Admasu Shibru is the General Deputy Director of the Education Strategy Center in Ethiopia. He has been leading education development research projects conducted by the center, a national think tank that provides evidence based education policy proposals to the government. He obtained his BSc and MSc in agricultural economics and his PhD in development economics at the University of Bonn. He has worked in different leadership capacities including as a President of University and director of postgraduate progams. He has worked as a lecturer at private and public universities and taught a number of courses in development economics and agricultural economics programmes including mathematical methods and econometrics at post graduate level in addition to supervising a number of MSc students. He has been involved in and leading a number of sectoral and institutional research and development strategies and published a number of research articles on agriculture, development, and education.
Ethiopia Country Research Team
The Ethiopian Country Research Team is a multidisciplinary group with expertise in economics, education, political science, development studies, anthropology, and psychology. The project is an international partnership of researchers at universities and research centres worldwide, and is coordinated by the Ethiopian Development Research Institute and University of Cambridge’s Research for Equitable Access and Learning Centre. Partner institutions include the Institute of Educational Research at Addis Ababa University, and the Ethiopian Education Strategy Centre. Other partners include the University College London Institute of Education, Cornell University, and Stockholm University.
Tirussew Teferra is professor and Laureate in Special Needs Education at Addis Ababa University. He earned the prestigious International Medal Award of UNESCO Jan Amos Comenius in 2008, was awarded the Outstanding Faculty Award of the Year 2013 of Addis Ababa University, and was a Senior Fulbright Research Fellow at the University of Indiana from 2003 to 2004. He is the author and co-author of scientific articles, book chapters, books, manuals and instructional materials. His research and publications are on early intervention, care and learning focusing on children with special needs. At present, he is engaged in three international collaborative research projects; “Maternal and Newborn Health and Early Childhood Development in Rural Low Literacy Settings of Ethiopia” (Grand Challenges Canada); the Accelerated School Readiness Project in Ethiopia (American Institute for Research), and “Impact of Play-based, Early Learning Curriculum Policies in Six Global Contexts" (Child Research International Team, Canada). He is currently the Overall Project Leader of the Ethiopian Education Roadmap Development Team (2017-2030).
Darge Wole Meshesha is a professor of educational psychology at Addis Ababa University (AAU). He has over forty years of teaching experience in the areas of educational psychology, social and cultural foundations of education, educational measurement, and other psychology/education courses. He has previously held the positions of Assistant Dean of the Education Faculty, Assistant Dean of the College of Social Sciences, Director of the Institute of Educational Research and Director of the Addis Ababa University Press at Addis Ababa University. He was also Deputy Permanent Delegate of Ethiopia to UNESCO (in Paris) from 2006 to 2011 and the author of a variety of articles and book chapters that focus on problems of primary and secondary school students and teachers. He is currently working on an introductory book in psychology for Ethiopian university students and is the chair or member of various advisory and editorial boards of publications at AAU; a member of the Ethiopian Academy of Sciences; a consultant in educational problems; and a trainer and resource person in professional development skills for university instructors.
Louise Yorke is a research assistant at the Research for Equitable Access and Learning (REAL) Centre at the Faculty of Education, University of Cambridge. She has a BA (University College Dublin) and MSc in Psychology (Trinity College Dublin). She recently completed (submitted) her PhD at the School of Social Work and Social Policy Trinity College Dublin, which focused on the lives, experiences and choices of rural girls as they negotiate different pathways to urban secondary schools in Ethiopia. Her research interests involve the use of quantitative qualitative and participatory research methods to understand educational access and equity, social and cultural factors influencing the educational experiences and trajectories of girls and young women, and school-to-work transitions.