Ethiopia has two educational systems, each with its own distinct characteristics. The traditional system is deeply rooted in Christianity and Islam, with primary level education often being conducted by clergy near places of worship. Higher education, focusing on traditional Christian beliefs, is primarily run by major centers of worship, particularly monasteries in the northern and northwestern regions. Graduates from these centers often go on to serve in the priesthood and church hierarchy.

On the other hand, modern education in Ethiopia was introduced by Emperors Menilek II (reigned 1889-1913) and Haile Selassie I (1930-1974). They established a commendable, albeit limited, system of primary and secondary education. Additionally, colleges specializing in liberal arts, technology, public health, building, law, social work, business, agriculture, and theology were established in the 1950s and 1960s.

Public education in Ethiopia is free at the primary, secondary, and tertiary levels. Primary education is compulsory for children aged 7 to 12 and lasts for eight years. This level of education is generally accessible, resulting in a high enrollment rate. However, there is a shortage of secondary schools, leading to a decline in enrollment at that level. Unfortunately, the overall public school system has suffered from inadequate funding, teaching staff, facilities, and space, resulting in overcrowding.

The oldest university in the country, Addis Ababa University, was founded in 1950 as University College of Addis Ababa. It underwent restructuring in 1961 and was renamed Haile Selassie I University. In 1975, it adopted its current name. Other universities in Ethiopia include Alemaya University in Dire Dawa, Debub University in Awassa, and universities in Jimma, Mekele, and Bahir Dar.

This low literacy rate in Ethiopia can be attributed to a variety of factors, including limited access to education, particularly in rural areas where schools may be scarce or distant. Additionally, cultural norms and traditional gender roles may prioritize boys’ education over girls’, leading to disparities in literacy rates between the genders. Furthermore, economic challenges can also play a role in hindering literacy rates in Ethiopia. Families living in poverty may struggle to afford school fees, uniforms, and supplies, forcing children to forego education in order to help support their families. This perpetuates a cycle of poverty and illiteracy, as those without a basic education may have limited opportunities for secure employment and economic advancement. Efforts are being made to address these challenges and increase literacy rates in Ethiopia. Initiatives such as the Education Sector Development Program (ESDP) aim to improve access to quality education for all children, regardless of gender or socio-economic status. Additionally, campaigns promoting girls’ education and challenging traditional gender norms are helping to close the gender gap in literacy rates. While progress is being made, there is still much work to be done to ensure that all Ethiopians have the opportunity to develop their literacy skills and reach their full potential. By investing in education and supporting initiatives that promote literacy, Ethiopia can continue to make strides towards a more equitable and educated society.