BIRMINGHAM, United Kingdom — The United Nations (U.N.) declared education a human right in 1948, yet more than 75 years later, education inequality persists. Ethiopia stands as a prime example of the polarity in education access and standards worldwide, a country where at least 13 million children are out of school and a significant 90% of 10-year-olds are unable to read a simple sentence. These statistics are the first step to illustrating how, at children’s expense, poverty and political volatility have had a detrimental effect on education in Ethiopia.
The Education Crisis
In the 2021/22 school year, net enrollment for primary education in Ethiopia stood at 88.7%, marking significant progress. However, the primary issue lies not in enrollment but in academic progression, as only 33.1% of children advance to secondary school. The education crisis in Ethiopia stems from various factors, primarily the country’s widespread poverty. This poverty leads to underfunded primary and secondary education, a shortage of school resources and inadequate teacher training. Additionally, political instability contributes to the crisis by disrupting education through civil unrest.
In recent years, issues such as COVID-19 and changing weather patterns have further damaged education access in the country. Moreover, marginalized groups, especially girls, face disproportionate barriers to accessing education. They often bear the burden of domestic work, in addition to facing challenges from child marriage and early childbearing. Social stigma and the absence of accessible classrooms prevent disabled children from attending school. Additionally, children in rural settings are less likely to attend school due to the long distances they travel daily.
The quality and availability of teachers in Ethiopia pose significant challenges to education. The pupil-teacher ratio in primary schools stands at 39:1, far higher than the 20.8:1 ratio in the United Kingdom. This disparity limits student performance, as many Ethiopian teachers lack training in effective content delivery and pedagogical strategies. This is reflected in exam results, with nearly 97% of 18-year-old students failing to meet the 50% proficiency pass mark on their final secondary exams. A UNESCO report published in 2024 suggests that, without intervention, children born in Ethiopia at the moment will only achieve 38% of their potential, impacting the country’s future human capital quality and quantity.
Cruwys Global Trust and Educational Aid
Martin McCluney, chair of Cruwys Global Trust, discussed the education crisis with The Borgen Project. Since 2006, the trust has actively worked to enhance education in Ethiopia. Under McCluney’s leadership, Cruwys has established and continues to support two schools—one in Bahir Dar and another in Bishoftu. This initiative extends access to international schools beyond Ethiopia’s capital. The trust not only covers tuition for 20 students at each school but also supplies educational resources and funds the construction of classrooms and science laboratories.
With firsthand experience in Ethiopia, Martin McCluney visits annually to advance his organization’s initiatives. He offers unique insights into the educational challenges faced there. “Throughout Ethiopia, class sizes average 65 and can reach 90,” McCluney noted. “Teaching and resources are very limited and teachers are poorly educated with very little training.” This cycle perpetuates the problem as underqualified teachers continue to educate new generations. However, in a recent effort in February, Cruwys successfully arranged for four students from Bahir Dar University to intern in southern Ethiopia, where they assisted with pupil learning.
McCluney highlighted political unrest as a significant challenge, noting the need for increased security and curfews in schools following the kidnapping of a Muslim student from one of the Cruwys-supported schools for ransom. Despite these ongoing challenges, the trust continues to make a profound impact on the lives of Ethiopian children. It has also established allotments at both its schools, allowing students to participate in the national ‘Sowing, Growing and Self-Supporting’ program, which aims to address food insecurity.
The Future of Educating Ethiopia’s Children
The focus is intensifying on enhancing both the quality and accessibility of education in Ethiopia. UNICEF is collaborating with the Ethiopian Ministry of Education to develop new curricula across all educational levels, from pre-primary to secondary. These curricula are projected to benefit more than 26 million children by 2030. In addition to curriculum development, UNICEF is working to enhance teacher training by introducing new methods focused on early childhood development and play-based learning. Expanding access to education is another priority, with initiatives underway to provide educational programs for displaced children and broaden online learning through a partnership with the Ethiopian government.
– Maeve Relihan
