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Education in Ethiopia was dominated by the Ethiopian Orthodox Church for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated literacy rate below 50% and compared poorly with the rest of even Africa in the provision of schools and universities.
The Islamic education had two levels, the lower level, Tahaji, characterized by stage where students identified Arabic letters and memorized texts and the higher level, Mejlis, where students studying grammar, religion, politics and civic concepts. In this cases, monasteries were played crucial role for expansion of education. [4]
In the 17th century, the religious beliefs of Ethiopians were challenged by King Suseynos' adoption of Catholicism, and by a subsequent presence of Jesuit missionaries. . The attempt to forcefully impose Catholicism upon his constituents during Suseynos' reign inspired further development of Ethiopian philosophy during the 17th cent
Modern education in Ethiopia introduced by Emperor Menelik II, who first opened the government school named Menelik II School in 1908 with proclamation issued in 1906. Despite being progressive, the modern education met with opposition from clergy and priests from Orthodox church, primarily the Coptic Orthodox .
The primary academic field examining education is known as education studies. It delves into the nature of education, its objectives, impacts, and methods for enhancement. Education studies encompasses various subfields, including philosophy, psychology, sociology, and economics of education.
Higher education in Ethiopia traced back to the origin of the Ethiopian Orthodox Tewahedo Church, based on monastic institutions. In the sixth century, Saint Yared formed his music school that trained qualified priests in the religious music and dance characterized their faith.
This category collects all articles about education in Ethiopia. Please use the respective subcategories. Please use the respective subcategories. The main article for this category is Education in Ethiopia .
Another categorization divides topics in the philosophy of education into the nature and aims of education on the one hand, and the methods and circumstances of education on the other hand. The latter section may again be divided into concrete normative theories and the study of the conceptual and methodological presuppositions of these ...