The Critical Review of the Modern Ethiopian Education Philosophy in Different Regimes

Abstract

The general objective of this critical review is to scrutinize the philosophical basis of modern Ethiopian education. To achieve this objective, conventional qualitative content analysis methods adhering to the naturalistic paradigm were employed. Peer debriefing, triangulation from different articles and negative case analysis were used to establish credibility. To come up with a relevant recommendation, both African indigenous and western-oriented educational philosophies were discussed. Based on a review of educational policies, proclamations and topically related articles, the values of philosophy are overlooked, deemphasized and have not been clearly stated in education proclamations or policy and other documents, consciously or unconsciously. The education system in Ethiopia has been derived by political ideology and the Euro-centric education system. Identifying an appropriate education philosophy, clearly communicating it with stakeholders and stating it in national education policy is required from ministry of education. Furthermore, the instigation of the Africa (Ethiopian) indigenous education philosophy with the social re-constructivism philosophy of education is needed. This is due to the fact that, in comparison to other philosophies, this one has well-developed assumptions, principles and theories regarding the influence of education in diverse societies like Ethiopia and is sensitive to global issues as part of the larger social order.