Competency-Based Education in Ethiopia’s Higher Education: Policy Directions and Reform Imperatives

Abstract

Ethiopia’s higher education system is at a critical juncture. With rising graduate unemployment—estimated at over 25%—and growing concerns about the relevance and quality of academic programs, the need for reform is urgent. Competency-Based Education (CBE) offers a strategic pathway to improve educational outcomes by aligning curriculum, pedagogy, and assessment with clearly defined competencies that reflect labor market needs, national development priorities, and global skills standards. CBE is increasingly recognized as a transformative educational paradigm that emphasizes mastery of essential knowledge, skills, and attitudes aligned with labor market demands and societal needs, rather than adherence to traditional, time-bound instructional models. In Ethiopia, the higher education sector has expanded significantly over the past decades; however, it continues to grapple with persistent issues of quality, relevance, and the employability of graduates. This policy brief critically examines how the strategic adoption of CBE can serve as a viable reform pathway to address these systemic challenges. By analyzing Ethiopia’s current policy landscape and institutional practices, and drawing lessons from global CBE implementation experiences, the brief identifies key barriers, institutional readiness gaps, and pedagogical limitations. It concludes with practical and context-sensitive policy recommendations aimed at guiding universities and colleges toward effective implementation of CBE to foster a more agile, outcomes-oriented, and equitable higher education system.