It gives us no pleasure to dwell on a distressing subject we have deliberated on repeatedly before. The results of the national school leaving examination for the 2024-2025 academic year continue to be abysmal. A mere 8.4 percent of the 585,882 students who sat for the exams scored the minimum 50 percent or higher threshold to be eligible for enrollment in universities. Although the marginal improvement in the pass rate from the previous academic year figure of 5.4 percent was somewhat lauded by the Ministry of Education and some government media outlets, it still falls far short of the desired level. The majority of the other numbers disclosed by the ministry are disconcerting as well. Only 11.4 percent of the students who took the exams from the natural sciences stream scored 50 percent and above. The proportion of students who made the cut in the social sciences stream was even worse, with just 5.2 percent of the students who sat for the exams achieving a passing grade. The most alarming of the numbers disclosed by the minister though is the failure of some 1,249 schools to field even a single student who can go on to pursue university studies. These statistics collectively paint a bleak picture of Ethiopia’s educational landscape and underscore the urgent need for systemic intervention.
The long-standing weaknesses that are often cited as the reasons behind past poor national exam performances remain relevant today. Many education experts have long contended that Ethiopia’s education and training policy is a key—if not the principal—factor contributing to the country’s low quality of education, arguing that it prioritizes access over quality. While this policy has undeniably expanded literacy rates over the past decades, the emergence of numerous internal and external challenges during its implementation has had a detrimental effect on educational outcomes. The most pressing of these challenges include the erosion of meritocracy and accountability due to politicization of the education system, a chronic shortage of educational infrastructure and materials, low teacher quality and inadequate working conditions, and the disruptive effects of recurring internal conflicts.
The consequences of this year’s dismal exam results are far-reaching. Poor performance limits students’ opportunities for higher education, closing off pathways to personal and professional advancement. This represents a massive loss of human potential and stifles the ambitions of countless students. Persistent underperformance in national exams points to systemic failures—ranging from weak teaching standards and ill-designed curricula to a lack of learning resources—suggesting that students are not being equipped with essential knowledge or critical thinking skills needed for success.
The economic repercussions of weak education outcomes are profound. A workforce lacking key skills and competencies slows economic growth, hinders productivity, and diminishes Ethiopia’s ability to compete globally. As the nation strives to lift itself out of poverty, a skilled and well-educated population is vital to spur innovation, boost productivity, and attract foreign investment. The continued poor performance of students limits the creation of a competitive labor market, delaying Ethiopia’s industrialization and economic ambitions. Moreover, the swelling number of young people unable to enter universities risks exacerbating youth unemployment and could lead to widespread frustration and social unrest, posing serious political risks.
Teachers and educators also feel the effects of these outcomes. Poor results can sap morale, leaving educators feeling unsupported or unfairly blamed, which in turn breeds frustration and disengagement. This can create a vicious cycle in which demotivated teachers deliver lower-quality instruction, deepening the crisis in the education sector.
Tackling the crisis of poor Grade 12 exam performance demands a comprehensive, multi-stakeholder approach. Simply attributing the problem to past governments or weak student proficiency is insufficient and counterproductive. While the government bears primary responsibility for leading reform, meaningful progress cannot be achieved without the active involvement of students, parents, teachers, and school administrators. What is urgently needed is a thorough review of the underlying factors eroding education quality, the development of a practical roadmap based on both domestic and international best practices, a robust system of accountability in education administration, adequate investment of human, financial, and material resources within available means, and mobilization of public support for reforms. Without such coordinated and sustained action, the barriers to delivering quality secondary education in Ethiopia will persist, continuing to undermine the nation’s development aspirations.
