Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

A Comparative Review of the New Teacher Induction Practices in China and Ethiopia
Ephrem Tekle Yacob

The education policy of Ethiopia identified equity, quality, relevance and access as the major challenges of education. After a while MOE come up with a result of evaluation which stated that the quality of education remain to be a challenge. Thus, MOE (2008) come up with General Education Quality Improvement Package (GEQIP) which consisted of six programs. One of the programs is called Teacher Development Program (TDP) which is responsible for the updating and upgrading of teachers. The updating part of the program, among other thing, consisted of induction and Continuous Professional Development (CPD). While the first designed for novice teachers, the latter is responsible for teachers with experience of three and more years. This paper, tries to assess the practice of induction by taking the experience of China and Ethiopia. The fining indicates that the practice of induction varied in the two countries. As Ethiopia yet to develop, the gap is visible and needs to take a lot of experience from china.

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