Tebeje Molla

Social justice intents in policy: an analysis of capability for and through education

Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen’s capability approach places strong emphasis on people’s substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals’ effective freedoms to achieve valuable beings and doings. This paper explores the recent emergence of ‘capability’ in Australian education policy, specifically in the Australia in the Asian Century White Paper. We explore capability as a framing device and reveal how its various meanings are at odds with the scholarly literature, specifically Sen’s conception of capability and its implications for social justice in and through education. The analysis shows that the social justice intent of a capability approach appears to be overtaken in the White Paper by an emphasis on outcomes, performance and functionings that seek to serve the nation’s economic interests more than the interests of students, especially the disadvantaged.

Qualitative inequality: experiences of women in Ethiopian higher education

This article examines the lived experiences of women in Ethiopian higher education (HE) as a counterpoint to understandings of gender equity informed only by data on admission, progression and completions rates. Drawing on a critical qualitative inquiry approach, we analyse and interpret data drawn from focus group discussions with female students and academic women in two public universities in Ethiopia. Individual accounts and shared experiences of women in HE revealed that despite affirmative action policies that slightly benefit females at entry point, gender inequality persists in qualitative forms. Prejudice against women and sexual violence are highlighted as key expressions of qualitative gender inequalities in the two universities. It is argued that HE institutions in Ethiopia are male-dominated, hierarchical and hostile to women. Furthermore, taken-for-granted gender assumptions and beliefs at institutional, social relational and individual levels operate to make women conform to structures of disadvantage and in effect sustain the repressive gender relations.

Knowledge aid as instrument of regulation: World Bank's non-lending higher education support for Ethiopia

In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent higher education (HE) policy reform process in Ethiopia. It focuses on the nature and impact of non-lending assistance by the Bank to the Ethiopian HE subsystem. Based on an interpretive policy analysis of sector reviews and advisory activities of the Bank, and selected national HE policy documents, the following findings are highlighted. First, as a ‘knowledge institution’, the World Bank produces, systematises and disseminates knowledge through policy advice, policy reports, analytical sector reviews, and thematic conferences and workshops. Second, knowledge aid from the Bank not only has a profound discursive effect on shaping Ethiopian HE policy reform priorities in accordance with its neoliberal educational agenda but also undermines the knowledge production capacity of the nation. The paper also argues that, for an effective education policy support, the Bank needs to shift its modality of engagement from knowledge aid to research capacity building.

Inequality in Ethiopian higher education: reframing the problem as capability deprivation

The revitalization of Ethiopian higher education (HE) has been underway since the early 2000s. As well as the economic optimism evident in the ‘knowledge-driven poverty reduction’ discourse, social equity goals underscore the reform and expansion of the system. Notwithstanding the widening participation and the equity policy provisions put in place, the problem of inequality has persisted along the lines of ethnicity, gender, rurality and socio-economic background. This paper reviews major equity policy instruments and highlights the enduring inequalities in Ethiopian HE. It argues that this persistence is related in part to the ways in which the problem is represented in policy, and that redressing the problem necessitates framing inequality as capability deprivation rather than as issues of access and disparities in enrolment.

Teacher professional learning in Early Childhood education: insights from a mentoring program

ABSTRACT In Australia, as is the case in other countries around the world, the Early Childhood workforce is in the process of ‘skilling up’ to meet government demands related to quality service provision. This paper sets out to identify what constitutes effective teacher professional learning through mentoring. Guided by critical realism and social practice as theoretical perspectives, the paper uses data drawn from the State-wide Professional Mentoring Program for Early Childhood Teachers (2011–2014), Victoria, Australia. The findings identify four C’s essential to effective professional learning – Context: the association between individual aspirations and systemic requirements; Collegiality: the positioning and importance of collegial relationships; Criticality: critical deliberation in ‘safe’ learning environments; and Change: recognition that teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. These findings point to the need to consider teachers’ contexts of practice in the design of professional development programs such as mentoring, and to conceptualise learning as a socially situated practice rather than a detached pedagogic event.

The Politicization of the PhD and the Employability of Doctoral Graduates: An Australian Case Study in a Global Context

Since the late 1990s, a confluence of factors has directed unprecedented political attention globally toward doctoral education and the serviceability of the PhD to economic, specifically—knowledge economy— imperatives (Enders 2002; Nerad 2009; Siganos 2009; Go8 2013). We refer to this phenomenon of concerted policy focus on—and sometimes, political intervention into—PhD education as the politicization of the PhD. A key driver of this politicization has been the rise to prominence, and the global reach, of knowledge economy (KE) discourses traceable to, among other things, the influence of several key publications by global policy agents, the OECD (1996) and the World Bank (1999 and 2000).

The Illusion of Meritocracy and the Audacity of Elitism: Expanding the Evaluative Space in Education

In the global context of increasing inequalities between advantaged and disadvantaged social groups, the role of education in achieving social justice has taken on new importance. In this chapter we consider two widely acclaimed books on social inequality, namely: Thomas Piketty’s Capital in the Twenty-first Century (2014) and Daniel Dorling’s Injustice: Why Inequality Persists (2010). We specifically focus on how the authors relate problems of social inequality with educational disadvantage, naming the relation in terms of meritocracy and elitism. We suggest that in the main, Piketty and Dorling hold to distributive accounts of educational disadvantage and to an income/wealth-based evaluation of social inequality. We also argue that the informational basis of Piketty’s and Dorling’s evaluation excludes an appreciation of social justice as ‘recognition’ and thus excludes the importance of ‘epistemological equity’ and of ‘agency freedom’ in pursuing social justice in educational contexts, particularly in higher education. It is through these two foci on recognitive justice that we augment Piketty’s and Dorling’s distributive account.

In Pursuit of the African PhD: A Critical Survey of Emergent Policy Issues in Select Sub-Saharan African Nations, Ethiopia, Ghana and South Africa.

After decades of decline, African higher education is now arguably in a new era of revival. With the prevalence of knowledge economy discourse, national governments in Africa and their development partners have increasingly aligned higher education with poverty reduction plans and strategies. Research capacity has become a critical development issue; and widening participation to doctoral education is seen as an instrument for enhancing this capacity. Against this backdrop, this paper presents a review of emerging initiatives and policies that have some bearing on the PhD in select sub-Saharan African nations, namely Ethiopia, Ghana and South Africa. The findings show a shared optimism about the economic value of higher education, and explicate divergences and convergences in the framing of problems and policy responses related to doctoral education across the three nations. In the conclusion we reflect on challenges and policy omissions in the pursuit of the African PhD.

Neo-Liberal Policy Agendas and the Problem of Inequality in Higher Education: The Ethiopian Case

Under the influence of the external policy pressure of donors such as the World Bank, higher education in Ethiopia has witnessed a series of institutional and system-wide reforms. This article reviews selected policy documents to show key neo-liberal policy agendas endorsed in the reforms and explicate how they have affected social equity in the subsystem. The analysis shows that higher education reforms in Ethiopia, primarily framed by concerns of economic efficiency, have constrained social equity in two important ways. First, at a discursive level, the problem of inequality is represented as a lack of access and a disadvantage in the human capital formation of the nation. Second, the drive for greater efficiency and reduced costs in the educational provision embedded in the reforms is inconsistent with the need for the financial and political commitments required to benefit marginalised members of the society through relevant equity instruments. If the equity policy provisions should be instrumental in ensuring participation, retention and successful completion, and thereby supporting the social mobility of disadvantaged groups, they need to draw on a broad social justice perspective.

Re-imagining Africa as a Knowledge Economy: Premises and Promises of Recent Higher Education Development Initiatives

Africa is being re-imagined as a knowledge economy, and higher education (HE) systems have been propelled into the centre of national economic plans and strategies. This paper provides an analysis of four recent major initiatives directed to the revitalisation of HE in sub-Saharan Africa: the Pan African University (2010), the Africa Higher Education Centers of Excellence Project (2014), The Kigali Communiqué on Higher Education for Science, Technology and Innovation (2014), and the Dakar Declaration and Action Plan on Revitalising Higher Education for Africa’s Future (2015). Guided by critical frame analysis, we examined assumptions and expectations of these regionally/globally structured HE development agendas. The findings show that, while there is a convergence of thinking on the promise for economic transformation held by invigorated HE sectors in Africa, there are uncritically adopted premises about how this transformation is to be achieved. In particular, we find that the promise held out for economic transformation through HE is at risk of failing through the inadequate contextualisation of global policy orthodoxies to African conditions, and that some of the premises about the nature and scale of the economic transformation required to make the re-imagined Africa a reality need to be reconsidered.