Network failure in Ethiopian education

ABSTRACT

This paper investigates the factors that limit ICT-integrated teaching in Ethiopian secondary schools. Following Actor-Network Theory, the relationship between teachers and ICT materials is interpreted as a sociomaterial network in which the material and the human dimensions are intertwined. Qualitative data was collected via interviews carried out with school insiders (32 teachers, 30 students, 6 vice-principals, 6 ICT technicians) and several school outsiders – respondents involved in ICT-based education from stakeholders such as the Ethiopian government, international organisations, aid agencies, and ICT companies. Findings indicate a fragile network, weakened by poor teacher training, antipathy towards technology and inadequate materials. These factors reinforce one another, and the restoration of the network is further compromised by unfavourable institutions at the school and national levels.

KEYWORDS:

• International development education
• Ethiopia
• Information and Communications Technology (ICT)
• secondary education
• qualitative methods

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. This is a collaborative programme between the Ethiopian Ministry of Education and development partners through a pooled funding mechanism (World Bank, 2008).

2. A Center for Educational ICT (CEICT) is in charge of overall Ethiopian ICT and education.