%0 Journal Article
%A Tiruneh, Dawit Tibebu
%A Rolleston, Caine
%A Sabatesa, Ricardo
%A Hoddinott, John
%D 2022
%F discovery:10146721
%J Bahir Dar Journal of Education
%K Educational reforms, GEQIP, mathematics, quality & equity in primary  education, Ethiopia.
%N 1
%P 26-45
%T Trends in mathematics learning in Ethiopia: 2012 – 2019
%U https://discovery.ucl.ac.uk/id/eprint/10146721/
%V 21
%X While access to basic education has increased greatly in Ethiopia and funding for  education has improved notably, learning levels among pupils do not appear to have  improved commensurably and have likely deteriorated. We explore in this paper the  trend in mathematics learning in relation to the General Education Quality  Improvement Programme - Phase II (GEQIP-II). We make use of a unique longitudinal  dataset on 33 schools in six regions of Ethiopia covering the period 2012 to 2018. We  found that pupils’ progress in mathematics in the 2018-19 academic year improved  slightly compared to 2012-13, but there is a difference in magnitude of learning  progress for the two periods between pupils across rural-urban locations, regional  states, and family economic backgrounds. There is an overall improvement in measures  of school infrastructure and in teacher qualifications between 2012 and 2018, and there  is evidence of changes in student composition between the two periods. Consistent with  the GEQIP-II reforms in terms of supporting access and retention, pupils in 2018-19  were more likely to have attended pre-school, have lower absence rates, and have fewer  episodes of dropout compared to pupils in the same grade in 2012-13. Compared to  pupils in 2012, those in the 2018 cohort had caregivers that were less likely to be  literate, and had fewer assets at home. Differences in mathematics learning levels and  learning progress between disadvantaged pupils and their relatively advantaged  counterparts are discussed in relation to the GEQIP-II reforms.
%Z This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.