Kotebe Journal of Education

Valuing Play-Based Learning for Quality Early Childhood Education in Ethiopia

Beide Melaku — 2026-04-04

This policy brief is informed by the outcomes of the National Conference on Play-based Learning (PbL) and the International Day of Play (IDoP) Celebration, held on June 10–11, 2025. The event was hosted by Kotebe University of Education (KUE) in collaboration with the PlayMatters Consortium— International Rescue Committee (IRC) and Plan International Ethiopia (PIE)—alongside other partners. The conference highlighted the importance of play as an active teaching and learning approach within Ethiopia’s Early Childhood Education system. The celebration was guided by the motto: “Choose Play Everyday ”. This policy brief seeks to translate the insights generated from the conference into actionable, evidence-informed recommendations for Ethiopia’s Early Childhood Development and Education (ECDE) sector. Its objectives are to raise awareness among policymakers about the vital role of play in fostering holistic child development and lifelong learning, provide a strategic framework for implementers and educators to integrate play into early learning practices and support policy dialogue by aligning national priorities with coordinated global evidence. The National Conference on Play-based Learning, held in conjunction with the International Day of Play celebrations, convened a wide range of voices and expertise. Through scientific research presentations, inspiring keynote addresses, and dynamic stakeholder discussions, the event highlighted key achievements that underscore the transformative power of play in advancing holistic learning and child development. These outcomes demonstrate a collective commitment to embedding play-based learning within Ethiopia’s Early Childhood Education sector and provide a strong foundation for actionable policies and practices.

From Transmission to Transformation: Addressing the Epistemological issues in Ethiopian Higher Education

Bekalu Atnafu Taye — 2026-05-30

This brief presents critical findings from a study on the relationship between university teachers' epistemological beliefsand their instructional practices. The research reveals a dominant objectivist belief system among teachers, viewing knowledge as fixed and externally transmitted. This directly results in a preponderance of teacher-centered, transmissive classroom practices (e.g., lecturing, memorization), which starkly contradicts national goals for student-centered, constructivist education that fosters critical thinking. The key implication is clear: pedagogical skills training alone is insufficient. Sustainable reform requires interventions that address teachers' underlying epistemic foundations. This brief recommends a multi-tiered strategy integrating epistemic development into national teacher standards, transforming pre- and in-service training to model constructivist pedagogy, and creating reflective institutional cultures. Success will align classroom practice with policy, ultimately enhancing the quality of learning and graduate competencies vital for national development.

Reclaiming Indigenous Knowledge (IK) Embedded in Social Interaction: Greetings and Departures in Focus

Bekalu Atnafu Taye — 2026-05-30

The intellectual traditions of the Ethiopian and the Western cultures are quite different where the former is spiritual-oriented/virtue-oriented whereas the later is world-oriented/self-serving learning process. Traditional greetings gathered from the study tend to be more common in rural societies as opposed to their decline in urban societies owing to the effects of modernity. In Ethiopia, society has been grounded on a solid foundation of religion, which implied reverence for the Supreme Power. Unfortunately, due to globalization, this value is eroded day by day, and we need to rediscover ourselves. A nation that promotes empathy, morality, and communal values has been plagued with social injustice due to the erosion of this traditional value. As it can be seen from the quotations above, discourses in local languages often bear some reference to God, denoting a strong connection with religious beliefs. In the everyday rituals of communication, discourses normally express an intimate feeling for the supernatural force, testifying how deeply spiritual faith is embedded in daily existence. That is, one of the cultural values of the society is a continuous acknowledgement of the divine, revealing profound spiritual integration in the cultural fabric. The lack of integration of indigenous cultural values within the education system has led to a gradual phasing out of traditional greetings.Thus, aspects of indigenous knowledge must be included in the education system, and Ethiopia instead of using ‘eclectic approach’ as philosophy of education should reconsider its philosophy of education to emphasize indigenous knowledge.

Policy Recommendations to Improve Quality and Equity Education in Addis Ababa Secondary Schools

Tarik Assaye — 2026-05-30

Digital technology is increasingly recognized as an important tool for improving the quality of education related to the success of students and effective achievement of the learning outcomes and addressing the equity of education through involving all groups of students in the common platform in secondary schools. This policy brief draws from the study entitled “Exploring Digital Technology Access in Secondary Schools for Advancing Education Equity and Quality: Case Study of Addis Ababa, Ethiopia”. The study examines the availability, use, and impact of digital technologies in secondary schools in Addis Ababa. The study reveals that although many schools have begun adopting digital tools, significant challenges remain in ensuring their effective integration into teaching and learning. Limited internet connectivity, inadequate teacher training, and unequal access to digital resources continue to hinder the full potential of digital education. Despite these barriers, both teachers and students demonstrate positive attitudes toward digital technologies and recognize their benefits for enhancing motivation, engagement, and learning outcomes. This policy brief recommends strengthening digital infrastructure, develop the technological skill of teachers and fill the gap of digital literacy to ensure that all students benefit from digital learning opportunities and improve quality education.

Transforming Higher Education EFL Classrooms: Instructors' Insights on Differentiated Instruction in the Context of KUE

Getachew Baye — 2026-05-30

This policy briefing translates the findings of the study conducted at Kotebe University of Education (KUE) into actionable points by University leadership and educational stakeholders. The policy briefing is framed based on international standards. The study examined the KUE EFL instructors’ perceptions of implementing Differentiated Instruction (DI), the extent to which it is employed in the classroom and the challenges the practitioners often face. Though DI is widely advocated as an inclusive and learner-centered pedagogical approach particularly in English as a Foreign Language (EFL) education, its practical enactment remains languished tightening by several systemic and infrastructural barriers such as rigid curricula, time constraints, large and heterogeneous classes, limited technological and institutional support, absence of national proficiency benchmarks, and inadequate professional development. The findings revealed that while instructors demonstrate strong conceptual understanding and positive attitudes toward DI, its classroom implementation is minimal and inconsistent. The research also indicated that while instructors value learner-centered approaches, actual classroom sessions remain predominantly teacher-led. The analysis of legal documents also accentuated that there is a gap in policy framework which enforces the DI implementation. To sum up, the rigid systemic barriers and resource constraints have become the primary inhibitors of the proper implementation of DI and, hence this policy briefing is framed to enact a shift toward a system-supported differentiated instructional model.

Teachers’ Non Verbal Behavior and its Effect on Student Motivation and Achievement in Language Classes. The Case of Kotebe University of Education

Bekalu Atnafu Taye — 2026-05-30

Learning is greatly impacted by the social environment and classroom environment. According to scholars such as Sternberg, Vygotsky, and Dörnyei, a conducive and non-intimidating classroom environment promotes learning, while psychological and social obstacles prevent achievement. Teachers’ interaction and non-verbal behaviors greatly determine the motivation and achievements of learners. This research focused on non-verbal behaviors of teachers and how these behaviors affect the motivation and achievement of learners. The findings revealed that positive non-verbal communication greatly motivates learners and helps in achieving better academic results.

Green Corridors, Growing Gaps: Leveraging Urban Green Infrastructure for Student Wellbeing and Equity in Addis Ababa

Adnan Sirage Ali — 2026-05-30

This brief presents critical findings from a mixed-methods study on the association between Addis Ababa’s urban green corridors, developed under Ethiopia’s Green Legacy Initiative, and secondary school student outcomes in emotional wellbeing, physical health, and environmental stewardship. The research reveals clear dose-response benefits: students within 500m of a corridor and those who use them daily report significantly higher stress reduction (92% vs. 48% for never-users), stronger pro‑environmental attitudes (NEP score 3.8/5 vs. 2.9/5), and five times more pro‑environmental actions (6.1 vs. 1.2 actions). However, a critical equity challenge emerged. Contrary to the “equigenesis” hypothesis from European studies, socioeconomic status (SES) amplifies benefits—advantaged students gain disproportionately more, while disadvantaged students (especially girls facing safety concerns and those experiencing time poverty) remain marginalized. Without targeted interventions, green corridors risk reinforcing urban inequalities. The key implication: building corridors is insufficient. Sustainable, equitable benefits require deliberate policy, programming, and maintenance. This brief recommends a three‑tier action framework for urban planners, school administrators, and policymakers.

Awareness to Action: Bridging the Environmental Literacy Value-Action Gap in Urban Secondary Schools

Adnan Sirage Ali — 2026-05-30

This policy brief presents critical findings from a study investigating the environmental literacy (EL) and pro-environmental behaviors of urban adolescents in Addis Ababa secondary schools. The research reveals a high level of theoretical awareness regarding global environmental issues like climate change. However, a significant "value-action gap" persists, where positive attitudes and environmental concerns fail to translate into sustainable, day-to-day practices. This directly stems from an educational system heavily reliant on rote learning and exam preparation, which neglects localized, practical, and experiential engagement. Pedagogical adjustments alone are insufficient. Sustainable environmental stewardship requires systemic curricular reforms that integrate the cognitive, emotional, and ethical dimensions of environmental literacy. This brief recommends a multi-tiered strategy that transitions from purely teaching about the environment to teaching in and for the environment. By implementing context-specific, experiential learning models and establishing collaborative school-community eco-projects, Ethiopia can foster active, environmentally responsible citizens vital for national climate resilience and sustainable development.

Strengthening Vocational and Digital Education in Ethiopia

Getachew Dagnew Gebreeyessus — 2026-05-30

This policy brief synthesizes findings from Kotebe University of Education’s national conference on vocationalization and digital education held in January 2026, and supplemented with literature and publicly available data. It identifies key gaps and proposes actionable recommendations to strengthen Ethiopia’s vocational and digital education ecosystem. Based on those evidences, the core policy recommendations include: (1) developing a national digital resilience strategy; (2) launching an extensive digital pedagogy training program; (3) adopting interim AI use guidelines; (4) funding targeted infrastructure development; (5) devising industry-university co-design; and (6) establishing a national skills certification system, especially on digitized vocational trainings.

School Gardens in Addis Ababa: Strengthening Experiential Learning and School Feeding Programs in Primary Schools

Rediet Sitotaw — 2026-05-30

Traditional classroom activities frequently involve passive learning. However, activities in an outdoor class bring theoretical concepts to life through experiential learning. Recognizing the need for an experiential learning, the School Garden brings a solution to the disconnection between the students and the environment. This policy brief argues that school gardens should be institutionalized as a dual-purpose intervention for experiential learning and for supplementing the school feeding program in Ethiopian public primary schools. Evidence from the current shows that student pre–post test analysis demonstrated measurable learning gains, indicating that garden-based instruction positively influenced academic achievement. In addition outdoor class observations further confirmed high levels of student engagement, collaboration, inquiry, and problem-solving skills during garden-based activities. However, the findings also show that the contribution of school gardens to the school feeding program remains limited because only 12.5% of respondents reported that the garden currently supports school meals, and sustainability is constrained by space, water, time, funding, and coordination challenges. Ethiopia’s School Feeding Policy Framework and Implementation Strategy already supports local food production, environmentally friendly school environments, and the use of school gardens to grow fruits, vegetables, and nutritious crops, which provides a strong policy basis for action.

Aligning the Ethiopian Education Policy and School Support Practices in Secondary Schools

Walelegn Emiru — 2026-05-30

This policy brief is concerned with the current education policy of Ethiopia – the 2023 education and training policy of Ethiopia. The service has been offered in Ethiopian schools since 1970s. It was introduced in to schooling and the education system in general with a conviction that it would deliver psychosocial support to students and thereby enabling them to be successful academically. However, it was not given proper attention by policy makers. It was realized that because of policy ignoring of guidance and counseling the provision would not be effective in delivering services to students, the profession unable to have its own job description guideline and the professionals could not have the opportunity to have institutional placement in the administrative offices at federal level or regional levels. All these problems, which are the outcomes of policy limitation, brought impairment in achieving quality of education, which was one of the objectives of the policy. Thus, we recommend to the ministry of education that for school counseling services to be effective and contribute for quality of education the current education and training policy of Ethiopia has to be reformed with serious consideration of the recognition of guidance and counseling. The improved policy has to also indicate providing counseling to students is mandatory to schools and right to students and for the professional school counselors it has to set direction for the designing of national job description guideline that can indicate the rights and responsibilities of the professionals and measurements of its effectiveness.