2014

Keski-Mäenpää, Kati

Rural schools in Ethiopia are characterized by high drop-out rates, a lack of teaching materials, and low learning achievements. This study examines the experiences of teachers who work in such schools and emphasizes that their work can make significant contributions to the development of education in Ethiopia. The paper seeks to answer a question: ‘How do the teachers perceive their work situation and how could this be improved?’ The findings show that according to teachers’ opinion the current principal challenge is the tension between strict curriculum requirements, associated with annual testing, and follow-up, while the government insists that teaching should be more student centered.