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Chapter 15 Higher Education for Refugees in Ethiopia
In: Refugees and Higher Education
In: Education beyond Europe


As was the case in many places, the Ethiopian higher education system was caught unprepared when the COVID-19 pandemic hit. Universities and the Ministry of Science and Higher Education (MoSHE) were preoccupied with addressing various enduring challenges, chief among them political tension and frequent ethnic conflicts on campuses. The pandemic brought about a complete shift of focus. The unprecedented halt of classes immediately exposed the utter dependence of HEI s on a singular form of delivery of education: face-to-face. Some forms of distance communication – more traditionally such as by phone call and email as well as using social media tools – were employed in an attempt to help graduate students who were well advanced in their programs. However, the effort to resume classes was severely challenged, at all levels, not only by the lack of appropriate infrastructure and technology, but also the indisposed attitude and lack of skills among both teachers and students, as well as the absence of clear policy and guideline to govern the online delivery of education. This chapter examines these challenges as it also highlights some of the opportunities the pandemic has presented to the Ethiopian higher education. For instance, the closure of universities has provided a relief from ethnic tension and conflicts on campuses of public universities, while it has also ushered a new impetus for enhanced interest and confidence in online learning. The pandemic has also caused universities to upscale their public engagement and partnerships with different stakeholders. The analyses in this chapter are situated in the broader context of government responses to the pandemic.

In: Higher Education and the COVID-19 Pandemic
The focus of this volume is on illuminating how local educational traditions developed in particular contexts around the world before or during the encounter with European early modern culture. In this vein, this volume breaks from the common narrative of educational historiography privileging the imposition of European structures and its consequences on local educational traditions. Such a narrative lends to historiographical prejudice that fosters a distorted image of indigenous educational cultures as “historyless,” as if history was brought to them merely through the influence of European models. Fifteen multi-disciplinary scholars globally have contributed with surveys and perspectives on the history of local traditions in countries from around the globe before their own modernities.

Contributors include: Guochang Shen, Yongyan Wang, Xia Shen, Gaétan Rappo, Sunghwan Hwang, Jan S. Aritonang, Mere Skerrett, Saiyid Zaheer Husain Jafri, Zackery M. Heern, Judith Francis Zeitlin, Layla Jorge Teixeira Cesar, Mustafa Gündüz, Igor Fedyukin, Edit Szegedi, Inese Runce, Sigurður Gylfi Magnússon, and Davíð Ólafsson.
In: Education beyond Europe
In: Education beyond Europe
In: Education beyond Europe
In: Education beyond Europe
Cross-National Perspectives on the Challenges and Management of Higher Education in Crisis Times
COVID-19 caused massive disruptions in the higher education sector across the world. The transition to online learning exposed the deep-rooted inequalities between countries, systems, institutions, and student groups in terms of the availability of information technology infrastructure, internet access and digital literacy, as well as prior training and experiences of faculty in online education. This volume explores various aspects of the impact of the pandemic on higher education management including how university administration responded to the crisis, and the role of local and national government agencies in academic support and higher education delivery. The key findings highlight the importance of better organisation and preparedness of higher education systems for future crises, and the need for a better dialogue between governments, higher education institutions and other stakeholders. The book calls for a collective response to address the digital divide among various groups and financial inequalities within and between the private and public universities, and to plan for the serious challenges that international students face during crisis situations.