Implementing Ethiopia's CPD Framework:a case of policy borrowing

  • Brenda Maureen Bignold

Student thesis: Doctoral ThesisDoctor of Education (EdD)


Increasing student enrolment following MDG 2 has focussed attention on teacher quality in low-income countries. Continuing professional development (CPD) for teachers in classrooms is important for education quality. However CPD experience in low-income countries is limited and heavily dependent on policy borrowed from the Global North. This enquiry examines implementation of CPD policy in Ethiopia, an example of policy borrowing, to identify challenges and opportunities to support borrowed teacher education programmes in Ethiopia and similar countries.
The research methodology is constructivist and interpretivist with a qualitative case study of twelve rural primary schools in Northern Ethiopia. Data from interviews and a reflective journal is used to answer three research questions: To what extent does current practice in Ethiopian schools align with CPD policy? What has helped and hindered progress on implementing the CPD Framework? How can this analysis inform successful implementation of borrowed policy on teacher education in future? The findings show that the CPD Framework is embedded in schools. In spite of problems in planning, training and leadership, there is evidence of changed teacher practice in collaborative working and active learning methodology linked to the policy.
The enquiry used a model for analysing policy borrowing (Phillips and Ochs, 2003) to shape the review of literature on global and local influences, implementation and context. Building on the enquiry findings, a new model is proposed to share learning on policy borrowing more broadly. The enquiry therefore has implications for the implementation of borrowed policies for CPD in Ethiopia and in other low-income countries. It helps fill gaps in the literature on CPD in Africa and on implementing borrowed policy in teacher education. In addition, outcomes could inform policy making and contribute to improved opportunities for teacher education in low-income countries in line with the SDGs.
Date of Award3 Apr 2019
Original languageEnglish
Awarding Institution
  • University of Bath
SupervisorMichael Fertig (Supervisor) & Lizzi Milligan (Supervisor)

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