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Journal articles on the topic 'Education – Ethiopia'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Getahun, Solomon. "Brain Drain and Its Impact on Ethiopia's Higher Learning Institutions: Medical Establishments and the Military Academies Between 1970s and 2000." Perspectives on Global Development and Technology 5, no. 3 (2006): 257–75. http://dx.doi.org/10.1163/156915006778620052.

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AbstractAfrica is beset with problems that range from natural calamities to civil wars and epidemics such as HIV-AIDS. Ironically, countries like Ethiopia, which badly need trained manpower, continued to lose highly skilled professionals, both military and civilian, to Western Europe and the United States. Ethiopia, for instance, loses more than a third of all its students who were sent for further education to Europe and the U.S. This is in addition to those who leave the country for various reasons but refuse to return home and those educated Ethiopians who became refugees in African countri

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2

Wodajo, Mengesha Robso. "Women and Land Rights in Western Shoa: In Case of Dano Woreda, 1941-1991." Education Research International 2022 (March 19, 2022): 1–11. http://dx.doi.org/10.1155/2022/9980725.

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The aim of this article is to examine Ethiopian women land ownership rights, particularly, Western Shoa Oromo of Dano Districts in different regimes of Ethiopia, and women’s place in the society in reference to their indigenous Gada system. It is known that Ethiopian women were alienated from land holding and ownership rights under the feudal system, Derg regime, and EPDRF times of Ethiopia. Likewise, the paper also reduces the customary rights of Dano Oromo women in their plural and egalitarian Gada Democratic system, of Siqee culture and Qallu institutions of the Oromo people of Ethiopia; th

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Bishaw, Alemayehu, and Solomon Melesse. "Historical Analysis of the Challenges and Opportunities of Higher Education in Ethiopia." Higher Education for the Future 4, no. 1 (2017): 31–43. http://dx.doi.org/10.1177/2347631116681212.

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There is a massive higher education expansion in Ethiopia. However, the efforts to expand higher education are characterized by great opportunities and significant challenges. The current higher education policy formulation and practice are the result of long history of traditional education in Ethiopia, the western countries’ influence and the current opportunities and challenges observed in the sector. Thus, to formulate and enact workable higher education policy in Ethiopia, one must understand the trends of higher education in Ethiopia with emphasis on purposes, challenges and achievements

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Maru, A. A., and M. J. Cook. "Education of Blind Persons in Ethiopia." Journal of Visual Impairment & Blindness 84, no. 6 (1990): 265–67. http://dx.doi.org/10.1177/0145482x9008400609.

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Educating blind children in schools based on European and North American standards is too expensive for Ethiopia, which has limited means and formidable problems. After a survey of residential schools for the blind and blind secondary students, the Ethiopian National Association of the Blind designed a new educational service delivery model that relies on elements of community-based rehabilitation and the employment of blind high school graduates.

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Sinshaw, Girmaw Ashebir. "ANALISIS KURIKULUM JURUSAN PENDIDIKAN SENI TEATER ETHIOPIA." Imaji 17, no. 2 (2019): 157–65. http://dx.doi.org/10.21831/imaji.v17i2.27808.

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Tujuan penulisan artikel ini adalah untuk menganalisis pendidikan seni teater Ethiopia sebagai bentuk seni kreatif. Di Ethiopia, seni teater baru terbentuk tahun 1978, yang hingga sekarang belum menunjukkan kemajuannya. Kurikulum pendidikan seni teater di Ethiopia belum terlihat baik, dalam arti masih terdapat kekurangan di sana sini, sehingga sampai sekarang masih perlu penyempurnaan. Pendidikan seni teater ditopang oleh jurusan seni yang lain di Universitas Addis Ababa. Hal ini menyebabkan aspek musik, tari, seni rupa, dan seni kriya ikut membentuk terbentuknya pendidikan seni teater. Sekara

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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia." Journal of Education and Vocational Research 8, no. 3 (2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.

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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the

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Zember, Jonathan, Janet Reid, Yocabel Gorfu, Daniel Zewdneh Solomon, and Kassa Darge. "Pediatric Radiology Fellowship Creation as an International Education Outreach Effort in Ethiopia." Journal of Graduate Medical Education 12, no. 1 (2020): 98–103. http://dx.doi.org/10.4300/jgme-d-19-00291.1.

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ABSTRACT Background In 2008, there were no pediatric radiologists in Ethiopia, a country of 100 million people. The radiology residency programs lacked training in pediatric imaging acquisition and interpretation. Objective We established an accredited local pediatric radiology fellowship program in Ethiopia. Methods With assistance from US faculty from the Children's Hospital of Philadelphia, Ethiopian radiologists created a 2-year fellowship training program in a university-based Ethiopian radiology residency program that incorporated formal lectures and seminars, case tutorials, journal clu

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Olkaba, Teklu Tafase, and Ewnetu Hailu Tamene. "Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider’s Reflection." International Journal of Education and Literacy Studies 7, no. 4 (2019): 83. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.83.

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The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategie

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Stebek, Elias N. "Ethiopia’s 2006 Legal Education Reform Programme: Aspirations and Standards." Mizan Law Review 13, no. 2 (2019): 191–232. http://dx.doi.org/10.4314/mlr.v13i2.1.

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Ethiopia’s Legal Education Reform Programme (launched in 2006) was based on series of studies which identified the problems in Ethiopia’s legal education, the causes and consequences of the problems and the standards that are required to be attained by law schools. After more than a decade, however, the level of compliance with the standards is still an issue of concern. This calls for self-assessment by each law school based on check-list regarding (i) the level of awareness about the standards for Ethiopian law schools, (ii) standards that are partly achieved and should be enhanced, (iii) wh

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Chali, Gemechis T., Miriam Taverniers, and Guta Legesse. "Overview of Education in Ethiopia: Traditional Institutions and Language Perspectives." Afrika Focus 34, no. 2 (2021): 343–59. http://dx.doi.org/10.1163/2031356x-34020008.

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Abstract This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or “Western” education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the t

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Abay, Tsegabirhan Weldegiorgis. "Dysfunctional Institutions in the Delivery of Primary Education in Ethiopia." Journal of African Development 15, no. 1 (2013): 247–69. http://dx.doi.org/10.5325/jafrideve.15.1.0247.

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Abstract The objective of the paper is to analyze the effectiveness of the existing institutional arrangements for providing primary education in Ethiopia. Using largely secondary data and a complementary survey of 100 schools and institutional assessment, the study clearly establishes the fact that as real school resources have been increasing over time while quality and efficiency of primary education has been deteriorating. Thus, resources-based arguments cannot explain the grave quality crisis and inefficiency. Rather the existing institutional setup has been dysfunctional to ensure effect

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Gupta, Sushma. "Distance education in Ethiopia." Distance Education 12, no. 2 (1991): 279–85. http://dx.doi.org/10.1080/0158791910120210.

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Mengistu, Desalegn Girma, and Gangadhar Mahesh. "Construction education in Ethiopia." Higher Education, Skills and Work-Based Learning 9, no. 3 (2019): 510–24. http://dx.doi.org/10.1108/heswbl-06-2018-0062.

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Purpose The purpose of this paper is to evaluate knowledge and skills level of final-year students of undergraduate construction programs in Ethiopia and assess the effectiveness of internship and its coordination under these programs. Design/methodology/approach A mixed-methods approach is used in this study. Data were collected through two separate questionnaires, completed by students and company supervisors (professionals having experience in supervising internship students). Interviews were held with university instructors to supplement findings of the questionnaire. Findings The findings

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MengStie, SiSay. "Constructions of “otherness” and the role of education: The case of Ethiopia." Journal of Education Culture and Society 2, no. 2 (2020): 7–15. http://dx.doi.org/10.15503/jecs20112.7.15.

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This article attempts to discuss the concept of constructing “otherness”, the techniques to be used and the role of educational systems. Ethiopia as amultilingual and multicultural country is the basis of discussion for this concept. hence, the writer pays due attention to answer the question: how far the Ethiopian educational policy is designed to reflect diversified group interests fairly, if not equally? Therefore, major theoretical assumptions on construction of “otherness” and some practical experiences of the Ethiopian educational systems are thoroughly examined in this paper.

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Gossa, Weyinshet, Christine Jones, Sorana Raiculescu, et al. "Family Medicine Residents’ Attitudes About Training in Ethiopia and the United States." Family Medicine 51, no. 5 (2019): 424–29. http://dx.doi.org/10.22454/fammed.2019.190022.

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Background and Objectives: In Ethiopia, family medicine began in 2013. The objective of this study was to compare family medicine residents’ attitudes about training in Ethiopia with those at a program in the United States. Methods: Family medicine residents at Addis Ababa University in Addis Ababa, Ethiopia and the University of Maryland in Baltimore, Maryland completed a 43-item Likert scale survey in 2017. The survey assessed residents’ attitudes about residency education, patient care, independence as family physicians, finances, impact of residency on personal life, and women’s issues. We

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Dereso, Chala Wata. "RECENT TRENDS IN THE EDUCATION SYSTEM IN ETHIOPIA." Psychology and Education Journal 57, no. 9 (2021): 6281–87. http://dx.doi.org/10.17762/pae.v57i9.2726.

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Ethiopia is the second-largest country in African content with a population of 905 million whereas Nigeria occupied first place with a population of 105 million. As per the Human Development Index, Ethiopia ranked as 173rd position out of 189 countries. It is one of the least developed countries (LDCs) in the world. Presently, Ethiopia has been facing various challenges an efficient education system and the rapid expansion of the population in Ethiopia. As per the African standards, by 2050 the population of Ethiopia will be raised to 191 million and less than 15 years of age people more than

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Bruno, Karl. "Silvi-kulturella möten: Sveriges lantbruksuniversitet och högre skoglig utbildning i Etiopien 1986–2009." Nordic Journal of Educational History 4, no. 1 (2017): 29–51. http://dx.doi.org/10.36368/njedh.v4i1.86.

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Silvi-Cultural Encounters: The Swedish University of Agricultural Sciences and Higher Forestry Education in Ethiopia, 1986–2009The article discusses the Swedish University of Agricultural Sciences’ support to higher forestry education in Ethiopia, which took place between 1986 and 2009 in the context of Swedish-Ethiopian development cooperation. Against a growing historical interest in transnational encounters within the field of education, it analyses how Swedish forestry experts designed educational programs and taught in new environments. The concept of “silvi-culture” is introduced to sign

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Mengistu Feleke, Kibrome. "Revenue Diversification and Reform in Ethiopian Higher Education." International Higher Education, no. 87 (September 1, 2016): 25–27. http://dx.doi.org/10.6017/ihe.2016.87.9511.

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The higher education system in Ethiopia has been undergoing rapid transformation and massive expansion over the last two decades that increases the number of universities and enrolments. However, state funding has been unable to keep pace with the continuously expanding system. Hence, the current expansion has created serious financial pressures. Given the limited public funding and the hugely expanding system, therefore, the move towards increased search for non-governmental sources of revenues has become among the forefront agenda in Ethiopian higher education system.

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Gondo, Tendayi, and Gift Dafuleya. "Technical Vocational Education and Training for Micro-Enterprise Development in Ethiopia." Industry and Higher Education 24, no. 5 (2010): 381–92. http://dx.doi.org/10.5367/ihe.2010.0003.

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Technical vocational education and training (TVET) programmes have recently received increased attention as an area of priority for stimulating growth in developed and developing countries. This paper considers the situation in Ethiopia where the promotion of micro and small-sized enterprises (MSEs) has been central to the development and expansion of TVET centres throughout the country. The extent to which efforts relating to TVET made by Ethiopian policy makers, higher education institutions and MSEs have enhanced the development of the micro-enterprise sector is considered, using empirical

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Takele, Kasahun, Temesgen Zewotir, and Denise Uwamariya. "Quantile Regression for Identifying the Determinants of Child Malnutrition in Ethiopia." African Journal of Applied Statistics 7, no. 1 (2020): 755–76. http://dx.doi.org/10.16929/ajas/2020.755.241.

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Child malnutrition is serious health, socioeconomic and demographic problems in Ethiopia. The objective of this study was to investigate the determinants for childhood malnutrition in Ethiopia. We used the 2016 Ethiopian Demographic and Health Survey data. Quantile regression model with particular emphasis on the 10th , 25th, 50th, 75th and 90th percentiles were used to identify the risk factors of malnutrition at a more comprehensive spectrum. The results show that the child's age, sex, preceding birth interval, birth order, breast feeding, mother's body mass index, use of internet mother's e

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Young, John. "Along Ethiopia's western frontier: Gambella and Benishangul in transition." Journal of Modern African Studies 37, no. 2 (1999): 321–46. http://dx.doi.org/10.1017/s0022278x9900302x.

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The lowland Ethiopian regions of Gambella and Benishangul, bordering Sudan, form a classic frontier zone. ‘Modern’ politics dates from the 1974 Ethiopian revolution, and has been shaped by developments on either side of the frontier, as well as by the complex relations among indigenous peoples, and between them and immigrants and officials from highland areas of Ethiopia. The implementation of the post-1991 Ethiopian government's programme of ethnic regionalism has intensified local rivalries, and regional governments remain weak, being highly dependent on professionals from highland Ethiopia.

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Boothe, Ken, and Roland W. Walker. "Mother Tongue Education in Ethiopia." Language Problems and Language Planning 21, no. 1 (1997): 1–19. http://dx.doi.org/10.1075/lplp.21.1.01boo.

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RESUMEN Educación en lengua materna en Etiopia: De una política a la implementación A pesar de los limitados recursos financieros y humanos, Etiopia esta avanzando rápidamente en la implementación de una política de educación en lengua materna para todos sus ciudadanos en un corto periodo de tiempo. Este artículo es el reporte de un observador participe de los tres primeros años de un ambicioso programa de educación en lengua materna, enfocado en el proceso de creación de materiales en lenguaje materno y en la efectividad del programa. Por décadas las minorías étnicas etíopes fueron dominadas

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Ali, Teshager, and Aweke Shishigu. "Implications of Ubuntu/Synergy for the Education System of Ethiopia." Education Research International 2020 (November 6, 2020): 1–11. http://dx.doi.org/10.1155/2020/8838077.

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In most sub-Saharan African states, education was carried out by missionaries, which resulted in the incursion of foreign language and/or culture. As one of the sub-Saharan countries, Ethiopia has faced the same scenario apart from the changes accrued during regime changes. In line with these changes, the education philosophy, education policy, and its accompanying epistemology have shown marked changes. However, all of them fail to encompass the sociocultural facets of the country. As a result, the quality of education at all levels of the system has been a point of discussion for the last se

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Setel, Philip. "Power, "Text," and the Representation of Historical Consciousness in the Autobiography of Assefa Woldegebriel." Journal of Narrative and Life History 4, no. 3 (1994): 193–213. http://dx.doi.org/10.1075/jnlh.4.3.02pow.

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Abstract This autobiography of Assefa Woldegebriel, an Ethiopian intellectual who experienced the upheaval of the 1970s, considers how analysis and description of presentations of self can be reconciled with more standard historical texts. Autobiographical narrative is used here to pose questions about representation in historical accounts, the representation of historical consciousness, and the analytical categories that are applied to informants. In standard uses of this material, there are several tacit assumptions made about the structure of the subject. These assumptions involve the appli

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Kassaye, Nigusie Wolde Michae, and Yu N. Buzykina. "The Ethiopian Orthodox Church and its role in the State before 1974." Russian Journal of Church History 2, no. 3 (2021): 5–22. http://dx.doi.org/10.15829/2686-973x-2021-60.

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The aim of the study is to consider the role and place of the Ethiopian Orthodox Christian Church in preserving the ancient traditions and culture of the peoples of Ethiopia. The history of the Ethiopian Orthodox Church is closely related to that of the Alexandrian Orthodox Church, but for a significant part of its history it fought for autocephaly, which was achieved only under Emperor Haile Selassie I. The most important function of the Church in Ethiopia was education and spread of literacy, the preservation and transfer of knowledge in the field of religion and public administration. The o

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Woldeyes, Melese Mekasha. "The Significance of Quality Higher Education for Sustainable Growth and Development in Africa: The Case of Ethiopia Context." Education, Society and Human Studies 1, no. 1 (2020): p32. http://dx.doi.org/10.22158/eshs.v1n1p32.

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This paper examines the role of quality higher education for sustainable growth and development for African countries including Ethiopia. In providing access to quality higher education in Africa, using the Ethiopian context as a case study. It draws on Higher Education for Sustainable Development (HEfSD) is being significantly shaped by the global sustainability agenda, and it further explores the potential of higher education program delivery system in an Ethiopian context. In addition, the study explores the policy of the conventional higher education. Two instruments were used to gather re

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Diress, Gedefaw, and Getinet Wondim. "Risky Alcohol Drinking Pattern and Its Association with Educational Attainment and Wealth Index among Adult Men Population in Ethiopia: Further Analysis of 2016 Ethiopian Demographic Health Survey." Journal of Addiction 2021 (April 14, 2021): 1–7. http://dx.doi.org/10.1155/2021/6646085.

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Risky alcohol drinking is one of the major public health problems and an important health risk factor for premature death and disability worldwide. Identifying the determinants of risky alcohol drinking patterns is crucial for developing and improving intervention on drinking behavior. In Ethiopia, the role of educational attainment and affluence in reducing risky alcohol drinking patterns among men remains unclear. Therefore, this study aimed to assess the association of educational status and affluence with risky alcohol drinking patterns using national representative data in Ethiopia. Secon

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Bareke, Misganu Legesse, Birhanu Haile Agezew, Negash Haile Dedho, et al. "Determinants of Human Capital Development in Ethiopia: Implications to Education Policy." Education Research International 2021 (October 21, 2021): 1–10. http://dx.doi.org/10.1155/2021/6619674.

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The role of human capital development in the era of globalization, knowledge-based economy, and technological development cannot be underestimated. This is mainly attached to the creative and adaptive capacity of human capital (HC) in bringing multidimensional changes and developments for the individual, organization, and the country at large. However, the scenario of HC in Sub-Saharan Africa and specifically in Ethiopia remains the lowest compared to the world standard. With this premise, this study is meant to analyze the macroeconomic determinants of HC development in Ethiopia using the Aut

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Mengistu, Alemu A. "Socioeconomic and Demographic Factors Influencing Women’s Attitude Toward Wife Beating in Ethiopia." Journal of Interpersonal Violence 34, no. 15 (2019): 3290–316. http://dx.doi.org/10.1177/0886260519842179.

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This study used data from the Ethiopian Demographic and Health Survey (EDHS) for a total of 42,054 women (15-49 years) from Ethiopia’s 11 geographic/administrative regions using a stratified, two-stage cluster sample design to reflect the country’s huge geographical, cultural, ethnic, and linguistic diversity. The study first identified the major socioeconomic and demographic factors influencing women’s attitude toward wife beating in Ethiopia, and then provided some suggestions on what types of interventions are required to address the problems. Toward this effect, female participants were as

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Merdekios, Behailu, Myrthe Pareyn, Dagimawie Tadesse, et al. "Detection of Cutaneous Leishmaniasis Foci in South Ethiopia." American Journal of Tropical Medicine and Hygiene 105, no. 1 (2021): 156–58. http://dx.doi.org/10.4269/ajtmh.20-0708.

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Abstract.Cutaneous leishmaniasis (CL) is a major public health problem in Ethiopia. The disease is endemic in Ochollo, a village in southern Ethiopia, but there are no reports of CL in the wider area, although it is ecologically very similar. We conducted a rapid assessment survey in the South Ethiopian Rift Valley and found 100 parasitologically confirmed CL cases in 38 villages not reported endemic for CL. Approximately half of the cases were children (57%), and most lesions occurred on the face (78%) and were older than 6 months (77%). Only 2% of the people was aware of the mode of transmis

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Woldeamanuel, Berhanu Teshome. "Socioeconomic, Demographic, and Environmental Determinants of Under-5 Mortality in Ethiopia: Evidence from Ethiopian Demographic and Health Survey, 2016." Child Development Research 2019 (May 12, 2019): 1–15. http://dx.doi.org/10.1155/2019/1073782.

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Background. Though Ethiopia has made impressive progress in reducing child mortality in the past two decades, the reduction of under-five mortalities is a major concern for the Sustainable Development Goals (SDGs) introduced in 2016 targeted to reduce under-5 mortality rate below 25 deaths of under-5 per 1,000 live births by 2030. This study aims to assess the risk factors attributed to under-five mortalities in Ethiopia region based on Ethiopian Demographic Health Survey 2016 dataset. Methods. The study was a secondary analysis of 2016, Ethiopian Demographic Health Survey and the information

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Alvi, Eskander, and Seife Dendir. "Wage returns to education in Ethiopia." Oxford Development Studies 48, no. 1 (2019): 70–84. http://dx.doi.org/10.1080/13600818.2019.1672145.

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Inquai, S. "Distance education in Ethiopia — a rejoinder." Distance Education 13, no. 2 (1992): 288–91. http://dx.doi.org/10.1080/0158791920130208.

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Sisaye, Seleshi. "Education and rural development in Ethiopia." Agricultural Administration 20, no. 4 (1985): 237–55. http://dx.doi.org/10.1016/0309-586x(85)90015-9.

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Woldeyes, Melese Mekasha. "The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia." Communication, Society and Media 2, no. 2 (2019): p67. http://dx.doi.org/10.22158/csm.v2n2p67.

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This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant

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Wondim, Yetimwork Anteneh. "Recognition and Protection of Women's Rights and Gender in FDRE Constitution and Other Laws of Ethiopia." International Journal of Political Activism and Engagement 7, no. 2 (2020): 32–46. http://dx.doi.org/10.4018/ijpae.2020040103.

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Irrespective of their contribution, women in Ethiopia have been facing issues like violence, gender-based discrimination, access to education and training, lack of basic human rights protection, and others. Girls' enrollment in education at all levels is much lower than boys. Female education is hampered mainly by the sexual division of labor, which confines girls to household activities. In addition, women have been suffering from gender-based violence under the guise of tradition and culture but condoned by society. In response to these problems, the Government of Ethiopia adopted relevant i

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Woldegiyorgis, Ayenachew Aseffa. "Transnational Diaspora Engagements in HIgher Education:." International Journal of African Higher Education 8, no. 2 (2021): 43–64. http://dx.doi.org/10.6017/ijahe.v8i2.13475.

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The literature on diaspora engagement in higher education focuses on broadenvironmental, policy, and institutional issues as critical determinants ofthe scope and efficiency of engagement. Using data from interviews with 16Ethiopian diaspora academics in the United States, this article undertakesa micro-examination of factors in their personal spaces and immediateenvironment that influence such engagement. Using a phenomenologicalapproach, it examines how professional, personal, familial and otherindividual attributes shape the trajectories of diaspora engagement. Itdemonstrates how nuances in

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Ahmed, Arif, and Mohammad S. Zahangir. "The Impact of Education and Residence on Current Use of Contraception in Ethiopian Women." Global Journal of Health Science 11, no. 9 (2019): 182. http://dx.doi.org/10.5539/gjhs.v11n9p182.

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BACKGROUND: Maternal and infant mortality is high in Ethiopia. An underlying cause of maternal and infant mortality is unintended pregnancy, which is inversely associated with contraceptive use. Hence, the use of contraception can necessarily be increased to reduce the mortality rate of mother and infant.  OBJECTIVES: This study aims to examine the effect of educational attainment and place of residence on contraceptive use among Ethiopian women of childbearing ages.  METHODS: Data are obtained from the 2016 Ethiopian Demographic and Health Survey (EDHS) and total 10 22

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Chikako, Teshita Uke, Abdul-Aziz Seidu, John Elvis Hagan, and Bright Opoku Ahinkorah. "Complex Multilevel Modelling of the Individual, Household and Regional Level Variability in Predictors of Undernutrition among Children Aged 6–59 Months in Ethiopia." Nutrients 13, no. 9 (2021): 3018. http://dx.doi.org/10.3390/nu13093018.

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Worldwide, ten and a half million children under five die every year, with 98% of these deaths in low- and middle-income countries, including Ethiopia. Undernutrition is a serious public health problem in Ethiopia and children are the most affected segments of the population. This study, therefore, sought to investigate the socio-economic, demographic, health and environmental factors associated with undernutrition among children aged 6–59 months in Ethiopia. Data were obtained from the 2016 Ethiopian Demographic and Health Survey. In this study, anthropometric data (height and weight) and oth

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L.M. Mudde, Huub, Meine Pieter van Dijk, Dugassa Tessema Gerba, and Alemfrie Derese Chekole. "Entrepreneurial change in government-led development: Ethiopian universities." Higher Education, Skills and Work-Based Learning 9, no. 3 (2019): 387–402. http://dx.doi.org/10.1108/heswbl-07-2018-0073.

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Purpose The purpose of this paper is answer the research question to what extent Ethiopian universities can be considered to be entrepreneurial and explains possible differences among these universities. Design/methodology/approach The paper is inspired by a mixed methods study at nine universities in Ethiopia applying the entrepreneurial university framework of the European Commission/OECD: a content analysis of university policy and educational documents, a structured survey with 203 respondents, in particular staff and students, and in-depth interviews and focus group discussions with 223 p

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Hough, J. R. "Educational Development in Ethiopia." Compare: A Journal of Comparative and International Education 17, no. 2 (1987): 157–66. http://dx.doi.org/10.1080/0305792870170205.

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Amado, Addise, Aklilu Dalelo, Maik Adomßent, and Daniel Fischer. "Engaging teacher educators with the sustainability agenda." International Journal of Sustainability in Higher Education 18, no. 5 (2017): 715–37. http://dx.doi.org/10.1108/ijshe-02-2016-0029.

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Purpose There is broad consensus that the implementation of education for sustainable development (ESD) requires the consideration of geographical and cultural contexts. Despite such an agreement at a theoretical level, there is so far an apparent lack of practical experiences and solid research on approaches that effectively manage to engage professional educators in higher education with ESD in the context of a developing country from the Global South. This paper aims to address this gap and present a case study from a pilot professional development program (PDP) that sought to implement and

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Willis, Mary S., and Shimelis Beyene. "It Takes a Village: Creating a Short-Term Study Abroad in Ethiopia." Practicing Anthropology 40, no. 1 (2018): 63–68. http://dx.doi.org/10.17730/0888-4552.40.1.63.

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A USDA “International Science and Education” grant allowed the University of Nebraska Lincoln to develop a curriculum-based, short-term study abroad focused on food security, health, and nutrition in two highly diverse, agro-ecological zones of Ethiopia. Incorporating best practices for creating a rigorous academic experience, we employed a “learn on the job” approach to implement the five-week program using an anthropological lens. We share the design, experiences, and student outcomes of our Ethiopian education abroad, describing the “who, what, and where” of our recently-established program

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Kuse, Kenenisa Abdisa, Teshita Uke Chikako, John Elvis Hagan, Abdul-Aziz Seidu, and Bright Opoku Ahinkorah. "Assessing Individual- and Community-Level Variability in Predictors of Neonatal, Infant, and Under-Five Child Mortality in Ethiopia Using a Multilevel Modeling Approach." Children 9, no. 7 (2022): 1071. http://dx.doi.org/10.3390/children9071071.

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Background: In low-and middle-income countries, child mortality rates are basic indicators of a country’s socio-economic situation and quality of life. The Ethiopian government is currently working to reduce child mortality to accomplish its long-term development goals. Using data from the Ethiopian Mini Demographic and Health Survey, 2019, this study analyzed the determinants of child mortality in Ethiopia. Methods: A total of 4806 children were considered in the final analyses. Multivariate analysis was used to estimate the effects of the predictors simultaneously on each child mortality out

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Tekola, Bethlehem, Fikirte Girma, Mersha Kinfe, et al. "Adapting and pre-testing the World Health Organization’s Caregiver Skills Training programme for autism and other developmental disorders in a very low-resource setting: Findings from Ethiopia." Autism 24, no. 1 (2019): 51–63. http://dx.doi.org/10.1177/1362361319848532.

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The World Health Organization’s Caregiver Skills Training programme for children with developmental disorders or delays teaches caregivers strategies to help them support their child’s development. Ethiopia has a severe lack of services for children with developmental disorders or delays. This study explored the perspectives of Ethiopian caregivers, professionals and other stakeholders to inform adaptation and implementation of the World Health Organization’s Caregiver Skills Training in Ethiopia. Data collection included (1) a consultation and review, comprising stakeholder meetings, review o

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Habte, Bedilu. "E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology." International Journal of Engineering Pedagogy (iJEP) 3, no. 2 (2013): 9. http://dx.doi.org/10.3991/ijep.v3i2.2385.

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In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the less

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Stebek, Elias N. "Legal Education Reform Pursuits in Ethiopia: Attainments and Challenges (2006-2019)." Mizan Law Review 13, no. 2 (2019): 233–83. http://dx.doi.org/10.4314/mlr.v13i2.2.

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This article examines attainments and challenges in the pursuits of legal education reform launched in 2006. Achievements and challenges in LL.B programmes are examined based on the standards of the legal education reform programme relating to admission of students to law schools, staff profile, standards of reform relating to curriculum, course delivery, assessment, law school autonomy, research, publications, quality assessment and the requisite resources thereof. There are commendable achievements such as raising the duration of legal education from four to five years, the introduction of L

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Kim, Janice H., Mesele Araya, Belay Hagos Hailu, Pauline M. Rose, and Tassew Woldehanna. "The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers." Early Childhood Education Journal 49, no. 5 (2021): 855–67. http://dx.doi.org/10.1007/s10643-021-01214-0.

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AbstractRecent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early childhood education (ECE). To address this gap, we identify the extent to which parents and caregivers with pre-primary school-aged children were engaged in their children’s learning during school closures in Ethiopia. Our focus on Ethiopia is of particular relevance given that ECE provision has expanded dramatically in recent years, aimed at ensuring children are prepared for primary school. Using data collected through a phone

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Tekleselassie, Abebayehu Aemero, and Virginia Roach. "Leveraging Women’s Leadership Talent to Promote a Social Justice Agenda in Ethiopian Schools." Teachers College Record: The Voice of Scholarship in Education 123, no. 8 (2021): 176–201. http://dx.doi.org/10.1177/01614681211048656.

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Background: Research that identifies and celebrates the positive attributes of women educational leaders advancing a social justice agenda in traditionally male-dominated, Sub-Saharan African (SSA) societies is sparse. Studying female educational leadership in SSA conceptually brings to the fore issues associated with the intersectionality of gender, leadership, pervasive abject poverty, and cultural mores from a critical theory lens that runs counter to the White, western, male conceptions of leadership underlying much of the existing literature in the field. Purpose: With a focus on Ethiopia

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Mulugeta, Solomon Sisay, Shewayiref Geremew Gebremichael, Setegn Muche Fenta, and Berhanu Engidaw Getahun. "Geographical variation and determinants of women unemployment status in Ethiopia; A multilevel and spatial analysis from 2016 Ethiopia Demographic and Health Survey data." PLOS ONE 17, no. 7 (2022): e0270989. http://dx.doi.org/10.1371/journal.pone.0270989.

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Background Unemployment is a major problem in both developed and developing countries. In Ethiopia, women unemployment is particularly high, and this makes it a grave socio-economic concern. The aim of this study is to assess the spatial distribution and identify the determinant factors of women unemployment in Ethiopia. Methods The data used for the study is the Ethiopian Demographic and Health Surveys of 2016. A total of 15683 women are involved in the study. Global Moran’s I statistic and Poisson-based purely spatial scan statistics are employed to explore spatial patterns and detect spatia

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