Prominent Issues on the First University-Based Ethiopian Secondary School Leaving Certificate Examination (ESSLCE) Management

Abstract

This article focuses on the prominent issues pertinent to the first university-based ESSLCE management, which were derived from qualitative data collected from purposively chosen university officials, university clinic health professionals, education bureau officials, education bureau assessment experts, invigilators, students, and National Examination and Assessment Services (NEAS) documents. Commendable commitments, deep concerns over the quality of education, the need for research-based decisions, claims of differential treatments, concerns over budget and payment, characterization of a single-method approach as deficient, the role of context-driven solutions, attribution of challenges to poor pre-planning and preparation, coercive measures, and consequential pressures on teachers were identified as outstanding issues. Meticulous planning and fitting prior preparation, awareness-creation and sensitization, discussions and dialogues, holistic and evidence-based measures, and participatory and fair actions are recommended for better ESSLCE management in the future.