Public education, particularly higher education, is the engine of development in any country. According to some sources, “The primary purpose of public education is to ensure that all children have an equal opportunity to receive a quality education, preparing them for productive lives and fostering a civically engaged society. It aims to equip individuals with the knowledge, skills, and character traits needed to thrive in the modern world while also contributing to the betterment of their communities.”
Nowadays, the level of socio-economic development is often considered dependent, among other factors, on the education available at any given time. Educational development is, of course, a dynamic process that changes with the needs of society. The philosophy of education may vary from one society to another, but the objectives are almost similar. Modern education has its own philosophy and explores fundamental questions about the nature, aim, and purpose of education.
The goals of any modern public education system are to give every child an equitable chance for success in school and in life. Public education aims to prepare the next generation to be productive members of society, fostering civic engagement and building a community that values the well-being of all its members. The availability of quality education is also a primary aim and objective of the educational system and any educational policy.
Quality education encompasses a comprehensive approach to learning, going beyond basic skills to develop well-rounded individuals equipped for future success. It emphasizes the availability of a healthy, safe, and inclusive learning environment and effective teaching practices. Ultimately, quality education aims to cultivate knowledge, skills, and positive attitudes in learners, aligning with national goals and promoting active participation in society.
Opinions regarding the quality of education in Ethiopia vary among educators, scholars, educational authorities, and the public, including teachers and parents. According to available information, Ethiopia has made significant progress in expanding access to education, although the quality of education remains a major challenge, particularly in rural areas. Many students struggle with basic literacy and numeracy skills, and the education system has been criticized for being rote-based and lacking in creativity. Despite efforts to improve teacher training, curriculum, and technology use, challenges persist due to limited resources and infrastructure.
Many observers contend that the quality of public education in Ethiopia is in free fall. The deterioration in educational quality is evident from primary levels up through higher education. The decline in quality at higher educational institutions—i.e., universities and colleges—has long been a serious concern among scholars, educational authorities, and the public at large. The quality of education in Ethiopia, both in general and in higher education specifically, has been the subject of criticism based on both subjective opinions and objective research.
It is evident that an assessment of the quality of education in any country should be comprehensive, starting from lower levels and extending to higher education. Often, the quality of education at lower levels determines the outcomes at higher levels. However, assessments of education quality in Ethiopia tend to focus exclusively on higher education, neglecting primary and secondary levels, which are crucial in shaping educational quality at the university and college levels.
Comparisons of university education quality often focus on the old system of higher education during the imperial period and the successive regimes up to the present. Many believe that the quality of higher education from the 1950s to the 1970s was superior to that of the post-1974 period, which allegedly witnessed a sharp decline for various reasons. However, it is significant to note that higher education in Ethiopia has experienced quantitative growth, as evidenced by the number of higher educational institutions established throughout the country. By the early 1990s, the number of universities and colleges was limited and primarily located in major urban centers, particularly in Addis Ababa. Nevertheless, it witnessed its greatest growth after 2000.
The increase in higher educational facilities was attributed to the economic growth the country experienced at that time, as well as a growing awareness that expanding higher education is one strategy for improving accessibility for young people, especially those in rural areas. This expansion also democratized the higher educational system, making it available to a greater number of students from previously neglected regions.
However, the rapid expansion of access to higher education in Ethiopia was often accompanied by financial wastage due to corrupt practices and negligence in constructing hundreds of universities and colleges, particularly in the public sector. Mismanagement, lack of experience, and cumbersome bureaucracy have allegedly led to the embezzlement of funds by construction companies due to a lack of strict accountability and auditing.
According to available information, “Higher education in Ethiopia has experienced significant growth and reform in recent decades, focusing on expanding access and improving quality. The system includes both public and private institutions, offering a wide range of programs and degrees. Ethiopia has made substantial investments in its higher education sector, recognizing its importance for human capital development and economic growth.”
Despite the remarkable growth in the number of higher educational institutions, this expansion has not been matched by a parallel improvement in educational quality for many reasons. The quality of higher education in Ethiopia has been adversely affected by various factors, including “the absence of a systemic quality assurance mechanism, the recruitment of less-prepared students, and low motivation among instructors.” The low motivation among instructors is attributed to the low salaries paid to lecturers at many universities and colleges, which in turn leads to a poor standard of living. This situation discourages initiative and creativity among instructors and deters talented students from pursuing careers in academia. “Despite government efforts to expand access, quality remains a major concern, particularly regarding graduates’ readiness for the workforce.”
Some analysts of Ethiopia’s higher education system indicate that both internal and external factors contribute to the decline in educational quality at colleges and universities, both public and private. “External factors significantly impact the quality of higher education in Ethiopia, including economic constraints, socio-cultural influences, government policies, and international aid. These factors can influence resource allocation, curriculum development, teaching methods, and research outputs, ultimately affecting the overall quality of education.”
Several factors negatively impact the quality of education in Ethiopia, including inadequate resources, ineffective teaching methods, and low teacher motivation. These issues affect both teachers and students, leading to suboptimal learning outcomes. According to one study, additional factors contributing to the decline in higher education quality include inadequate e-learning materials, poor salary and allowance packages, politically influenced research inputs and outputs, a shortage of finances, and a lack of managerial capacity.
There are also internal factors significantly affecting the quality of higher education in Ethiopia, such as “inadequate teaching methods, poor facilities, lack of resources, and insufficient funding for research and development.”
Despite these constraints, the quality of education in Ethiopia faces serious criticisms due to the low level of training and the lack of necessary skills and knowledge among graduating students. Many graduates struggle to write their theses in English, resorting to plagiarism and other corrupt methods to secure their degrees. At one point, this issue escalated to scandalous proportions, with some students having their theses written by outsiders or purchasing pre-written theses for large sums of money. If these allegations are true, they reflect a troubling manifestation of the declining quality of higher education, which fails to prepare students adequately and prioritizes the acquisition of degrees over genuine learning.
This situation is also reflected in the skills and knowledge of graduates, who often do not meet the standards required for success in their professional careers. Clearly, such a higher educational system requires not just reform but a revolution to transform the entire structure of higher education in the country.
BY MULUGETA GUDETA
THE ETHIOPIAN HERALD SUNDAY EDITION 25 MAY 2025
