The Government of the Federal Democratic Republic of Ethiopia commissioned a national study to review the overall education system of Ethiopia in 2016 that resulted in the Education and Training Roadmap outlining the unwavering commitment towards transformative changes in the national education system. Among the various areas identified in the Roadmap for further intervention and urgent policy shift was the dire need to differentiate the public universities―which for ages have stagnated from disciplinary and mission redundancy―and transform them to vibrant 21st century dynamic universities endowed with missions commensurate with the critical needs of the country.
Author(s): Adula Bekele Hunde, Ephrem Tekle Yacob, Genene Abebe Tadesse, Kiros Guesh, Mekasha Kassaye Gobaw, Nigussie Dechassa, Tesfaye Muhiye Endris, Tesfaye Negewo, Yemataw Wondie
Publisher: Springer VS
Year: 2023
Language: English
Pages: 119
City: Wiesbaden
Foreword
Contents
Abbreviations and Acronyms
Section I: Background and Review of Related Literature
1 Introduction
1.1 General Background
1.2 Background to the Ethiopian Higher Education System
1.3 The Need for Diversifying the Higher Education System of Ethiopia
2 Objectives
2.1 General Objective
2.2 Specific Objectives
3 Expected Outcomes
4 Review of Literature
4.1 Conceptualizing Differentiation
4.2 Importance of Differentiation
4.3 National Experience
4.4 International Experience
4.5 Experience from Selected Countries
4.5.1 Africa
4.5.1.1 Egypt
4.5.1.2 South Africa
4.5.1.3 Ghana
4.5.1.4 Tanzania
4.5.1.5 Pan Africa University (PAU)
4.5.2 Asia
4.5.2.1 China
4.5.2.2 South Korea
4.5.2.3 Uzbekistan
4.5.3 South America
4.5.3.1 Chile
4.5.4 Europe
4.5.4.1 Germany
4.5.4.2 France
4.5.4.3 The United Kingdom
4.5.5 North American
4.5.5.1 The USA
4.5.5.2 Canada
4.5.6 Summary of Lessons Learnt from the Case Countries
4.5.7 International Classification Systems
4.5.8 Types of Differentiation
4.5.9 Pre-differentiation Actions
4.5.10 Enabling Factors and Challenges for Differentiation
4.5.10.1 Enabling Factors
4.5.10.2 Challenges
4.5.11 Key Lessons
4.5.11.1 Lessons From National Experience
4.5.11.2 Lessons From International Experience
5 Developing a Differentiation Model and Standards for Ethiopia
5.1 Characteristics of the Ethiopian Higher Education System: A conceptual model for differentiation
5.2 Setting Standard for Differentiating HEIs in Ethiopia
5.2.1 Suggested Differentiation for the Higher Learning System of Ethiopia
5.2.1.1 Research University
5.2.1.2 University of Applied Sciences
5.2.1.3 Comprehensive University
5.2.1.4 TVET Colleges
5.2.1.5 Liberal Arts College/College of Liberal Arts
5.2.1.6 College of Fine Arts
Section II: Empirical Study
1 Introduction
2 Establishing Actual Model for Categorization
3 Methods and Procedures
3.1 The Study Design
3.2 Research instruments
3.3 Delimitation of Study
3.4 Defining Objectives
3.5 International Benchmarking
3.6 Preparing for Data Collection
3.7 Data Analysis
3.8 The Process of Data Collection
3.9 Data Clearing and Encoding
3.10 Procedures for Encoding Data
4 Results and Discussion
4.1 Data Source
4.2 Key Findings
4.2.1 Ranking
4.2.2 Identifying Priority Areas
4.2.2.1 Band Strength
4.2.2.2 Scopus Publication Data
5 University Categorization and Identification of Areas of Strength
5.1 Research Universities and their Focus Areas
5.2 University of Applied Sciences and their Focus (Mission) Areas
5.3 Comprehensive Universities and their Focus (Mission) Areas
6 Conclusions and Recommendation
6.1 Conclusions
6.2 Recommendation
6.3 Limitations
6.4 Roles of Government in Implementing Differentiation
References
