Educational Accountability Relationships and the Provision of Quality Education in Ethiopian Public Higher Education Institutions: Wollega University in Focus

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.