Addressing Quality of Education in Ethiopian Primary Schools: A microsimulation model

Conclusion and Policy Lessons [Click here to access full document]

The evidence form this micro-simulation modeling shows large potential gain from Targeted Instruction Community Tutors (TICT) intervention. The evidence unambiguously signals the need to focus on basic literacy skills and teaching to the right level. To commit to the idea that every child can master the basic skills as long as his or her teacher expands enough effort on it and considering the current education system, teacher load and resources available at disposal it would be far reaching to assume this can be achieved by increasing the number of highly trained teachers and classrooms. In general there is little evidence supporting the hypothesis that reducing student to teacher ratio and additional school inputs works. Additional evidence from this micro-simulated benefit-to-cost analysis shows the TICT intervention (policy 1) is up to nine times more cost effective than policy option 2. There is a chance Ethiopia might not fix everything about quality of education by adapting TICT intervention, however it’s a preferred and a better use of limited resources compared to existing strategy in place. Moreover, improving learning ability improve individual future productivity and earnings, which suggests an investment in polices like TICT intervention can directly contribute to the GOE Transformation and Development Plan’s highest target, joining the group of middle income countries.

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