Quality of Education in Migration Hotspot Areas in Ethiopia: Input-Process-Outcome-Context Approach
| Title: | Quality of Education in Migration Hotspot Areas in Ethiopia: Input-Process-Outcome-Context Approach |
|---|---|
| Language: | English |
| Authors: | Fantahun Admas (ORCID |
| Source: | European Journal of Education. 2024 59(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Quality, Educational Opportunities, Foreign Countries, Student Attitudes, Migration, Parent Attitudes, Teacher Attitudes, School Effectiveness, Creativity, Teacher Effectiveness, Student Motivation, Poverty, Class Size, Educational Attitudes |
| Geographic Terms: | Ethiopia |
| DOI: | 10.1111/ejed.12662 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants' overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434555 |
| Database: | ERIC |
| ISSN: | 0141-8211 1465-3435 |
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| DOI: | 10.1111/ejed.12662 |
| Published in: | European Journal of Education |
| Language: | English |