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The Village School Project. #Africa #Oromia August 7, 2015

Posted by OromianEconomist in Schools in Oromia.
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One village school at a time  sees a world where every child and every community are empowered by access to quality education so that all people may reach their full potential. Watch the founder Urge Dinegde with Mr Abdi Fite from the Oromia Media Network (OMN) as Urge shares The Village School Project vision.

Afaan Oromoo Translation: Mul’atni keenya, si’a tokkotti mana barumsaa ganda tokkoo tumsuudhaan namoonni hundinuu humna dandeettii isaanii bira akka ga’anitti, barnoota qulqullina qabu argatanii addunyaa itti ijoollee fi sabni hundinuu jabaatanii of danda’an arguu dha

For more information about The Village School Project please You can also LIKE and Follow us on Facebook (, Intstagram and Twitter @VillageSchoolAU


Ethiopia’s higher-eduction boom built on shoddy foundations, George West, The Guardian June 25, 2015

Posted by OromianEconomist in Ethiopia the least competitive in the Global Competitiveness Index, Free development vs authoritarian model, Schools in Oromia, The Global Innovation Index, Uncategorized.
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The country desperately needs new universities to drive development, but most of the 30 built in the last 15 years fall woefully short


Higher education


The declining standard of Nigeria’s premier institution, the University of Ibadan, ten years ago is reflected in Ethiopia where the quality of new universities varies widely. Photograph: George Esiri/REUTERS


Ethiopia’s higher education infrastructure has mushroomed in the last 15 years. But the institutions suffer from half-written curriculums, unqualified – but party-loyal – lecturers, and shoddily built institutions. The rapid growth of Ethiopia’s higher education system has come at a cost, but it is moving forward all the same.

Twenty years ago the Ethiopian government launched a huge and ambitious development strategy that called for “the cultivation of citizens with an all-round education capable of playing a conscious and active role in the economic, social, and political life of the country”. One of the principal results of Ethiopia’sagricultural development-led industrialisation strategy (ADLI) has been a rapid expansion in the country’s higher education system. In 2000 there were just two universities, but since then the country has built 29 more, with plans for another 11 to be completed within two years.

The quality of these new universities varies widely; from thriving research schools, to substandard institutions built to bolster the regime’s power in hostile regions. One professor recalls a hurried evacuation from part of a recently completed university while he was working there: one of the buildings had collapsed.

But there have also been success stories. The University of Jimma, for example, has come first in the Ethiopian Ministry of Education’s rankings for the past five years, and is held up as evidence of ADLI’s efficacy since its establishment in 1999. The most recent development at Jimma, the department of materials science and engineering (MSE), opened for students in 2013, and has quickly expanded to become one of the top research schools in the sub-Saharan region. The department’s founder, Dr Ali Eftekhari, has since received a fellowship from the African Academy of Sciences on the back of the project’s success.

This success is much-needed. At 8%, African higher education enrolment issignificantly lower than the global average of 32%, and Ethiopia trails even further behind, with fewer than 6% of college-age adults at university. Research in science, technology, engineering, and mathematics (Stem) is starting from a particularly low base in Africa. The World Bank reported last year that though the sub-Saharan region has “increased both the quantity and quality of its research” in recent years, much of this improvement is due to international collaboration, and a lack of native Africans is “reducing the economic impact and relevance of research”.

Dr Eftekhari echoes these concerns: “The problem for development in Ethiopiaand similar African countries is higher education itself. This is the reason that I focused on PhD programs. “For instance, Jimma’s department of civil engineering has over 3,000 undergraduate students. These civil engineers are the future builders of the country, but there is not one PhD holder among the staff; most only have a BSc.”

Eftekhari improvised and sweet-talked in order to get the department established; in its first year, the department taught 18 PhD students – all native Ethiopians – on almost zero budget, with staff donating their time and money until funding was secured from the ministry of education. Despite the Ethiopian People’s Revolutionary Democratic Front’s (EPRDF) push for development, Ethiopia’s political landscape remains a minefield for education professionals, says Eftekhari: “People are always suspicious about the political reasons behind each new project. I decided to start with zero budget to allay those doubts. In developing countries everything has some degree of flexibility. I used this to borrow staff and resources from the rest of the university until we could secure a budget.

“Many of the staff saw the project as a career opportunity,” says Eftekhari, but altruism also played a part. The department’s research focuses primarily on solving the country’s pressing poverty and development problems. “They knew they were actually saving lives,” says Jimma’s innovation coordinator, Maria Shou.

The belief that science and engineering is key to alleviating poverty propels the work of the school. Projects range from the development of super-capacitors for the provision of cheap power, to carbon nanomaterials for Ethiopia’s expanding construction industry. “You only need a couple of weeks in Ethiopia to realise that materials science is a priority,” says Pablo Corrochano, an assistant professor at the school. “Even in the capital you’ll experience cuts in power and water; in rural areas it’s even worse. Producing quality and inexpensive bricks for building houses, designing active water filters, and supplying ‘off-the-grid’ energy systems for rural areas are all vital to the country’s development.”

However, Jimma’s success could be seen as a bit of an anomaly. Paul O’Keeffe, a researcher at La Sapienza University of Rome, who specialises in Ethiopia’s higher education system, believes that similar initiatives are needed, but that the government’s politics are an obstacle: “My research indicates that the rapid expansion of the public university system has seen a dramatic decline in the quality of education offered in recent years. Instead of putting resources into improving the existing system, or establishing a few good institutions, the EPRDF has built many new universities, largely for political reasons.

“A lot of the time the universities are merely shells. They do not function as universities as we would expect and are poorly resourced, and in some cases shoddily built. It would seem that they are built almost as a token where the EPRDF can say to hostile regions ‘look we are doing something for you, we’ve built a university’.”

Even when the universities do function, the quality of education is often low: “Once the funding, say from a western development agency, is finished for a particular course, it is no longer taught as the university authorities believe they can get funding for a new course instead; whatever is the latest fashionable course. So often this type of education for development is not sustainable.”

Reports of spies, classroom propaganda, of curriculums that have been abandoned half-written due to funding cuts, and of unqualified staff are common at these universities, which make up the bulk of Ethiopian higher education, says O’Keeffe. “The party line is peddled during class, students are required to join the party, [there are] various reports of spies in the classrooms, who monitor what is said and who says it.”

A lecturer at Addis Ababa University, who wished to remain anonymous, is concerned primarily with the lack of qualifications among staff: “What is disturbing is that those who have just graduated with BAs and MAs are the lecturers. That is the manpower that they have. If you talk with students you wouldn’t believe that these students actually graduated from these so-called universities. Their inability to articulate their thoughts is breathtaking. It is extremely frustrating and you wonder how they have spent four years at university studying a doctorate.”

In this context, the MSE school provides a beacon of hope. The school’s success demonstrates that higher education – Stem research in particular – has the potential to thrive and play a central role in helping Ethiopia to reach its goal of becoming a middle-income nation by 2025, provided political interests are put to one side. Let’s hope the EPRDF takes note.

The Tigray only and unbalanced discriminatory growth: Severity of poverty increases in Ethiopia, UNDP reveals in its National Human Development Report 2014 which was launched on 1st May 2015. May 3, 2015

Posted by OromianEconomist in Africa, African Poor, Amnesty International's Report: Because I Am Oromo, Ethiopia's Colonizing Structure and the Development Problems of People of Oromia, Free development vs authoritarian model, Poverty, Schools in Oromia, The State of Food Insecurity in Ethiopia.
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“All animals are equal, but some animals are more equal than others.”

-George Orwell, Animal Farm

“The very common way that the EPRDF and its agents try to shift the public attention from lack of human and democratic rights and the daylight looting of the country’s resources, is by referring to the ‘impressive’ economic development registered in their rule. If they are talking about the only region that they are exclusively devoted to developing, then, they are absolutely right.”

In TPLF /Tigray dominated minority tyrannic regime of Orwellian social and development policy, all nations and nationalities  in theory are equal in Ethiopia, but in reality Tigray  is more equal than others. This is not a development process.

According to UNDP report, while more than  45% of children in Tigray have achieved Net Lower Secondary Enrollment, the statistics for Oromia is only 16.9%, very huge inequality variations. The report indicated that  while Human development Index (HDI) of Tigray is the highest (above national average),  states  such as Oromia,  Afar, Ogaden and Amhara have the lowest HDIs, below the national HDI of 0.461. These are the outcomes of Tigray only, exclusionist, social, economic and development policies of the ruling regime. UNDP is not exposing the Tigray only growth and development strategy but we can read from its data and graphs.

Ethiopia, expected years of schooling Ethiopia, National Human Development Report 2014 expected year of schooling by regions

As the TPLF has been engaged ( in destabilizing, robbing and massive evictions of people from their ancestral home and land grabs in Oromia, by all sorts of engagement, resource and soil transfers,   it has conducting massive  subsidized development  in its Tigray home. In other studies,  BBC Magazine in its 20th April 2015 publication  under the title ‘ Turning Ethiopia’s desert green,’reports: ” A generation ago Ethiopia’s Tigray province was stricken by a famine that shocked the world. Today, as Chris Haslam reports, local people are using ancient techniques to turn part of the desert green. In the pink-streaked twilight, a river of humanity is flowing across Tigray’s dusty Hawzien plain. This cracked and desiccated landscape, in Ethiopia’s far north, occupies a dark corner of the global collective memory. Thirty years ago, not far from here, the BBC’s Michael Buerk first alerted us to a biblical famine he described as “the closest thing to hell on earth”. Then Bob Geldof wrote Do They Know It’s Christmas? – a curious question to ask of perhaps the world’s most devoutly Christian people – and thereafter the name Tigray became synonymous with refugees, Western aid and misery. The Tigrayan people were depicted as exemplars of passive suffering, dependent on the goodwill of the rest of the planet just to get through the day without dying. But here, outside the village of Abr’ha Weatsbaha, I’m seeing a different version. From all directions, streams of people are trickling into that human river.”

Martin Plaut’s analysis which is based on world banks report is also interesting and important to refer here which is as follows:-

The World Bank has just published an authoritative study of poverty reduction in Ethiopia. The fall in overall poverty has been dramatic and is to be greatly welcomed. But who has really benefited?

This is the basic finding:

In 2000 Ethiopia had one of the highest poverty rates in the world, with 56% of the population living on less than US$1.25 PPP a day. Ethiopian households experienced a decade of remarkable progress in wellbeing since then and by the start of this decade less than 30% of the population was counted as poor.

There are of course many ways of answering the question – “who benefited” – were they men or women, urban or rural people. All these approaches are valid.

The Ethnic Dimension

But in Ethiopia, where Ethic Federalism has been the primary driver of government policy one cannot ignore the ethnic dimension.

Here this graph is particularly telling:

Ethiopia poverty reduction

Tigray first

The answer is clear: it is the people of Tigray, whose party, the TPLF led the fight against the Mengistu regime and took power in 1991, who benefited most. What is also striking is that the Oromo (who are the largest ethnic group) hardly benefited at all.

This is what the World Bank says about this: “Poverty reduction has been faster in those regions in which poverty was higher and as a result the proportion of the population living beneath the national poverty line has converged to around one in 3 in all regions in 2011.”

The World Bank does little to explain just why Tigray has done (relatively) so well, but it does point to the importance of infrastructure investment and the building of roads. It also points to this fact: “Poverty rates increase by 7% with every 10 kilometers from a market town. As outlined above, farmers that are more remote are less likely to use agricultural inputs, and are less likely to see poverty reduction from the gains in agricultural growth that are made. The generally positive impact of improvements in infrastructure and access to basic services such as education complements the evidence for Ethiopia that suggests investing in roads reduces poverty.”

Not surprisingly, the TPLF under Prime Minister Meles Zenawi and beyond concentrated their investment on their home region – Tigray. The results are plain to see.

In its  2014 National Human Development Report, which has been written on the theme of “Accelerating Inclusive Growth for Sustainable Human Development in Ethiopia,”  UNDP indicates that 25 million Ethiopians currently remain trapped in poverty and vulnerability. This and many Ethiopians just above the poverty line are vulnerable to shocks and food insecurity. Maternal health care has lagged well behind other health statistics and the availability of effective health care is inconsistent across the country. UNDP’s educational indicators suggest ongoing problems with the quality of education, as shown by retention rates and educational performance markers.  UNDP says, perhaps most worrying from the standpoint of inclusive growth are the high rates of un- and underemployment in both urban and rural areas, especially as large numbers of productive jobs for the poor and near-poor are needed under current and projected labour market trends. Economic growth over the past decade has generally meant an increase in productivity and output levels in some parts of the economy, but these have been accompanied by increasing severity of poverty.  The absolute number of the poor is roughly the same as 15 years ago and a significant proportion of the population hovers just above the poverty line and is vulnerable to shocks. Moreover, the severity of poverty 2 increased from 2.7 per cent in 1999/2000 to 3.1 per cent in 2010/11 (MoFED, 2013b). The prevalence of vulnerabilities  and food insecurity are  on the rise.

According to UNDP report, during the last three years (2010/11-2012/13), inflation was in double digits. The inflation rate, which was 18 per cent in 2010/11, increased to 33.7 per cent in 2011/12, declined to 13.5 per cent in 2012/13 and fell further to 8.1 per cent in December 2013. Other studies demonstrate that inflation figures have always been in double digits including 2013 and 2014 and at present.

Further,  UNDP says with a Human Development Index (HDI) of 0.435 in 2013, the country is still classified as a “low human development” country, based on UNDP’s Human Development Index. Even though Ethiopia is one of the 10 countries globally that has attained the largest absolute gains in its HDI over the last several years,  in the most recent Human Development Report (2014) Ethiopia ranks 173rd out of 187 countries. Thus,  its Human Development Index (HDI) has not moved appreciably during the past decade, when compared with other developing countries that have registered similar growth rates. Looking at the HDI values of Seychelles, Tunisia and Algeria, which are in the high HDI bracket, and the other 12 African countries, which are in the medium HDI bracket, the major reasons why Ethiopia is still in the low HDI bracket are low education performance (particularly low mean years of schooling) and low GNI per capita. The minimum mean years of schooling and GNI per capita for medium HDI countries were 3.5 years and US$3,000, respectively in contrast to Ethiopia’s mean years of schooling of 2.6 years and GNI per capita of US$1,300. The inequality-adjusted Human Development index (IHDI), which is basically the HDI discounted for inequalities, is also computed for Ethiopia. Between 2005 and 2013, the IHDI increased from 0.349 to 0.459 indicating an average human development loss of 0.5 per cent per annum due to inequalities in health, access to education and income. According to (UNDP 2014), Ethiopia’s IHDI for 2013 was 0.307 in contrast to HDI of 0.435 indicating an overall human development loss of 29.4 per cent.

With regard to regional disparities in HDI values, while Tigray is significantly above national average,  the four states of Afar, Somali, Amhara and Oromia have the lowest HDIs, below the national HDI of 0.461.

The outcome of the development  strategy of Tigray only when mathematically averaged to the whole  regions cannot hide TPLF’s Apartheid policy  on Oromia and the rest as it is only the development focus for 5% of the  94 million population. Thus, Tigray is rich but Ethiopia is poor. Ethiopia is rich and fast growing only for development tourists those who lodge in Finfinne and  tour to Tigray to take  a sample and conclude the result for the whole states.

With regard to regional disparities in HDI values, while Tigray is significantly above national average,  the four states of Afar, Somali, Amhara and Oromia have the lowest HDIs, below the national HDI of 0.461.

Another social indicator which  demonstrates that Tigray is more equal than others is  health services. UNDP’s report confirms that there are wide inequalities in the immunization status of children in Ethiopia. Children of educated women, rich households, and  Finfinnee (Addis Ababa) and Tigray State have higher chances of being fully immunized. Children from the richest and middle income households are less likely to have no immunization at all (by 74 per cent and 57 per cent respectively) compared with those from the poorest households. Children from SNNPR, Oromiya and Amhara are 3.82, 7.00 and 3.65 times less likely to be fully immunized compared with those from Tigray, which has the second highest proportion of fully immunized children.  According to UNDP,  a report by Save the Children (2014) also raises concerns about equity in health services citing how immunization coverage is different among different income groups, and between urban and rural areas. According to the report, children from richest households are twice as likely to be immunized compared to those from the poorest households and children in urban areas are twice as likely to be immunized as those in rural areas. Based on revised data from the National Water Sanitation and Health Inventory, national potable water supply coverage increased from 58 per cent to 68.4 per cent between 2009/10 and 2012/13, reflecting an increase in both rural and urban coverage. Even though many health outcomes have improved significantly over the last decade, Ethiopia is still lagging behind on some measures. For example, Ethiopia has still higher than expected shares of malnutrition compared with countries at the same income level. What is especially striking about Ethiopia’s health data is the exceptionally high level of maternal mortality, given Ethiopia’s income level.

UNDP argues that that development can be inclusive and reduce poverty only if all people contribute to creating opportunities, share the benefits of development and participate in decision making.

Ethiopia at a Glance (UNDP Report Data)

Ethiopia at glance, UNDP Data

Population: 85.8 million (2013)

GDP: US$46.6 billion (2013)

GDP per capita: US$550 (2013)

Annual Average Br/US$ exchange rate: 18.3 (2012/13)

Life expectancy at birth (years): 62.2 (2013)

Primary school gross enrolment rate (%): 95.3 (2012/13)

Births attended by skilled health professional (%): 23.1 (2012//13)

Contraceptive prevalence rate (%): 28.6 (2011)

Literacy rate (% of both sexes aged 15 and above): 46.7 (2011)

Unemployment rate (urban) (%): 16.5 (2012/13)

Unemployment rate among urban youth (15-29) (%): 23.3 (2011/12)

Areas further than 5 km from all-weather roads (%): 45.8 (2012/13)

Mobile phone subscribers (million): 23.8 (2012/13)

Poverty incidence (%): 26.0 (GTP/APR 2012/13)

HD Index: 0.435 (2013) HDI rank: 173/187 (2013)

Fincha Elementary School: Typical representative of all primary schools in State of Oromia April 19, 2015

Posted by OromianEconomist in Fincha Elementary School, Schools in Oromia.
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Fincha Elementary School is a typical example of all primary schools in Oromia: No lights, no sits, no books, no toilets and overcrowded with 185 students per class.