BY MENGISTEAB TESHOME
Areru Addesa served as a teacher for the past 38 years in various schools. He taught at elementary, secondary and high schools at different schools at different times. To mention some, he used to teach at the North Shoa Zone of Amhara State and at the capital, Addis Ababa. And throughout all the years, he has accumulated extensive life experiences that can give lessons to others in a number of issues.
Areru, while talking about ways how to improve the quality of education, he suggests that quality is an activity that demands rigorous effort and the participation of all actors, not only professionals in the area; but also the society at large.
The Ethiopian Herald had a short stay with Areru Addesa to have his say how quality education is ensured. Excerpts!
How do you explain quality education in the context of Ethiopia?
In my view, quality education is a dynamic phenomenon that should be addressed as per the development of a given nation. In our context, the problem stems from the policy and the strategy.
The then Tigray People’s Liberation Front (TPLF) led Ethiopian People’s Revolutionary Democratic Front (EPRDF) education policy was the source for all the undesirable outcomes of the nation’s human development. The policy was designed to serve the political goal of the TPLF rather than producing competent workforces and improving the livelihood of citizens.
We are witnessing that the reform undertaken in the education sector to address the gaps and put in place some adjustments in various areas are promising. New trends that could shape the skill and knowledge of the posterities are incorporated. Personally, I believe that this could benefit in ensuring quality education.
The other point that I had learnt is that there are intentions imposing will and experiences of international donors without considering the local situation and context. It is advisable and academically feasible to customize to our nation.
What is more, there is poor participation of pertinent stakeholders’ in ensuring quality education that is getting dwindling in urban and hinterlands.
Please elaborate how to ensure quality education in the nation’s education system?
In my view, the bedrock to ensure quality education stems from developing a well-established education policy; as policy is the document that defines a nation’s realities and frames ways to undo the challenges and consider the potentialities to achieve goals in the ladder of human development effort.
At the same time, organization and managements’ effort, development of personal skills, academic support are also the important factors that contribute a lot for the quality education.
Besides, allocating resources; developing a system to generate high performing graduates who are enthusiastic to join the teaching profession as well as putting in place incentives are of utmost importance. Equally, enhancing efforts and commitments to address special needs education to communities in need is critical.
What is your opinion with regard to history education practices?
In my view, history is the knowledge and study of the past. It is the story of the past and a form of collective memory. History is the story of who we are, where we come from, and can potentially reveal where we are headed.
History is important to study because it is essential for all of us in understanding ourselves and the world around us. Moreover, it gives us a very clear picture of how the various aspects of society such as technology, governmental systems, and even society as a whole worked in the past so; we understand how it came to work the way it is now. I hold history is a non-negotiable aspect of better citizenship.
I believe this is one of the main reasons why it is taught as a part of school curricula. Yes, people who push for citizenship history just want to promote a strong national identity and even national loyalty through the teaching of individual and collective success.
The former policy was downplaying history subjects not to be offered at schools. As a result, it has blemished the social cohesion of the society and blurred the true pictures of relations among various ethnic groups. In sum; it has eroded the moral values that kept Ethiopian people united and compassionate to one another.
Now, I am sure that history subject has regained its place in the revised curriculum.
The Ministry of Education has put in place General Education Quality Improvement Package for Equity (GEQIP-E). What can we say about the program?
The program has six sub programs that aspire to ensure quality education. But it was framed to ensure access to education rather than quality.
School education systems are complex and vary greatly across the country. And the same is true of the quality assurance mechanisms. The program does not consider the gaps. It is believed that one model of quality assurance cannot fit all systems; therefore it is more appropriate to explore the role of different stakeholders and the processes they follow at national and/or regional level.
In my view, policy makers should learn from the experiences of respective states and come up with working system to ensure quality education.
Finally, if you have anything you would like to pass to our readers.
The flagship effort and commitment of the Ministry of Education should be ensuring quality education through promoting education for all programs. .
Last but not least, building strong education institutions in all areas, and assigning professionals- leaderships and instructors- based on merits should be practiced. Within the context of the Ethiopia and national quality frameworks, systems should focus on learning outcomes of students.
Similarly, parents and the general public should play role in terms of supporting the Ministry and discharging their own responsibility as improving education quality can be achieved through the concerted efforts of all actors.
The Ethiopian Herald December 1/2022
