Implementation Of Decentralization Of Primary School Curriculum Development In Ethiopia The Cases Of Addis Ababa Gambella And Oromia Regions

The main purpose of this study was to understand decentralization of primary school rncurriculum development in Ethiopia since 1993. It is therefore the basic concern of this rnstudy to uncover how Regions have developed their own primary school curricula as rnmandated by the policy (and the various proclamations).The study was undertaken in rnthree regions selected based on maximum variations sampling. Qualitative multiple case rnstudy design was employed to undertake the study. Most of previous and current rncurriculum heads and experienced curriculum experts both at the centre and regions, rntextbook development coordinator at the centre, textbook writers, sub-city/woreda rncurriculum experts and primary school principals at each region were selected rnpurposefully and some were selected by snow ball sampling to participate in the study. rnFurthermore, different educational documents and observation of physical settings of the rnregional curriculum department offices were used as sources of data for the study. To rngather data semi-structured interview, document analysis and observation were used. The rndata collected through semi-structured interview were transcribed and analysed rnthematically based on the research questions. The findings of the study disclose that there rnwas no conducive institutional arrangements and trained human power in the regions to rncarry out PSCD though there were necessary plans, materials resources and facilities in rnall the three sample regions‟ REBs. For instance, heads of the bureaus and curriculum rndepartment in all the studied areas were assigned based on their political affiliation. The rnrecruitment criteria for regional curriculum experts are not based on job description of the rnexperts and even these criteria were not followed in some of the regions (Gambella and rnOromia). It is also revealed that there is no short and long term strategic planning torndevelop the regional curriculum experts‟ capacities with regard to curriculum rndevelopment in all the sample regions. The study also confirmed that curriculum rndevelopment processes such as need assessment, initiation of curriculum revision/change rnand syllabus design were mainly decided by MoE. The main roles and responsibilities of rnREBs were developing and publishing textbooks until 2009. Furthermore, the rnparticipation of local stakeholders in PSCD decision making is minimal and no rnmechanisms set forward by REBs‟ to communicate with local stakeholders while rndeveloping PSC. Based on the findings of the study, it can be concluded that though there rnwas legislation to decentralize PSC to regions at rhetoric level, in practice rndecentralization of PSC was not implemented as expected. Hence, it is suggested that thernstructure of curriculum department both at MoE and REBs should be restructured to rnfacilitate the implementation of PSCD decentralization policy. To this end, a semi autonomous institute of Curriculum Development and Research with a mandate to rndevelop and research PSC has to be established at regional level with meritorious based rnrecruitment of heads. The institution should be organized in such a way that it has rncapacity to develop, coordinate and monitor the PSCD process tasks through undertaking rnresearch. It should also have clearly set mechanisms to communicate with local rnstakeholders in developing PSC.

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