Systematic Review of Educational Policy Reforms in Ethiopia

An Analysis of Implementation Challenges from an African Perspective

Abstract

Educational policy reforms are central to advancing national development agendas across Africa, yet their successful implementation remains a persistent challenge. This systematic literature review examines the specific implementation challenges of educational policy reforms in Ethiopia, analyzing them from a distinctly African perspective to foreground contextual realities. Adhering to the PRISMA guidelines, this review systematically identified, selected, and critically appraised 38 relevant peer-reviewed studies and government reports published between 2000 and 2023. The analysis reveals that the disconnect between policy design and on-the-ground execution is a critical issue. Key findings identify three predominant, interconnected challenges: the profound gap between ambitious policy objectives and the available financial, infrastructural, and human resources; the top-down nature of policy formulation that marginalizes local stakeholders, including teachers and communities; and the persistent tension between global education models and Ethiopia’s unique socio-cultural and linguistic landscape. The study argues that these challenges are not merely technical but are deeply rooted in governance structures and the legacy of external influence on African educational systems. The significance of this review lies in its synthesis of evidence to demonstrate that effective educational reform in Ethiopia, and by extension in similar African contexts, requires a paradigm shift towards more participatory, context-sensitive, and resource-conscious approaches that prioritize endogenous African knowledge and capacity.