Kotebe Journal of Education

Integrating Artificial Intelligence in Ethiopian Education System: the Need for Policy Intervention

Kotebe University of Education — Tue, 03 Jun 2025 00:00:00 +0000

AI offers transformative opportunities to strengthen education systems in developing countries. It enhances teaching and learning through personalized and adaptive platforms, promotes equitable access, and streamlines administrative processes for greater efficiency. It supports research and innovation by enabling advanced data analysis, efficient literature reviews, and predictive modeling. Besides, it facilitates smart content creation, automated grading, and virtual tutoring, improving both educator capacity and student outcomes. Despite its vast potential, the integration of AI in education faces significant challenges, particularly in the Global South. Key obstacles include the digital divide, infrastructure gaps, and limited access to digital tools and connectivity. Financial constraints further hinder investment in AI technologies and capacity building. Besides, there is a widespread lack of awareness and digital literacy among educators and learners, limiting effective AI adoption. Concerns around data privacy, security, ethical implications, and regulatory gaps pose risks to safe AI usage. Other challenges include misinformation, factual inaccuracies, and AI’s inability to fully address linguistic and cultural contexts. Moreover, an over-reliance on AI may undermine critical thinking, creativity, and emotional intelligence, potentially dehumanizing the educational experience. To harness the benefits of AI in education while addressing its challenges, the conference proposed several key policy recommendations. These include developing national and institutional ethical frameworks for AI, investing in digital infrastructure and expanding access, and ensuring robust cyber security and data protection measures. Strengthening teacher training and AI literacy programs is crucial, alongside implementing AI detection tools to promote ethical and responsible use.

Strengthening Partnerships to Enhance Ethiopia’s Educational Quality

Kotebe University of Education — Tue, 03 Jun 2025 00:00:00 +0000

A critical issue commonly raised by eductional experts is of low educational quality, which has hindered the effective delivery of education and failed to meet the needs of Ethiopia’s rapidly changing socio-economic environment. Participants discussed how outdated curricula, insufficiently trained teachers, and lack of resources and infrastructure contribute to the widening gap between educational outcomes and labor market demands. The need to align education with national development goals, particularly in light of global educational standards and the Sustainable Development Goals (SDGs), was also highlighted as a central challenge. The key issues included expert discussions on aligning teacher professional development with national and global educational standards, the importance of curriculum innovation to meet the demands of the labor market, and the need for enhanced infrastructure and research-driven policy-making. The symposium also underscored the importance of partnerships between universities, Regional Education Bureaus (REBs), the Ministry of Education (MoE), and the private sector to address these critical challenges in Ethiopia’s education sector. This policy brief, therefore, outlines the main findings from the symposium and presents a series of actionable policy recommendations aimed at strengthening partnerships, improving teacher quality, aligning curricula with societal needs, and fostering sustainable development within the Ethiopian education system.

Strengthening School Inspection Systems to Improve Education Quality in Ethiopia

Tue, 03 Jun 2025 00:00:00 +0000

Education is a cornerstone of national economic and social development. For education to drive meaningful change, citizens must access quality education that fosters critical thinking and innovation. One of the key mechanisms to ensure educational quality is school inspection, which monitors teaching and learning processes, ensures accountability, and upholds standards. However, research shows that Ethiopia’s education system faces persistent quality challenges, reflected in poor literacy, numeracy, and low national exam pass rates (MoE, 2022; World Bank, 2022). School inspection plays a vital role as both a monitoring and quality assurance tool (Jones & Tymms, 2014). This policy brief draws from the research “Elements of School Climate: Standards, Status, and Implications for Students’ Academic Wellbeing in Secondary Schools.” It critically examines the inspection system in Ethiopia, focusing on the Addis Ababa Education and Training Quality Regulation Authority (ETQRA) guidelines for accrediting and renewing licenses of secondary schools. It identifies gaps in the framework, including a focus on compliance over continuous improvement and limited attention to holistic quality dimensions. Drawing on national realities and international best practices, the brief proposes 15 actionable recommendations aimed at strengthening inspection through decentralization, stakeholder engagement, infrastructure, curriculum relevance, student well-being, multilingual instruction, and digital tools. Ultimately, it advocates for a forward-looking, inclusive, and student-centered inspection system that not only evaluates but guides schools toward lifelong learning and national development.

Enhancing Graduate Competency and Workforce Alignment in Ethiopian Higher Education

Tue, 03 Jun 2025 00:00:00 +0000

This study investigated public higher education institutions’ potential barriers in producing competent graduates. It employed descriptive mixed research design in which a multistage stratified random sampling technique was used to select research samples from selected universities. Results reveal significant gaps between current educational practices and the demands of the job market. The data indicates that a considerable portion of instructors identify curriculum misalignment with industry standards, inadequate practical exposure, and insufficient mentoring during internships as major obstacles. These challenges highlight not only the critical need for curriculum reform but also the imperative to enhance university infrastructure and support services. Furthermore, as highlighted by the survey, issues such as inadequate facilities, lack of support for innovative teaching practices, and insufficient opportunities for practical engagement in community and industry settings detract from the overall educational experience. Essential competencies such as digital literacy and entrepreneurial skills are not being adequately addressed, which may leave graduates becoming ill-prepared for the workforce. This calls for the need to reform the focus and practices of the educational system to address the timely need for digital and entrepreneurial skills.

Transforming Initial Teacher Education for 21st Century Classrooms

Tue, 03 Jun 2025 00:00:00 +0000

This policy brief addresses the issues facing the Initial Teacher Education (ITE) system in Ethiopia, whose failure to prepare teachers adequately for 21^st century classroom realities has drawn increasing concern. The brief highlights the need for a shift away from a theoretically heavy curriculum to one that balances theoretical knowledge with practice focusing on core skills: collaboration, creativity, and digital literacy. The brief also identifies several systemic issues, such as ineffective recruitment processes, unsatisfactory partnerships between schools and universities, and insufficient teacher development. These issues are all contributing factors to high dropout rates and a general lack of qualified teachers. Furthermore, the lack of retention strategies for teachers and the sporadic use of ICT act to exacerbate these issues impacting learning outcomes and educational success. Hence, the brief proposes a series of reforms that involve the integration of evidence-informed practices, enhancing curriculum applicability to practical teaching needs and stronger collaborations among learning institutions, policymakers, and communities to address the challenges. Ultimately, the policy brief calls for a holistic strategy to reform the ITE system in Ethiopia with a focus on improving resources, teacher competencies, and alignment of teacher education programs with the skills required in modern classrooms. This includes incorporating technology into the curriculum, promoting innovative pedagogy, and rendering research-based teacher training and responsive to the evolving needs of the education system. Ethiopia can build a more capable and adaptable teaching force in the long-term by working towards the realization of the policy options forwarded.

Implementing High Quality Internships as Part of Practically-Oriented, Application-Based Degree Programs in Ethiopian Universities of Applied Sciences

Biniam Hailu, Dawit Gezahegn, Mignot Getachew, Bekele Workie — Tue, 03 Jun 2025 00:00:00 +0000

Following comprehensive pilot projects implemented in Jigjiga University and Kotebe University of Education, critical gaps and opportunities have been identified in the design and implementation of high-quality internships within Universities of Applied Sciences (UASs). The project outputs highlight the need to include practically-oriented, application-based internships as an integral part of tertiary education programs, particularly to bridge the theory-practice divide and enhance graduates’ career readiness. The pilots demonstrated the transformative potential of strong university-industry (university-school) partnerships. When internships are well-structured, aligned with academic goals, and supported through dedicated mentorship, students show enhanced professional engagement and deeper learning. The universities developed new tools such as mentorship checklists, evaluation templates, and structured hosting agreements that offer valuable models for broader replication. However, significant implementation challenges were also reported: shortage of internship periods, limited financial and logistical support, insufficient baseline data collection, weak follow-up mechanisms, and difficulties in aligning curriculum with industry needs. Moreover, the absence of incentives for faculty and the limited availability of suitable industry placements remain critical bottlenecks. Based on the findings, this policy brief recommends systemic reform to strengthen the quality and relevance of internship programs in Ethiopian UASs. Key recommendations include: establishing structured and funded university-industry linkage offices; integrating internship preparation into curricula; offering incentives for academic mentors; co-developing programs with industry partners; and adopting national guidelines and toolkits informed by the pilot experiences. Strengthening the practical learning environment will be vital to producing skilled, employable graduates and building a responsive higher education system aligned with Ethiopia’s development goals.

Bridging the Gap between University and Industries for Sustainable Educational Environment: Engaging University Professors and Industry Professionals

Wubalem Girma, Eyob Derese, Ahmed Abdi — Tue, 03 Jun 2025 00:00:00 +0000

In the current landscape of higher education in Ethiopia, the persistent disconnect between universities and industries have emerged as a critical challenge to build a responsive, practice-oriented, and sustainable education system. Despite the growing number of university graduates each year, many remain unemployed or underemployed due to a mismatch between academic preparation and labor market demands. Ethiopia’s Universities of Applied Sciences (UASs), in particular, are mandated to deliver skill-based, demand-driven education that aligns closely with local and regional industry needs. However, the absence of systematic engagement mechanisms, joint initiatives, shared infrastructure, and enabling policy frameworks has hindered the realization of this mandate. Professors often lack practical industry exposure, while industry experts are rarely involved in academic processes such as curriculum co-design, guest lecturing, or applied research. This policy brief draws on practical experiences from Wolaita Sodo University and Jigjiga University, which demonstrated promising models of collaboration, such as joint research with industrial parks and international partners, technology transfer to SMEs, staff exchange programs with diaspora professionals, and co-developed curricula with local manufacturers. These cases highlight scalable strategies and provide a foundation for policy recommendations aimed at institutionalizing university-industry linkages nationwide. A coordinated national approach is essential to maximize these efforts, improve educational relevance, and position universities as engines of innovation, entrepreneurship, and inclusive development. Besides, this policy brief emphasizes the urgent need to bridge this divide by fostering meaningful, structured collaboration between university professors and industry professionals to enhance graduate employability and national development.

Enhancing Demand-Driven Applied Research and Technology/Knowledge Transfer in Ethiopian Universities of Applied Sciences

Zemach Lemecha, Abdi Abdilahi Ahmed, Kownin Abdimahad Ismael — Tue, 03 Jun 2025 00:00:00 +0000

Globally, Universities of Applied Sciences (UASs) are undergoing a critical transformation by shifting toward demand-driven applied research and technology/knowledge transfer. The insights in this policy brief emerge from two pilot projects implemented at Jigjiga and Wolaita Sodo Universities. The pilots revealed significant opportunities for Ethiopian UASs to contribute to national development through demand-driven research, including alignment with government priorities, enhanced research capacity, and more efficient use of resources. Additionally, the projects showed how localized problem-solving and accelerated technology transfer can spur job creation and support evidence-based policymaking. However, the pilot projects also exposed critical challenges that must be addressed to scale these efforts nationwide to all UASs. Institutional barriers, funding limitations, and gaps in researcher expertise hinder the potential of demand-driven research. Furthermore, weak stakeholder engagement, inadequate monitoring systems, and sociocultural resistance to innovation present additional obstacles. To overcome these constraints, this policy brief proposes actionable recommendations such as establishing national implementation guidelines, fostering stronger university-industry partnerships, and developing digital platforms to connect research with market needs. Incentive structures for industry collaboration and flexible, innovation-oriented curricula are also essential to sustain progress. By adopting these measures, Ethiopian UASs can fully embrace their role as drivers of innovation and socioeconomic development. The transition to demand-driven research and effective knowledge transfer will enable universities to produce solutions that matter - transforming research into real-world impact while supporting Ethiopia's sustainable growth agenda. This policy brief provides a benchmark for turning these aspirations into institutional practice across Ethiopia's higher education landscape.

Creating career paths for professors (teachers and researchers) with experience in applied research and the professional field

Behailu Korma, Girma Belachew, Tamiru Jote — Tue, 03 Jun 2025 00:00:00 +0000

In Ethiopia, Universities of Applied Sciences (UASs) face a critical challenge in establishing equitable and relevant career progression systems for academic staff. A key policy concern is the misalignment between the missions of UASs, focused on practical, application-based learning, and the traditional academic promotion systems. Current guidelines inadequately recognize faculty contributions to teaching, research, and professional engagement, which limit academic staff motivation to accomplish with their full potential. To inform these adjustments, the proposed policy stems from international best practices, particularly from Osnabrück UAS in Germany and Savonia UAS in Finland. Osnabrück’s "Tandem Professorship" model integrates academic research with industry experience, ensuring that candidates meet both academic and professional criteria. Similarly, Savonia UAS implements a dual-track system, enabling professionals from industry to teach while completing mandatory pedagogical training. These cases emphasize the importance of creating promotion systems that bridge academia and professional practice, reinforcing the relevance and impact of UASs in applied research and workforce development. Accordingly, the proposed policy adjustment in Ethiopia seeks to achieve three main goals: aligning UASs’ missions with professional promotion criteria; enhancing the quality of education and research through a capable and motivated academic workforce; and strengthening university-industry linkages to reflect real-world standards. The adjustment calls for three core areas: setting minimum requirements for professional engagement, refining indicators and promotion points, and outlining implementation stages. Through this comprehensive and globally informed policy shift, UASs can establish promotion framework that contributes meaningfully to national development goals.

Incorporating part-time lecturers from practice in the teaching and learning process and up skilling existing academic staff of Ethiopian Universities of Applied Sciences (UASs)

Mistire Yifru Feleke, Gemechu Misso, Tamrat Tadesse, Nigist Abebe — Tue, 03 Jun 2025 00:00:00 +0000

Globally, there is a growing agreement on the need to bridge the gap between higher education and industry demands, especially in universities of applied sciences. Although countries have made progress in fostering university-industry linkages, significant gaps remain ineffectively integrating real-world experience into teaching and learning processes. In Ethiopia, these challenges are exacerbated by limited industry involvement in curriculum design, a shortage of practical skill-building opportunities, and underdeveloped frameworks for leveraging part-time industry experts in academia. As a result, graduates often lack the hands-on experience and market-aligned competencies required for the workforce. This policy brief draws on practical experiences from FAITH two pilot projects at Kotebe University of Education (KUE) and Wolaita Sodo University (WSU), which explored innovative approaches to integrating part-time lecturers from industry and up-skilling academic staff. These pilots revealed both the potential of such collaborations and the systemic challenges faced, such as lack of formal partnerships, logistical barriers, limited pedagogical training for part-time lecturers, and institutional capacity constraints. To address these gaps, this policy brief presents a set of evidence-based policy recommendations aimed at formalizing and scaling the integration of part-time industry professionals and structured upskilling of academic staff in Ethiopian UASs. It advocates for the development of clear institutional frameworks, formal industry-university agreements, pedagogical training for part-time lecturers, and mechanisms for sustainable funding and monitoring. These measures are essential to creating a practice-oriented, responsive, and high-quality education system that aligns with Ethiopia’s industrialization and job creation goals.

Transforming Ethiopian Applied Science Universities: Integrating SDGs for a Sustainable Future

Demissie Dalelo, Oumer Nuru, Sead Oumer Abdullah — Tue, 03 Jun 2025 00:00:00 +0000

The global push to achieve the Sustainable Development Goals (SDGs) by 2030 has placed higher education institutions (HEIs) at the forefront of transformative change. Ethiopia, a country facing significant development challenges such as environmental degradation, gender inequalities, and poverty, is looking to its Universities of Applied Sciences (UASs) to address these issues through practical, application-based education. However, integrating the SDGs into the curricula, research, and community engagement activities of UASs remains a challenge that requires targeted efforts and institutional support. This policy brief emanates from a pilot study conducted at Jigjiga University and Wolaita Sodo University, two institutions that have made initial attempts in aligning their educational practices with the SDGs. The study provides valuable insights into the successes and challenges these universities have faced in integrating sustainability into their programs. It also highlights the potential for UASs to be powerful agents of change by tailoring their educational offerings to directly address national and global development priorities. Based on the findings, the policy brief outlines strategic recommendations for enhancing the role of Ethiopian UASs in SDG implementation. Key proposals include aligning curricula with SDG-related themes, establishing dedicated sustainability centers for research and outreach, strengthening partnerships with industries, and fostering interdisciplinary research. These recommendations are designed to guide Ethiopian UASs in becoming key contributors to the country's sustainable development goals, demonstrating the potential of higher education to drive meaningful change at both local and national levels.