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.
Inhaltsverzeichnis (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
- Acknowledgements
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The objective of this paper is to analyze the problems of the Ethiopian education system from 1941 to 1991, covering the periods of the Italian occupation, the post-occupation period, and the Derg regime. The author aims to provide a historical analysis of the challenges and complexities faced by Ethiopia's education system during this crucial period.
- The impact of foreign influence on Ethiopia's education system
- The role of indigenous knowledge and traditional education in Ethiopia
- The challenges of integrating Ethiopian indigenous knowledge into the education system
- The evolution of education policies and practices under different regimes
- The enduring problems and limitations of the Ethiopian education system
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction provides context for the study by outlining the history of modern education in Ethiopia, emphasizing the significance of indigenous and religious education. The paper focuses on the challenges faced by the education system from its inception, highlighting issues such as opposition from church leaders, the influence of Western philosophy, and the lack of integration of Ethiopian indigenous knowledge.
The chapter on the developments of education in the early 20th century details the initial challenges, including a shortage of trained personnel, opposition from the church, and the lack of standardized policies. The chapter on the Italian occupation examines the problems during this period. The section on the post-Italian occupation explores the British influence and its impact on the education system. The chapter on the Derg regime examines the education policies and challenges during this period.
Schlüsselwörter (Keywords)
The paper primarily focuses on the Ethiopian education system, indigenous knowledge, traditional education, integration, foreign influence, education policies, and the different regimes that shaped education in Ethiopia. It examines the challenges and problems faced by the education system during the period from 1941 to 1991.
- Quote paper
- Fekede Sileshi (Author), 2022, Problems of the Ethiopian Educational System between 1941-2000, Munich, GRIN Verlag, https://www.grin.com/document/1267071
