Key Lessons from the First University-Based Ethiopian Secondary School Leaving Certificate Examination Management

Abstract

This article focuses on the key lessons obtained from the first university-based Ethiopian Secondary School Leaving Certificate  Examination (ESSLCE) management. The findings presented in the article are based on qualitative data (63 in-depth interviews) collected  from purposively selected university officials (n = 12), university clinics’ health professionals (n = 11), regional and city administration education bureau officials (n = 10), regional and city administration education bureau assessment experts (n = 10), invigilators (n = 9), and  students (n = 3). Ministry of Education (MoE) and Educational Assessment and Examination Services (EAES) documents (n = 4) were  chosen purposively and used as sources of data. The lessons obtained from the ESSLCE management in focus pertain to the entire  nation, the key actors in the education system, students, parents, and implementing universities. Urgent focus on quality of education,  evidence-based and well-worked out decisions, fitting plans, discussion and consensus, holistic and participatory actions, and further  research are recommended for improved ESSLCE management in the future.