| Abstract: | This paper critically examines the concept of autonomy in Ethiopia’s higher education reform,
focusing on the epistemic dimension of autonomy. Ethiopia's recent efforts to grant autonomy to
its public universities have predominantly been framed as a matter of financial independence,
with an emphasis on the government’s progressive withdrawal of budgetary support. This
narrow understanding overlooks a critical dimension: the epistemic foundation underpinning
true autonomy in higher education. Historically, Ethiopian universities have been structured and
organized to validate and perpetuate Western epistemological frameworks, limiting their ability
to cultivate subjectivity and knowledge systems. This Eurocentric orientation constrains genuine
academic freedom and innovation, hindering the transformative potential of educational reform.
This paper argues that achieving meaningful autonomy requires a fundamental re-examination of
epistemic structures within Ethiopian universities. By focusing on the philosophical dimensions
of knowledge production, this analysis reveals that autonomy must extend beyond financial and
administrative matters to encompass the content and direction of knowledge creation. Without
addressing the epistemic imbalance and fostering a more inclusive, locally meaningful approach
to knowledge, the current push for institutional autonomy is unlikely to yield lasting success.
Using a philosophical discursive analysis method, this study engaged in an extensive review of
relevant literature to explore the intersection of autonomy and epistemic transformation. By
highlighting the importance of reclaiming subjectivity and reorienting knowledge systems, the
paper seeks to provide a comprehensive framework for understanding autonomy beyond its fiscal
connotations, advocating for a model of higher education that empowers Ethiopian institutions
to define and pursue their own epistemic goals. |
