This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and tr ying to move toward educational equity.

This book focuses on higher education in Ethiopia, analysing persisting inequalities and policy responses against the backdrop of the extensive expansion and reform that the system has experienced in recent years. Drawing on empirical data generated through interviews, policy reviews and focus-group discussions, it explicates factors of structural inequality ranging from neoliberal policy orientations to repressive gender culture and geo-political peripherality. In a departure from conventional studies that consider policy a response to social problems, the book takes a critical perspective to show the constitutive role of policy, and explains how the representation of the problem of social inequality undermines equity policy outcomes in Ethiopian higher education. Not only does the book problematise the framing of the problem of inequality in the system, it also outlines strategies for designing transformative equity instruments. In explaining structural factors of inequality and equity provisions, the book productively combines sociological concepts with historical accounts and political economy insights. Given the increased economic optimism associated with higher education in sub-Saharan Africa and the neoliberal ideals underpinning much of the restructuring of the system in the region, this is a timely and important contribution that sheds light on the social justice implications and consequences of such changes. It offers fresh accounts of largely neglected qualitative cases of inequality, making it a valuable read for students and researchers in the areas of Ethiopian education policy studies, international and comparative education, and international development.

This study provides a detailed snapshot of the education sector up to 2001-02, and for some aspects of the sector, up to 2002-03. It takes advantage of administrative data and information from household surveys to document key dimensions of the sector, particularly primary and secondary education, focusing on costs, finance, and service delivery, and their impact on learning achievement, in an effort to discover potentially important areas for further policy development. --foreword.

In a multi-disciplinary approach, this seminal work examines, among others, the role of western education, impact of being instructed in English, the invention and imposition of a new WoGaGoDa language in the South, and the national educational strategic plans. With scholarly rigor, eminent Ethiopian scholars offer to enlighten readers on the role of education over the last 100 years. I recommend this book to anyone interested to feed their intellectual-soul on education, development, and politics in Ethiopia.--Worku Negash, Ph.D., Vice President, Mission College, Santa Clara, California [Review via publisher's website]

Native Colonialism examines the cause and consequence of native colonialism, the process whereby a country colonises itself with foreign institutions and ideals. The book draws its evidence from a variety of Ethiopian sources that have rarely been studied or utilised in academic research. It provides never-before seen interpretations of indigenous sources of knowledge and features ground breaking empirical research on traditional and modern schools in the county, as well as interviews with students, teachers and traditional leaders.

Within this parameter, the main objective of the FSS research project was to identify the regulatory framework, institutional arrangements and established practices pertaining to governance, academic freedom and conditions of service of higher-education t

The Periplus of the Erythraean Sea is a short work of uncertain date and unknown authorship, written in very difficult Greek. It is concerned with the coasts of the Red Sea and -Indian Ocean and may be described as a combined trade directory and Admiralty Handbook, giving sailing directions and information about navigational hazards, harbours, imports and exports. It is of great value for the study of the commerce of the Roman Empire and the early history of East Africa, South Arabia and India. This is a new print-on-demand hardback edition of the volume first published in 1980.

Although initially utilized in business and industrial environments, quality management systems can be adapted into higher education to assess and improve an institution’s standards. These strategies are now playing a vital role in educational areas such as teaching, learning, and institutional-level practices. However, quality management tools and models must be adapted to fit with the culture of higher education. Quality Management Implementation in Higher Education: Practices, Models, and Case Studies is a pivotal reference source that explores the challenges and solutions of designing quality management models in the current educational culture. Featuring research on topics such as Lean Six Sigma, distance education, and student supervision, this book is ideally designed for school board members, administrators, deans, policymakers, stakeholders, professors, graduate students, education professionals, and researchers seeking current research on the applications and success factors of quality management systems in various facets of higher education.

Progress in literacy and learning, especially through universal primary education, has done more to advance human conditions than perhaps any other policy. Our generation has the possibility of becoming the first generation ever to offer all children access to good quality basic education. But it will only happen if we have the political commitment -- at the country as well as at the international level -- to give priority to achieve this first in human history. And it will only happen if also those who cannot afford to pay school fees can benefit from a complete cycle of good quality primary education. Investment in good quality fee-free primary education should be a cornerstone in any government's poverty reduction strategy.