International Journal of Progressive Education, Volume 20 Number 3, 2024

© 2024 INASED

Ethiopian College of Teacher Education Program: A Tension between Selection,

Curriculum and Professional Development

Eyasu Gemechui
Wolkite University

Zinab Aba-Oliii
Jimma Teachers College

Abstract

The purpose of the study is to identify the major issues and challenges in Ethiopian college of teacher
education program with respect to selection of prospective candidates, curriculum development and
continuous professional development. Qualitative data gathered from literature was analyzed and
interpreted. The data were collected based on the relevance to the context and recent developments of
the topic under investigation. Besides, document analysis method was adopted to assess the selection
procedures, content of the teacher education curriculum and obtain relevant information. The findings
of the review indicated that the major contextual challenges of teacher education program in Ethiopia
were admission of low quality candidates, low quality curriculum and lack of relevant continuous
professional development program in college of teacher education. Moreover, the teacher education
curriculum was not aligned with primary school curriculum, and curriculum was not in TPAKC
integrated manner. Finally, based on the analysis of the results, the researchers forwarded possible
recommendations and way out that could help to bridge the gap.

Keywords: Teacher Education, Curriculum, Selection, Continuous Professional Development

DOI: 10.29329/ijpe.2024.664.1

Submitted: 14/06/2023 Accepted: 15/03/2024 Published: 01/06/2024

-------------------------------
i
Eyasu Gemechu, Assist. Prof., Mathematics, Wolkite University, ORCID: 0000-0002-9831-6198
Correspondence: [email protected]
ii
Zinab Aba-Oli, Lecturer, Mathematics, Jimma Teachers College

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INTRODUCTION

Nowadays, teacher education program is a hot issue across the world (Vanderlinde et al.
2013). Literature indicates teacher education as a program faces lack of competent candidates entering
to the program, unwillingness to choose teacher education programs, and problem of turning away
from the profession (Coburn & Russell, 2008; Cochran-Smith, 2003; European Union, 2007; Rots,
Kelchtermans & Aelterman, 2012; Talis, 2008; Valcke, Struyven, & Rots, 2012). Countries are
working hard to improve the quality of the education systems which aim at improving the life of its
citizens and maintain sustainable development in all aspects and Ethiopia is one of those countries.

The Ethiopian Education Policy of the transition government mainly focused on improving
access, equity, relevance, quality and efficiency of the education system. Following the
implementation of the policy in 1994, focus was given to teacher education as the major agent to
implement the changes in the policy (curricular change, change in pedagogical practices to
participatory constructivist approach, formative assessment, the changing role of teachers etc.) (MoE,
1994).

To build the capacity of teacher education and improve the quality of teacher education, the
ministry of education introduced innovative ideas and active learning methods, information
communication technology based learning, assessment for learning, lesson study, continuous
professional development, strengthening mathematics and science Education (SMASE), educational
action research and higher diploma programs were introduced to support training in college of teacher
educations.

Moreover, Ethiopian ministry of education has been conducting education sector development
plans (ESDP) for the last twenty five years. The implementation of ESDP 1 to ESDP 5 has brought a
significant achievement on access to education. An emphasis was given to teacher education reforms
is still underweight. In fact, ESDPs aimed at school teachers’ lifelong professional learning but could
not bring significant change (MoE, 2021).

Regardless of these efforts to improve effectiveness of teacher education programs, the overall
preparation process of teachers has been criticized in terms of better-quality education for student
teachers which enable them to develop the required knowledge, attitude and skills. The criticism is
reflected on objectives, content knowledge, ways of practical teaching experiences, instructional
methods, assessment techniques used, and motivation towards their profession and commitment
(UNICEF, 2010; Workneh and Tassew, 2013).

In the dynamic world, teaching is under pressure by many factors including fast growth of
knowledge and changing concepts, advancement in technology and innovation, the changing type of
knowledge and skills needed for the 21st century, change in pedagogical practices and the shifting role
of teachers and so on (Scott, 2015). Under such circumstances, initial teacher preparation is not
sufficient to be effective in teaching and hence teachers need to engage in continuous professional
learning. According to Darling-Hammond, Hyler, and Gardner (2017) effective professional
development is required to bring significant change to teaching profession. Moreover, the type of
philosophy and knowledge bases around which teacher education curriculum is organized (including
selection of specific subjects & contents, experiences, pedagogical practices, coherence, connections
between theory and practices etc.) could severely affect the attainment of the desired goal of preparing
effective teachers (Hammerness et al., 2005).

It can be argued that the image of teaching profession and using well designed selection &
retaining criteria could help to recruit motivated high achiever candidates. In this respect, UNESCO
(2012) states that in order to attract and retain good teachers, policymakers need to improve teacher
education, improve the status of teachers and teaching profession, improve management system and
provide incentives.

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Statement of the problem

A national study conducted by MoE indicated that the questions of quality education after the
reform in 2013 still continued in terms of subject knowledge, professional competency of teachers and
professionalism in the teacher education program (MoE, 2016). On top of this, Olkaba, Hunde, Mamo,
Duresa, and Keno (2019) recommended reforming the teacher training system with the view to better
tailor its modalities, curriculum and program structure to contemporary needs. Different reforms and
changes were done; the quality of teacher education program in Ethiopia was still under confusion.
Ample researches were done by different scholars on teacher education program. This paper tried to
investigate major challenges with regard to teacher education curriculum, selection criteria and
professional developments and discuss possible solutions that could help to bridge the gap.

General objective

The objective of this study is to investigate the tension between selection, curriculum and
professional development in Ethiopian college of teacher education.

Specific objectives

 To identify the major issues and challenges related to selection of candidates.

 To identify the major issues and challenges related to college of teacher education
curriculum.

 To identify the major issues and challenges related to teacher professional

development.

Research questions

The paper addresses the following three research questions:

 What are the major issues and challenges related to selection of candidates?

 What are the major issues and challenges related to college of teacher education
curriculum?

 What are the major issues and challenges related to teacher professional development?

Method and Materials

Qualitative data were collected from documents prepared by teacher education colleges,
regional education Bureau and teacher education curriculum. The data were collected based on the
relevance to the context and recent developments of the topic under investigation. The data gathered
through document analysis were thematized (into the selection of the student teachers, content of the
teacher education curriculum and teachers continuous professional developments), analyzed and
interpreted. Finally, conclusion and way-out was forwarded.

RESULTS AND DISCUSSION

Challenges in Selection

Student selection is the process of picking or choosing the right candidates, who is most
suitable for the desired objective. It is the process of interviewing the candidates and evaluating their
qualities, which are necessary for a specific teaching profession. The selection of right candidates for
the right positions will help the teachers’ institution to achieve its desired goals and objectives.The

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tasks in the selection process are designed for candidates to collect information which may be used to
determine the relative quality of each applicant for a specific task, but the tasks themselves do not
describe the candidate selection process adequately (Bolton, 1970).

In today’s education system, it is known that education is entangled with complex problems of
significance, quality, accessibility and equity. Selection of candidate for teacher education might be
affected by many factors such as perception for college of teacher education, image for profession,
problems in selection policy, the result and the required number of candidates, gender, age, economic
status, and place or location (Kapur, 2016).

The study conducted by Gadisa, Dawit, and Mosisa (2020) on selection indicates the guideline
document is good but the recruitment criterion does not invite higher academic achiever. Higher
academic achiever students have no interest to be a teacher because of low salary. Teaching is among
the least paid monthly salary profession in Ethiopia. No one wants to be a teacher. Moreover, it is not
teachers who develop recruitment criteria. The guideline for selection and requirement of teacher
education is prepared by non-professional delegates of the regional bureau and college administration.
This could be one factor that deteriorates the quality of teacher education selection in Ethiopia.

The study conducted by Befekadu and Dejene (2017) states majority of the applicants use this
profession only as a temporary shelter until they secure another job. The selection and recruitment
criteria of the trainees to the teaching profession for the lower primary schools was found to be
transparent and revised every year based on various factors. The selection criterion set is very clear
and invites candidates who completed grade twelve, who failed to join universities, are invited to
apply for the teaching profession. What to be underlined here is that none of the students have willing
to join teaching profession except they have not option to go.

Applicants for the teaching profession are those who failed to get other opportunities in other
fields or professions such as technical and vocational education and trainings (TVETs) and nursing
school in the country. The applicants used teaching profession as the last alternative and as a
transition to other employment opportunities. They join teaching profession with no interest. This
has a direct effect on the quality of the graduates from teacher education colleges and thereby affects the
quality of education offered in the lower primary schools in the country.

The applicants’ selection guideline prepared by regional education bureaus indicated that
female applicants, even if their performance is less than male, are given more chance of being
selected. For instance, if male and female applicants have equal performance or GPA, giving the
priority for the female applicant may be logically sound. However, admitting an applicant whose
performance is by far below the others simply because of gender will influence the quality of
education.

Teacher Education Curriculum

Even though the importance of technology in education is well understood by the government
and policy makers, education in Ethiopia has traditionally been centered on sources such as schools,
teachers and textbooks (MoE, 2021). This means students can only acquire knowledge through the
teaching and learning process, through presentation and direct contact with the teacher in the
classroom. Ethiopian education system lacks ICT infrastructure and internet service in schools,
appropriate institutional level ICT policy guideline, planning, integrating technology in education, ICT
knowledge and awareness, and technical and leadership support in educational institutions, which are
among the key challenges that hinders the integrative use of technology in education (MoE, 2021).

Due to the global transformation into a digital system, modern society wants to know
information as it happens and when it happens, and the world is moving from an information society
to a knowledge society. In the 21st century, any education and training system, educational
management and administration, and information-based monitoring, evaluation, and decision-making

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systems can only be effective if they are used within the framework of information and
communication technology development (MoE, 2021).

ICTlearning materials accessible to all students to acquire knowledge, skills and abilities
required. It helps students to easily understand the content and improve their achievement. It also helps
the students to improve information management in schools and facilitate information exchange.

In 21st century skills requires higher-order skills such as critical thinking, creativity, scientific
temperament, communication, collaboration/teamwork, multilingualism, reasoning, problem solving,
ethics, social responsibility, and digital literacy will be developed in learners from all sectors (MoE,
2021).

Curriculum framework, textbooks and the process and approaches to teaching and learning in
the classroom better to redesign and applied in such a way that they contain shared values, promote
national unity in diversity, and serve as tools for building community cohesion in a sustainable
manner.

Curriculum of teacher education have great responsibility in preparing well equipped new
graduate teachers and enhance school teachers’ capacity through in-service and induction programs. It
is important to investigate teacher education curriculum and identify the gaps for further improvement.
Thus, the researchers evaluated the existing teachers training curriculum and come up with the
following results.

a.Overview of Primary Teacher Education Curriculum

Prior to the implementation of Teachers Education System Overhaul (TESO) program in

2003/4, primary teachers were trained for one year duration and awarded certificate for teaching grade
1 – 8. TESO has transformed teacher education system in all aspects. Training duration became 2 or 3
years and teacher candidates graduated with diploma. The content of the training shifted to more of
pedagogical content knowledge (PCK) and methods of teaching from teacher centered to student
centered. Assessment focused on improving teaching and learning through continuous assessment.

TESO program introduced variety of changes in program, modality and approaches in teacher
education system. At the beginning, two years diploma program was introduced in which teachers
prepared to teach two subjects (major and minor subjects). The two years program was changed to
three years and stream based cluster system was introduced in which teachers are expected to teach
three subjects. Due to the mismatch of the college curriculum and primary school curriculum, the
program was again revised in 2013 to incorporate three different approaches to curriculum: Generalist
approach for training first cycle (Grade 1 – 4) primary school teachers, integrative approach for grades
5 & 6 and linear (major-minor) approach for grade 7 & 8. Currently, these approaches are being used
to prepare teachers for different levels of the primary school teaching.

These days, there are about 39 colleges of teacher education in the country. These colleges
provide training in two programs: pre-service and in-service. In-service program mainly focus on
upgrading teachers from certificate to diploma level.

Standards were set for primary school teachers which includes: know students and how they
learn; know the content and how to teach; plan for and implement effective teaching and learning;
create and maintain supportive and safe learning environments; assess, provide feedback and report on
student learning; engage in professional learning; and engage professionally with colleagues, parents’
or care givers and the community (MoE, 2013). Generally, primary teacher education program
grounded on the knowledge base of teaching composed of six components. These are: subject
matter/content, general education/pedagogical knowledge and skill, pedagogical content knowledge,
practicum/field experiences, common courses and seminars and research. Educational technology did
not get emphasis to be incorporated as focus area.

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b. Analysis of College of Teachers Education Curriculum

1. Environmental science (Generalist) and Mathematics (1-4 Grades) curriculum

The following table presents the pedagogical knowledge (PK), content knowledge (CK), and
technological knowledge (TK) in Generalist College of teacher education curriculum.

Table 1.1 Course proportion for Generalist grade 1 – 4

Components No of Total % Core contents
courses credit
Common courses 9 22 20.37 English, Mother tongue, mathematics, social studies,
civic & ethical education and Art
Subject matter content 10 32 29.63 Mathematics, chemistry, biology, natural science,
knowledge geography
ICT and media utilization 1 2(1+1) 1.85 Instructional Media and Information Technology in
Primary Schools
General 8 22 20.37 Application of Theories of Learning , Curriculum &
Education/Pedagogical instruction, Inclusive Education, Child Development
Knowledge and Skill and Learning, general methods, cross-cutting issues,
assessment and classroom management
Pedagogical content 6 15 13.89 Teaching specific contents
knowledge (PCK)
4 12 11.11 School environment, classroom observation and
Practicum/field experiences management, lesson plan and supportive resource
preparation, assisting the mentor, action research
project and independent teaching
Action research and seminar 2 3 2.78 Action research theoretical framework and seminar
work in education
Total 40 108 100

2. Integrated grade 5 & 6 college of teacher education curriculum

Table 1.2 Course proportion of Integrated Science for grade 5 & 6

Components No of Total % Core contents
courses credit
Common courses 9 22 20.56 English, Mother tongue, mathematics, social studies, civic
& ethical education and Art
Subject matter content 12 36 33.65 Biology, chemistry and physics
knowledge
ICT and media utilization 1 2(1+1) 1.87 Instructional Media and Information Technology in
Primary Schools
General Education 8 22 20.56 Application of Theories of Learning , Curriculum &
/Pedagogical Knowledge and instruction, Inclusive Education, Child Development and
Skill Learning, general methods, cross-cutting issues,
assessment and classroom management
Pedagogical content 3 10 9.35 Application of pedagogical knowledge and skills in
knowledge (PCK) teaching specific subject matter contents
4 12 11.21 School environment, classroom observation and
Practicum/field experiences management, lesson plan and supportive resource
preparation, assisting the mentor, action research project
and independent teaching
Action research and seminar 2 3 2.8 Action research theoretical framework and seminar work
in education
Total 39 107 100

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3. Subject specific or Linear (English) grade 7– 8 college of teacher education curriculum

Table 1.3 Course proportion for English grade 1 – 8

Components No of Total % Core contents
courses credit
Common course s 9 22 20.56 Mother tongue, mathematics, social studies, civic &
ethical education and Art
Subject matter content 12 35 32.71 English language
knowledge(English)
ICT and media utilization 1 2(1+1) 1.87 Instructional Media and Information Technology in
Primary Schools
General Education 9 25 23.37 Application of Theories of Learning , Curriculum &
/Pedagogical Knowledge and instruction, Inclusive Education, Child Development and
Skill Learning, general methods, cross-cutting issues,
assessment and classroom management
PCK courses 3 8 7.48 Application of pedagogical knowledge and skills in
teaching specific subject matter contents
Practicum courses 4 12 11.21 School environment, classroom observation and
management, lesson plan and supportive resource
preparation, assisting the mentor, action research project
and independent teaching
Action research and seminar 2 3 2.8 Theory Action research theoretical framework and
seminar work in education
Total 40 107 100

Table 1.4 Summary of the above tables

Total No. of courses given to each focus Total No. Total
credit %
Components Generalist Integrating Linear course
Common courses 9 9 9 27 66 20.50
Subject matter content knowledge(English) 10 12 12 34 103 31.99
ICT and media utilization 1 1 1 3 6 1.86
General Education /Pedagogical Knowledge 8 8 9 25 69
and Skill 21.43
PCK courses 6 3 3 12 33 10.25
Practicum courses 4 4 4 12 36 11.18
Action research and seminar 2 2 2 6 9 2.80
119 322 100.00

It can be seen from the tables above that in the curriculum, theories of learning, curriculum
and instruction, inclusive education, child development and learning, general methods, cross-cutting
issues, assessment and classroom management are 21.43% of the total credit. Subject matter
knowledge content delivery oriented course (common courses and stream/department subjects)
constitutes nearly 52.49% of the total credit. These two together mainly characterizes the cognitive
aspect of the teacher education curriculum. On the other hand, the pedagogy content knowledge (PCK)
courses are 10.25% of the total credit; focus on application of theories to teaching and learning
specific aspects of the subjects which the trainees are expected to teach in the future. Action research
and seminar constitutes of 2.8% of the total credit. The practicum course are 11.18% of the total credit,
proceeds step by step through school environment observation, classroom observation and
management, lesson plan and supportive resource preparation, assisting the mentor, action research
project to the independent teaching practice. Finally, technology constitutes only 1.86% of the total
credit for which less emphasis is given for the technology as well as PCK in the Ethiopia Teachers’
Education Curriculum.

Many educators claim that integrated model of training is more beneficial because it combines
important aspects of the traditional cognitive learning theory and the situated learning theory (Eyasu,

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Aweke, Kassa, Mulugeta, & Yenealem, 2017; Korthagen et al., 2001). The model is mainly based on
three levels: gestalt level, schema level, and theory level (Korthagen et al., 2001).

As mention by Korthagen et al. (2001), theoretical notions are not so much aimed at building
academic knowledge, but at deepening and structuring gestalts and developing schemata characterized
by practical knowledge that helps to guide perception and action in practice. It requires a translation
and adaptation of academic theory to the specifics of the situation at hand.

The existing teacher education curriculum very likely seems subject matter content and theory
focused (some of which are advanced contents like advanced calculus and linear algebra which are not
aligned with primary school curriculum) and geared towards cognitive perspective (Eyasu, Amanuel &
Yusuf , 2021; Eyasu et al, 2017). As mentioned by Korthagen et al. (2001), a didactic approach based
on the presentation of theory starts from the wrong side of the three-level model and thus tends to
create a gapbetween theory and practice. An alternative approach, such as the realistic model, can
influence teacher education in a more successful way (Korthagen et al., 2001). This does make a
difference for the graduates’ practices (Korthagen et al., 2001).

Continuous Professional Development

The aim of Continuous Professional Development (CPD) is to improve the performance of

teachers in the classroom and raise student achievement. It is a career-long process of improving
knowledge, skills and attitudes - centered on the local context and, particularly, classroom practice
(Desta, Chalchisa and Lemma, 2013).In Ethiopia context, one of the professional competencies which
achieved through CPD describes how teachers manage their own professional development and
contribute to the professional development of their colleagues. Therefore, reliable information about
the way CPD is implemented by the stakeholders, the challenges facing the program, and the
strategies to solve the problems is vital for teachers in the process of regulating and initiating new
changes within the program (MoE, 2009).Support teacher capacity to teach effectively using
appropriate new student-centered and problem-solving approaches according to the active-learning-
based curriculum that was introduced in 1994.

According to MoE (2009) CPD encountered challenges such as CPD facilitators high
turnover, time constraints on teachers and school leaders, lagging behind and the tendency of rushing
to cover the course, lack of budget to run the program at teachers education and school level, total
absence or inadequacy of the minimum resources to run CPD, the total absence or stack of the finance
to run CPD such as GEQIP, Lack of systematic coordination between the education bureaus, Teacher
Education Institutions and NGOs, lack of interest, initiative and commitment by some teachers
especially highly experienced teachers, lack of knowledge and experience on the theoretical
underpinnings, implementation inconsistencies, lack of uniformity in implementation, confusion.
According to Ashebir (2014) the failure to allocate budget and lack of CPD materials, absence
of career structure in the actions of CPD, was to be found the problems that hinder the effective
implementation of school based CPD. On the other hand, absence of giving feedback from the
concerned bodies, lack of commitment of teachers to practice CPD actions, failure to organize
training on CPD programs.

CONCLUSIONS

The main issues that have been taken into account in this study are challenges in selection
criteria of candidates, CTEs curriculum and CPD programthrough document analysis we have
identified the following issues as challenge in Ethiopian Teachers Education that may influence the
quality of education and generating competent prospective teachers.

The challenges faced with regard to selection are the way the recruitment guideline prepared
and implemented, poor salary and different incentives, high achiever were not involved in the
computation and the prospective competent are the residual that remains from the other professions

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and it is also provided by quota system. The other challenge was the teacher education curriculum was
not aligned with primary school curriculum, curriculum was not in TPAKC integrated manner and the
implement action research are not in appropriate time as well as no attention is given.

Finally, the main challenges with regard to CPD the problem of relevance which is given in
the same manner for all teachers and institutions which is not contextualized. In addition to these
challenges also problems like: time constraints, programs lagging behind its time and the tendency of
rushing to cover the course, lack of budget, coordination gap between the education bureaus, CTEs
and NGOs, lack of interest, initiative and commitment especially teachers with long teaching
experience, lack of knowledge and experience on the theoretical underpinnings,
implementation inconsistencies, absence of career structure in the actions of CPD and absence of
giving feedback from the concerned bodies were to be found the problems that hinder the effective
implementation of school based CPD and those the total sum might hinder the quality of education
in Ethiopian CTEs.

Way-out

The findings revealed that there are challenges concerning selection criterion for prospective
teachers, alignment of college of teacher education curriculum with primary school and continuous
professional development in Ethiopian college of teacher education. Overall, thus findings point to the
following major way-out.

The guideline for recruitment criterion of selection of perspective teachers should invite
higher academic achiever (students who have higher education entrance exam results) and candidates
who have high motivation and interest for teaching profession. Therefore, the Ethiopia government
should give more attention on teacher’s development such as paying high salary, fulfilling basic needs
and guarantee their security so that candidates of high achiever be attracted. Besides, placement of the
perspective teachers should be made by ministry of education not by the regional education bureau.

Ethiopian ministry of education better to take the initiatives to involve others stakeholders
(NGOs and higher education institutions) to work closely on training and the development of CPD
program in teachers education. To develop the capacity and knowledge of mentoring and facilitating
CPD practices, there should be persistent support for mentors and facilitators. Hence, it is essential for
MOE officials to provide the necessary training and support to college level actors. Assigning CPD
coordinators and mentors at the college level should be strengthened with all college of teacher
education. It is important for the MOE, College of Teacher education to provide the necessary material
and financial support for college in order to smoothly running of CPD program implementation

The curriculum of college of teacher education in Ethiopia better to align with the primary
school curriculum, TPACK model incorporate with curriculum of teacher education and better to give
more attention to practical application in the classroom environment rather than theories and action
research could be exercised.

Finally, the researchers identified several contextual problems and challenges of teacher
education in Ethiopia such as admission of low quality candidates, low quality curriculum and lack of
relevant CPD program in CTEs could have contributed to low quality graduate teachers. Addressing
these critical challenges require further in-depth-investigation in the area. On the other hand, only
limited research has been done so far in relation to selection, curriculum and teachers professional
development issues in teacher education program. Moreover, there is a need for further research in the
area to support technology integration in education and introduce additional emerging technologies in
the system as well.

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Conflicts of Interest: No conflict of interest has been declared by the author.

Funding Details: This study was not funded by any organization.

CRediT Author Statement: The authors equally contributed to the all sections of the article.

Ethical Statement: This study is based on the document analsysis, thus it does not require
ethics committee approval.

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