Investigating Quality of Education and Its Equity Implication in Private Schools in Ethiopia

Abstract

This study aims to investigate the implications of private education on social equity and the quality of education in private schools at the general education level (primary and secondary) in Ethiopia. The study was conducted in three regional states: Oromia, Amhara, and Sidama, and Addis Ababa City Administration, employing an embedded concurrent mixed-methods design. Twenty-six private schools (13 primary and 13 secondary) were selected using multistage sampling. Data were collected from 390 respondents, including teachers, principals, woreda education experts, officials, and PTSA members, through questionnaires, semi-structured interviews, focus group discussions, and observation checklists. Qualitative and quantitative data were analyzed using thematic and descriptive statistics, respectively. The findings reveal that private schools demonstrate better quality education as measured by international indicators, with 70.5% of stakeholders agreeing that teachers meet minimum qualification standards and 77.6% affirming high teacher professional commitment. However, private schools prioritize material facilities to obtain and renew licenses from regulatory bodies, while overlooking human elements. Teacher salary data show significant disparities, ranging from 3,630 to 20,000 Birr monthly for similar qualifications, and 86% of teachers expressed dissatisfaction with remuneration. Regarding equity, while 63.7% of respondents acknowledge that private schools favor better-off segments of society, 54.6% believe private education does not inherently cause social inequity. The study concludes that private schools offer quality advantages but perpetuate inequitable access and unfair teachers’ treatment. Policy implications include the need for standardized teacher remuneration, strengthened regulatory frameworks, and government support for private education through tax incentives and land access.