This year, Ethiopia’s 12th-grade national exams revealed serious issues in the country’s education system. Out of 674,823 students who took the test, only 36,409 passed, leaving a staggering 638,414 students facing uncertainty about their futures. For those who didn’t pass, the path ahead is filled with worry and doubt. This isn’t just a setback for these young people; it raises important questions about how prepared the future workforce will be in Ethiopia. In this article, we will look at possible solutions to help these students and explore the underlying causes of this problem.
Since Prime Minister Abiy Ahmed took office in 2018, his government has introduced significant education reforms, including a new competency-based curriculum for grades 1–12 and stricter exam conditions that require students to take tests at nearby universities. While these changes aim to enhance educational quality, many students struggle to adapt, raising concerns about their effectiveness.
The minister may celebrate small victories over a huge loss, but many students are struggling to adapt to the new education system.
“This year, we ensured the exam was safely delivered through both air and land transport,” said Prof. Berhanu Nega, the Minister of Education. At a press conference announcing the exam results, he noted that the number of students disqualified due to registration errors dropped from 1,246 to 365, which is encouraging. Additionally, the number of individuals violating exam rules significantly decreased from 1,151 to 313.
“The new curriculum has successfully addressed the issues of students passing exams without necessary skills and exam cheating,” said Michael Tsegaye, a teacher. “However, it has also introduced significant challenges.” He explained that despite the exam content remaining unchanged, stricter testing environments with inadequate school preparation have led to higher failure rates, leaving many 17-year-olds with uncertain futures.
Dr. Fasikawit Engida is a PhD candidate in quality and quality assurance in higher education and Assistan Professor at Addis Ababa University; she advocates that the previous curriculum’s focus on memorization led to students losing interest in their studies. The new Curriculum Framework aims to enhance education by emphasizing relevant topics, active learning, fairness, respect for culture, and technology use. However, she also saw challenges, particularly in training teachers and providing resources. As she mentioned, “This has resulted in a divide with some students excelling while others face difficulties, which is evident in student quality and national exam outcomes.”
Sifen Teklu, who achieved an impressive score of 575 out of 600 on the 2024 Ethiopian University Entrance Exam, said, “I found the curriculum to be quite condensed, which allowed us to cover topics quickly. The 12th-grade books include familiar units from earlier years, making it less overwhelming for students. However, I was disappointed to see that some important topics, like limits in math, were completely removed.”
Tsegaye also noted that besides the remedial exam as a second chance, there are no support systems in place for students who fail. He expressed concern that societal perceptions on education are declining, with many people asking, “Why should I bother learning if I’m just going to fail?” Additionally, he echoed Teklu’s disappointment with the revised textbooks, describing them as much worse than the old ones, filled with three times as many mistakes and feeling more like rough drafts than finished books.
Right then, Ethiopia’s Minister of Education revealed the results of the latest 12th-grade national exams; the figures painted a grim picture. Out of 674,823 students, only 5.4 percent scored above 50 percent. Additionally, 1,363 schools saw no student passing the exam. While education is about more than exam results, these alarming figures highlight a deep crisis in the secondary education system. This marks the third consecutive time that we’ve seen a dishearteningly low minimum pass rate.
According to the Minister of Education, this year has been successful, with the pass rate increasing by 2.2%, from 27,267 to 36,409 students passing the exam. He noted that those who faced their fears and studied hard were able to pass the exam.
Although the minister is celebrating a minimum pass rate of 2.2%, which reflects some progress, it’s concerning that this rate is much lower than in previous years when more students join university. While some believe this decline is due to the strict exam environment, others point to the quality of education as a significant issue.
Dr. Fasikawit highlighted that the low pass rate compared to previously stems from several issues. Many students struggle to grasp the new curriculum due to limited support and resources, compounded by economic hardships that hinder their study efforts. Additionally, she reminds that the shortage of trained teachers familiar with the new curriculum makes it harder for students to succeed.
While Tsegaye believed that the decline in pass rates is mainly due to fewer opportunities for cheating, ongoing instability in various regions, and the overall poor quality of education. He emphasized that students should diversify alternative paths and that it’s essential for stakeholders to raise awareness about these opportunities and entrepreneurship. Tsegaye urged everyone to focus on finding practical solutions rather than just pointing out problems.
With limited support systems in place for those who fail, many young people are left vulnerable to negative influences, further exacerbating societal issues. As public perceptions of education decline, the question arises: how can Ethiopia transform this crisis into an opportunity for meaningful reform?
“Students, parents, teachers, and school administrators all share responsibility for the national exam failures,” said Getaneh Abera, an HR and Education Consultant. Abera argued that education should be viewed as a complete system considering input, process, and output and warned that concentrating only on exam results without addressing earlier gaps will continue to lead to low pass rates and discourage students.
“Teachers’ voices must be heard, as education is often undervalued,” Tsegaye advised. He emphasized the need to support teachers who work directly with students. He also suggested holding schools accountable if they have no passing students and establishing minimum standards for proper preparation. Tsegaye further noted that even high achievers are feeling discouraged by the current system, advocating the private sector to introduce incentives to keep students motivated and engaged in their education.
“Alternative education pathways, such as entrepreneurship programs and technical training, can significantly improve Ethiopia’s education system,” noted Dr. Fasikawit. She emphasized that these initiatives focus on skill development and community involvement, enhancing employability and fostering innovation. These flexible programs adapt to students’ schedules and learning styles, promoting lifelong learning. Collaborating with local businesses ensures the curriculum meets labor market needs.
She further suggested that public-private partnerships (PPPs) are essential for improving Ethiopia’s education system, especially in higher education. These partnerships can enhance infrastructure, update curricula, and provide necessary resources by combining the strengths of both sectors. For instance, Tanzania has successfully aligned educational programs with business needs through collaboration between the government and private colleges, which has improved graduates’ employability. Similarly, Uganda has benefited from partnerships with private companies, resulting in new campuses and innovative teaching methods that boost enrollment and retention rates. These examples show how PPPs can drive meaningful change in Ethiopia’s higher education, equipping students with the skills needed for today’s job market and supporting economic growth.
Unless Ethiopia takes meaningful steps to address its educational crisis, the future of its youth remains uncertain. Many students, especially those from underserved communities, are beginning to question the value of their education. Even those who managed to pass are feeling discouraged, as Addis Ababa University (AAU) has introduced steep tuition fees ranging from ETB 600 to 2,300 per credit hour, adding pressure at a time when they should be looking forward to new opportunities. With political instability and underfunded schools persisting, it’s more important than ever for leaders to implement reforms that improve academic outcomes and give young people a real chance to succeed in today’s job market.
Given the ongoing issues he mentioned earlier, Tsegaye doesn’t anticipate a positive outlook for the coming years; he believes the problems will likely worsen. While the new curriculum sets high standards, the implementation has been inadequate.
Conversely, Dr. Fasikawit views the current test crisis in Ethiopia as a chance to rethink the education system. She stressed the importance of moving away from rote memorization and focusing on critical thinking and practical skills. By incorporating technology in classrooms, students could access better learning resources. Drawing from other countries, she suggested adopting remedial programs like those in Ghana to assist struggling students and implementing continuous assessment models, similar to those in Rwanda, to reduce the pressure of final exams. Strengthening teacher training with innovative methods is crucial for meeting diverse student needs and improving the overall system.
Teklu advised students to learn from the past and strive for the future. She encouraged those qualifying for remedial classes to study hard and succeed in their exams. Additionally, she expressed hope that the government would support them by providing a conducive environment for quality education before they take the remedial examination.
