Secondary Teacher Education in Ethiopia: Top-Down Reforms and Policy Implications

Abstract

This article aims at sharing observations, existing empirical evidence, and what research indicates about teacher education in general and secondary teacher education in Ethiopia in particular to the public at large. It focuses on the teacher education reforms and practices since the introduction of the 1994 education and training policy. Government documents were critically reviewed and interviews were conducted with the Ministry of Education and regional education bureau officials and experts by way of substantiating and balancing the analysis of data extracted from documents. The paper aims at informing educational planners and decision makers, and leaders of teacher education programs at national as well as institutional levels about epistemological as well as professional issues pertinent to teachers‟ role and their education. The paper attempts to investigate why secondary teacher education reforms and policies in Ethiopia oscillate. Then it sheds light on the way forward about the issue under discussion. Finally, the paper calls upon different parties working and deciding on the fate of Ethiopia‟s teacher education to rethink and revisit policy options and practices before things get out of our hand and cause irreversible crises in teacher education of the nation.