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1Stakeholders—who have been the key actors involved in the educational policy process

2 Challenge and drawback of the educational policy during the regime Dr Abiy Ahmed Ali and Berhanu Nega , on the freshman, remedial and exist exam

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1. Key Stakeholders in the Educational Policy Process

In Ethiopia, particularly during the regime of Prime Minister Abiy Ahmed, several key stakeholders have played significant roles in the educational policy process:

  1. Government Agencies: The Ministry of Education is the primary governmental body responsible for formulating and implementing educational policies. Additionally, regional education bureaus and local authorities contribute to policy adaptation and execution.

  2. Political Leadership: Prime Minister Abiy Ahmed and his administration have directly influenced educational reforms and policies, emphasizing improved access and quality in education.

  3. Academics and Researchers: Universities and research institutions contribute to the policy process through research, recommendations, and educational assessments. Experts in education often review and critique policies to provide evidence-based suggestions.

  4. Teachers and Educators: Educators at various levels offer insights into the practical implications of policies. Their feedback is crucial for implementing effective teaching strategies and curricula.

  5. Students and Parents: Students are at the center of educational policies. Parental involvement is also vital, as they influence school governance and advocate for students’ needs.

  6. Civil Society and NGOs: Non-governmental organizations and civil society groups are often involved in advocating for policy changes, particularly in areas like access to education, gender equity, and quality improvement.

  7. International Organizations: Institutions such as UNESCO, UNICEF, and other donor agencies provide financial support, expertise, and collaborative frameworks to help shape and implement educational policies.

  8. Community Leaders and Local Organizations: These stakeholders can influence local educational initiatives and promote community engagement in educational development.

2. Challenges and Drawbacks of Educational Policy under Dr. Abiy Ahmed and Berhanu Nega

Under the leadership of Dr. Abiy Ahmed and his Education Minister Berhanu Nega, the educational policy faced several challenges and drawbacks, particularly concerning freshman, remedial, and exit exams:

  1. Inconsistency in Policy Implementation: The rapid changes and reforms introduced sometimes led to confusion among educators and students. This inconsistency impeded the effective implementation of new policies.

  2. Quality of Education: Despite efforts to expand access to education, the quality of education has remained a concern. Large class sizes, insufficient resources, and lack of adequate training for teachers have affected student learning outcomes, particularly for freshmen who may struggle with existing educational methodologies.

  3. Remedial Education Challenges: The introduction of remedial programs intended to support struggling students has not always been effectively integrated into the education system. Issues such as lack of trained tutors, inadequate resources, and insufficient infrastructure have hindered the success of these programs.

  4. Exit Exam Controversies: The implementation of exit examinations has faced criticism and challenges. Students and educators have raised concerns regarding the fairness, accessibility, and the actual ability of these exams to reflect true competence and preparedness for further education or the job market.

  5. Equity and Access Issues: While policies aimed at increasing access to education have been promoted, disparities remain, particularly in rural areas and among marginalized groups. This inequity affects students’ opportunities to succeed in freshman and exit exams.

  6. Political and Social Tensions: The broader political context in Ethiopia, including ethnic tensions and instability, has impacted educational policy. Focus on political issues may overshadow necessary educational reforms, leading to priorities that do not fully address the educational needs of the population.

  7. Technological Integrations: The integration of technology in education, especially during the COVID-19 pandemic, exposed gaps in infrastructure and access to digital resources. Many students lacked the devices or internet access necessary for remote learning, which affected the consistency and outcomes of their education.

  8. Retention and Dropout Rates: High dropout rates have been prevalent, and despite policies that aim to address this, many students continue to face challenges that lead to disengagement from the educational system. Factors such as family economic pressures and lack of support for at-risk students are significant contributors.

These challenges illustrate the complexities of educational policy in Ethiopia during this period, highlighting the need for sustained efforts and stakeholder involvement to enhance the educational landscape in the country.