Inequalities in educational outcomes and the policy implications in Ethiopia (IEOPIE) (PhD project) (completed)
The project aims to provide a policy-relevant evidence base regarding inequalities in access to and achievement in higher education in Ethiopia. (Photo: Colourbox)
About the project
Regional disparities and gender differences in educational outcomes are explored as function of educational opportunities and socio-economic constraining factors. The transition through different stages of higher education in Ethiopia (i.e., high school, preparatory program, university) is studied with special attention to the impact of affirmative action on patterns in enrolment and admission eligibility. Affirmative actions are policy measures that intend to increase access for underrepresented population groups and create more equity in higher education. Thus, the major questions are in terms of the magnitude and type of inequalities that exist and the effectiveness of the affirmative action with respect to creating or establishing equity.
The project runs from 2015 to 2020. For two consecutive student cohorts, census data from the standardized examinations for the final grade of high school and the final grade of the university preparatory program in Ethiopia have been graciously made available by the Ethiopian national educational assessment and examination agency (NEAEA).
Project is financially supported by Quota scheme and CEMO.
Ethiopian Ministry of education (external link)
Ethiopian National Educational Assessment and Examination Agency (external link)