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Ethiopia - Education system

INSTITUTION TYPES & CREDENTIALS

Types of higher education institutions:
University
Institute
College
University College

School leaving and higher education credentials:

Ethiopian General Leaving Certificate Examination
Ethiopian Higher Education Entrance Examination
Diploma
Bachelor's Degree
Doctor
Master's Degree
Specialization Diploma
Doctorate

STRUCTURE OF EDUCATION SYSTEM

Pre-higher education:
Duration of compulsory education:
Age of entry: 6
Age of exit: 14
Structure of school system:
Primary
Type of school providing this education: Primary School
Length of program in years: 8
Age level from: 6 to: 14
First Cycle Secondary
Type of school providing this education: General Secondary School
Length of program in years: 2
Age level from: 14 to: 16
 Certificate/diploma awarded: Ethiopian General School Leaving Certificate Examination
(EGSLCE)
Second Cycle Secondary
Type of school providing this education: Preparatory Secondary School
Length of program in years: 2
Age level from: 16 to: 18
Certificate/diploma awarded: Ethiopian Higher Education Entrance Examination (EHEEE)
Technical
Type of school providing this education: Technical School and Junior College
Age level from: 16 to: 19
Vocational
Type of school providing this education: Vocational School and Junior College
Length of program in years: 3
Age level from: 16 to: 19
School education:
According to the new structure of the education system, primary education lasts for eight years
(age group 6-14) and is divided into two cycles: basic education (Grades I-IV) and general
education (Grades V-VIII). Junior secondary schools no longer exist, as Grades VII and VIII have
become the two upper classes of the second cycle of primary education. Secondary education is
divided into two cycles: the first (Grades IX and X) or general secondary education, and the
second cycle (Grades XI and XII) or preparatory secondary education. Since the education
reform, completion of Grade X leads to the Ethiopian School Leaving Certificate Examination
(ESLCE). It used to be at the end of Grade XII. The second cycle prepares students to continue
their studies at the higher education level or select their profession. It offers a science option and
a social science option. At the end of this cycle, students take the Ethiopian Higher Education
Entrance examination to enter higher education institutions. Technical and vocational education
and training is institutionally separate from the regular education system and runs in parallel with
it.
Higher education:
Higher education is provided by universities, university colleges and specialized institutions. They
are under the responsibility of the Ministry of Education. Junior colleges and colleges offering
diploma programmes are also under regional governments and private providers.
Main laws/decrees governing higher education:
Decree: Council of Ministers Regulation Year: 2003
Concerns: Cost sharing in higher education universities

Decree: Council of Ministers Regulation Year: 1999

Concerns: Universities

Decree: Council of Ministers Regulation N° 197/1994 Year: 1994

Concerns: Administration of Higher Education Institutions in the regions.

Decree: Council of Ministers Regulation No. 113/1993 Year: 1993

Concerns: Addis Ababa University

Decree: Proclamation No. 109 of 1977 Year: 1977

Concerns: Higher Education Institutions

Decree: Proclamation No. 351/2003 Year: 2003

Concerns: All higher education issues
Academic year:
Classes from: Sep to: Jul
Long vacation from: 8 Jul to: 11 Sep
Languages of instruction: English
Stages of studies:
Non-university level post-secondary studies (technical/vocational type):
Non-university level:
Higher vocational and technical education are offered by agricultural colleges, teacher training
colleges, engineering and technological institutes, health and commercial institutions. Courses
last between two and three years and lead to diplomas.

University level studies:

University level first stage: Bachelor's Degree:
The first stage of university level education leads to the Bachelor's Degree after three to four
years' study. Examinations are organized at the end of each semester. In Medicine and
Veterinary Medicine, the professional qualification of Doctor is conferred after five years' study.
University level second stage: Master's Degree; Specialization:
The second stage leads to a Master's Degree after a minimum of two years' further study. In
Medicine and Veterinary Medicine the specialization degree is obtained after a minimum of
three years' further study beyond the MD and DVM degrees.
University level third stage: Doctor of Philosophy:
The Doctor of Philosophy is conferred after some three years' study beyond the Master's
degree.

Teacher education:
Training of pre-primary and primary/basic school teachers
First Cycle primary school teachers follow a one-year course after grade 10 in regional Primary
Teacher Training Institutes (TTI). A diploma awarded by Teacher Training Colleges (TTC) is
required to teach in the second cycle of primary education.
Training of secondary school teachers
Secondary school teachers must have at least a first degree. They are trained at the Faculties
of Education of Addis Ababa University, Bahir Dar University, Alemaya University and Debub
University (Dila), Jima University and Mekelle University which offer a three-year course
leading to the degree of Bachelor of Education. Technical education teachers follow a three-
year degree course at Nazreth Technical Teachers College.
Training of higher education teachers
Masters and PhD level teacher/staff training is undertaken at Addis Abeba University Graduate
School. Many teachers are also trained abroad. Debub University and Alameya Universities are
currently training students at Master's level. Other higher education institutions (Jimma,
Mekelle) are planning to do so shortly.

Non-traditional studies:
Distance higher education
Distance learning in MBA is offered by Addis Ababa University. Diploma level training is offered
by Addis Ababa Commercial College, Bahirder, Mekelle, Jima and Awasa.
Lifelong higher education
There are continuing education programmes in almost all institutions of higher education in
Ethiopia. They mainly serve the needs of adult students and are offered after regular hours as
evening programmes and during the summer season (Kiremt) on a tuition fee paying basis.
NATIONAL BODIES
Administration & co-ordination:
Responsible authorities:
Ministry of Education
Head: Genet Zewide, Minister
Administrative officer: Teshome Yizengaw, Vice-Minister for Higher Education
PO Box 1367
Addis Ababa
Ethiopia
Tel: +251(1) 55-31-33 +251(1) 56-00-63
Fax: +251(1) 55-08-77 +251(1) 56-55-65
Telex: 21435
EMail: heardmoe@telecom.net.et

ADMISSIONS TO HIGHER EDUCATION

Admission to non university higher education studies
Name of secondary school credential required: Ethiopian General Leaving Certificate
Examination
Admission to university-level studies
Name of secondary school credential required: Ethiopian Higher Education Entrance Examination
Minimum score/requirement: Passes in 4 subjects at C-level
Other admission requirements: Special privileges for female students and students from
disadvantaged/remote regions.
Foreign students admission
Definition of foreign student: A person enrolled at an institution of higher education in a country of
which he/she is not permanently resident.
Quotas: The School of Information Studies for Africa (SISA) admits students from the Eastern and
Southern African Region on a quota basis.
Admission requirements: Foreign students must provide the academic certificates required by the
institution concerned. Foreign qualifications recognized as equivalent to the Ethiopian school-
leaving certificate are: the General Certificate of Education of the University of London; the
Cambridge Overseas Examination; the West African School Certificate and the Oxford
Examination. The Higher Education Department may grant equivalence to other secondary
school-leaving certificates in individual cases. All foreign students must cover their living
expenses.
Entry regulations: Visas; financial guarantee. In addition, all foreign students, including ECOWAS
citizens, are required to secure resident permits for the period of their stay.
Health requirements: Students must present a health certificate.
Language requirements: Students must be proficient in English at TOEFL level.
Application procedures:
Apply to individual institution for entry to: University/College
Apply to:
Ministry of Education
PO Box 1367
Addis Ababa
Ethiopia
Tel: +251(1) 553 133/ 560 063
Fax: +251(1) 565 565

Application closing dates:

For university level studies: 1 Jul
For advanced/doctoral studies: 1 Jul
Recognition of studies & qualifications:
Studies pursued in home country (System of recognition/accreditation): The University Senate
awards credentials which are recognized by the country. The Ministry of Education is mandated to
accredit private and public higher education institutions according to whether they fulfil the
required standards.
Studies pursued in foreign countries (bodies dealing with recognition of foreign credentials):
Higher Education Sector, Ministry of Education
Head: Teshome Yizengaw, Vice-Minister for Higher Education
PO Box 1367
Addis Ababa
Ethiopia
Tel: +251(1) 553 133/ 560 063
Fax: +251(1) 550 877/ 550 299

Deals with credential recognition for entry to: University and Profession

Special provisions for recognition:

For access to non-university post-secondary studies: It applies to nationals.
For access to university level studies: It applies to nationals who wish to enter medical schools
References to further information on foreign student admissions and recognition of
studies
Title: Higher Education in Ethiopia: Facts and Figures 2001/2002
Author: Ministry of Education

STUDENT LIFE
Student expenses and financial aid
Student costs:
Average living costs: 10000 (Ethiopian Birr)
Home students tuition fees: Minimum: 1200 (Ethiopian Birr)
Maximum: 3000 (Ethiopian Birr)
Foreign students tuition fees: Maximum: 18000 (Ethiopian Birr)
Type of financial aid available:
Scholarships/grants/fellowships:
Higher vocational/technical studies:
Home: Yes
Foreign: Yes
 First Degree studies:
Home: Yes
Foreign: Yes
Advanced/doctoral studies:
Home: Yes
Foreign: Yes
Bodies providing information on student financial aid:
Registrar Offices in universities and colleges

Deals with: Grants

Scholarship Panel, Higher Education Human Resources Department
PO Box 1367
Addis Ababa
Ethiopia
Tel: +251(1) 55-31-33 +251(1) 56-55-32
Fax: +251(1) 55-08-77 +251(1) 56-55-65

Deals with: Grants

Publications on student services and financial aid:
Title: Facts and Figures 2001/2002
Author: Ministry of Education

Title: Institutional Information Booklets

INTERNATIONAL COOPERATION & EXCHANGES

Principal national bodies responsible for dealing with international cooperation and exchanges in
higher education:
Higher Education Sector, Ministry of Education
Head: Teshome Yizengaw, Vice-Minister for Higher Education
PO Box 1367
Addis Ababa
Ethiopia
Tel: +251(1) 553 133/ 560 063
Fax: +251(1) 550 877/ 565 565

Human Resources Department, Ministry of Education

Head: Yeromnesh Ayele, Department Head
PO Box 1367
Addis Ababa
Ethiopia
Tel: +251(1) 553 133/ 564 044
Fax: +251(1) 550 877/ 565 565
GRADING SYSTEM
Usual grading system in secondary school
Full Description: 100-0
Highest on scale: 100
Pass/fail level: 50
Lowest on scale: 1
Main grading system used by higher education institutions
Full Description: It is A-F. The highest on scale is "A" and the lowest is "F". The pass/fail level for
undergraduates is "C", and for postgraduates is "B".
Highest on scale: "A"
Pass/fail level: "C" (for undergraduates), "B" (for postgraduates)
Lowest on scale: "F"
Other main grading systems
Marks are sometimes out of 100 with the lowest pass mark set at 60.

NOTES ON HIGHER EDUCATION SYSTEM

Cost-sharing of higher education has been implemented since 2003/2004. It consists in a
"graduate tax" scheme.

Data for academic year: 2004-2005

Source: Ethiopian National Agency for UNESCO, Addis Ababa, 2005

Education in Oromia

Education plays a pivotal role in the socio-economic transformation and development

endeavors of a nation. In acknowledgment of the importance of education for attaining
sustainable development the government has introduced policies and procedures in view
of expanding basic education with enhanced equity and quality. The essence of
educational policy is to diversify the structure of education into technical and vocational
education while still emphasizing on primary education. In line with this the education
sector has been reorganized at all levels and attempts have been made to make the content
more relevant to the economy and vast majority of the population.
The educational system of Oromia normally consists of formal and non-formal education:
formal education comprises of primary and secondary education, technical and vocational
education and tertiary level education. As per the recently available data there are four
teachers training colleges (TTC), two teachers training institutes (TTI), 38 technical
vocational education training (TVET) of which 36 and 2 are government and non-
government centers respectively. Moreover, there are 164 secondary schools and 4893
primary schools as of 1995 E.C in Oromia Region.
 Performance
As can be seen from the trend of growth of number of educational facilities stated in the
previous section, tremendous efforts were made to improve access to education facilities
over the past seven years (1987-1995 E.C). According to the available data in this regard
the number of primary schools has increased from 4069 to 4893. Likewise, the number of
secondary schools has also increased from 108 to 164, which is a commendable
achievement over a shorter period of time. This generally indicates that on an average the
regional government has been constructing and putting in operation about 103 primary
and 7 secondary schools each year. It is apparent from this, that the rate of increase in
senior secondary schools facilities is by far significantly lower than that of primary
schools affecting the quality of and access to secondary level education.
Enrolment
As exhibited above remarkable efforts were made to improve access to education by
constructing as many facilities as possible in both rural and urban areas, of course with
much more emphasis on rural areas. It is visible from this that the supply side of the
equation has been worked out by putting more facilities nearer to the community,
although there are still many places yet to be served. The expected outcome of such an
improved supply would be a significant increase in enrolment.
The analysis of the performance of primary education enrolment shows that there was an
increment over the past seven years from 21% (1987) to 66.7% in 1995. Generally, the
primary education enrolment rate was growing at an average rate of about 5.8% per
annum. By and large, the current level of enrolment as well as the annual growth rate
compared to the level of 1987 is encouraging. Nonetheless, the level of primary
education participation has remained low compared to the achievements of some of the
regional states (Tigray 77.6% and SNNP 67.5%). On the other hand, the gender gap is
getting wider growing from 12% in 1987 to 31.% in 1995. Therefore, it is obvious that
what has been achieved over the past seven years has favored male than female
signifying the required level of attention to be paid in order to improve female's
participation in primary education. Lack of proximity, lack of opportunity to go to the
next higher level of education, low income of parents, lack of awareness of the benefits
of education by some parents and poor facilities are among factors contributing to lower
enrolment rate at primary education level. Similar to gender gap there is significant
disparity of enrolment rate among godina's. In line with this, Arsi has attained the highest
enrollment rate of 86.3% in 1995, whereas Borena is standing at only 46.6%, which is the
lowest enrollment rate compared to all other godina's of Oromia.
Expansion of secondary level educational facilities was much lower than the primary
level of education in the past several years. This clearly shows that much emphasis has
been given to the primary level education. In spite of this, additional facilities were being
built to enhance the expansion of secondary level education. As the result, the enrolment
rate at secondary education level has increased to 18.4% (1995 E.C) from the level of
only 6.2% in 1987, which is still below the country's average of 17.1%. Generally, the
currently attained enrolment rate at secondary education is very low indirectly indicating
the regions' position in tertiary level education, which is again fundamental in socio-
economic development endeavors of the region. Moreover, female participation in
secondary school is still very low (10.8%) with again wider gender gap reaching 13.0%
in 1995 compared to the 1.9% level in 1987. It is evident from the trend that the gender
gap is widening both at primary and secondary level. For that reason, it is crucial to
design and adopt a strategy to enhance the school participation of both sexes while
narrowing down the existing wider gender gap.
Access or proximity is among major factors affecting secondary level education
participation in the region primarily because of a limited number of secondary schools in
the region. Moreover, limited space in the existing secondary schools, backward
traditional practices of abduction, perceived unemployment after school, low level of
awareness of the parent about benefit of education, and low income are amongst other
factors limiting access.
On the other hand, the literacy rate of the region stands at 27.1 (2002 G.C.), which is
lower than the national average of 29.4 depicting the worrisome situation of the region
and the level effort to be exerted to improve the current status.
As a whole, in order to overcome these problems continuous efforts should be exerted to
increase the number of schools both at primary and secondary still focusing on rural
areas; promote community, private sector and NGO's participation in the education sector
to enhance the expansion and rehabilitation of schools; promote public, community and
NGO's investment in non formal education to improve coverage.
Quality and Efficiency
A commendable achievement has been registered, over the past seven years, in improving
access to education and increasing primary and secondary level school participations.
However, little has been achieved in enhancing the quality of education at both levels.
Teacher's qualification, class size and availability of teaching materials and facilities are
among factors that determine quality of education. As per the national standard, the
minimum qualification to teach in first cycle primary is a certification of Teacher's
Training Institute (TTI) and a Diploma from Teacher's Training College or above for
second cycle primary. Moreover, a minimum of BA/BSc degree is required to teach in
senior secondary schools. In line with this out of the 31974 teachers in first cycle primary
98.3% of them fulfill the minimum requirement and therefore, at this level teacher's
qualification is not a point of concern merely looking at the minimum qualifying
criterion.
On the other hand, the minimum requirement of qualification is a point of serious worry
when it comes to second cycle primary as only 15.4% of the 16,159 currently existing
teachers meet the criterion. The situation is even much more severe in rural areas as only
11% of the teachers teaching in second cycle primary fulfill the minimum qualification
requirement, thus significantly contributing to the lower quality of second cycle primary
education in the region.
With respect to the quality of teachers teaching in first cycle senior secondary schools, as
per the available data, only 3989 (24.2%) meets the minimum requirement, whereas for
second cycle senior secondary 910 (58.8%) of the teachers fulfill the criterion. Generally,
looking at the requirement of qualification of teachers at various levels, second cycle
primary and first cycle senior secondary schools are in critical situation as the existing
reality is significantly affecting the quality of education at these levels. An apparent
evidence for this is that out of the total students who took ESLCE from 1989-1994 in the
region, on the average only 63.8% scored GPA of 2 and above.
On the other hand, there was no significant improvement in student textbook ratio. In this
respect in 1995 E.C for first and second cycle primary the ratio remained 1:3. However,
the ratio was observed improving for senior secondary schools that is 1:2 compared to
1:2.5 at the national level.
Apart from points raised above, the larger class size (for primary 1:75 and for secondary
1:82, against the standard which is 1:50 for primary and 1:40 for secondary) lack of
library and laboratory facilities are amongst important factors affecting the quality of
education in the region. Although concrete evidence is lacking, only few schools are
believed to have library and laboratory facilities. Therefore, efforts should be made to
equip schools with these facilities over the coming years so that competitiveness of the
students in the national exams will be enhanced.
Drop out and repetition rates are among important indicators of level of educational
efficiency. In line with this encouraging results were obtained in reducing the drop out
rate of grade 1-8 from 18% in 1990 to 16.9% in 1995 although the drop out rate for grade
1 has still remained high 28.5%. On the other hand, repetition rate for grade 7& 8 has
been reduced from 20% and 18% in 1992 to 10.7% and 14.6% in 1995 respectively. The
average repetition rate for primary school (1 -8) was 6.2% in 1995. Considering
expansion of primary education and increase in student teacher and student section ratios
across the region this shows some perceivable movement in the improvement of the
efficiency of education.
Technical and Vocational Education and Training /TVET/
Technical and vocational education and training is at its infancy stage of development in
the country. Compared to the sub-Saharan Africa the proportion of TVET to academic
student at secondary level of education is much lesser. Recently the government has
undertaken an extensive effort at restructuring the technical and vocational education and
training envisaging expansion of the intake through addition of new courses, new
institutions and rehabilitation of existing ones and increasing the entry opportunity.
Accordingly, the number of TVET schools has reached 38 in Oromia. In addition, there
are about seven skill development canters in the region. Presently, the enrolments has
reached 10193 (male 5156, female 5037) of total enrolment in secondary schools in 1995
E.C, still remaining low.
Lack of qualified teachers, the shortage of appropriate and adequate equipment,
textbooks and facilities, lack of stakeholders' participation in the curriculum design and
implementation, inefficient management and limited funding impair the quality of
education and training provided. The current trend that many of TVET graduates are not
getting employment and/ or not commencing self employment is having significant
impact to subsequent enrolments. It is essential therefore, to be flexible in adjusting the
contents of the training in line with the private and government sectors demands.
Moreover, effective planning has to be undertaken to assist the graduates in starting self
employment, by facilitating access to credit, business information, market, business
premises etc...
 Public Investment and Performances
Education sector has remained one of the priority areas for public investment over the last
seven years. Accordingly, the Regional Government allocated a total of Birr 697.1
million capital budget for the development of the sector, of which only Birr 461.6 million
or 66.3 percent was utilized, demonstrating the weak implementation capacity of the
institution responsible for the sector. Thus, it is imperative to build institutional capacity
of the sector so that the governmental priority objectives would be achieved.