Teacher preparation in Ethiopia: a critical analysis of reforms

Abstract

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.

The Utilization of Instructional Processes in Higher Education Institutions of the Amhara Region, Ethiopia

“…Similarly, most Ethiopian classrooms still are teacher centered, where informative instruction is the norm (Joshi and Verspoor, 2013). In spite of the rapid expansion of education in general, and higher education in particular, the Ethiopian education system has been experiencing complex hurdles with longterm social, economic, and political implications (Tesfaye, 2014). The lack of genuine commitment to address the glaring problems of education quality in general and the quality of teacher education in particular, seem to manifest faster than many observers might have predicted (Tesfaye, 2014).…”

“…Due to this, the current reality of the education system as a whole, particularly teacher education, has become a source of considerable concern among educators, politicians, and the public at large (Tesfaye, 2014). In order to improve the teacher education program, a number of reforms were introduced and one of the reforms was Teacher Education System Overhaul (TESO) (MoE, 2003).…”

“…In spite of the rapid expansion of education in general, and higher education in particular, the Ethiopian education system has been experiencing complex hurdles with longterm social, economic, and political implications (Tesfaye, 2014). The lack of genuine commitment to address the glaring problems of education quality in general and the quality of teacher education in particular, seem to manifest faster than many observers might have predicted (Tesfaye, 2014). Similarly, according to the MoE (2003) study, teacher education in Ethiopia characterized a number of problems such as: the professional competence of teachers is deficient; their content knowledge is unsatisfactory; the teaching skills and techniques are very low; the quality of courses and methods of teaching are theoretical and teacher centered; there is lack of professionalism; and teachers do not match up to the standards and expectations of their professions.…”

“…The weaknesses of TESO were also expressed in terms of teachers' 'poor' attributes-inadequate subjectmatter knowledge, failure to apply student-centered or active learning methods, lack of interest to follow up and support students, low career commitment, and weak partnership of teachers with school leadership, parents, and the community at large (MoE, 2008;Tesfaye, 2014). Under such circumstances, graduates within the TESO program faced considerable difficulties in planning instruction, managing classrooms, and diagnosing students' learning needs (Tesfaye, 2014).…”

The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within

“…Even for those who did pass through formal teacher education, research reviews have identified several problems with the quality of education. These include: out-dated curricula, limited practice-based learning opportunities, weaknesses in the knowledge and expertise of teacher educators and poor institutional management (Hunde & Tacconi, 2014;Semela, 2014). This implies that there was a minimal awareness among stakeholders and rudimentary level of application of active learning and continuous assessment.…”