Since 2022, the Ministry of Education (MoE) has been administering national university exit exams for all graduating students from public and private universities. This initiative aims to improve the quality and relevance of higher education across the country by aligning academic programs with labor market needs and improving learning outcomes. It also seeks to generate well-equipped, competitive students.
According to the Ministry, offering exit exams to prospective graduates of undergraduate programs provides several advantages for students, educational institutions, and the labor market. It offers a consistent method to assess academic performance and helps identify gaps in curricula and teaching methods.
Additionally, it plays a key role in fostering continuous improvement within the education system, providing a clear pathway to professional licensure, boosting graduates’ confidence as they enter the workforce, and assisting employers in recruiting qualified candidates. Therefore, passing the university exit exam has become an integral requirement for graduation and for receiving a degree from universities.
In fact, as outlined in the Higher Education Exit Exam Performance Directive No. 919/2014 of the Ministry of Education, students who do not achieve the required passing mark are allowed to retake the exam. This policy ensures that students have another chance to meet graduation requirements, reflecting the Ministry of Education’s effort to maintain academic standards while supporting fairness and student success.
Taking this into consideration, The Ethiopian Herald reached out to Assistant Professor at Kotebe University of Education, Rukya Hassen (PhD), to gain her insights on this matter.
According to her, the exit exam has numerous advantages at the individual, institutional, and policymaking levels, acting as a mechanism for standardization and fairness.
The primary objective of the national exit exam is to improve quality of education, promote professionalism and expertise by assessing whether graduating students have achieved the minimum required competencies in their respective fields of study to meet labor market demands.
Many students prioritize the financial rewards of employment over acquiring deep knowledge and skills required for the professions. By implementing this standardized assessment, the Ministry aims to ensure consistency in academic standards across public and private higher education institutions. It encourages students to focus on building their competencies, ultimately generating well-equipped, knowledgeable graduates who align with market expectations.
Likewise, at the institutional level, it contributes to improving the quality of the teaching and learning process by promoting accountability and encouraging universities to align their programs with national standards and industry needs. The outcomes of the exam also provide data driven insights for both institutional improvements to identify program strengths and weaknesses, refine curricula, and invest in faculty development.
At the policy level, policymakers can use aggregated data to set national priorities, allocate resources, and develop policy reforms that promote equity and excellence in higher education. Thus, through this evidence-based approach, the exit exam serves not only as academic assessment tool but also as a catalyst for systemic improvement.
While responding to the mechanisms designed to address concerns over disparities in resources, staffing and facilities among universities, especially between first-generation and newer institutions), Rukya (PhD) said that the Ministry has adopted several measures to ensure fairness and consistency across institutions. This includes the development of a unified exam framework with input from academic experts, rigorous item validation processes, and the use of centralized, proctored testing centers to ensure uniform conditions.
Additionally, efforts are underway to digitize exam administration and grading to enhance transparency, efficiency, and equity. These initiatives are designed to create a level playing field for students from diverse educational backgrounds, she added.
Concerning the psychological stress associated with the exit exam. Rukya (PhD) said that for many students, exam represents a high-stakes moment that can induce anxiety and stress, particularly when institutional support systems are limited. While the exam aims to uphold academic standards, ensuring students well-being is equally important. Creating a more supportive academic environment and clearly communicating the purpose of the exam can help mitigate stress and build confidence.
In response, some universities have introduced counseling services, academic support workshops, including mock exams, time management sessions, and peer mentoring programs to help students manage exam-related stress. Training on managing exam anxiety and improving study skills is also being offered. However, the availability and effectiveness of these support systems vary widely across institutions. For maximum impact, such support systems should be scaled up and institutionalized across all universities, with coordinated backing from the Ministry.
Aside from this, since the introduction of the exit exam, several institutions have taken proactive steps to raise awareness and prepare students. These include conducting sensitization workshops, curriculum alignment, and holding faculty-led review sessions. The Ministry also issued guidelines and sample questions to support preparation. However, the level of preparation support remains inconsistent across institutions, often due to differences in leadership commitment, available resources, and communication channels. Establishing a more centralized and standardized preparation framework would help ensure equitable readiness across universities.
In response to some experts’ recommendation emphasizing the critical importance of grassroots level assessment, she said that strengthening sustaining efforts at the foundational levels of education is essential. Effective assessment should begin at the lower levels of education, as the quality of assessment at the tertiary level is deeply influenced by the foundational skills acquired in primary and secondary education. Strengthening assessment practices across all levels helps ensure that students are better prepared for higher education challenges. A systemic approach- starting from early education-will build a more coherent and effective assessment culture nationally.
According the Rukya(PhD), the past round implementations of exit exams have provided valuable insights that are essential for improving the overall process. One of the main insights is the need for greater alignment between university curricula and national competency standards, ensuring that students are adequately prepared for the exam content.
Additionally, improved communication and training for both faculty and students are essential to enhance understanding of the exam’s structure, expectations, and objectives. Strengthening the logistical and technical infrastructure for standardized testing is also crucial to support a smooth and efficient examination process.
These findings will inform upcoming reforms, with a strong emphasis on fairness, quality assurance, and institutional capacity building. Moving forward, periodic reviews and active stakeholder feedback will be essential to continually refine and enhance the overall exam process, Rukya (PhD) remarked.
BY ELIZABETH MENGISTU
THE ETHIOPIAN HERALD THURSDAY 17, July 2025
