In 2023, only 40pc of graduates passed, with public universities achieving a 62.4pc pass rate, while private institutions lagged behind at 17.2pc.

The draft directive aims to address these deficiencies. A key issue is the lack of research strategy and databases in most institutions. The directive mandates institutions to create comprehensive research databases to combat plagiarism and improve research quality. It also outlines publication and dissemination procedures, ensuring research output is archived and accessible.

A study by Belay Hagos, head of the Institute of Educational Research (IER) at Addis Abeba University (AAU), exposes major flaws in the higher education sector. Institutions suffer from a shortage of qualified instructors, relying on external staff, which compromises teaching standards. Program duplication, with identical courses across institutions, further dilutes academic value. Poor facilities and lax admissions policies, including low entrance exam scores and inadequate English proficiency, exacerbate the problem.

Belay says there are issues regarding graduate employability and entrepreneurial skills. The 70/30 natural science-social science studies policy has been criticised for widening the skills gap and contributing to high graduate unemployment.

The readiness of university instructors is another pressing issue. In 2017, an exam administered to 10,000 aspiring instructors revealed that only 7.16pc scored above 50pc.

Gender disparity remains a problem in higher education. In 2023, women made up only 18pc of students in second-degree programs and 10pc in third-degree programs.

In 2024, only 14pc of the 35,000 applicants scored at or above the 80th percentile of the  Graduate Admission Test (GAT), the required threshold for postgraduate eligibility.

Authorities and experts argue the rapid expansion of higher education without adequate resources has led to a decline in academic standards.

Demoz Wolde (PhD), president of Andinet International College (AIC), says that many education policies are adapted from foreign models, particularly European systems, which may not always suit the country's context.

He believes the draft directive places private and public institutions on equal footing, which could help raise the quality of private colleges. However, he argues that public universities have stronger infrastructure, funding, and faculty resources, making it harder for private institutions to compete.

“We hope this law will reduce the number of students failing exit exams,” Demoz told Fortune.

Kusse Tudishe, president of Jinka University (JKU), supports the directive but points out a key weakness: most Ethiopian curricula do not integrate international standards. He also says that research is rarely archived, making quality control difficult. He argues that the lack of global academic standards limits Ethiopian students from competing internationally.

“There are many universities today, but their quality is lacking,” he said.

Terefe Feyara (PhD), president of Hope Enterprise University (HEU) and a private higher education association board member, worries about the requirement for institutions to register again for licensing, as many may struggle to meet the new standards. However, he supports the quality audit system, noting that his institution has previously conducted self-audits.

Melese Yigzaw, dean of General Winget Polytechnic College, which has over 7,000 students, believes the new standards will enhance quality, production, service, and training in TVET institutions.

“There is nothing to be scared of,” he said.

Nardos Wendimu, project manager of Afriwork Ethiopia, argues that while many fresh graduates have theoretical knowledge, they lack practical work skills. She says that many new employees struggle with basic communication and writing skills. Nardos recommends graduates work as freelancers for six months before applying for full-time jobs.

Ermias Abelneh, a chemical engineering researcher and lecturer, stresses the importance of university-industry linkages. He believes that strong collaboration between academia and businesses can serve as a major revenue source for both sectors

“If this linkage is in place, it will improve education quality,” he said.

However, he argues the country lacks effective industry linkages, unlike countries such as China and Germany, where businesses and universities work closely together. He also points out that much of the academic research is copied from other countries and fails to address local problems. He commends the draft directive for including this issue among its 14 key guidelines, but stresses that implementation is critical.

Alemayehu Teklu (PhD), a researcher at AAU, argues that real educational quality depends on improving lecturers and teachers.

He recommends more focus on meaningful research, rather than allowing academic work to “just collect dust.” Alemayehu also calls for an education policy rooted in local realities rather than relying heavily on foreign models.

PUBLISHED ON Feb 09,2025 [ VOL 25 , NO 1293]