Inequalities in the Ethiopian Education and Training policy
Author
Schaub, Nita Stine
Term
4. term
Publication year
2018
Abstract
Denne afhandling undersøger, hvordan Etiopiens uddannelses- og træningspolitik samt Education Sector Development Programme V adresserer og former uligheder i uddannelsessystemet med fokus på etnicitet og køn i en kontekst præget af etniske spændinger. Med afsæt i intersektionalitet og kritisk kosmopolitisk multikulturel uddannelse og ved brug af Bacchis What’s the problem represented to be? (WPR) policyanalyse sammen med intersektionel analyse vurderer studiet definitioner, prioriteringer og tiltag vedrørende diversitet, ligestilling og udsatte grupper. Analysen viser, at uligheder er utilstrækkeligt defineret og specificeret i policydokumenterne; køn behandles mere omfattende, men afspejler fortsatte samfundsmæssige skævheder, mens etniske uligheder i høj grad er fraværende eller fortiede. I et etnisk mangfoldigt land er denne mangel bekymrende. Samlet konkluderer afhandlingen, at den nuværende politik ikke i tilstrækkelig grad understøtter et multikulturelt, demokratisk uddannelsessystem, der kan håndtere uligheder på en passende måde.
This thesis examines how Ethiopia’s Education and Training Policy and the Education Sector Development Programme V address and shape inequalities in the education system, focusing on ethnicity and gender in a context of ongoing ethnic tensions. Drawing on intersectionality and Critical Cosmopolitan Multicultural Education, and using Bacchi’s What’s the problem represented to be? (WPR) policy analysis alongside intersectional analysis, the study reviews definitions, priorities, and measures related to diversity, gender equality, and disadvantaged groups. The analysis finds that inequalities are insufficiently defined and specified in the policy documents; gender issues receive more attention yet reflect persistent societal disparities, while ethnic inequalities are largely absent or silenced. In an ethnically diverse country, this lack of representation is concerning. Overall, the thesis concludes that the current policy framework falls short of supporting a multicultural, democratic education system capable of appropriately addressing inequality.
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