Paper short abstract:

We consider the influence of politics on girls' education in Ethiopia, including how the wider political context shapes what is possible in relation to girls' education and how gender inequalities within the system impact progress in girls' education.

Paper long abstract:

A key question we pose in this paper is why the education system has not yet managed to deliver inclusive and quality learning for girls given the significant commitment to girls' education and the range of programmes directed for these aims. Drawing on empirical research carried out as part of the RISE Ethiopia research study, we make use of the Domains of Power framework (Hickey & Hossain, 2019) to consider the influence of politics in girls' education in Ethiopia. We first outline how the political context has, to some extent, shaped what is possible in relation to girls' education. We move then to consider what is taking place within the education system. In particular, we consider how, over time, gender inequalities within the system have limited the progress that can be made in advancing gender equality in education. This includes both the representation of women within the system, but also more subtle forms of gender inequalities represented through the attitudes, behaviour and action of those working in the education system. We end by highlighting the need to address these forms of gender inequality to ensure high-level commitments are translated into meaningful and sustainable progress in girls' education.