Coherent for Equitable Learning? Understanding the Ethiopian Education System

In this document, we outline a conceptual basis for examining whether there is ‘coherence’ in the Ethiopian education system with respect to equitable learning. Our approach includes a model of accountability relationships within the Ethiopian system using a framework drawing on Pritchett’s (2015) and di Gropello’s (2004) work on accountability within education systems. We also draw on Kingdon et al.’s (2014) approach to political economy analysis as a guide to understanding the multi-dimensional nature of power dynamics within these accountability relationships, and we further consider change over time from the design to implementation of education reforms.