Whose voice counts? Examining government‐donor negotiations in the design of Ethiopia’s large‐scale education reforms for equitable learning

MOTIVATION: The Government of Ethiopia has a long‐standing commitment to improving the quality of education. In recent years, this has shifted to include a more explicit focus on equity in learning outcomes. In this paper, we examine the education reform design process in the context of Ethiopia’s political environment which is widely recognised as a strong developmental state. PURPOSE: The article examines how federal, regional, and international donor actors negotiate their interests in relation to Ethiopia’s national quality education reform programme, the General Education Quality Improvement Programme for Equity (GEQIP‐E). METHODS AND APPROACH: We conducted 81 semi‐structured, key informant interviews with federal and regional government officials and international donors who were involved in the design of GEQIP‐E. FINDINGS: We find that federal government was able to leverage considerable political influence over high‐level priorities and the framing of GEQIP‐E. Large donors leveraged financial influence to exclude some specific priorities, while smaller donors were able to draw on social influence and technical expertise to include priorities aligned with their interests. Regional governments—which are responsible for policy implementation—were largely excluded from the reform design process. POLICY IMPLICATIONS: Our analysis highlights the importance of recognizing and understanding different forms of influence in the dynamic process of negotiating reform between government and donors. It identifies that both government and donor voices counted in the process of negotiations, but in different ways and to varying degrees. Understanding how different actors draw on their relative political, financial, and social influence is vital for ensuring successful implementation and sustainability. Importantly, we identify that voices of local actors are left out.