Educational reforms in Ethiopia: From the imperial era to the present
Yükleniyor...
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Ethiopian educational history is believed to be far away from sufficient scientific investigation. Scholars
like Kassaye (2005) and Bishaw & Lasser (2012), asserted the need to retrospective inquiry of the education sector.
Also, Teferra claimed in 1996 that Ethiopian had been prescriptive than participative, but the comment was soon
rejected by ministry of education, stating that the 1994 reform of education was bottom-up. Hence, this qualitative
historical study aimed to describe the history of Ethiopian educational reform from 1942-2018, by answering such
questions as to why it was reformed, how it was reformed, how the reform policies influenced the socio-politico economic situation of the nation, their consideration of diversity as well as the role of the foreigners in the process
in three periods, 1942-1974, 1974-1994, and 1994-2018 with predetermined contents for qualitative content
analysis.
The governmental policy between 1942-1974 did not address ethnic diversity in all fields of public life so
education was not an exception in this respect. Additionally, the curriculum in this period was imported from Great
Britain, Kenya and Sudan. The social and economic contribution was almost non-existent as the system's
beneficiaries were too low. Politically, it succeeded to intricate the narratives of Abyssinian in the minds of those
a few affluents but failed to sustain it in the public. 1974-1994 reform acknowledges diversity more relative to the
preceding one except for relying on single instructional media. Even though education was highly politicized, it
failed to sustain a socialist or welfare state mindset in the broad mass, as there was widespread political unrest and
internal conflict in the nation, which consequently deteriorated the economy and brought down the regime.
1994-2018 educational reforms incredibly recognized the multicultural nature of Ethiopia based on the
1991 national constitution by guaranteeing the right to learn in their mother tongue for all Ethiopians, but
practically challenged as most languages were immature due to previous abuses. All reforms failed to change the
areal pattern of the educational gap, and it persists in the same parts of the country.
Ethiopian education reform characterised as addressing short period local needs to competing on the
global stage and constantly moving the country and society to a better stage of development. The reforms during
the periods between 1942-1974, and 1974-1994 all followed a top-down approach, while the reforms between
1994-2018 are bottom-up, but the latter's degree of success remains suspicious.
Different outside powers have influenced Ethiopian education in three periods through consultation as
well as designing, developing and implementing the education system. Their support is based on global political
and strategic alliance.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Education, Reform, Educational policy, Ethiopian education
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Mahammoda, S. A. (2022). Educational reforms in Ethiopia: From the imperial era to the present. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim Dalı, Konya.
