The Rationale and Significance of University-based Grade 12 National Examination Management Approach Implemented in Ethiopia: Stakeholders’ Perspectives

Abstract

This study examined the rationale and relevance of university-based national examination management approach being experimented in Ethiopia. Using qualitative research approach and a cross-sectional study design, the article analyzed stakeholders’ perspectives. Data obtained from the Ministry of Education (MoE), Educational Assessment and Examinations Service (EAES) university officials, educational bureaus of the regions and city administrations, supervisors and invigilators were thematically analyzed. It was found that the school-based national examination management approach fell short of relevance from the stakeholders viewpoints. It is highly criticized among most stakeholders and searching for a new exam management approach was strongly justified. Therefore, the university-based approach was tentatively accepted as a reform for the national examination crises management. The relevance of the new approach is rooted mostly in the need for averting the negative consequences of the growing examination stealing and cheating practices prevailing in the country, and for its perceived positive outcomes in the future. Hence, the university-based approach is not taken for granted as the best one and the chance of bringing back to the school-based approach with some modifications is not zero. Searching for evidence-based and context-fit grade 12 national examination management approach remains an urgent homework for the MoE and EAES in collaboration with the key stakeholders and partners. We recommend that the MoE, EAES and key stakeholders ought to rely on evidence-based and a contextualized management approach to solve the grave examination stealing and cheating related challenges.