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Textbook provision for all in Ethiopia : lessons learned from the General Education Quality Improvement Project (Inglês)

While Ethiopia has experienced remarkable improvement in access to education, quality of education has hardly kept pace. An acute shortage of teaching/learning materials has particularly hampered learning in primary and secondary education, and the limited materials available frequently turn out to be of poor quality. For a low-income country such as Ethiopia, where class sizes are large, teachers often are untrained, and instructional time is cut short by various contingencies, access to good quality teaching/learning materials can greatly improve the quality of education. In 2010-11, to the benefit of the overall quality of education, newly developed textbooks and teaching guides started to become widely available in Ethiopia under the General Education Quality Improvement Project (GEQIP). GEQIP is a two-phase program led by the government with active participation of eight development partners; and all funding sources are pooled, and the World Bank is the supervising entity. The program is designed to improve quality of general education in Ethiopia through five components: curriculum reform and textbook provision; a teacher development program; a school improvement program; management and capacity building; and the use of information and communication technology in education. This report draws on a review of project documents, policy papers, and survey reports, in addition to discussions with stakeholders, to gain insight into the most common barriers to making teaching/learning materials available on a long-term basis and identify strategies for overcoming them.

Detalhes

  • Autor

    Woldetsadik,Girma, Raysarkar,Chandrani

  • Data do documento

    2017/05/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    116323

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Etiópia,

  • Região

    África,

  • Data de divulgação

    2017/06/16

  • Disclosure Status

    Disclosed

  • Nome do documento

    Textbook provision for all in Ethiopia : lessons learned from the General Education Quality Improvement Project

  • Palavras-chave

    textbook provision;learning material;mother tongue;recurrent cost per student;information and communication technology;future education;primary school primary school;children must;education management information system;Education and Training Policy;federal system of government;access to learning material;national educational assessment;Primary and Secondary Education;physical education;secondary textbook;quality of education;language of instruction;gross enrollment rate;economies of scale;provision of textbook;secondary school textbook;net enrollment rate;primary school textbook;development partner;competitive bidding;Medium of Instruction;minimum learning competency;school year;lack of knowledge;cost of administration;number of teachers;education level;private sector provision;private sector involvement;primary education budget;primary school enrollment;recurrent education expenditure;privileges and immunity;good quality education;access to textbook;lifelong learning opportunity;mother tongue language;senior education specialist;school improvement program;senior procurement specialist;errors and omission;distribution of textbook;Access to Education;qualitative research method;teacher development program;grants to school;primary textbook;supplementary material;textbook cost;school grant;ethical education;visual art;funding source;primary grade;regional language;environmental science;textbook title;student enrollment;recurrent budgets;local publisher;book price;textbook procurement;curriculum framework;teacher preparation;primary level;real cost;external aid;free textbook;library book;reading book;learning assessment;social studies;social study;remote area;linguistic group;secondary level;raw material;contract cost;procurement method;school material;copyright agreement;alternative textbook;textbook evaluation;public education;replacement cost;public expenditure;educational administration;production process;core subject;financial constraint;pastoral area;british council;household survey;school authority;Quality Enhancement;teach learn;Student Assessment;procurement process;secondary student;modern technology;distribution cost;education spending;equity ground;textbook rental;government funding;government supply;management structure;financing mechanism;partial liberalization;public-private partnership;private service;insufficient funding;qualified bidder;local textbook;pedagogical method;local printer;public primary;government's policy;expenditure source;turnaround time;textbook writer;open competition;local university;textbook policy;autonomous region;minority group;active learning;research show;Procurement Policy;reference book;school leadership;teaching method;teacher qualification;learning result;effective teaching;inefficient delivery;Learning and Innovation Credit;essential needs;quality teaching;instructional time;class size;routine delivery;inventory control;effective information;textbook supply;national requirement;local printing;local capacity;local enterprise;textbook content;saharan africa;capacity strengthening;textbook distribution;school administrator;Regional Studies;production cost;copyright owner;sole responsibility;original work;commercial purpose;girl child;education leadership;Childhood development;education consultant;impact policies;ethiopian birr;teaching standard;school inspection;decentralized system;private provision;sustainable financing;secondary cycle;administrative function;active participation;university education;language education;small population;international procurement;learning objective;transaction cost;national textbook;secondary enrollment;decentralization policy;flow chart;local condition;gradual approach;language use;natural science;quality textbook;Social Sciences;qualified teacher;block grant;asian countries;grade textbook;primary student;science equipment;community contribution;

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