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Aid and Reform

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Higher Education in Ethiopia

Part of the book series: Education Policy & Social Inequality ((EPSI,volume 2))

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Abstract

The post-2000 international development discourse has been dominated by what can be characterized as knowledge economy optimism (as echoed in the World Bank’s statement in the opening quote above). The new enthusiasm about economic value of knowledge was linked with national poverty reduction efforts.

Developing and transition countries are at risk of being further marginalized in a highly competitive world economy because their tertiary education systems are not adequately prepared to capitalize on the creation and use of knowledge.

World Bank (2002, p. xix)

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Notes

  1. 1.

    While the World Bank usually refers to the International Bank for Reconstruction and Development (IBRD, established in 1945) and the International Development Association (IDA, established in 1960), the World Bank Group includes three other institutions: the International Finance Corporation (IFC, established in 1956), the Multilateral Investment Guarantee Agency (MIGA, established in 1988), and the International Centre for Settlement of Investment Disputes (ICSID, established in 1966). In this book, the Bank and the World Bank are used interchangeably and both stand for IDA.

  2. 2.

    According to the WB’s archive, after a six-week Bank mission to Ethiopia in the early 1950s, the WB (IBRD) approved the first loan to Ethiopia (in fact, the first loan to Africa) for a Development Bank project (US$2 million), and Highway project (US$5 million) in September of the same year. Ethiopia received its first fund (US$13.5 million) from the newly formed IDA in 1963 for its highway project.

  3. 3.

    The Development Assistance Committee (DAC) is comprised of 23 economically advanced countries of the world. These are Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Japan, Korea, Luxembourg, The Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, UK, and USA. Among the non-DAC donors are China, Israel, Saudi Arabia, Turkey, and the United Arab Emirates.

  4. 4.

    Between 1999 and 2012, in addition to expanding the admission capacity of existing universities (Addis Ababa and Haramaya), through merging and upgrading colleges and institutes, the Ethiopian Government has established the following 29 universities: Addis Ababa Science and Technology, Adigrat, Assosa, Ambo, Axum, Bahir Dar, Bule Hora, Arba Minch, Adama, Gondar, Debre Birhan, Debre Markos, Debre Tabor, Dilla, Dire Dawa, Hawassa, Jijiga, Jimma, Medawolabu, Mekelle, Metu, Mizan–Tapi, Semera, Wachamo, Welkite, Wolayita Soddo, Woldia, Wollega, and Wollo, [see Fig. 8.1 for a regional distribution of universities]. In addition, the government has set a goal of establishing about a dozen new public universities by 2020. There are also four public HE institutions (Ethiopian Civil Service University, Defence University, Kotebe College of Teacher Education, and Telecommunications and IT College) that award undergraduate degrees and are run by different agencies under the Ethiopian Government.

  5. 5.

    Detailed accounts on the WB’s programmes and projects in Ethiopia can be accessed online at http://web.worldbank.org/external/default/main?menuPK=295961&pagePK=141155&piPK=141124&theSitePK=295930.

  6. 6.

    See the brief accounts of the WB’s policy regulatory instruments at http://www.worldbank.org/ida/ida-financing.html.

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  1. Deakin University, Geelong, VIC, Australia

    Tebeje Molla

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Molla, T. (2018). Aid and Reform. In: Higher Education in Ethiopia. Education Policy & Social Inequality, vol 2. Springer, Singapore. https://doi.org/10.1007/978-981-10-7933-7_3

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