Relevant bibliographies by topics / Education – Economic aspects – Ethiopia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education – Economic aspects – Ethiopia'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Education – Economic aspects – Ethiopia"

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Aytenew, Getaye, and Chang Chen. "Comparison of Chemical Engineering Undergraduate Curriculum of Universities in China and Ethiopia." Journal of Curriculum and Teaching 10, no. 3 (August 3, 2021): 11. http://dx.doi.org/10.5430/jct.v10n3p11.

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In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample, Tsinghua University (THU) from China and Addis Ababa University (AAU) from Ethiopia. The major aspects in the comparison were the lengths of the programs, measurement of student workload, practical curriculum, and the ratio of general, core, compulsory and non-compulsory courses. At the THU, the minimum length for the undergraduate program is 4 years, whereas at AAU a minimum of 5 years is expected. While general education courses occupy 70% of the total credit in the THU curriculum showing more emphasis on general courses, the AAU curriculum gives more focus to core courses by allocating 70% of its total credit. The THU curriculum proves to be more flexible, offering more elective courses at different stages of the program; the AAU curriculum has provided the chance for a range of specialty streams offering elective courses in the final year of the program. Thus, it is highly appreciable for both countries’ universities to optimistically add more courses to their present curriculum based on their socio-economic trait, cultural backgrounds, national demands, and resource availabilities.
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Yeshitela, Kumelachew. "Attitude and Perception of Residents towards the Benefits, Challenges and Quality of Neighborhood Parks in a Sub-Saharan Africa City." Land 9, no. 11 (November 16, 2020): 450. http://dx.doi.org/10.3390/land9110450.

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Urban parks provide various environmental, socio-cultural and economic benefits, also called ecosystem services, as well as challenges. Urban park planning and management needs to consider the perception and attitude of people towards the benefits, challenges and quality of the parks. However, such information is largely lacking for cities of Sub-Saharan Africa. The objectives of this study are to understand the perception and attitude of residents towards the benefits, challenges and qualities of neighborhood parks in a formal settlement area in Addis Ababa, Ethiopia, and to investigate whether these aspects are affected by the socio-demographic characteristics of respondents. Data were collected through a household survey (n = 398) and three focus group discussions. Data were analyzed using descriptive statistics and Chi-square tests. The focus group discussion resulted in the selection of 18 ecosystem services (benefits) and five challenges. Supported by a very high response rate (96.6%), the household survey shows that respondents recognize the environmental, socio-cultural and economic benefits provided by neighborhood parks, but that the socio-cultural and environmental benefits are perceived as more important than the economic benefits. The socio-demographic characteristics of age, gender and education level were found to have no significant effect on perceptions or attitudes. The cost of managing neighborhood parks and the attraction of nuisance insects were the two most important challenges, respectively. The majority of respondents rated the quality of the existing neighborhood parks excellent or good, with the existing safety condition and the presence of high plant diversity receiving the highest number of high scores. The availability of park facilities was the aspect of park quality considered poor by the most respondents. This study highlights the importance of place-based studies for assessing the perceived benefits that attract people to use urban parks, as well as the challenges that deter use. One important lesson that cities in Sub-Saharan Africa could draw from the development and management of neighborhood parks in Addis Ababa is the vital importance of public participation in urban park development and management.
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Dibu, Worku. "The Impact of Child Labour on Children’s Educational Achievement in Ganta Afeshum Woreda, Tigray State, Ethiopia." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (August 27, 2019): 273. http://dx.doi.org/10.18415/ijmmu.v6i4.996.

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Child labour is an important aspect of social and economic reality that surrounds us although it is sometimes unnoticed. It is the severe problem of the world in general and the sub-Saharan countries like Ethiopia in particular in which children are considered an asset and means to improve livelihood of their family at the expense of their education. The attempt towards the elimination of child labor in Ethiopia is still lagging compare to the rest world. This in turn is affecting adversely the accumulation of human capital. Thus, the researcher was intended to assess the impact of Child Labour on Children’s Educational Achievement in Ganta Afeshum Woreda and give the possible solution to overcome this problem. To realize this objective, the researcher employed qualitative approach and used in depth interview, FGD, key informant interview, personal observation data collection instruments and employed descriptive research and purposive sampling technique. The researcher analyzed the finding qualitatively through interpretation, description and summarization of the data. As the finding of the study indicates child labour is sever in rural area than urban area and also girls are more exposed for child labour than boys, children are involved in domestic and non-domestic productive activities. The attitude of communities toward child labour is also positive; they consider children as valuable asset for contributing family income. The views of households on working children arise commonly from their poor knowledge about the issue and is directed by traditional outlooks of uprooting ‘milk teeth’, that is seen as a shift from childhood to adulthood. As the finding indicates, Child labour has an impact on children’s educational achievement by making them: repeated the class, absenteeism from class, drop out, make very tired, shortage of times for study and reducing the chance to access education, beside this, as the finding indicate attitude of the communities, employers, poverty coupled with limited access to credit, health and family size as well as the abusive practices are the challenges that hamper eliminating of child labour. Finally, as the finding indicate the local administrator strategy of employing one sector, one children and work with NGOs, private sector and public sectors play significant role via improving the future childhood of children.
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Strang, Kenneth David. "Needs assessment of international capacity building using a Delphi technique." World Journal of Entrepreneurship, Management and Sustainable Development 13, no. 4 (September 10, 2017): 286–302. http://dx.doi.org/10.1108/wjemsd-02-2017-0006.

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Purpose The purpose of this paper is to engage African subject matter experts to assist with a needs assessment of international capacity building for developing countries in Africa, to establish a prioritized list of capacity building keywords substantiated by a current literature review. Design/methodology/approach A pragmatic mixed-method research design was used which involved conducting literature reviews and applying a modified Delphi technique to determine future research needs. The credibility of these results was strengthened by selecting a Delphi subject matter expert panel from African countries including Benin, Uganda, Rwanda, Burundi, Ethiopia, Ivory Coast, South Africa, Zimbabwe, Madagascar, Cameroon, Congo, Burkina Faso, Eritrea, Algeria and Nigeria. Non-parametric statistical techniques were used to objectively analyze the qualitative data and prioritize the findings. Findings The results clearly identified seven literature keywords which could improve future African capacity building research (in order of highest importance first): Trade Union (regional economic integration), Governance, FDI, Emigration, Education, Economic (small business stimulation), and Brain Gain. Additional keywords surfaced in the literature related to these ones, namely healthcare and brain drain (emigrating academics and scholars). Research limitations/implications The results of this study should generalize to government and capacity building policy administrators in Africa as well as to other researchers and practitioners in this field. The use of a novel modified Delphi technique should also be of interest to other researchers. Originality/value The modified Delphi technique commenced with a knowledge sharing conference where pre-selected subject matter experts collaborated to define the initial scope of questions. Another novel aspect of the customized Delphi technique was that the subject matter experts were required to conduct a literature review to substantiate their responses to questions.
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Alemu, Brook T., Kristy L. Carlisle, and Sara N. Abate. "First-generation Ethiopian immigrants and beliefs about physical activity." International Journal of Migration, Health and Social Care 17, no. 2 (March 22, 2021): 196–207. http://dx.doi.org/10.1108/ijmhsc-02-2019-0024.

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Purpose While several studies have examined the attitudes, perceptions and beliefs of physical activity in different immigrant groups, little is known in this area among the first-generation Ethiopian immigrant population who lives in the USA. The purpose of this paper is to explore the behavioral, normative and control beliefs of physical activity among first-generation Ethiopian immigrants living in the DC-Metro area. Design/methodology/approach The study used semi-structured interviews, focus group discussions and unobtrusive observation. Three structural themes and six textural themes were identified from the three forms of data collections. Qualitative data analysis including topics, categories and pattern analysis were conducted using phenomenological techniques. Findings Findings highlighted similarities to the theory of planned behavior with regard to attitudes, subjective norms and perceived behavioral control. Consistent with the literature, several salient behavioral determinants of physical activity that could affect participants’ decision-making were identified in the current pilot study. Increased longevity, mental well-being, improved sleep and improved metabolism were listed as the most common benefits of physical activity. Lack of time, family responsibility, neighborhood safety, location of the gym, lack of awareness and social and economic stressors were the major barriers to engage in physical activity. Implications for service providers and future research are discussed. Practical implications This study supported the need for future research into the social aspects of physical activity, as well as barriers to physical activity, including time, family responsibility, culture, income and neighborhood safety. Originality/value To the best of the authors’ knowledge, this is the first study exploring the behavioral, normative and control beliefs of physical activity among first-generation Ethiopian immigrants. To understand the beliefs, desires and barriers to physical activity in this population subgroup, the authors examined the behavioral, normative and control beliefs of regular moderate-intensity physical activity using the theory of planned behavior as a conceptual framework. As health education researchers, it is their responsibility to develop theory-driven policies and interventions to promote a healthy lifestyle among these underserved populations.
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Engleman, Stephen R., and John F. Forbes. "Economic aspects of health education." Social Science & Medicine 22, no. 4 (January 1986): 443–58. http://dx.doi.org/10.1016/0277-9536(86)90049-3.

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Dmitriev, V. Ya. "Socio-Economic Aspects of Digital Transformation of Higher Education." Economics and Management 26, no. 11 (January 16, 2021): 1258–62. http://dx.doi.org/10.35854/1998-1627-2020-11-1258-1262.

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Aim. The presented study aims to assess the socio-economic aspects of higher education transformation based on the widespread use of digital technologies.Tasks. The author describes the essence of digital inequality (digital divide), determines the place and role of teachers and students in the transformation of education driven by digital technologies, and highlights the specific features of virtual reality.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The author outlines the concept of a new paradigm of education based on the widespread use of digital technologies and transformed roles of teachers and students.Conclusions. Digitalization of education has made it possible to form an individual educational trajectory based on different forms of presentation of educational content and its communication from the teacher to the student, including using such technologies as virtual reality and artificial intelligence.
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Mengesha, Tedros Sium, and Mussie T. Tessema. "Eritrean Education System: A critical Analysis and Future Research Directions." International Journal of Education 11, no. 1 (March 7, 2019): 1. http://dx.doi.org/10.5296/ije.v11i1.14471.

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This paper critically discusses the Eritrean education system at different period of time: before the Italian colonization (before 1889), Italian colonialization (1889-1941), British Administration (1941-1952), Federation with Ethiopia (1952-1962), annexation of Eritrea by Ethiopia (1962-1961), after independence (after 1991). An important finding of the current study is that, education system is significantly influenced by the economic and political situation of a country in that when the economic and political situation of a country is not conducive, the education system suffers. This study also discusses the implications of the findings of the current study and future research directions.
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Lukic, Vesna. "Socio-economic aspects of commuting." Sociologija 55, no. 2 (2013): 283–98. http://dx.doi.org/10.2298/soc1302283l.

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This paper contemplates on relevant socio-economic factors which have influence on variability of the scope and directions of commuting flows, with special emphasis on situation in Serbia. Due to the need for balance between work and family life, this specific form of population?s mobility often represents alternative for migration. It also has numerous implications on both commuters and their households, places of residence and work and society in general. Effects of sex, marital status, education, occupation, size and structure of a household, as well as local community onto participation in commuting and time/distance of traveling to work have been discussed. The results revealed that, apart from economic factors, non-economic ones also have important role in commuting.
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Mengistie, Belay Tizazu. "Ethiopia: The Environmental Aspects of Policy and Practice in the Ethiopian Floriculture Industry." Environmental Policy and Law 50, no. 4-5 (March 12, 2021): 373–90. http://dx.doi.org/10.3233/epl-200239.

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The floriculture sector is booming in Ethiopia, making the country the second largest flower exporter in Africa and one of the largest suppliers of flowers globally. Despite the enormous advantages of the Ethiopian floriculture industry to the country’s economy, the industry’s unsustainability related to environmental and human rights is growing. Failure to protect the environment can have profound negative impacts on long-term economic development and human rights, including the right to life, adequate food, water and housing. The floriculture industry has been identified as having the potential to grow and contribute positively to the agricultural transformation and economy of Ethiopia. Policy, laws and regulations play a vital role in the implementation of any regulatory objective. During the last decade, Ethiopia has developed many policies and laws that link to improving the environment, and the flower farm industry itself has adopted self-regulation and standards, enhancing the protection of workers and the environment. But there is increasing evidence that the economic benefits of the flower industry come at the expense of the environment. So, what is the impact of these State and non-State regulations on a safe and clean environment? This paper aims to analyse how, why and under what circumstances environmental policy implementation might work or fail, by investigating the challenges for the floriculture industry relating to the intensive use of pesticides and water, and inappropriate waste disposal in the policy implementation process. It is safe to say that Ethiopia has developed a lot of legislation on the environment but the challenge of effective monitoring and enforcement remains. This paper concludes with recommendations, based on the fact that the principles of environmental rights, the right to life and the right to development cannot be realised in the absence of the right to a healthy environment.
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Dissertations / Theses on the topic "Education – Economic aspects – Ethiopia"

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Orkin, Kate. "The role of aspirations and identities in decisions to invest in children's schooling." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:ea4bcbb5-1c00-4111-bbb2-525f45f3fead.

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I demonstrate that household investments in children's education in Ethiopia are affected by parents' self-beliefs (such as their locus of control), parents' aspirations for children's educational attainment, children's conceptions of their roles and identities in the household and at school, and children's own preferences, all concepts not widely studied in development economics. Two empirical chapters report on a field experiment in which randomly selected adults watched documentaries about role models who were poor but succeeded in agriculture or small business. Six months later, parents' self-beliefs and aspirations for children's education were higher in the treatment than in the placebo and control groups. Enrolment of children in school, spending on education, saving and use of credit also increased. A third empirical chapter draws on longitudinal qualitative research to argue that children's preferences for their time allocation between work and school are strongly influenced by the desire to comply with valued identities as students and as independent earners and contributors to the household. The fourth chapter suggests that understanding children's preferences might improve predictions about their reaction to education policies. The literature predicts an increase in time in school will not improve test scores: children will reduce effort because they desire a limited amount of learning. I find a reform to lengthen the Ethiopian primary school day improves test scores. Although this could occur through many mechanisms, one possibility is that children do not prefer to limit their desired amount of learning. This suggests that better evidence on children's preferences might improve prediction of the effects of policies to alter school inputs. The conclusion reflects on whether the empirical relevance of concepts of self-beliefs, aspirations and identities implies that assumptions in standard models of decision-making in economics about the characteristics of beliefs and preferences ought to be rejected. I argue that these ideas can be captured by existing economic concepts of beliefs and preferences and by standard assumptions about these concepts. I suggest that, contrary to recent accounts building on human capital theory, self-beliefs should be viewed as beliefs, not non-cognitive skills. I consider aspirations as a type of preference, shaped by both objective constraints and self-beliefs. I consider identity as a preference for complying with a social role, but highlight that such preferences are often altruistic, rather than self-interested. In conclusion, I argue that economics should draw further on other social sciences, including psychology, to develop substantive theories of the formation and characteristics of beliefs and preferences. Doing so will suggest when it is appropriate to apply standard models and how their assumptions can be modified if their predictions do not hold.
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Fanta, Elias Gebreselassie. "The production of oilseeds in Ethiopia: value chain analysis and the benefit that accrue to the primary producers." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9950_1249265362.

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Oilseed is the third most important export item in Ethiopian foreign trade. It has registered a high export growth rate over recent years both in terms of volume and value. Besides its growing share in export, it is widely used for the extraction of edible oil and oilcake that is supplied to the domestic market. Although farmers are the primary producers of oilseeds, they are not able to benefit from the growing market share of the product due to the fact that they find themselves at the end of an extended market chain. As a result they only receive a very small proportion of what the final buyers are paying for the oilseed products. In addition, there is not much experience on the part of the farmers to process oilseeds, change it to edible oil and oilcake and retain the value addition in the local economy. This thesis used the value chain approach to investigate the possibilities for the primary producers to increase their income share from the selling of their products either by directly selling to exporters or by processing oilseeds, producing edible oil and oilcake, and retaining the value addition in the local economy.

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Suutari, T. (Tero). "Economic aspects in education." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504021231.

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Leading theme in this master’s thesis is adaptation and preparation to ever changing requirements of skills and knowledge in the working life. These changes of requirements in the working life are implied by the changes in the occupational structure in Finland that is presented in the thesis. The data used in thesis to show the changes in the occupational structure in Finland Finnish Longitudinal Employer-Employee Data, FLEED, which is gathered by Statistics Finland and it shows changes in occupational structure of Finland between years 1995 and 2007. Education is considered in this thesis so that its object is to prepare children and future generations for working life with suitable skills and knowledge. The variety of other, equally important, objects that education has and possibly contradictions as well as problems that might arise in the course of achieving all the objects is beyond of this study. Changing occupational structure arises a question that how education prepares itself to the unknown changes? To answer the question asked, I will introduce Economics of education and Educational planning and how these two relate to each other, especially how economics of education has affected education and educational planning. Therefore I will first take historical review of the economics of education and introduce two main theories; human capital theory and screening theory. The main difference of these two will be explained and also what kind of difference it would make to education if either one could be proved right. It would also have an effect on how education should be arranged in the society. Educational planning has had, in its course, different approaches to analyze and predict future. I will review those approaches; also these approaches have been influenced by economics of education. In the last part of the thesis I bring up studies in Finland has tried to prepare and project changing work life. Also I discuss about can education bring something new to economics of education
Tämän Pro gradu-tutkielman johtava teema on mukautuminen ja valmistautuminen muuttuviin vaatimuksiin tiedoista ja taidoista työelämässä. Ammattirakenteen muutos Suomessa viittaa siihen että vaatimukset erilaisille tiedoille ja taidoille työelämässä on tapahtumassa. Aineisto ammattirakenteen muutoksesta on Tilastokeskuksen yhdistetty työntekijä-työnantaja-aineisto (Finnish Longitudinal Employer-Employee Data FLEED). Ammattirakenteen muutos ajoittuu vuosien 1995 ja 2007 välille. Koulutus mielletään tässä Pro gradu-tutkielmassa sellaiseksi toiminnaksi jonka tavoite on valmistaa lapsia sekä tulevia sukupolvia työelämään oikeanlaisilla taidoilla ja tiedoilla. Yhtälailla tärkeät muut tavoitteet, mitä koulutukselle ja kasvatukselle on annettu, sekä mahdollisesti syntyviä ristiriitoja tavoitteita saavuttamisessa ovat tämän tutkielman ulkopuolella. Muutokset ammattirakenteessa luo kysymyksen, että miten koulutus on valmistautunut tällaisiin tuntemattomiin muutoksiin? Vastatakseni kysymykseen esittelen koulutusekonomian ja koulutussuunnittelun, sekä erityisesti miten koulutusekonomia on vaikuttanut koulutussuunnitteluun. Aluksi käyn läpi koulutusekonomian ja esittelen sen kaksi pääteoriaa: inhimillisen pääoman teorian ja siiviläteorian. Selitän millä tavoin nämä teoriat eroavat toisistaan ja mikäli jompikumpi voidaan todistaa oikeaksi millainen vaikutus sillä olisi koulutukseen. Koulutussuunnittelussa on käytetty monenlaisia analysointivälineitä tulevaisuuden ennakoimiseksi. Esittelen nämä eri tavat ja työkalut, sekä miten koulutussuunnittelu on historiansa aikana muuttunut ja miten taloudellinen ajattelu on muuttanut koulutussuunnittelua. Viimeisessä osassa tuon esille tutkimuksia siitä miten Suomessa pyritään ennakoimaan ja valmistautumaan muutoksiin työelämässä. Käyn myös keskustelua siitä voiko kasvatustiede tuoda jotain uutta koulutusekonomiaan
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Kebede, Yohannes. "Economic evaluation of post-drought recovery agricultural project : the case of Tegulet and Bulga District, Shoa Province, Ethiopia." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63894.

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Taffesse, Alemayehu Seyoum. "Three essays on Ethiopian farm households." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670231.

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Davies, Steven J. "The political economy of land tenure in Ethiopia." Thesis, University of St Andrews, 2008. http://hdl.handle.net/10023/580.

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In surveying the literature on land tenure reform in Africa, what can readily be observed is that much of that body of work has comprised a markedly econometric and technical focus, to the neglect of evidently contiguous political factors. As a result, fundamental structural impediments to reform efforts have largely been ignored - a fact that may be reflected in the failure of many titling interventions. In light of this omission, the nature of political economy in both Ethiopia and Africa more generally is delineated in this thesis, in order to construct a more rounded conceptual framework through which the issue of land tenure can be deciphered. In so doing, the model of the ‘neopatrimonial’/anti-developmental state is utilised as a benchmark against which twentieth century Ethiopian regimes, and in particular the incumbent EPRDF Government, are assessed. Considerable evidence is uncovered to support the view that, despite its unique historical experience of independence, contemporary Ethiopia nevertheless fits with many key aspects of the neopatrimonial model – most notably in the Government’s pursuit of political survival and revenue to the neglect of long-term sustainable development. It is therefore argued that political imperatives have undermined the establishment of a progressive economic agenda in the country, and the ways in which this has affected land tenure are delineated. Moreover, it is demonstrated that the contemporary debate on tenure reform in Ethiopia has taken a form that is somewhat myopic and circuitous, possibly in an attempt to circumvent discussion of controversial political issues. It is argued that this apolitical stance has undermined not only the debate itself, but also the practical intervention strategies that have emerged from it, such as the recent land titling and administration project in Ethiopia. It is therefore concluded that the only means of escape from this theoretical and practical impasse is to reintegrate politics into the analysis.
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Taddessee, Mellesse Amossa. "The role of education in combatting famine and promoting development in Ethiopia /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939258.

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Kebede, Yohannes. "Household decision-making : the adoption of agricultural technologies in Ethiopia." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41250.

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Technology adoption has been seen as key to the development of more productive agriculture in lesser developed countries. But the adoption and adaptation of new agricultural technology occurs at the level of farm families where decisions are made based on perceived risks and benefits of the new technology, and its fit within the knowledge and practices of existing agricultural system.
The processes and consequences of household decision-making are investigated using unidisciplinary methods of decision analysis involving statistical, mathematical, psychological, anthropological and econometric techniques brought together in a holistic manner. The study is focused in the Ada and Selale regions of the Central Ethiopian Highlands. The technologies studied are fertilizer, improved crop varieties, pesticides and cross-bred cows.
Differences in goals and strategies of households are caused by inequalities in ownership of physical resources, and access to local institutions and indigenous knowledge. Village and regional institutions greatly influence access to physical (e.g. land) and non-physical (knowledge and information) resources. Successful intervention strategies are those that recognize region- and experience-specific potentials.
When compared with physical resources, non-physical resources exert greater influence on decisions to adopt technologies and on the efficiency with which inputs are used in the production of grain and milk outputs. Producers are willing to take risks in enterprises in which they have the advantages of favourable location or experience. The degree of risk-averse behaviour of households reduces the probability of adopting technologies in both study sites. Natural factors (e.g. rainfall) and policy variables (e.g., land tenure and market) increase production risk. Indigenous production knowledge and schooling consistently reduce variability in production.
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Bold, Tessa. "Economics of informal insurance arrangements." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491573.

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Drewko, Aleksandra [Verfasser], and Ralf [Akademischer Betreuer] Otterpohl. "Low-tech sustainable sanitation options for Ghana and Ethiopia -– economic, social and technical aspects / Aleksandra Drewko. Betreuer: Ralf Otterpohl." Hamburg-Harburg : Universitätsbibliothek der Technischen Universität Hamburg-Harburg, 2013. http://d-nb.info/1048574164/34.

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Books on the topic "Education – Economic aspects – Ethiopia"

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Biazin, Anbesu. Educational opportunities and disparities in Ethiopia. Addis Ababa, Ethiopia: Insitute for Curriculum Development and Research, Ministry of Education, 1992.

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Economic dimensions in education. New Brunswick, NJ: AldineTransaction, 2007.

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Bond-Stewart, Kathy. Education. [Zimbabwe]: Mambo Press, 1986.

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Knudson, Becky. Education. Salem, OR: The Unit, 1995.

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The economics of education and the education of an economist. Aldershot: Edward Elgar, 1987.

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Lakshmaiah, T. Education and development. Jaipur: Printwell, 1994.

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Paula, Jones, Selby David Dr, and Sterling Stephen R, eds. Sustainability education: Perspectives and practice across higher education. London: Earthscan, 2010.

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Ingvar, Jonsson. A socio-economic survey of rural Arsi, Ethiopia. Umeå, Sweden: Dept. of Geography, University of Umeå, 1992.

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Surviving economic crises through education. New York: P. Lang, 2012.

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Marginson, Simon. Markets in education. St. Leonards, N.S.W: Allen & Unwin, 1997.

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Book chapters on the topic "Education – Economic aspects – Ethiopia"

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Desalegn, Yonatan. "Returns to Education in Ethiopia." In Economic Growth and Development in Ethiopia, 199–226. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8126-2_9.

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Popova, Tatiana N., Yana S. Mitrofanova, Olga A. Ivanova, and Svetlana B. Vereshchak. "Economic and Organizational Aspects of University Digital Transformation." In Smart Education and e-Learning 2020, 371–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5584-8_32.

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Mangiatordi, Andrea, and Magda Pischetola. "Sustainable Innovation Strategies in Education: OLPC Case Studies in Ethiopia and Uruguay." In Organizational, Business, and Technological Aspects of the Knowledge Society, 94–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16324-1_11.

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Svobodova, Libuse, and Miloslava Cerna. "Economic Aspects of Corporate Education and Use of Advanced Technologies." In Emerging Technologies for Education, 117–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03580-8_13.

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Svobodova, Libuse, and Miloslava Cerna. "Economic Aspects of the Introduction of the SMART Technology into Kindergartens and Primary Schools—Czech National and Local Scene." In Smart Education and e-Learning 2016, 255–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_23.

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Schwarz, Ingrid. "Perspectives for Pupils and Teachers in Economic Education: European and Austrian Aspects of the Fifobi-Project." In Fit for Business, 145–75. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19028-0_7.

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Tire, Gunda. "Estonia: A Positive PISA Experience." In Improving a Country’s Education, 101–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_5.

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AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.
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Hashim, Datuk Abdul Rahim. "Redefining the Role of Universities in a Rapidly Changing Landscape." In The Promise of Higher Education, 245–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_38.

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AbstractOver the past few decades, the Malaysian higher education sector has experienced important reform, particularly guided by the Malaysia Education Blueprint for Higher Education 2015–2025 to stimulate continued excellence in the system. However, the dawn of 2020 has unfolded many challenges as COVID-19 rages across the globe bringing sudden paralysis to the whole world. Indeed, the pandemic has affected the world and greatly impacted our lives not only from a health perspective, but also from the political, economic, and social aspects. To date, universities in Malaysia have been closed for more than four months, although the Ministry of Higher Education has recently permitted postgraduate students undertaking full-time research programmes to return to the university should their research necessitate their physical presence in laboratories, workshops, design studios or to use specific equipment available only on campus. For other university students, online or virtual teaching and learning is set to continue until the end of this year, although identified groups of students will be allowed to return to the campus in stages.
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Grünberger, Nina, and Petra Szucsich. "Sustainability in a Digital Age as a Trigger for Organizational Development in Education." In Digital Transformation of Learning Organizations, 189–202. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_11.

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AbstractAs we all know the terms sustainability and digitization are often used these days to describe current social challenges from a global perspective. In order to face these challenges, it is clear that we need an efficient and future-oriented education system. The question arises if the challenges in relation to climate change and digitization change these (learning) organizations as well? And, if yes, in what way? As this chapter points out, sustainability can be regarded as a trigger for an extensive organizational development focusing on ecological, economic (e.g. regarding learning outcomes and assessment) and social aspects. As a consequence, the social structure of the various actors in educational organizations as well as the way in which they interact with each other may/will change as well. In addition to that, climate change and digitization are both so-called wicked problems as there is neither a single solution nor a stringent strategy on how to cope with them.
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Psacharopoulos, G. "Economic Aspects of Educational Planning." In Economics of Education, 311–15. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-033379-3.50064-4.

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Conference papers on the topic "Education – Economic aspects – Ethiopia"

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Balco, P., and M. Drahosova. "The economic aspects of the electronization in Education process." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102466.

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Mokeeva, Natalia Nikolaevna, Tatiana Vladimirovna Bakunova, and Veronika Eduardovna Frais. "Modern Paradigm of Commercial Bank Funding: Socio-Economic Aspects." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.138.

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Radyuk, Alexandra, Maria Banshchikova, and Olga Lisyutina. "GOAL SETTING STRATEGY IN ECONOMIC DISCOURSE: PROSODIC PECULIARITIES AND LINGUODIDACTIC ASPECTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1190.

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Pilishvili, Anatoly, and Tatiana Pilishvili. "HUMAN CAPITAL MANAGEMENT IN RUDN UNIVERSITY- INDUSTRY COLLABORATION: ECONOMIC AND PSYCHOLOGICAL ASPECTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0463.

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Kondrateva, O. L. "METHODOLOGICAL ASPECTS OF MODELING NETWORK PROCESSES IN GENERAL EDUCATION." In SOCIO-ECONOMIC DEVELOPMENT OF THE RUSSIAN EAST: NEW CHALLENGES AND STRATEGIC GUIDELINES. Khabarovsk: KSUEL Editorial and Publishing Center, 2021. http://dx.doi.org/10.38161/978-5-7823-0746-2-2021-202-209.

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The article considers three aspects of modeling network processes in general education - subject, quasi-organizational and institutional. since they define a finite set of properties and relationships in the processes of organizing network interactions, the following processes are presented in a meaningful way: production, organizational and regulatory.
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Nikolaev, Andrey, and Alisherjon Saidmukhtorov. "Environmental Aspects of Sustainable Economic Growth in the ASEAN Area." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.147.

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Kulagin, Alexei. "Socio-Ecological And Economic Aspects Of Environmental Management In An Industrial City." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.62.

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Negriy, Varvara, and Grigoriy Lagutin. "Psychological aspects of digitalization of education." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-26.

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The article substantiates the relevance of digitalization of education. The economic, technological and psychological reasons for this process in modern society are given in the article. The main types of training using digital technologies are considered. One of the ways to digitalize education, which is gamification, is presented in the article in detail.
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Golej, Julius. "SOCIAL ISSUES OF HOUSING AND ITS ENVIRONMENTAL-ECONOMIC ASPECTS IN SLOVAK REPUBLIC." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s21.050.

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Nugumanova, L. N., G. A. Shaukhutdinova, and T. V. Jakovenko. "Some Aspects of Digitalization Processes in Education." In 2nd International Scientific and Practical Conference “Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth” (MTDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200502.032.

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Reports on the topic "Education – Economic aspects – Ethiopia"

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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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