Gondar University is one of Ethiopia’s oldest higher education institutions, recognized for its historical significance. Established in 1954 as a Public Health College and Training Center, Gondar University is the country’s oldest medical school and a key institution in Ethiopia’s higher education system.
In 2004, it attained university status with autonomy as a specialized hospital. The University is in the midst of celebrating its 70th anniversary with a series of events beginning in January 2025.
Its current president, Asrat Atsedeweyn (PhD), is a statistician, academic administrator, and public servant. Before assuming this role, he served as Gondar University’s Academic Vice President.
The Reporter’s Sisay Sahlu spoke with Asrat about the University’s ongoing initiatives and broader developments in the education sector. EXCERPTS:
The Reporter: When Gondar University commemorates its anniversary, what key achievements and milestones will it showcase to reflect its growth and impact over the years?
Asrat Atsedeweyn (PhD): This year marks the 70th anniversary of the University and the 100th anniversary of its affiliated hospital. Over the decades, the institution has made profound contributions to the nation. Foremost among these is the creation of a highly educated workforce, which remains the cornerstone of the University’s mission. Equally significant is its role in advancing the national healthcare system, with remarkable achievements that have transformed the health sector and improved the well-being of countless individuals.
In its early years, the University relied heavily on foreign faculty. However, as young scholars were sent abroad for advanced education and returned with expertise, the institution evolved into a hub for cultivating a skilled domestic workforce. Today, the University offers 87 undergraduate programs and over 300 specialized programs, including master’s, doctoral, sub-specialty, and postdoctoral studies. With more than 100,000 graduates to date, the University has undeniably played a pivotal role in shaping the nation’s intellectual and professional landscape.
The University has also made significant strides in community service, particularly in healthcare. A preventive-based health system was developed and implemented to address the burden of easily treatable diseases that have long plagued the population. In the realm of research, groundbreaking work has been conducted, such as reducing the treatment duration for kala-azar disease. Thanks to the University Hospital’s research, the medication period has been cut from one month to just 17 days, showcasing the institution’s commitment to innovative and impactful healthcare solutions.
In addition, it has emerged as a leader in agricultural innovation, promoting mechanization to modernize farming practices. By acquiring tractors, combine harvesters, and other equipment for summer irrigation projects, the University has encouraged farmers in and around Gondar to transition from traditional methods to more efficient, technology-driven approaches. In the legal field, the University has established 18 centers offering free legal aid, with a particular focus on advocating for vulnerable groups such as orphans, women, and the elderly who cannot afford legal representation.
In the realm of rehabilitation, the University has played a critical role in supporting communities affected by the recent conflict in northern Ethiopia. Efforts have been made to help individuals who lost family members or livelihoods rebuild their lives and access new job opportunities. For instance, in war-affected areas, the University has distributed high-quality chicken breeds to enable families to achieve self-sufficiency through poultry farming. Across its three core missions—teaching and learning, research, and community service—the University has consistently delivered high-quality education and impactful services, leaving a lasting legacy of progress and empowerment.
When discussing research contributions, particularly in light of recent global challenges like the COVID-19 pandemic, universities around the globe have been at the forefront of groundbreaking advancements, including vaccine development. Given your University’s long-standing history, what significant contributions has it made?
Regarding COVID, we have done a lot of work. During the pandemic, we carried out numerous activities to prevent and treat the virus. Currently, a COVID drug is in clinical trials. With support from partner organizations, this drug is undergoing testing at our University. In terms of technology, our graduating students produce problem-solving research. As we mentioned earlier, we offer services such as recharging car and computer batteries, and repairing and restoring damaged computers. We have conducted research on extracting fuel from the soil. We have worked on producing tej (an Ethiopian honey wine) in a modern way for export to foreign markets. These innovations from the University community have been registered and protected as intellectual property.
It is often said that research papers and findings published by Ethiopian universities serve as mere shelf decorations and do not solve the country’s problems. Is this perception accurate?
To be candid, I believe there are challenges on both sides. Despite our efforts to publish research findings, there are limitations in ensuring these results are effectively utilized and impactful on the ground. Often, researchers view publication as their primary objective, which is a mindset that needs to be addressed within higher education. While publishing is important, the ultimate goal should be to translate research into practical solutions that address real-world problems.
On the user side, there is a lack of confidence that research can solve their problems, which discourages them from seeking out researchers. Meanwhile, researchers often focus on topics aligned with their personal interests or what they perceive as beneficial for the country, sometimes driven by the need to meet graduation requirements. What is missing is a collaborative culture where researchers and users work together to identify and address pressing issues. If problems are jointly identified, research can directly contribute to solving the country’s challenges, allowing higher education institutions to fulfill their societal role. This approach would ensure that research meets the needs of both parties. However, currently, users rarely approach researchers with the question, “Can you provide a solution to the problem?”
Another significant challenge lies in implementing research findings after the study is completed. To address this, all stakeholders must first acknowledge that a problem exists. The solution lies in fostering open dialogue, consultation, and mutual trust. The greatest asset of higher education is knowledge, but knowledge only holds value when it solves real-world problems. If the expertise and skills of higher education institutions do not address the needs of the community or the nation, they cannot truly be called knowledge. Therefore, it is imperative to bridge this gap. Users must recognize the potential of higher education institutions and collaborate closely with them to achieve meaningful outcomes.
This collaboration can only thrive through bilateral consultation and a closer relationship between researchers and users. Encouragingly, this approach is beginning to gain traction. There is now a growing emphasis on aligning research agendas with local, regional, and national challenges. At our University, for instance, funding for research is contingent on answering the question, “Which problem will this research solve?” Without a clear demonstration of its potential impact, funding will not be allocated.
To what extent does your University operate independently, free from political influence or pressure?
We are under no pressure whatsoever. The University has a large and diverse community. It consists of over 11,000 employees and over 40,000 students. Everyone has their own beliefs, political views, and ideologies. It is an international institution with scholars from various countries and students from six neighboring countries. What unites us is science. What unites us is academia. In this regard, under the current circumstances, we are working freely.
Since the introduction of the new 12th-grade exam format, there has been a significant decline in university admissions. Critics argue that this decision has limited students’ access to higher education, leaving universities with fewer enrollees. What is your University’s stance on student admissions in light of this issue?
To be honest, the changes being implemented now are crucial. The efforts made so far to expand and develop educational institutions are commendable. We have successfully increased the number of institutions and their intake capacity. However, the current challenges stem from prioritizing expansion over quality. As a result, focusing on quality has now become a matter of survival. The Ministry of Education is undertaking significant work to address this issue.
Additionally, the systematic evaluation of 12th-grade students, who form the input for higher education, is essential and yielding results. While it is often said that these students have failed, the responsibility does not lie with them alone—it extends to parents, schools, and the nation as well. This process has created a strong incentive for students to study harder, for parents to be more involved, and for teachers to recognize their role in addressing these shortcomings.
As a result, we can expect to see students with a better understanding and a more capable generation in the coming years. However, the claim that the number of students entering universities has drastically decreased is not entirely accurate. Although fewer students pass the exams initially, the inclusion of remedial programs means the overall number of university entrants is not significantly lower than before.
What is the current state of Gondar University’s progress toward achieving autonomous status?
In the next two years, ten universities are expected to follow Addis Ababa University’s example and transition into autonomous, research-focused institutions. One key advantage of autonomy is the ability to concentrate on the university’s core mission. Under current conditions, it is challenging to maintain operations with the existing staff while supporting a large student population. To operate more effectively, academic, administrative, and financial independence are essential.
The process, beginning with student recruitment, must allow for greater institutional freedom. Such freedom can lead to improvements in quality. Gondar University is among the institutions expected to become autonomous within two years. In preparation, the University has undertaken various initiatives in recent years. These include raising awareness about the benefits of autonomy and clarifying the distinctions between autonomous and non-autonomous statuses.
Additionally, the University has drafted approximately 18 prerequisite documents needed for autonomy. Two of these documents have been prioritized and sent for review due to their foundational importance: the University’s five-year strategic plan and the Senate legislative documents. Other documents, such as those related to student recruitment criteria, finance, and administration, are nearing completion. Efforts are also underway to establish financial institutions to support the University’s financial capacity.
Since 2021, the University has been operating Etege Mintewab Trade and Consulting Enterprise, in line with a board-approved directive. The Enterprise now comprises nine departments. For instance, a model pharmacy has been established to provide affordable, quality medicine to the community while creating job opportunities. The University also operates a hotel that serves as a practical learning environment for hotel management students and generates income. Similar initiatives exist across various departments, such as consulting work in engineering education, tailored to the specific needs of each college.
How are teachers’ interests considered when you are carrying out this kind of work?
The financial needs of teachers cannot be fully addressed by government salaries alone. One advantage of autonomy is that as income-generating institutions are established, teachers can benefit based on their level of involvement. For instance, when teachers engage in consulting work in engineering, they receive approximately 40 percent of the earnings, while the university retains the remainder. In many developed countries, teacher compensation is supplemented through income-generating activities tied to their participation.
As you move towards autonomy, will you have the freedom to engage in cost-saving and revenue-generating activities? With this freedom, could you potentially reduce staff in order to become more cost-effective?
The outcome of this process will become clearer as it progresses. The potential for growth exists, though it remains uncertain. As long as individuals are actively working and generating resources, the possibility of increase remains, rather than decrease. However, with the introduction of academic freedom, guaranteed employment as it previously existed will no longer be sustainable. Employees will need to demonstrate tangible results. Those who fail to produce results will be phased out. For teachers, this will involve active participation in research, publishing, securing grants, and similar activities. Employees will be expected to deliver results in their assigned tasks and contribute to resource generation.
What is the projected number of international faculty and students at your university?
For instance, Addis Ababa University is only four years older than our university. With just 74 years of higher education history, the country has faced a persistent shortage of qualified human resources. Finding personnel with the necessary educational qualifications remains a challenge. In this context, foreign teachers have played a significant role in the development of Ethiopia’s higher education system. Notably, educators from India, the United States, Germany, and Canada have made substantial contributions.
At Gondar University, particularly with recent government support, we have trained many teachers by sending them to various countries. This includes numerous Ethiopians, like myself, who have studied abroad. Initially, Indian teachers, whom we highly trusted, provided crucial support as we launched multiple programs. However, we have now achieved self-sufficiency. For example, this year alone, over 700 of our university’s teachers are pursuing master’s and doctoral degrees, both locally and internationally. This progress is promising, and I am confident that we can fully educate our own people in all fields. While we once had over 120 foreign teachers, that number has now dwindled to fewer than ten, reflecting our growing capacity.
Similarly, our University hosts more than a hundred international students. Of the 700 teachers currently being trained, half are studying abroad. For instance, around 60 are at Queen’s University in Canada, while over a hundred are in Australia. Others are pursuing their studies in the United States, Germany, and various African countries. This global engagement underscores our commitment to building a robust and self-reliant academic workforce.
Has your university ever encountered cases of violence against women? How do you manage such situations? In particular, sexual assault by male teachers against female students is a serious concern raised in various educational institutions. How does Gondar University handle this?
This is a critical issue, and we have a comprehensive sexual assault policy in place. Both students and faculty are thoroughly informed about it. During the hiring process, teachers undergo an orientation program alongside students, which focuses on prevention and outlines the serious consequences of such actions. The University leadership maintains a zero-tolerance stance on this matter. We have dismissed faculty members found guilty of misconduct or displaying concerning behavior. In some cases, we have even issued formal letters to ensure that such individuals cannot be employed at any other institution. While these incidents occurred some time ago, they underscore our unwavering commitment to addressing this issue.
