Modern education in Ethiopia

The opposition decreased by 1920s and subsequently Emperor Haile Selassie opened Teferi Mekonnen School and made hallmark of modern education since 1930.

Haile Selassie helped to establish Ministry of Education and introduced European schools; French, Arabic, and Italian and English became the predominant languages of instruction during the era.

Second was related to gender equality where the past traditional educational scheme excluded female students with large domain of males.

[11] This was influenced by centralized government since 19th century and Ethiopia's strong diplomatic ties with other world, the Franco-Ethiopian Railway and the introduction of infrastructure.

[13] The main curriculum was brought from France, which routinely promoted the natives to learn French language and highly assimilated through the course.

[20] The curriculum was consisting of French, English and Arabic, mathematics, chemistry and physics, history, geography, gymnastics and sport, as well as Amharic.

[21] During this time, some steps were taken such as allocation of education budget and soldiers should learn writing and reading, and priests should convince themselves to engage tutor youths.

During Italian occupation of Ethiopia (1936–1941), formal education was suspended until the state machinery could be reassembled and the school reopened.

It resembled to East African British colonies by textbooks and students were prepared for the London General Certificate Examination (LGCE), which was functional to the Ethiopian education from 1947 to 1958.

[1] Despite significantly growing from the past, there were also problems with shortage of qualified teachers and resources, which resulted in the deterioration of quality of education.

The content and quality of education must fully prepare students to meet the objective demands of the nation and the ideological needs of society.

[S]teps should be taken without delay to implement the program for expansion of technical and vocational education in line with the manpower demands of the country.

For instance, various proposals were made to change the structure of educational system, but not implemented at all while most regular budget (56.8%) were allocated to the military and other activities at the expense of education and other social development issues and activities, and the literacy campaign which was launched in 15 national languages, did not adequately commit the desired goals.