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Journal articles on the topic 'Ethiopians in the education system'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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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Ishihara, Minako. "Contextualising Books among the Muslim Oromo in Southwestern Ethiopia: Prospects for Future Research." African Research & Documentation 135 (2019): 117–31. http://dx.doi.org/10.1017/s0305862x00023931.

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There is a general understanding that Ethiopia runs counter to other African countries, where basically books were introduced by the Europeans to ‘civilise’ the ‘illiterate’ people during the colonial period. This colonialist point of view is problematic for it obliterates the pre-existence of notable centers of Islamic learning located in the continent, for example Timbuktu and Harar. Moreover, Ethiopians, even before the introduction of Christianity, were already equipped with a writing system of their own for more than 3,000 years (Ayele, 1997), and books were not new when Europeans set foo

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Ishihara, Minako. "Contextualising Books among the Muslim Oromo in Southwestern Ethiopia: Prospects for Future Research." African Research & Documentation 135 (2019): 117–31. http://dx.doi.org/10.1017/s0305862x00023931.

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There is a general understanding that Ethiopia runs counter to other African countries, where basically books were introduced by the Europeans to ‘civilise’ the ‘illiterate’ people during the colonial period. This colonialist point of view is problematic for it obliterates the pre-existence of notable centers of Islamic learning located in the continent, for example Timbuktu and Harar. Moreover, Ethiopians, even before the introduction of Christianity, were already equipped with a writing system of their own for more than 3,000 years (Ayele, 1997), and books were not new when Europeans set foo

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Eti, Gilad, and Patkin Dorit. "Positions on and Attitudes towards Mathematics of Ethiopian Female-teachers and Female-students." British Journal of Education, Society & Behavioural Science 20, no. 4 (2017): 1–10. https://doi.org/10.9734/BJESBS/2017/33014.

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This research explores the positions on and attitudes towards mathematics held by teachers [hereafter – "teachers"] and Ethiopian female students [hereafter – "students"]. Israel is one of the largest immigration states around the globe. A successful immigration absorption is possible only when the new immigrants acquire the education and culture of their country of destination. Nevertheless, during the process of teaching, one cannot disregard the cultural context of the immigrants' country of origin. The research population consists of 28 teachers and students. This research is conducted acc

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Yohannes Tesfaye, Kidist, and Gebrie Tsegaye Mersha. "The Need for a Comprehensive Teacher Education Policy in Ethiopia: A Policy Brief." Kotebe Journal of Education 2, no. 2 (2024): 76–83. https://doi.org/10.61489/30053447.2(2).76.

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Ethiopia’s teacher education system has faced significant challenges over the years, including teachers' recruitment, development, career pathways, retention, and the misalignment between teacher training programs and the realities of classroom teaching. This policy brief addresses the critical need for reform in teacher education in Ethiopia, emphasizing its integral role in enhancing the overall quality of education across the nation. Despite acknowledging the importance of quality teaching in the 2023 Education and Training Policy, it fails to provide comprehensive guidelines for the recrui

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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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Devall-Martin, Lisa, and Sharlene McHolm. "Building Bridges Between Policy and Praxis: A Comparative Environmental and Policy Scan of Inclusive Education in Ethiopia and Canada." Exceptionality Education International 34, no. 1 (2024): 131–51. http://dx.doi.org/10.5206/eei.v34i1.16799.

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This article provides a pioneering glimpse into the environmental and policy realities of inclusive education in Ethiopia’s and Canada’s educational systems. As co-signatories to multiple international commitments toward inclusive education development and implementation, including the Salamanca Statement (United Nations Educational, Scientific and Cultural Organization & Spain Ministry of Education and Science, 1994), Canada and Ethiopia have demonstrated strong policy pathways that support these international goals; however, several obstacles have hindered compliance and results. These o

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Ali Mohammed, Awol. "De-ethnicizing Ethiopian higher education leadership: the quest for merit-based governance." F1000Research 13 (November 13, 2024): 1359. http://dx.doi.org/10.12688/f1000research.157295.1.

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Background This study examines the growing trend of ethnicized leadership in Ethiopian higher education institutions and advocates for a shift toward merit-based governance to improve institutional integrity and performance. Since 1991, with the introduction of ethnic federalism, leadership appointments in Ethiopian universities have increasingly been based on ethnic identity rather than qualifications. This has led to governance challenges, weakened academic standards, and reduced institutional efficiency. The study highlights the need for governance reforms prioritizing meritocracy to enhanc

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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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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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Tamrat, Wondwosen, and Damtew Teferra. "Internationalization of Ethiopian Higher Education Institutions: Manifestations of a Nascent System." Journal of Studies in International Education 22, no. 5 (2018): 434–53. http://dx.doi.org/10.1177/1028315318786425.

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The changing landscape of higher education over the past few decades has increasingly brought internationalization to the fore as one major manifestation of the educational systems of both developed and developing countries alike. As part of this global trend, the Ethiopian higher education sector has, in the past decade, begun to exhibit some of the emerging trends of internationalization despite the paucity of data that portray the phenomenon in an organized manner. This study was conducted to address the prevailing deficiencies with particular focus on identifying the dominant manifestation

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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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Kufi, Endalew. "The Backyard of Modern Education and Training in Ethiopia: Reflection on Socio-Political and Professional Landslides in Policies and Practices." Higher Education Research 9, no. 6 (2024): 186–94. https://doi.org/10.11648/j.her.20240906.16.

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Education, as an instrument of change, needs to be means for economic, social and political progresses at national and international levels. In attempting to use education for social advancement, countries face a lot of challenges both at policy and practice levels. Ethiopian modern education and the consequent social progresses seem to have faced overriding challenges in policy and practice, since internal ideological stringency and external pressure for modernization have risen to give a triggering shape to the education system in curricular and instructional undertakings. This review focuse

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Asgedom, Amare, Tassew Woldehanna, Belay Hagos Hailu, and Louise Yorke. "Education System Coherence in Ethiopia: The Case of GEQIP-E Implementation." Ethiopian Journal of Education 44, no. 2 (2025): 131–68. https://doi.org/10.63990/eje.v44i2.10981.

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This research was intended to explore the extent to which the Ethiopian education system was coherent for learning outcomes by taking the case of a large-scale education reform, GEQIP-E. A qualitative research method was applied with data collected from key stakeholders of GEQIP-E and Ethiopian education. The data was part of the Ethiopian national education diagnosis carried out by the RISE Ethiopian Country Research Team[1]. The set of key stakeholders involves the Ministry of Education, the World Bank, other donors, Regional Education Bureaus, Woreda Education Offices and one City Administr

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Mengistie, Tilahun Adamu. "Impacts of COVID-19 on Ethiopia’s Education System." Science Insights Education Frontiers 6, no. 1 (2020): 569–78. http://dx.doi.org/10.15354/sief.20.or011.

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Tena, Berhanemeskel, and Fisseha Motuma. "Policy reforms and unresolved educational challenges in Ethiopia: Implications for the University of Education." Bahir Dar Journal of Education 24, no. 1 (2024): 147–67. http://dx.doi.org/10.4314/bdje.v24i1.10.

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The purpose of this study was to examine the education reform initiatives and ongoing educational challenges in Ethiopia, with a focus on the role of the country's university of education in addressing these challenges. Using a qualitative research approach, the study examined reform documents, research findings, and personal experiences as its primary sources of data. Additionally, semi-structured interviews were conducted with 12 senior university instructors who were selected purposively. The results of the study revealed that Ethiopia's education system has undergone multiple reform initia

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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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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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Seyoum, Yilfashewa. "Students Perceptions on Distance Education in Ethiopian Higher Education." International Journal of Online Pedagogy and Course Design 2, no. 4 (2012): 32–48. http://dx.doi.org/10.4018/ijopcd.2012100103.

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The study explores students’ perceptions in open and distance education at Haramaya University. A total of 120 students (90 male and 30 female) represent the study sample. Data were collected from the audience through a questionnaire which consisted of open ended items with a reliability of a equal to 0.96. The collected data were analyzed using t-test, ANOVA (One-way &Two-way) and the Pearson Product Moment Correlation(r). The results disclosed a considerable proportion of students’ have the perceptions that the quality of distance education system in general and the distance teacher trai

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Mengstie, Missaye. "Equity of access to educational satellite television programs for secondary school students." Contemporary Educational Researches Journal 14, no. 3 (2024): 133–41. http://dx.doi.org/10.18844/cerj.v14i3.9468.

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The education system in most countries has been challenged by the coronavirus pandemic and is struggling against the socio-economic and political impacts of the pandemic. To mitigate the educational impacts of the pandemic, the Ministry of Education Center for Educational Information & Communication Technology of Ethiopia has started transmission of some selected subjects to secondary school students through Television. This study aimed to analyze the distribution of the educational satellite television program for secondary school students in Ethiopia. Data were taken from the Poverty and

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Mulugeta, Tewodros, Teshome Kondale, Gebrie Tsegaye Mersha, et al. "Strengthening School Inspection Systems to Improve Education Quality in Ethiopia." Kotebe Journal of Education SP, no. 1 (2025): 13–19. https://doi.org/10.61489/30053447.pb(1).13.

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Education is a cornerstone of national economic and social development. For education to drive meaningful change, citizens must access quality education that fosters critical thinking and innovation. One of the key mechanisms to ensure educational quality is school inspection, which monitors teaching and learning processes, ensures accountability, and upholds standards. However, research shows that Ethiopia’s education system faces persistent quality challenges, reflected in poor literacy, numeracy, and low national exam pass rates (MoE, 2022; World Bank, 2022). School inspection plays a vital

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Gidi, Mihretu Shanko, Kenenisa Lemi Debela, and Chalchissa Amentie Kero. "Dynamics of Workforce Diversity in Ethiopian Higher Education Institutions." Journal of Law and Sustainable Development 11, no. 11 (2023): e1506. http://dx.doi.org/10.55908/sdgs.v11i11.1506.

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Purpose: The main purpose of this study is to understand the dynamics of diversity in higher educational institutions in Ethiopia particularly the dynamics in terms of gender, marital status, age, religious and educational status. The study also emphasized on main diversity dimensions as: diversity climate, organizational justice, identity, values, schema and communication practices in higher educational institutions. Theoretical Framework: This study which deals with the dynamics of diversity in higher educational institutions in Ethiopia is based on the taxonomy of work place diversity used

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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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Mengesha, Tedros Sium, and Mussie T. Tessema. "Eritrean Education System: A critical Analysis and Future Research Directions." International Journal of Education 11, no. 1 (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

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Abbagidi, Fadil J., and Mulugeta Tsegai. "Language Policy in Ethiopian Education System: Competing Assumptions and Practices." Universal Journal of Educational Research 12, no. 2 (2024): 35–48. http://dx.doi.org/10.13189/ujer.2024.120202.

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Van Deuren, Rita, Tsegazeab Kahsu, Seid Mohammed, and Wondimu Woldie. "Ethiopian new public universities." Quality Assurance in Education 24, no. 2 (2016): 158–72. http://dx.doi.org/10.1108/qae-12-2014-0054.

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Purpose – This paper aims to analyze and illustrate achievements and challenges of Ethiopian higher education, both at the system level and at the level of new public universities. Design/methodology/approach – Achievements and challenges at the system level are based on literature review and secondary data. Illustrative case studies are based on university data and interviews with university representatives. Findings – The Ethiopian higher education system has increased its enrollments substantially. The construction of 13 new universities that started enrolling students around 2007 contribut

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Hagos, Yonas, and Solomon Negash. "adoption of e-learning systems in low income countries." International Journal for Innovation Education and Research 2, no. 10 (2014): 79–84. http://dx.doi.org/10.31686/ijier.vol2.iss10.249.

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This paper presents the Technology Acceptance Model (TAM) to examine the adoption of e-learning system in low-income countries, the case of Ethiopia. The research uses a quantitative research approach to examine Ethiopian tertiary level distance students’ determinant factors for the acceptance of e-learning systems. A questionnaire-based survey was conducted to collect data from 255 undergraduate distance learners in a higher education institute in Ethiopia. The data were analyzed using the Structural Equation Modeling (SEM) (Hair et al, 2005) technique to examine the causal model. The results

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Abeje Berhanu. "5 - The Social Sciences at the Crossroads: Challenges and Opportunities at Addis Ababa University." Journal of Higher Education in Africa 12, no. 1 (2014): 93–110. http://dx.doi.org/10.57054/jhea.v12i1.1539.

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The social sciences are at the crossroads in Ethiopia. This is because go- vernment’s overt policy favours the scientific and engineering disciplines and this translates to allocating more money to them. This could lead to acute shortage of research funding for MA and PhD programmes in the social sciences and lack of investment in infrastructure, resulting in shortage of office space for staff and shortage of classrooms and offices for PhD students. In the long run, this could lead to much lower support for staff development with fewer and fewer students choosing social science fields. But the

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Wariyo, L. Geleto. "Higher Education Quality Assessment in Ethiopia: A Comparative Study." Multidisciplinary Journal for Education, Social and Technological Sciences 7, no. 1 (2020): 1. http://dx.doi.org/10.4995/muse.2020.10512.

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<p>The major objective of this study was analyzing the Ethiopian Higher Education quality assessment model in line with another world. The total 46 key informants were purposively selected from the data sources of this study (Ethiopian public HEIs and the Ministry of Education) and interviewed. Document analysis was another instrument. Using descriptive qualitative research design, data were analyzed in themes qualitatively. Literatures describing the higher education quality assessment models were reviewed. The literature on the models of higher education quality assessment generally te

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Mequanint, Birhan. "Ethiopian Higher Education Institutions Impact on the Neighbor MSMEs." Journal of Education, Learning, and Management 1, no. 1 (2024): 22–31. https://doi.org/10.69739/jelm.v1i1.73.

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Education is the best friend, engine for growth and an educated man is respected everywhere in every circumstances. In developing countries like Ethiopia is also crucial for economic development and societal services. This study examines the higher educational resources available in Ethiopian tertiary public institutions. The main obstacles to Micro, Small, and medium Enterprises (MSMEs) surviving include a lack of credit history, inadequate collateral; unsustain government programs, and exorbitant interest rates. Hence scientific research and development support will avoid such constraints. T

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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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Solomon Tadele, Jember,, and Alemayehu, Zelalem Desta. "Key Characterizes of Education Sector Development Program for Quality Improvement of Primary and Secondary Schools in Ethiopia." World Journal of Social Science Research 11, no. 1 (2023): p29. http://dx.doi.org/10.22158/wjssr.v11n1p29.

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The Ethiopian government prioritizes education because it believes it is important for reducing poverty and developing the country. The education system has four levels: pre-primary, primary, secondary, and higher education. Pre-primary education is for children aged 4-6, primary education is for children aged 7-14, secondary education is for children aged 15-18, and higher education is for students of all ages. The preparation process for the Ethiopian Social Development Plan (ESDP) was flexible and adapted to the specific context. This approach was a major factor in the success of the proces

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Yifru Feleke, Mistire, Gemechu Misso, Tamrat Tadesse, and Nigist Abebe. "Incorporating part-time lecturers from practice in the teaching and learning process and up skilling existing academic staff of Ethiopian Universities of Applied Sciences (UASs)." Kotebe Journal of Education SP, no. 1 (2025): 56–60. https://doi.org/10.61489/30053447.pb(1).56.

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Globally, there is a growing agreement on the need to bridge the gap between higher education and industry demands, especially in universities of applied sciences. Although countries have made progress in fostering university-industry linkages, significant gaps remain ineffectively integrating real-world experience into teaching and learning processes. In Ethiopia, these challenges are exacerbated by limited industry involvement in curriculum design, a shortage of practical skill-building opportunities, and underdeveloped frameworks for leveraging part-time industry experts in academia. As a r

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Krivosh, Ludmila. "Ways of integrating education-college graduates from the Ethiopian community in the education system in Israel." Intercultural Education 33, no. 3 (2022): 318–34. http://dx.doi.org/10.1080/14675986.2022.2070417.

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Tareke, Tsehaynew Getaneh, Getachew Tassew Woreta, Girum Tareke Zewude, Stephen Amukune, Tun Zaw Oo, and Krisztián Józsa. "Overview of Ethiopian Public Higher Education: Trends, System, Challenges, and Quality Issues." Education Sciences 14, no. 10 (2024): 1065. http://dx.doi.org/10.3390/educsci14101065.

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Education is a pillar of the socio-economic development of a nation. Higher education (HE) is an engine for national development through producing the required skilled manpower, technology, innovations, research, and training services. The purpose of this study is to highlight the functioning, challenges, and emerging initiatives in public universities in Ethiopia. It employs a narrative review method for the synthesis of the findings. A total of 2004 published articles were searched using Boolean syntax from Scopus, ProQuest, ScienceDirect, and Web of Sciences databases, and 40 articles were

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Egne, Robsan Margo. "Gender Equality in Public Higher Education Institutions of Ethiopia: The Case of Science, Technology, Engineering, and Mathematics." Discourse and Communication for Sustainable Education 5, no. 1 (2014): 3–21. http://dx.doi.org/10.2478/dcse-2014-0001.

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Abstract Ensuring gender equality in higher education system is high on the agenda worldwide particularly in science disciplines. This study explores the problems and prospects of gender equality in public higher education institutions of Ethiopia, especially in science, technology, engineering, and mathematics. Descriptive survey and analytical research methods were used in the study. Subjects of the study consisted of university instructors, higher education institutions gender affairs officers, and female students. Gender-related policy documents were also used as sources of data. Questionn

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Sime, Tariku, and Gara Latchanna. "Education System in Ethiopia and India: Comparative Analysis of Selected Educational Issues." IRA International Journal of Education and Multidisciplinary Studies 11, no. 1 (2018): 1. http://dx.doi.org/10.21013/jems.v11.n1.p1.

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In the era of globalization, nations invest in their education system to be the best so that their children can fit to the order of the day through acquiring and developing the necessary skills, knowledge, values and dispositions. The institutions meant to provide these services: schools, colleges/universities, based on the education policy, play indispensable role to face the challenges of contemporary society especially in the 21st century. The article explored how Ethiopian and Indian education systems are similar and different based on the major unit of analysis viz. historical development

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Bantie, Getasew Mulat, Melaku Tadege, Teshager Zerihun Nigussie, et al. "Regional disparities of full pentavalent vaccine uptake and the determinants in Ethiopia: Mapping and spatial analysis using the EDHS data." PLOS ONE 20, no. 1 (2025): e0312514. https://doi.org/10.1371/journal.pone.0312514.

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Background The full pentavalent (DPT-HepB-Hib) vaccination is the main strategy to prevent five communicable diseases in early childhood, especially in countries with huge communicable disease burdens like Ethiopia. Exploring spatial distributions and determinants of full pentavalent vaccination status in minor ecological areas in Ethiopia is crucial for creating targeted immunization campaigns and monitoring the advancement of accomplishing sustainable development goals. This study aimed to investigate the spatial disparities and determinants of full pentavalent vaccination among 12-23-month-

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Tesfay, Dr Abreha. "Analysis on The Origin, Development and Contribution of Ge’ez Numerals to The Modern Mathematics Education in Ethiopia: Status, Challenges and Future Opportunities." International Journal of Social Sciences and Humanities Invention 10, no. 11 (2023): 8049–59. http://dx.doi.org/10.18535/ijsshi/v10i11.01.

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From the Ethiopian ancient history, it is believed that among the first peoples to inhabit was the Ge’ez speaking agrarians who settled in the Tigrayan highlands (Northern Ethiopia) around 2000BC. The inland Axum Kingdom was founded by Menilik I, a descendent of King Solomon and the Queen of Sheba, after the fall of the Da’amat Kingdom. Associated with the letters in the Ethiopian alphabet starting from ancient times, there are the Ge’ez numerals also called Ethiopic numerals. This study, therefore, purely used qualitative data obtained from interviewees and document analysis. The data obtaine

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Aga, Firdissa Jebessa Aga. "Quest for Transforming Ethiopian Higher Education System (HES): Implications for Public Sector Transformation." Journal of African Development Studies 11, no. 1 (2024): 21–36. http://dx.doi.org/10.56302/jads.v11i1.10291.

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The Higher Education System (HEIs) are demanded, nowadays more than ever before, to be frontiers of public sector transformation by directing their research, teaching, and services to societal needs; and by delivering transformative outcomes. Practically, nonetheless, the Ethiopian HES is currently facing unprecedented challenges, which cannot be abated unless systematic transformation is put in place. The Purpose of the study was, therefore, to investigate the hitherto reform rationales and the causes for some reform failures, and the feasible expeditions for transforming the Ethiopian HES. E

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Tumoro, Desta Temotewos, and Hemal Pandya. "Factors Affecting Tax Compliance in Ethiopia: A Systematic Review." Asian Journal of Economics, Business and Accounting 25, no. 4 (2025): 222–38. https://doi.org/10.9734/ajeba/2025/v25i41744.

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This study examines the factors influencing tax compliance in Ethiopia. Most governments rely heavily on taxes as a crucial and significant means of generating public funds to support their economic development. However, the desired outcome has not been achieved as expected, mostly because taxpayers fail to contribute their equitable portion of taxes. In recent years, Ethiopia has had a positive trend in tax revenue. However, the ratio of tax revenue to GDP has remained low. Ethiopia’s tax revenue-to-GDP ratio has declined annually, from 7.5% in 2018 to 4.5% in 2022, remaining below Africa’s a

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Mehare, Tsegaye, Reta Kassa, Birhanie Mekuriaw, and Tewodros Mengesha. "Assessing Predictors of Academic Performance for NMEI Curriculum-Based Medical Students Found in the Southern Ethiopia." Education Research International 2020 (October 6, 2020): 1–8. http://dx.doi.org/10.1155/2020/8855306.

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Background. In Ethiopia since 2012, the Ethiopian Federal Ministry of Health and Education implemented a new medical education initiative in 13 institutions. Currently, as a nation, very little is known about the predictors of academic performance for new medical education curriculum-based students. Identifying different factors affecting students’ academic performance in the local context so as to enrich the empirical evidence and provide new insights into the effect of variables in developing countries is very important. Thus, the main aim of this study was to assess predictors of academic p

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Mergia, Aemiro Tadesse. "Education of Children and Youth with Disabilities in the Ethiopian School System." International Journal of Scientific and Research Publications (IJSRP) 10, no. 4 (2020): p10079. http://dx.doi.org/10.29322/ijsrp.10.04.2020.p10079.

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Woldetsadik, Messash Kassaye, Habtamu Wondimu, and Dessu Wirtu. "Quest for a Space for Co-curriculum as an Alternative Peace-building Mechanism: Analysis of the Legal Frameworks of the Ethiopian Higher Education System." Ethiopian Journal of Education 43, no. 2 (2023): 63–99. https://doi.org/10.63990/eje.v43i2.9380.

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There are several platforms to build peace within higher education institutions (HEIs). Out of these, co-curricular programs (CoCPs) received considerable attention for obtaining peace-promoting effects. However, it is rare to find literature that analyzes the legal frameworks (proclamations, legislations, and regulations) that enable CoCPs to play a significant role in peace-building. This is also true in the Ethiopian HEIs context. This article attempts to find out whether the legal arrangements leave space for CoCPs so that it could acknowledge their possible contributions to promote peace

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Tilahun, Binyam, Berhanu F. Endehabtu, Kassahun D. Gashu, et al. "Current and Future Needs for Human Resources for Ethiopia’s National Health Information System: Survey and Forecasting Study." JMIR Medical Education 8, no. 2 (2022): e28965. http://dx.doi.org/10.2196/28965.

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Background Strengthening the national health information system is one of Ethiopia’s priority transformation agendas. A well-trained and competent workforce is the essential ingredient to a strong health information system. However, this workforce has neither been quantified nor characterized well, and there is no roadmap of required human resources to enhance the national health information system. Objective We aimed to determine the current state of the health information system workforce and to forecast the human resources needed for the health information system by 2030. Methods We conduct

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Haftom, Gebreziagbher. "Information System Security Framework and Vulnerability Assessment for Ethiopian Higher Educational Institution using ISO/IEC 27001." International Journal of Information Technology 2, no. 12 (2020): 12–18. https://doi.org/10.5281/zenodo.3683432.

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Ethiopian government recognized the importance of ICT for the country’s development and ICT in education is also expected to be a key catalyst for the transformation of education so as to contribute for the economic prosperity in the country. In Fact, Ethiopian Higher Education Institution (EHEI) embrace BPR, and many studies have been done focusing on reengineering and implementing BPR in EHEI’s. However, its focuses was given to the investigation of the progress or effectiveness of BPR implementations at the universities. An Information Security Management System concentrates pol

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Tenaye, Anbes. "New Evidence Using a Dynamic Panel Data Approach: Cereal Supply Response in Smallholder Agriculture in Ethiopia." Economies 8, no. 3 (2020): 61. http://dx.doi.org/10.3390/economies8030061.

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Increasing agricultural production is essential to improving food availability and farm household incomes in developing economies. This study investigated the dynamic supply responses of major cereal crops to price and nonprice factors in Ethiopia using the Ethiopian Rural Household Survey (ERHS) panel dataset from 1994 to 2009. According to the Nerlovian expectation and adjustment approach in conjunction with the system GMM (generalized method of moments) estimator, both the planted areas and produced yields of major crops (teff, wheat, and barley) are influenced by price and nonprice factors

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Adugna Jimma, Asrat. "Exclusion in The Name of Inclusion: The Trial and Error of Inclusive Education in Ethiopia." Berhan International Research Journal of Science and Humanities 3 (February 10, 2020): 15–35. http://dx.doi.org/10.61593/dbu.birjsh.01.01.24.

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This paper was aimed to analyze the trial and error of inclusive education in Ethiopia. It was planned to scrutinize whether the design and implementation of policy and law on inclusive education was supporting students with disabilities to attain ‘effective education’ in the ‘general education system’.The broader assumption was that, the practice of inclusive educationin Ethiopia has been a ‘Trojan horse’ to non-direct exclusion in the name of inclusion. In order to test the above hypothesis, the paper employed a method that was applicable exclusively in legal research which is the black-lett

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Tuli, Fekede, Adula Bekele, Eyueil Abate, et al. "Transforming Initial Teacher Education for 21st Century Classrooms." Kotebe Journal of Education SP, no. 1 (2025): 25–32. https://doi.org/10.61489/30053447.pb(1).25.

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This policy brief addresses the issues facing the Initial Teacher Education (ITE) system in Ethiopia, whose failure to prepare teachers adequately for 21st century classroom realities has drawn increasing concern. The brief highlights the need for a shift away from a theoretically heavy curriculum to one that balances theoretical knowledge with practice focusing on core skills: collaboration, creativity, and digital literacy. It points out the weaknesses of teacher training: not putting enough focus on technology integration and real teaching practices that results in graduates being not suffi

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Hailu, Biniam, Dawit Gezahegn, Mignot Getachew, and Bekele Workie. "Implementing High Quality Internships as Part of Practically-Oriented, Application-Based Degree Programs in Ethiopian Universities of Applied Sciences." Kotebe Journal of Education SP, no. 1 (2025): 33–38. https://doi.org/10.61489/30053447.pb(1).33.

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Following comprehensive pilot projects implemented in Jigjiga University and Kotebe University of Education, critical gaps and opportunities have been identified in the design and implementation of high-quality internships within Ethiopia’s Universities of Applied Sciences (UASs). The project outputs highlight the need to include practically-oriented, application-based internships as an integral part of tertiary education programs, particularly to bridge the theory-practice divide and enhance graduates’ career readiness. The pilots demonstrated the transformative potential of strong university

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