Researchers from the Policy Studies Institute and Addis Ababa University released new research findings entitled “Evaluation of the Recent Dynamics in the National School Leaving Examination in Ethiopia” at the PSI premises on August 22, 2024.
In the opening session of the validation workshop, H.E. Prof. Beyene Petros, Director General of PSI, emphasized the study's focus on positive change. "Our primary goal is to benefit our society and country," he stated, "not to assign blame." Professor Beyene stressed that the study's focus is on identifying solutions to improve students' learning outcomes, ultimately contributing to the building of a stronger nation.
The first presenter of the study, Dr. Desalegne Anshiso,senior researcher at PSI,stated that Ethiopia’s education system is under intense scrutiny as the recent changes in the administration of the National School Leaving Examination and its impact on the development of the country's human capital. The study, which examines both the benefits and challenges of the new examination process, paints a complex picture of an education system struggling with issues ranging from resource limitations to a mismatch between examination performance and actual learning outcomes.
Dr. Desalegne Anshiso, Senior Researcher at PSI
Dr. Desalegne explained that despite significant government investment in education, Ethiopia is facing a worrying trend in national school-leaving examination results. Only 3.3% of students passed the exams in 2022, followed by a further decline to 3.2% in 2023. This alarming decline raises serious questions about the efficiency of the education system and its ability to achieve the country's human capital development goals.
Dr. Desalegne added that in 2022, the Ethiopian government implemented a new exam administration system that moved exams to universities and provided accommodation, transportation and meals to students. The aim was to combat widespread cheating and improve the quality of education. However, the new system has not produced the desired results, leading to growing concern among educators and policy makers.
Prof. Amare Asgedom, one of the leading education experts at Addis Ababa University(Ethiopia)
The study found out that a significant lack of coherence and accountability within the Ethiopian education system, leading to subpar learning outcomes. The study noted that that none of the key actors in the education system, including parents, teachers, school administrators, and higher officials, demonstrated sufficient accountability for student learning. Conducted through in-depth interviews and focus groups, the research provides a comprehensive analysis of the strengths and weaknesses of the new examination process, the adequacy of school resources and teacher support, and the overall coherence of the system in achieving learning outcomes.
The study highlights both positive and negative aspects of the new examination administration. While there has been a reduction in cheating and an increase in student autonomy, there have also been challenges in terms of logistics, student stress, limited resources and resistance to change. In addition, significant gaps in school infrastructure, technology and teaching resources are uncovered, leading to inequality of educational opportunity. The research also highlights concerns about teacher training, qualifications and teacher-student ratios.
Prof. Amare Asgedom,one of the leading education experts at Addis Ababa University, stressed that the study mainly points to a discrepancy between the education system's focus on examinations and the actual achievement of learning outcomes. The study found that while there is accountability for factors such as school enrollment and completion, there is no accountability for student learning. Combined with concerns about the validity of exam questions and the tendency to prioritize testing over teaching and learning, this raises serious questions about the effectiveness of the current system.
Dr. Jemal , Researcher at PSI
The study found that despite the successful implementation of controlled exam administration, which resulted in a better alignment between exam results and student competencies, a significant mismatch emerged between teacher training on the new curriculum and their ability to prepare students for the Grade 12 national exam. The study also examined the effectiveness and efficiency of the education system, focusing on both the benefits and challenges of the new examination process. It also examined the strengths and weaknesses of the new examination administration, assess the adequacy of school resources, infrastructure and teacher support systems, and assess the education system's focus on achieving learning outcomes. By answering these key questions, the study aims to provide valuable insights into the current state of the Ethiopian education system and identify areas for improvement. The findings will inform policy decisions and contribute to the development of a more effective and equitable education system for all Ethiopian students.
The study, which involved interviews with teachers, principals, parents, students and education officials, has shed light on the challenges facing the education system. While the new examination system has been successful in reducing cheating, it is also fraught with logistical difficulties, student stress, resource limitations and resistance to change.
Dr. Belay Hagos, the other key education expert at Addis Ababa University, cites a variety of factors contributing to the education crisis, including the alarmingly low pass rates in the national school-leaving exams and the lack of focus on learning outcomes. He also expressed concern about the growing disillusionment among students, parents and teachers and emphasized the need for a fundamental rethink to address the challenges facing Ethiopia's education system.
In addition, the study uncovered significant weaknesses in educational infrastructure, technology and teacher support. The researchers concluded that Ethiopia needs to invest heavily in improving these areas to ensure quality education for all students.
The results of the study highlighted the urgent need for a comprehensive review of Ethiopia's education system. Policy makers need to address the challenges identified in the study and implement effective solutions to improve learning outcomes and ensure that the country's education system meets the needs of its citizens. The study also highlighted a variety of challenges which include logistical difficulties, mental strain on students, limited resources and resistance to change. There are also concerns about equity and access, with some students finding it difficult to adjust to the new system.
In addition, the study identified weaknesses in educational infrastructure, technology and teaching tools, highlighting the need for improved resources and training. The study also found that student motivation is low due to fear of failure, limited economic prospects and societal attitudes towards education.
The results of the study indicate that while the new audit system has achieved some positive results, further adjustments and improvements are needed to address the challenges ahead. The government needs to invest in solving the fundamental problems that affect student achievement, such as lack of resources, teacher training and student motivation. Only by addressing these challenges can Ethiopia ensure that its education system is truly effective in preparing students for success and contributing to the country's social and economic development.
Dr. Jemal, researcher at PSI and team memeber of the research said the study found that while education stakeholders are responsible for factors such as enrollment and completion rates, they are not responsible for student learning. This discrepancy has led to a system in which exams and the announcement of results take precedence over measures that could improve the teaching and learning process. In addition, the study questioned the validity of Grade 12 exam papers, with concerns raised about the difficulty of some questions and the presence of errors. This, according to the researchers, put students at an unfair disadvantage.
The study concludes with a series of recommendations aimed at improving the quality and efficiency of the Ethiopian education system. These recommendations include investing in infrastructure and resources, improving teacher training and support, reducing class sizes, and exploring smarter exam-taking methods. The study highlights the need for a paradigm shift towards a system that prioritizes learning outcomes and ensures that all students have access to a quality education. The study recommends a paradigm shift in educational practice and calls for a system that is truly committed to and coherent with learning outcomes. This requires a robust accountability system that holds all stakeholders accountable for student learning.
To improve the quality of education in Ethiopia, the study recommends a multi-pronged approach. This includes investing in better infrastructure, technology and resources for schools, improving professional development opportunities for teachers, improving recruitment and assessment processes for educators, reducing class sizes to allow for more individualized attention, investing in support staff to assist teachers and students, prioritizing improvements in basic education, and testing smarter examination methods to combat cheating and ensure fairness. By implementing these recommendations, Ethiopia can move towards a more effective and equitable education system that prioritizes learning outcomes and prepares students for success.
A lively discussion unfolded at the internal validation workshop, with participants raising a wide range of concerns and suggestions about the Ethiopian education system. From the role of government to the experiences of individual teachers, the workshop delved into critical issues such as social values surrounding education, the perceived return on investment in education, accountability for learning outcomes, teacher recruitment and training, exam preparation and administration, school passing rates, teacher well-being, political commitment to education, and community engagement. This comprehensive exploration highlighted the need for a multifaceted approach to improving the quality of education in Ethiopia.
In general, the study's findings underscore the need for a comprehensive overhaul of Ethiopia's education system that prioritizes learning outcomes and ensures equity and access for all students. By investing in infrastructure, technology and teacher training, and by shifting the focus from exams to the actual learning process and outcomes, Ethiopia can create an education system that truly empowers its citizens and contributes to the country's long-term development.