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Data-based decision making in primary schools in Ethiopia

Data-based decision making in primary schools in Ethiopia The Ethiopian educational system has witnessed considerable structural and curricular changes aimed to address access, equity and relevance. At the same time, there are serious concerns about educational quality as a consequence of these changes. Data use can be an important approach for changing the planning, execution, monitoring and evaluation of activities having the purpose of improving teaching and learning. The purpose of this paper is, therefore, to investigate data use in primary education in Ethiopia.Design/methodology/approachUsing a mixed methods approach, surveys and semi-structured interviews were conducted to collect data from a cluster random sample of eight primary schools representing four different levels of effectiveness in implementing a mandated school improvement program in Ethiopia.FindingsThe availability of wider ranges of input, process, outcome and context data per se does not ensure actual use. A complex combination of data, user and organizational factors influences data use in schools, with organizational factors appearing to be most influential. Unrealistic accountability pressures and lack of targeted supervision support seemed to cause unintended data use, such as abuse of data.Practical implicationsSchools need more systematic professional development in data use, with explicit attention to school leadership. Moreover, it is important to make educational inspection processes more responsive to the demands of the school improvement process by adding aspects of the school improvement tradition, such as data-based decision making.Originality/valueThis study contributes to understanding of the nature, characteristics and processes of data use in a developing country context, in which competing accountability mandates often shape policy and practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Professional Capital and Community Emerald Publishing

Data-based decision making in primary schools in Ethiopia

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2056-9548
DOI
10.1108/jpcc-11-2018-0031
Publisher site
See Article on Publisher Site

Abstract

The Ethiopian educational system has witnessed considerable structural and curricular changes aimed to address access, equity and relevance. At the same time, there are serious concerns about educational quality as a consequence of these changes. Data use can be an important approach for changing the planning, execution, monitoring and evaluation of activities having the purpose of improving teaching and learning. The purpose of this paper is, therefore, to investigate data use in primary education in Ethiopia.Design/methodology/approachUsing a mixed methods approach, surveys and semi-structured interviews were conducted to collect data from a cluster random sample of eight primary schools representing four different levels of effectiveness in implementing a mandated school improvement program in Ethiopia.FindingsThe availability of wider ranges of input, process, outcome and context data per se does not ensure actual use. A complex combination of data, user and organizational factors influences data use in schools, with organizational factors appearing to be most influential. Unrealistic accountability pressures and lack of targeted supervision support seemed to cause unintended data use, such as abuse of data.Practical implicationsSchools need more systematic professional development in data use, with explicit attention to school leadership. Moreover, it is important to make educational inspection processes more responsive to the demands of the school improvement process by adding aspects of the school improvement tradition, such as data-based decision making.Originality/valueThis study contributes to understanding of the nature, characteristics and processes of data use in a developing country context, in which competing accountability mandates often shape policy and practice.

Journal

Journal of Professional Capital and CommunityEmerald Publishing

Published: Jun 26, 2019

Keywords: Accountability; Ethiopia; School improvement; Primary schools; Data-based decision making

References