Educational History, Access to Education, Equal Education, Teacher Effectiveness, Teacher Certification, Academic Achievement, Politics of Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A