Effectiveness, Efficiency and Feasibility of the First University-based Ethiopian Secondary School Leaving Certificate Examination (ESSLCE)

Abstract

This study focuses on the exploration of the outcome of a new university-based ESSLCE management, with a specific emphasis on the  approach’s effectiveness, efficiency, and feasibility. The aim is to generate evidence for policy actions and facilitate communication  among key stakeholders to improve future similar endeavors. A convergent mixed methods design was utilized, prioritizing the  qualitative approach over the quantitative approach. Interviews and document analysis served as the chief data collection tools. Data  were gathered from invigilators, supervisors, universities, Regional Education Bureau (REB), Woreda Education Office (WEO) officials, and  experts. Interview guides and document analysis formats were employed for data collection. A total of 63 participants were interviewed,  and documents from the Ministry of Education (MoE) and Ethiopian Assessment and Examination Agency (EAES) were consulted.  Thematic analysis was used to analyze the qualitative data whereas quantitative data were analyzed using graphs, percentage and ratio  analysis. The findings showed that the examination management was effective in reducing examination stealing and cheating, but lacked  efficiency and feasibility. The findings of the study suggest that the MOE and EAES should continue implementing the new  approach to address exam theft and cheating, while also making efforts to enhance efficiency and feasibility through increased utilization  of technology and involvement of key stakeholders. The recommendations of this study serve as a valuable resource for  policymakers and stakeholders in the education sector, providing insights into the strengths and weaknesses of the first university-based  examination management.