Exploring the Context of Ethiopian Higher Education System Using Clark's Triangle of Coordination

Autor/inn/en	Gebremeskel, Haftu Hindeya; Feleke, Kibrom Mengistu
Titel	Exploring the Context of Ethiopian Higher Education System Using Clark's Triangle of Coordination
Quelle	In: Tertiary Education and Management, 22 (2016) 2, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2016.1149739
Schlagwörter	Foreign Countries; Higher Education; Educational Practices; Educational Change; Government Role; Coordination; Qualitative Research; Educational History; Educational Policy; Evidence; Data Collection; Governance; Educational Trends; Models; Politics of Education; Social Systems; Policy Analysis; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Bildungsreform; Koordination; Qualitative Forschung; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Evidenz; Data capture; Datensammlung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsentwicklung; Analogiemodell; Social system; Soziales System; Politikfeldanalyse; Äthiopien
Abstract	Over the last two decades, Ethiopian higher education has been undergoing considerable changes in response to government reforms. This accelerated change has affected the system, its mode of operation and its academics. Accordingly, this article examines how the reforms have affected the ways in which the system is coordinated by using Clark's triangle of coordination as a framework for analysis. In doing so, the study employed a qualitative approach, historical policy study, looking into different historical eras. Evidence was drawn from various documentary sources. The article argues that state has been the sole influential actor in both the monarchical and military periods; while, since 1991, both state and market have been playing a significant role in shaping the system with the state still taking the dominant role. The academic oligarchy has not, however, had a significant influence at any time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01