Study of Accountability of Policymakers and Curriculum Implementers for Curriculum Implementation in Ethiopian Primary Schools

Abstract

This study aimed to explore the compact accountability relationship for curriculum implementation in rural public primary schools in the east Wollega zone administration, Ethiopia. An exploratory case study type and a multiple case study research design were employed. The purposeful sampling technique was used. The data were collected using semi-structured interviews and document reviews. The data were analyzed qualitatively. The findings of the study reveal that the compact accountability relationship between the policymakers and the curriculum implementers was loosely exercised and compromised by main determinants such as weak capacity, poor monitoring progress, and politicization of the policymakers’ roles and responsibilities. This study also affirms that a compact accountability relationship was seriously operational to collect easily achievable reports, which led policymakers to be unsuccessful in communicating their clear duties and responsibilities for the curriculum implementation to hold implementers accountable as stated in the government proclamation. Hence, it can be concluded that accountability stands for responsibilities outside the classroom by missing the actual curriculum implementation. The study recommends that the government should establish an autonomous and independent policymakers’ office that acts as a monitor and holds curriculum implementers accountable by visiting schools, pointing out mistakes, writing reports, and exercising accountability mechanisms.