By: Abel Eshetu Gebremedhin
As reported by Ethiopia’s Ministry of Education out of total of 896,520 students who sat for the national school leaving exam for the 2021-22 academic year, only 29,909 (3.3%) scored above 50% in the exam result announced by the Educational Assessment and Examinations Services (EAES). The following academic year 2022-23 when 845,000 students who sat for the 12th grade school leaving national exam only 27,267 (3.2 %) students scored 50% and/or above to join universities. Out of the 3,106 schools that administered this year’s 12th grade national examination, a staggering 42.8% of the schools failed to pass their students for the national exam. Furthermore, the minister said that only five schools have all their students pass their exams, four of these are boarding schools in various parts of the country. Similarly, five other schools have more than 94.5 % of their students passed the exams. Majority are boarding schools.
In 2024 a total of 36, 409 examinees who took the Ethiopian School Leaving Certificate Examination (ESLCE) in hybrid last July have scored 50 percent and more surpassing last year’s tally by 9,114 students. This means 5.4% of the total 674,823 examinees have secured the passing mark to join university directly and pursue their undergraduate studies. Overall, Education minister Birhanu said, the performance has improved as compared to the previous two consecutive academic years during which the pass rates were 3.21% and 3.2%, respectively. The pass rate of students in the natural science stream is by far better than that of the social science. More than 324,000 natural sciences and 360,215 social sciences took the exam. The respective passing rates are 9% and 2%. However, the number of secondary schools without a student scoring 50 percent remains high. Not a single student from 1,363 high schools has hit the 50% mark, according to the ministry’s data.
Concerns believed to effect in the high failure rate that need the attention of scholars, politicians, policy makers, aid organizations before it is too late:
- Quality of Education: Many schools face challenges such as overcrowded classrooms, lack of well-trained teachers, and inadequate resources, which can hinder effective learning. Urban schools often have better facilities, relatively qualified teachers, and access to educational resources, while rural schools may struggle with inadequate infrastructure and fewer trained educators. This disparity can lead to unequal preparation for the same exam. How is it fair to evaluate students from well-equipped schools in Addis Ababa alongside students in remote rural areas who lack access to quality education using the same exam and pass mark criteria? Isn’t this akin to pitting the Ethiopian national football team against England and then blaming Ethiopia for the loss?
- Curriculum Implementation: Even if the same curriculum is provided, differences in how effectively it is implemented can vary greatly between rural and urban schools. Urban schools might have more extracurricular support and enrichment programs that enhance learning. For example, students in urban private schools have the advantage of receiving extra support during their preparation, including repeated model exams and tutorial services. In the 2023/24 academic year, nearly all students in the country lacked textbooks, while those with laptops could access e-books.
- School Administration: The politicization of school administration in Ethiopia has significant implications for the education system, impacting governance, resource allocation, and overall educational quality. Politically assigned leaders may lack the necessary skills to manage schools effectively, leading to poor academic performance and limited student engagement. Their focus often shifts from educational improvement to political loyalty.
- Internal Conflicts: The internal conflicts in the Amhara, Oromia, and Tigray regions of Ethiopia have had significant and multifaceted impacts on the school performance of high school leaving students. Many schools in conflict-affected areas have been closed due to violence, instability, or security concerns, leading to significant disruptions in students’ education. When schools do reopen, inconsistent attendance and a fragmented academic calendar hinder effective learning, leaving students unprepared for exams. Exposure to violence and displacement can lead to psychological trauma, which negatively affects students’ concentration, motivation, and overall academic performance. The stress of living in conflict zones can result in anxiety and depression, further impacting students’ ability to focus on their studies.
- Reduced Future Aspirations: High youth unemployment in Ethiopia has a significant impact on the future aspirations of high school students. Students may feel that their efforts in education are futile if they perceive that job opportunities are limited, leading to decreased motivation to excel academically. The lack of available jobs can lead students to lower their career expectations, opting for less ambitious or more immediate employment opportunities rather than pursuing higher education or specialized careers. Students may also prioritize vocational training or less academically rigorous paths, believing these will lead to quicker employment, potentially neglecting broader educational opportunities that could provide long-term benefits.
- Teacher Motivation and Morale: Because teaching is not viewed as a viable career due to low salaries, fewer qualified individuals choose to enter the profession, leading to a decline in the overall quality of education. Low salaries can lead to decreased motivation and job satisfaction among teachers. Unmotivated teachers may be less engaged in their teaching, which can directly affect the quality of instruction and student learning.
- Political Interference in Education: Increased political influence in schools can stifle academic freedom and critical thinking. Teachers may feel pressured to align with party ideologies, limiting their ability to foster independent thought and inquiry among students. In many schools, teachers are coerced directly and indirectly to join Prosperity Party with the promise to improve their welfare.
Given all these challenges facing the education system, who can truly say that the students have failed with such shocking results?
Editor’s note : Views in the article do not necessarily reflect the views of borkena.com
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You better take out this article as you are mobilizing people against our hard working givernment otherwise you bear the consequences.
Not failed but made to fail by tiktokers, social media activists, and celebrities.