ANALYSIS OF SUCCESSES AND CHALLENGES OF EDUCATION DECENTRALIZATION PRACTICES IN DIRE DAWA CITY ADMINISTRATION EDUCATION BUREAU

Abstract

The purpose of this project was to analyze the successes and challenges of education decentralization practices in Dire Dawa City administration Education Bureau .In doing so, the study scrutinized that whether the approaches of decentralization adapted to the Education system of DDCAEB has considered the existing realities of the country and scholarly principles and preconditions of education decentralization.. The research design was descriptive method. To this end, analysis of Education policy and other essential documents developed by MoE, scholars, NGOs, and DDEB has been made towards the mandates leveled down to various ruling bodies(Region, Kebele/Cluster and Schools). Similarly, the witnesses of these policy and related materials were examined across scholarly and conventionally suggested literatures. In addition to this sample of respondents were available, randomly, and purposively selected from sample schools. That is teachers (30%)-simple random sampling; PTAs (40%)-purposive; directors (100%)-availability; supervisors (100%)-availability; cluster and Kebele coordinators (100%)- availability. The respondents comprise 123(35%) stakeholders from the total of 354. Qualitative data were collected through focus group discussion done among five groups exclusively based on their job profession. The qualitative data were analyzed through narrative interpretation. Study showed that the decentralization approaches of Ethiopia, in many cases, consistent of scholarly suggested frameworks, preconditions, and principles of decentralizations. Thus, according to various sources the education system, as a part of government administrative strategy, vertically followed a kind of decentralization called regional devolution. On the other hand ethnic and language based regional administration approach, curriculum preparation based on local experiences of regions and financial regulation independence has shown us the consideration of horizontal criterion on the process of decentralizing the education system. However, despite of the uniqueness of DDEB administrative structure (region and kebele/cluster level only) practice of education decentralization has faced several challenges. For example, lack of the required skills and knowledge at kebele and Cluster level to lead the system ,unclear work structure and line of communication, inappropriate representation of manpower in kebele/cluster level ,kebele/cluster structure was rarely assess and build the capacity of the school leadership or teachers under them. Therefore, to fully apply education decentralization principles and state education policy and meet its rationale, it requires capable and sufficient man power at the lower administrative levels which promote decision making independence and innovativeness, creating conducive environment and providing incentives to workers of education sector in order to avoid high turnover of trained manpower, it also is essential to devise ways by which community support system is developed. Clarifying responsibility and decision making power to lower administrative structure and frequent supervision by upper management and professionals are fundamental issues to be considered in case of DDCAEB, for it has differing administrative structure