Ethiopian Journal of Education and Sciences

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

2024-02-10T10:59:54+00:00

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.

The First University-based National Examination Management in Ethiopia: Stakeholders’ Preparations

2024-02-10T11:09:08+00:00

To control the pressing concern of exam stealing and cheating among grade 12 students, the Ethiopian Ministry of Education (MoE) and the Educational Assessment and Examinations Service (EAES) decided to manage the Ethiopian Secondary School Leaving Certificate Examination (ESSLCE) at public universities since 2022. As this ESSLCE management practice is new in the country, it calls for scientific investigation to document evidence. Thus, the main objective of this study was to examine key stakeholders’ preparations. An exploratory qualitative design was used. Regions and city administrations were sampled purposively, and the sampled regions’ and city administrations’ educational bureaus and universities were selected conveniently. Interview guides and document analysis forms were used as instruments of data collection. Sixty-three (63) officials and experts were interviewed, and four MoE’s and EAES’s documents were analysed. The data were analysed using thematic analysis. The result revealed that the preparations made by key stakeholders such as the MoE, EAES, universities, invigilators, regional and city administration education bureaus, supervisors and students were not enough. Major reasons for the inadequacy of preparations were time pressure, budget constraints, security issues, limited resources, social media misinformation, limited awareness among students, students’ parents and communities, transportation and accommodation problems, and lack of a standard operational manual. Document analysis result also showed preparations were made in the presence of the aforementioned problems. The MoE and EAES should prepare a standard manual with the active participation of all stakeholders. Also, necessary orientations, logistics and resources ought to be in place for ESSLCEs.

Communication for Collaboration and Coordination among Actors of the University-based Grade 12 National Examination Management: Effectiveness and Challenges

2024-02-10T11:23:58+00:00

The first university-based grade 12 national examination approach experimented in 2022 could have been effective if communication of actors engaged in the process was managed for better collaboration and coordination. This study, framed by Systems Theory, adopted the qualitative survey research methods and examined effectiveness and challenges of communication for collaboration and coordination among key stakeholders. Stakeholders participated in the administration of the 2022 university-based examination management were taken as population. Of these, 63 purposively selected top officials of universities and regional states/city administrations education bureaus, assessment experts, invigilators, supervisors and examinees were interviewed. In addition, evdences were collected from examination management guidelines, reports, and press releases. The data were transcribed, translated into English and thematically analyzed. The findings revealed that various communication tools were used: guideline was prepared and circulated, directives were communicated electronically and in hard copies, press statements and interviews were released, and mediated and face-to-face meetings were held. However, false information and rumors were circulating. Although efforts were made to curb them, addressees were not convinced. Despite the stakeholders’ readiness for collaboration and commitment to the approach, ineffective communication hampered their engagement and coordination. The communications were not smooth, timely, consistent and clear. Moreover, the methods employed did not take into account the stakeholders’ peculiarities, diverse backgrounds and interests. All of these influenced the new examination management negatively. Consequently, students and their parents were negatively affected. The implications of these phenomena are discussed and suggestions for future improvement of the approach are forwarded.

First University-based Grade 12 National Examination Management in Ethiopia: Challenges Encountered

2024-02-10T11:31:08+00:00

This study examined the challenges encountered in the first university-based Grade 12 National Examination management in Ethiopia, a model where centralized organization was delegated to designated hosting universities. Recognizing the potential influence of challenges on such large-scale assessments, the study employed a phenomenological qualitative research design to capture the lived experiences of diverse stakeholders involved in the process. Using purposive sampling, we conducted 62 in-depth interviews with stakeholders including the Educational Assessment and Examinations Service (EAES) experts, university officials, students, supervisors, and invigilators from diverse regions. Thematic analysis of interview data revealed major challenges related to student health and psychological adjustment (stress, homesickness, adaptation difficulties), student disciplinary issues (rumormongering, dormitory disturbances, property damage, and harassment), and budget constraints. These challenges were attributed to the universities' limited experience managing large-scale exams, insufficient preparedness at various levels, and hosting institutions' capacity constraints. Participants reported a higher frequency of negative incidents compared to previous years. To mitigate these challenges for future examinations, collaborative preparedness efforts involving all stakeholders from national ministries to secondary schools are recommended, alongside targeted interventions based on the specific needs of students and universities. By minimizing these challenges, Ethiopia can improve the national examination experience for students and optimize future examination management.

Fairness, Reliability and Validity Threats of the First University-based National Examination Management in Ethiopia

2024-02-10T11:34:28+00:00

Academic dishonesty has become a serious educational challenge in Ethiopia. To address this challenge in the Ethiopian Secondary School Leaving Certificate Examination (ESSLCE), the MoE administered the examination for the first time in 2022/23 in public universities. Thus, this article presents research findings on the threats to fairness, reliability and validity of the ESSLCE actual administration. A concurrent mixed method design (Qual.+ Quan.) was used. Ten regions were purposely sampled, and one university was conveniently selected from each sampled region. Sixty-three (63) in-depth interviewees were conducted with various stakeholders and 938 students from Jimma Town took part in the survey. Thematic and descriptive analyses were the method of analysis. The results revealed that there were problems such as disturbing ambulance siren sounds, faulty item arrangements, shortages of exam booklets, ill-oriented exam chiefs and invigilators, and many students lacking the right concentrations and motivations to complete the examinations. Similarly, physical illnesses, exam anxiety, and home sicknesses were prevalent among students during the actual examination periods. Thus, it seems that the first university-based ESSLCE administration, which was characterized by adverse students' physical and psychosocial conditions, did not satisfy the criteria of good examinations. Therefore, it is recommended that the Ministry of Education (MoE) and the Educational Assessment and Examinations Service (EAES) have to seek for an alternative examination management which does not hamper the physical and psychosocial states of students but deters academic dishonesty and test mismanagement.

Effectiveness, Efficiency and Feasibility of the First University-based Ethiopian Secondary School Leaving Certificate Examination (ESSLCE

2024-02-10T11:37:01+00:00

This study focuses on the exploration of the outcome of a new university-based ESSLCE management, with a specific emphasis on the approach’s effectiveness, efficiency, and feasibility. The aim is to generate evidence for policy actions and facilitate communication among key stakeholders to improve future similar endeavors. A convergent mixed methods design was utilized, prioritizing the qualitative approach over the quantitative approach. Interviews and document analysis served as the chief data collection tools. Data were gathered from invigilators, supervisors, universities, Regional Education Bureau (REB), Woreda Education Office (WEO) officials, and experts. Interview guides and document analysis formats were employed for data collection. A total of 63 participants were interviewed, and documents from the Ministry of Education (MoE) and Ethiopian Assessment and Examination Agency (EAES) were consulted. Thematic analysis was used to analyze the qualitative data whereas quantitative data were analyzed using graphs, percentage and ratio analysis. The findings showed that the examination management was effective in reducing examination stealing and cheating, but lacked efficiency and feasibility. The findings of the study suggest that the MOE and EAES should continue implementing the new approach to address exam theft and cheating, while also making efforts to enhance efficiency and feasibility through increased utilization of technology and involvement of key stakeholders. The recommendations of this study serve as a valuable resource for policymakers and stakeholders in the education sector, providing insights into the strengths and weaknesses of the first university-based examination management.

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

2024-02-10T09:51:32+00:00

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.

Key Lessons from the First University-Based Ethiopian Secondary School Leaving Certificate Examination Management

2024-02-10T10:07:43+00:00

This article focuses on the key lessons obtained from the first university-based Ethiopian Secondary School Leaving Certificate Examination (ESSLCE) management. The findings presented in the article are based on qualitative data (63 in-depth interviews) collected from purposively selected university officials (n = 12), university clinics’ health professionals (n = 11), regional and city administration education bureau officials (n = 10), regional and city administration education bureau assessment experts (n = 10), invigilators (n = 9), and students (n = 3). Ministry of Education (MoE) and Educational Assessment and Examination Services (EAES) documents (n = 4) were chosen purposively and used as sources of data. The lessons obtained from the ESSLCE management in focus pertain to the entire nation, the key actors in the education system, students, parents, and implementing universities. Urgent focus on quality of education, evidence-based and well-worked out decisions, fitting plans, discussion and consensus, holistic and participatory actions, and further research are recommended for improved ESSLCE management in the future.