Evaluating the Balance of Primary Education Second cycle Curriculum Material vis-à-vis UNESCO’S Four Pillars of Education with Particular Reference to Addis Ababa City Government

Abstract

The purpose of this study is to evaluate whether or not the Ethiopian primary education second cycle curriculum, with particular reference to Addis Ababa city Government, incorporates the “Four pillars of Education” in a balanced manner. To this end, mixed method research with quantitative content analysis design supported by qualitative interview guide was employed. The contents of a total of seven selected sample text books from grades 5 and 8 were analyzed and officials, professionals and experts from Ministry of Education, Institute for Curriculum Development and Research and Addis Ababa City Government Education Bureau were interviewed in the research. The sample grades (grades 5 and 8) are selected purposefully where as the sample text books are selected using stratified sampling technique. All the data gathered through these data gathering instruments were analyzed thematically and meanings are constructed out of them. Consequently, it was found that in 71.4% of the sample text books the “Four Pillars of Education” are found unbalanced mainly dominated by the pillar ‘learning to know’. Findings from the interview also ensured that these “Four Pillars of Education” were not deliberately considered during policy formulation, syllabi development and text book preparation. In the end, it is concluded that the primary education second cycle curriculum of Addis Ababa City Government lack a proper balance in comprising the “Four Pillars of Education” set by UNESCO.