Managing Ethiopian Education System amid COVID-19

Global Crisis: Disruptions, Adverse Effects, Responses

and Policy Options

Misganu Legesse (PhD)

Birhanu Haile
Adane Hailu
DILLA UNIVERSITY
CENTER FOR EDUCATION RESEARCH
 Presentation outline:
• Introduction
• Methodology
• Results
• Conclusion
• Way Forwards

01/24/2023 2
Misganu L. (PhD) Birhanu H. & Adane H Dilla University
 Introduction

Since the outbreak of COVID-19 pandemic

• Economic, health, emotional and social crisis across the globe
• It led many economic organizations to bankruptcy
• Making nations to be insolvent arising due to financial crisis.
• Job loss of over 195m (ILO)
• Food insecurity
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 Introduction…

Health
Cases Death Recovered
world 110,432,857 2,441,000 85,327,843

Ethiopia 149,308 2,237 129,145

Source: WHO, MoH

• Emotional and pysch problems lead to health complications

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 Introduction…
• Educational
• School closures
• 1.5 billion sts (UNESCO, 2020)
• More than 26m sts in Ethiopia including HLIs
• 1m vulnerable children in Ethiopia were affected (UNICEF)
• Motivation of students, studies indicate stu. Motivation declined
• Loss of jobs from the side of teachers in private school
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 Research Questions
1. To what extent does COVID-19 Pandemic disrupt the education
system?

2. What short and long range effects of Covid-19 pandemic were observed
on the Education systems?

3. To what extent the school responses determine the performance of the

education system?

4. What lessons and policy options could be drawn so as to develop a

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framework for similar challenges in the future (if any)?

 Hypotheses

H0: The school system was not disrupted due to COVID-19 pandemic
global crisis

H1: the school responses affected the performance of the education

system

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 Methodology
Mixed (explanatory
Sequential Design)
Both primary and
secondary data sources
Sampling
•Seven sec. schools-MSC
•200 teachers-Stratified
•250 students- Simple
•4 principals
Instruments
•Questionnaire
•Guided Interview
•Documents
Data Analysis
•Descriptive; mean, SD
•Inferential; M. regression using
ARMA and pairwise granger’s
causality test
Ethical issues have made take into
account as per the COVID-19 protocol
 Results
1. Level of Disruption (SD in the parenthesis)
Variables  T-L IM Motivation Assess Monitorin Stu. calendar
process ment g performa
nce
 Mean  4.09  4.02  4.01  4.14  3.97  3.88  4.11
(1.18) (1.05) (1.07) (1.03) (1.07) (0.97) (1.06)

 Probabilit  0.00000  0.00000  0.000090*  0.000  0.000163  0.00022  0.00031

y 0* 5* 000* * 5* 6*

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 H0: testing
 Null Hypothesis: F-Statistic Prob. 
       
 COVID-19 does not disrupt the performance of the
education system
 3.76829 0.0265*

Null hypothesis is rejected at p=0.05 level of significance

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 Results…
2. Effects
Content Asss. withdra Unplanned Loss of Turno
Variables  incomp inadq
DO Rept EBD
wal marriage jobs ver

 Mean
 4.23  4.03  3.94  2.22  3.86  3.13  3.65  3.21  3.51

 Std. Dev.

 1.02  1.13  1.19  1.47  1.23  1.46  1.50  1.42  1.23

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 Results…

3. Responses (SD in the parenthesis)

 Variables Aca_Res Adm_Res Sys_Res Stu_Res

 Mean  2.00  2.27  2.77  1.80

(1.20) (0.95) (0.87) (1.13)

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 Regression result
Dependent Variable: SP_DV_MEAN  
Method: Least Squares  
Date: 02/17/21 Time: 19:26  
Variable Coefficient Std. Error Prob.  
C 3.299752 0.352993 0.0000
ADM_VAR 0.341852 0.178424 0.0583
ACA_VAR 0.115712 0.119403 0.3349
SYS_VAR 0.496154 0.157158 0.0021*
STU_VAR 0.055087 0.116274 0.6367
R-squared 0.119613
Adjusted R-squared 0.084042

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 H1:testing

Hypothesis: F-Statistic Prob. 

 The school responses affected the

performance of the education system
 1.92550 0.1513
hypothesis is rejected at p>0.05 level of significance
Misganu L. (PhD), Birhanu H. &Adane H. Dilla University 01/24/2023 14
 Upcoming activities
• Lessons and options for re-frame working …. Requires more data

• Next Activities: Data collection (mainly Qual and some quan)

• Drawing valid conclusion, and development of scientific framework

• Manuscript preparation: 2 and publication

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 Acknowledgements

• DU, RDO
• CER and IEBS

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