|Ethiopia Table of Contents
After the overthrow of imperial rule, the provisional military government dismantled the feudal socioeconomic structure through a series of reforms that also affected educational development. By early 1975, the government had closed Haile Selassie I University and all senior secondary schools and had deployed some 60,000 students and teachers to rural areas to participate in the government's Development Through Cooperation Campaign (commonly referred to as zemecha ). The campaign's stated purposes were to promote land reform and improve agricultural production, health, and local administration and to teach peasants about the new political and social order.
In 1975 the new regime nationalized all private schools, except church-affiliated ones, and made them part of the public school system. Additionally, the government reorganized Haile Selassie I University and renamed it Addis Ababa University. It also initiated reforms of the education system based partly on ESR recommendations and partly on the military regime's socialist ideology. However, no meaningful education occurred (except at the primary level) from 1975 to 1978 because of the social turmoil, which pitted the regime against numerous opposition forces, including students.
Beginning in 1975, a new education policy emphasized improving learning opportunities in the rural areas as a means of increasing economic productivity. In the mid-1980s, the education system was still based on a structure of primary, secondary, and higher education levels, much as it was during the imperial regime. However, the government's objective was to establish an eight-year unified education system at the primary level. Preliminary to implementing this program, officials tested a new curriculum in seventy pilot schools. This curriculum emphasized expanded opportunities for nonacademic training. The new approach also decentralized control and operation of primary and secondary schools to the subregional level, where the curriculum addressed local requirements. In each case, committees drawn from the peasant associations and kebeles and augmented by at least one teacher and one student over the age of sixteen from each school administered the public schools. Students used free textbooks in local languages. In late 1978, the government expanded the program to include nine languages, and it adopted plans to add five others.
There were also changes in the distribution and number of schools and the size and composition of the student body. The military regime worked toward a more even distribution of schools by concentrating its efforts on small towns and rural areas that had been neglected during the imperial regime. With technical assistance from the Ministry of Education, individual communities performed all primary school construction. In large part because of such community involvement, the number of primary schools grew from 3,196 in 1974/75 to 7,900 in 1985/86 (the latest years for which figures were available in mid-1991), an average increase of 428 schools annually. The number of primary schools increased significantly in all regions except three, including Eritrea and Tigray, where there was a decline because of continuing insurgencies. In Addis Ababa, the number of primary schools declined because of the closure or absorption of nongovernment schools, especially religious ones, into the government system.
Primary school enrollment increased from about 957,300 in 1974/75 to nearly 2,450,000 in 1985/86. There were still variations among regions in the number of students enrolled and a disparity in the enrollment of boys and girls. Nevertheless, while the enrollment of boys more than doubled, that of girls more than tripled. Urban areas had a higher ratio of children enrolled in schools, as well as a higher proportion of female students, compared with rural areas.
The number of junior secondary schools almost doubled, with fourfold increases in Gojam, Kefa, and Welega. Most junior secondary schools were attached to primary schools.
The number of senior secondary schools almost doubled as well, with fourfold increases in Arsi, Bale, Gojam, Gonder, and Welo. The prerevolutionary distribution of schools had shown a concentration in the urban areas of a few administrative regions. In 1974/75 about 55 percent of senior secondary schools were in Eritrea and Shewa, including Addis Ababa. In 1985/86 the figure was down to 40 percent. Although there were significantly fewer girls enrolled at the secondary level, the proportion of females in the school system at all levels and in all regions increased from about 32 percent in 1974/75 to 39 percent in 1985/86.
The number of teachers also increased, especially in senior secondary schools. However, this increase had not kept pace with student enrollment. The student-teacher ratio went from forty-four to one in 1975 to fifty-four to one in 1983 in primary schools and also increased from thirty-five to one in 1975 to forty-four to one in 1983 in secondary schools.
Although the government achieved impressive improvements in primary and secondary education, prospects for universal education in the near future were not bright. In 1985/86, the latest year for which government statistics were available, enrollment in the country's primary, junior secondary, and senior secondary schools totaled 3.1 million students, up from the nearly 785,000 enrolled a decade earlier. Only about 2.5 million (42 percent) of the 6 million primary school-age children were enrolled in school in 1985/86. Junior secondary school enrollments (grades seven and eight) amounted to 363,000, while at the secondary school level (grades nine through twelve), only 292,385 out of 5.5 million, or 5.3 percent, attended school. In addition, prospects for continued study for most primary school graduates were slim. In 1985/86 there was only one junior secondary school for every eight primary schools and only one senior secondary school for every four junior secondary schools. There were many primary school students for whom space would not be available and who therefore would most likely end up on the job market, where work already was scarce for people with limited educations.
School shortages also resulted in crowding, a situation aggravated by the rural-urban influx of the late 1980s. Most schools operated on a morning and afternoon shift system, particularly in urban areas. A teacher shortage exacerbated the problems created by crowded classrooms. In addition to these problems were those of the destruction and looting of educational facilities as a result of fighting in northern regions. By 1990/91 destruction was especially severe in Eritrea, Tigray, and Gonder, but looting of schools was reported in other parts of the country as well.
Source: U.S. Library of Congress