eprintid: 10205274
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/20/52/74
datestamp: 2025-02-26 16:40:46
lastmod: 2025-02-26 16:40:46
status_changed: 2025-02-26 16:40:46
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Rolleston, Caine
creators_name: Oketch, Moses
creators_name: Tiruneh, Dawit Tibebu
creators_name: Rossiter, Jack
title: Rising access and falling outcomes: educational change and the GEQIP reforms in Ethiopia
ispublished: inpress
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
keywords: Reform, Ethiopia, Education, Learning outcomes, Value-added, GEQIP
note: This work is licensed under a Creative Commons License. The images
or other third-party material in this article are included in the Creative Commons license,
unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license,
users will need to obtain permission from the license holder to reproduce the material. To view a copy of this
license, visit http://creativecommons.org/licenses/by/4.0/
abstract: Purpose

This paper explores the extent to which the period 2012–2021, when the General Education Quality Improvement Programme (GEQIP) reforms to primary education were implemented in Ethiopia, is one of educational improvement, despite the absence of gains in learning outcomes. It examines trends in access, learning progress in Grade 4 school quality and in equity of access and outcomes across regions and between urban and rural contexts.

Design/methodology/approach

Data from several sources are employed including Ethiopian national education data (Education Management Information Systems (EMIS)) and longitudinal school survey data from the Young Lives (YL) and Research on Improving Systems of Education (RISE) projects. Analysis employs descriptive analysis and regression modelling in a value-added framework. Trends in learning outcomes in mathematics and pupil backgrounds are examined alongside school quality, its measures and predictors.

Findings

Access to primary education in Ethiopia has expanded significantly, with some equity improvements. Learning outcomes have declined in most regions, in Southern Nations, Nationalities and Peoples (SNNP) from a mean score of 515 in 2012 to 436 in 2020. Several school and teacher quality indicators targeted by GEQIP improved modestly, including teacher maths scores which improved from a mean of 462 to 507. Improvements have not been sufficient however to outweigh effects of rapid expansion and rising disadvantage, perhaps worsened by shocks including COVID and conflict.

Originality/value

This research contributes to understanding the role of the GEQIP reforms in improving primary education in Ethiopia. It may inform policy on targeted education quality improvement. It informs wider debate on the “learning crisis” especially in sub-Saharan Africa.
date: 2025-01-21
date_type: published
publisher: Emerald
official_url: https://doi.org/10.1108/jice-03-2024-0012
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 2354699
doi: 10.1108/jice-03-2024-0012
lyricists_name: Rolleston, Caine
lyricists_name: Oketch, Moses
lyricists_id: MCROL96
lyricists_id: MOOKE71
actors_name: Oketch, Moses
actors_id: MOOKE71
actors_role: owner
full_text_status: public
publication: Journal of International Cooperation in Education
citation:        Rolleston, Caine;    Oketch, Moses;    Tiruneh, Dawit Tibebu;    Rossiter, Jack;      (2025)    Rising access and falling outcomes: educational change and the GEQIP reforms in Ethiopia.                   Journal of International Cooperation in Education        10.1108/jice-03-2024-0012 <https://doi.org/10.1108/jice-03-2024-0012>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10205274/1/JICE%20paper%20published%2010-1108_jice-03-2024-0012.pdf