Rethinking, Ethiopian Education System: Restoration and Rectification
From the outset, educational policy in Africa in terms of reference and ownership has presented various historical challenges. The attribution of knowledge production to a specific society, race, or continent is highly problematic. While global contempora
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Contents 1 2 3 4 5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conceptualisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Historical Background of Educational Development in Ethiopia . . . . . . . . . . . . . . . . . . . . . . . . . . . Education Policy Formation in Ethiopia: Trends and Implications . . . . . . . . . . . . . . . . . . . . . . . . . Assessing the Education Policy from Gender Participation AAatt Tertiary Level . . . . . . . . . . . 5.1 Challenges and Opportunities the Current Ethiopian Education Policy . . . . . . . . . . . . . . . 6 Evaluating Quality of Education for Sustainable Development at All Level . . . . . . . . . . . . . . . 7 Local Languages and Mother Tongue in the Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1 The Absurdity of Political Ideology and Education Model Fusion . . . . . . . . . . . . . . . . . . . 7.2 Findings and Commendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Abstract
From the outset, educational policy in Africa in terms of reference and ownership has presented various historical challenges. The attribution of knowledge production to a specific society, race, or continent is highly problematic. While global contemporary education system has evolved through time with contributions from multiple societies, Africa, in general, and Ethiopia, in particular, have demonstrated that improving the education system is still a top priority in state agenda. In consideration of the twenty-first-century educational transformation from conventional to digital and online systems, Africa has to prepare to join in resolving the local challenges. Therefore, this chapter explores and highlights some of the education policy challenges and implications in assuring social justice and socioeconomic development holistically. However, the dichotomies in an educational system that can deliver quality living condition to its people and one that cannot satisfy the aspiration of the people still poses questions like the case of the Ethiopian education system. This chapter, therefore, attempts to look T. K. Seife (*) Political Science, University of Pretoria, Pretoria, South Africa © Springer Nature Switzerland AG 2020 K. S. Adeyemo (ed.), The Education Systems of Africa, Global Education Systems, https://doi.org/10.1007/978-3-030-43042-9_1-1
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T. K. Seife
at the missing link in Ethiopia’s education structure by providing possible rectification strategies that would heighten the educational progression to anticipate local soci
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