The authors outline a conceptual basis for examining whether there is ‘coherence’ in the Ethiopian education system with respect to equitable learning. Their approach includes a model of accountability relationships within the Ethiopian system using a framework drawing on Pritchett’s (2015) and di Gropello’s (2004) work on accountability within education systems. We also draw on Kingdon et al.’s (2014) approach to political economy analysis as a guide to understanding the multi-dimensional nature of power dynamics within these accountability relationships, and we further consider change over time from the design to implementation of education reforms.
The intention of this document is not to provide a comprehensive review of existing literature on accountability and the political economy of education. Rather, in developing this conceptual framework, we limit our focus to the literature that is most relevant to the RISE and ELP research. Pritchett’s (2015) RISE framework is therefore our starting point, and we then engage with Kingdon et al (2014) as a key paper which provides a conceptual approach to political economy analysis within the field of education specifically. This abbreviated approach to conceptualisation is in the interest of moving from the theory to practice of systems research, for the purposes of collecting data in the initial phases of our RISE and ELP research and in order to inform subsequent work in this area.
This research is part of the Research on Improving Systems of Education programme.
Iyer, P. and Rossiter, J. (2018) RISE, Coherent for Equitable Learning? Understanding the Ethiopian Education System [online]