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With the end of civil war in 1991, Ethiopia’s government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, Education in Ethiopia argues for wise tradeoffs in the use of resources—a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards—such as those for teacher recruitment and school construction—to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.

This report is on the secondary education in Ethiopia. The report analyzes the challenges of secondary education in the context of the government's growth and transformation plan and its stated goal of becoming a middle-income country by 2020-23. The education system in Ethiopia as currently organized, together with existing education policies, has served the country well as it has transitioned from a country with some of the lowest enrollment ratios in the world to one where universal primary education is within reach. The current secondary curriculum is not designed to meet the demands of universal general secondary education; it is too difficult and academic for that purpose. The report begins with an investigation of the participation rate in secondary education that would support a middle-income economy. It then examines whether the current secondary curriculum can ensure a supply of secondary graduates compatible with the needs of this economy. The report also analyzes how teacher preparation, development, and management, together with school-based management, can contribute to ensuring quality secondary graduates. Based on the quantity and quality of secondary graduates required, the report then assesses the options for ensuring sustainable financing for the subsector. It concludes with a summary of policy options for the expansion of secondary education. Ethiopia's recent economic performance has been impressive. Sustaining this performance over the coming 15 years will require significant improvements in productivity, which must be achieved through improved management, the application of technology, and the upgrading of human capital. Ensuring that its education system both imparts students with middle-level skills and facilitates improved learning achievement is probably the most critical challenge that Ethiopia faces.

The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in Early Childhood Care and Education (ECCE) programmes in Addis Ababa, Ethiopia. Vygotsky's (1986) sociocultural theory in combination with Yosso's (2005) community cultural wealth theory served as the conceptual as well as the methodological framework advising the components of this research. This qualitative case study invited perspectives from local parents, teachers, directors, a university faculty member, and administrative personnel from the Ministry of Education in Ethiopia. Major findings uncovered that language, the Ethiopian alphabet (fidel), traditions and cultural practices passed down from generation to generation, were seen as part of Ethiopia's larger indigenous knowledge system. The value of using indigenous knowledge, including the extent of integration of cultural practices as measured through use of native language, curriculum and educational philosophy, revealed distinct language preferences (Amharic or English) based on school, personal wants and population demographics.

The poor quality of health professional education in Ethiopia, which was rooted in a traditional curriculum, has posed significant challenges for graduates in effectively addressing real-life health problems. In response, there has been curricular reform by adopting problem-based learning across Ethiopian medical schools. Given the dearth of literature on the topic and the significance of context in the effective implementation of problem-based learning, it is imperative to provide local institutional evidence to pinpoint critical intervention areas and support the effective implementation of problem-based learning. A qualitative design based on in-depth, individual, semi-structured interviews was used to explore medical educators, program coordinators, and educational leader's experiences and perspectives on the problem-based learning implementation in health sciences education. A total of 24 participants recruited from five undergraduate health science programs participated in the study. All sessions were audio recorded and transcribed verbatim. Results were analyzed following a qualitative thematic analysis method. Analysis of the transcripts revealed three main themes, along with their corresponding subthemes. Within the first main theme, participants discussed the importance of integrating Problem-Based Learning into undergraduate medical programs and the educational benefits it brings to medical education. The second main theme explored issues related to challenges in implementing problem-based learning which include inadequate staff training, deficiencies in curricular design and governance, constraints in educational resources, and a lack of preparedness in the educational environment. The third theme deals with the strategic recommendations to address the challenges that contributed to the poor implementation of problem-based learning in undergraduate medical schools. Our study has addressed several issues related to the implementation of Problem-Based Learning in Ethiopian Health Sciences Colleges. The study's findings have the potential to provide educational stakeholders and policymakers with essential information to strategize successful problem-based learning implementation in undergraduate medical schools.

This study examined the link between teacher educators' views and practices by employing a mixed-methods design. Korthagen's broad categorization of teachers' learning as realistic and application of theory approaches are used as a framework for the study. Realistic approach focuses on organizing learning experiences for student teachers to provide opportunities to practice learning to teach and reflect on these opportunities. The application of theory approach focuses on learning theories about teaching and expecting student teachers to apply them during teaching. Questionnaires were used to gather data from 234 teacher educators selected through stratified random sampling. Data were also collected through unstructured interviews with five purposively selected teacher educators. The results showed that, although teacher educators viewed learning to teach as a realistic model, they demonstrated a transmissionist application-of-theory model. Teacher educators' practices mainly focus on learning facts, concepts, and theories without providing opportunities for student teachers to practice what has been learned. To change teacher educators' practices, it is essential that professional development activities that help them re-examine their views of learning to teach and their practices of teaching about to teach are organized. Moreover, policy directives need to conceptualize teaching about teaching in relation to the standards of effective teacher education programs at both the institutional (colleges, regional education bureaus, and the ministry of education) and individual levels.

Transformative assessment is a strategic approach to assessment that helps teachers use assessment not only for accountability, but also to promote meaningful learning. It enhances instruction and shifts the assessment orientation from summative to formative and summative. This study examined the impact of the Lesson Study for Transformative Assessment (LSforTA) professional development program on teachers’ classroom assessment practices. The researchers used pre- and post-surveys along with interviews to assess how LSforTA changed the practices of 11 mathematics teachers at two secondary schools. Pre-intervention levels were examined and then compared with post-intervention scores using the Wilcoxon Signed-rank Test. Interview data were analyzed thematically and assisted by concept-evidence tables to organize and sort data. It was found that LSforTA had a positive impact on teachers’ assessment practices, leading to increased student engagement and improved teachers’ uses and skills in using transformative assessment methods. This positive impact included changes in the way they designed and implemented classroom assessment and a move away from traditional assessment practices. Other changes were related to the so-called equity in classroom assessment practices, a crucial element of the LSforTA program. Teachers also perceived that students’ attitude toward mathematics learning and their academic honesty had changed positively. The results suggest that the LSforTA program was effective in helping teachers change their classroom assessment practices, which in turn had a positive impact on student learning. Additionally, the program was successful in creating a more equitable learning environment for all students.

In 2003 the Ethiopian education system experienced wide-ranging reform that touches every aspect of the system. This reform is called TESO (Teacher Education System Overhaul). Designed to address educational problems in Ethiopia, TESO introduced significant structural changes and promised to bring a ‘paradigm shift’ in the Ethiopian educational system by engaging teacher education in changing society and promoting democratic, practical, and problem-solving education. This paper examines, through an analysis of the TESO document and an examination of the views of teacher educators, TESO’s assumptions, mission and the coherence among the various components of TESO. It also reveals gaps and discrepancies between TESO’s mission, its reform process, and strategies. The promise and assumptions of TESO are challenged by considering extant realities in Ethiopian schools and evidence from literature on effective teacher education programs and educational reform. The paper reflects on how, by giving priority to equity, TESO compromises on some elements of effective teacher education programs. It is indicated that TESO has been a welcome addition to the Ethiopian education system as it addresses elements that had previously been missing from the system, such as, outlining directions to teacher education, devoting longer duration for practicum, and heeding seriously to the professional preparation of teachers. At the same time, it is contended that the imbalance among program components, its permeability to ill-prepared students and the contradiction between program rhetoric and strategy and reform processes, as described by teacher educators, could be stumbling blocks which prevent TESO from fulfilling its promises.

For decades, corruption in Ethiopia has been discussed only at the margins. Perhaps because many have not experienced corruption as a significant constraint to their lives and businesses, or perhaps because a culture of circumspection has dampened open dialogue, Ethiopia has seen neither the information flows nor the debate on corruption that most other countries have seen in recent years. To address this information gap, the World Bank agreed with the government of Ethiopia and its Federal Ethics and Anti-Corruption Commission (FEACC) to undertake research and produce an independent overview of corruption, identify follow-up actions to these diagnostics, and articulate the proposed approach in an anti-corruption strategy and action plan for Ethiopia. This publication fulfills the first stage of the process through a set of preliminary studies that map the nature of corruption in eight Ethiopian sectors, focusing on three key objectives: 1) develop sector frameworks that enable mapping of the potential areas of corruption on a sector-by-sector basis; 2) map the different forms and types of corrupt practices in the selected sectors; and 3) consider the higher-risk areas and identify appropriate sector or crosscutting responses for government and other stakeholders.

How do ambitious young men grapple with an unemployment rate in urban Ethiopia hovering around fifty percent? Urban, educated, and unemployed young men have been the primary force behind the recent unrest and revolutions in North Africa and the Middle East. Daniel Mains' detailed and moving ethnographic study,Hope is Cut, examines young men's struggles to retain hope for the future in the midst of economic uncertainty and cultural globalization. Through a close ethnographic examination of young men's day-to-day livesHope is Cutexplores the construction of optimism through activities like formal schooling, the consumption of international films, and the use of khat, a mild stimulant. Mains also provides a consideration of social theories concerning space, time, and capitalism. Young men here experience unemployment as a problem of time-they often congregate on street corners, joking that the only change in their lives is the sun rising and setting. Mains addresses these factors and the importance of reciprocity and international migration as a means of overcoming the barriers to attaining aspirations.