The Nexus Between Teacher Education Institutes And Cluster Schools In Tigray Region Practice Impact And Implications For The Quest For Quality Education.

The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Regionrnwhich aims to investigate the status accomplishment, practice and challenges, impact along therncontours of teacher’s class room practice, continuous professional development, and sense ofrncollegiality learning environment with the intention of engendering the ways/means forrnsustainable partnership. Towards achieving this purpose, the study employed better combinationrnof qualitative and quantitative - mixed research. Consequently, the study involved participantsrnsuch as deans of the colleges, cluster unit coordinators of the college, school teachers, collegerninstructors, cluster supervisors, school directors, woreda education heads and group of councilrnstudents of the schools; using mixed sampling techniques. Corollary, data was collected throughrnquestionnaire, in-depth interview, classroom observations, and document analysis as enrichingrnand triangulating data for the study. Following this, quantitative (descriptive and inferentialrnstatistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysisrnfindings reveal that the partnership status vitality includes most descriptions of goals and benefitsrnat planning stage, however challenging implementation process and loosely monitoring andrnevaluation system. The trainings and materials support provision the colleges render to thernschools on the one hand, and what all these supports the schools receive on the other hand, wasrnconsidered as mainstay with the partnership’s practice towards meeting its purposes. In effect,rnTEIs/cluster school partnership offers tremendous opportunities in establishing model classesrnand pedagogical resource center in the schools was unprecedented. Further to this, increasingrnrepertoire pedagogical knowledge and skills, initiating conducting action research as tool forrnprofessional development were emerged to accrue from TEIs/cluster school partnership.rnHowever, most of these partnership impacts found at the infancy stage with little desiredrn‘trickledown impacts’ of the potential advantages of partnership. On the top of this, thernTEIs/cluster schools partnership embedded the dearth of documentation and comprehensivernimpact research, loosely monitoring and evaluation system, lack of budget, time constraints, lackrnof delineated responsibilities and involvement of stakeholders, lack of organizational supports asrnmultitudes challenges which increases the pressure for enduring positive outcomes of thernpartnership in more meaningful and sustainable manners. There was an apparent absence ofrnevidence that underpins TEIs/cluster schools were immersed in the authentic collaborativernatmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for qualityrnof education improvement. Through the education partnership lenses, the research findingsrnencouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduringrnimpacts and far reaching developments for the quest quality of education improvements. To thisrnend, context based strategies and plausible recommendations call for unceasing concerns andrnrobust collaborative efforts of stakeholders perhaps an imperative to nurture and sustain thernfuture direction partnership.

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