http://hdl.handle.net/123456789/2236 Fri, 03 Apr 2026 20:22:55 GMT 2026-04-03T20:22:55Z http://hdl.handle.net/123456789/2244 Title: A Glimpse of Private Higher Education Institutions (PHEIs) Around the World Authors: Tamrat, Wondwosen (Assoc. Prof.) Abstract: In the last six years, the Ethiopian higher education system has witnessed a remarkable change unprecedented in its history in the form of the unanticipated emergence and expansion of Private Higher Education Institutions (PHEIs). Ethiopian PHEIs have attracted both the public interest and mistrust. Many have admired the opportunities they have created and the gates they have opened. Many others have abhorred them as ‘diploma mills’ and ‘certificate shops’. Notwithstanding the hurdles and challenges they face, Ethiopian PHEIs are growing in number and in the type and level of training they offer. This exploratory paper has been designed to: (a) examine the growth of PHEIs all around the world with the aim of putting Ethiopian PHEIs in perspective; and (b) outline some of the major elements that indicate the proliferation of PHEIs in Ethiopia. An attempt has also been made to suggest possible lines of practice both the government and PHEIs per se will have to follow in the future. Results of the exploratory survey and Log-linear analysis indicate that the growth of PHEIs is significant over the last six years. Tue, 01 Jul 2003 00:00:00 GMT http://hdl.handle.net/123456789/2244 2003-07-01T00:00:00Z http://hdl.handle.net/123456789/2243 Title: Financing Higher Education: A Case of Some Selected African Countries Authors: Asfaw Beshah, Taffesse (Asst. Prof.) Abstract: Education has proved to be an essential tool for the overall economic development of both developed and developing countries. As one of the most important social services, governments of countries are still financing education following different methods at the various levels of the education ladder: elementary, secondary and tertiary. The investigation of the different methods followed by different countries shows that the separately employed methods of financing higher education practiced in selected African countries were not found to be responsive to the demand for quality and relevant education. Tue, 01 Jul 2003 00:00:00 GMT http://hdl.handle.net/123456789/2243 2003-07-01T00:00:00Z http://hdl.handle.net/123456789/2242 Title: Public Attitude to Private Colleges in Ethiopia: An Exploratory Survey Authors: T/Mariam, Samuel Abstract: The level of satisfaction of an individual or a group is a reflection of the degree to which expectations, wants and needs, relative to a particular event or issue, are being fulfilled. Satisfaction or the lack thereof, affects an individual or a group's willingness to support or endorse people, ideas, institutions, services, or product. In recent years, business, industry, public services, and governments have placed great emphasis on the satisfaction of those using their services and products. They measure satisfaction, they try to raise its levels, and they anxiously pursue their ideas to instill confidence and faith in those they serve. This study intends to explore the attitude of the public towards private colleges. It is designed to measure the level of public satisfaction with the education and training system in private colleges. It is exploratory in nature and is intended to act as a springboard for future research. Structured questionnaires were used to collect data. The data interpretation shows that the sample had somewhat mixed feelings regarding private colleges. Although the majority of the sample still preferred public colleges/universities to private ones, the margin of difference was not exaggerated. This may indicate that the public is breaking away from the lifelong attachment with state-owned institutions of higher learning. Private colleges are essential to diverse and independent education. Thus, it is recommended that private colleges find themselves competitive enough to get the support of the greater public. Tue, 01 Jul 2003 00:00:00 GMT http://hdl.handle.net/123456789/2242 2003-07-01T00:00:00Z http://hdl.handle.net/123456789/2241 Title: Public-Private Partnership in Higher Education Provision: Agenda for Stimulating Sustainable Development of Ethiopia Authors: Yalokwu, Patrick O.(Ph.D) Abstract: The purpose of this paper is to discuss public-private partnership in higher education provision as an agenda for fostering sustainable development of Ethiopia. As in most developing countries, higher education establishment in Ethiopia had for long been dominated by government agencies. The burden of the ownership and running of education institutions in general and higher education in particular had for long rested on the shoulders of the government of Ethiopia. However, in recent years, certain factors in Ethiopia have provided impetus in favor of providing opportunities for the private sector to participate in higher education funding. Against this background, this paper x-rays the historical development of higher education in Ethiopia and the predominant role of government in higher education ownership and control. The need for publicprivate partnership as well as the roles that each partner can play is analyzed in the paper. Some suggestions are proffered with regard to the roles that public and private partners can play. The paper dwells on provisions of higher education by private sectors in the United Kingdom, Canada, Nigeria, and other countries. In these countries, corporate organizations and wealthy private owners have partnered with governments in establishing and funding higher education. By allowing private organizations and individuals to own and/or fund programmes and run colleges and universities, the aggregate cost of higher education provision has been systematically spread among different stakeholders for the overall benefit of sustainable development of the respective countries. All the above contain lessons that can be usefully learnt in the Ethiopian context. Tue, 01 Jul 2003 00:00:00 GMT http://hdl.handle.net/123456789/2241 2003-07-01T00:00:00Z