The Practice of Evidence Based Policy Making in Education and Training System of Ethiopia. Tesfamariam Shimekit, Education Strategy Center, Addis Ababa, Ethiopia E-mail: tesfakit@gmail.com. Mob.No:+251912887336

AbstractEducation is vital for the development of a nation and policy development in education affects all economic, political and social issues of the country. Besides, in this globalized era the education policy development... [ view full abstract ]

Abstract

Education is vital for the development of a nation and policy development in education affects all economic, political and social issues of the country. Besides, in this globalized era the education policy development in one country reciprocally influenced by the global contexts. Ethiopia’s education system is composed of three sub-sectors, General Education (GE), Technical and Vocational Education and Training (TVET) and Higher Education (HE). The Ministry of Education (MOE) is the government organization which governs the education and training in the country. In addition, MOE designs police, strategies, program, guidelines, and plans for the whole education system and monitor and evaluate the implementations of these policies. This paper argues that the education policy development must be evidence based to improve the role of education in sustainable development. The purpose of this survey was to assess the status and identify factors of evidence based policy making and implementation process in the education and training system of Ethiopia. A descriptive survey method was employed and data were collected by using a questionnaire. Out of 180 experts at MoE which were involved in policy making and implementation, 61 were selected by using stratified and simple random sampling techniques. In addition, five policy documents were analyzed to examine the type of evidences used in formulation and implementation of these policies. The data showed that unsystematic evaluation and monitoring results and data collected by less incapacitated education management information system were most often used as evidence in policy making and implementation than empirical research. In addition, evidence based policy making and implementation process is more affected by national factors than personal (policy makers) and global factors. In conclusion, the practice of evidence based policy making and implementation is low in the country’s education and training system. The study implies that policies, which are not evidence based, have little capacity in solving public problem and contribute to national and international development. As a result, the culture of using strong empirical research in policy making and implementation should be encouraged to develop or modify policies that ultimately enhance the contribution of education for national, regional and international development.

Key words: Evidence based, Policy making, policy implementation