Policy analysis project on teacher preparation and

development policy of Ethiopian education

A, Introduction and background

Introduction
"The quality of the education subsystem cannot exceed the quality of its teachers"
McKinsey& Company, (2007, p16) “… transform teaching into a profession of choice.” (MOE,
201, p56)

The executive summary presented here integrates the key finding of the desk review and
field survey (the complete reports of which presented to ESC earlier) with the results an
international benchmarking visit.

As indicated in the introductory section, both the desk study and the field survey helped to
identify the key issues facing teacher preparation and development in Ethiopia. The executive
summary tries to present the findings of the two studies under key areas that constitute a
teacher preparation and development program, ranging from TPD policies to cross-cutting
issues. It is also interesting to note here that the Ministry of Education undertook two studies
on the status of teacher education one; dealing with primary teacher education and another
with secondary teacher education. The findings of the two studies by the MOE are very much
similar with those of the field research conducted by the Roadmap Team. We, therefore,
tried to integrate the findings of the former in this summary, wherever deemed appropriate
Prepare and launch a comprehensive teacher preparation and development policy which
covers, among others, key issues related to recruitment, selection, in-service training,
certification, continuous professional development, scholarship, deployment, relicensing, and
transfer, termination of service, etc. There are many modalities of teacher education in the
world, among the most common ones are concurrent/ blended (the B.ED program in Ethiopia)
and the consecutive /end-on/add-on model (called PGDT in Ethiopia currently underway). In
the case of concurrent model subject matter, pedagogical and educational courses are given at
the same time, whereas in the case of consecutive model subject matter courses are first given
and an individual is certified for that followed by pedagogical and educational training. Some
countries use both models side by side. For instance: Malaysia, India (UNESCO, 1990) and also
countries like China, South Korea, Taiwan, Hong-Kong, Japan, Gorgia and Singapore (Schwille,
et al.,2013) adopt both concurrent and consecutive modalities. In the Ethiopian context, formal
schooling is largely organized and controlled by the government. For instance issues such as the
goal of schooling and how these goals will be measured, what textbooks are used? and so on is
directly considered to be the mandate of the government. These issues are the values
imbedded in individuals and wider society (Apple, 2003). It is policy that directs such values or it
is through these values that policy develops. Policy can be taken as the collection of laws and
rules that govern the operation of a given programs. This conception of policy seeks to reflect
the complexity of the policy development process (Bell& Stevenson, 2006). Despite issues of
policy conception, implementation of policy directives varies among interpretation groups and
does not warrant unique action. This leads into various approaches that ultimately guide
varying reform initiatives.

Definition of teacher preparation and development

Contextual definition of teacher preparation and development

History of teacher preparation and development

Educational challenge that required policy development

Lack of mandatory national or regional standard to open CTEs which resulted in having
Colleges without some of the most essential facilities like dormitories in place. ETP failed to
address issues related to teacher preparation and development for preprimary education. No
clear and comprehensive policy of teacher education; and the system is suffering from
unnecessary interference from both the MoE and REBs. What is more, the duties,
responsibilities and prerogatives of regional education offices at the various levels are ill-
defined. The teacher education system suffered from frequent and sudden policy changes.
The recent increase in the salary of teachers is found to have resulted in a more positive
attitude towards the teaching profession (more applicants for a teaching job among
graduates than hitherto!)

According to this study the following factors necessitated the introduction of a paradigm shift
in Ethiopian education system:

• The professional competence of teachers is deficient

Inability of existing teacher educators to become professional teacher educator

• Absence of a link between teacher educator and schools. Educators didn’t know the school
situation

• The recruitment of teacher educators for secondary education was not based on interest
• The content knowledge of teachers is unsatisfactory

• The training was not school and community based

• Lack of commitment and interest of educators to the teaching profession

• The curriculum was irrelevant and the teaching-learning process was teacher-centered and
undemocratic

• The Practicum receives inadequate emphasis and is inefficiently implemented at all levels of
teacher education

• Reflective teaching was totally absent

• Teaching profession was undermined

• Teacher education colleges were not well organized to meet objectives

• Action research was given little or no attention at all levels of teacher education Hence
TESO was introduced to solve all the above issues by educating teachers in a holistic.

The framework states that the very intension of the new teacher training program (PGDT) is
to alleviate the problems that appeared in the previous teacher training system (TESO). The
major problems in secondary teachers’ capacity and performance identified in 2008 by
Ministry of Education were:

 Teachers’ subject matter competence is inadequate,

 Active learning methods are not properly and sufficiently employed,

 Professional commitment and work ethics are not demonstrated as desired,

 Teachers’ interest to follow up and assist students is low.

 according to the framework, the admission criteria to the PGDT are as follows:

 B.Sc or B.A in areas directly related to secondary school subjects,

 Teaching profession ethical standards,

 Interview and Entrance Examination (Subject matter, English language and aptitude).

This is conducted to:

• Assess students’ readiness, disposition and motivation to become secondary school

teachers.
 • Assess students’ language and communication skills.

• Assess any previous engagement with children or school

B,The policy: description

Elements of teacher preparation and development policy:

C: Emprical Framework
D :policy critique
E:Future action