In order to learn more about the effectiveness of recent education reforms in Ethiopia, the Research on Improving Systems of Education (RISE) and the Early Learning Partnership (ELP) projects are adopting a ‘systems approach’ to research (Moore, 2015). In our research in Ethiopia, we aim to understand the extent to which the education system is coherent for equitable learning–for RISE, in relation to the General Education Quality Improvement Programme (GEQIP, a large-scale package of education reforms now starting its third phase), and for ELP, in relation to the introduction of ‘O-Class’, a new pre-primary early learning programme. This systems approach will allow us to examine the extent to which reforms are having an impact on the development of cognitive skills at primary school and school readiness respectively, and the reasons for any observed impact (or lack thereof).
