Primary and preprimary Teacher Training in Ethiopia: Analysis of Practice Vis-à-vis SDG#4 of 2030

Ethiopia, one of the sub-Saharan countries with a population of 95 million, is striving to achieve its goal of becoming low middle income country by 2025. To this end, the country has registered significant achievement in... [ view full abstract ]

Ethiopia, one of the sub-Saharan countries with a population of 95 million, is striving to achieve its goal of becoming low middle income country by 2025. To this end, the country has registered significant achievement in access and equity; primary school net enrollment reached 80% and preprimary enrollment to 49% where the gender parity index is getting closer to one (MOE, 2015). Nevertheless, the quality of education is a critical problem to which the country is struggling. The quality of the teachers is one of the factors that affect the quality of education in the country. This is because an education system is only as good as its teachers (UNESCO, 2014:3). The quality of the teachers largely depends on the way they are trained (Workneh & Tasew, 2013). Hence, the purpose of this research is to assess the practice of primary and preprimary teacher training in the country vis-à-vis SDG#4 of 2030. Specifically, it tried to assess the extent to which the input, process, context and the output were quality enough. To attain this objective, a mixed method research design was employed. Accordingly, data was collected using multi-method data collection instruments from trainees, trainers, AC members of CTEs, education experts and leaders working at the woreda, zonal and regional level. Besides, field observation and different educational documents were used as data sources of the study. The participants were selected using multi-stage sampling technique through which regions, zones, woredas, CTEs, and human and non human participants were selected following sequential and interrelated sampling techniques. Data from sample units have been collected using interview, FGD and questionnaire. Field observation and document analysis were also used to triangulate the data from other instruments; in sum, the data were obtained from a total of 2638 participants. Data collected through the multi-method instruments were analyzed through quantitative and qualitative methods. The result of the study revealed, though teacher supply is increasing as a result of expansion of CTEs per region, graduate teachers lacked the subject matter and pedagogical competence and have low interest to the profession due to inappropriate recruitment policy, in proper training, mismatched curriculum and lack of shared leadership. The results inform, so as to improve the quality of primary and preprimary education in line with SDG#4 of 2030, the country need to revisit the recruitment policy, curriculum, leadership, pedagogical competence and motivation of teacher educators and teacher accountability policy. Otherwise, its goal of becoming low middle income country may be delayed.

Key terms:  primary program, preprimary program, teacher education, teacher training, teacher education colleges (CTEs)