The French international school in Education in has been dominated by the for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated illiteracy rate well above 90% and compared poorly with the rest of Africa in the provision of schools and universities. After 1974 revolution, emphasis was placed on increasing literacy in rural areas.

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Practical subjects were stressed, as was the teaching of socialism. By 2015, the literacy rate had increased to 49.1%, though this is still poor compared to most of the rest of Africa. Recently, there has been massive expansion throughout the educational system.

Access to primary is limited to urban locations and they are mostly owned by the private sector and Faith Based organizations. Primary school education consists of two cycles from grades 1 to 4 and grades 5 to 8. Secondary schools have two cycles from grades 9 to 10 and grades 11 to 12. Primary schools have over 90% of 7 year olds enrolled although only about half complete the two cycles. This situation varies from one region to the other and it is even worst in agro-pastoral locations, such as Somali and Afar regions, as well as in the growing regions such as Gambella and Benshangul Gumz.

A much smaller proportion of children attend secondary school and even fewer attend the second cycle. School attendance is lowest in rural areas due to lack of provision and alternative occupations. The school curriculum in later years covers more subjects at a higher level than curricula in most other countries. Low pay and undervaluation of teachers contributes to poor quality teaching. This is exacerbated by large class sizes and poor resources resulting on poor performance on national assessments. There is evidence of corruption including forgery of certificates.

Many primary schools have introduced mother-tongue teaching but there have been difficulties where small minority languages are concerned. English medium instruction remains a problem throughout the later years of education.

Girls' access to education has been improved but early marriage decreases their attendance. Girls' educational attainment is adversely affected by gender stereotypes, violence, lack of sanitary facilities and the consequences of sexual activity. Jimma University is addressing some problems women experience in higher education. TVETs have introduced competence based assessments although many lack adequate resources. Teacher training has been up-graded. All higher education has been expanding but this has not been accompanied by sufficient expansion in staffing and resources.

There have been difficulties in introducing BPR with poorly paid university staff supplementing their incomes where possible. Universities need to match training to market demands. All colleges and universities suffer from the same disadvantages as schools. Library facilities are poor, classes are large and there is lack of equipment. Shelves of equipment in a High School Physics Laboratory, Addis Ababa In 2010, all academic staff were poorly paid and there were no incentives for good work or penalties for poor practice.

At AAU, academic staff could increase their income with additional work outside the university. Strategic Management Text And Cases 7th Edition Pdf. This was not stopped because it would result in loss of experienced teachers. There was resentment that Indian professors were paid more than twice as much as Ethiopian professors. MU had the potential for improvement but, given low pay and possible opportunities for work in new private colleges, they could soon resemble AAU. JU, being in a remote area, had no opportunities for outside work, so staff were fully engaged with their work but they would leave if given the opportunity. Staff thought teaching was not up-to-date or based on practice because research was not being done. Staff were relying on foreign teaching materials and textbooks which might not relate to the Ethiopian situation.

Class sizes and resource shortages meant that laboratory work, practical work, field work, essays and projects were gradually being phased out. Courses were reduced to theory without practice thus encouraging rote learning to pass exams. Laboratory for High School Science, Addis Ababa All three universities suffered from poor resource.