Education Reform In Ethiopia

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Abstract This paper attempts to give an insight into the higher education reforms undertaken in Ethiopia since the 1990s, on which substantial changes have been made, and the major drivers and actors in the reform process. Different empirical literatures, reports, policy documents and legislations are reviewed. Based on the literature, the paper discusses and analyses the areas in which major changes have been carried out in the Ethiopian higher education system. Massive expansion, quality and relevance issues, privatization, autonomy, curriculum, and financing are the areas among others in which reforms have been undertaken. The reforms emanated from both internal and external drivers. Internal drivers consist of economic, social, and economic…show more content…
The proclamation was designed to enable institutions to effect in-stitutional transformation, and thus be able to serve as dynamic centres of capacity building consistent with the aspirations of the peoples of Ethiopia in the context of globalization; to guide institutions focus on critical issues of relevance and quality of education and research to contribute to efficacy to the Ethiopian peoples' aspirations for peace, democracy and develop-ment; to ensure good governance in the context of an expanding higher education system, it is imperative to provide by law for an appropriate balance of an institution's autonomy and its ac-countability to Government and to public interests generally; to enable the system of govern-ance of institutions promote, consistent with the Constitution, a life of a learning academic community governed by the principle of freedom of expression based on reason and rational discourse; to enable it become efficacious, it has also become particularly necessary to guide properly by law higher education in private institutions in order to ensure and promote its posi-tive contributions through relevant and quality education (Federal Negarit Gazeta, 2009 p.…show more content…
The external environment—fuelled by the “knowledge economy,” economic liberalisation and regional integration—as well as the internal environment impacted by changing governance and political dynamics have all had a considerable impact on the development of higher education in Africa”; Ethiopia is no exception. For example, the World Bank has been the main actor in almost all aspects of the reform process. The World Bank (2003) in its report suggests that tertiary education alleviates poverty through the direct contributions to economic growth generated by its influence on a nation’s productivity and international competitiveness. It achieves this by training a qualified and adaptable labour force, by assisting the nation to access and generate new knowledge, and by adapting global knowledge for local use. In this way, it helps to determine living standards. This report indicates the involvement of the bank in the reform
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