Journal Name:
- Middle Eastern & African Journal of Educational Research
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Abstract (2. Language):
In May 2014, a service delivery indicator (SDI) survey was conducted on the Ethiopian primary education service delivery system. The objective of the survey was to assess the quality of service delivery in primary education, with particular focus on assessing the availability and quality of facility infrastructure and other inputs, and explore level of effort and knowledge of frontline service providers (i.e. teachers). The overall aim of the survey was to provide information to public and stakeholders on the status, challenges, and way forwards of availing quality basic education services to citizens. The methodology included primary data collection on school infrastructure, teacher characteristics, effort, and knowledge in English language and Mathematics, and student achievements from 347 randomly selected and nationally representative schools across the country. The purpose of this report is limited only to reporting the state of service delivery in primary schools in Ethiopia, and as such, does not argue to advance specific policy alternatives. The results of the survey showed that most schools lack access to electricity. Only half of urban schools and 11 percent of rural schools have connectivity to electricity grid. Water supply is also found to be a challenge for almost half of the schools. With regard to pedagogical centers, science laboratory, and teacher lounge class, a significant proportion of schools lack these facilities. The study showed that overall, rural primary schools fare worse in all infrastructure related indicators compared to their urban counterparts.
In terms of school inputs, the study showed that the observed student-teacher ratio is higher in urban areas (69%) compared with rural schools (46%). Moreover, although national level data on student-textbook ratio affirms that the country has reached the target ratio of unity, the class observed information shows only 58 percent of schools are found to
have confirmed the unity ratio.
With regard to teacher effort and knowledge, the study revealed that 14 percent of urban
school teachers and 10 percent of rural school teachers are found to be absent from school
on the day of unannounced visit. Regarding teacher knowledge, it was found that Ethiopian
primary school teachers fare better in mathematics knowledge, with around 90 percent of
teachers getting the pass mark. The study revealed, however, that Ethiopian primary school
teachers have challenges on English language skills as only 44 percent of all teachers got the
passing mark on the standard English literacy test.
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