This education profile describes recent trends in Ethiopian education and student mobility and provided an overview of the structure of the education system of Ethiopia. Memorandum that some websites linked as beginnings in this article may be intermittently inaccessible.

An Introduction to Modern Ethiopia

Ethiopia is the second-most populous country in Africa after Nigeria with a population of 105 million. It’s also one of the least developed countries( LDCs) in the world, graded 173 rd among 189 countries on the United Nations’ Human Development Index. Like other low-income countries in Africa, Ethiopia shortly faces the enormous challenge of creating a more all-inclusive and effective education system amid rapid population growth. Likened with other sub-Saharan African countries, Ethiopia has been successful in slow-footed population growth and now has a relatively low fertility rates by African standards, but its population will yet swell to an estimated 191 million people by 2050. [ 1 ]~ ATAGEND More than 40 percent of the population is currently under the age of 15.

Despite Ethiopia’s booming economy, the country’s education system remains underdeveloped and plagued by low-toned participation rates and quality problems–a situation partly owed to Ethiopia having been deprived of financial development for decades. As the World Bank has noted, Ethiopia was “one of “the worlds largest” educationally disadvantaged countries in the world” for much of the 20 th century, because of armed conflict, destitutions, and humanitarian crises.

Bordering Djibouti, Eritrea, Kenya, Somalia, Southern sudan, and Sudan, Ethiopia is situated in a region of the world that is politically highly unstable. It has suffered from political savagery and revolutionary political changes in its most recent record. After decades of ultimate monarchical convention, a pro-Soviet socialist military junta called the Derg( the Committee) [ 2 ]~ ATAGEND toppled Ethiopia’s late Emperor Haile Selassie in 1974- an occurrence that was followed by 17 years of civil conflict and remorseless political tyranny until the Derg regime was eventually overthrown in 1991.

At the same time, Ethiopia crusaded several campaigns against Somalia and the annexed part of Eritrea, which gained independence from Ethiopia in 1993 after 30 years of warfare. By conservative calculates, between 1 million and 1.5 million Ethiopians succumbed between the mid-1 970 s and the early 1990 s, most of them killed in Ethiopia’s civil war.

Contemporary Ethiopia–formally “ve called the” Federal Democratic Republic of Ethiopia–has come a long way since these dark periods, even though hunger disasters and separatist rebellions continue to erupt in places like the Ogaden region, predominantly colonized by ethnic Somalis. It’s important understood that Ethiopia is an ethnically and regionally highly diverse country occupied by over 80 different tribes and ethnic groups speaking more than 70 mother tongues.

The Oromos constitute the largest the various ethnic groups, drawing up an estimated 34 percent of the population, and are chiefly concentrated in the southwestern lowlands. They are followed by the Amharas( about 27 percent )– working group from the primary highlands. Other larger groups are the Tigrayans and Somalis, both doing up some 6 percent, as well as the Sidamas( 4 percent ), which are mostly situated in the South. Slightly more than 43 percent of Ethiopians identified as Coptic Christians and 34 percentage as Muslims in Ethiopia’s recent 2007 census .~ ATAGEND

All said, the multi-ethnic Ethiopian federation is still fragile, but has become a politically somewhat most stable and economically much more dynamic country over the past two decades. Like other African dictatorships, present-day Ethiopia is an tyrannical mood with limited political and press freedoms. It has been ruled by the same political bloc: the Ethiopian People’s Revolutionary Democratic Front( EPRDF)- since 1991.

In recent years, Ethiopia has been rocked by preparing fermentation and anti-government dissents. Harmonizing to Human Title Watch, “security forces … killed over 1,000 people and detained tens of thousands during widespread protests against government policies” since late 2015. Nonetheless, in a surprising move, the EPRDF in April 2018 instated a reformist “ministers “, Abiy Ahmed. The brand-new government speedily lifted the country’s state of emergency, freed political prisoner, easy Internet censorship, and announced hitherto invisible revolutionary reforms like the preparation of free and fair elections. But as sweeping as such measures are, it remains to be seen how the political place in Ethiopia will evolve amid remaining political conflicts .~ ATAGEND

A Country in Transition: Rapid Economic Growth in the 21 st Century

Economic occurrence for the purposes of the EPRDF government has been impressive. It heralded in a free market economy, albeit one with strong left-wing components and high levels of government intervention- a mannequin that has proven so successful that observers now announce Ethiopia an “African Tiger Economy.” By most chronicles, Ethiopia has the fastest growing economy in Africa with gross national product( GDP) growth rates averaging 10 percentage over the past decade. Between 2004 and 2017, GDP per capita ripened more than fivefold, from USD $136 to USD $768, while the number of Ethiopians living on less than USD $1.25 a date dropped to 31 percent as of 2011( down from 56 percentage in 2000, according to the World Bank ).

The country is now awash with large-scale existing infrastructure, straddling from the process of drafting Africa’s largest hydroelectric power embankment to brand-new freeways and an electric railway system that relates landlocked Ethiopia with Djibouti’s Red Sea port. Remarkably, in 2015 the Ethiopian uppercase, Addis Ababa, opened a brand-new city light rail system for service–the only such structure in sub-Saharan Africa outside of South africans. There are even plans to start a domestic-made spacecraft into opening.

Addis Ababa, Ethiopia’s asset, has an estimated person of four. 4 million.

Critics argue that recent GDP increases have been mostly driven by these public infrastructure projects, rather than by broad-based economic growing. In detail, financing for many of the new construction projects, including the light rail system and the railway line to Djibouti, wasn’t promoted domestically, but mainly bankrolled by lends from China. Nonetheless, private direct speculation from non-eu countries is also rising and Ethiopia’s manufacturing sector is expanding. There was said that he hoped Ethiopia could become Africa’s powerhouse for labor-intensive manufacturing, luring foreign investors with lower strive expenditures than in countries like Vietnam or Bangladesh.

That said, underneath the reputable construction projects, Ethiopia remains a urgently poor LDC in which 68 percent of local populations works in agriculture. The country is heavily dependent on development assistance and beset by major questions like child hunger, high child mortality rates and occurrence of communicable diseases, imperfect health care services, and severely limited access to electricity and sanitation arrangements. It’s not singular for schools to deficiency the basic equipment, particularly in rural regions: More than three-quarters of elementary schools and basic education midsts did not have access to electricity in 2015. [ 3 ]~ ATAGEND Much larger investments in areas like health care and education is gonna have to elevate living conditions and develop human capital.

A Brief History of Education in Ethiopia

Traditionally, educated in Ethiopia was religiously located and provided in church schools and monasteries to the elite few, predominantly males. Modern Western education did not arrive in Ethiopia until the 20 th century and developed only slowly. Simply 3. 3 percent of the elementary school-age population attended school in 1961- back then one of the lowest enrollment ratios in Africa. Unlike in other African countries, where European colonial lords prescribed modern education systems patterned after their own, Ethiopia’s education system evolved- technically speaking- indigenously. Rejecting a short period of military occupation by Italy from 1936 to 1941, Ethiopia is the only country in Africa that was never colonized.

However, Ethiopia’s education system was nevertheless intrinsically determined by external forces. To compensate for the lack of qualified personnel in Ethiopia, Ethiopia’s imperial government imported professors, executives, and education advisors from countries like France and Egypt. It also invited foreign private schools into the country where reference is attempted to build a more modern education system in the early 20th century. French was its own language of instruction at numerous Ethiopian institutions until 1935.

After World War II, efforts to create a modern mass education system quickened, but this time under the influence of education advisors from Britain and the United States. During this period, school education were British, and English was promoted as the language of rule in secondary schools. Ethiopia’s higher education system, likewise, was initially been developed under extensive foreign involvement. Following the 1950 established in Addis Ababa University as Ethiopia’s first HEI, a handful of colleges were established throughout the decade, most of them dispensed and chiefly staffed by Western expatriates.[ 4 ]~ ATAGEND It was not until the early 1970 s that the higher education system became more “Ethiopianized.”

Under the Marxist-Leninist Derg, education policies became influenced by education advisors from Communist countries like the Soviet Union and Eastern germany. While the Derg politicized education and used it for ideological brainwashing, it did make progress in increasing elementary enrollment charges. It likewise launched a large-scale program to increase literacy–the campaign acquired international kudo and weakened “the member states national” illiteracy rate despite the civil war.[ 5 ]~ ATAGEND In higher education, by distinguish, enter paces worsened sharply notwithstanding the inauguration of more HEIs. Education spend per tertiary student decreased in favor of military spending, and many professors fled the country.[ 6 ]~ ATAGEND

Proliferation of the Education System

Ethiopia’s education system expanded rapidly in the decades after the demolish of the Derg in 1991. The net enrollment rate( NER) in elementary education, for example, jump-start from exclusively 29 percentage in 1989 to 86 percent in 2015, according to the UIS. Ethiopian government statistics report that the increasing numbers of elementary schools tripled from 11,000 in 1996 to 32,048 in 2014, while the number of students enrolled in these schools tided from less than 3 million to more than 18 million. In secondary education, overall enrollment is much smaller, but growing modestly yet: The NER in upper-secondary education stretched from 16 percent in 1999 to 26 percentage in 2015( UIS ).

The higher education sector, similarly, has come a long way since its humble beginnings. There were just three public universities, 16 colleges, and six experiment establishments in 1986 enrolling fewer than 18,000 students.[ 7 ]~ ATAGEND Today, there are 30 public universities, as well as a growing private sector companies. Ethiopia did not have a single privately owned tertiary university before the early 1990 s, but there are now 61 accredited private HEIs. The overall number of tertiary students in both public and private establishments exploded by more than 2,000 percent, from 34,000 in 1991 to 757,000 in 2014, per UIS data.

However, despite this stretch, Ethiopia still trails other LDCs in key education indicators. In reality, the rapid growth over the last few decades has overburdened information systems and generated a batch of new troubles, such as funding famines and a deterioration of quality. Gargantuan presented in increasing access to education notwithstanding, some spectators now consider the Ethiopian education system to be in a state of crisis, and that quantitative achievements in areas like rudimentary enrollments mask stagnation in terms of quality and learning outcomes.

Ethiopia’s adult literacy rate of 39 percentage( 2012 ), for example, remains one of the lowest in the world and far below the LDC average of 77 percent( in 2016, per UIS ). Marked disparities in participation in education also persevere between rural and urban centers, most notably Addis Ababa, as well as between low-income households and more affluent demographic radicals, and between boys and girls. School drop-out charges are among the highest in the world: Just slightly more than 50 percentage of enrolled children complete elementary education. Participation frequencies too fell from markedly at higher levels of schooling–Ethiopia’s upper-secondary NER remains fully 17 percentage points below the current LDC average( UIS ).

In the tertiary institutions, educational quality is strained by scarce funding, poor equipment and infrastructure, overcrowded classrooms, insufficient levels of academic preparedness among students, and a shortage of characterized teaching faculty. Only 15 percent of university teaches had doctoral degrees in 2015. Countless students were learnt by young, inexperienced instructors propping simply a bachelor’s unit. Research funding and outputs are consequently very low, so that Ethiopia ranks below other African countries like Rwanda, Senegal, Tanzania, or Uganda in comparative contemplates that measure research and invention, such as the Global Innovation Index.

High and growing unemployment among Ethiopian university graduates, meanwhile, raises questions about the quality and relevance of academic syllabu, which are considered ill-suited for current labour markets demands. There are also great disparities in aspect between public universities and a developing number of smaller private for-profit providers, many of them said to be of questionable quality. Former Prime Minister Meles Zenawi in 2010 croaked as much as is alleging private HEIs of “not only equipping substandard education but ‘… practically just printing diplomas and authorizations and siding them out.” [8 ]~ ATAGEND

Crucially, access to tertiary education in Ethiopia remains gravely confined: While participating interest in higher education now excess those of other East African countries like Tanzania or Uganda, Ethiopia’s tertiary blatant enrollment rate of 8. one percent( 2014) is below the LDC average and less than half that of neighboring Sudan( UIS ). Also, tertiary education in Ethiopia remains elitist. Participation rates are highly skewed toward souls from financially well-off households; dames made up only 30 percentage of all tertiary students in 2014( UIS ).

International Student Mobility

Little information is available in international student mobility to and from Ethiopia. There are no publicly available statistics on inbound mobility, but it can be assumed that the number of international students in Ethiopia is small, owing to the fact that the poverty-stricken, conflict-ridden country hardly has the reputation of an international learn end and does not have notable high-quality universities.

Nevertheless, the Ethiopian government and conservatories like the World Bank incentivize students from sub-Saharan countries to study at establishments like Addis Ababa University with limited scholarship programs. It’s possible that substantial numbers of African students, particularly those from worse-off, neighboring countries like Somalia, are enrolled in Ethiopian higher education institutions( HEIs ), but that’s speculative given the lack of concrete data. Addis Ababa University, Ethiopia’s flagship institution and greater university, enrolled simply 120 international students in 2016. Mekelle University, another large public university, had 88 international students as of 2017.

Outbound student flows from Ethiopia are small as well, if proliferating. As per the UNESCO Institute of Statistics( UIS ), the number of Ethiopian students enrolled in degree curricula abroad doubled from 3,003 in 1998 to 6,453 in 2017. To give this number into view, however, there are currently 89,094 Nigerians, 14,012 Kenyans, and 12,988 Sudanese considering in degree platforms at foreign universities.

This gap is likely owed to a lack of expendable income in Ethiopia. Except for Nigeria, which has approximately twice as much tertiary students, Ethiopia has more tertiary students than both Kenya and Sudan and hence a greater puddle of potential international students. Nonetheless, Ethiopia has a considerably lower per capita income and fewer middle-income households be permitted to yield an overseas education. Harmonizing to one investigation of Ethiopian international students, a majority of them previously attended private and international secondary schools–a mansion that they’re from affluent urban households. But even these students appear to be mainly dependent on award fund: 72 percent of surveyed students were on full awards and the other 11 percentage on partial stipends.

Ethiopia has a knowledge of out-migration and brain drain dating back to the rule of the Derg, when many of Ethiopia’s professionals and intelligentsia fled the country to escape persecution and cruelty. By some accounts Ethiopia lost as much as 75 percentage of its skilled labour force during that time.

Out-migration has since continued , not only driven by political cruelty but likewise by the scarcity of employment opportunities and stiff barriers to social mobility in Ethiopia. This vogue has resulted in the advent of big Ethiopian diaspora communities in countries like the United Kingdom and the United States, where Ethiopians are now “the worlds largest” African immigrant group after Nigerians. These vogues are also reflected in the same reasons of Ethiopian international students: According to the above-cited survey, most students believe that studying abroad enhances their employment prospects and hands them a competitive edge in the labour markets by find a better education than is possible at home.

The U.S. is the most popular destination country among Ethiopian degree-seeking students, accounting for 24.5 percent of international enrollments, per UIS data. Beyond the U.S ., Ethiopian international students are disbanded in smaller quantities over a variety of countries, including Finland, India, Italy, Norway, Saudi Arabia, South Africa, South Korea, and Turkey.

There’s no UIS data available for China, but the country has become a top consider destination for Ethiopians in recent years. China is Ethiopia’s largest trading marriage far and away and actively promotes academic exchange through university partnerships and award planneds. In 2018 alone, the Chinese authority furnished more than 1,450 fellowships for Ethiopians, most of them for short-term vocational training, but too for postgraduate platforms at Chinese universities. Harmonizing to Chinese representations, the number of Ethiopian students enrolled in severity and non-degree the programmes in China more than tripled since 2011 and stood at 2,829 in 2016.( Memorandum that these numerals are not instantly comparable to UIS data, because they rely on another method for counting international students ). [ 9 ]~ ATAGEND

In the U.S ., the number of Ethiopian students peaked at 2,120 students in 1984/85 before slumping until the early 2000 s, as per the Open Doors data of the Institute of International Education. Inbound flows from Ethiopia have since fluctuated, but are generally on an upward trajectory. Between the 2007/08 and 2016/17 school year, the number of Ethiopian students in the U.S. increased by 40 percent from 1,316 to 1,847 students. The majority of Ethiopian students- 59 percent- are recruited at the undergraduate tier are comparable to 26 percent at the alumnu elevation and 15 percent in Optional Practical Training and non-degree planneds. In Canada, the number of Ethiopian students has double-faced over the past decade, but remains tiny with 405 students in 2017, according to government data.

In Brief: Ethiopia’s Education System Administration of the Education System

Ethiopia is a confederacy of nine regional governments delineated by ethnicity, as well as two municipals designated as separate administrative sections or “chartered cities”( Addis Ababa and Dire Dawa ). After the tumble of the Derg regime, Ethiopia’s government sought a deliberate program of decentralization, in particular the devolution of education administration to the regions. School education is now mainly is being managed by local authorities in subdistricts or woredas within the individual regions, a move designed to better alter local necessities.

Funding is shared between regional and all federal departments, which provides about 50 to 60 percentage of the funding through non-itemized blockage subsidies to regional governments, as well as concessions leaved immediately to class. To ensure consistency, all federal departments manages the education system with multi-year blooming platforms that give carry-on the objective and reform agendas for the entire structure. School education are standardized nationwide. Schools use a national curriculum frame that includes textbooks developed by the General Education Curriculum Framework Development Department of the federal Ministry of Education( MOE ).

The federal MOE in Addis Ababa administers and monies Ethiopia’s higher education, exercising far-reaching controller over public organizations. The freedom of public HEIs is restraint, since the MOE aims admission standards, enrollment quotums, and programme; systematically curtails academic democracies; and regularly establishes university administrators based on political allegiance.[ 10 ]~ ATAGEND Private HEIs are regulated little tightly, but must be accredited by the Higher Education Relevance and Quality Agency( HERQA ), a nominally autonomous form for the purposes of the purview of the MOE. Quality control in technical and vocational education and training courses( TVET) is provided by a federal TVET agency, which the MOE too oversees.

Ethiopia’s Federal Ministry of Education Language of Instruction and Academic Calendar

Amharic is Ethiopia’s official language alongside English and the dominant speech in major municipals, government agencies, and the media. However, since it’s spoken as a mother tongue by merely about 30 percent of Ethiopians, its own language of instruction be utilized in elementary education varies greatly by part. Languages used include Oromo, Amharic, Somali, Tigrinya, and at least 10 additional languages. English is interposed as a medium of education between grades five and eight, depending on the region, and is the sole expression of teaching in secondary and higher education.

The Ethiopian school year pass from September to the end of June or the beginning of July. Universities often have two semesters of 16 weeks each. When reviewing academic documents issued for Ethiopia, it’s important to note that the country follows its own ancient docket, which can be difficult to understand. The Ethiopian time begins on September 11 and has 13 months: 12 months of 30 days and another month of five days( six daylights in a leap year, which occurs every four years ). As a rule of thumb, Ethiopian calendar years are nearly seven or eight years behind Western calendar year, that is, November 1, 2018, is Tikimt( February) 22 nd 2011 on the Ethiopian schedule. The easiest course to proselytize appointments is to use an online conversion tool. Academic documents often express both the Ethiopian and Western( Gregorian) schedule dates, but sometimes they don’t.

Elementary Education( Basic Education)

The Ethiopian “schools ” consists of eight years of elementary education, divided into two cycles of four years, and four years of secondary studies, divided into 2 theatres of two years( 4+4+2+2 ). Education is technically compulsory for all children until grade eight, but actual are taking part in elementary education is far from universal. Low-toned enrollment proportions, particularly in rural areas, and widespread attrition are two reasons why. According to government statistics from 2011, 20 percent of children quitted out as soon as is tier two, and exclusively about 50 percentage of schoolchildren remained in academy until grade eight.

Prior to participating elementary education, students can accompany kindergartens, which are mostly run by non-governmental organizations, faith-based groups, and other private providers. However, the fact that there are preschool curricula varies considerably by sphere and is extremely limited in some areas. The number of children attending kindergarten is still small-minded, but proliferating quickly–the nationwide GER in preschool education was 39 percentage in 2015( up from 5. 2 percent in 2011 ). [ 11 ]~ ATAGEND

Elementary education is provided free of charge at public class, as well as by fee-charging private school, which tend to have better equipment and better-educated teachers. About 7 percent of elementary schools were private as of 2012/13, most of them located throughout Addis Ababa. Private providers in the capital commission monthly tuition fees anywhere from a few dollars to more than USD $75, in addition to other rewards for registration and teaching materials, putting these schools out of contact for good households. “Then theres” a number of international schools in Addis Ababa that freight exorbitant tuition fees by Ethiopian standards and therefore cater exclusively to wealthy elites and emigrants. The overall share of enrollments in private schools among all rudimentary enrollments was 5 percentage in 2015( UIS ).

Most students participate elementary education at the age of seven, although there are a sizable number of overaged children in Ethiopia’s academies. The majority of public schools don’t have formal entering requirements, but private schools often have excerpt mechanisms in place, such as interviews and examinations.

As stated earlier, the core curriculum is standardized nationwide, but there are some variants, including the language of instruction, at the local level. The subjects teaching in the first stage( evaluates one to four) are Amharic, mother tongue, English, mathematics, environmental science, and arts and physical education. The second stage( scores five to eight) includes the same communication subjects, maths and physical education, but likewise features communals, integrated science, social studies, and visual arts and music, as well as biology, chemistry, and physics in higher gradations.

Promotion is based on incessant rating in the first phase, while term-end scrutinies are introduced in the second phase. At the end of gradation eight, pupils be participating in a region-wide external assessment and are gifted a Primary School Leaving Certificate, which is a prerequisite for admittance into secondary school. Pupils who disappoint the exams need to repeat pointed eight before they can recapture the test.

Alternative Basic Education

Given the high number of out-of-school children in rural regions, Ethiopia has an alternative basic education( ABE) method in place to acquaint underserved children, largely from pastoral parishes, outside of the formal “schools “. ABE affords children in crucial area the opportunity to study the first-stage elementary curriculum on resilient class schedules that are adjusted to accommodate traditional ways of living. Classes are lay out mostly in rudimentary neighbourhood ABE centers and makeshift mobile institutions that rely on neighbourhood intra-communal instructors. ABE lets marginalized children to receive at the least a basic, foundational education. Upon the completion of ABE, children can change into the second cycle of elementary education at regular schools. There were 821,988 children enrolled in ABE curricula nationwide in 2011. In addition to being able to ABE, radio broadcasts and pre-recorded audiocassettes and videotapes are used to provide educational programming.

Secondary Education

Participation in secondary education in Ethiopia is primarily a advantage of affluent households in urban areas. Enrollments in rural regions accounted for only 11. 2 percent in lower-secondary education and 3.6 percentage in upper-secondary education as of 2011. Overall enrollments in secondary education in the nation of 105 million people are remarkably low-spirited by international standards. There is no more than around 795,000 students enrolled in upper-secondary education in 2015, compared with 982,000 students in Afghanistan and one million in Sudan, both of who the hell is countries around considerably lower people. Until just recently( UIS ), simply 10 percentage of Ethiopian youths in relevant senility cohorts participated in upper-secondary education.

The first stage of secondary education in Ethiopia is referred to as general secondary education and final for two years( scores nine and 10 ). There are no entrance tests at public class, and teaching is tuition-free until grade 10, whereas upper-secondary students have to pay clas costs. Private education is still nascent in general secondary education, where less than five per cent of students are enrolled in private schools, but the proportion of private enrollments jumpings pointedly to around 15 percent at the upper-secondary place( 2015, per UIS ).

The general secondary curriculum submerge three communications( mother tongue, English, and Amharic ), maths, new technologies, civics, biology, chemistry, physics, geography, autobiography and physical education. The lingo of instruction is English, which can represent a challenge since the English-language cleverness of both teachers and students tend to be limited.

At the end of point 10, students must sit for the national external Ethiopian General School Leaving Certificate Examination( EGSLCE ), a multiple-choice experiment federally administered by the National Educational Assessment and Examination Agency. The EGSLCE often includes nine test subjects, pointed on an -AE letter grading scale. To qualify for progression into upper-secondary education, students must deliver at least five subjects with a position of C or higher. Failure frequencies in the quiz are high with about one-third of evaluation takers flunking in 2015. [ 12 ]~ ATAGEND

Depending on their grade norm, those individuals who pass can continue in the university-preparatory upper-secondary way, or enroll in vocational platforms( discussed below ). The government currently prioritizes technological training courses and is making an effort to brook the majority of grade 10 alumnus into vocational education programs amid faculty the shortfall in higher education: In 2013/14, 45 percentage of grads transitioned into vocational skills, while 30 percentage to 35 percent of students continued in the university-preparatory track.

Upper-Secondary Education( Preparatory Secondary School)

University-preparatory education last-places two years( tiers 11 and 12) and is keen to all owners of the EGSLCE with sufficiently high gradations. Students can choose between a natural science line and a social science move. Both streams have a common core curriculum that moves up 60 percentage of the study onu and includes English, communals, information communications technology, maths, physical education and an elective lingo( Amharic or neighbourhood words ). The tracks taught in the natural sciences line are biology, chemistry, physics, and technical move, whereas the social science road submerge geography, history, financials, and business.

At the end of tier 12, students sit for the national external Ethiopian Higher Education Entrance Examination( EHEEE ), which researches their knowledge in seven subjects, including maths, English, civics, general academic instinct, and three stream-related specialization topics. The exams are quite asking: In 2017, only 41 percent of the 285, 628 students who sat for the examinations composed high enough to be admitted into university. Exam performance is evaluated on a numerical 0-100 part proportion with a total probable orchestrate of 700 in the 7 test subjects blended. Cutoff composes for university admittance vary by year depending on the number of accessible tushes, but a minimum overall point average of 295 was required for admission to higher education in 2017( see too the section on university admittances below ).


The majority of Ethiopian students who continue education after grade 10 enrol in TVET planneds, of which there are a great variety offered by both public and private providers. These planneds wander from informal short-term training courses to formal certification platforms lasting between one and three years. The Ethiopian government has recently undertaken heightened efforts to standardize TVET by developing official vocational competency standards and a TVET qualifications structure. Strengthening vocational training is a top priority because the country seeks to expand its manufacturing sector and boost the employability of Ethiopian youth.

As of lately, the TVET sector has expanded rapidly with annual growth rates averaging 30 percent between 2004 and 2009, but the render of training programs is still hugely insufficient to accommodate the tiding demand. Harmonizing to government statistics, there used 352,144 students are participating in formal programs in 2015( up from 191,151 students in 2007 ). More than 75 percent of these students were enrolled in private institutions.

The current TVET system was codified in a 2011 TVET regulation and is overseen by a dedicated federal TVET agency which develops pose programme and positions overall teaching guidelines. Regional TVET authorities or education units have some leeway to customize the curricula to accommodate neighbourhood manufacture demands. Private providers must attempt accreditation from regional administrations and is applicable for re-accreditation every three years.

Grade 10 postgraduates can enroll in TVET planneds at public or private colleges and training centres, as long as they are complying with positioned minimum point thresholds in the EGSLCE quizs, which vary by time and region depending on the number of available slots. Training is free at public establishments for recent secondary school graduates, but older both students and those attending private institutions pay tuition fees. Private for-profit providers are principally located in urban areas and tend to have better facilities, but do not necessarily ply better civilize.

Secondary-level TVET qualifications are grouped into four lists( I-IV ), depending on the period and intricacy of the program: Tier I curricula last-place 1 year, level II planneds two years, and height III and height IV platforms, three years, with rank IV planneds being designed to prepare students for superintendent characters in the workforce.

Upon graduation, students earn a certification of consummation of middle statu technical and vocational education and training. However, students must also transfer an external vocational skills measure to earn a formal, nationally realise certification of competency or national qualification credential. The federal TVET agency has developed teaching programme for at least 379 jobs, but Ethiopian TVET providers offered only 197 of these syllabus as of 2012. Common fields of study in TVET include agriculture, structure, business, information technology, manufacturing, hospitality, harbour, and midwifery. Students can progress sequentially from degree I to level IV programs, and external candidates who have adequate work experience are also welcome to attain a certificate of competency by taking the vocational skills assessment research without completing a learn program.

TVET curricula are highly addrest rather than theoretical, and include a practical grooming ingredient of 70 percentage that comprises a mandatory industrial internship. Theoretical instruction realise up only 30 percent and incorporates a general education component( maths, English, civics, and business ). Holders of degree III and statu IV authorizations can apply for admission into university platforms after two years of employment and may receive advanced standing in some fields.

In addition to upper-secondary TVET planneds penetrated after position 10, the committee is “basic” and “junior” TVET planneds that can be entered upon completion of elementary education and equip a pathway to middle position curricula. At the post-secondary level, TVET colleges and some HEIs give vocationally familiarized diploma programs classified as degree V, which require a grade III/ IV authorization or the EHEEE for admission and are mostly two years in length, although one-year and three-year platforms also dwell. These programs are primarily designed to prepare students for specialized employment, but investigate be set out in utilized diploma programs may sometimes be moved into bachelor’s degree curricula at universities.

Higher Education University Admissions

Ethiopia has a streamlined admittances organisation in which undergraduate admissions criteria are established by the federal MOE for all HEIs, public and private. Admission is generally based on the EHEEE and is highly selective, given the scarcity of university fannies. Each school year, the MOE mounts minimum grade the needs and quotums for different curricula based on the number of accessible tushes, which means that concrete requirements alternate from year to year. The government’s objective over the past years has been to steer 70 percent of students into engineering and natural science programs and 30 percentage into the humanities and social sciences. Cutoff gradations for admission into public universities are higher than for private societies, so that public HEIs receive the best students, while lower-performing students tend to be funneled into the private sector.

The minimum EHEEE grade average to enroll in any higher education planned was 295 in 2017, but the gradation cutoff for admittance into natural science programs at a public HEI was significantly higher at 352, while admittance into social science curricula expected an average rate of 335. Disadvantaged radicals are conceded preferential admittance via lower GPA requirements. For instance, female students needed only a tally of 320 to qualify for admission into social science programs–a doorstep lowered even further for women from pastoral local communities and other special necessities fields, which required an average of merely 300. That said, these measures have had restraint impact thus far on diversifying Ethiopia’s student population, which has still dominated by principally male, affluent students from the urban environment( exclusively 35 percent of undergraduate students and 24 percent of graduate students were women in 2015 ).

As mentioned above, alternative enter pathways exist for holders of TVET certificates of competency( level III or higher) after two years of employment. Additional university entrance examinations may be required in studies like structure, prescription, veterinary medicine, or pharmacy.

Higher Education Institutions

Ethiopia’s higher education ecosystem is not simply grown-up and diversified rapidly over the past few decades, “its by” bound to expand exponentially in the years to come, driven by factors like population growth, rising income levels, and descending upper-secondary enrollments. In 2013 the British Council was of the view that the number of tertiary students in Ethiopia will increase by an additional 1.7 million by 2025.

In light of these trends, all federal departments in 2015 greenlighted the process of drafting 11 new universities; Ethiopia is now on the verge of having 44 operational public universities( up from 30 ). Private sector companies enrollments, meanwhile, have fluctuated and flattened in recent years after tiding rapidly since the 1990 s. However, private HEIs recruited at least 15 percent of undergraduate students in 2015, [ 13 ]~ ATAGEND and private sector companies still has tremendous potential for raise. Notably, foreign distance education providers like the University of South africans and India’s Indira Gandhi National Open University have also begun to offer the programmes in Ethiopia, either independently or in collaboration with Ethiopian providers.

The size and scope of public universities in Ethiopia varies greatly, but a majority are multi-disciplinary conservatories that furnish undergraduate and graduate curricula while are focused on stipulating mass education rather than study. Public universities are directly funded by the federal government, although they parent part of their revenues from modest rewards for tuition and on-campus house. Addis Ababa University is the country’s most important and preeminent HEI with 48,673 both students and 70 undergraduate and 293 grad programs. Another reputable public investigate university with more than 40,000 students is Jimma University located in the Oromia region.

Ethiopian universities trail institutions from other East African countries in terms of international stature. They are not included in standard world-wide university ranks, such as the Times Higher Education ranking of Africa’s best universities, which features both Uganda’s Makerere University( ranked in fifth standing) and the University of Nairobi.

In addition to being able to public universities, the committee is 32 public teacher training colleges, as well as a number of public universities supervised by other federal government ministries, including military academies and the Ethiopian Civil Service University.

Private academies tend to be smaller for-profit colleges specializing in provinces like business administration and computer science and information technology, as well as affiliated health orbits and hold. Most private providers recruit not more than a few thousand both students and offer exclusively undergraduate curricula. Just a handful of institutions, such as St. Mary’s University, offer master’s curricula. There are currently 61 accredited private HEIs, mainly assembled in Addis Ababa.

Most private HEIs have leapt up over the past 15 years and don’t have best available honour in Ethiopia. While there are a number of quality providers, several shall be deemed to be substandard, profit-driven, prisons with poor equipment whose incompetent schooling personnel school curricula immediately emulated from other institutions. While such alleges cannot be verified separately, Wondwosen Tamrat, a professor at St. Mary’s University, alleges that some institutions likewise obtained accreditation by sham necessitates, hitherto by-passed inquiry because they’re protected by strong patrons in Ethiopia’s government.

Another quality-related question stems from Ethiopia’s unified admissions method which steers top students into public prisons, so that private HEIs absorb predominantly less-qualified students who get locked out of the public organization. As one university administrator framed it, “students we acknowledge are in some way “leftovers” because the best ones( with highest tallies) will go to public institutions.”[ 14 ]~ ATAGEND As in many other African countries, private HEIs in Ethiopia are demand-absorbing academies unable to effectively compete with public providers.

Accreditation and Quality Assurance

To address quality questions in the mushrooming private sector, Ethiopia generated an accreditation form in 2003 — the Higher Education Relevance and Quality Agency( HERQA )– and became it obligatory for private societies to find accreditation. The federal government installs and oversees public universities, so they do not have to seek accreditation. However, they are required to have internal quality assurance the mechanisms and regular internal excellence examinations. HERQA monitors compliance with these requirements. The MOE too ensures that public universities boost national reform objectives by restraining funding to the implementation of these goals.[ 15 ]~ ATAGEND

Private HEIs are not allowed to operate in Ethiopia unless they find a HERQA accreditation certificate for its programmes and submit to tone examines by HERQA. Institutions firstly apply for a pre-accreditation grant and receive accreditation after one year of the activities, as long as their programs satisfy HERQA’s requirements. Conservatories have to submit a self-evaluation report which is evaluated in the form of multi-day on-site caliber investigations. HERQA judges management organizations, infrastructure, learning resources, curriculum, academic assessment methods, promotion and graduation frequencies, research output, and other criteria.[ 16 ]~ ATAGEND HEIs have to apply for re-accreditation after three years, after which accreditation is given for five-year seasons. Accreditation is available for a particular rectified of programs, for which HERQA may contract enrollment quotums and allow different modes of delivery( that is, regular versus part-time or distance education modes ). Lists of accredited institutions and programs are available on the HERQA website.

HERQA has helped improve quality standards in Ethiopia–its establishment alone caused a number of low-quality private providers to close down rather than strive accreditation in the early 2000 s. In a indicate of deepened increased emphasis on aspect in recent years, HERQA in 2011 closed down five private HEIs and located another 13 on probation. At the same occasion, HERQA has been criticized for not being autonomous fairly and vulnerable to political involvement, having imperfect staffing and infrastructure, as well as low-pitched quality doorsteps, and nontransparent and sometimes erratic decision-making operations. The MOE in 2010 forbidden private HEIs from offering distance education programs over quality relates, merely to rescind the prohibitions a few months later, likely because it affected too many students and instructors.

Education Spending

Ethiopia’s government considers education a fiscal priority, but struggles to keep up with the expansion of the system and the tiding number of students: Spending per tertiary student as a percentage of GDP per capita, for example, dropped by more than 50 percentage between 1997 and 2012. Nominal education spending has increased strongly in recent years with public education spendings tripling from 21.6 billion Ethiopian Birr in 2009/10( USD $780 million at current transition rates) to 67.9 billion Birr( USD $2.45 billion) in 2015/16. Nonetheless, when adjusted for Ethiopia’s high inflation rate, which averaged 16 percentage between 2006 and 2018, real value gains is no more than meagre and spend remains relatively low by African touchstones. Education expenditures as a share of GDP have fluctuated over the past 15 years: They increased from 4 percent in 2000 to a heyday of 5. 6 percentage in 2012, before descending back down to 4.2 percent in 2014, according to World Bank figures.

The Ethiopian authority depleted 24.2 percent of its overall expenditures on educated in 2015/16, compiling education “the worlds largest” part in the federal plan. While that’s a considerable percentage are comparable to educational opportunities expend of other developing economies, beholders consider current expend status insufficient to drive significant expansion in order to ensure quality standards. A high percentage of education spending — 48 percentage in 2014/ 15–is devoted to tertiary education, which is largely consumed by the construction of new universities. Beyond that, a sizable share of expenditures goes to reappearing expenditures like coach wages, restraint the availability of funds for structural improvements in critical areas like education systems. Likened to other African countries, teacher payments in Ethiopia are high in relative terms, that is, when measured using a percentage of GDP per capita. Corruption represents another challenge–while less widespread than in other countries in the region, there’s a risk of “leakage” in the downstream dissemination of funds in certain regions of the system, according to the World Bank.

Higher Education Credit System and Grading Scales

The credit systems and grading magnitudes issued by Ethiopian HEIs resemble those found in the U.S ., although it should be noted that Addis Ababa University and various other universities recently began to use the European ECTS credit system. At most public universities, one credit unit is defined as one contact hour per week taken over a encompas of 16 weeks. The common minimum recognition requirement in the majority four-year bachelor’s platforms is 128 to 136 credits( 16 or 17 recognitions or 30 ECTS per semester ), whereas a three-year severity can be completed with a minimum of 102 to 108 ascribes( 180 ECTS ). Students who have earned a high enough GPA may be allowed to graduate in a shorter reporting period by taking more recognitions per semester.

Grading scales resemble high standards U.S. -AF scale with some institutions consuming a simplified form without the “+ ” and “-” appointments( visualize two common discrepancies listed below ). A minimum cumulative GPA of 2.0( C) is usually required for graduation from bachelor’s planneds, whereas master’s planneds require a cumulative GPA of 3.0( B ).

The Tertiary Degree Structure

Ethiopia’s standard tertiary stage structure includes three- and four-year bachelor’s, master’s, and doctoral degrees. The tremendous majority of Ethiopian students( about 95 percentage) are enrolled in undergraduate programs: There were 729,028 undergraduate students in 2015 are comparable to merely 37,152 students in master’s programs and 3,135 students in doctoral curricula. Only 24 percent of graduate student were women. The most popular fields of learn in undergraduate programs at public universities were engineering and technology, the enterprises and economics, and the social sciences and humanities. At private organizations, more than 50 percentage of students contemplated the enterprises and fiscals, followed by health sciences, engineering, and technological sciences. At the postgraduate level, social sciences and humanities were the most popular restraints overall.[ 1 ]~ ATAGEND


Until the 2000 s, universities used to award two-year diplomas( 12+2) and three-year advanced diploma( 12+3) in various categories of academic disciplines, such as autobiography, biology, or engineering. Many of these diploma programs were part-time programs for students who didn’t fairly meet degree admittance requirements.

Today, diploma programs are more narrowly defined under TVET suitabilities educated by TVET providers, so that these programs have been phased out at public universities, although some HEIs still give applied diploma programs in orbits like statement or its administration. The old-fashioned academic diploma programs, as well as some of the new TVET diplomas may be partially transferred into bachelor’s planneds, depending on the program and institution.

Bachelor’s Degree

All bachelor’s degree the programmes in standard academic disciplines used to be four years in length and included a preparatory year designed to prepare students for higher education. Nonetheless, in 2003 the preparatory year was eliminated and its content been integrated into upper-secondary curricula- make students for tertiary education is now government functions of upper-secondary education.

Today, bachelor’s programs are three or four years in length and lead to the awarding of a Bachelor of Arts or Bachelor of Science, although other-named credentials like the Bachelor of Business may also be awarded by some institutions. The majority of current bachelor’s programs in social sciences, humanities, and business offered by Addis Ababa University are three years in length. Curricula are often specialized with few, if any, general education requirements. Some platforms may be studied in part-time( evening) or distance education state over an extension of the time period of up to six years. These programs are typically referred to as extension programs and indicated as such on academic transcripts.

First degree programs in professional disciplines like engineering, ordinance, structure, pharmacy, drug, or dentistry, on the other hand, are either five or six years in length and conclude with the gift of credentials like the Bachelor of Laws, Bachelor of Pharmacy, or Doctor of Medicine( ensure likewise the section on medical education below ).

Master’s Degree

Admissions the criteria for master’s programs are less strictly characterized than undergraduate admittances criteria, and “theyre about” to be prepared by individual universities. That said, admission into master’s curricula frequently requires a bachelor’s position in a related penalize with high enough gradations and a guide rating in a program-related acces interrogation, as well as other ability tests and an English ability test in a number of cases. Master’s degree planneds commonly last two years( 30-36 approvals ), although one-year, one-and-one-half-year, and three-year programs likewise dwell. Most of them necessitate the preparation of a thesis( or graduation programme ), but there are also non-thesis alternatives, which have higher recognition requirements. The standard credentials gifted are the Master of Arts and Master of Science.

Doctor of Philosophy

The Doctor of Philosophy is a terminal experiment measure that is earned after a minimum of three or four years of advanced grad examine. A master’s grade in a related method is the standard admittance requirement, but in some platforms students can also be admitted on the basis of a bachelor’s grade with high tiers. Additional entry requirements may include entrance assessments, the information submitted of studies and research project, or English aptitude exams. Most programs include a direction employment constituent of two or more semesters and conclude with the the defence of a dissertation inserted in English.

Medical Education

The standard entry-to-practice aptitude in medicine, the Doctor of Medicine, is gave following the completion of a long, single-tier undergraduate curriculum of six-years’ period. Medical program include a six-month pre-medical ingredient( general disciplines) and pre-clinical investigates during the first two years, must be accompanied by three years of clinical studies, closing with a qualifying investigate. Students are required to complete a one-year clinical internship in the final time.

Ethiopia has a severe shortage of medical doctors, particularly in rural regions, and suffers from high levels of out-migration of medical professionals. To stanch this brain drain and expand health services throughout the country, all medical school graduates are currently mandated to register with the Ministry of Health of Ethiopia and labor as general practitioners for two to four years before they can specialize. Certification in medical specialties requires another three to four years of clinical training at teaching hospitals, agreeing with the accolade of a Certificate of Specialization or Specialist Diploma.

Ethiopia is currently expanding its medical teach organisation. In 2012, 13 new medical institutions opened in the country, boosting enrollments in medical programmes to 3, 100 students. Another reform designed to alleviate Ethiopia’s shortage of specialists is the New Innovative Medical Education Initiative( NIMEI ). Adopted in 2012, NIMEI heralded in a shorter and reworked 4.5 -year medical curriculum be available for owners of bachelor’s units in health and natural sciences. These programs are offered by 10 universities and three teaching hospitals. To get admitted, prospective candidates must pass a national medical entering examination–a test that will cover both written and oral the case of components and is administered by the NEAEA.

Teacher Education

Ethiopia’s teacher training structure is currently in flow with reforms being implemented at alternating accelerations in different parts of the system. Rudimentary schoolteachers are drilled at 32 public teacher training colleges under federal supervision, as well as at private practices. Admission is based on the EGSLCE( finish of position 10 ). All teachers in elementary education are shortly required to complete a three-year( 10+3) learn curriculum and give a diploma in elementary education. Until recently, it was possible to teach at the lower-elementary tier( grades 1-4) upon giving a one-year( 10+1) teach credential, but these programmes are being phased out, and certification holders are expected to upgrade their qualifications.

Secondary schoolteachers are required to hold at the least a bachelor’s unit. Until lately, professors made a dedicated bachelor’s magnitude in the area of education at universities and some teacher colleges, but the system is currently being changed to require coaches to end a postgraduate teacher training program on top of a bachelor’s magnitude in another self-restraint. Since 2011, Postgraduate Diploma in Teaching platforms have been created at several universities. They are one year in portion and combine teach in pedagogical subjects with a school-based internship. Universities like Addis Ababa University likewise offer master’s degrees in the area of education, and the governmental forces intends to make a master’s magnitude mandatory for upper-secondary teachers. Nonetheless, Ethiopia is in dire need of teachers and faces tremendous challenge in qualifying enough qualified instructors. A substantial number of schoolteachers in the country’s class continues to teach without the requirements for minimum academic qualifications.

WES Document Requirements

Secondary Education

Ethiopian Higher Education Entrance Examination Certificate issued in English–sent by the National Educational Assessment and Examinations Agency

Higher Education

Degree certification issued in English–submitted by the applicant Academic transcript issued in English–sent by the institution listened For completed doctoral platforms, a written statement substantiating the conferral of the degree–sent by the institution accompanied

Note: WES requires that secondary school qualifications be submitted with every application.

Test Documents

Click here for a PDF file of the academic substantiates referred to below.

Ethiopian Higher Education Entrance Examination Certificate National Qualification Certificate( TVET Level III) Bachelor of Arts( 3 years) Bachelor of Science( four years) Doctor of Medicine Master of Science Doctor of Philosophy

[ 1 ]~ ATAGEND Medium variant projection by the United Nations.

[ 2 ]~ ATAGEND “Derg” is a short name for the “Coordinating Committee of the Armed Personnel, Police and Territorial Army.” While that call was later rejected, members of the Derg under its captain, Dictator Mengistu Haile Mariam, continued to rule the two countries, so that the governmental forces of that time period is colloquially to be allocated to as “the Derg.”

[ 3 ]~ ATAGEND Ministry of Education, Education Statistics Annual Abstract, 2007 E.C.( 2014/15 ), Hamle, 2016, p. 61.

[ 4 ]~ ATAGEND Molla, Tebeje: Higher Education in Ethiopia: Structural Prejudices and Policy Responses( Education Policy& Social Inequality ), Springer, Singapore, 2018. Kindle Edition, Kindle location 772.

[ 5 ]~ ATAGEND Government statistics from the time reported that “the member states national” proficiency charge was 83 percentage in 1989, but this figure seems unrealistically high and cannot be verified independently.

[ 6 ]~ ATAGEND Molla( 2018 ), Kindle location 856.

[ 7 ]~ ATAGEND Molla( 2018 ), Kindle Location 843.

[8 ]~ ATAGEND Paraphrased from: Yirdaw, Arega. The Role of Governance in Quality of Education in Private Higher Education Institutions: Ethiopia as a Case Study, Addis Ababa, 2015. Kindle Edition, Kindle Location 572.

[ 9 ]~ ATAGEND Student mobility data from different sources such as UNESCO, the Institute of International Education, and the governments of various countries may be inconsistent, in some cases showing substantially different number of international students. This is due to a number of factors, including: data capture methodology, definitions of’ international student, ’ and/ or different kinds of mobility captivated( credit, stage, etc .). WENR’s policy is not to favor any uttered root over any other, but to try and be transparent about exactly what we reporting, and to footnote quantities which may raise questions about inconsistencies. The data of the UNESCO Institute Statistics generally provides the most reliable point of reference for comparisons between different countries, since it is compiled is in accordance with one rule procedure. It should be pointed out, however, that it exclusively includes students enrolled in tertiary grade programs. It does not include students on shorter analyse abroad exchanges, or those enrolled at the secondary level or in short-term speech training programs.

[ 10 ]~ ATAGEND Molla( 2018 ), Kindle Location 1375, 1040 following.

[ 11 ]~ ATAGEND 2015 list from: Ministry of Education( 2016 ), p. 28.

[ 12 ]~ ATAGEND Ministry of Education( 2016 ), p. 88.

[ 13 ]~ ATAGEND The percentage of private enrollments is likely higher, since the governmental forces statistics quoth here don’t include complete data for all private organizations.( Ministry of Education( 2016 ), p. 147)

[ 14 ]~ ATAGEND Paraphrased from: Yirdaw( 2015 ), Kindle location 2360.

[ 15 ]~ ATAGEND Molla( 2018 ), Kindle location 3870, Yirdaw( 2015 ), Kindle location 562.

[ 16 ]~ ATAGEND Yirdaw( 2015 ), Kindle location 992.

[ 17 ]~ ATAGEND See: Ministry of Education( 2016 ), pp. 147 -1 67.

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