Access-equity tensions in education: Examining Ethiopia's educational reforms through a distributive social justice lens

This study aims to examine the effectiveness of educational reforms in Ethiopia in promoting access to and equity in education. Employing the distributive social justice theory and utilizing a mixed-methods research approach, the study critically analyzes policy reforms designed to enhance equitable access to secondary education. The study involved reviewing relevant documents related to access and equity in secondary education, as well as conducting interviews with 12 participants selected through purposive sampling. Data collected through these methods were analyzed using both quantitative and qualitative techniques. The findings indicate that the educational reforms implemented over the past few decades have led to significant improvements in access to secondary education. However, several challenges remain unresolved in achieving genuine equity. The findings also revealed various factors that influence the effectiveness of these reforms in enhancing access and equity in secondary education. Finally, the study concludes by offering recommendations aimed to address the access-equity tensions in Ethiopia and similar contexts.