In spite of two decades of change and transformation, the higher education model in Ethiopia still follows similar patterns and trends – urgently needs differentiation
By Wondwosen Tamrat (University World News)
The Ethiopian higher education sector urgently needs differentiation and a perfect opportunity has presented itself with the development of the Education Development Roadmap (2018-30), which recognizes the benefits of promoting quality and competitiveness based on program offerings, functional focus, institutional status and student composition, together with the country’s fifth Education Sector Development Program or ESDP V (2015/16-2019/20). But strategies are needed as to how this will be achieved.
In spite of two decades of change and transformation, the higher education model in Ethiopia still follows similar patterns and trends. There is little distinction among public universities in their missions, visions, governance structure, student admission policies, core activities and the disciplinary mix which defines their program offering. The similarity further abounds in research engagement and output.
The residential model is still the dominant pattern across the public sector. And in spite of their differences in resources and capacities, public and private universities are equally expected to discharge the triad responsibilities of teaching, research and community services.
The major explanation for this isomorphic trajectory has been the fact that the expansion of the Ethiopian higher education system over the last two decades has not been accompanied by the features of a differentiated system, despite early calls for such a system.
Current developments both at national and institutional levels are, however, suggestive of the sector’s readiness to embark on the new frontier of a more differentiated HE system. Among the most prominent indications of this readiness are the plans set out in the country’s fifth ESDP V and the recently developed Education Development Roadmap.
Ethiopian higher education sector: time for differentiation
Ethiopia’s new Education Roadmap has recognized the values and need for a differentiated HE system. In addition to acknowledging the benefits of promoting institutional quality and competitiveness, the roadmap clearly suggests the need for envisioning various routes of “differentiation” based on program offerings, functional focus, institutional status, student composition, etc, without putting restrictions on the paths to be pursued. This policy can be regarded as an important first step towards nationwide planning and institutional actions.
However, no clear strategy or mechanism is yet in place to institute such a system. The new Education Roadmap itself stops short of mentioning what course the differentiation should take, how and when. Given the need for such a system, the next step should focus on careful planning by examining both international and local experiences that may lend useful lessons.
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