From access and inputs to equitable learning outcomes? The political economy of education reforms in Ethiopia

• In Event: Political economy research to improve systems of education: perspectives from the RISE program

Proposal

In 2017, the Government of Ethiopia committed to reforms which aim to improve quality and equity in the basic education system (the General Education Quality Improvement Programme for Equity, GEQIP E). At the same time, GEQIP E will shift from being a more traditionally funded program to a performance-based funding modality which ties funds to the achievement of results. Can this latest set of donor-supported education reforms deliver equitable learning outcomes in Ethiopia over the next five years? In this paper, we use an adapted political settlements approach to examine the process by which GEQIP has shifted over time from a focus on access and inputs to equity and learning, and the political economy of the design of GEQIP E. In the context of the GEQIP reforms, we also examine the politics of government-donor relationships in negotiating the design of the programme. We seek to understand how different perspectives of stakeholders have affected the shift in focus across GEQIP cycles, particularly in relation to equity, by exploring relationships and power dynamics within government (at federal and regional levels), among donors, and between government and donors. Overall, Ethiopia’s commitment to education reforms with an explicit focus on quality and equity is undoubtedly impressive. However, varying understandings of equity and quality among stakeholders raise questions as to the likely success of GEQIP E in ensuring equitable learning outcomes in the Ethiopian education system.

Authors

• Padmini Iyer, University of Cambridge

• Shelby Carvalho, Harvard University

• Amare Asgedom, Addis Ababa University

• Pauline Rose, University of Cambridge