Ethiopia’s education system has undergone major reforms over the past two decades, with a focus on expanding access and promoting equity. These efforts have resulted in increased enrolment, particularly at the primary level. Programs such as the Education Sector Development Plans (ESDPs) and the General Education Quality Improvement Programme (GEQIP) have supported these goals through school construction and teacher training.
Although these initiatives have significantly improved student access and equity in certain areas, concerns persist regarding the quality of education and student learning outcomes. In some regions, these outcomes have reportedly declined despite broader access to schooling.
More recently, Ethiopia introduced a new matriculation and university entrance examination system, which has substantially reduced the number of students qualifying for higher education. This shift has raised questions about the balance between access and quality in the country’s educational framework.
In addition, the Ministry of Education has implemented a policy requiring university graduates to serve as teachers for one year before officially graduating. The measure has attracted both criticism and support.
Sanjay Goyal, a graduate in Food Technology from the Department of Food Science and Technology at Guru Nanak Dev University in Punjab, India, has worked as a lecturer, curriculum developer, and research strategist for several overseas universities. Goyal spent time at Tigray’s Wukro Technical and Vocational Education and Training (TVET) institute and Arba Minch University lecturing on food technology and process engineering. He was also a senior lecturer and production manager at Asella Model Agriculture Enterprise under Adama University.
His two decades of experience in Ethiopian education gives Goyal a unique perspective on the realities and reforms taking place in the country’s schooling system. Goyal sat down with Abraham Tekle of The Reporter to share his opinions on educational policy and development, current initiatives underway at the Ministry of Education, and what the future holds for teachers and students. EXCERPTS:
The Reporter: Reflecting on your vast experience at Ethiopian universities and TVET institutes, how do you characterize the changes in the structure and quality of the Ethiopian education system?
Sanjay Goyal: When I look back to 2001—about 24 years ago—I’ve seen a significant expansion in the number of universities. Gradually. At that time, I think there were around 20 universities, and now we can see more than 40 or 50. In 2001, the education system was going through major restructuring, especially in terms of pedagogical approaches, reforms, and transformations. There were many international experts involved—Europeans were invited for short-term engagements, along with Indian professionals and other expatriate staff—to support Ethiopian students. At that time, I was working within the school system, having started my career as a Technical and Vocational Education and Training (TVET) instructor. This was part of the Ethio-German Vocational Technical Program, a project implemented by GIZ under the Ministry of Education.
However, the development of the system progressed at a very slow pace. From my perspective, the speed of transformation was extremely slow—almost stagnant. It felt as though there was little interest in moving forward into the 21st century. There seemed to be a lack of urgency; Ethiopians, in general, appeared content with slow progress.
In my 24 years of experience, I have not observed any significant effort to accelerate change. The country has remained out of step with the pace of global development. That said, Ethiopia seems to operate at its own rhythm—its own speed. You see, if I say someone is progressing slowly, it’s not necessarily a judgment—it reflects a difference in mindset. And mindsets are not easily changed.
So, how can we expect high-quality outcomes in the education sector under such conditions? Regardless of the school infrastructure, pedagogical frameworks, or teaching and learning approaches, meaningful improvement remains difficult to achieve. From where I stand, this is the reality. And if someone else sees it differently from their position, they’re not wrong either. We are both right in our own ways. But looking back over the past 20 to 25 years, the overall societal, technical, and institutional development in Ethiopia has been consistently and significantly slow.
Students lack the competency required to enter the school system. Policies seem to prioritize quantity over quality—admitting large numbers of students, irrespective of their academic preparedness. The Ethiopian government’s goal appears to be expanding access to education, whether through morning or evening classes, even if it means compromising on quality. While increasing access to education is important, admitting students without considering their readiness can undermine long-term educational standards and outcomes.
What significant policy reforms have you observed in Ethiopia’s education sector over the past two decades, and how have they influenced educational development?
The policies were implemented by European agencies because they were giving money to Ethiopia. There is a clause in World Bank [agreements] that says experts or the implementation of the policies must come from the curriculum of Europe, America, Asia, or other regions. However, there was a change when comparing 2001 to 2020 and beyond. There are large gaps, but many people tried to fill them. I worked with German people and good Ethiopian people who came back with PhDs from Europe. They were sent to France, Germany, Norway, and other European countries, and they worked with us. I have seen a lot of tremendous changes in these two decades. I cannot say that there were no changes.
When I look at the outcomes of these policies, I question whether they are truly effective or simply disconnected. A key indicator is employment generation. For example, a student may complete a Bachelor’s degree in Electronics, Computer Science, Food Processing, or Agriculture, but after graduating, they are unable to find suitable employment. This isn’t due to a lack of skills—the graduates are competent—but because the relevant companies and industries are either absent or very few in Ethiopia. Without partnerships or collaboration agreements between universities and companies, job opportunities remain extremely limited. As a result, even highly educated individuals struggle to find work in their fields.
Although the education system is expanding and being upgraded, job opportunities have not kept up with the increasing number of graduates or the goals of youth employment. The central issue remains: where are the jobs for all these graduates? With 40 to 50 universities across the country producing thousands of degree holders, employment options are limited. In many cases, a group of 50 auto rickshaw [Bajaj] drivers can collectively earn more than several university graduates, revealing a serious gap between the education sector and the labor market.
The introduction of a new matriculation and university entrance system has reduced the number of students enroling in universities, with less than three percent passing examinations. What contributed to this decline, and what are its implications for higher education in Ethiopia?
The decision to limit the number of students entering the university system, especially those with lower grades (such as B or C grades), is highly appreciated. By doing so, we prevent a situation where a large number of graduates are unable to secure employment, which could lead to frustration and underutilization of resources. If this approach is implemented regularly, it would significantly improve the quality of youth entering both the education sector and the job market. This focus on quality over quantity will ultimately lead to a stronger, more capable workforce, and I commend this decision for its long-term positive impact.
But what are the major factors behind the decline?
It’s better to avoid entering overcrowded fields, much like how it’s preferable to have fewer animals in the jungle, where resources are scarce. This analogy speaks to the importance of quality over quantity. The youth will begin to understand the value of quality education, and teachers will recognize the importance of providing it. During my time, there was immense pressure on teachers to give grades, regardless of the students’ abilities, as the authorities would prioritize students’ demands over the teachers’ concerns. Now, it is clear that many of these students were not up to the mark, and this pressure created a less-than-ideal situation.
Everything starts with quality schooling and appropriate grading. If the schooling is solid, with fair grading systems, it will improve the university system and enhance both teaching and learning. Moreover, the significance of education will regain its importance within society. In the past four or five years, when a large number of students graduated, society became overwhelmed. These graduates, unable to find suitable employment, resorted to jobs like running shops, driving taxis, or engaging in brokering, believing that a traditional 9-to-5 job didn’t offer enough. Some pursued evening classes for master’s or PhD programs, but the question arises: what’s the use of sending inferior quality students for advanced degrees? It creates a cycle where their future, including their family life, becomes uncertain.
The Ministry of Education has implemented a policy requiring university graduates to serve as teachers for one year as part of a national service program before officially graduating. How do you assess the potential benefits and challenges of this initiative for both graduates and the education system?
The benefit to society is significant. Society will begin to value and prioritize education. In the past, there was little respect for the teaching profession, where teachers were not paid enough. In universities, many questioned whether it was worth becoming a teacher, often choosing not to enter the education sector at all. However, now, only those who are truly passionate and committed to making a career in teaching will enter the university system. These individuals will pursue degrees, post-graduate studies, or even PhDs, because the policymakers themselves have recognized and emphasized the importance of education.
Over the last two decades, the mindset has slowly shifted towards selecting high-quality students by creating rigorous question papers in the secondary education system. I am pleased to see that the focus has first been on strengthening education at the school level, and now, improvements are being made in the higher education system. This progress will have long-term benefits for the entire education sector.
Moreover, you will see a very drastic change in the coming decade. Now, only the daring individuals will be willing to commit to their education, spending four years for a bachelor’s degree, two years for post-graduate studies, and then pursuing a PhD. These students, who represent only around 4-5 percent of the population, will bring about positive effects. The outcome will be a workforce of high-quality graduates, leading to better employment opportunities. As a result, the job market will improve, and these individuals will earn significantly higher salaries, particularly in the private sector. This is a positive development we will witness in the future.
Are you indicating that the system works better than before?
Those who have crafted these policies have a clear vision. This vision will significantly benefit the youth, enabling them to acquire the right skills, secure the right jobs, and earn competitive salaries, particularly in the private sector. While the same may not apply to the public sector, private sector growth is essential for the future of any country. Enterprise development, especially small and medium enterprises, plays a key role. Of course, it is not feasible for the government to provide jobs for everyone.
You are aware that the conflict in the Tigray region has severely impacted education, with reports indicating that over 1.4 million students are out of school while educational infrastructure has largely been destroyed. Could you elaborate on the extent of this damage?
The isolation and war have been incredibly detrimental to the region. During conflict, women and children are the most affected, and it will take significant time to rebuild the education sector and bridge the gaps created by these challenges. The mental scars of being in war-torn areas will also take time to heal, impacting not just education but livelihoods and generation as well. This situation is gradually spreading to other regions, including the Amhara and Oromia regions, and affecting the broader society. The increasing ethnic divisions are a growing concern. These divisions are becoming more pronounced and dangerous, creating an environment of cynicism within society.
The country is also grappling with poverty, a widening education gap, migration, displacement, and a humanitarian crisis. War only exacerbates these issues and poses a severe threat to any nation or region. The Ethiopian government must adopt a broader, more comprehensive approach to move beyond the conflict, focusing on unity and addressing economic disparities, as well as dismantling the growing divide between the rich and poor. The government should also prioritize listening to and valuing the people’s voice.
In addition, if the situation continues on this path, it will lead to a significant downgrade for the country. This is not only harmful to Ethiopia but also to Africa as a whole. We can draw parallels to India, a developing country, which shows that sustained conflict and instability can hinder a nation’s progress. Ethiopia, being one of the least developed countries, is particularly vulnerable. The current state is detrimental to the country’s growth in every aspect. If the situation persists, Ethiopia will not develop in any meaningful way, and it will face long-term consequences that will impact all areas of society.
Ongoing conflicts in the Amhara and Oromia regions have also led to significant educational disruptions, with millions of children out of school and thousands of schools closed or destroyed. How do these conflicts affect the overall educational landscape in Ethiopia?
In my opinion, the key to addressing the issue of a lack of education lies in recognizing the importance of education as the foundation for societal development. If primary and secondary education are neglected, and parents prioritize immediate financial gain over education, it could lead to long-term negative consequences. In such a situation, society will gradually degrade, and the cycle of poverty and lack of opportunity will continue. Education is the primary tool for empowerment, and it should always be prioritized, even in challenging times. Without investing in education, we risk losing the potential for growth, innovation, and stability in the future.
What do you see as the long-term effects?
In Ethiopia, there is a wealth of untapped talent among its citizens, but unfortunately, many do not want to stay in the country due to systemic issues. Over my career spanning two decades, I have observed that the right talent is often overlooked. The focus of leadership has been more on nepotism and personal gain, rather than on valuing expertise or qualifications. Many officials prioritize the flow of funds and their personal enrichment, often using public resources to build their private wealth, while the talented individuals are ignored. This misallocation of resources leads to a situation where skilled professionals are left struggling, while those without the necessary skills or qualifications occupy key positions. This problem has been growing over time and has now reached its peak, with talent being sidelined and non-skilled individuals taking the lead, creating a system where real expertise is undervalued.
What strategies should be prioritized to address this crisis?
The core issue is the mindset. The real problem lies in putting the right people in the right positions. There is a significant mismatch—people with qualifications in one field are placed in roles for which they are not trained. For example, you may find a civil engineer overseeing the electronics department, or someone with an agricultural background managing civil engineering projects. While strategies and presentations on paper may sound good, and ethics may be discussed extensively in meetings, the reality on the ground is different.
I have observed many such situations where high-level discussions and presentations are full of lofty goals, but the actual implementation is lacking. The key issue is that the wrong people are in the wrong roles. This mismatch is perpetuated by top-level officials who promote individuals based on factors other than expertise. Ultimately, the flow of responsibility, like water, comes from the top down, not from the bottom up.
In my opinion, the right ability comes from the right education. Without proper education, it’s impossible to identify and nurture the right people with the right skills. Education shapes your thinking, attitude, and approach to life. Unfortunately, the education system has been significantly impacted, and now the focus is shifting toward improving quality. Currently, the results may only show three percent, four percent, or five percent quality, but over time, this will have a profound effect on society.
In five to ten years, those graduating will be of much higher calibre, as they will come from a system that has slowly evolved toward quality education. The current officials in the Ministry, who come from a background of lower quality education, are key to shaping the future. As these quality graduates begin to enter the workforce, the impact will be evident across various sectors. You will see the difference in the quality of work and the overall improvement in society.
In general, what recommendations would you offer to policymakers to foster a more stable and effective educational environment?
First, politics should be kept separate from policy-making. The influence of politicization in sectors leads to unnecessary complexity, making it difficult to implement effective solutions. Politics and politicians should not be allowed to enter boards or committees where critical decisions are being made, as their involvement often diminishes the importance and effectiveness of the process. This issue of politicization and nepotism has become pervasive in Ethiopia, and it’s also present in other countries like India. My recommendation is to keep politics away from other sectors to ensure that decisions are made based on expertise rather than political influence.
Second, many highly qualified individuals who have studied abroad want to contribute to Ethiopia, but the environment often drives them away. They return to their home countries or seek opportunities elsewhere due to the challenges they face here. My recommendation is to create an environment that promotes and retains these skilled professionals.
