Relevant bibliographies by topics / Ethiopian Studies

Academic literature on the topic 'Ethiopian Studies'

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Published: 10 March 2023

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Journal articles on the topic "Ethiopian Studies"

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Hafkin, Nancy J. "“Whatsupoch” on the Net: The Role of Information and Communication Technology in the Shaping of Transnational Ethiopian Identity." Diaspora: A Journal of Transnational Studies 15, no. 2-3 (March 2011): 221–45. http://dx.doi.org/10.3138/diaspora.15.2-3.221.

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The Ethiopian diaspora is using the Internet increasingly to reflect on its identity, to forge new communities, and to promote cultural innovation. This essay tracks the close association of information and communication technologies (ICTs) with the emergence of the Ethiopian diaspora since 1980, setting forth a series of brief case studies illustrating the role of ICTs among different Ethiopian ethnic communities. It documents the manner in which ICTs shape socialization and address questions of return to homeland; it also explores the way in which Ethiopians have exploited new media and their technical innovations. The essay concludes with an account of ways in which freedom of expression and access to technology enable diaspora Ethiopians to have public discussions and circulate critiques of Ethiopian politics and culture that could not have taken place in Ethiopia, which is not only at the bottom of the digital divide but has exercised censorship over a number of homeland Ethiopian Web sites and blogs. (16 January 2009)
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Andersen, Knud Tage. "The Queen of the Habasha in Ethiopian history, tradition and chronology." Bulletin of the School of Oriental and African Studies 63, no. 1 (January 2000): 31–63. http://dx.doi.org/10.1017/s0041977x00006443.

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It is well known from relatively recent Ethiopic tradition that Ethiopia was once ruled by a queen called Gudit, Yodit, Isat or Gaՙwa, with both positive and negative characteristics. On the one hand she was a beautiful woman of the Ethiopian royal family, much like the Queen of Sheba, and on the other she was a despicable prostitute who, at a time of political weakness, killed the Ethiopian king, captured the throne, and as a cruel ruler destroyed Aksum, the capital, persecuted the priests, and closed the churches.
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Mennasemay, Maimire. "Utopia and Ethiopia: The Chronicles of Lalibela as Critical Reflection." Northeast African Studies 12, no. 2 (October 1, 2012): 95–121. http://dx.doi.org/10.2307/41931315.

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Abstract The article discusses the presence of emancipatory Utopian ideas in Ethiopian history through a critical hermeneutical interpretation of Lalibela. Drawing on the concept of concrete utopia, the paper argues that the works and Chronicles of Lalibela secrete a concrete Utopian surplus that points to the conceptualization of knowledge as critique and as die mastery of nature, of labor as a transformative and emancipatory acüvity, and of power relations as expressions of equality between subjects and ruler. The article contends that Lalibelas Utopian surplus implies questions and reflections about social transformation, which, being rooted in Ethiopian history, provide possibilities for developing emancipatory ideas and practices that respond to the modern needs and aspirations of Ethiopians. It argues that, if Ethiopia u to extricate herself from the poverty and tyranny traps of passive modernization and successfully meet the challenges of modernity, reflection on and the quest for democracy and prosperity need to link up with the concrete Utopian surpluses that inform Ethiopian history.
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Heery, Sarah. "Institute of Ethiopian Studies, Addis Ababa, Ethiopia." Africa Bibliography 2003 (December 2004): vii—xviii. http://dx.doi.org/10.1017/s0266673100000039.

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Zegeye, Abebe. "The Light of Origins. Beta Israel and the Return To Yerusalem." Religion and Theology 11, no. 1 (2004): 50–70. http://dx.doi.org/10.1163/157430104x00032.

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AbstractThis article looks at the issue of the origin of the Ethiopian Jews and how they have survived the odyssey of their return to Yerusalem. The questions of how and when ancient Judaic influences entered Ethiopia remain the subject of controversy. Their impact on the last surviving Ethiopian Jews, the Beta Israel, and the Ethiopian Jews' right of return to modern Israel are of undoubted importance today. This raises the issue of whether the religious ideal and the automatic right of all jews to emigrate to Israel are equally applied. Furthermore, the concrete experiences of the Ethiopian Jews in Israel compel one to ask new questions about the possibility of the Beta Israel beginning to rethink their relationship with Ethiopian society.
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Kissi, Edward. "Beneath International Famine Relief in Ethiopia: The United States, Ethiopia, and the Debate over Relief Aid, Development Assistance, and Human Rights." African Studies Review 48, no. 2 (September 2005): 111–32. http://dx.doi.org/10.1353/arw.2005.0067.

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Abstract:This article analyzes the conflicting interpretations of famine, relief aid, development assistance, and human rights by the Ethiopian and American governments, and the complexity of each government's policy and motives. It argues that in the 1970s and 1980s, the Carter and Reagan administrations faced the moral and political dilemma of assisting people in Ethiopia who were in desperate need with-out strengthening the hostile Ethiopian government in the process. And the government of Ethiopia had to make the difficult choice of accepting American aid on American terms at a period in Ethiopian history when doing so was politically suicidal. That America provided the aid and Ethiopia accepted it exemplifies the conduct of international relations in which human dignity compels nations to accommodate one another even within the boundaries of their mutual antagonism.
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Desalegn, Ambaw. "Infrastructure equity issues of airports and universities across regional states in Ethiopia: A preliminary overview." Journal of Infrastructure, Policy and Development 6, no. 1 (May 27, 2022): 1319. http://dx.doi.org/10.24294/jipd.v6i1.1319.

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The purpose of this article is to determine the equitability of airport and university allocations throughout Ethiopian regional states based on the number of airports and institutions per 1 million people. According to the sample, the majority of respondents believed that university allocation in Ethiopia is equitable. In contrast, the majority of respondents who were asked about airports stated that there is an uneven distribution of airports across Ethiopia’s regional states. Hence, both interviewees and focus group discussants stated that there is a lack of equitable distribution of universities and airports across Ethiopia’s regional states. This paper contributes a lesson on how to create a comprehensive set of determining factors for equitable infrastructure allocation. It also provides a methodological improvement for assessing infrastructure equity and other broader implications across Ethiopian regional states.
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Gusarova, Ekaterina V. "The Fixed Easter Cycle in the Ethiopian Church." Scrinium 14, no. 1 (September 20, 2018): 463–66. http://dx.doi.org/10.1163/18177565-00141p30.

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Abstract This article deals with the fixed Christian Easter and the feasts, which depend on it. Both moveable and fixed feasts are recorded in Christian calendars and synaxaria. Following the decisions of the First Oecumenical Council of Nicaea (AD 325) the Ethiopians celebrated mostly the moveable Easter and its cycle. At the same time in the Ethiopian Royal Chronicles is also recorded that the Ethiopian Kings and their armies celebrated the fixed Easter and its festivals, especially the Good Friday.
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Krebs, Verena. "Re-examining Foresti's Supplementum Chronicarum and the “Ethiopian” embassy to Europe of 1306." Bulletin of the School of Oriental and African Studies 82, no. 3 (October 2019): 493–515. http://dx.doi.org/10.1017/s0041977x19000697.

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AbstractA widely reported story in the historiography on medieval Ethiopia relates how, in the year 1306, an “Ethiopian” embassy visited the court of Pope Clement V in Avignon and offered military aid in the fight against Islam to Latin Christianity. This article re-examines the source – Jacopo Filippo Foresti's Supplementum Chronicarum – thought to document an episode of one of the earliest European–African Christian contacts. It investigates Foresti's own sources, their historiographical transmission history, and the feasibility of relating it to the socio-political entity of Solomonic Ethiopia in the Horn of Africa in the early fourteenth century, concluding that Foresti's information was based on Latin Christian texts, such as the Legenda Aurea and the myth of Prester John, only. The ‘Ethiopian’ embassy of 1306 is thus not borne out by sources and should be dismissed in scholarship, resetting the timeline of official Ethiopian–Latin Christian contacts in the late medieval period.
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Kribus, Bar. "Jewish–Christian Interaction in Ethiopia as Reflected in Sacred Geography: Expressing Affinity with Jerusalem and the Holy Land and Comemorating the Betä Ǝsraʾel–Solomonic Wars." Religions 13, no. 12 (November 28, 2022): 1154. http://dx.doi.org/10.3390/rel13121154.

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Affinity with the Holy Land, and especially with Jerusalem, is a common theme in the sacred geography of Abrahamic religions, expressed in prayer houses and holy sites. This theme was especially prominent in Solomonic Ethiopia, both among Ethiopian Orthodox Christians and among the Betä Ǝsraʾel (Ethiopian Jews). This article will examine expressions of affinity with Jerusalem and the Holy Land in Betä Ǝsraʾel holy sites and religious architecture, and shed light on the interreligious discourse related to such expressions, as well as other forms of interreligious discourse expressed by these two communities in sacred geography. This will demonstrate that in Solomonic Ethiopia, affinity with the Holy Land was a core element in expressing an Israelite identity. Both the Betä Ǝsraʾel and the Ethiopian Orthodox Christians saw themselves as the biological and spiritual heirs of the biblical Israelites, and this concept played a key role in shaping their sacred geography to allude to biblical sites and events. This will also demonstrate that, building upon a vocabulary with common features, the sacred geography and religious architecture of each community was a means to express its unique identity. As such, it provides insight regarding differences in religious concepts.
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Dissertations / Theses on the topic "Ethiopian Studies"

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Gerzher-Alemayo, Selam. "“Development from Abroad:” Ethiopian Migrants and Community-level Educational Development in Ethiopia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273168978.

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Spriggs, J. Wayne. "Evaluating a spiritual formation curriculum for Ethiopian evangelical church leaders." Thesis, Nyack College, Alliance Theological Seminary, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629075.

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The purpose for writing Evaluating a Spiritual Formation Curriculum for Ethiopian Evangelical Church Leaders is to explore the impact of the Sendafa spiritual formation seminar on the spiritual health of Ethiopian evangelical church leaders and assess the reproducibility of the principles.

This research is based on the theological framework that disciples of Jesus Christ are spiritually formed through knowing and abiding in Him, which was supported by the literature.

The research employed a mixed methodology that utilized a quantitative/qualitative instrument and follow-up interviews to verify the hypotheses of the study.

Results from the Spiritual Health Assessment Questionnaire (SHAQ) and the Spiritual Development Interviews (SDI) verified the study's two hypotheses. The results demonstrated improvement in the spiritual health of the participants in the sample pool of Ethiopian evangelical church leaders and evidence of either implementing the Sendafa formation principles in others or reproducing the Sendafa formation curriculum for others.

Further study should include equipping for life change, the practice of mentoring, and leadership development. It is recommended that future efforts be developed by nationals with only assistance from outsiders. Additionally, the production of a booklet covering the Sendafa formation principles is recommended for distribution among the churches of Ethiopia.

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Emirru, Tesfa Bihonegn. "Multinational Federalism and secessionism in Ethiopia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2298.

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After a protracted civil war that ended in a regime change in 1991, the state of Ethiopia adopted multinational federalism as a means of managing its ethno-linguistic diversity. The federalization process which had begun following the military triumph of the EPRDF in May 1991 culminated with the inauguration of the country as the “Federal Democratic Republic of Ethiopia” in August 1995. Consequently, Ethiopia has become a multinational federation (or “ethnic federalism” as it is usually referred to) comprised of nine regional states and two autonomous city-administrations. Under the new federal order, constituent groups are made to exercise different forms of self-rule in territories they are concentrated. In doing so, the state of Ethiopia has introduced a new approach to the ubiquitous problem of ethnicity in Africa. Despite the prevalence of the problem of ethnicity in the continent, often in its violent form, no other African state has dared to approach the “ethnic challenge” as boldly and squarely as the state of Ethiopia has done under the leadership of the EPRDF. In fact, Ethiopia is currently the only multinational federation in the African continent. However, the new federal order in Ethiopia has been criticized for increasing authoritarianism. Thus, despite a constitutional guarantee of groups not only to self-determination but also to secession, the actual practice of federalism in Ethiopia has been hampered by the hegemony of the ruling coalition both at federal and regional governments. On the contrary, “ethnic federalism” is criticized for emphasizing ethnic differences and putting the survival and territorial integrity of the country apprehensively in danger. On the other hand, after two decades of authoritarian federalism, the Ethiopian federation is currently undergoing a series of unprecedented political reforms. The reforms were preceded or rather caused by mass anti-government protests that have lasted for almost two years between 2015 and 2017, and engulfed the two most populous regions in the federation ─ Oromia and Amhara regions. On 15 February 2018, Prime Minister Haile-Mariam Desalegn resigned and on 2 April a new prime minister, Abiy Ahmed, was elected. Under Prime Minster Abiy Ahmed, the Ethiopian federation is undergoing a series of political reforms and democratic undertakings. At the same time, however, the Ethiopian federation is also in the midst of a political crisis as a result of, for instance, renewed ethnic and regional conflicts, increasing displacement of people, and internal dispute within the ruling coalition. This research examines multinational federalism and secessionism in two of the nine member states in the Ethiopian federation ─ Oromia and Somali regions. It investigates (1) the features and limitations of the actual exercise of federal autonomy in Oromia and Somali regions under an authoritarian political system (1995-2015); (2) the trajectories of the OLF and ONLF armed movements for the secession of respectively Oromia and Somali regions following the introduction of multinational federalism (1995-2015); and (3) the mass antigovernment protests that have disrupted the Ethiopian federation between 2015 and 2017 and subsequent developments relevant to issues of federalism and secessionism in Oromia and Somali regions. The study was first designed to be based on both documentary sources and interviews. However, the outbreak of protests and the states of emergency subsequently declared in the country have made the collection of data through interviews difficult and risky as well. Consequently, the plan to conduct interviews with government officials, opposition leaders and members of civil society organizations in Oromia and Somali regions is dropped. Thus, the data used in the study are entirely derived from different documentary sources. The study uncovers that the exercise of federal autonomy in Oromia and Somali regions, which are associated with active secessionist movements, shared remarkable similarities including frequent changes in regional governments, widespread human rights violations, and resentments over limited influences at the federal government. On the other hand, the study identifies a crisis of legitimacy as the major factor behind the limitations of multinational federalism in successfully addressing Oromo nationalism in Ethiopia. Doing so, the study explains the problems of legitimacy which the OPDO, the Oromo wing of the ruling coalition, and the federal order have encountered in Oromia. As far as the Somali region is concerned, the study discusses how the exercise of federal autonomy has been hampered by internal conflicts within the Somali society, and the need for the ruling coalition to have an allied, subordinate party capable of governing the region. In addition, the study demonstrates how internal power struggle and ongoing insurgency by the ONLF have led to widespread federal intervention in Somali regional politics, particularly through the agency of the Ministry of Federal Affairs and the federal army. As far as secessionist movements in Oromia and Somali regions are concerned, the study shows that it is only the ONLF which was able to pose serious military challenges to the Ethiopian government. The OLF, despite its popularity particularly among the intelligentsia and the diaspora, has never posed significant military threats. In this regard, the study shows the role which regional politics has played in the military decline of the ONLF (since 2010) and the ever-present military weakness of the OLF. Though the introduction of multinational federalism in Ethiopia has little to do with the military decline or weakness of secessionist movements, the study shows that the provision of constitutional autonomy to the Oromo and the Somali has contributed towards the political decline of both the OLF and the ONLF. Lastly, the study shows the recent convergence of mass anti-government protests in Oromia and Amhara regions with internal friction among member parties of the ruling coalition and the subsequent rise to power of Prime Minister Abiy Ahmed in April 2018, which has led to the return of both the OLF and the ONLF to pursue peaceful political struggle in the country.
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Gibson, Mhairi Alexandra. "Development and demographic change : the reproductive ecology of a rural Ethiopian population." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272320.

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Kazickas, Annalina. "Competition and cooperation on the Nile River: a contemporary analysis of Ethiopian - Egyptian relations." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23756.

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In the past decade, Ethiopia has seen unprecedented economic growth as a result of its efforts to eradicate poverty through sustainable development. Ethiopia's recent construction of the 6,000 MW Grand Ethiopian Renaissance Dam along the Blue Nile, a major tributary to the transboundary Nile River, supports these efforts. Despite objections from Ethiopia's downstream riparian, Egypt, construction has continued, indicating that as Ethiopia establishes itself as a rising power in the Horn of Africa, Egyptian hegemony will be increasingly challenged. Ethiopia's quest for energy sufficiency to support its development is disrupting the region's historic balance of power as well as relations among the Nile Basin countries. In particular, relations between Ethiopia and Egypt have become increasingly complex. This thesis will argue that the shifting balance of power has provided for the development of a gesellschaft society that will continue to support regional stability.
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Merie, Kassaw Tafere. "Perceptions of Ethnic Federalism and the Ethiopian Diaspora Community in the US." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4235.

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Diaspora communities are becoming an essential part of socioeconomic and political developments of their homeland countries. The problem addressed by this study is that after ethnic federalism was implemented in Ethiopia, the Ethiopian diaspora in the US is divided along ethnic lines, causing human resource management and law enforcement challenges within the communities in the host country. The purpose of this study was to describe the impacts of Ethiopia's ethnic-based federalism on its diaspora residing in a US metropolitan area. The theoretical framework was based on Teshome and ZáhoÅ?ík's theory of ethnic federalism and Safran's theory of diaspora. The key research question examined how ethnic-based federalism in Ethiopia affects perceptions of members of the Ethiopian diaspora in the US. This qualitative ethnographic study included interviews with 15 members of the Ethiopian diaspora community residing in the Washington, DC metro area. The data were thematically coded and analyzed with the help of qualitative data analysis software. Findings revealed that the Ethiopian diaspora in the US is constantly involving in its homeland affairs, although in a fragmented and dis-unified manner. Ethnic-based federalism is not only divisive but also serving as the main source for ethnic bias among the Ethiopian diaspora. Ethnic resentment has surfaced and created a we versus them mentality in every aspect of diaspora's life activities. Recommendations include the Ethiopian government establishing a Truth and Reconciliation Commission and identifying a better form of federalism for the country. The implications for positive social change include integrating voices of the Ethiopian diaspora community in the policy making processes of the home and host governments.
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MacLeod, Erin Christine. "Leaving out of Babylon, into whose father's land? The Ethiopian perception of the repatriated Rastafari." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66737.

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This project is the first to investigate the way in which Ethiopians view the Rastafari, a post-colonial religious faith. Since originating in Jamaica in the 1930s, Rastafari have moved to the East African country to settle, viewing the country as the Promised Land. Given this centrality of Ethiopia to Rastafari, my dissertation documents the perception of Rastafari and Rastafarians within Ethiopia and the role these immigrants play within Ethiopian society. The methodology used is that of thick description—making an attempt to engage with as many different narratives about the Rastafari as possible. Thick description allows for an understanding of what is happening as regards the interaction between Rastafari and Ethiopians, but also provides a sense of context and meaning. After extensive interviewing in the Ethiopian cities of Shashemene and Addis Ababa, a comprehensive review of Ethiopian media coverage as well as analyses of academic, religious and government documents, the multiplicity of perspectives found demonstrated a view of a unique immigrant community, as well as a multifaceted view of Ethiopia and Ethiopianness. I draw from the many narratives about the Rastafari a sense of what these narratives can inform relative to Ethiopian identity itself. Unlike traditional development workers who stay on average two years, Rastafari wish to settle in Ethiopia. The challenge, therefore, to Ethiopians is to find a way to legally recognize these immigrants within the already complex historical and social spectrum of Ethiopian identity. The Rastafarian desire for citizenship and involvement in Ethiopian society challenges the idea of what it means to be Ethiopian and simultaneously demands that Ethiopian and Rastafarian identity re-evaluate its sense of self. As the Rastafari involve themselves more fully in Ethiopia, through the establishment of both humanitarian and business initiatives, and engage w
Ce projet est le premier à explorer la manière dont les Éthiopiens voient le Rastafari, une croyance religieuse post-coloniale. Depuis leur début en Jamaïque au courant des années 1930, les Rastafaris ont déménagé pour s'établir dans le pays d'Afrique de l'Est, le voyant comme la terre promise. Due en partie au rôle central que détient l'Éthiopie au sein de la religion Rastafari, ma dissertation documente la perception du Rastafari et des Rastafariens à l'intérieur de l'Éthiopie et le rôle que joue ces immigrants dans la société éthiopienne. La méthodolie utilisée est celle de « description dense »—tentant d'engager avec autant de récits sur le Rastafari que possible. La méthode de description épaisse permet à la fois une compréhension de l'interaction entre les Rastafariens et les Éthiopiens, tout en fournissant un contexte et un sens. À travers de nombreuses entrevues dans les villes éthiopiennes de Shashamene et d'Addis Abeba, une critique compréhensive de la couverture médiatique de l'Éthiopie, ainsi qu'une analyse de documents académiques, religieux et politiques, la multiplicité des perspectives retrouvées présentent un regard unique sur la communauté immigrante, ainsi qu'un point de vue varié sur l'Éthiopie et l'éthiopicité. De plusieurs récits sur les Rastafariens, je retire un sens de ce que ces récits peuvent dire sur l'identité éthiopienne comme telle. Les Rastafariens diffèrent des traveilleurs en développement international puisque ceux-ci ne restent qu'en moyenne deux ans, alors que les Rastafariens eux, désirent s'établir de façon permanent en Éthiopie. Par conséquent, le défi qui se présente pour les Éthiopiens est de trouver une manière de reconnaître légalement ces immigrants à l'intérieur de la complexité historique et sociale de l'identité éthiopienne. Le désir Rastafarien de citoyenneté et d'implication au sein de$
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McIsaac, J. Barry. "Social and cultural factors affecting the dietary intakes and anthropometric status of single male government-sponsored Ethiopian refugees." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55666.

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Meres, Sereke-Berhan. "Ethiopian and Eritrean Businesses Growth Barriers in the Washington, DC Area." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2613.

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Prior studies have revealed that recent Asian and Hispanic immigrant entrepreneurs have made significant contributions to social change in the United States. Although African immigrant entrepreneurs have made such contributions, few studies exist about them, and there is limited knowledge about this business community. The purpose of this qualitative case study was to identify the barriers of growth in Ethiopian and Eritrean immigrant-owned firms in the Washington, DC area who were in business for a minimum of 3 years and represented various trade lines and geographical locations. The enhanced integrated model of ethnic business development, which proposes growth strategies by analyzing the interaction of opportunity structures, ethnic resources, and entrepreneurial and management skills, was used as the conceptual framework to guide this study. Semistructured interview data were gathered from the business owners and then analyzed by employing a pattern matching technique. The data analysis revealed the themes of management deficiencies and the lack of organizational support system as the main growth barriers of the firms studied. These findings suggested the improvement of management skills and the creation of an organizational support system. This effort demands a collaboration of public, private, and community organizations. The results of this study may have positive social change implications to local economies by facilitating the growth of immigrant-owned businesses and enhancing their job and income-creating potential.
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Eshetu, Zewdu. "Forest soils of Ethiopian highlands : their characteristics in relation to site history : studies based on stable isotopes /." Umeå : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2000. http://epsilon.slu.se/avh/2000/91-576-5881-1.pdf.

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Books on the topic "Ethiopian Studies"

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Verharen, Charles C., and Bekele Gutema. African philosophy in Ethiopia: Ethiopian philosophical studies II. Washington, DC: The Council for Research in Values and Philosophy, 2012.

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Tudor, Parfitt, and Trevisan Semi Emanuela, eds. The Beta Israel in Ethiopia and Israel: Studies on Ethiopian Jews. Surrey: Curzon, 1999.

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Abbink, J. Ethiopian society and history: A bibliography of Ethiopian studies, 1957-1990. Leiden, The Netherlands: African Studies Centre, 1990.

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Stanisław, Chojnacki, and Gossage Carolyn 1933-, eds. Ethiopian icons. Milan: Skira, 2000.

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International, Conference of Ethiopian Studies (12th 1994 East Lansing Mich ). New trends in Ethiopian studies: Ethiopia 94 : papers of the 12th International Conference of Ethiopian Studies, Michigan State University, 5-10 September 1994. Lawrenceville, NJ: Red Sea Press, 1994.

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Harald, Aspen, ed. Research in Ethiopian studies: Selected papers of the 16th International Conference of Ethiopian Studies, Trondheim July 2007. Wiesbaden: Harrassowitz, 2010.

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Ethiopia) International Conference of Ethiopian Studies (18th 2012 Dirē Dawa. Movements in Ethiopia, Ethiopia in movement: Proceedings of the 18th International Conference of Ethiopian Studies. Los Angeles, CA: Tsehai Publishers & Distributors, 2016.

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Yimam, Baye, ed. Ethiopian studies at the end of the second millennium. Addis Ababa, Ethiopia: Institute of Ethiopian Studies, Addis Ababa University, 2002.

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Abbink, J. Eritreo-Ethiopian studies in society and history: 1960-1995. Leiden, The Netherlands: African Studies Centre, Political and Historical Studies Division, 1996.

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Goldenberg, Gideon. Studies in Semitic linguistics: Selected writings. Jerusalem: Magnes Press, Hebrew University, 1998.

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Book chapters on the topic "Ethiopian Studies"

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Thomas, Steven W. "Ethiopian Cinema." In African Film Studies, 109–26. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003246763-13.

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Massing, Jean Michel. "Washing the Ethiopian or the Semantics of an Impossibility." In Imago Figurata. Studies, 289–308. Turnhout: Brepols Publishers, 2001. http://dx.doi.org/10.1484/m.ifstu-eb.4.2017065.

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Hudson, Grover. "Ergative-active features of the Ethiopian Semitic type." In Typological Studies in Language, 107–35. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/tsl.75.06hud.

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Adamu, Abebaw Yirga. "Internationalisation and Social Responsibility in Ethiopian Higher Education." In Knowledge Studies in Higher Education, 229–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05106-7_11.

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Brandenburg, Marcus, Berihun Bizuneh, Taame Berhanu Teklemedhin, and Ambachew Maru Woubou. "Sustainability in Ethiopian Textile and Apparel Supply Chains." In Greening of Industry Networks Studies, 195–215. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78791-2_9.

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Hilton, John. "An Ethiopian Paradox:." In Studies in Heliodorus, 79–92. Cambridge Philological Society, 2020. http://dx.doi.org/10.2307/j.ctv27h1pr8.9.

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Woldegiorgis, Emnet Tadesse. "Re-Thinking Inclusive Higher Education for Students With Disabilities." In Advances in Religious and Cultural Studies, 235–50. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch016.

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Several studies address the notion of inclusive higher education from the perspective of access questioning who participates, where, and how in the sense of equity, raising issues of enrolment of disadvantaged groups. This chapter approaches the concept of inclusion in the Ethiopian higher education system from an epistemic access perspective. The argument is that discussions on access to higher education for disadvantaged groups should go beyond mere physical access and should be conceptualized in a manner that reflects educational outcomes and post-enrollment experiences. This chapter aims at exploring the notion of inclusive higher education and epistemic access to students with disabilities in Ethiopian public universities. The study is based on in-depth interviews of 25 students with disabilities from five Ethiopian public universities. The chapter argues that the higher education system in Ethiopia should re-approach the notion of access and take a proactive measure to ensure epistemic access to students with disabilities.
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"An Ethiopian CODserYative." In Ethiopia Unbound: Studies in Race Emancipation, 41–51. Routledge, 2012. http://dx.doi.org/10.4324/9780203061367-4.

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Abbink, Jon. "Traditional Ethiopian Legal Culture:." In Studies in Ethiopian Languages, Literature, and History, 3–20. Harrassowitz, O, 2017. http://dx.doi.org/10.2307/j.ctvckq4mn.5.

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Petrone, Michele. "Devotional texts in Ethiopian Islam:." In Essays in Ethiopian Manuscript Studies, 259–72. Harrassowitz, O, 2016. http://dx.doi.org/10.2307/j.ctvc771h8.21.

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Conference papers on the topic "Ethiopian Studies"

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Asgele Siyum, Berihu. "Underlying Causes of Conflict in Ethiopia: Historical, Political, and Institutional?" In 2nd World Conference on Social Sciences Studies. Acavent, 2021. http://dx.doi.org/10.33422/2nd.3sconf.2021.10.102.

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Uyar, Kaan, Umit Ilhan, Erkut Inan Iseri, and Ahmet Ilhan. "Forecasting Measles Cases in Ethiopia using Neuro-Fuzzy Systems." In 2019 3rd International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT). IEEE, 2019. http://dx.doi.org/10.1109/ismsit.2019.8932882.

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Levis, Alexander H., and Amy Sliva. "Causal Analysis Graph Modeling for Strategic Decisions." In 36th ECMS International Conference on Modelling and Simulation. ECMS, 2022. http://dx.doi.org/10.7148/2022-0271.

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The use of causal analysis graphs for developing and evaluating strategies in complex problems is illustrated through two case studies: agricultural production in Gambella, Ethiopia and the crisis in the South China Sea. A Timed Influence net tool called Pythia is used to analyze and evaluate possible courses of action for each case.
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DiMaggio, Erin N., Gina Sarkawi, Tanya Furman, Dominique Garello, Christopher J. Campisano, Ramón Arrowsmith, Jonathan G. Wynn, Jay Quade, and Craig S. Feibel. "APPLICATION OF LA-ICP-MS TO TEPHRA CORRELATION STUDIES IN AFAR, ETHIOPIA." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-322635.

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Hautot, S., P. Tarits, and P. Roach. "Magnetotelluric and Gravity Subbasalt Imaging: Case Studies from Ethiopia and Djibouti Republic." In EAGE/SPE Subsalt Imaging Workshop. Netherlands: EAGE Publications BV, 2016. http://dx.doi.org/10.3997/2214-4609.201600442.

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Latoufis, Kostas, Thomas Pazios, Katerina Chira, Nikos Korres, and Nikos Hatziargyriou. "Open Design and Local Manufacturing of Small Wind Turbines: Case Studies in Ethiopia and Nepal." In 2018 IEEE PES/IAS PowerAfrica. IEEE, 2018. http://dx.doi.org/10.1109/powerafrica.2018.8521169.

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Arifian, Imam Setya, Vitri Widyaningsih, and Hanung Prasetya. "Meta-Analysis: The Effect of Active Smokers in Pregnant Women on Low Birth Weight." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.132.

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ABSTRACT Background: Intrauterine exposure to tobacco smoke has been discerned as an important risk factor for low birth weight, small for gestational age, and preterm birth infants. The purpose of this study was to investigate the effect of active smokers in pregnant women on low birth weight. Subjects and Method: This was meta analysis and systematic review. The study was conducted by collecting published articles from Google Scholar, and PubMed databases, from year 2010 to 2020. Keywords used “Maternal Smoking” OR “Low Birth Weight” AND “cross sectional”. The study subject was pregnant women. Intervention was active tobacco smokers with comparison non-smokers. The study outcome was low birthweight. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed using Revman 5.3. Results: 4 studies from Brazil, East Ethiopia, Southern Ethiopia, Turkey, Taiwan, and Romania reported that active smokers in pregnant women increased the risk of low birthweight (aOR= 2.17; 95% CI= 1.05 to 4.51; p<0.001). Conclusion: Active smokers in pregnant women increase the risk of low birthweight. Keywords: active smokers, pregnant women, low birth weight Correspondence: Imam Setya Arifian. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: imamsetyaarifian@gmail.com. Mobile: 0852 5340 2793. DOI: https://doi.org/10.26911/the7thicph.03.132
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Islami, Dian Dini, Didik Gunawan Tamtomo, and Hanung Prasetya. "The Effect of Insulin Provision on the Risk Reduction of Type 2 Diabetes Mellitus: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.49.

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ABSTRACT Background: Insulin is the pivotal hormone regulating cellular energy supply and macronutrient balance, directing anabolic processes of the fed state. Insulin is essential for the intra-cellular transport of glucose into insulin-dependent tissues such as muscle and adipose tissue. The purpose of this study was to examine the effect of insulin provision on the risk reduction of type 2 diabetes mellitus. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting articles from PubMed, Google Scholar, and Springer Link databases, from 2010-2020. Keywords used “effect insulin” OR “giving insulin” AND “diabetes mellitus” OR “diabetes” AND “cross sectional” AND “adjusted odd ratio”. The inclusion criteria were full text, using English or Indonesia language, and using crosssectional study design. The articles were selected by PRISMA flow chart. The quantitative data were analyzed by RevMan 5.3. Results: A meta-analysis from 5 studies in Ethiopia, Northeast Ethiopia, Taiwan, African American, and South Korea, reported that insulin provision reduced the risk of diabetes mellitus (aOR= 1.89; 95% CI= 1.82 to 3.57; p= 0.05) with I2= 84%. Conclusion: Insulin provision reduced the risk of diabetes mellitus. Keywords: insulin, type 2 diabetes mellitus Correspondence: Dian Dini Islami. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: dian.dinii94@gmail.com. Mobile: 085729483960. DOI: https://doi.org/10.26911/the7thicph.05.49
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Opršal, Zdeněk. "Regional Geography of Aid: Subnational Approach to Foreign Aid Allocations in Research and Education." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-13.

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Foreign aid allocations have been of interest to researchers in developing economy, development studies, and development geography. Most of the available studies address development issues at countries level rather than at subnational levels within these countries. Researchers model and test the distribution of aid across recipient countries, considering recipient countries as homogenous units. This methodological approach masks an important regional heterogeneity within developing countries; therefore sub-national analyses may significantly contribute to more nuanced understanding of foreign aid. The gap in research arises from the related fact, that there has been a chronic lack of usable project-level data from developing countries. The situation has been changing only slowly over the last few years. This contribution attempts to emphasize the importance of the regional perspective in research of foreign aid allocations and to demonstrate the challenges associated with the geocoding of the Czech Republic's foreign aid projects on the example of students' seminar assignment on Czech foreign aid in Ethiopia.
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Klyuev, Sergey. "The Results of New Studies of the Rock-Hewn Churches of the Historical Regions of Endärta and Tämben (Tigray Region, Ethiopia)." In The 2nd International Conference on Architecture: Heritage, Traditions and Innovations (AHTI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200923.008.

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Reports on the topic "Ethiopian Studies"

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Abebe, Heran, and Getachew Belaineh. Key Considerations: Social Science Perspectives for Emergency Response to the Conflict in Northern Ethiopia. SSHAP, October 2022. http://dx.doi.org/10.19088/sshap.2022.031.

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Ethiopia is currently experiencing several intersecting humanitarian crises including conflict, climatic shocks, COVID-19, desert locust infestation and more. These intersecting crises are affecting nearly 30 million people and resulting in food insecurity, displacement and protection risks. As of February 2022, over 2.5 million people were estimated to have been displaced as a result of the ongoing conflict-driven humanitarian crisis in the Northern Ethiopian regions of Tigray, Amhara and Afar that began in November 2020. As of May 2022, 9.4 million were in need of humanitarian aid in the region. Private and public assets have been destroyed, already fragile livelihoods damaged, and communities left in dire need of support. This brief outlines important contextual factors and social impacts of the Northern Ethiopian crisis and offers key considerations to improve the effectiveness of the humanitarian response. It is based on a rapid review of existing published and grey literature and conversations with relevant stakeholders, including people from affected regions and humanitarian responders. This brief is part of a series authored by participants from the SSHAP Fellowship and was written by Heran Abebe and Getachew Belaineh from Cohort 2. It was reviewed by Ezana Amdework (Addis Ababa University), Kelemework Tafere (Mekelle University), and Yomif Worku (independent humanitarian advisor), and was supported by Tabitha Hrynick from the SSHAP team at the Institute of Development Studies. The brief is the responsibility of the SSHAP.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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Gebregziabher, Hadush, Amaha Kahsay, Fereweini Gebrearegay, Kidanemaryam Berhe, Alem Gebremariam, and Gebretsadkan Gebremedhin Gebretsadik. Food taboos and their perceived reasons among pregnant women in Ethiopia: A Systematic review, 2022. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0078.

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Review question / Objective: The objective of this systematic review was to synthesize the available evidence on food taboos and their perceived reasons among pregnant women in Ethiopia to posit comprehensive and precise evidence for decision making. The systematic review has addressed the following two questions: What are the various foods considered taboos by pregnant women in Ethiopia? What are the perceived reasons for food taboos by pregnant women in Ethiopia? Condition being studied: Undernutrition among pregnant women has been one of the serious public health challenges in Ethiopia. Food taboos prevent eating certain food items thus compromising one’s dietary diversity and quality which, in turn, would lead to poor health and nutritional outcomes. Evidence shows that food taboos are largely associated with maternal and fetal malnutrition during pregnancy and could have consequences on the mothers and their children later in life. Realizing such associations between food taboos and maternal undernutrition which in turn has fatal consequences, this systematic review synthesized evidence on food taboos and their perceived reasons among pregnant women in Ethiopia.
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de Roo, Nina, and Jan van der Lee. Exploring vulnerability and resilience from a multifaceted and systemic perspective : ase studies in Ethiopia and Somaliland. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543744.

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Chinsinga, Blessings, and Lars Otto Naess. The Political Economy of Agricultural Commercialisation: Insights from Crop Value Chain Studies in Sub-Saharan Africa. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/apra.2022.014.

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This paper is a synthesis of findings from 11 value chains case studies in six countries across sub- Saharan Africa, carried out as part of the APRA programme during 2020–21. The countries and their respective value chains case studies included: Ethiopia (rice), Ghana (oil palm and cocoa), Malawi (groundnuts), Nigeria (maize, cocoa and rice), Tanzania (rice and sunflower) and Zimbabwe (tobacco and maize). A political economy analysis (PEA) framework was used to examine the performance of the selected value chains in the six countries. The starting point for the studies was that the success of the value chains is driven by a combination of several factors, in particular related to the relative importance of a crop in the country’s political settlement, the relative influence of different actors, and, ultimately, its ability to generate and distribute rents. In this synthesis, we ask the following questions: (1) What are the drivers and obstacles to commercialisation in the value chains? (2) What are the key factors affecting rents and outcomes, and for whom? And, (3) what are the future prospects for the value chains?
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Bellwood-Howard, Imogen, and Helen Dancer. Politics, Power and Social Differentiation in African Agricultural Value Chains: The Effects of COVID-19. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/apra.2021.027.

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Since the structural adjustment policies of the 1980s, policymaking at a national and continental level has increasingly turned to agricultural commercialisation as the foundation for Africa’s long-term nutrition and food security. However, socio-economic inequalities, land tenure and food insecurity, as well as livelihood and income precarities remain widespread challenges. The effects of shocks, such as COVID-19, have overlaid emergent and entrenched patterns of social differentiation that shape access to resources, markets, and other opportunities for those involved in commercial agriculture. This paper considered the impacts of COVID-19 on value chains in Ethiopia, Ghana, Malawi, Nigeria, Tanzania, and Zimbabwe, to ask: 1) What can political settlements analyses tell us about agricultural value chains and responses to COVID-19 in the countries studied? 2) How are structures and power relations throughout the value chains and actors’ responses to COVID-19 related to social differentiation in the context of African agriculture?
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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