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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.

 GENDERBASED EDUCATION 
2005 Wisconsin Act 346, passed by the legislature and signed by Governor Jim Doyle on April 14, 
2006, allows charter schools and public school boards to establish separate classes and schools for boys 
and   for   girls.   Under   this   law,   comparable   classes   or   schools   must   be   available   to   students   of   the 
opposite sex. 

BACKGROUND 

Several studies have shown genderbased and singlesex education to benefit both boys and girls by 
allowing teachers to provide genderspecific instruction based on learning style. According to studies 
cited  by the  National  Association  for Single Sex Public Education  (NASSPE),  customized  teaching 
increases grades and test scores while also expanding educational opportunities for girls and boys. 
Other advantages claimed include improved behavior in classrooms, higher graduation rates for both 
sexes,   and   improved   social   behavior.   However,   other   groups,   including   the   National   Education 
Association, believe singlesex education reinforces negative stereotypes and denies equal opportunity. 
According to the Citizen’s Commission on Civil Rights, genderbased education may open the door to 
other forms of segregation. 
There are 209 public schools in the United States currently offering singlesex classes, according to 
NASSPE. Fortyfour of those schools are completely singlesex institutions. Albany (New York), Boston, 
Philadelphia, Chicago, and Baltimore, are among the U.S. 
In Wisconsin, the Spectrum High School for Girls in Milwaukee has operated since 1975, and enrolls 
about 90 atrisk students. It did not become part of the Milwaukee Public School System until 1992. 
Lady Pitts is a public high school in Milwaukee for pregnant teens. Arrowhead Union High School in 
Waukesha County offers voluntary allgirl and allboy classes. The Young Women’s Institute for Global 
Studies Charter School is scheduled to open its doors in Milwaukee in the fall of 2007. To date, there 
are no public or charter schools for boys in Wisconsin. 

MAJOR PROVISIONS OF ACT 346 
2005   Assembly   Bill   114   was   introduced   by   Representatives   Jensen,   Vukmir,   Vos,   and   11   other 
representatives,   cosponsored   by   Senators   Darling,   Reynolds,   and   Grothman,   and   enacted   as   2005 
Wisconsin Act 346. Under this law, public school boards and charter schools may establish singlesex 
classes and schools, provided that comparable opportunities are made available to the opposite sex. 
Current law [Sections 118.13 (1), and 118.40 (4) (b) 2, Wisconsin Statutes] provides that no person can 
be denied admission to public school or participation in any curricular, extracurricular, recreational, or 
other   program   or   activity  based   on   sex,  race,  religion,   national   origin,  ancestry,   creed,  pregnancy, 
marital or parental status, sexual orientation, or physical,  mental,  emotional  or learning disability. 
Wisconsin law (Section 119.22, Wisconsin Statutes) also currently provides that 

cities that offer singlesex education programs. physical education or physical training classes Prepared 

by Shanin R. Brown, Legislative Analyst Reference Desk: (608) 2660341
cannot discriminate based on sex. Act 346 creates Sections 118.40 (4) (c) and 120.13 
(38), and amends current law. 

FEDERAL LAW 
Title   IX   of   the   Education   Amendments   of   1972   (20   U.S.C.   sections   16811688) 
prohibits discrimination based on sex in education and other programs and activities 
that receive federal financial assistance. Certain programs, including boys or girls 
state or national conferences, and fatherson or motherdaughter activities, are exempt 
from Title IX; however, comparable opportunities must be provided for the opposite 
sex   [Section   1681(a)].   Singlesex   classes   in   coeducational   schools   are   generally 
prohibited; however, physical education classes which involve physical contact, and 
portions   of   classes   in   elementary   and   secondary   schools   that   deal   with   human 
sexuality are exempt [Section 34 CFR 106.34 (c) and (e)]. 
The No Child Left Behind Act of 2001 reauthorized the Elementary and 
Secondary Act of 1965, which allows local educational agencies to support singlesex 
schools and classes using Innovative Program funds consistent with applicable law 
[Section 5131 (a) (23)]. Under this act, the U.S. Department of Education issued 
guidelines regarding current Title IX requirements relating to singlesex education. 
Under current Title IX requirements, singlesex elementary and secondary 
nonvocational schools are permitted [34 CFR 106.15 (d)]; however, equal services, 
policies, admission criteria, facilities, courses, and curriculum must be provided to 
students of the opposite sex [34 CFR 106.35 (b)]. Singlesex schools are allowed if 
necessary for affirmative or remedial action. 

FOR MORE INFORMATION 

The text of 2005 Wisconsin Act 346 is available at: www.legis.state.wi.us/2005/data/ 
acts/05Act346.pdf. 
For more information regarding Title IX and singlesex education guidelines, visit: 
www.ed.gov/print/about/offices/list/ocr/ t9−guidelines−ss.html, or contact Jeanette 
J. Lim, Office for Civil Rights, U.S. Department of Education, (202) 2058635, or 
8004213481. 
More information regarding singlesex education is available from the National Association
for Single Sex Public Education at www.singlesexschools.org