This study examines some aspects of the quality of Alternative Basic Education (ABE) provision in Ethiopia. Educational indicators of quality were formulated under two general topic areas of ABE programme
process and content, and pupil learning outcomes. A qualitative-interpretative research approach and survey design was used to collect data from primary and secondary sources and to provide separate case descriptions of the five regions and two city administrations studied. The study’s main findings give clear indication of a broad spread of ABE conceptions and practices in ABE Centres in Ethiopia. The
approaches and experiences of the five participating regions reveal factors that have an impact on quality ABE delivery, as well as measures that can improve quality if supported with an appropriate institutional environment.