INEQUALITIES IN THE ETHIOPIAN EDUCATION AND TRAINING POLICY - AAU

INEQUALITIES IN THE ETHIOPIAN EDUCATION AND

TRAINING POLICY

An Intersectional Analysis of Gender and Ethnicity

NITA STINE SCHAUB SUPERVISOR: PAULINE STOLTZ

31. MAI 2018

MSC DEVELOPMENT AND INTERNATIONAL RELATIONS Aalborg University

Abstract

The thesis "Inequalities in the Ethiopian Education and Training Policy ? An Intersectional Analysis of Gender and Ethnicity" has been developed on the basis of the ethnic tensions in the country and the implications they have for the education system. In the wake of recent ethnic protests education has been pointed out as a tool for democracy, multiculturalism and diversity by the international development sector. This thesis has posed the problem formulation investigating how the Ethiopian Education and Training policy and the Education Sector Development Programme V address and shape inequalities in the education system and primarily those related to ethnicity and gender. The research question is investigated by applying the theoretical framework of intersectionality and the theory of Critical Cosmopolitan Multicultural Education. As a method of analysis Bacchi's What's the problem represented to be? approach has been chosen along with intersectional analysis. By applying these methodological and theoretical concerns to the problem formulation it has been found that there is serious issues in how the Ethiopian policy document address inequalities. There is a general lack of definition and specification of inequalities. Gender inequalities are addressed on a larger scale, though, the implication in the discourse point to gender equality discrepancies in society. When it comes to ethnicity the issue is vastly ignored and silenced in the policy. The non-representation of ethnic inequalities is worrying in an ethnically diverse country like Ethiopia. It is concluded that the Ethiopian policy documents lack in being able to accommodate diversity in a multicultural and democratic education system and fight inequalities appropriately.

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Table of Content

Abstract ............................................................................................................................................. 1 1. Introduction ............................................................................................................................... 6 2. CHAPTER 1 ? The Ethiopian Educational System ......................................................................... 9

2.1. The Educational System ...................................................................................................... 9 2.2. The National Education and Training Policy....................................................................... 11 3. CHAPTER 2 ? Terminology and Theory ...................................................................................... 12 3.1. Terminology...................................................................................................................... 12

3.1.1. Ethnicity and Race..................................................................................................... 12 3.1.2. Minority .................................................................................................................... 13 3.1.3. Inequality.................................................................................................................. 14 3.1.4. Gender...................................................................................................................... 14 3.1.5. Power ....................................................................................................................... 15 3.1.6. Politics ...................................................................................................................... 16 3.1.7. Cosmopolitanism ...................................................................................................... 16 3.1.8. Multiculturalism........................................................................................................ 17 3.2. Literature Review.............................................................................................................. 17 3.3. Theory .............................................................................................................................. 19 3.3.1. Intersectionality ........................................................................................................ 19 3.3.2. Critical Cosmopolitan Multicultural Education........................................................... 27 4. CHAPTER 3 ? Methodology....................................................................................................... 30 4.1. Philosophy of Science ....................................................................................................... 30 4.1.1. Ethical Considerations ............................................................................................... 30 4.1.2. Paradigm................................................................................................................... 31 4.1.3. Ontology ................................................................................................................... 33 4.1.4. Epistemology ............................................................................................................ 33 4.2. Research Design................................................................................................................ 35 4.3. Methods of Analysis.......................................................................................................... 35 4.3.1. Policy Analysis........................................................................................................... 35 4.3.2. `What's the Problem Represented to Be?' Approach ................................................ 36 4.3.3. Intersectional Analysis............................................................................................... 41 4.4. Empirical Data .................................................................................................................. 42 4.4.1. Data .......................................................................................................................... 42 4.4.2. Qualitative and Quantitative Data ............................................................................. 43 4.4.3. Gathering of Empirical Data ...................................................................................... 44 4.4.4. Data Analysis............................................................................................................. 44

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4.5. Limitations to the Project.................................................................................................. 45 5. CHAPTER 4 - Analysis ................................................................................................................ 47

5.1. Setting the Scene ? the Case of Ethiopian Education ......................................................... 47 5.2. What is the Problem Represented to Be?.......................................................................... 47

5.2.1. Budget Allocation...................................................................................................... 48 5.2.2. The Priorities of ESDP V............................................................................................. 49 5.3. Diversity in Education ....................................................................................................... 50 5.4. Gender Equality ................................................................................................................ 51 5.5. Ethnic Diversity................................................................................................................. 54 5.6. Disadvantaged Groups ...................................................................................................... 58 5.7. Cross-cutting Issues .......................................................................................................... 58 6. CHAPTER 5 - Discussion ............................................................................................................ 60 6.1. Problems of Inequality ...................................................................................................... 60 6.2. Constructing Inequalities .................................................................................................. 61 6.3. Implications of ESDP V ...................................................................................................... 61 7. Conclusion................................................................................................................................ 63 Bibliography..................................................................................................................................... 64

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List of Tables and Figures Figure 1: Model of the Ethiopian Education System Figure 2: Healey's Four Concepts in Dominant-Minority Relations Figure 3: The Five Tenets of CCME Table 1: Budget Allocation of ESDP V by Sector Table 2: GER in Secondary Education (Grade 9 ? 10)

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