PPT 2011 ECNote Theoretical F Final MA TECs 601.pptx

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Jimma University CEBS
DTECS
Course Title: Theoretical
Foundations of Education
Course code: TECS 601.
Credit hour: 3

Prepared by: woldu Assefa
Assistant Professor
Phone – 0917323110
Mail – wolduyadetie2011@gmail.com
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Procedures
1. Self introduction
2. Ensuring expectations
3. Establishing/setting ground rules
4. Discussion on participants awareness
of the concept of education
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ASK Concept in Training
Areas of training
• Instructionis generally offered in the following
areas .
– Knowledge.
– Skills
• Technical skills.
• Social skills.
– Attitude.
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Instruction is facilitating of
learning outcomes
Learning
Skill based learning
1. Compilation
2. Automaticity
Cognitive Knowledge
1. Declarative
2. Procedural
3. Strategic
Attitudinal Learning
1. Affect / feeling.
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ASK Concept
• If we follow the GAP concept, instruction is
simply a means to use activities to fill the gaps
of performance between the actual results and
the expected results.
• This GAP can be separated into 3 main themes
1.Attitude
2.Skills
3.Knowledge
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ASK Concept
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The reasons for
not making the
5,000 motor
cycles:
• Not enough
resources
• Poor machines
• Poor staff skills
As training experts we must
analyze the situation to
determine if:
• Expected result too be
high.
• Target achievable.
• Is training the only way to
make it happen?
• Are there other factors.

Knowledge is an organized body of facts,
principles, procedures and information
acquired over time.
1. Declarative knowledge is a person’s
store of factual information about a
subject.
2. Procedural knowledge is a person’s
understanding about how and when to
apply the facts that have been learned.
3. Strategic knowledge is used for planning,
monitoring and revising goal – directed
behavior.
Knowledge
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Knowledge is a prerequisite for learning skills.
Skills are the capacities needed to perform a
set of tasks that are developed as a result of
training and experience.
There are two levels of skill acquisition.
1. Compilation (Lower level) – Some one
needs to think about what he is doing
while he is performing the skill.
2. Automaticity (Higher level) - here a
person is able to perform the skill without
really thinking about what he is doing.
Skills
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Phases of Skill Acquisition
Acquiring
Declarative
Knowledge
Knowledge
Compilation
Procedural
Knowledge
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• Attitudes are peoples belief and
opinions that support or inhibit
behavior.
• Attitudes are important to training
because they affect motivation.
• A competency is a set of knowledge,
skills and attitudes that enable a
person to be successful at a number
of similar task.
• A competency is more than just
KSAs: It is the ability to integrate and
use the KSAs to perform a task
successfully.
Attitudes
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Rank ASK by difficulty to develop in people
• Attitude
• Skills
• Knowledge
•Easy
•Moderately difficult
Most difficult
ASK Concept
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Introduction to the concept of education
Objectives
At the end of this session you are expected to:
1. Give the meaning and definition of education’
2. Explain the purpose of education
3. Describe nature of education
4. List down the aims of education
5. Identify types of education

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Activity1
1. What is education?
2. Try to give the narrow and broad
definition of education
3. What is the nature of education?
4. What is the purpose of education?
5. What is the aim of education?
6. What is teaching and learning?
7. What is knowledge?
8. List down types of education and state
their similarities and differences

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Meaning and definition of education
The word ‘Education’ has been derived from
different Latin words.
a) ‘educare’ which means ‘to bring out’ or
‘to nourish’.
b) ‘educere’ which means ‘to lead out’ or
‘to draw out’.
c) ‘educatum’ which means ‘act of
teaching’ or ‘training’.
d) ‘educatus’ which means ‘to bring up,
rear, educate’.

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Meaning Cont’d
• The Greek word ‘pedagogy’ is sometimes used for
education.
• · The most common Indian word ‘shiksha’ is derived
from the Sanskrit verbal root ‘shas’ which means ‘to
discipline’, ‘to control’, ‘to instruct’ and ‘to teach’.
• · Similarly the word ‘vidya’ is derived from Sanskrit
verbal root ‘vid’ which means ‘to know’. Vidya is
thus the subject matter of knowledge. This shows
that disciplining the mind and imparting knowledge
where the foremost considerations in India.

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Meaning Cont’d
• Back in the 1500s, the word education
meant “the raising of children,” but it also
meant “the training of animals.” While
there are probably a few teachers who feel
like animal trainers, education these days
has come to mean either “teaching” or “the
process of acquiring knowledge.”

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DEFINITIONS
• Since time immemorial, education is estimated as
the right road to progress and prosperity. Different
educationists’ thoughts from both Eastern and
Western side have explained the term ‘education’
according to the need of the hour. Various
educationists have given their views on
education. Some important definitions are:
• 1. Mahatma Gandhi – “By education I mean an
all-round drawing out of the best in man – body,
mind and spirit.”

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DEFINITIONS Cont’d
2. Rabindranath Tagore – “Education enables the
mind to find out the ultimate truth, which gives us
the wealth of inner light and love and gives
significance to life.”
3. Dr. Zakir Husain – “Education is the process of
the individual mind, getting to its full possible
development.”
4. Swami Vivekananda – “Education is the
manifestation of divine perfection already existing
in man.”

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• 5. Aristotle – “Education is the creation of sound
mind in a sound body.”
• 6. Rousseau – “Education is the child’s
development from within.”
• 7. Herbert Spencer– “Education is complete
living.”
• 8. Plato – “Education is the capacity to feel
pleasure and pain at the right moment.”
• 9. Aristotle – “Education is the creation of a sound
mind in a sound body.”

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10. Pestalozzi – “Education is natural,
harmonious and progressive development of
man’s innate powers.”
11. Froebel -“Education is enfoldment of what
is already enfolded in the germ.”
12. T.P. Nunn – “Education is the complete
development of the individuality of the child.”

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13. John Dewey – “Education is the process of
living through a continuous reconstruction of
experiences.”
14. Indira Gandhi – “Education is a liberating
force and in our age it is also a democratizing
force, cutting across the barriers of caste and
class, smoothing out inequalities imposed by
birth and other circumstances.”

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NARROW MEANING OF EDUCATION
• The education provided under the
premises of school, colleges and
universities
• Education limited under the premises of
educational institutions
• It doesn’t include the education outside of
four walls of institution

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Broader Meaning Of Education
•
• According to its concept education is
universal, we can gain education from
anywhere, anytime
• There is no bound of place and time
Education is the long life process
• It starts from cradle and ends to the grave

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• John Locke said, “Plants are developed
by cultivation and men by education”.
This world would have been enveloped
in intellectual darkness if it had not
been illuminated by the light of
education. It is right to say that the story
of civilization is the story of education.

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• Thus, education is an integral part of
human life. It is the basic condition for a
development of a whole man and vital
instrument for accelerating the wellbeing
and prosperity by the light of education.

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The Purpose of Education
• The purpose of education changes in
accordance with the needs of society.
Education served many roles in history,
including instructing students in religious
dogma, preparing people for industrialized
jobs and assimilating immigrants into
society.

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The Purpose of Education Cot’d
• In contemporary society, a wide range of
opinions exist. Some people believe the
purpose of education as only to prepare
students to obtain employment. Others
may view it as helping to create adults
who can have healthy and meaningful
relationships.

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• Kathie Green of Indiana: "The purpose of
education is to teach the basics so everyone has
a shot at life :) but more than that to create the
"spark" - the curiosity, the creativity, the
confidence, the enthusiasm for further
knowledge that helps a person grow beyond
what they believe they can be. It's a lot to hope
for - but I have watched it happen time and
again...education changes the scope of the
world.

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"The purpose of education is to prepare our
children for higher education, teach them
to navigate social interactions with peers
from different backgrounds, and to help
them become tax paying members of
society. It is to provide them with the
building blocks to figure out what they
want to do with their lives and to spark
their curiosity to learn more and to build on
the skills that they already have.

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The Purpose of Education
Cot’d
• In the case of children with disabilities
it is also to teach them functional
skills so that they can function on
their own once they leave school
behind and to potentially obtain and
keep a job for those that are high
functioning."

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• The purpose of education to nurture
children into productive citizens that
use their knowledge, talents, and
learned skills to sustain themselves
and help others while pushing the
human race forward in areas of
equality, equity, and harmony."

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• "The purpose of education is to develop
students’ desire and ability to think and learn
about the world around them. Further, the
purpose is to learn how to develop relationships
that will enable students to work with their peers,
throughout their schooling and beyond.“
• To ensure growth and build community that
allows meaningful post secondary outcomes
regardless of ability."

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NATURE OF EDUCATION
• As is the meaning of education, so is its nature.
It is very complex. Let us now discuss the nature
of education:
Education is a life-long process- Education is a
continuous and lifelong process. It starts from
the womb of the mother and continues till death.
It is the process of development from infancy to
maturity. It includes the effect of everything
which influences human personality.

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NATURE OF EDUCATION Cont’d
Education is a systematic process- It refers to
transact its activities through a systematic
institution and regulation.
Education is development of individual and
the society- It is called a force for social
development, which brings improvement in
every aspect in the society.
Education is modification of behavior- Human
behavior is modified and improved through
educational process

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Education is purposive: every individual has
some goal in his life. Education contributes in
attainment of that goal. There is a definite
purpose underlined all educational activities.
Education is a training- Human senses, mind,
behavior, activities; skills are trained in a
constructive and socially desirable way.
Education is instruction and direction- It directs
and instructs an individual to fulfill his desires
and needs for exaltation of his whole personality.

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Education is continuous reconstruction of our
experiences- As per the definition of John
Dewey education reconstructs and remodels
our experiences towards socially desirable way.
Education helps in individual adjustment: a
man is a social being. If he is not able to adjust
himself in different aspects of life his personality
can’t remain balanced. Through the medium of
education he learns to adjust himself with the
friends, class fellows, parents, relations,
neighbors and teachers etc.

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Education is balanced development:
Education is concerned with the development of
all faculties of the child. it performs the functions
of the physical, mental, aesthetic, moral,
economic, spiritual development of the
individual so that the individual may get rid of
his animal instincts by sublimating the same so
that he becomes a civilized person.

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NATURE OF EDUCATION
Cont’d
• Education is a dynamic process:
Education is not a static but a dynamic
process which develops the child
according to changing situations and
times. It always induces the individual
towards progress. It reconstructs the
society according to the changing needs of
the time and place of the society.

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Education is a three dimensional
process: John Dewey has rightly
remarked, “All educations proceeds by
participation of the individual in the social
consciousness of the race.” Thus it is the
society which will determine the aims,
contents and methods of teachings. In this
way the process of education consists of 3
poles – the teacher, the child and the
society.

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NATURE OF EDUCATION
Cont’d
Education as growth: The end of
growth is more growth and the end
of education is more education.
According to John Dewey, “an
individual is a changing and
growing personality.” The purpose
of education is to facilitate the
process of his/her growth.

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NATURE OF EDUCATION
Cont’d
• Therefore, the role of education
is countless for a perfect society
and man. It is necessary for
every society and nation to bring
holistic happiness and
prosperity to its individuals.

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AIMS OF EDUCATION
• Aims give direction to activities. Aims of
education are formulated keeping in view
the needs of situation. Human nature is
multisided with multiple needs, which are
related to life. Educational aims are
correlated to ideals of life.

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AIMS OF EDUCATION Cont’d
• The goal of education should be the full
flowering of the human on this earth.
According to a UNESCO study, “the
physical, intellectual, emotional and ethical
integration of the individual into a complete
man/woman is the fundamental aim of
education.”

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• The goal of education is also to form
children into human persons
committed to work for the creation of
human communities of love,
fellowship, freedom, justice and
harmony. Students are to be molded
only by making them experience the
significance of these values in the
school itself.

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• Teachers could achieve this
only by the lived example of
their lives manifested in
hundreds of small and big
transactions with students in
word and deed.

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Individual and Social Aims:
• Individual aims and social aims are the most
important aims of education. They are opposed
to each other individual aims gives importance
for the development of the individuality. Social
aim gives importance to the development of
society through individual not fulfilling his desire.
But it will be seen that development of
individuality assumes meaning only in a social
environment.

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Individual Aims
Sir Percy Nunn observes, “Nothing goods
enters into the human world except in and
through the free activities of individual men
and women and that educational practice
must be shaped the individual. Education
should give scope to develop the inborn
potentialities through maximum freedom.”

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Because:
• Biologists believe that every individual
is different from others. Every child is
a new and unique product and a new
experiment with life. Thompson says,
“Education is for the individual”.
Individual should be the centre of all
educational efforts and activities.
• Naturalists believe that central aim of
education is the autonomous
development of the individual.

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• Rousseau said, “Everything is good
as it comes from the hands of the
Author of Nature, but everything
degenerates in the hands of man.”
God makes all things good, man
meddles with them and they become
evil. God creates everything good
man makes it evil. So individual
should be given maximum freedom
for its own development

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Individual Aims Cont’d
• Psychologists believe that education
is an individual process because of
individual differences. No two
individuals are alike. So education
should be according to the interest of
the individual.

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Criticism of Individual Aim:
Individual aim is not desirable because man is a
social animal. Society’s interest should be
protected.
• Individual aim makes individual selfish.
• Maximum freedom may go against the society.
• Individuality cannot develop from a vacuum; it
develops in a social atmosphere.
• Unless society develops, individual cannot
develop.
• Who will recognize society- where individual is
selfish?

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Social Aim:
• The supporters believe that society or state is
supreme or real. The individual is only a
means. The progress of the society is the aim
of education. Education is for the society and of
the society. The function of education is for the
welfare of the state. The state will make the
individual as it desires. It prepares the
individual to play different roles in society.
Individuality has no value, and personality is
meaningless apart from society. If society will
develop individual will develop automatically.
Here society plays an important role.

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Criticism of Social Aim
• It makes individual only a tool of
government.
• It reduces individual to a mere non-entity.
• Society ignores the legitimate needs,
desires and interests of the individual.
• It is against the development of
individuality of the individual.

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Synthesis Between Individual And Social Aims Of
Education:
• Individual aim and social aim of education
go independently. Both are opposing to
each other. It is not in reality. Neither the
individual nor the society can exist. The
individual is the product of the society
while society finds its advancement in the
development of its individual member.

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Synthesis cont’d
• Individual cannot develop in vacuum.
According to John Adams,
“Individuality requires a social medium
to grow.” And T.P. Nunn says,”
Individuality develops in social
environment.”

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Conclusion
• According to James Ross, “The aim of
education is the development of valuable
personality and spiritual individuality.” The
true aim of education cannot be other than
the highest development of the individual
as a member of society. Let education
burn the individual flame, feeding it with
the oil of society.

Activity 1
The concepts of teaching and learning
There are two major perspectives in defining teaching
and learning.
1. Traditional perspective
Three perceptions exist under this:
– Transfer perception
– Sharing perception and
– Shaping perception
2. Modern perspective
Here there are two major perceptions
– Growth perception and
– Traveling perception
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An Educated Person
• It is true that the educated person needs
information, but an educated person is not
dependent on the information they have stored
in their heads, because they have the ability to
find information, create knowledge, and develop
skills when necessary.• Achieving the status of
being educated does not require a teacher.
• The necessity of having and manipulating
knowledge, skills and information• The constant
need to see through the inherent illusions that
arise from our unconscious thought processes,
and• Our ability to influence our states of mind

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An Educated Person cont’d
• An Educated Person• What all learners are
doing is developing a map of reliable methods of
getting from negative states of mind to positive
states of mind.• The units of knowledge skills
and information are points on the map, but what
makes the map useful are accurate portrayals of
the relationships between the points and how
those points can be used to arrive at the desired
states of mind.

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• An Educated Person• The key quality of
an educated person is the ability to move
from negative states of mind to positive
states of mind and assist others to do the
same.• This covers all situations where
there are problems such as poverty,
conflict, and pollution as well as problems
like depression, ignorance, or ambition.

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• The world that we are concerned with in
education is the human mind• Students
need to learn to navigate the terrain of their
own minds so that they can effectively
navigate the real world that confronts that
mind with all the challenges of earthly
human existence
• Consistent attainment of positive states of
mind is better known as having a good
attitude• if everyone can achieve a good
attitude and help others do the same then
the world will be a better place.

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• An Educated Person Thus education, the
process of attaining and assisting others to
attain a good attitude that enables a person to
perceive accurately, think clearly, and act
effectively according to self-selected goals, is
fundamentally about attitude no matter what age
or level of schooling you are concerned with.
• A Three Role Circus• a learning agent,• a
learning catalyst,• and the learning context.

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What is knowledge?
• A Three Role Circus• The learning agent is the active
map- maker.• The learning agent is obviously the student
as that role is normally thought of in schools.• The
learning catalyst is someone or something that the agent
engages in a deep relationship with and attempts to
understand how the catalyst fits into the agent’s world.
• What is knowledge?• body of information that exists
"out there“• the results or products of human thought
processes that have taken on a life of their own• K…is
the sum total of facts, truths, laws, principles, and ideas
that man has produced

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What is knowledge? Cont’d
• What is knowledge?• "developing the Knowledge…of
the student" is conceptualized as "giving" them these
facts, truths, laws, principles, ideas, and history•
knowledge is not "out there," but arises in the mind of
an individual when that person interacts with the world.
• What is knowledge?"The central task of education is to
implant a will and facility for learning; it should produce
not learned but learning people. The truly human
society is a learning society, where grandparents,
parents, and children are students together." ~Eric
Hoffer

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What is knowledge? Cont’d
• What is knowledge?"No one has yet realized the
wealth of sympathy, the kindness and generosity
hidden in the soul of a child. The effort of every true
education should be to unlock that treasure." ~Emma
Goldman
• What is knowledge?"The aim of education should be
to teach us rather how to think, than what to think—
rather to improve our minds, so as to enable us to
think for ourselves, than to load the memory with the
thoughts of other men.“
• ~Bill Beattie

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Types of Education
Formal Education
In formal Education
Non Formal Education

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Formal Education
• Formal education is institutionalized,
chronologically graded and hierarchically
structured education system, running
from lower primary school o the upper
reaches of the university, generally full
time and sanctioned by the state

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In formal Education
• In formal education as name indicates,
has no formal procedure. Here the learner
learns from his environment __ family,
friends, surroundings, school, media,
social gatherings etc. The learner here, is
un aware of his learning.

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Non formal Education
• NFE includes all educational activities
organised outside the formal system and
designed to serve identifiable clientele and
objectives. It is a life long process by
which every person acquires and
accumulates knowledge, skills, attitudes
and insight from daily experience and
exposure to environment.

Historical development of curriculum in
Ethiopia
Historical development of
curriculum in Ethiopia can be seen
from two perspectives
1.Traditional education and
2.Modern education

Historical development of curriculum in Ethiopia
Traditional education
• There were/are two types of traditional education
in Ethiopia
1. Orthodox /Church Education and
2. Mosque/Quran Education
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Objectives
At the end of this session you will be able to:
• Describe historical development of curriculum in
Ethiopia
• State traditional and Modern historical
development of curriculum in Ethiopia
• List down the strong and week aspects of the
traditional and modern curriculum of Ethiopia
• State the achievements, challenges and suggest
possible solutions to current Ethiopian Education.

Activities
1. Write the summery of historical development of
curriculum in Ethiopia
2. State traditional and Modern historical development of
curriculum in Ethiopia
3. List down the strong and weak aspects of the traditional
and modern curriculum/curriculum of Ethiopia
4. Write down the contribution of traditional curriculum/
education in Ethiopia
5. State the achievements and challenges current
Ethiopian curriculum/Education at preprimary, primary,
secondary and university levels.
6. Suggest possible solutions to overcome the challenges.

Historical development of curriculum in Ethiopia
• There were/are two types of traditional education
in Ethiopia
1. Orthodox /Church Education and
Until the beginning of the 20th century, education in
Ethiopia rooted itself in monasteries, abbeys and
mosques. The objective was basically religious
although some scribes that functioned as
secretaries of the aristocracy were also the
graduates of those schools
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Church Education
• According to various sources, Christianity
was, supposedly, introduced in Ethiopia from
Egypt, in 330 E.C. According to the World
Bank 1988:11), the church education has
founded a comprehensive system of
education that provided for Ethiopian cultural,
spiritual, literary, scientific and artistic life.
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As argued by Teshome Wagaw (1979:11), church
education, primarily, aimed at preparing young
men to provide church services, such as
deacons and priests. Besides, Church education
also served as the main source to provide
judges, governors, scribes, treasures and
general administrators for the, then, government
and society. Besides, it was a system by which
the value, history, culture, virtue, etc. of society
was transmitted from one generation to the other.
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Ethiopian Church education is independent
from political influence. The source of this
freedom originated from the complete
autonomy of the Church from the state, in
terms of education. Because church
schools were “run by the church without the
intervention of the
state”, church education was not
politicized.
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With all its merits, however, church education
was not able to produce intellectuals with
minds of creativity, critical thinking and
farsightedness. Supporting this, Mulugeta
Wodajo (1959) in Messay (2007:10), points out
that the techniques and the contents of the
education system were not, particularly, apt to
develop the understanding; nor were they
liable to cultivate the intellectual faculties of
creativity, criticism, and imagination, since the
mode of delivery heavily depended upon rote
memory.
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Besides, according to Wagaw (1979:12),
“Church schools did not serve the whole
nation and so cannot be considered
impartial or democratic.” This indicates
that church education only rovided service
for those who followed the Christianity
faith. Besides, WeldeMeskel (1999) in
Yodit, et al
(unknown: 15) argue as follows “In the early
stages of educational history in Ethiopia,
the Orthodox Church held a significant
political and social role.
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Consequently, the most recognized
system of education was offered by
the Orthodox Church schools, though
it was available in only a few regions
of the country and catered to the
elite.” However, church education
served as a source of human
resource for the then governments
and as a museum in preserving the
history, cultural, spiritual and material
heritages of the country.
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Curriculum was basically static and
"there was a belief that studies that
were true and valuable in the past
were true and are valuable forever"
(Adane 1991:4). Contents ranged
from reading, writing or calligraphy
(Kum Tshfet), liturgy (Kidasis), church
music (Zema), poetry (Kine),
commentaries (Mesahft) and some
calendar calculations and astrology
(Bahrehasab, Abushakir). 86

The duration ranged up to over 20 years,
depending on the learning pace of each
student. Every student was treated
according to his learning capacity. Grade
grouping and promotion time was thus
accordingly very flexible.
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• The medium of instruction was Geez which in
the past times was a spoken as well as a written
language.
Up to the beginning of the twentieth century,
when modern schooling started, Ethiopian
church had almost a monopoly over education in
Ethiopia. There was strong opposition to the
establishment and running of secular type of
schools.
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Orthodox /Church Education and
Structure of education
1. Nibab/fidel gebeta Bet (2yrs)
2. Zema Bet (House of Music)(4Yrs)
3. Kine Bet (14Yrs)
4. Metsihaft Bet (9Yrs)
89

Mosque/Quran Education
• According to Markosis (1994:156),
Quaranic education was introduced to
Ethiopia during the 7th century. Arab
culture and faith were adapted in most of
southern and southeast Ethiopia. Ayalew
(1989:31) has mentioned that the term
‘Islamic education’, was confined to the
centers of faith, due lack of space and
finance. Quaranic/Islamic/Education

Like the church, the mosques in the Moslem
areas in Ethiopia had a parallel function in
running Koranic schools, starting from the 7th
century. Unlike the church schools, the
Koranic schools were financed by the local
committees themselves and received no
state assistance of any kind (Markokis,
1994). The lack of assistance from the state
limited the operation of such schools only to
the centers of Islamic faith, where community
support was available (Ayalew Shibeshi,
1989.p.31)
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Mosque/Quran Education
Structure of education
1. Mejlis/Tehaji
2. Nehu
3. Fki
4. Tasfir Qur’an Alkarim
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Contribution of Traditional Education
• Lay bases for modern education
• Sources of historical evidences
• Give services fof both the government and
religious affairs
• Awaited us with the then heritage
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Modern Education
• According to Tegegne and Tsegaye (1999-
2000:25), an education which contains some
elements of modern education was introduced
into Ethiopia during the Gonderian period, by the
Portuguese missionaries, starting from the 16th
century. The media of instruction, at that time,
were both Amharic and Portuguese languages.
However, this religious and secular mixed
education system was interrupted from 1632-
1769 and this period is known as a period of
isolation in Ethiopian history. The second history
of modern education was associated with the
opening of the Suez Canal, in1869.

Modern Education in Ethiopia during the 20th
Century
It is appropriate to trace here the historical
development of modern/western education in
Ethiopia, to understand how it developed at different
periods. Overall, the victory of Adwa (1896) and the
foundation of Addis Ababa are taken as a
springboard for the new developments in the
education sector of the country. This approach could
help to show the differences between the education
policies of the past three governments and the
government in power, as well as the inherent nature
of the education policy of the EPRDF government,
from a multicultural education perspective.
07/20/2025 95

Modern Education
• At the beginning of the twentieth century, the
education system's failure to meet the needs of
people involved in statecraft, diplomacy,
commerce, and industry led to the introduction
of government-sponsored secular education.
• According to Tegegne and Tsegaye (1999-
2000:84-86), the historical development of
modern education, from the time of Atse
Menilik to the Derge regime, could be classified
and discussed by dividing it into five periods as
can be seen in the summary part.
96

Main causes for the introduction of modern
education in Ethiopia
 Establishment of centralized government/state
 Need for modernization such as the introduction
of telephone and postal services
 Missionaries
 Ethio_Djibouti railway construction
 Battle of Adowa

Modern Education
• The first public school was established in
Addis Ababa in 1908, and a year later a
primary school opened in Harer. Foreign
languages, elementary mathematics, and
rudimentary science were taught in French
to a limited number of students, along with
Amharic and religious subjects.
98

Modern Education Cont’d
• In 1925 the government adopted a plan to expand
secular education, but ten years later there were only
8,000 students enrolled in twenty public schools. A
few students also studied abroad on government
scholarships. Schools closed during the Italian
occupation of 1936-41
• After the restoration of Ethiopian independence,
schools reopened, but the system faced shortages of
teachers, textbooks, and facilities. The government
recruited foreign teachers for primary and secondary
schools to offset the teacher shortage.
99

• By 1952 a total of 60,000 students were enrolled in 400
primary schools, eleven secondary schools, and three
institutions offering college-level courses. In the 1960s,
310 mission and privately operated schools with an
enrollment of 52,000 supplemented the country's public
school system.
• In May 1961, Ethiopia hosted the United Nations-
sponsored Conference of African States on the
Development of Education. Among other things, the
conference highlighted Ethiopia's educational deficiencies.
The Ethiopian education system, especially in primary and
secondary education, was ranked the bottom among
African nations.
100

• There were two institutions of higher education: Haile
Selassie I University in Addis Ababa, formed by
imperial charter in 1961, and the private University of
Asmera, founded by a Roman Catholic religious
order based in Italy.
• Between 1961 and 1971, the government expanded
the public school system more than fourfold, and it
declared universal primary education a long-range
objective. In 1971 there were 1,300 primary and
secondary schools and 13,000 teachers, and
enrollment had reached 600,000.
101

Problem of Ethiopian in the past
1. Lack of accessibility
2. Lack of relevance
3. Lack of equity
4. Efficiency
5. Quality
102

Latter it has seen that our country's
education is entangled with complex
problems of relevance, quality,
accessibility and equity. The
objectives of education do not take
cognizance of the society's needs and
do not adequately indicate future
direction.

The absence of interrelated contents and mode of
presentation that can develop student's
knowledge, cognitive abilities and behavioral
change by level, to adequately enrich problem-
solving ability and attitude, are some of the major
problems of our education system.
Inadequate facilities, insufficient training of
teachers, overcrowded classes, shortage of
books and other teaching materials, all indicate
the low quality of education provided.

• Overall, the education and training policy
envisages bringing-up citizens endowed
with humane outlook, countrywide
responsibility and democratic values
having developed the necessary
productive, creative and appreciative
capacity in order to participate fruitfully in
development and the utilization of
resources and the environment at large

• The language policy is a corner stone for the
cultural basis of education. The Education and
Training Policy states:
• "Cognizant of the pedagogical advantage of the
child in learning in mother tongue and the rights of
nationalities to promote the use of their languages
in primary education will be given in nationality
languages".
• Hence, currently out of the over eighty languages
17 languages are used as media of instruction in
the primary school and pre-school teachers are
also mostly taught in their mother languages.
106

• It further promulgates that "every nation,
nationality and people in Ethiopia has the
right ... to develop its own language, to
express, to develop and to promote its culture;
and to preserve its history" (Article 39/2). The
constitution further mandates the Federal
Government that "it shall establish and
implement national standards and basic policy
criteria .. for the protection and preservation
and historical legacies" (Article 51/3).
107

• Curriculum content and title
development of textbooks of primary
education is now mainly the
responsibility of respective regional
state governments together with
technical assistance from the Federal
ministry of Education.
108

Summery of Modern Education
Aims Language
of
instructio
n
Teacher
s
Contents Structure
French Period
(1908_1935)
To produce
interpreter and clerks
French
French
French From French
British Period
(1940_1950)
Produce Technicians English English From Britain 6_6_4
American Period
(1951-1974)
Produce Technicians English and
Amharic in
lower grades
American
and few
Ethiopian
America 4_4_4_4
6_2_4_4
Derg regime period
(1974_1991)
Production, political
consciousness and
scientific research
English and
Amharic up
to secondary
Russian,
Germans
and
Ethiopian
More of
Russian and
GDR
6_2_4_4
Present (1991/92_ About 17
languages
in primary
Ethiopians
and
Foreign
ers
Attempt made
to
Ethiopianize
4_4_2_2_
3/4
109

OBJECTIVES OF EDUCATION AND TRAINING
• General Objectives
1. Develop the physical and mental potential and the
problem-solving capacity of individuals by expanding
education and in particular by providing basic
education for all.
2. Bring up citizens who can take care of and utilize
resources wisely, who are trained in various skills, by
raising the private and social benefits of education.
3. Bring up citizens who respect human rights, stand for
the well-being of people, as well as for equality,
justice and peace, endowed with democratic culture
and discipline

OBJECTIVES OF EDUCATION AND TRAINING Cont’d
4. Bring up citizen who differentiate harmful
practices from useful ones, who seek and stand for
truth, appreciate aesthetics and show positive
attitude towards the development and
dissemination of science and technology in society.
5. Cultivate the cognitive, creative, productive and
appreciative potential of citizens by appropriately
relating education to environment and societal
needs.

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