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Observable change remains limited, with crises continuing—especially within education. The study analyzes a central paradox: the crisis in teachers’ EFL proficiency alongside discourses of international aid and transformation of the education system. Participants include 25 randomly selected EFL teachers and teacher educators, with qualitative data gathered via questionnaires and participant observation and analyzed through a reflective constant-comparative method.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-39-issue-2-article-1-crises-in-efl-proficiency-and-teacher-development-in-the-context-of-international-donation-and-transformation-discourses/593545/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-39-issue-2-article-1-crises-in-efl-proficiency-and-teacher-development-in-the-context-of-international-donation-and-transformation-discourses/593545.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What paradox does the study focus on in Ethiopia’s education system?","Question",{"text":112,"@type":113},"The study focuses on the coexistence of a crisis in teachers’ EFL proficiency and the discourses promoted through international aid and educational transformation plans.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research?",{"text":117,"@type":113},"The study involved 25 randomly selected EFL teachers and teacher educators from across Ethiopia.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the qualitative data collected and analyzed?",{"text":121,"@type":113},"Qualitative data were collected through questionnaires and participant observation, then analyzed using a reflective constant-comparative method.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593545,1792192702,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 2 | Article 1 |\n| --- | --- |\n\n2014  \nCrises in EFL Proficiency and Teacher Development in the Context of International Donation and Transformation Discourses  \nDereje Tadesse Birbirso  \nHaramaya University, Ethiopia, [dttadesse@yahoo.com](dttadesse@yahoo.com)  \nRecommended Citation  \nBirbirso, D. T. (2014). Crises in EFL Proficiency and Teacher Development in the Context of International Donation and Transformation Discourses. Australian Journal of Teacher Education, 39 (2).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss2/1](http://ro.ecu.edu.au/ajte/vol39/iss2/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss2/1](http://ro.ecu.edu.au/ajte/vol39/iss2/1)  \nAustralian Journal of Teacher Education  \nCrises in EFL Proficiency and Teacher Development in the Context of International Donation and Transformation Discourses  \nDereje Tadesse Birbirso  \nHaramaya University  \nEthiopia  \nAbstract: Since 2000, Ethiopia has been working to come out of social  \ncrises, modernise itself and achieve the Millennium Development Goals.  \nAlthough provided with billions of dollars by the West and their  \ninternational agents, little has been changed and the crises seem never to  \nabate, especially in the educational system. This study, thus, critically  \nanalysed a paradox of Ethiopia’s educational problems: the crisis in  \nteachers’ EFL proficiency, on the one hand, and the discourses of  \ninternational aids and transformation of her educational system, on the  \nother. The main participants are 25 randomly selected EFL teachers and teacher educators from all corners of the country. Qualitative data were  \ncollected through questionnaire and participant observation. Reflective  \nconstant-comparative method of data analysis was employed. The results show that the problem of ‘poor’ English proficiency is the effect of poor  \nliving and working conditions arising from dictatorial policy-practices  \nspearheaded by agents of the local state and, partly, of the donor states  \nthemselves.  \nBackground  \nQuite (perhaps over-) ambitiously, Ethiopia has been working hard since 2000 to achieve the Millennium Development Goals by 2015 with the help from international donors, which an Ethiopian government document calls ‘Pooled Fund Partners’ (PFP) (MOE, 2008) . The first and second stages of the Plan for Accelerated and Sustained Development to End Poverty (PASDEP) were phased out over 2000-2005 and 2005-2009. Consequently, since 2010, what is called the‘Growth and Transformation Plan’(GTP) was set by the Ministry of Finance and Economic Development (MOFED, 2010a) to guide the country’s Five-Year Plan (2010-2015) for‘extricating itself from poverty and [becoming] a middle-income economy’ and ‘a country where democratic rule, good-governance and social justice reigns [sic]’ but also achieving the Millennium Development Goal which one? (MOFED, 2010a, 4-7) . Central to the GTP objectives is to ‘expand and ensure the qualities [sic]of education’(MOFED, 2010a, 7; 2010b, 18-20) . The Ethiopian government regularly expresses, on the state controlled media, its full confidence that the country is one of the few in Africa that will achieve the Millennium Goal.  \nThe role of international aid and intervention in supporting Ethiopia’s educational‘transformation plans’ has been considerably significant. In 2002, the Ethiopian Ministry of Education (MOE), pointed to weaknesses in teacher performance as a principal factor, and the Teacher Development Program (TDP) was developed in response, at a cost of €60 million (FDRE, 2008, 15; MOE, 2002). The TDP was funded by PFPs like Belgium, Finland, Ireland,  \nVol 39, 2, February 2014 1  \nAustralian Journal of Teacher Education  \nthe Netherlands, Sweden and the UK (Ministry for Foreign Affairs of Finland, 2010, 2) . The TDP consisted of three main programs: the Teacher Education System Overhaul included the professio","cbCaiuiDqc29AvMu","https://ap.wps.com/l/cbCaiuiDqc29AvMu","pdf",238139,21,"English","# Abstract\n## Background\n## Study context and programs\n## Data collection and analysis","[{\"question\":\"What paradox does the study focus on in Ethiopia’s education system?\",\"answer\":\"The study focuses on the coexistence of a crisis in teachers’ EFL proficiency and the discourses promoted through international aid and educational transformation plans.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"The study involved 25 randomly selected EFL teachers and teacher educators from across Ethiopia.\"},{\"question\":\"How were the qualitative data collected and analyzed?\",\"answer\":\"Qualitative data were collected through questionnaires and participant observation, then analyzed using a reflective constant-comparative method.\"}]","Australian Journal of Teacher Education - Volume 39 - Issue 2 - Article 1 - Crises in EFL Proficiency and Teacher Development in the Context of International Donation and Transformation Discourses | PDF",1792077451,53]