







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 1, No. 1, 2020 
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32 

Original Paper 

The Significance of Quality Higher Education for Sustainable 

Growth and Development in Africa: The Case of Ethiopia 

Context 
Melese Mekasha Woldeyes1* 

1 Mekane Yesus Management and Leadership College, Addis Ababa, Ethiopia 
* Melese Mekasha Woldeyes, Mekane Yesus Management and Leadership College, Addis Ababa, 

Ethiopia 

 

Received: April 24, 2020          Accepted: May 2, 2020          Online Published: May 7, 2020 

doi:10.22158/eshs.v1n1p32                       URL: http://dx.doi.org/10.22158/eshs.v1n1p32 

 

Abstract  

This paper examines the role of quality higher education for sustainable growth and development for 

African countries including Ethiopia. In providing access to quality higher education in Africa, using 

the Ethiopian context as a case study. It draws on Higher Education for Sustainable Development 

(HEfSD) is being significantly shaped by the global sustainability agenda, and it further explores the 

potential of higher education program delivery system in an Ethiopian context. In addition, the study 

explores the policy of the conventional higher education. Two instruments were used to gather relevant 

data, namely: interviews and document analysis. Three quality indicators used, coherence, efficiency 

and impact of higher education, were used as tools of analysis. 

This article is divided into three sections which explore three key linked aspects of the importance of 

higher education. 

1) Higher education. 

2) Its access and Quality. 

3) Concept of the Sustainable development of African countries, including Ethiopia. 

The author of this article develops a powerful framework for quality higher education and its essentials 

for growth and development, and seek to apply this in to various developing countries for sustainable 

growth and development in a range of international settings. In so doing to make an important 

connection between theoretical frameworks of the above practical elements. Given the constraint of 

different segment of the development integration, the finding of this study highlighted the importance of 

higher education in developing countries including Ethiopia, for fulfilling’s sustainable development 



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agenda of the country. 

Keywords 

access, quality, higher education, sustainable development, qualitative method, quality assurance, 

conventional education system 
 

1. Introduction 

The concept of Higher Education is high on the agenda of governments across the world, as global 

pressures focus increasing attention on the outcomes of education for economic prosperity and social 

citizenship. However, there is often an underdeveloped understanding of how quality education is 

formed, what drives it and how it impacts on schools and colleges. Quality higher education, its 

Process, themes and Impact makes these connections and links to the wider challenges of educational 

leadership in a contemporary context. Nevertheless, Higher Education for Sustainable Development 

(HEfSD) is being significantly shaped by the global sustainability agenda. Many higher education 

institutions, responsible for equipping the next generation of sustainability leaders with knowledge and 

essential skills, proactively try to action the Sustainable Development Goals (SDGs) in HEfSD policy, 

curriculum and practice through scattered and isolated initiatives. 

Higher education with appropriate quality and low cost is achievable with in conventional system of 

higher education which is based on classroom teaching and learning or with in alternative mode. 

Expansion is now the defining trend in the worldwide development of higher education. Some scholars 

have predicted that by 2025, 40 present of the global workforce will be knowledge workers with a need 

for tertiary qualifications Mannan (2010). The World Bank, which made basic education its priority in 

the 1980s and 1990s, has changed its focus towards the development of higher education. This is an 

indication that higher education is getting precedence in the contemporary knowledge based economy. 

This, in turn, requires countries that have not yet developed their higher education systems to do more. 

Indeed, there is evidence suggesting that developing countries want to join the knowledge society by 

following the example set by developed countries, where age participation rates in higher education of 

40 to 50 % are now perceived as necessary for sustained and sustainable development Kanwar (2009, p. 

30). According to Mannan (2013), national policies on the Millennium Development Goals (MDGs) 

emphasise the need for expansion of the education system, which focuses on the conventional method 

of delivery of basic education and tertiary level services in building human and social capital. However, 

today, it is further seeking and explaining the alternative means of an intervening strategy to break the 

conventional business as usual and in doing so providing access to higher education services and 

dissemination of information and knowledge that affects personal and community life of individuals 

became vital especially in developing countries. 

Globally, higher education has been expanding over the last few decades and, according to Altbach et 

al. (2009), it has struggled to meet demands. According to a UNESCO (2003) report, many countries 

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have experienced higher rates of expansion and increase in student enrolment than anticipated. New, 

non-traditional learners have also appeared on the scene; these are “mature” students, i.e., those who 

are 30 years and over, who either had missed the opportunity of benefiting from higher education, or 

who want to improve on their qualifications, or who desire a career change. In Addison, Lifelong 

learning is now a common trend worldwide. This mass demand for higher education is creating great 

pressure for systems and institutions which are required to provide higher education of quality and 

relevance to the many students who are seeking to better their lot in life through higher education. 

The same trend of a rapidly growing demand for tertiary education is seen in most African countries, 

even over the past decade. For example, in Uganda, enrolments grew from 20,000 in 2001 Musisi 

(2003) to close to 180,000 in 2011. In Ethiopia, there was an increase from 79,000 in 1991 to more than 

600,000 students in the higher education system in 2012 Teferra (2014). In Kenya, enrolments in state 

universities have risen by 41% in two years—from 1995,428 in 2012 to 276,349 by the end of 2013 

Nganga (2014). However, these increased enrolments were not accompanied by investment of 

resources and this had serious implications for quality. 

Internationally, different means of providing higher education have been explored as a result of the 

realisation of the inadequacy of traditional contact institutions to meet the increasing demand for higher 

education. The overall demand for higher and adult education, especially professionally related courses 

is increasing in most countries. There are a number of reasons for this including, among others, 

changing demographics, the increased number of secondary school graduates, and the movement to 

lifelong learning, as well as the growth of the knowledge economy. While the demand is growing, the 

capacity of the public sector to satisfy this need is being challenged Knight (2006). While the 

international mobility of students and scholars represent long-standing forms of academic mobility, it 

has only been over the past two decades that greater emphasis has been placed on the movement of 

educational programmes, higher education institutions and new commercial providers across national 

borders. 

Given the less developed nature of higher education systems in developing countries, many of these 

countries have become targets on the lack of capacity by governments to meet the growing demand for 

higher education. The lack of access to higher education has contributed to a shortage of qualified staff 

in public universities and other areas that require high skills in both the public and the private sectors. It 

is argued that given the constraints of resources to provide adequate access to higher education through 

traditional contact mode of delivery, lifelong education providers would plays an important role in 

providing access to quality higher education. To this end, this article uses the Ethiopian higher 

education system as a case study to explore the role of higher education in providing access to post 

graduate education in Ethiopia. It asks the research question “How can the higher education in Ethiopia 

enhance sustainable growth and development in the country?” 

 



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Higher education with appropriate quality and low cost is achievable within traditional systems of 

higher education which is based on classroom teaching and learning mode. Expansion is now the 

defining trend in the worldwide development of higher education. Some scholars have predicted that by 

2025, 40 present of the global workforce will be knowledge workers with a need for tertiary 

qualifications. Quinn, C.N. (2012, The World Bank, which made basic education its priority in the 

1980s and 1990s, has changed its focus towards the development of higher education. This is an 

indication that higher education is getting precedence in the contemporary knowledge based economy. 

This, in turn, requires countries that have not yet developed their higher education systems to do so. 

Indeed, there is evidence suggesting that developing countries want to join the knowledge society by 

following the example set by developed countries, where age participation rates in higher education of 

40 to 50 % are now perceived as necessary for sustained and sustainable development Kanwar (2009, p. 

30). According to Mannan (2013), national policies on the Millennium Development Goals (MDGs) 

emphasise the need for expansion of the education system, which focuses on the conventional method 

of delivery of basic education and tertiary level services in building human and social capital. 

 

2. Literature Review 

2.1 Background to Higher Education in Ethiopia 

Higher education in Ethiopia has over the years faced problems of under-development which found 

expression in the neglect of higher education by successive governments since the turn of 20th century. 

Some of the features of the system include inequitable access to higher education, out-dated curriculum 

and poor quality of education. Currently, higher education faces problems associated with the relevance 

of programmes of studies and research, equity, resource constraints and inefficient utilisation of 

resources Bogale (2006). The result of this is that access to higher education opportunities, in general, 

and postgraduate education, in particular, has been limited. This has necessitated the need to look at the 

alternative means of providing higher education especially in developing countries like Ethiopia. The 

same trend of a rapidly growing demand for tertiary education is seen in most African countries, even 

over the past decade. For example, in Uganda, enrolments grew from 20,000 in 2001 Musisi (2003) to 

close to 180,000 in 2011. In Ethiopia, there was an increase from 79,000 in 1991 to more than 600,000 

students in the higher education system in 2012 Teferra (2014). In Kenya, enrolments in state 

universities have risen by 41% in two years—from 1995,428 in 2012 to 276,349 by the end of 2013 

Nganga (2014). However, these increased enrolments were not accompanied by investment of 

resources and this had serious implications for quality. 

The education system in Ethiopia has, generally, faced a number of problems, including inequality, 

inaccessibility, the irrelevance of the old education system and low quality. Generally, higher education 

in Ethiopia was neglected and, consequently, became underdeveloped. Currently, higher education 

faces problems associated with the quality and relevance of programmes of studies and research, equity, 

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resource constraints and inefficient use of resources. The universities’ have not been able to produce the 

large numbers of the human resources required for the development of the country Bogale (2006). After 

acknowledging the undeveloped status of higher education in the country, the present Ethiopian 

government introduced reforms in the higher education system to enable higher education institutions 

to contribute to the development of human resources needed for the social and economic development 

of the country. The main reason for restructuring the Ethiopian education system was to bring about a 

desired quality of standard and a relevant system for the economic development of the country—an 

aspect which was not recognised by the old education system. Thus, the major focus of higher 

education in the country should be to provide quality and relevant education.  

As a result, new higher education reform policies were adopted in Proclamation No.351 of 2003 and 

Proclamation No.650 of 2009 MoE (2009). For the first time, following the implementation of these 

reforms, higher education institutions became autonomous and were able to run and manage their own 

affairs, including appointing their own academic vice-presidents and institutional managers. The notion 

of Higher Education for Sustainable Development (HEfSD) is becoming a mainstream in scholarship. 

There is an increasing debate, both in the literature and at the policy level, about the role of higher 

education institutions in addressing the complexities across human and environmental interactions 

globally. 

Since its inception the new higher education reform policies in Ethiopia was adopted in the effects of 

the new education and training policy include a significant increase in the number of higher education 

institutions and—as a consequence—the enrolment rate and participation of female students in higher 

education. Table 1 presents the enrolment trends in postgraduate programmes in higher institutions for 

both public and private higher educational institutions. 

 

Table 1. Enrolment Trends in Postgraduate Programmes in Higher Education Institutions by 

Ownership, Degree Programme, Sex and Year 
Public or Government Non-Government Total 

Master’s PhD Master’s 
Total Female 

% 

Female Year Total  Female Total Female Total Female 

2007/08 7,211 702 258 7 - - 7,469 709 9.5 

2008/09 9,436 1,069 325 26 364 51 10,125 1,146 11.3 

2009/10 12,621 1,485 791 47 860 171 14,272 1.703 11.9 

2010/11 18,486 2,490 789 99 875 193 20,150 2782 13.8 

2012 22,804 4,635 1849 319 1,007 228 25,660 5182 20.2 

Source: MoE, Statistical Abstract, (2011/2012) 

 

 



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The above table shows a significant increase in postgraduate enrolment, both in public and private 

higher educational institutions in Ethiopia. The percentage of female postgraduate students in the 

country also indicates a significant improvement from 9% in 2007 to 20.2% in (2012). The sharp 

increase in enrolment was because of the private higher education sector, including distance education. 

However, tertiary enrolment in Ethiopia remains significantly low compared to other developing 

countries. Currently, it stands at 2.5% suggesting that more needs to be done to develop alternative 

means of education. Therefore, government needs to attract more private investors especially in the 

higher education sectors. In Ethiopia, as in other African countries, distance education could facilitate 

the advancement of human resource development at different levels. 

 

3. Conceptual Framework 

The conceptual framework of Latchem and Jung (2007) and Perraton (2000) was adopted and used to 

guide data analysis. The framework is based on the quality assurance indicators in higher education. 

The framework adopted examines the various quality assurance approaches employed in Asian higher 

learning settings. In their context, different ways of managing the quality in brings together the three 

quality indicators chosen for this study, namely: coherence, efficiency and impact. The first quality 

indicator of the study is known as ‘coherence’ which relates to the national education policies with 

regard to higher education development and the private sector. It was found that like other higher 

education institutions in Ethiopia IGNOU followed the country’s higher education policy and 

guidelines to operate in partnership with local private higher institutions. ‘Efficiency’ is the second 

quality indicator used to assess the institution’s various activities such as the quality of course materials, 

student support services and learner’s assessment methods. The third quality indicator is ‘impact’ which 

is concerned with the assessment function of the various stakeholders’ perceptions including among 

others, the MoE, HERQA (write in full)as well as the main key players of the study: the graduates of 

MARD, prospective students and staff members. The theoretical approach posits that there is interplay 

between the main activities of teaching and learning, which directly affect the quality in higher 

education in general.  

 

 

 

 

 

 

 

 



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Figure 1. Conceptual Framework Adopted for and the Three Quality Indicators 

 

4. Methodology 

A qualitative research design was used in this study. In particular, a case study was employed. Stratified 

and purposive sampling techniques were used to select the research site and potential respondents. The 

study was delimited to one university called the Indira Gandhi National Open University (IGNOU) in 

Ethiopia. IGNOU was selected as a case study because it is one of the largest universities in the world 

which provides higher education opportunities on open distance and conventional levels. It is also one 

of the leading educational institutions in Ethiopia with a high number of postgraduate students 

compared to other private universities in the country. It offers nine Master’s programmes, namely: 

Master of Business Administration; Master of Commerce; Master of Arts in Public Administration; 

Master of Arts in Rural Development; Master of Arts in Economics; Master of Arts in Sociology; Master 

of Arts in Political Science; Master of Arts in Social Work; and Master of Arts in Tourism Management. 

The focus on the Master in Rural Development was based on the fact that a majority of the Ethiopian 

population (85%) is engaged in agricultural work and lives in rural areas Tesfaye (2010). As result, an 

education programme that has a focus on rural educational development will have some relevance in 

this context, especially in meeting the human resource needs of the country. 

A total of 40 participants were purposively selected from those who already involved in higher or 

postgraduate education programs and interviewed accordingly. 

 

 

Quality 

Coherence Efficiency 

Impact 



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5. Discussion and Reflections on the Findings  

In this section we discuss the implications of the findings. There is increasing recognition among 

scholars as well as participants in this study that conventional higher education wider access to for men 

and women, marginalised group of people and working populace. It also improves the quality of the 

existing education system and maintains equity by democratising higher education. However, the 

debate around higher education expansion calls for further improvement within this sector. Participants 

in this study suggested that the student support services which remain centralised need to be 

decentralised as many postgraduate education students come from far regional areas. In addition, it was 

also revealed that final results took an average of two or three months to be returned to them. In an 

attempt to widen access to those who are marginalised and living in rural areas greater resources are 

required from different stakeholders including private sector in order to develop efficient and effective 

higher education. Therefore, higher education, in general, and postgraduate studies in particular, can be 

achieved through the collaboration of government, universities and the private sector. The participants 

of this study, collectively and individually, said that there are many factors that hinder the effective 

development of higher education. The problems as revealed by the participants relate to the institution, 

stakeholders’ perceptions of distance education as well as, the policies of national education in the 

country. Indeed, stories from a number of participants indicate the importance of policy integration 

with private higher education programmes, was suggested that HERQA should have a clear policy 

framework with more autonomy and authority to be an external quality control agency for conventional 

higher education. 

In terms of the quality of IGNOU’s postgraduate studies all participants were not in agreement. To say 

that the quality of higher education in Ethiopia, at this level is at the desired quality standard seems to 

be unrealistic. However, they all agreed and acknowledged that IGNOU’s provision of access to 

postgraduate studies had positive aspects. 

Definition of one of the Key terms: Sustainable Development: Definition and Principles Although 

many definitions abound, the most often used definition of sustainable development is that proposed by 

the Brundtland Commission (Cerin, 2006; Dernbach, 1998; Dernbach, 2003; Stoddart, 2011). This 

broad definition, which will be used in this article, does not limit the scope of sustainability. The 

explanation does, however, touch on the importance of intergenerational equity.  The overall goal of 

Sustainable Development (SD) is the long-term stability of the economy and environment; this is only 

achievable through the integration and acknowledgement of economic, environmental, and social 

concerns throughout the decision making process. 

 

6. Conclusion and Recommendations 

Given the constraints of resources that many governments face in meeting the demand for higher 

education in general and postgraduate studies in particular, especially in developing countries, 



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including Ethiopia, such as IGNOU, offer educational opportunities for rural-based communities and 

marginalised groups, who would, otherwise, not have been able to access higher education. This article 

demonstrates that conventional higher education can provide access to higher education in the 

Ethiopian context. However, it is difficult to determine whether the quality issues are up to the required 

standard. Rather, there is a need to encourage the institutes to fulfil the quality indicators in order to 

enhance quality of higher education. We argued in this article that government should make a greater 

effort to utilise the full potential of higher education by providing policy framework for the sector and 

to assure development of quality assurance policies and, thereby, meet the various human resource 

development needs of the country.  

This article recommends that in order to improve the efficiency and effectiveness in the provision of 

higher education the following need to done: decentralise services into different regional administrative 

centres, and put in place quality assurance mechanisms and integrate into the national education. We also 

highlighted the key factors which impact on the growth of higher education programmes in the country. 

In particular the possibility of improving and integrating with other conventional education systems 

through the policy framework, and furthermore, it highlighted also the use of modern information and 

communication technologies ICTs in these programmes. Nevertheless, Higher Education for Sustainable 

Development (HEfSD) is being significantly shaped by the global sustainability agenda. Many higher 

education institutions, responsible for equipping the next generation of sustainability leaders with 

knowledge and essential skills, proactively try to action the Sustainable Development Goals (SDGs) in 

HEfSD policy, curriculum and practice through scattered and isolated initiatives. 

With this quality higher education for sustainable growth and development for African countries 

including Ethiopia fulfills its main objectives. 

 

7. Acknowledgement 

I would like to express my great appreciation and acknowledgment for this Journal publishers for their 

encouragement and support during this article publication. My families and close friends are deserve 

further gratitude and appreciation for their time and support and encouragement during my studies and 

various articles productions. 

 

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