http://hdl.handle.net/123456789/2056 Fri, 03 Apr 2026 12:07:40 GMT 2026-04-03T12:07:40Z http://hdl.handle.net/123456789/2311 Title: Internationalization of Higher Education in Ethiopia: Evidence from Public and Private Institutions Authors: Tamrat, Wondwosen (Assoc. Prof.) Abstract: The changing landscape of higher education over the last few decades has brought to the fore internationalization as one major manifestation of the educational systems of both developed and developing countries alike. This change has mainly been driven by such factors as the globalization of the labor market, the augmenting mobility of students, the growing research and teaching cooperation being forged among higher education institutions, and the commercialization of higher education. As part of this global development, the Ethiopian higher education system has in the last decade begun to exhibit some features of the emerging internationalization of higher education. The major objectives of this study were thus to: identify which aspects of internalization are dominant within the Ethiopian Higher Education Sector; outline the rationales, benefits, risks and barriers of internationalization; examine national and institutional frameworks, policies and regulations that promote or hinder the internationalization of higher education. The subjects of the study were nine public institutions and six private institutions. The research used both primary and secondary sources of data. A questionnaire was used to explore the major elements of internationalization within the Ethiopian higher education sector. A focused group discussion was further held with subjects of the study to explore matters in greater details. Important policy documents and regulations were also consulted towards the same end. The major findings and conclusions of the study are discussed together with their policy implications with the hope of elucidating current patterns and trends of internationalization in the Ethiopian higher education context. Sat, 01 Aug 2015 00:00:00 GMT http://hdl.handle.net/123456789/2311 2015-08-01T00:00:00Z http://hdl.handle.net/123456789/2310 Title: Access and Equity as Addressed Through Private Higher Education Institutions (PHEIs) Authors: Leka, Wanna Abstract: Ethiopia has embarked on expanding education throughout the country since the promulgation of the Education and Training Policy (ETP) in 1994.This is more so in regard to higher education. Higher education plays a pivotal role in human resource development. Public and private higher education institutions have expanded after 1994 enrolling thousands of students. However, a cursory observation shows that all college-age students do not have equal opportunity to join tertiary level education. Currently, the issues of access and equity are being given special attention in higher education institutions including PHEIs. Thus, the major purpose of this paper was to examine the issues of access and equity as addressed through PHEIs. Equity in education is a measure of fairness, achievement and opportunity in education. It is widely believed that educational equity is dependent on two main factors. The first is fairness and the second is inclusion. These two factors are closely related and are dependent on each other for true academic success of an educational system. In the Ethiopian context the issue of equity is related to the expansion of higher education. From the point of equity, girls still have limited access to the institutions of higher learning as compared with boys. Furthermore, the majority of young people who are joining higher education institutions are from urban areas. Disabled students have limited access to higher education institutions including PHEIs. In this study secondary data were used for analysis. Documents from MoE, CSA were also used to collect secondary data. The obtained data shows that even though the majority of the Ethiopian population lives in rural areas, students coming from the urban areas have high admission rates (access) to tertiary level education than those coming from rural areas. In the Ethiopian context PHEIs are of recent phenomenon. However, they are playing their share in opening up opportunities for young people to get tertiary level education. Despite their positive role, the issue of access and equity is still a challenge as the data shows and they need to pay close attention to these issues in order improve the current status quo of higher education. Sat, 01 Aug 2015 00:00:00 GMT http://hdl.handle.net/123456789/2310 2015-08-01T00:00:00Z http://hdl.handle.net/123456789/2309 Title: Mission in Proclamation but Action Ranking: A Comparative Study of Public and Private Higher Learning Institutions Community service and Engagement in Ethiopia? Authors: Alamirewu, Taye Abstract: Under the existing education and training policy framework (1994) and higher education proclamation (2003, 2009), higher learning institutions (HLIs) in Ethiopia are born for the people by the people to accomplish three interrelated core missions of which reaching local and regional communities and address unmet social, economic, cultural problems via community service and engagement mission is one. The objective of the study was to assess the state of the art and the art of the state of serving and engaging in the community by shifting from ‘knowledge transfer via graduates’ to ‘knowledge application to solve community problems’. The study employed qualitative approach (content analysis) and operational plan reports of higher learning institutions, MOE supervision team reports including site visits, various meeting presentations were sources of data. Nine public and three private higher learning institutions were included in the study selected randomly. Coding and thematic analyses were used to analyze data as it is a qualitative study. Findings show that higher learning institutions are at different stages of conceptualizing, formalizing and implementing community service and engagement activities via developing institutional policies, strategies or road maps and procedures. In looking patterns and areas, themes namely continuing education, applied and community based research, consultancy service, entrepreneurship and enterprising small businesses, innovation and technology transfer, capacity building activities, service learning, environmental protection activities and graduate tracer study were identified to be areas of engagement though vary from institutions to institutions in scope, scale and type. Also, public higher learning institutions seem in better practices than private higher learning institutions in engaging in multidimensional community activities. Lack of comprehensive research and community engagement institutionalpolicy, internal procedure, sustainability, readiness and attitude of staff and outcome evaluation were also observed as shortcomings in the majority of institutions under investigations. Finally, it is learned that, no big problem that really matters (e.g., poverty, environmental degradation, illiteracy, hunger, poor schooling, urban crises etc) can be solved and understood without academics and practitioners working closely together to solve it. Therefore; successful institution-community partnerships, including communication about procedures, goals, and priorities; the ability to adapt to external changes; a vision on both sides for positive change; support from local leaders; collective efforts should be strengthened so that institutions and communities can help one another to fulfill their priorities and, above all, institutions should be guided by developing institutional policy that dictates pre-mission institutional arrangements or preparations, in mission coordination strategies and post- mission evaluation instruments. Sat, 01 Aug 2015 00:00:00 GMT http://hdl.handle.net/123456789/2309 2015-08-01T00:00:00Z http://hdl.handle.net/123456789/2308 Title: Education for self and national reliance: The challenge of Access, Equity and Quality in Private Higher Education institutions in Tanzania Authors: K. Mbirigenda, Shukrani Sat, 01 Aug 2015 00:00:00 GMT http://hdl.handle.net/123456789/2308 2015-08-01T00:00:00Z