DSpace Collection:
http://hdl.handle.net/123456789/2056
2024-03-29T10:00:18ZInternationalization of Higher Education in Ethiopia: Evidence from Public and Private Institutions
http://hdl.handle.net/123456789/2311
Title: Internationalization of Higher Education in Ethiopia: Evidence from Public and Private Institutions
Authors: Tamrat, Wondwosen (Assoc. Prof.)
Abstract: The changing landscape of higher education over the last few decades has
brought to the fore internationalization as one major manifestation of the
educational systems of both developed and developing countries alike. This
change has mainly been driven by such factors as the globalization of the
labor market, the augmenting mobility of students, the growing research
and teaching cooperation being forged among higher education institutions,
and the commercialization of higher education. As part of this global
development, the Ethiopian higher education system has in the last decade
begun to exhibit some features of the emerging internationalization of
higher education. The major objectives of this study were thus to: identify
which aspects of internalization are dominant within the Ethiopian Higher
Education Sector; outline the rationales, benefits, risks and barriers of
internationalization; examine national and institutional frameworks,
policies and regulations that promote or hinder the internationalization of
higher education. The subjects of the study were nine public institutions
and six private institutions. The research used both primary and secondary
sources of data. A questionnaire was used to explore the major elements of
internationalization within the Ethiopian higher education sector. A focused
group discussion was further held with subjects of the study to explore
matters in greater details. Important policy documents and regulations
were also consulted towards the same end. The major findings and
conclusions of the study are discussed together with their policy
implications with the hope of elucidating current patterns and trends of
internationalization in the Ethiopian higher education context.2015-08-01T00:00:00ZAccess and Equity as Addressed Through Private Higher Education Institutions (PHEIs)
http://hdl.handle.net/123456789/2310
Title: Access and Equity as Addressed Through Private Higher Education Institutions (PHEIs)
Authors: Leka, Wanna
Abstract: Ethiopia has embarked on expanding education throughout the country since the
promulgation of the Education and Training Policy (ETP) in 1994.This is more so
in regard to higher education. Higher education plays a pivotal role in human
resource development. Public and private higher education institutions have
expanded after 1994 enrolling thousands of students. However, a cursory
observation shows that all college-age students do not have equal opportunity to join
tertiary level education. Currently, the issues of access and equity are being given
special attention in higher education institutions including PHEIs. Thus, the major
purpose of this paper was to examine the issues of access and equity as addressed
through PHEIs. Equity in education is a measure of fairness, achievement and
opportunity in education. It is widely believed that educational equity is dependent
on two main factors. The first is fairness and the second is inclusion. These two
factors are closely related and are dependent on each other for true academic success
of an educational system. In the Ethiopian context the issue of equity is related to
the expansion of higher education. From the point of equity, girls still have limited
access to the institutions of higher learning as compared with boys. Furthermore,
the majority of young people who are joining higher education institutions are from
urban areas. Disabled students have limited access to higher education institutions
including PHEIs. In this study secondary data were used for analysis. Documents
from MoE, CSA were also used to collect secondary data. The obtained data shows
that even though the majority of the Ethiopian population lives in rural areas,
students coming from the urban areas have high admission rates (access) to tertiary
level education than those coming from rural areas. In the Ethiopian context PHEIs
are of recent phenomenon. However, they are playing their share in opening up
opportunities for young people to get tertiary level education. Despite their positive
role, the issue of access and equity is still a challenge as the data shows and they
need to pay close attention to these issues in order improve the current status quo of
higher education.2015-08-01T00:00:00ZMission in Proclamation but Action Ranking: A Comparative Study of Public and Private Higher Learning Institutions Community service and Engagement in Ethiopia?
http://hdl.handle.net/123456789/2309
Title: Mission in Proclamation but Action Ranking: A Comparative Study of Public and Private Higher Learning Institutions Community service and Engagement in Ethiopia?
Authors: Alamirewu, Taye
Abstract: Under the existing education and training policy framework (1994) and
higher education proclamation (2003, 2009), higher learning institutions
(HLIs) in Ethiopia are born for the people by the people to accomplish
three interrelated core missions of which reaching local and regional
communities and address unmet social, economic, cultural problems via
community service and engagement mission is one. The objective of the
study was to assess the state of the art and the art of the state of serving and
engaging in the community by shifting from ‘knowledge transfer via
graduates’ to ‘knowledge application to solve community problems’. The
study employed qualitative approach (content analysis) and operational
plan reports of higher learning institutions, MOE supervision team reports
including site visits, various meeting presentations were sources of data.
Nine public and three private higher learning institutions were included in
the study selected randomly. Coding and thematic analyses were used to
analyze data as it is a qualitative study. Findings show that higher learning
institutions are at different stages of conceptualizing, formalizing and
implementing community service and engagement activities via developing
institutional policies, strategies or road maps and procedures. In looking
patterns and areas, themes namely continuing education, applied and
community based research, consultancy service, entrepreneurship and
enterprising small businesses, innovation and technology transfer, capacity
building activities, service learning, environmental protection activities and
graduate tracer study were identified to be areas of engagement though
vary from institutions to institutions in scope, scale and type. Also, public
higher learning institutions seem in better practices than private higher
learning institutions in engaging in multidimensional community activities.
Lack of comprehensive research and community engagement institutionalpolicy, internal procedure, sustainability, readiness and attitude of staff and
outcome evaluation were also observed as shortcomings in the majority of
institutions under investigations. Finally, it is learned that, no big problem
that really matters (e.g., poverty, environmental degradation, illiteracy,
hunger, poor schooling, urban crises etc) can be solved and understood
without academics and practitioners working closely together to solve it.
Therefore; successful institution-community partnerships, including
communication about procedures, goals, and priorities; the ability to adapt
to external changes; a vision on both sides for positive change; support from
local leaders; collective efforts should be strengthened so that institutions
and communities can help one another to fulfill their priorities and, above
all, institutions should be guided by developing institutional policy that
dictates pre-mission institutional arrangements or preparations, in mission
coordination strategies and post- mission evaluation instruments.2015-08-01T00:00:00ZEducation for self and national reliance: The challenge of Access, Equity and Quality in Private Higher Education institutions in Tanzania
http://hdl.handle.net/123456789/2308
Title: Education for self and national reliance: The challenge of Access, Equity and Quality in Private Higher Education institutions in Tanzania
Authors: K. Mbirigenda, Shukrani2015-08-01T00:00:00Z