Education System In Ethiopia

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Education is one of the social institutions that serves as a major socializing force in society, whereby cultural heritage of society transmitted to new generations. Education transmitted those norms, values, attitudes, behaviour, and knowledge, technological and social skill from one generation to the other. How those norms, values, attitudes, behaviour, knowledge and skills transmitted can vary from one culture to another, depending on the underlying worldview each culture has. The education system of Ethiopia in different regimes did not reflect truly Ethiopian cultural, social and economic situation. The reason is that the system of education was mainly copied from different systems of education in the West. The curriculum of education…show more content…
“It is knowledge developed no matter where we live in, there are things which we daily experiences to be used in the practical knowledge and the social value of the community” (Shiza2010:204). Indeed, the education system of Ethiopia like other developing countries is colonized by Western-centric education. This is because in the current world "Most of the knowledge created and developed worldwide originated in the North" (Damtew and Heinz 2010:1), and the rest of the world are consumer of the knowledge produced, but “The vision of a truly global knowledge will be realized only when the developing countries participated as both contributor and users of Knowledge” (World Bank…show more content…
Western education emphases on the cultural production of knowledge constructed on Eurocentric heritages and tangible Science (Battiste2002:4). They consider their knowledge as an overriding over nature, but indigenous knowledge not viewed itself as a dominant over, like the Western knowledge, but as they are interrelated and parts of the natural world (Peritoli2011:1). In the dominant western cultural views of knowledge production there are similar ways of reasoning, but "the indigenous cultural experience is not the same for everybody, indigenous knowledge is not a monolithic epistemological concept" (Ladislaus and Joe 2002:24). "European colonizers have defined legitimate knowledge, essentially, Europeans colonizers' ways of knowing, often taken as objectives and universal knowledge" (Alkena2012:599—619). The Western or modern educational philosophy in current education system depends on information to mass, leading to standard tests (Battiste2002:6). This monolithic view of Western thinking and learning minimizes the significance of indigenous knowledge (others cultural) thinking and the contribution that they can make toward alternative pedagogies and world views. “European history, sociology, anthropology, and ethnology were all implicated in attempting to smooth and erase African cultural memories'' (Abebe and Vambe2006: 358). Western

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