Title: Assessing the Effectiveness of Decentralized Education Policies in Rural Oromia: Evidence from Jarso Woreda
Authors: Kasa Legasa Hundessa , Workenh Eshatuu Sime
Volume: 10
Issue: 7
Pages: 49-59
Publication Date: 2026/07/28
Abstract:
This study evaluates the effectiveness of education policy implementation in Jarso Woreda, Oromia Region, focusing on its impact on access, quality, and student learning outcomes. Despite national reforms like the Education and Training Policy (ETP), local implementation in rural areas faces persistent challenges, including fluctuating dropout rates and high failure rates in national examinations. The research utilized a pragmatic paradigm and a convergent mixed-methods case study design. Data were collected through structured questionnaires, semi-structured interviews, and document reviews from a sample of 372 participants, including students, teachers, and education officials. Analysis involved both descriptive and inferential statistics (correlation and regression) alongside thematic analysis. The findings reveal that policy implementation has been highly effective in improving student enrollment (Mean = 4.12) and school facilities (Mean = 3.90). However, student achievement (Mean = 3.67) and the availability of learning materials (Mean = 3.42) received lower ratings, indicating that efforts to expand access have outpaced improvements in educational quality. Regression analysis identified access, curriculum alignment, and quality emphasis as the strongest predictors of positive educational outcomes. The study identifies material shortages and teacher training gaps as the primary barriers to success, while community support emerged as the most significant enabling factor. To bridge the gap between policy intentions and outcomes, the study recommends strengthening resource allocation, enhancing teacher professional development, and sustaining community participation.