Curriculum Differentiation in Ethiopian Secondary Education: Practices of Boarding and Special Day Schools and Student Experiences

Abstract

The study examined curriculum differentiation practices and student experiences at special day and boarding schools. Seven teachers, two principals, and 16 students participated in a multiple-case study design. Interviews were conducted with teachers and principals, and focus group discussions were held with students from each school. The National Curriculum framework and student grade rosters were reviewed. The data were analyzed through qualitative descriptions of themes. The study reveals that boarding and special day schools adhere to the standard secondary school curriculum and streams, with minimal curriculum differentiation, by deepening curriculum contents, providing local language options, and improving laboratory activities. Both boarding school and special day school students work for academic excellence. This drive stems from the favorable educational environment provided by schools, which includes competent teaching staff, well-equipped laboratories, and modern ICT facilities. Students appreciate the collaborative environment and support from peers and teachers. Boarding school students reported improved time and self-management skills. However, students are concerned that excessive focus on academic excellence and competition has increased stress levels and limited the development of non-academic skills. Special day school students question whether curriculum differentiation would widen inequitable access to educational resources. It is concluded that boarding and special day schools fall short of meeting the core principles of curriculum differentiation, as their curriculum, streams, and expected outcomes are similar to mainstream secondary schools. It is imperative that the bodies concerned deliberate on the purpose, student selection process, provision of differentiated curriculum (in any form), and the formulation of a policy to guide the establishment and management of these types of schools.