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ERIC Number: ED557354
Record Type: Non-Journal
Publication Date: 2015-May
Pages: 20
Abstractor: As Provided
Reference Count: 18
Foundation of Curriculum in Ethiopia: Historical, Philosophical, Psychological and Sociological Perspectives
Argaw, Aweke Shishigu
Online Submission, Paper presented at the International Educational Conference (33rd, Bahir Dar University, Ethiopia, May 8-9, 2015)
Foundations are the forces that influence the minds of curriculum developers, which affect the content and structure of the curriculum. These forces are beliefs and orientations as well as conceptions of learning and the needs of society. Foundation of curriculum is rooted with the foundation of education. Historically, modern curriculum and education in Ethiopia is associated with traditional church education, mainly the Orthodox Church. The Ethiopian Orthodox Church curriculum is not well organized and written as a document and the duration of the program is not explicitly given; it depends only on the achievement of the individual and his motivation. The notion of education in Ethiopia is started in sixth century, the entrance of Christianity. The church continues to dominate the education system in Ethiopia until modern education was introduced in 1908. Many social problems forced the Emperor to think of modern education and hence he launched it with many resistances from the church. For many years the philosophy of church education influences modern education, the attitude of secretiveness that is keeping knowledge secret from others and rote memorization. However, the contents and purpose of education depends on the political ideology of the Emperors. Human beings require social interaction. This concept of social being leads to the view of living together. In Ethiopian culture there is no experience sharing rather there is secretes an individual cannot share his/her knowledge to others, because of not to be harmed by others. However development which implies quality education is the result of our interaction, our debates and shared vision. Contemporary educationalists argue that education must serve the purpose of social life that brings people together (social reconstructionism). The very important foundation for modern education in Ethiopia is sociology. Emperor Menelik II who introduce modern education is because of the sociological crisis the country felt at large. Of this economic issue takes largest account. The church school epistemology which is emphasizing on rote learning and memorization, affects the pedagogy of modern education in Ethiopia. Hence reform is required in the education system, from rote memorization to conceptual understanding, from modernism to post modernism.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia