The main aim of this seminar paper is to analyse the problems of the Ethiopian education system from 1941, when the Italian rule and domination ended in Ethiopia, to the downfall of the Derg regime, in 1991. The sources that the researcher used to accomplish this seminal work came from secondary literature, both articles and published books. Before and after the development of modern education, the community's indigenous education, and religious education (Church, Islamic, and later missionaries) played an important role in teaching the community. Since its inception, the education system in Ethiopia has faced many challenges, including opposition from Orthodox church leaders, the influence of Western philosophy, a shortage of skilled labour, a lack of diversity, and a lack of integration of Ethiopian indigenous knowledge into the education system. The history of the education system in Ethiopia went through different political regimes and in all regimes, the education system did not reflect the true Ethiopian culture, social, and economic situation. The reason is due to the curriculum of the time was designed and developed with the involvement of Western expertise. It’s better to conclude that the education system of Ethiopia from its establishment to the 1990s was copied from the Western education system.
This paper discusses the education problems in Ethiopia from the post-Italian occupation to the 1990s. In Ethiopian educational history, after the Ethio-Italian War (1936-1941), the three systems of government that took shape in Ethiopia's education system were the Imperia Regime, the Military Socialist Regime, and the current government. The issues in Ethiopia's education system were that each regime criticized the previous education system rather than building on the former's strengths and developing new policies to support the expected change. However, the education system and policy government of different regimes developed depended on the ideology they followed and the diplomatic relation they formed. This seminar paper discussed these and other related issues of Ethiopian education concerns in depth between the aforementioned epochs.
Table of Contents
- Introduction
- The objective of the Study
- Research Methodology
- Results and Discussions
- The Developments of Education and Its Problems in Ethiopia from (the 1900s-1935)
- Problems with the Education System During the Italian Occupation (1936-1941)
- Education System Problems in the Post-Italian Occupation (1941-1974)
- The British Influence Era (1942-the 1950s)
- Ethiopian Education During the Derg Regime (1974-1991)
- Conclusion and Recommendations
Objectives and Key Themes
This paper aims to analyze the problems within the Ethiopian education system from 1941 (the end of Italian occupation) to 1991 (the fall of the Derg regime). It examines the system's evolution under different political regimes, highlighting recurring challenges and the impact of various influences.
- The influence of Western education systems on Ethiopia's educational development.
- The challenges posed by the Ethiopian Orthodox Church to the integration of modern education.
- The impact of different political ideologies and diplomatic relations on educational policies.
- The lack of skilled labor and the persistent shortages of resources within the education system.
- The integration (or lack thereof) of indigenous Ethiopian knowledge into the formal curriculum.
Chapter Summaries
The Developments of Education and Its Problems in Ethiopia from (the 1900s-1935): This section lays the groundwork by outlining the early challenges faced by the Ethiopian education system, including the severe shortage of trained personnel and significant opposition from the church and nobility who feared the introduction of new religious denominations via modern education. The lack of a standardized curriculum, textbooks, teachers, and consistent language of instruction further hampered progress. This initial period sets the stage for the ongoing challenges explored in later sections of the paper.
Problems with the Education System During the Italian Occupation (1936-1941): This chapter details the specific difficulties faced by the Ethiopian education system during the Italian occupation. While the specifics are not detailed in the provided text, it sets the context for the post-occupation period.
Education System Problems in the Post-Italian Occupation (1941-1974): This section analyzes the problems encountered in the post-Italian occupation period, focusing on the influence of the British and the continuing challenges to education in Ethiopia. It highlights the issues with the implementation of the new education system after the Italian occupation and sets the scene for further development.
The British Influence Era (1942-the 1950s): This subsection delves into the specific impact of British influence on Ethiopian education during the 1940s and 1950s. This influence likely contributed to some of the issues and successes of the education system at the time. The text does not offer sufficient details to further elaborate.
Ethiopian Education During the Derg Regime (1974-1991): This chapter examines the evolution of the Ethiopian education system under the Derg regime (1974-1991), analyzing how the regime's ideology and diplomatic relations shaped educational policies. It likely highlights the continuation of challenges from prior periods alongside the introduction of new complexities brought about by the Derg's political and social goals. Further information would be needed to expand on this.
Keywords
Indigenous knowledge, Indigenous education, Ethiopian education system, Western influence, Political regimes, Educational policy, Curriculum development, Teacher training, Church opposition, Resource scarcity.
Frequently Asked Questions: Analysis of the Ethiopian Education System (1941-1991)
What is the focus of this study?
This study analyzes the problems within the Ethiopian education system from 1941 (the end of the Italian occupation) to 1991 (the fall of the Derg regime). It examines the system's evolution under different political regimes, highlighting recurring challenges and the impact of various influences.
What are the key themes explored in this research?
The key themes include the influence of Western education systems, the challenges posed by the Ethiopian Orthodox Church, the impact of political ideologies and diplomatic relations on educational policies, the lack of skilled labor and resources, and the integration (or lack thereof) of indigenous Ethiopian knowledge into the curriculum.
What time periods are covered in this analysis?
The study covers the period from 1941 to 1991, encompassing the post-Italian occupation era, the British influence era (1942-1950s), and the Derg regime (1974-1991). It also provides background information on the earlier period (1900s-1935) to provide context.
What are the main challenges to the Ethiopian education system highlighted in the study?
Recurring challenges included a severe shortage of trained personnel, opposition from the church and nobility, lack of standardized curriculum and textbooks, inconsistent language of instruction, and persistent shortages of resources. The influence of various political regimes and their ideologies also played a significant role in shaping the educational landscape and its challenges.
What is the structure of the study?
The study is structured chronologically, starting with an overview of the early challenges (1900s-1935). Subsequent sections delve into the problems during the Italian occupation (1936-1941), the post-occupation period (1941-1974), the British influence (1942-1950s), and finally the Derg regime (1974-1991). Each section analyzes the specific challenges and developments within the respective period.
What are the key takeaways or conclusions of the study (as far as can be gleaned from the preview)?
While detailed conclusions are not explicitly provided in the preview, it is clear that the study aims to illustrate the long-standing and complex challenges faced by the Ethiopian education system over a significant period. The interplay of political, religious, and resource-related factors is emphasized as a determinant of educational progress.
What are the keywords associated with this study?
Keywords include: Indigenous knowledge, Indigenous education, Ethiopian education system, Western influence, Political regimes, Educational policy, Curriculum development, Teacher training, Church opposition, Resource scarcity.
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- Fekede Sileshi (Autor:in), 2022, Problems of the Ethiopian Educational System between 1941-2000, München, GRIN Verlag, https://www.hausarbeiten.de/document/1267071
