eprintid: 10146721
rev_number: 11
eprint_status: archive
userid: 699
dir: disk0/10/14/67/21
datestamp: 2022-04-19 10:54:12
lastmod: 2022-04-20 08:44:01
status_changed: 2022-04-19 10:54:12
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Tiruneh, Dawit Tibebu
creators_name: Rolleston, Caine
creators_name: Sabatesa, Ricardo
creators_name: Hoddinott, John
title: Trends in mathematics learning in Ethiopia: 2012 – 2019
ispublished: pub
divisions: B14
divisions: J80
divisions: B16
divisions: UCL
keywords: Educational reforms, GEQIP, mathematics, quality & equity in primary
education, Ethiopia.
note: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: 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.
date: 2022-04-01
date_type: published
official_url: https://journals.bdu.edu.et/index.php/bje/issue/view/92/82
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1948984
lyricists_name: Rolleston, Caine
lyricists_id: MCROL96
actors_name: Rolleston, Caine
actors_id: MCROL96
actors_role: owner
full_text_status: public
publication: Bahir Dar Journal of Education
volume: 21
number: 1
pagerange: 26-45
citation:        Tiruneh, Dawit Tibebu;    Rolleston, Caine;    Sabatesa, Ricardo;    Hoddinott, John;      (2022)    Trends in mathematics learning in Ethiopia: 2012 – 2019.                   Bahir Dar Journal of Education , 21  (1)   pp. 26-45.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10146721/1/669-Article%20Text-4579-1-10-20220401.pdf