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<https://discovery.ucl.ac.uk/id/eprint/10146721> <http://purl.org/ontology/bibo/abstract> "While access to basic education has increased greatly in Ethiopia and funding for\r\neducation has improved notably, learning levels among pupils do not appear to have\r\nimproved commensurably and have likely deteriorated. We explore in this paper the\r\ntrend in mathematics learning in relation to the General Education Quality\r\nImprovement Programme - Phase II (GEQIP-II). We make use of a unique longitudinal\r\ndataset on 33 schools in six regions of Ethiopia covering the period 2012 to 2018. We\r\nfound that pupils’ progress in mathematics in the 2018-19 academic year improved\r\nslightly compared to 2012-13, but there is a difference in magnitude of learning\r\nprogress for the two periods between pupils across rural-urban locations, regional\r\nstates, and family economic backgrounds. There is an overall improvement in measures\r\nof school infrastructure and in teacher qualifications between 2012 and 2018, and there\r\nis evidence of changes in student composition between the two periods. Consistent with\r\nthe GEQIP-II reforms in terms of supporting access and retention, pupils in 2018-19\r\nwere more likely to have attended pre-school, have lower absence rates, and have fewer\r\nepisodes of dropout compared to pupils in the same grade in 2012-13. Compared to\r\npupils in 2012, those in the 2018 cohort had caregivers that were less likely to be\r\nliterate, and had fewer assets at home. Differences in mathematics learning levels and\r\nlearning progress between disadvantaged pupils and their relatively advantaged\r\ncounterparts are discussed in relation to the GEQIP-II reforms."^^<http://www.w3.org/2001/XMLSchema#string> .
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