Title: | Educational Accountability Relationships and the Provision of Quality Education in Ethiopian Public Higher Education Institutions: Wollega University in Focus |
Authors: | Feyera Beyessa |
Keywords: | Client power, Compacts, Educational Accountability, Management, Provision, Quality Education, and Voice |
Issue Date: | 29-Oct-2019 |
Publisher: | St. Mary's University |
Abstract: | In this study, I have tried to explore the educational accountability,
relationships and the provision of quality education in Wollega University
(WU). To attain this purpose, qualitative Single-Case (holistic) study
research design was employed. Purposive sampling technique was used to
select a total of ten respondents which include: five University teachers, one
academic administrative assistant and four students. To gather the necessary
data, semi-structured interview and documents (official and unofficial) were
used. The data were analyzed using qualitative methods of data analysis. The
study’s findings indicated that although the term accountability is stated in
the proclamation as one of the objectives of HIEs in Ethiopia, the core values
of Wollega University (WU) strategic plan rejects the word as a significant
concept to deliver quality education. The study also pointed out that the
educational accountability relationship between University students and
policy-makers/Ministry of Education (MoE) seems weak. The study critically
indicated that both long and short routes of accountability system are weak
for students in holding providers (WU) to acquire quality education. To this
end, I strongly recommend three urgent calls (a) peace and stability,
rigorous and innovative educational quality-driven reform that promote
performance educational management is needed, (b)establishing clear and
effective educational accountability system, policies and relationships to
provide quality education in Ethiopia is mandatory and (C) developing an
eclectic model for managing HIEs beyond Yes and Okay groups whereby
educational actors within the designed circuit at all levels should be
powerfully engaged to address successful educational provision. |
URI: | http://hdl.handle.net/123456789/5199 |
Appears in Collections: | Proceedings of the 16th International Conference on Private Higher Education in Africa
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