Journal articles on the topic 'High school students – Ethiopia – Addis Ababa'

Both developed and developing countries and economies have become increasingly concerned about the level of financial literacy of their citizens. Previous studies indicate that unlike the case in the industrialized world, the issue of financial literacy is a contemporary issue in the developing world, and it is an understudied field in this context. This study was initiated to survey the level of basic financial literacy among high school students in Addis Ababa, Ethiopia’s capital. Such a study corresponds to global initiatives such as by OECD requesting scholars to show case the level of financial literacy among young people in different countries/contexts. The data collection instrument was a standard questionnaire that measures the level of basic financial literacy of high school teenagers in Ethiopia. The questionnaire is based on the instrument originally developed by Lusardi and Mitchell, (2005); and this study uses the slightly updated version used by Van Rooij, Lusardi and Alessie, (2011) that measures basic financial literacy from angles of numeracy, interest compounding, inflation, time value of money, and money illusion. The study concludes that the level of financial literacy is not fairly good among the high school students. The high school students in the capital are not well versed with the basic financial literacy dimensions/measurements, mainly with the assessments of interest compounding, inflation, time value of money, and money illusion. The worst assessment results are a 90.8% failure in the money illusion question, a 70.9% failure in interest compounding assessment question, and a 62.7% failure in the time value of money assessment question. These are followed by a 58.4% failure in the inflation assessment question and a 31.3% failure in the easiest assessment question of numeracy. By and large, these findings testify that the high school students in Addis Ababa have serious deficiency in basic financial literacy. Policy makers and educators may need to seriously pay attention to this shocking deficiency in the level of basic financial literacy among the high school students and take measures to educate the youth this basic life skill at young age while they are still at school.JEL Classification Code: D14

Shisha smoking is also known as hookah, water pipe, goza, and nargile. Shisha use among the young is increasing globally. Shisha smoke results in a high concentration of carbon monoxide, tar, nicotine, and heavy metals which can be toxic to humans, especially with chronic exposure. This study aims to determine the prevalence and risk factors of shisha smoking among in-school adolescents in Ethiopia. Four regional states in Ethiopia (Oromia, Amhara, Southern Nations, Nationalities, and Peoples’ Region, Tigray) and the capital city (Addis Ababa) were the study areas. A two-stage cluster sampling approach was employed to produce a representative sample. From the sampling frames in the study areas, 36 high schools were selected randomly. A multi-level logistic regression analysis was used to account for cluster-specific random effects, the effect of individuals’, and school-level variables for ever-use of shisha. A total of 3355 secondary school grade 9 and 10 students aged between 13 and 22 years took part in this study. A total of 86 (2.6%) and 20 (0.6%) of the study participants, reported that they had ever smoked or were current smokers of shisha, respectively. Of all study participants, 38.6% perceived shisha as less harmful than cigarettes and 48.5% reported that they do not know which was more harmful to health. Students were more likely to ever use shisha if they had friend/s who smoke shisha (AOR = 16.8, 95% CI: 6.4–44.3), ever smoked cigarettes (AOR = 8.2, 95% CI: 3.4–19.8), ever used khat (AOR = 4.2, 95% CI: 1.9–10.4), ever used marijuana (AOR = 3.9, 95% CI: 1.4–11.1), ever used smokeless tobacco (AOR = 3.1 95% CI: 1.1–8.4), and students had received income from their parents (AOR = 3.1 CI: 1.1–8.8). Prevalence of ever and current use of shisha among high school students is low in Ethiopia compared to many countries in Africa. The majority of adolescents perceived shisha as less harmful to health than cigarette smoking. Health education about the harmful effects of shisha should be delivered to adolescents, along with information on other substances like khat, cigarettes, marijuana, and smokeless tobacco to prevent initiation of substance use.

The purpose of this study is to investigate teachers’ role in curriculum implementation at primary and secondary school of Addis Ababa. Descriptive survey study was carried out at primary and secondary schools.64 department heads and 64 teachers were randomly selected in the schools. Mixed approach of quantitative and qualitative study was employed. A sample of four primary schools and four secondary schools were selected at random from Addis Ababa. Through the use of questionnaire data were collected from members of the curriculum committee and teachers in the respective schools. The findings from the data revealed that the role of teachers in curriculum implementation is ineffective due to various reasons among which shortage of materials and students’ problems are worth noting. Lack of adequate curriculum materials have encountered teachers to bring about the required changes in the behavior of students through the provision of various activities and experiences. On the basis of the finding, it was recommended to combat the problem by providing the means and materials for schools. The school should develop the culture of organizing the efforts of teachers and students to generate fund and promote self-sufficiency in the long run. Further, deep investigation was recommended to screen out the essence of the problem from its root. Keywords: Curriculum implementation, primary school, secondary school, teachers

Purpose Ethiopia is home to a growing population of more than 100 million people. Healthcare in the region functions with a shortage of oncologists. Pharmacists as well as other healthcare providers can assist with expanding patient access to cancer care. A pilot project was proposed to provide education, determine areas to expand pharmacy services in oncology, and recommend interventions at Tikur Anbessa Specialized Hospital and Addis Ababa University. Methods A layered learning practice model comprising of a clinical pharmacist, a post-graduate year two oncology pharmacy resident, and two fourth-year student pharmacists was constructed for the experience. Through collaboration with the College of Pharmacy at Addis Ababa University, an international experience was developed to provide education and advance pharmacy practice at Tikur Anbessa Specialized Hospital. Results Based on findings from a needs assessment, the participants collaborated with key stakeholders to develop practices and procedures for the implementation of high-dose methotrexate and for comprehensive chemotherapy order review. In addition, 17 didactic lectures were provided to nine students enrolled in the Master of Pharmacy in Pharmacy Practice at the College of Pharmacy at Addis Ababa University. Conclusion This experience provided educational and clinical impact using a layered learning practice model, consisting of a clinical pharmacist, pharmacy resident, and pharmacy students in an international setting. There is significant potential for clinical pharmacy to positively impact patient care in the oncology setting in Ethiopia. Future initiatives for advancement include the safe handling of hazardous agents, additional therapeutic drug monitoring, and outpatient oncology pharmacist practice.

Background. Visual impairment and blindness are major public health problems in developing countries where there is no enough health-care service. Objective. To determine the prevalence of visual impairment among school children. Materials and Methods. A school-based cross-sectional study was conducted between 15 June 2015 and 30 November 2015 at Arada subcity primary schools, Addis Ababa, Ethiopia. Two schools were selected randomly, and 378 students were screened from grades 1 to 8 using systematic random sampling method. Snellen chart was used for visual acuity test. Students who had visual acuity of ≤6/12 were further examined by an ophthalmologist to diagnose the reason for low vision. Data was analyzed using SPSS version 20. Results. A total of 378 students were screened, and 192 (50.8%) were females and the remaining 186 (49.2%) were males. The prevalence of visual impairment (VA) of ≤6/12 on either eye was 5.8%, VA < 6/18 on either eye was 1.1%, and VA < 6/18 on the better eye was 0.53%. In this study, color blindness [OR: 19.65, 95% CI (6.01–64.33)] was significantly associated with visual acuity impairment. Conclusion. The prevalence of visual impairment among school children in the study area was 5.8% and school screening is recommended.

Abstract Human beings could be exposed to impacts associated with heavy metals such as lead (Pb) through drinking water. The objective of this study was to evaluate quality of water consumed by kindergarten school children in Addis Ababa city, who are highly susceptible to issues related to heavy metals in water. Through conducting chemical analysis, using microwave plasma atomic emission spectrophotometry (MP-AES), the level of lead (Pb) was measured at 38 selected schools in the city. Drinking water samples were taken from three water supply sub-systems: Akaki, Legedadi, and Gefersa. Results revealed the average Pb concentration in the city was 62.37 μg/L which is significantly higher than the World Health Organization (WHO) recommended threshold value of 10 μg/L. The children's blood lead levels and exposure to Pb were also calculated using the integrated exposure uptake bio-kinetic (IEUBK) model as per USEPA guidelines. Estimated geometric mean blood lead levels (BLLs) for each school ranged from 4.4 to 13.2 μg/dL. On average, the model predicted that 20% of children in the city will have blood lead levels above the WHO recommended 10 μg/dL. The study can be considered as an unprecedented piece of work as it addresses critical issues and methods to mitigate problems caused by high concentration of Pb in water supply distribution infrastructure.

The purpose of this study was to assess the appropriateness of reading passages of Grade Seven English textbook suitability in developing students’ reading comprehension Descriptive research design with both qualitative and quantitative research methods were employed. In the study, 42 Grade Seven students randomly and four English language teachers with comprehensive sampling technique were included. The instruments used to collect data were document analysis, students’ questionnaire, and teachers’ interview. The data gathered through document analyses and students’ questionnaires were analyzed with frequency, percentages and mean; whereas, teachers’ interview data were analyzed through narration. The finding of study showed that, the reading passages of the current Grade Seven English textbook lack interestingness, authenticity and sufficient vocabulary. These deficiencies could hamper the appropriateness of reading passages so that the reading texts could not be adequate to develop the students’ reading skills. Hence, the reading passages should be revised to be appropriate for students’ success in reading.

<p>The purpose of this study was to investigate the role of taekwondo (TKD) training on the subjective well-being (SWB) of adolescents (12-18 years old) in Addis Ababa city. A cross-sectional survey method was used; self-administered questionnaire was the main data collection tool. A total number of 162 adolescents (108 TKD adolescents from four randomly selected TKD clubs and 54 non-TKD adolescents from a randomly selected public high school), participated in the study. The study sought to determine TKD adolescents’ level of SWB as measured by the Personal Wellbeing Index – School Children (PWI-SC). Besides, adolescents in different groups (TKD adolescents in three groups according to rank/belt level and TKD adolescents and non-TKD adolescents) were compared based on their score of PWI-SC. Results of the study showed that: (1) TKD adolescents had high level (mean points) of SWB as measured by the PWI-SC, i.e., 81.95 (95%CI: 79.70 to 84.20); (2) there was no significant difference in SWB among the three groups of TKD adolescents (lower, middle and high level belts) (F_{(2, 81)} = 1.58, <em>p</em> &gt; .05.); and (3) when compared with non-TKD adolescents, TKD adolescents were found to have a significantly higher mean points of SWB, (<em>t</em> = 4.25_(77.97), <em>p</em> &lt; 0.001; <em>d </em>= 0.79). Overall, the results of this study indicated the training of TKD can have a positive contribution to adolescents’ well-being.</p>

Background Although overweight/obesity is becoming a public health issue in low income countries, there is a paucity of evidence concerning overweight/obesity in Ethiopia. The aim of the study was to assess the magnitude of overweight/obesity and associated factors among second cycle primary school children in Kirkos Sub-City, Addis Ababa, Ethiopia. Methods A school based cross-sectional study was conducted among 482 children from May to June, 2019. Data were collected using a questionnaire and checklist. Data were entered using EpiData version 3.1 and exported into SPSS version 22.0. Bivariable and multivariable logistic regression analyses were done to identify factors associated with overweight/obesity. Level of statistical significance was declared at p ≤ 0.05. Results The overall magnitude of overweight/obesity was 21.2%. The magnitude of overweight was 13.7% while obesity was 7.5%. Vehicle availability, being from private school, not having friend(s), preferring sweet foods, eating breakfast irregularly, watching movies/Television while eating and physical inactivity were the factors significantly associated with overweight/obesity among second cycle primary school children. Conclusions The magnitude of overweight/obesity was high in the study area. Therefore, health and education sectors should promote healthy lifestyle to curb child overweight/obesity.

Background. Quality of education plays a crucial role in the social, economic, and political development of a nation. Primary school is a vital stage in developing the personality and consciousness of school children. Objective. The study assessed the Body Mass Index and factors associated with School Absenteeism at selected primary schools in Addis Ababa, 2018. Methods. A comparative cross-sectional study was undertaken on 324 (162 each group) from selected primary schools of Addis Ababa from May 02 to July 30, 2018. All participants and their families provided written informed consent and assent. A systematic random sampling technique was used to select participants, where the list of students was once identified from the selected schools. An independent t-test was undertaken at p value <0.05 as the statistically significant level. And, binary logistics regression was used for the identification of factors statistically associated with school absenteeism, with its respective 95% confidence interval (CI) and p value of <0.05 significant level. Findings. There was a statistically significant difference between feeding and nonfeeding participants on average weight, school absenteeism, and BMI for age, at p < 0.05 . Participants who enrolled in the school feeding program had a higher average weight than nonfeeding participants ( p < 0.05 ). Participants from the feeding group had lower average school absenteeism than their counter participants ( p < 0.05 ). The average BMI for age was significantly higher among feeding participants than nonfeeding participants ( p < 0.05 ). The odds of having school absenteeism were 1.796 times higher among feeding participants than among nonfeeding participants (AOR: 1.796; 95CI:1.061–3.042, p < 0.05 ). The odds of sustaining absenteeism from the school were 2.257 times higher among feeding participants than among nonfeeding participants (AOR: 2.257; 95%CI: 1.291–3.948; p < 0.05 ). Conclusion. A higher number of school absenteeism, average weight, and BMI for age were observed in participants enrolled in the school feeding program than those who did not get enrolled in the feeding program. Large-scale studies were recommended to testify the impacts of school feeding on absenteeism.

Aims: Blindness is a bane to humanity globally, and living with blindness is a challenge to anyone – young or old, educated or uneducated, rich or poor. Many countries have high rates of blindness, and Ethiopia is one. The study aims to explore the level of resilience, the extent of risk, and protective factors operating upon blind adolescents in Addis Ababa. Background: Resilience can significantly impact the quality of life of humans. Risk-taking and protective factors found in one's environment are significant predictors of resilience, valid even for the blind. The study intends to explore the level of resilience, the extent of risk, and protective factors operating upon blind adolescents in Addis Ababa. Objectives: The objectives identified for the study are: • To assess the risk and protective factors operating upon Adolescents With Blindness (AWB) and establishing the pattern with which risk factors and protective resources relate to each other and predict resilience. • To investigate the way the type of onset of blindness and some selected demographic variables relate to resilience among AWB. Methods: Data for the study were collected randomly from 80 blind adolescents using the Connor-Davidson Resilience Scale, Risk Factors Scale Adolescent Form, and Protective Factors Scale-Adolescent Form. The data were analyzed with t-test, one-way ANOVA, and multiple linear regression. Results: Low levels of resilience, presence of higher risk factors and serious lack of protective resources existed among AWB. While risk factors were negatively correlated with resilience, protective factors correlated with resilience positively. The risks and protective resources found in various levels of the environment together accounted for 89.3% of the variance in resilience. Gender, time of onset of blindness, parental education and family income influenced resilience. Conclusion: This study presents an all-inclusive picture of the resilience status of AWB’s, the extent of risk and protective factors currently operating upon them under the present context of Addis Ababa. Adolescents having blindness currently living in Addis Ababa are less resilient. They are faced with umpteen risk factors at home, school, neighborhood, community and societal levels.

Background Choking refers to a blockage of upper airways by food or other objects resulting in interruption of breathing. It is a medical emergency that needs immediate action by anyone near by the victim to save life. Chocking is a major cause of illness and death in the pediatric population under the age of 5 years. Children at this age spent more time in their school and are at high risk during their feeding and playing. Immediate provision of first aid in response to choking by a preschool teacher will help to decrease the risk of developing life-threatening complications, length of hospital stays, the cost of treatment, and death. Methods Institutional-based cross-sectional study design was applied to the study area using pretested, structured, and self-administered questionnaires. The collected data were analyzed using SPSS version 25. Multiple logistic regression analysis was used to identify factors associated with Knowledge, attitude, and practice of kindergarten teachers towards first aid management of choking. Results A total of 224 Kindergarten teachers were involved in the study with a response rate of 95%. Only eighty-three (37%) of them were knowledgeable and 97 (43.3%) have faced a choked child in the school compound. Of these, only 42 (43.2%) had provided first aid to the victim. Most of the respondents 95.1% had a positive attitude towards choking first aid and 57.1% of them agreed that choking needs immediate management. Multiple logistic regression analysis showed that Kindergarten teachers with the previous first aid training were 2.9 times more knowledgeable than those kindergarten teachers without previous first aid training (AOR: 2.902, 95% CI: 1.612, 5.227) Conclusions The level of knowledge and skills for providing first aid for choking children among kindergarten teachers is low. There is a need for urgent intervention to train teachers regarding the provision of first aid for choking children.

Voluntary HIV counselling and testing (VHCT) is one of the key strategies in the prevention of HIV in Ethiopia. However, utilisation of the VHCT services amongst adolescents has been reported as low by previous studies. The purpose of this study was to investigate adolescents’ knowledge and attitudes towards VHCT services amongst adolescents attending high school in Addis Ababa, the capital city of Ethiopia. A cross-sectional school-based design using quantitative methods was employed to attain the objectives of the study. Data collection was done using self-administered structured questionnaires amongst 378 adolescent high school students. Data were analysed using the Statistical Package for Social Sciences (SPSS). The findings revealed that 75.7% of students are aware of the voluntary HIV counselling and testing services; 62.2% use the services and suggested that VHCT services should be located in schools and youth clubs for better access by adolescents. Thirty-two percent of respondents rated themselves at risk of HIV infection and 35.2% were not willing to disclose their HIVpositive status to anybody. The findings of the study clearly indicate a need for a more accessible voluntary HIV counselling and testing services for adolescents.

IntroductionThere are two types of Africa. The first is a place where people and cultures live. The second is the image of Africa that has been invented through colonial knowledge and power. The colonial image of Africa, as the Other of Europe, a land “enveloped in the dark mantle of night” was supported by western states as it justified their colonial practices (Hegel 91). Any evidence that challenged the myth of the Dark Continent was destroyed, removed or ignored. While the looting of African natural resources has been studied, the looting of African knowledges hasn’t received as much attention, partly based on the assumption that Africans did not produce knowledge that could be stolen. This article invalidates this myth by examining the legacy of Ethiopia’s indigenous Ge’ez literature, and its looting and abduction by powerful western agents. The article argues that this has resulted in epistemic violence, where students of the Ethiopian indigenous education system do not have access to their books, while European orientalists use them to interpret Ethiopian history and philosophy using a foreign lens. The analysis is based on interviews with teachers and students of ten Ge’ez schools in Ethiopia, and trips to the Ethiopian manuscript collections in The British Library, The Princeton Library, the Institute of Ethiopian Studies and The National Archives in Addis Ababa.The Context of Ethiopian Indigenous KnowledgesGe’ez is one of the ancient languages of Africa. According to Professor Ephraim Isaac, “about 10,000 years ago, one single nation or community of a single linguistic group existed in Ethiopia, Eritrea, and the Horn of Africa” (The Habesha). The language of this group is known as Proto-Afroasiatic or Afrasian languages. It is the ancestor of the Semitic, Cushitic, Nilotic, Omotic and other languages that are currently spoken in Ethiopia by its 80 ethnic groups, and the neighbouring countries (Diakonoff). Ethiopians developed the Ge’ez language as their lingua franca with its own writing system some 2000 years ago. Currently, Ge’ez is the language of academic scholarship, studied through the traditional education system (Isaac, The Ethiopian). Since the fourth century, an estimated 1 million Ge’ez manuscripts have been written, covering religious, historical, mathematical, medicinal, and philosophical texts.One of the most famous Ge’ez manuscripts is the Kebra Nagast, a foundational text that embodied the indigenous conception of nationhood in Ethiopia. The philosophical, political and religious themes in this book, which craft Ethiopia as God’s country and the home of the Ark of the Covenant, contributed to the country’s success in defending itself from European colonialism. The production of books like the Kebra Nagast went hand in hand with a robust indigenous education system that trained poets, scribes, judges, artists, administrators and priests. Achieving the highest stages of learning requires about 30 years after which the scholar would be given the rare title Arat-Ayina, which means “four eyed”, a person with the ability to see the past as well as the future. Today, there are around 50,000 Ge’ez schools across the country, most of which are in rural villages and churches.Ge’ez manuscripts are important textbooks and reference materials for students. They are carefully prepared from vellum “to make them last forever” (interview, 3 Oct. 2019). Some of the religious books are regarded as “holy persons who breathe wisdom that gives light and food to the human soul”. Other manuscripts, often prepared as scrolls are used for medicinal purposes. Each manuscript is uniquely prepared reflecting inherited wisdom on contemporary lives using the method called Tirguamme, the act of giving meaning to sacred texts. Preparation of books is costly. Smaller manuscript require the skins of 50-70 goats/sheep and large manuscript needed 100-120 goats/sheep (Tefera).The Loss of Ethiopian ManuscriptsSince the 18th century, a large quantity of these manuscripts have been stolen, looted, or smuggled out of the country by travellers who came to the country as explorers, diplomats and scientists. The total number of Ethiopian manuscripts taken is still unknown. Amsalu Tefera counted 6928 Ethiopian manuscripts currently held in foreign libraries and museums. This figure does not include privately held or unofficial collections (41).Looting and smuggling were sponsored by western governments, institutions, and notable individuals. For example, in 1868, The British Museum Acting Director Richard Holms joined the British army which was sent to ‘rescue’ British hostages at Maqdala, the capital of Emperor Tewodros. Holms’ mission was to bring treasures for the Museum. Before the battle, Tewodros had established the Medhanialem library with more than 1000 manuscripts as part of Ethiopia’s “industrial revolution”. When Tewodros lost the war and committed suicide, British soldiers looted the capital, including the treasury and the library. They needed 200 mules and 15 elephants to transport the loot and “set fire to all buildings so that no trace was left of the edifices which once housed the manuscripts” (Rita Pankhurst 224). Richard Holmes collected 356 manuscripts for the Museum. A wealthy British woman called Lady Meux acquired some of the most illuminated manuscripts. In her will, she bequeathed them to be returned to Ethiopia. However, her will was reversed by court due to a campaign from the British press (Richard Pankhurst). In 2018, the V&A Museum in London displayed some of the treasures by incorporating Maqdala into the imperial narrative of Britain (Woldeyes, Reflections).Britain is by no means the only country to seek Ethiopian manuscripts for their collections. Smuggling occurred in the name of science, an act of collecting manuscripts for study. Looting involved local collaborators and powerful foreign sponsors from places like France, Germany and the Vatican. Like Maqdala, this was often sponsored by governments or powerful financers. For example, the French government sponsored the Dakar-Djibouti Mission led by Marcel Griaule, which “brought back about 350 manuscripts and scrolls from Gondar” (Wion 2). It was often claimed that these manuscripts were purchased, rather than looted. Johannes Flemming of Germany was said to have purchased 70 manuscripts and ten scrolls for the Royal Library of Berlin in 1905. However, there was no local market for buying manuscripts. Ge’ez manuscripts were, and still are, written to serve spiritual and secular life in Ethiopia, not for buying and selling. There are countless other examples, but space limits how many can be provided in this article. What is important to note is that museums and libraries have accrued impressive collections without emphasising how those collections were first obtained. The loss of the intellectual heritage of Ethiopians to western collectors has had an enormous impact on the country.Knowledge Grabbing: The Denial of Access to KnowledgeWith so many manuscripts lost, European collectors became the narrators of Ethiopian knowledge and history. Edward Ullendorff, a known orientalist in Ethiopian studies, refers to James Bruce as “the explorer of Abyssinia” (114). Ullendorff commented on the significance of Bruce’s travel to Ethiopia asperhaps the most important aspect of Bruce’s travels was the collection of Ethiopic manuscripts… . They opened up entirely new vistas for the study of Ethiopian languages and placed this branch of Oriental scholarship on a much more secure basis. It is not known how many MSS. reached Europe through his endeavours, but the present writer is aware of at least twenty-seven, all of which are exquisite examples of Ethiopian manuscript art. (133)This quote encompasses three major ways in which epistemic violence occurs: denial of access to knowledge, Eurocentric interpretation of Ethiopian manuscripts, and the handling of Ge’ez manuscripts as artefacts from the past. These will be discussed below.Western ‘travellers’, such as Bruce, did not fully disclose how many manuscripts they took or how they acquired them. The abundance of Ethiopian manuscripts in western institutions can be compared to the scarcity of such materials among traditional schools in Ethiopia. In this research, I have visited ten indigenous schools in Wollo (Lalibela, Neakutoleab, Asheten, Wadla), in Gondar (Bahita, Kuskwam, Menbere Mengist), and Gojam (Bahirdar, Selam Argiew Maryam, Giorgis). In all of the schools, there is lack of Ge’ez manuscripts. Students often come from rural villages and do not receive any government support. The scarcity of Ge’ez manuscripts, and the lack of funding which might allow for the purchasing of books, means the students depend mainly on memorising Ge’ez texts told to them from the mouth of their teacher. Although this method of learning is not new, it currently is the only way for passing indigenous knowledges across generations.The absence of manuscripts is most strongly felt in the advanced schools. For instance, in the school of Qene, poetic literature is created through an in-depth study of the vocabulary and grammar of Ge’ez. A Qene student is required to develop a deep knowledge of Ge’ez in order to understand ancient and medieval Ge’ez texts which are used to produce poetry with multiple meanings. Without Ge’ez manuscripts, students cannot draw their creative works from the broad intellectual tradition of their ancestors. When asked how students gain access to textbooks, one student commented:we don’t have access to Birana books (Ge’ez manuscripts written on vellum). We cannot learn the ancient wisdom of painting, writing, and computing developed by our ancestors. We simply buy paper books such as Dawit (Psalms), Sewasew (grammar) or Degwa (book of songs with notations) and depend on our teachers to teach us the rest. We also lend these books to each other as many students cannot afford to buy them. Without textbooks, we expect to spend double the amount of time it would take if we had textbooks. (Interview, 3 Sep. 2019)Many students interrupt their studies and work as labourers to save up and buy paper textbooks, but they still don’t have access to the finest works taken to Europe. Most Ge’ez manuscripts remaining in Ethiopia are locked away in monasteries, church stores or other places to prevent further looting. The manuscripts in Addis Ababa University and the National Archives are available for researchers but not to the students of the indigenous system, creating a condition of internal knowledge grabbing.While the absence of Ge’ez manuscripts denied, and continues to deny, Ethiopians the chance to enrich their indigenous education, it benefited western orientalists to garner intellectual authority on the field of Ethiopian studies. In 1981, British Museum Director John Wilson said, “our Abyssinian holdings are more important than our Indian collection” (Bell 231). In reaction, Richard Pankhurst, the Director of Ethiopian Studies in Addis Ababa, responded that the collection was acquired through plunder. Defending the retaining of Maqdala manuscripts in Europe, Ullendorff wrote:neither Dr. Pankhurst nor the Ethiopian and western scholars who have worked on this collection (and indeed on others in Europe) could have contributed so significantly to the elucidation of Ethiopian history without the rich resources available in this country. Had they remained insitu, none of this would have been possible. (Qtd. in Bell 234)The manuscripts are therefore valued based on their contribution to western scholarship only. This is a continuation of epistemic violence whereby local knowledges are used as raw materials to produce Eurocentric knowledge, which in turn is used to teach Africans as though they had no prior knowledge. Scholars are defined as those western educated persons who can speak European languages and can travel to modern institutions to access the manuscripts. Knowledge grabbing regards previous owners as inexistent or irrelevant for the use of the grabbed knowledges.Knowledge grabbing also means indigenous scholars are deprived of critical resources to produce new knowledge based on their intellectual heritage. A Qene teacher commented: our students could not devote their time and energy to produce new knowledges in the same way our ancestors did. We have the tradition of Madeladel, Kimera, Kuteta, Mielad, Qene and tirguamme where students develop their own system of remembering, reinterpreting, practicing, and rewriting previous manuscripts and current ones. Without access to older manuscripts, we increasingly depend on preserving what is being taught orally by elders. (Interview, 4 Sep. 2019)This point is important as it relates to the common myth that indigenous knowledges are artefacts belonging to the past, not the present. There are millions of people who still use these knowledges, but the conditions necessary for their reproduction and improvement is denied through knowledge grabbing. The view of Ge’ez manuscripts as artefacts dismisses the Ethiopian view that Birana manuscripts are living persons. As a scholar told me in Gondar, “they are creations of Egziabher (God), like all of us. Keeping them in institutions is like keeping living bodies in graveyards” (interview, 5 Oct. 2019).Recently, the collection of Ethiopian manuscripts by western institutions has also been conducted digitally. Thousands of manuscripts have been microfilmed or digitised. For example, the EU funded Ethio-SPaRe project resulted in the digital collection of 2000 Ethiopian manuscripts (Nosnitsin). While digitisation promises better access for people who may not be able to visit institutions to see physical copies, online manuscripts are not accessible to indigenous school students in Ethiopia. They simply do not have computer or internet access and the manuscripts are catalogued in European languages. Both physical and digital knowledge grabbing results in the robbing of Ethiopian intellectual heritage, and denies the possibility of such manuscripts being used to inform local scholarship. Epistemic Violence: The European as ExpertWhen considered in relation to stolen or appropriated manuscripts, epistemic violence is the way in which local knowledge is interpreted using a foreign epistemology and gained dominance over indigenous worldviews. European scholars have monopolised the field of Ethiopian Studies by producing books, encyclopaedias and digital archives based on Ethiopian manuscripts, almost exclusively in European languages. The contributions of their work for western scholarship is undeniable. However, Kebede argues that one of the detrimental effects of this orientalist literature is the thesis of Semiticisation, the designation of the origin of Ethiopian civilisation to the arrival of Middle Eastern colonisers rather than indigenous sources.The thesis is invented to make the history of Ethiopia consistent with the Hegelian western view that Africa is a Dark Continent devoid of a civilisation of its own. “In light of the dominant belief that black peoples are incapable of great achievements, the existence of an early and highly advanced civilization constitutes a serious anomaly in the Eurocentric construction of the world” (Kebede 4). To address this anomaly, orientalists like Ludolph attributed the origin of Ethiopia’s writing system, agriculture, literature, and civilisation to the arrival of South Arabian settlers. For example, in his translation of the Kebra Nagast, Budge wrote: “the SEMITES found them [indigenous Ethiopians] negro savages, and taught them civilization and culture and the whole scriptures on which their whole literature is based” (x).In line with the above thesis, Dillman wrote that “the Abyssinians borrowed their Numerical Signs from the Greeks” (33). The views of these orientalist scholars have been challenged. For instance, leading scholar of Semitic languages Professor Ephraim Isaac considers the thesis of the Arabian origin of Ethiopian civilization “a Hegelian Eurocentric philosophical perspective of history” (2). Isaac shows that there is historical, archaeological, and linguistic evidence that suggest Ethiopia to be more advanced than South Arabia from pre-historic times. Various Ethiopian sources including the Kebra Nagast, the works of historian Asres Yenesew, and Ethiopian linguist Girma Demeke provide evidence for the indigenous origin of Ethiopian civilisation and languages.The epistemic violence of the Semeticisation thesis lies in how this Eurocentric ideological construction is the dominant narrative in the field of Ethiopian history and the education system. Unlike the indigenous view, the orientalist view is backed by strong institutional power both in Ethiopia and abroad. The orientalists control the field of Ethiopian studies and have access to Ge’ez manuscripts. Their publications are the only references for Ethiopian students. Due to Native Colonialism, a system of power run by native elites through the use of colonial ideas and practices (Woldeyes), the education system is the imitation of western curricula, including English as a medium of instruction from high school onwards. Students study the west more than Ethiopia. Indigenous sources are generally excluded as unscientific. Only the Eurocentric interpretation of Ethiopian manuscripts is regarded as scientific and objective.ConclusionEthiopia is the only African country never to be colonised. In its history it produced a large quantity of manuscripts in the Ge’ez language through an indigenous education system that involves the study of these manuscripts. Since the 19th century, there has been an ongoing loss of these manuscripts. European travellers who came to Ethiopia as discoverers, missionaries and scholars took a large number of manuscripts. The Battle of Maqdala involved the looting of the intellectual products of Ethiopia that were collected at the capital. With the introduction of western education and use of English as a medium of instruction, the state disregarded indigenous schools whose students have little access to the manuscripts. This article brings the issue of knowledge grapping, a situation whereby European institutions and scholars accumulate Ethiopia manuscripts without providing the students in Ethiopia to have access to those collections.Items such as manuscripts that are held in western institutions are not dead artefacts of the past to be preserved for prosperity. They are living sources of knowledge that should be put to use in their intended contexts. Local Ethiopian scholars cannot study ancient and medieval Ethiopia without travelling and gaining access to western institutions. This lack of access and resources has made European Ethiopianists almost the sole producers of knowledge about Ethiopian history and culture. For example, indigenous sources and critical research that challenge the Semeticisation thesis are rarely available to Ethiopian students. Here we see epistemic violence in action. Western control over knowledge production has the detrimental effect of inventing new identities, subjectivities and histories that translate into material effects in the lives of African people. In this way, Ethiopians and people all over Africa internalise western understandings of themselves and their history as primitive and in need of development or outside intervention. African’s intellectual and cultural heritage, these living bodies locked away in graveyards, must be put back into the hands of Africans.AcknowledgementThe author acknowledges the support of the Australian Academy of the Humanities' 2019 Humanities Travelling Fellowship Award in conducting this research.ReferencesBell, Stephen. “Cultural Treasures Looted from Maqdala: A Summary of Correspondence in British National Newspapers since 1981.” Kasa and Kasa. Eds. Tadesse Beyene, Richard Pankhurst, and Shifereraw Bekele. Addis Ababa: Ababa University Book Centre, 1990. 231-246.Budge, Wallis. A History of Ethiopia, Nubia and Abyssinia. London: Methuen and Co, 1982.Demeke, Girma Awgichew. The Origin of Amharic. Trenton: Red Sea Press, 2013.Diakonoff, Igor M. Afrasian Languages. Moscow: Nauka, 1988.Dillmann, August. Ethiopic Grammar. Eugene: Wipf & Stock, 2005.Hegel, Georg W.F. The Philosophy of History. New York: Dover, 1956.Isaac, Ephraim. The Ethiopian Orthodox Tewahido Church. New Jersey: Red Sea Press, 2013.———. “An Open Letter to an Inquisitive Ethiopian Sister.” The Habesha, 2013. 1 Feb. 2020 <http://www.zehabesha.com/an-open-letter-to-an-inquisitive-young-ethiopian-sister-ethiopian-history-is-not-three-thousand-years/>.Kebra Nagast. "The Queen of Sheba and Her Only Son Menyelik I." Trans. Wallis Budge. London: Oxford UP, 1932.Pankhurst, Richard. "The Napier Expedition and the Loot Form Maqdala." Presence Africaine 133-4 (1985): 233-40.Pankhurst, Rita. "The Maqdala Library of Tewodros." Kasa and Kasa. Eds. Tadesse Beyene, Richard Pankhurst, and Shifereraw Bekele. Addis Ababa: Ababa University Book Centre, 1990. 223-230.Tefera, Amsalu. ነቅዐ መጻህፍት ከ መቶ በላይ በግዕዝ የተጻፉ የእኢትዮጵያ መጻህፍት ዝርዝር ከማብራሪያ ጋር።. Addis Ababa: Jajaw, 2019.Nosnitsin, Denis. "Ethio-Spare Cultural Heritage of Christian Ethiopia: Salvation, Preservation and Research." 2010. 5 Jan. 2019 <https://www.aai.uni-hamburg.de/en/ethiostudies/research/ethiospare/missions/pdf/report2010-1.pdf>. Ullendorff, Edward. "James Bruce of Kinnaird." The Scottish Historical Review 32.114, part 2 (1953): 128-43.Wion, Anaïs. "Collecting Manuscripts and Scrolls in Ethiopia: The Missions of Johannes Flemming (1905) and Enno Littmann (1906)." 2012. 5 Jan. 2019 <https://halshs.archives-ouvertes.fr/halshs-00524382/document>. Woldeyes, Yirga Gelaw. Native Colonialism: Education and the Economy of Violence against Traditions in Ethiopia. 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Abstract Background The use of substances is a growing concern in Ethiopia, and their impacts on younger generation have been a concern of different professionals. Even though students are at high-risk of substance abuse, there is lack of comprehensive evidence for policy decision on substance use among students. Therefore, the aim of this systematic review and meta-analysis was to estimate the prevalence of common substances among students in Ethiopia. Method A comprehensive literature searches were done from biomedical databases: PubMed/Medline, African Journal Online, HINARI, Science Direct, and Google Scholar for article published until Dcember 31, 2017, and Addis Ababa Uiversity’s electronic library search of unpublished thesis and dissertations. Two authors autonomously selected studies, extracted data, and evaluated quality of studies. The prevalence of lifetime substances use was estimated using the random effects model. Q and I2 statistics were computed to measure the extents of heterogeneity. Results A total 676 study articles were identified from electronic databases, and 28 of them were included in meta-analysis. The analysis revealed that the lifetime prevalence of any substance use was 52.5% (95% CI 42.4–62.4%), khat 24.7% (95% CI 21.8–27.7%), alcohol 46.2% (95% CI 40.3–52.2%), and smoking cigarette 14.7% (95% CI 11.3–18.5%). Significant heterogeneity was observed but there was no significant publication bias. The lifetime prevalence of khat, alcohol, and cigarette smoking among high school vs university students was 22.5% (95% CI 15.2–30.7%) vs 25.1% (95% CI 21.9–28.5%), 41.4% (95% CI 22.1–62.1%) vs 47.8% (95% CI 39.9–55.7%), and 21.5% (95% CI 12.6–32.1%) vs 12.9% (95% CI 10.1–16.0%), respectively. Conclusion This meta-analysis highlighted the extent of lifetime prevalence of any substance, khat, alcohol, and cigarettes smoking among students in Ethiopia. Significant percent of high school students have exposed to substances. Policy makers should devise and implement strictly binding regulation to curb widespread of substances around educational institution premises at national level. Priority should be given to intervention strategies that help delay first use of substance to prevent problems later in life. Besides, the problem warrants regular national-level educational institutions based studies focusing on the magnitude, trajectory, and consequences of substance use among students. Systematic review registration: PROSPERO CRD42018082635

Introduction: Currently, an unprecedented 1.8 billion youth live globally. Yet, in a world of adult concerns, young people are often overlooked. Most young people begin sexual activities during adolescence. The contribution of the school type towards developing risky sexual behaviour by the students has not been explored well. Thus, this study tried to compare Risky Sexual Behavior and Factors Associated among Public and Private Secondary School Students in Addis Ababa. Objective: To determine the prevalence of risky sexual behavior and factors associated with it among public and private secondary school students in Addis Ababa. Method and material: A comparative cross sectional study was conducted from February15- Mar.16, 2015.A multistage random sampling technique was used to identify secondary schools. Study participants were selected using simple random sampling technique. Two population proportion formulaswere used to calculate a total sample size of 1037 students(517 public 518 private). Data was summarized using descriptive statistics including mean, proportion and standard deviation and inferential statistics such as chi-square test and binomial logistic regression. Ethical clearance was obtained from Debre Markos University. Result: A total of 1,037 students (519 public and 518 private) participated in the study making the response rate 98.8%. Among all the students (public and private), a quarter of them (264(25.5%)) had started sexual intercourse at the mean age of 16.39 years (+SD 1.7). Of those who stared sex, 188 (71.2%) of them reported risky sexual practices. The prevalence of risky sexual behaviour in public and private schools were 73.28 % and 69.17%, respectively. The difference between the two categories is not statistically significant (p>0.05). Conclusion: A quarter of secondary school students have started sex. Seven in 10 of those who ever started sex practiced risky sexual behavior. Thus, parents, the government and non-government organizations working on students should work further to reduce risky sexual behaviour

Abstract Objective: To evaluate the performance of mid-upper arm circumference (MUAC) to identify thinness in the late adolescence period (aged 15–19 years) in Ethiopia. Design: We conducted a school-based cross-sectional study. The receiver operating characteristics curve was used to examine the validity of MUAC compared with BMI Z-score to identify adolescents with thinness (BMI Z-score <−2 sd). Settings: Fifteen high schools (grade 9–12) located in Addis Ababa, Ethiopia. Participants: A total of 851 adolescent (456 males and 395 females) were included in the study. Results: The prevalence of thinness and severe thinness among high-school adolescents in Addis Ababa was 9·5 % (95 % CI 7·7, 11·7 %). The overall AUC for MUAC against BMI Z-score <−2 SD was 0·91 (95 % CI 0·88, 0·93). The optimal MUAC cut-offs to identify thinness were 23·3 cm for males and 22·6 cm for females. These cut-off points give high sensitivity and specificity for both males (a sensitivity of 87·9 % and a specificity of 75·9 %) and females (a sensitivity of 100 % and a specificity 88·2 %). Conclusions: MUAC has a comparable level of accuracy with BMI Z-score to identify thinness in adolescents aged 15–19 years. Hence, MUAC could be used as an alternative tool for surveillance and screening of thinness among adolescents aged 15–19 years. The optimum cut-off proposed by this study may incorrectly include a large number of adolescents when used in a relatively well-nourished population. In this situation, it would be necessary to choose a cut-off with greater positive predictive value.

The objective of this study was to explore the possible factors, impacts and prevention mechanisms by school administrators of absenteeism among high school students in Yekatit 12 preparatory school of Addis Ababa City Administration. To achieve the objective of the study a qualitative approach was employed and data was collected from five students based on the number of days that they were absent from school. The main data collection methods employed were consultation of documents like the attendance sheet and records of the student on their absenteeism and in depth interview. Once the data was collected, it was transcribed and translated. Content analysis was used to find out the main themes emerging to answer the basic questions raised. Base on the analysis of the study, it was found out that substance abuse resulted from peer pressure; economic problems due to family separation and domestic chore burden were the main factors for students’ absenteeism. The impact of absenteeism was also found to be huge in decreasing academic performance and results of the students as they miss lectures, demonstrations and class activities which are going to be marked including tests and quizzes. Though teachers and school administrators support was mentioned, it was not found to be at the level which is required to fully understand and help them not to dropout from Scholl. Based on the findings of the study, it was recommended that the school has to put in place a strict control of drugs and alcohol inside the school premise, guidance and counseling service of the school to be strengthened and to try to engage NGOs and other partners to assist economically poor students.

Abstract Background HIV is a major public health issue, especially in developing countries. It is important to track and design successful intervention programs to explore the spatial pattern, distribution, and associated factors of HIV Seropositivity. This study therefore showed the spatial variation of HIV Seropositivity and related factors in Ethiopia. Methods A total sample of 25,774 individual data collected from the 2016 EDHS data were primarily HIV biomarkers, IR, MR, and GPS. Spatial heterogeneity analysis was used with methods such as Morans I, Interpolation, and Kulldorff ‘s scan statistic. Spatial analysis was conducted using open source tools (QGIS, GeoDa, SaTScan). Multilevel logistic regression analysis was performed using Stata14 to identify HIV-associated factors. Finally, the AOR with a 95% confidence interval was used to report the mixed-effect logistic regression result in the full model. Result The prevalence of HIV / AIDS at national level was 0.93%. The highest prevalence regions were Gambela, Addis Abeba, Harari and Diredawa, accounting for 4.79, 3.36, 2.65 and 2.6%, respectively. Higher HIV seropositive spatial clusters have been established in the Gambela and Addis Ababa regions. Multilevel analysis at the individual level being married [AOR = 2.19 95% CI: (1.11–4.31)] and previously married [AOR = 6.45, 95% CI: (3.06–13.59)], female [AOR = 1.8, 95% CI: (1.19–2.72)], first-sex at age ≤15 [AOR = 4.39, 95% CI: (1.70–11.34)], 18—19 [AOR = 2.67 95% CI: (1.05–6.8)], middle age group (25-34) [AOR = 6.53, 95% CI: (3.67–11.75)], older age group (>34) [AOR = 2.67 95% CI: (1.05–6.8)], primary school [AOR = 3.03, 95% CI: (1.92–4.79)], secondary school [AOR = 3.37, 95% CI: (1.92–5.92) were significantly associated with serropositivity. Regarding household level, place of residence [urban: AOR = 6.13 CI: (3.12, 12.06)], female-headed households (AOR = 2.24 95% CI: (1.57–3.73), media exposure [low exposure (AOR = 0.53 95% CI: (0.33–0.86), no exposure AOR = 0.39 95% CI: (0.23–0.65)] and increased household size [AOR = 0.72 95% CI: (0.65–0.8)] were associated with HIV Seropositivity. Conclusion High cluster HIV cases were found in Gambela, Addis Abeba, Harari, and Diredawa. Having a history of married, start sex at a younger age, female-headed household, urban residence, and lower household size is more affected by HIV/AIDS. So any concerned body work around this risk group and area can be effective in the reduction of transmission.

Abstract Background Evidences on determinants of early sexual initiation among female youth is still limited especially; community-level factors are not investigated in Ethiopia. Therefore, the aim of this study was to assess individual and community-level factors associated with early sexual initiation among female youth in Ethiopia. Methods The 2016 Ethiopian Demographic and Health Survey (EDHS) dataset were used and a total of 6143 participants (female youth) were included. Multi-level mixed-effect logistic regression was done to identify individual and community-level factors. Adjusted odds ratio along with 95% confidence interval was used to show the strength and direction of the association. Finally, the level of statistical significance was declared at P value less than 0.05. Results Individual-level factors significantly associated with early sexual initiation among female youth were; age group from 19 to 24 years [AOR = 5.8, 95% CI = (4.6, 7.3)], not attending school [AOR = 14.1, 95% CI = (8.1, 24.7)], ever chewing Chat [AOR = 2.0, 95% CI = (1.3, 3.0)]. From community-level factors: living in Addis Ababa [AOR = 0.3, 95% CI = (0.2, 0.5)], living in Gambella [AOR = 2.7, 95% CI = (1.7, 4.3)] and live in a low proportion of poor communities [AOR = 0.7, 95% CI = (0.5, 0.9)] were significantly associated with early sexual initiation among female youth in Ethiopia. Conclusions Age, low educational status, ever chewing Chat, region and live in a high proportion of poor community had a statistical association with early sexual initiation among female youth in Ethiopia. Improving educational coverage and community-level of wealth status are important intervention areas to delay the age of early sexual initiation.