scholarly journals Graduate Unemployment in Ethiopia: the ‘Red Flag’ and Its Implications

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Nigusse Weldemariam Reda ◽  
Mulugeta Tsegai Gebre-Eyesus
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Secondary Data ◽  
Higher Education Reform ◽  
Education Sector ◽  
Market Demand ◽  
The Past ◽  
Red Flag ◽  
Graduate Unemployment ◽  
Central Statistics

The Ethiopian higher education sector has experienced a remarkable expansion in the past two decades. However, the accompanying trend of growing graduate unemployment appears to have been overlooked. This article examines graduate unemployment in Ethiopia using secondary data extracted from surveys conducted by the country’s Central Statistics Agency. While these statistics indicate that overall unemployment has decreased in Ethiopia, the percentage of graduate unemployment relative to total unemployment has increased. Moreover, unemployment among female graduates as compared to unemployed females is rising. It is thus timely for Ethiopia to undertake higher education reform aimed at aligning the expansion of the sector with market demand. Le secteur de l’enseignement supérieur en Ethiopie connaît un développement remarquable depuis deux décennies. Cela va cependant de pair avec un phénomène croissant de chômage chez les étudiants diplômés qui semble avoir été largement négligé. Cet article étudie le chômage chez les étudiants diplômés en Ethiopie, à partir de données secondaires qui proviennent d’enquêtes réalisées par l’Agence Centrale de Statistique (Central Statistics Agency) d’Ethiopie. Ces statistiques indiquent que, bien que le taux de chômage en Ethiopie ait baissé de façon globale, le pourcentage d’étudiants diplômés au chômage par rapport au nombre total de chômeurs a augmenté. De plus, le chômage chez les femmes diplômées connaît une augmentation par rapport au chômage chez les femmes de façon générale.

University Challenges: Explaining Institutional Change in Higher Education

2008 ◽  
Vol 60 (2) ◽  
pp. 189-230 ◽  
Author(s):  
Ben W. Ansell
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education Reform ◽  
Higher Education Policy ◽  
Formal Model ◽  
Public Funding ◽  
Higher Education Reform ◽  
Partisan Politics ◽  
The Past ◽  
Change In Higher Education

Higher education policy has been subject to considerable reform in OECD states over the past two decades. Some states have introduced tuition fees, others have massively increased public funding for higher education, and still others remain in stasis, retaining the elitist model with which they began the postwar era. This article develops the argument that higher education policy in the OECD is driven by a set of partisan choices within a trilemma between the level of enrollment, the degree of subsidization, and the overall public cost of higher education. The author develops a formal model of the micromechanisms underlying movements within this trilemma, noting the importance of partisan politics, existing enrollment, tax structure, and access. These propositions are tested statistically on a sample of twenty-two OECD countries and through case histories of higher education reform in England, Sweden, and Germany.

scholarly journals Ontario Higher Education Reform, 1995-2003: From Modest Modifications to Policy Reform

2004 ◽  
Vol 34 (3) ◽  
pp. 39-54
Author(s):  
Glen A. Jones
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Western Europe ◽  
Driving Forces ◽  
The United States ◽  
Higher Education Reform ◽  
Higher Education System ◽  
Policy Initiatives ◽  
The Past ◽  
Liberal Government

Ontario higher education system has moved far and fast in the past decade. The early 1990s saw "modest modifications and structural stability." Since 1995, under a neo-liberal government in Ontario, major policy initiatives, with objectives not unlike those already at large in western Europe and most of the United States, have quickly followed one another. The author proposes an explanation of the timing and dynamics of the Ontario reforms, describing the driving forces behind reform.

scholarly journals Looking at Kazakhstan’s Higher Education Landscape: From Transition to Transformation Between 1920 and 2015

2018 ◽  
pp. 199-227 ◽  
Author(s):  
Elise S. Ahn ◽  
John Dixon ◽  
Larissa Chekmareva
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Market Economy ◽  
Historical Perspective ◽  
Bologna Process ◽  
Higher Education Reform ◽  
Education Sector ◽  
Ministry Of Education ◽  
Institutional Diversity ◽  
Different Levels

AbstractSince independence in 1991, the Kazakhstani government has been aggressively pursuing higher education reform. This has led to the passing of a number of education-related laws and the adaptation of different policies and practices in order to facilitate the government’s initial priority of transitioning to a market economy and more recently, to achieve its goal of becoming one of the world’s top 30 economies by the year 2050. This chapter provides an overview of Kazakhstan’s Soviet higher education legacy and the subsequent changes that the higher education sector has both undergone and continues to undergo after joining the EU’s Bologna Process in 2010. In addition to providing a historical perspective of higher education reform in the Kazakhstani context, several typologies have been provided in order to visualise the way the regulatory reforms have resulted in some institutional diversity. The chapter concludes with the challenges that the higher education sector at different levels (e.g., the national (Kazakhstani Ministry of Education and Sciences) and regional and local/institutional levels) continues to face.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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