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The economic value of education to individuals, families, communities, and nations continues to be one of the key justifications for investments in education globally. Yet, the total value of education should capture the value of both economic and non-economic outcomes that accrue to societies, in addition to all private returns. Unfortunately, there has been little progress to date in terms of estimating not just the social economic return from education, but the social non-economic return (i.e. externalities) that accrue from the experience of participating in education, particularly higher education, in a country such as Ethiopia. This paper aims to address these gaps by exploring whether participation in education yields immediate community benefits in Ethiopia. In particular, it addresses the question: is there evidence that young people who have recently participated in formal education are more engaged with community action in Ethiopia? Community action is an important form of education externality, as it could impact on the development of civic institutions over time in this low-income country. To set this in context, this paper considers the aims and outcomes of the Ethiopian education system with respect to the formation of young people's civic participation, the status of civics and ethical education in the curriculum, and how this relates to values and expectations within the community.

This paper presents the findings of longitudinal research conducted in Ethiopia exploring the effects of COVID-19 school closures on children's holistic learning, including their socioemotional and academic learning. It draws on data from over 2,000 pupils captured in 2019 and 2021 to compare primary school children's dropout and learning before and after school closures. The study adapts self-reporting scales used in similar contexts to measure grade 4-6 pupils' social skills and numeracy. Findings highlight the risk of widening inequality regarding educational access and outcomes, related to pupils' gender, age, wealth and location. They also highlight a decline in social skills following school closures and identify a positive and significant relationship between pupils' social skills and numeracy over time. In conclusion, we recommend a need for education systems to promote children's holistic learning, which is even more vital in the aftermath of the pandemic. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

In 2008, a partnership between the academic pediatric radiology department at the Children's Hospital of Philadelphia in the USA and the radiology department at Tikur Anbessa Specialized Hospital in Ethiopia, was established. The partnership aims to support pediatric radiology education during radiology residency and to establish pediatric radiology subspeciality training in Ethiopia. In this paper, we review the needs that elicit this type of partnership, its structure, achievements, challenges and future state as a successful roadmap to the establishment of a high-impact subspeciality program in a bilateral partnership. [ABSTRACT FROM AUTHOR]

In this paper, we aim to provide robust estimates of wage returns to education in Ethiopia. Previous estimates vary widely based on the scope and size of the study sample, variables employed, and estimation method. We use two recent rounds of national labour force survey data and a pseudo- (or synthetic) panel framework to address the well-known potential endogeneity of schooling in wage regressions. Birth-year cohort based pseudo-panel estimate of the return to an additional year of education is between 14 percent and 16 percent, 4 to 5 percentage points higher than that from ordinary least squares (OLS). The significant downward bias in OLS is further confirmed by two-year pseudo-panel estimates and remains robust, to a large extent, as we use an alternate model, change the estimation sample, and address selection bias concurrently with endogenous schooling using a novel approach. We discuss some possible explanations in the context of Ethiopia. [ABSTRACT FROM AUTHOR]

Reforms striving to bridge the humanitarian–development divide in refugee-hosting countries can alter the status quo related to refugee management and service provision. Such changes can result in obstacles to sustainable refugee inclusion when they challenge vested interests. In this paper, we propose a theoretical framework outlining the conditions under which government bureaucracies are likely to cooperate in donor-initiated refugee integration reforms as well as when and how they resist with a focus on the role of governance structures. We draw on archival data, observation, and key informant interviews to apply our framework to the case of Ethiopia as the government and international partners engage in reform efforts to include refugees in the national education system and to move from a humanitarian- to development-oriented model of financing. In this case, we find that reforms backed by international donors fundamentally challenged the vested interests of existing bureaucracies and that the resulting resistance substantially narrowed the original policy goals and will likely have implications for bridging the humanitarian–development divide going forward. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is answer the research question to what extent Ethiopian universities can be considered to be entrepreneurial and explains possible differences among these universities. Design/methodology/approach: The paper is inspired by a mixed methods study at nine universities in Ethiopia applying the entrepreneurial university framework of the European Commission/OECD: a content analysis of university policy and educational documents, a structured survey with 203 respondents, in particular staff and students, and in-depth interviews and focus group discussions with 223 people comprising university top-management, faculty, students and external stakeholders. Findings: Findings indicate that entrepreneurial activities in Ethiopian universities are at their infant stage with limited differences among the universities. The universities are operating in a top-down, central governmental-led development that is not enabling entrepreneurial behaviour at the level of the individual institutions. The paper argues that within this context, leadership is the lever for an entrepreneurial turn at the universities. Social implications: Entrepreneurship development is a priority in many African countries as an instrument for employability of the predominant young populations towards which universities are expected to contribute considerably. The study highlights the tension between a strong say of the government in university operations and creating an autonomous, integrated entrepreneurial culture. Originality/value: The results of this study have relevance for the higher education community in terms of understanding the complexity of transforming institutions into more entrepreneurial organisations in Africa. To the best of the authors' knowledge, there is no previous study that examines entrepreneurial characteristics of several universities in Ethiopia. [ABSTRACT FROM AUTHOR]

This paper reviews the book Democracy, Schooling and Political Education, written by Colin Wringe (published in 2012 by Routledge, first ed. in 1984, 126 p.). Although, the book was written in the last quarter of the 20th century towards the end of the cold war period, it is highly up-to-date in terms of the topic it covers. Wringe's work addresses the teachers and other professionals in education, and also all who are interested in relationship between education and democracy, without a strong background in the field. [ABSTRACT FROM AUTHOR]

This paper reports on our participatory multi‐faceted community‐wide intervention to change gender perceptions and encourage support for girls' education to improve their school attendance and performance. The intervention involved community and education stakeholders in implementing a context‐specific multi‐faceted intervention to improve opportunities for girls in 123 primary schools in the rural Wolaita Zone, Ethiopia. We implemented a repeated‐measures quasi‐experimental design in a sample of 30 schools (15 project and 15 control schools) to evaluate the intervention's effectiveness. Over 3 years we assessed gender perceptions of a cohort of 750 Grade 6 girls, their parents and teachers in project and control schools. In addition, participative group discussions were conducted with various stakeholders. In project schools, we recorded significant changes (e.g., provision of sanitary pads, counselling, tutorial classes and community involvement). Teachers and parents reported improved gender attitudes and support for girls' education; while girls' self‐esteem scores and educational aspirations increased. The findings showed a change in community perceptions of the value of girls' education and some evidence of increased equality in gender perceptions. We concluded that these systemic changes marked the start of a long‐term change process. This intervention showed the value of a participatory approach in a systemic community intervention. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

This paper examines the effects of maternal autonomy on child schooling outcomes in Ethiopia using a nationally representative Ethiopian Demographic and Health survey for 2011. The empirical strategy uses a Hurdle Negative Binomial Regression model to estimate years of schooling. An ordered probit model is also estimated to examine age grade distortion using a trichotomous dependent variable that captures three states of child schooling. The large sample size and the range of questions available in this dataset allow us to explore the influence of individual and household level social, economic and cultural factors on child schooling. The analysis finds statistically significant effects of maternal autonomy variables on child schooling in Ethiopia. The roles of maternal autonomy and other household-level factors on child schooling are important issues in Ethiopia, where health and education outcomes are poor for large segments of the population. [ABSTRACT FROM AUTHOR]

Research shows that basic education improves population health, yet it remains unclear whether the expansion of primary education decreases health disparities. In this paper, I assess whether disparities in healthcare utilization decreased in conjunction with educational expansion among women of reproductive age in Ethiopia. Healthcare utilization rates in low-resource countries are often confounded with simultaneous developments in education and access to basic healthcare. Using decomposition of rates, I first disentangle the changes in health disparities induced by educational expansion from the overall increase in healthcare utilization. Then, I use the Blinder-Oaxaca decomposition method to investigate the determinants of disparities in healthcare utilization and how these determinants changed over a 10-year period as primary education became more prevalent. Overall, disparities in healthcare utilization in Ethiopia decreased over time, yet the association between educational expansion and health disparities varies by region. Literacy explains much of the disparities in healthcare utilization, yet it loses significance over time as primary education becomes widespread. Economic factors remain persistent sources of disparities, and non-financial barriers such as the distance to travel and women's ability to travel alone become more significant. Heterogeneity in healthcare utilization across regions has distinct implications for how educational expansion may shift health disparities., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

School health and nutrition (SHN) programmes are recognized as a significant contributor to both health and education sector goals. The school system offers an ideal platform from which to deliver basic health interventions that target the most common health conditions affecting school-age children (SAC) in low-income countries, leading to improved participation and learning outcomes. However, governments require evidence to cost, design, and implement these programmes. In Ethiopia, prevalent health conditions affecting SAC's education participation and learning outcomes include infection with soil-transmitted helminths (STHs), hunger, and malnutrition. In recognition of the multiple issues affecting the health and education of SAC, the government has taken a proactive approach, coordinating an integrated SHN programme designed to be implemented in partnership and monitored and financed through a single, integrated mechanism. The programme, known as the Enhanced School Health Initiative (ESHI), integrates three complimentary health interventions: deworming; school feeding; and provision of a water, sanitation, and hygiene (WASH) package in schools, which in delivery aim to maximize the benefits of each of the individual components. Operational research surrounding the ESHI programme includes both qualitative and quantitative analyses. Here, we present an overview of the ESHI programme and its genesis. We also introduce three additional supporting papers that provide in-depth analyses of key findings, including the baseline situational analysis, the costs, and community perceptions of the programme. The findings from ESHI provide initial evidence to develop an understanding of the related costs and synergies of integrating multiple health interventions onto a single platform. The work has translated into strengthened institutional capacity and improved cross-sectoral coordination. The government is now committed to supporting 25 million school children in Ethiopia through SHN. The ESHI model serves as a reference point for other countries looking to scale up targeted SHN interventions. [ABSTRACT FROM AUTHOR]

Using data from two comprehensive national Labour Force Surveys and monetary and non‐monetary outcomes, we examine the extent of intergenerational mobility in Ethiopia. Results from ordinary least squares and quantile regression suggest moderate to high levels of earnings persistence. Generalised ordered logit‐based results suggest significant mobility educationally, which may be linked to the significant widening of educational opportunities over the last two decades, but hardly any evidence of mobility occupationally. Sons are found to be more mobile than daughters in all cases. Public policy may have to foster the equality of opportunities generally and along gender lines in order to enhance mobility. Copyright © 2018 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Compulsory schooling has become a social good that is so much taken for granted that it is hardly criticized anymore. Due to the prevalence of this norm, the paradoxical effects of its global implementation are often overlooked. Drawing on ethnographic fieldwork in Hamar District, southwest Ethiopia, this paper analyses why 'schooling for all' that is supposed to bring development and a better life is violently contested among agro-pastoralists in Hamar. Along with the expansion of 'Western'-style schooling, school-educated youth unemployment is increasing, and the attempt to implement compulsory schooling has created a violent conflict in Hamar District. Following the lives of first-generation schoolchildren from agro-pastoral families, this article shows how schoolchildren become intermediaries between their agro-pastoral kin and the Ethiopian government. Both groups use children and education in struggling over power and change, which creates dilemmas for school-educated youths who are related to both groups and have to navigate these political tensions throughout their life courses. The violent conflict over the implementation of compulsory schooling in Hamar District shows how schooling can turn not only into a metaphorical arena but into a literal battlefield, in which the relations between agropastoralists, the state and (inter)national development are negotiated. Various actors claim competing rights to decide about young people's education and schooling, but young people are also taking their own decisions about their lives. These educational decisions about learning in and outside school shape wider social, political and economic processes. The increasing number of schoolchildren from agro-pastoralist families blurs the boundaries between agro-pastoralists and the central government, making it fruitful to integrate the study of schooling into research on infrastructure and politics in order to understand processes of rural transformations and conflicts. Young people mediate multiple and at times antagonistic visions of future livelihoods and corresponding forms of education, which creates dilemmas and conflicts throughout their life courses that need to be taken into account in developing sustainable ways of education beyond schooling. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Social Work is the property of Canadian Association of Social Workers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary It is well-documented that early-life outcomes can have lasting impacts during adulthood. This paper investigates two of the main potential channels—childhood health and schooling outcomes—through which the Eritrean–Ethiopian war may have long-term economic impacts. Using unique child-level panel data from Ethiopia, identification is based on a difference-in-difference approach, using two points in time at which older and younger children have the same average age and controlling for observable household and child-level time-variant characteristics. The paper contributes to an empirical literature that relies predominantly on cross-sectional comparisons of child cohorts born before and after the war in war-affected and unaffected regions. The results show that war-exposed children have a one-third of a standard deviation lower height-for-age z-score and a 12-percentage point higher incidence of childhood stunting. In addition, exposed children are less likely to be enrolled in school, complete fewer grades (given enrollment), and are more likely to exhibit reading problems (given enrollment). While analyzing the exact mechanisms is challenging, suggestive evidence indicates that child health reduces child education, in particular the probability of child enrollment at school. These are disconcerting findings, as early-life outcomes can have lasting impacts during adulthood. Future research that focuses on mechanisms through which war affects children may improve the design of appropriate policies that aim to target and support children confronted with war. [ABSTRACT FROM AUTHOR]

Methodologies to measure gender-based violence (GBV) have received inadequate attention, especially in humanitarian contexts where vulnerabilities to violence are exacerbated. This paper compares the results from individual audio computer-assisted self-administered (ACASI) survey interviews with results from participatory social mapping activities, employed with the same sample in two different post-conflict contexts. Eighty-seven internally displaced adolescent girls from the Democratic Republic of the Congo and 78 Sudanese girls living in Ethiopian refugee camps were interviewed using the two methodologies. Results revealed that the group-based qualitative method elicited narratives of violence focusing on events perpetrated by strangers or members of the community more distantly connected to girls. In contrast, ACASI interviews revealed violence predominantly perpetrated by family members and intimate partners. These findings suggest that group-based methods of information gathering frequently used in the field may be more susceptible to socially accepted narratives. Specifically, our findings suggest group-based methods may produce results showing that sexual violence perpetrated by strangers (e.g., from armed groups in the conflict) is more prevalent than violence perpetrated by family and intimate partners. To the extent this finding is true, it may lead to a skewed perception that adolescent GBV involving strangers is a more pressing issue than intimate partner and family-based sexual violence, when in fact, both are of great concern. [ABSTRACT FROM AUTHOR]

At the beginning of human history, the environment favoured and promoted equality of males and females. In the 21st century , knowledge plays the leading role and education is the central element that nations can use to maintain equality among society specially to insure gender equality. Thus this paper would attempt to identify the socio-economic factors affecting girl's academic achievement and gender based violence in higher institutions in case of SNNPR by selecting two university from first, one from second and two from third generation universities including Wolkite five universities will be included out of the total seven universities found in the region. The respondents are selected randomly from each university. The respondents included in this study are female students, gender office, instructors, student deans and registrar workers. The data would be collected using Focus group discussion, interview and questionnaires. To analyze the data logistic regression and Two limit Tobit model would be used. Even if there is some progressive trend, the girls academic achievement is low and their attrition rate is high. That is their mean achievement below the national average. From econometrics result it has been found that entrance exam result, parents income, personal related factors, peer pressure the major factors that substantially determines level of girls academic achievement. Similarly, though there are positive changes regarding gender based violence still significant portion of girls were vulnerable. [ABSTRACT FROM AUTHOR]

Since the late 1990s, the law, education, and intervention regarding childhood developmental disorders in Ethiopia have experienced significant reforms and development. However, education and intervention for children with severe developmental disabilities, especially children with autism spectrum disorders (ASD), still suffer the greatest challenges in the field. This paper aims to give readers an overview of the current situation of children with ASD in Ethiopia. The paper first addresses the issues of prevalence of ASD and offers an introduction to the diagnostic process. A review of legislation and policy related to disability and access to education services for children with disabilities and a description of current intervention options and access to educational services for children with ASD are provided. The paper introduces different service providers in Ethiopia, their roles and implications for future research in the field. [ABSTRACT FROM AUTHOR]

Despite the fact that tertiary level education has been immensely operational, maintaining quality education has become a challenge in Ethiopia. This paper is trying to find out the problem related to service quality in education at Faculty of Business and Economics of Addis Ababa University (Accounting, Economics, Management, Public Administration and Informatics), specific to the extension program. The servqual model is used as an instrument methodology to measure the service quality vis-à-vis Tangibles, Reliability, Responsiveness, Assurance, and Empathy. Primary data pertaining to the research was collected from randomly selected students' drawn from the five departments' under Faculty of Business and Economics. The findings of the study show that except for responsiveness, all the remaining parameters exhibited positive responses from the students. The responsiveness of the Faculty of Business and Economics for evening students is low. But, the students' replied that the faculty is reliable, shows good empathy, good service assurance and tangible. However, some of these items in construct show negative responses. The faculty has to use its resources to improve the problems identified in certain items in the constructs of this research. The study is limited to measure the service quality of the Faculty of Business and Economics extension program. The finding of the study however, may not represent the entire performance of the University. The recommendations and suggestions of this research would serve as a foundation to reinforce the relevance and crucial role that the service quality plays towards the performance of the University. [ABSTRACT FROM AUTHOR]

The revitalization of Ethiopian higher education (HE) has been underway since the early 2000s. As well as the economic optimism evident in the ‘knowledge-driven poverty reduction’ discourse, social equity goals underscore the reform and expansion of the system. Notwithstanding the widening participation and the equity policy provisions put in place, the problem of inequality has persisted along the lines of ethnicity, gender, rurality and socio-economic background. This paper reviews major equity policy instruments and highlights the enduring inequalities in Ethiopian HE. It argues that this persistence is related in part to the ways in which the problem is represented in policy, and that redressing the problem necessitates framing inequality as capability deprivation rather than as issues of access and disparities in enrolment. [ABSTRACT FROM PUBLISHER]

In an attempt to describe the historical origins of multilingual education in Eritrea, Horn of Africa, this paper looks at how missionaries, European colonisers, successive Ethiopian rules in Eritrea and the independence movements that fought Ethiopia defined ethnic, religious and linguistic differences of communities in the country. These definitions of differences are then related to broader political aspirations of these forces and their specific education policies. Italian and Ethiopian rules, chiefly concerned with control and pacification of the territory, imposed Italian and Amharic languages, while missionaries, the British Military Administration and the 1950s government of autonomous Eritrea, despite their divergent interests, laid some ground for pluralistic language policies in the country. But it is the Eritrean People's Liberation Front, predecessor to the current government, sceptical of the policies of all these forces and charging them as divisive, that sought to de-politicise diversity by embracing it. As a direct result of this stance on diversity, and as a result of other contributing factors such as the Marxist ideology of the organisation, Eritrea now has a multilingual education policy that uses the country's nine languages in schools. The application of language rights perspectives to the policy raises a number of questions (e.g. on policy implementation) that require further attention. [ABSTRACT FROM PUBLISHER]

Highlights • We study the impact of improved land rights on children's schooling in Ethiopia. • Improved land rights decrease grade progress of oldest sons (likely to inherit) • School enrollment improves for all in the zone with fertile land. • School enrollment improves for oldest sons in the more draught-prone zone. Abstract Strong property rights have often been assigned a crucial role in economic development. Land certification programs are one way to address the problem of weak property rights. This paper investigates the impact of a rural land certification program on schooling in two zones of the Amhara region of Ethiopia. This is the first study on impacts of land titling on children's schooling and labor in a rural context. Since land is productive in rural areas the impact could differ from in an urban context. Using the variation in the timing of the arrival of the program at the local level, we investigate the link between land tenure security, schooling and child labor. The results show a positive effect of improved land rights on school enrollment for all children in one of the zones studied, and for oldest sons in the other. Grade progress of oldest sons, who are most likely to inherit the land, worsens. [ABSTRACT FROM AUTHOR]

Recent policies in Ethiopia put students at the heart of school improvement through structures for peer leadership and school-level consultation, evaluation and decision-making. This article draws on an ethnographic study of a government school in Tigray, Ethiopia, to explore how the participation and influence of students is achieved and mediated by structures and processes in school. Three key contexts of student participation are explored: positions of peer leadership (monitor, 'one-to-five' network leader); public evaluation sessions (gim gima); and the Parent Student Teacher Association (PSTA). Recommendations are made for sharing and strengthening democratic practices and for future research. [ABSTRACT FROM AUTHOR]

INTRODUCTION The present study's objectives were: 1) assess the knowledge and attitude of pharmacists and pharmacy students regarding smoking/smoking cessation, and 2) document the extent of community pharmacists' involvement in the provision of smoking cessation services in Ethiopia. METHODS This study used cross-sectional and direct observation methods. A series of questionnaires were administered to final-year pharmacy students and practising pharmacists. Two scenarios simulating tobacco use in pregnancy and cardiovascular patients were selected and played by two well-trained simulated patients (SPs). Findings were analysed and presented using mean total scores, analysis of variances and independent sample t-test. RESULTS A total of 410 participants (213 out of 238 pharmacy students, response rate 89.5%; 197 out of 361 pharmacists, response rate 54.6%) completed the survey. Both pharmacy students and practising pharmacists had positive attitudes towards smoking cessation, and both groups had similar mean knowledge scores. A total of 80 simulated visits were conducted. Recipients of training on smoking cessation had significantly higher mean knowledge and attitude scores compared with those who did not receive such training. The majority of the pharmacists demonstrated poor in history-taking practice, and seldom assessed the patients' nicotine dependence level. Nicotine replacement therapies (NRTs) were supplied in only 10 of the visits and suggested, but not dispensed, in 35 of the visits. On the other hand, pharmacists in 59 visits counselled patients to visit addiction specialists and physicians. CONCLUSIONS The present study revealed the presence of significant clinical knowledge gaps and inadequate skills among pharmacists regarding smoking cessation services. Educating pharmacists about smoking cessation support as part of their continuous professional development and providing a hands-on customised educational intervention, such as practice guidelines in the form of an Ask-Advise-Refer approach, about smoking cessation will be useful. [ABSTRACT FROM AUTHOR]

Background: Individuals with accurate knowledge that goes beyond knowing a few contraceptive methods, such as knowledge of fertility, benefits, and contraceptive side effects, are more likely to use and less likely to discontinue using family planning.Purpose: The aim of the study was to determine the effect of family planning education on knowledge, attitude, and practice towards family planning among married couples in Jimma Zone, Ethiopia.Methods: A quasi-experimental study was done on 766 married couples sampled using a random sampling technique and analyzed using SPSS 23.0. The significance of differences in mean knowledge and attitude between control and experimental couples was measured using the non-parametric 2-independent sample analysis (P < 0.05).Results: The comparison of knowledge score means and significance of their differences between control and experimental women was found to be significant at the posttest (P = 0.001; r = 0.045). Similarly, the experimental men's knowledge score means and their difference was significant at posttest (P = 0.001, r = 0.26). With respect to a comparison of mean score of attitude and the significance of their difference between control and experimental women at posttest was significant with (P < 0.001; r = 0.13). Similarly, the comparison of the male partners in the control and experimental groups was significant at posttest (P = 0.001; r = 0.12). At the posttest, the proportion of experimental couples using each contraceptive method relatively increased, with a shift to relatively effective ones. Two hundred and ninety five (77.6%) of the control and 318 (83.5%) of the experimental men reported supporting their wives in the use of contraceptives, showing more improvement among the experimental men than the control group.Conclusion: Along with routine counseling, a well-structured behavioral model-based family planning education is required for effective and continuous use of contraceptives. [ABSTRACT FROM AUTHOR]

This paper focuses on my encounter with a group of Ethiopian female students whose common denominators are poverty, discrimination, violence, inequality and resilience, hope, courage and dignity. I describe these students' belief that education has enriched their lives in a country still dominated by patriarchy, with a high adolescent birth rate and a low Gender Development Index (UNDP, 2016). I draw insights from my practical experience as a development professional with the aim of contributing to the realization of the human capabilities of these young women. They aspire to a dignified life and believe education to be the sole instrument with which they can free themselves from the subordinated position society attributes to them. As a Living Theory researcher I neither separate myself, or my practical experience, from the social formation I am part of. In this account I explain my educational influences in learning and show how my work in Ethiopia is enriched by my Living Educational Theory research as it helps me to understand more fully the motivating power of love, faith in humanity and action that I incorporate within my practice, and how I originated the notion of generativity in my living-theory of sustainable development. I also write about recognising the significance of gender, professionally, personally and interpersonally and provide an insight into my research journey, unveiling my living values and living standards of judgment (Laidlaw, 1996) while attempting to be a 'good' development professional aspiring towards a 'good' change (Chambers, 2005). I focus on the influence those Ethiopian women have on my practice and how they have shaped my view of development, sustainability, and gender. I conclude by reflecting on the process that may lead me eventually to answer a key question for a Living Theory researcher, 'How can I improve my practice?' [ABSTRACT FROM AUTHOR]

Summary Despite significant efforts, Africa has struggled to imitate the rapid agricultural growth that took place in Asia in the 1960s and 1970s. As a rare but important exception, Ethiopia’s agriculture sector recorded remarkable rapid growth during 2004–14. This paper explores this rapid change in the agriculture sector of this important country – the second most populous in Africa. We review the evidence on agricultural growth and decompose the contributions of modern inputs to growth using an adjusted Solow decomposition model. We also highlight the key pathways Ethiopia followed to achieve its agricultural growth. We find that land and labor use expanded significantly and total factor productivity grew by about 2.3% per year over the study period. Moreover, modern input use more than doubled, explaining some of this growth. The expansion in modern input use appears to have been driven by high government expenditures on the agriculture sector, including agricultural extension, but also by an improved road network, higher rural education levels, and favorable international and local price incentives. [ABSTRACT FROM AUTHOR]

Background: Women's education is the base for faster economic growth, longer life expectancy, lower population growth, improved quality of life, and a high rate of investment return in developing countries. Historically, girls were denied opportunities for schooling in most of the regions and societies of Ethiopia. So this study targeted a multilevel analysis of women's education in Ethiopia using the 2016 Ethiopian Demographic and Health Survey data. Methods: Secondary data on women's data sets were obtained from the 2016 Ethiopia Demographic and Health Survey. A population-based cross-sectional study design was used for the survey. The sampling technique used for the survey was the two-stage sampling technique, which is stratified in the first stage and equal probability systematic selection technique in the second stage. The multi-level ordinal logistic regression model was fitted to identify the determinants of women's education in Ethiopia. Results: Among the random sample of 17137 women, the majority, 65.6 percent were rural residents. Somali regional state (75.3 percent) and the capital city Addis Ababa (8.6 percent) had the highest and lowest percentages of women illiteracy respectively than the remaining administrative units of Ethiopia. The minimum values for the fit statistics and the indicative value of the intra-class correlation (68.3%) of the multilevel model showed its appropriateness to the data. Among the predictors in the final multilevel ordinal logistic regression analysis, women's age at first marriage, residence, and family's wealth index were significant predictors of women's education in Ethiopia. Moreover, the estimates from the random effect result revealed that there is more variation in women's education between the enumeration areas than within the enumeration areas. Conclusion: A multi-level ordinal logistic regression analysis has determined higher-level differences in women's education that could not be addressed by a single-level approach. So, the application of standard models by ignoring this variation ought to embrace spurious results, then for such hierarchical data, multilevel modeling is recommended. [ABSTRACT FROM AUTHOR]

This study examined the trend of early marriage among adolescent girls in eastern Ethiopia. We analyzed data extracted from the Kersa community-based surveillance database for girls in the age group of 10 to 17 for the decade ending in 2018. The Kersa Health and Demographic Surveillance System (Kersa HDSS) is a demographic and health surveillance and research center established in 2007 by Haramaya University to serve as a research center and source of health and demographic data in Eastern Ethiopia. The annual incidence of early marriage was calculated per 1,000 person-time. Chi-square test for linear trend was done using Epitools Software to examine the change in rates over time. The overall incidence of early marriage among the study participants was 40.48/1,000 per year (95% confidence interval [CI], 39.1–41.9) with an increasing incidence rate from 32.38/1,000 girls per year in 2008 (95% CI, 27.4–38.3) to 40.18/1,000 girls per year in 2018. A relatively high incidence of early marriage was observed among rural girls, those who had no formal education, and unemployed girls. Empowering rural girls through increased access to education is needed to reduce the incidence of early marriage. [ABSTRACT FROM AUTHOR]

Considerable proportions of pregnant women consume inadequately diversified diets in Ethiopia. On the other hand, women's empowerment is identified as a means of achieving maternal nutrition improvement. However, evidence on the relationship between multiple dimensions of women's empowerment and dietary diversity during pregnancy is limited in Ethiopia. This study aimed to assess the mediating effects of women's empowerment in the pathway between women's education and dietary diversity during pregnancy in West Shewa zone, Ethiopia. A health facility-based cross-sectional study was conducted among 1,383 pregnant women in 2021. Dietary diversity was measured using the minimum dietary diversity for women (MDD-W) tool. Exploratory and confirmatory factor analyses were employed to identify and validate women's empowerment dimensions. Structural equation modelling (SEM) was used to examine the pathways linking pregnant women's education and empowerment to dietary diversity during pregnancy. From the latent dimensions of women's empowerment produced by factor analyses, pregnant women's education was directly associated with household decision-making power, psychological and time dimensions. In turn, household decision-making power, psychological and time dimensions were associated with dietary diversity during pregnancy. The direct relationship between pregnant women's education and dietary diversity was insignificant, but the total indirect effect and total effect were significant. Household decision-making power, psychological and time dimensions were significant mediators in the relationship between pregnant women's education and dietary diversity. However, economic dimension was related to neither pregnant women's education nor dietary diversity. This study highlights pregnant women with better education are more likely to be empowered in household decision-making, psychological and time dimensions; and those empowered pregnant women are more likely to consume more diverse diets, suggesting women's access to higher education could have a positive indirect effect on consumption of more diverse diets during pregnancy by empowering women in the study area. [ABSTRACT FROM AUTHOR]

Background: Dietary diversity is important for pregnant women since it has been associated with nutrient adequacy. It is very crucial to ensure optimal fetal health and development. There is no evidence at the community level on the magnitude of dietary diversity and its predictors among pregnant women in okra-producing areas of western Ethiopia. Objective: This study aimed to assess the level of dietary diversity and its associated factors among pregnant women. Design: A community-based cross-sectional study was employed among randomly selected 224 pregnant women in western Ethiopia. An interviewer-administered questionnaire was used to collect the data. The qualitative open 24-h recall was used to assess the level of dietary diversity. Ordinal logistic regression analyses were used by SPSS version 25. An adjusted proportional odds ratio along with a 95% confidence interval [CI] was computed to measure the strengths of the association at a P ≤ 0.05. Result: This study revealed that more than one-fourth, 64 (28.6%), of the respondents were found to have high dietary diversity scores. Antenatal Care [ANC] visits (Adjusted Odds Ratio [AOR] = 2.10, [95% CI: 1.13, 3.90], P = 0.01), changing food intake (AOR = 2.97, [95% CI: 1.16, 3.67], P = 0.002), and being food secure household (AOR = 2.63, [95% CI: 1.38, 5.00], P = 0.003) were significantly associated with a higher probability of having high dietary diversity score. However, lack of formal education (AOR = 0.34, [95% CI: 0.61, 0.89]) was inversely associated with the probability of having high dietary diversity. Conclusion: More than half of pregnant women in western Ethiopia were found to have low dietary diversity. Therefore, ANC follow-up, dietary modification, and promotion of frequent use of wild edible plants (okra) to maintain household food security were very crucial. [ABSTRACT FROM AUTHOR]

In this article we offer practical directions and guidance for a functional researcher on how to use research-based evaluation to inform changes in the development of undergraduate sports science education. For this, we introduce a research-based evaluation framework based on evaluation theory and tailored that to the realities of Ethiopian undergraduate sports science education. The framework uses both cross-sectional and longitudinal designs. A case study of the application of the framework shows that it has several benefits to help universities generate valuable institutional evidence to inform changes. The paper concludes with a brief note about implications for research and practice. [ABSTRACT FROM AUTHOR]

The long term effects of malnutrition in early childhood on the child's physical stature have been widely investigated over the last few decades. A number of empirical studies show that malnutrition shocks in early childhood lead to long-lasting deficiencies in the physical fitness of the person, especially in terms of height. Other studies also show that better physical stature is strongly associated with higher cognitive ability and better educational attainment. However, previous studies have paid little attention to the role physical fitness may play in influencing the choice parents make in selecting their child for child labor activities and how this association may influence the accuracy of the estimated relationships between schooling and physical stature. This paper examines how physical stature of a child measured in terms of age standardized height influences his/her selection for family labor activities versus schooling in rural Ethiopia. Two-stage bivariate probit models are estimated for child labor and schooling using malnutrition caused by exposure to weather shocks in early childhood as a source of identification for the child's physical stature. The first stage results show that exposure to significant weather shocks during the first three years of the child's life generally have a lasting negative effect on his/her age standardized heights measured later in life. The effect is particularly strong when the child is exposed to the weather shock during his/her second year of life. Estimation results also indicate that physically more robust children are more likely to combine child labor and schooling than those children who are physically less fit. On the other hand, I find no evidence that better physical stature of the child leads to higher probability of his/her selection for fulltime child labor activities. The findings are consistent across two different cohorts of children and two different identification strategies. Estimation results for both the older and younger cohort of children in my sample show that better access to early childhood nutrition can improve the child's prospects for attending schooling but may also put the child in additional pressure to participate in family labor activities which may be reflected in poor performance in schooling. These findings imply that policies intended to promote schooling through nutrition support programs could be more effective if they are accompanied by programs (such as income support schemes in the form of conditional cash transfers) that could mitigate the parents' need for child labor. [ABSTRACT FROM AUTHOR]

Motivation: The Covid‐19 pandemic delivered an unprecedented shock to education systems globally, with school closures affecting 1.6 billion children. Education systems in low‐ and middle‐income countries (LMICs) are facing significant budget cuts further constraining capacities to adapt to Covid‐19 impacts. The need for evidence to inform policy dialogues about how best to mitigate impacts and support education systems to "build back better" is pressing. Purpose: In Ethiopia, schools reopened in October 2020 after a seven‐month pandemic‐related closure. Employing an adapted resilience systems analysis framework, this article focuses on the extent to which Ethiopia's education system—which has in recent decades seen rapid progress in enrolment rates—has adapted to the impacts of the pandemic on adolescents' education and learning, and has achieved this equitably. Methods and approach: The article draws on mixed‐methods data from Ethiopia collected virtually with a pre‐existing cohort of 3,066 adolescents (1,683 girls and 1,383 boys) during the immediate onset of the pandemic (April–June 2020) and following the reopening of schools (November 2020–February 2021). Adolescent perspectives are complemented by 27 key informant interviews at community and district levels. Findings: Rural adolescents, girls, and adolescents with disabilities were less likely to access distance education during school closures due to connectivity challenges and discriminatory norms, and to subsequently re‐enrol. Implementation of adaptive measures, including hygiene guidance, smaller class sizes, and catch‐up classes, has been highly uneven, and outreach to support re‐enrolment of socially marginalized adolescents has been very limited. Policy implications: For LMICs like Ethiopia to build back better post‐pandemic and stay on track to achieve Sustainable Development Goal 4's commitment to inclusive and equitable quality education for all, scaled‐up investments in blended learning approaches, addressing the digital divide, and ensuring targeted outreach and social protection to support re‐enrolment of socially marginalized adolescents are critical. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In line with the basic tenets of human capital development theory, the present study examines and presents the determinants of human capital development (Human Development Index [HDI]) in Ethiopia using time-series data from 1980/81 to 2019/20. Based on the Augmented Dickey–Fuller and Phillips–Perron unit root test results, the Autoregressive Distributed Lag (ARDL) bounds co-integration and error correction models are employed. The bounds test indicated the existence of significant long-run equilibrium relationship between HDI and its human capital input indicators. Results of the estimated long-run selected model indicated that public recurrent expenditure on education and health as well as its capital education expenditures and basic health coverage have a positive and significant contribution in improving the HDI of the country. On the contrary, government development expenditure on health, population–physician, student–school and age dependency ratios has an adverse effect on human capital development of Ethiopia. On the other hand, the short-run error correction model showed that a temporary disequilibrium level of HDI in the previous period is corrected by approximately 79.37 per cent in the current period to restore to a long-run equilibrium. Thus, a concerted effort is needed to expand and use public expenditure on education and health in an economic, accountable and transparent way. Furthermore, the turnover level of qualified teachers and medical doctors has to be reduced in addition to building and upgrading adequate quality education and health infrastructures and facilities in the economy. [ABSTRACT FROM AUTHOR]

This study explored, through a quantitative case study approach, the views of academics toward the importance and components of an internal quality assurance system of St Mary's University in Ethiopia. The findings revealed that while academics value positively the importance of an internal quality assurance system in general and institutional frameworks deployed to achieve the same goal in particular, they are critical of the limited level of engagement at the lower levels of the system. This suggests the need for strengthening grassroot functional units and effectively integrating the participation of academics and students in future internal quality assurance efforts. [ABSTRACT FROM AUTHOR]

Background: Ethiopia, being in the Sub Saharan region of Africa, is one of the countries with a substantial burden of HIV infection. Because of the high burden of HIV and poor health care settings, HAND is prevalent as demonstrated in various cross-sectional studies. However, no review has been conducted to report the consolidated magnitude of HAND among people with HIV in Ethiopia. Therefore, this systematic review and meta-analysis aimed to estimate the prevalence of HAND in Ethiopia. Methods: Following the PRISMA guidelines, we systematically reviewed and meta-analyzed studies that investigated the prevalence of HAND in Ethiopia from PubMed, Google Scholar, Science Direct, HINARI, EMBASE, and Cochrane library databases. We also looked at the reference lists of the included studies to include other relevant studies. Subgroup analysis was performed based on publication year, study location, and sample size. Heterogeneity across studies was evaluated using the I2 test. Potential publication bias was assessed using Egger's test and visual inspection of symmetry in the funnel plots. Results: In the present meta-analysis, 627 articles were initially identified and evaluated. Of these, 8 studies that met the inclusion criteria were included in the final analysis. The pooled prevalence of HAND in people with HIV in Ethiopia was 39.15% (95% CI 29.36, 48.94). The highest prevalence observed in the Southern Nations, Nationalities, and Peoples' Region (SNNPR) with 53.20% (95% CI 25.96, 80.44) followed by others 34.87% (Tigray, Addis Ababa, and Oromia) (95% CI 33.49, 36.24) and Amhara 34.07% (95% CI 25.39, 42.74).The funnel plot was asymmetrical. However, Egger's regression tests provided no evidence of publication bias in the prevalence of HAND. Conclusion: In this meta-analysis, the pooled prevalence of HAND, in Ethiopia, was high. Older age, substance use, advanced stages of the disease, and lack of education were the main determinants of HAND in Ethiopia. Health education, early screening of people with HIV, and training of health professionals working in hospitals on HAND are highly recommended. [ABSTRACT FROM AUTHOR]

Early childhood care and education (ECCE) has a crucial contribution to the future life of children, and overall quality of learning and development of a country. Even though there are no well-established international criteria to evaluate the quality of ECCE programmes because of the variability in nations' economies, workforces, political regimes and cultures, there are some common standards. Therefore, the purpose of this review article is to assess the status of ECCE in Ethiopia and its contribution to quality education. This review is based on a document analysis from different sources (i.e. policy documents, books, journals, theses and dissertations). The study focuses on identifying common quality indicators/dimensions for ECCE and the challenges that Ethiopian ECCE faces in terms of these dimensions. Indicating that the practice of ECCE in Ethiopia is faced with diverse challenges. Some of the challenges are lack of proper training for teachers and caregivers; use of developmentally inappropriate curriculum; lack of pedagogical skill; unfavourable working conditions; inadequate resources; lack of continuous supervision and programme evaluation; inactive parental and community participation; ineffective school organisation and leadership; imbalanced staff-child ratios; and improper healthcare and hygiene. Therefore, the Ministry of Education (MoE) in partnership with the Ministry of Health (MoH), the Ministry of Women's Affairs (MoWA), the community and other concerned bodies should work together to improve the practice of ECCE. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Development Research is the property of Palgrave Macmillan Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Motivation: Although many countries have made progress towards achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable education for all, vulnerable children and adolescents in low‐income countries often face significant barriers to realizing educational opportunities, especially at secondary and post‐secondary or tertiary levels. Purpose: In line with the aim of the 2030 Agenda for Sustainable Development to "leave no one behind", the article explores the factors that shape the educational trajectories of vulnerable population groups and contributes to evidence‐informed policy and programming to tackle school dropout in rural Ethiopia. Approach and Methods: The article draws on qualitative research on 150 girls and boys aged 10–19 years, along with their caregivers and key informants, in communities from three diverse regions in Ethiopia: pastoralist Afar, highland Amhara, and lowland Oromia. Findings: Although Ethiopia has made remarkable progress in increasing secondary enrolment since 2000, intersecting barriers put vulnerable adolescents' educational opportunities at risk. Children and adolescents from poor households, those with disabilities, and who are internally displaced, out‐of‐school or working face a range of challenges at the household, community and system levels. These barriers are also shaped by gender norms that restrict adolescent girls' and boys' education, often in contrasting ways. Policy Implications: A multi‐pronged approach is critical to promoting educational opportunities that leave no adolescent behind, including investments in school quality, positive disciplinary approaches, competency‐based grade progression, water, sanitation and hygiene (WASH) facilities and school‐feeding programmes; the wider enabling environment, including social protection and safe, subsidized transport; initiatives to tackle age‐ and gender‐based violence that discourages school attendance; and tailored strategies to support the most vulnerable young people. [ABSTRACT FROM AUTHOR]

This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or "Western" education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and Missionary churches in Ethiopia, some of the traditional institutions such as the Waaqqeffannaa of Oromoo Institution were not allowed to reflect their values and languages. The study reveals that traditional institutions have played a crucial role in education in Ethiopia. Furthermore, understanding the impact of languages in education is important in teaching and learning in general. However, the findings confirm that there was no structure that could equally understand and accommodate all traditional institutions to contribute to the education of Ethiopia in the past. This article concludes with the recommendation that there should be a well-established implementation system on the languages and cultural institutions that could attract all nations and nationalities to promote their traditional institutions. For instance, there are no language and cultural policies aimed at sustainability. [ABSTRACT FROM AUTHOR]

Hospitality business in Ethiopia is in a constant stage of improvements by constructing luxury hotels, upgrading existing hotels and tie-up relationship with international and local branded chain of hotels. In accordance to the new trends and expectations of the industries requirements the changes in the hotel management curriculum is inevitable. The objective of this research is to investigate the hotel management curriculum owing to any reforms. Descriptive research design and judgmental sampling techniques were used in the investigation. Study participants such as managers and hotel management educators emphasized the importance of reforming the existing curriculum by modifying the course contents as well as adding additional new courses to cope with the industries needs and improving skill competencies of the hotel management graduates in par with international standards. [ABSTRACT FROM AUTHOR]

It is undisputed that education is instrumental both for socio-economic development and the enjoyment of other fundamental human rights. In particular, a tertiary education is very critical for less developed countries (LDCs) such as Ethiopia where education is considered a vital tool for sustainable development. Nonetheless, a quality tertiary education depends, inter alia, upon sufficient access to most copyrighted learning materials through a balanced copyright system with adequate room for flexibility. In fact, the tension between copyright protection and the right to education is integral to the global debate between intellectual property and human rights regimes. Despite its compelling socio-economic needs and its human rights obligation that dictate a broader room for flexibility, Ethiopia has adopted a very restrictive copyright system with a narrow set of limitations and exceptions (L&Es) for education. Further, both its copyright and criminal laws prescribe severe criminal sanctions for any act of copyright infringement. In so doing, Ethiopia has taken a legislative approach that exacerbates the problems related to both TRIPs' implementation and access to learning materials. In the absence of a concrete step to rethink the approach, the effective utilisation of the constrained exception for education will be further undermined by TRIPs' criminal enforcement in disregard of the socio-economic contexts of the country. [ABSTRACT FROM AUTHOR]

Children in Ethiopia are faced with crippling economic conditions aggravated by lack of access to basic services. Household economic strengthening initiatives, such as savings groups (SG), seek to enable poor households to improve their livelihoods and mitigate vulnerability. This study unpacks the mechanisms between SG participation by caregivers of highly vulnerable children and children's wellbeing with a focus on education, nutrition, health, and happiness. From the perspectives of caregivers and adolescents, the study contributes to a slim body of evidence on how SGs facilitate vulnerable children's wellbeing. In-depth interviews conducted with 48 SG participants and 33 adolescents yielded descriptive pathways of how SGs affected the household, caregiver and children. We find that caregivers and adolescents tell similar stories, linking wellbeing with livelihoods, though adolescents also link wellbeing with SG training and raising caregiver awareness. This study yields rich information on how SG participation opens and/or smooths pathways to better economic and non-economic wellbeing for participants and their children, supporting SGs as a means to facilitate child wellbeing. [ABSTRACT FROM AUTHOR]

Introduction: Glaucoma outcomes are closely associated with patients' awareness of the disease. However, little is known about glaucoma awareness and knowledge in Addis Ababa, a densely populated and ethnolinguistically diverse capital city in Ethiopia, the second largest country in Africa. Methods: We performed a cross-sectional survey in the ophthalmology waiting room at St. Paul's Hospital, a tertiary care center in Addis Ababa. Respondents included patients, patient family members, and non-clinical staff. Participants were asked if they had read or heard about glaucoma to gauge basic awareness of the disease; those with awareness were asked to take a quiz to measure their objective glaucoma knowledge. We performed multivariable regression to identify factors associated with glaucoma awareness, quiz performance, and self-rated ability to use eye drops. Results: Of 298 respondents, 145 (48.7%) were female, and the average age was 44.9 ± 17.2 years. A majority (167; 56.0%) had primary school or less than primary school education. Only 131 (44.0%) had basic glaucoma awareness. Of these, 95 (72.5%) knew that glaucoma causes permanent vision loss, 103 (78.6%) knew glaucoma is often asymptomatic in early stages, 62 (47.3%) identified elevated intraocular pressure as a glaucoma risk factor, and 124 (94.7%) knew glaucoma was treatable. A majority of this subset (126; 96.2%) said they would be willing to use medicated eye drops, and 130 (99.2%) indicated a willingness to undergo surgery if recommended. Education level was independently associated with glaucoma awareness (p < 0.001) and glaucoma quiz performance (p = 0.03). Conclusion: In a population sample from an ophthalmology waiting room in Addis Ababa, glaucoma awareness was poor and most strongly associated with education level. Educational interventions at public health and provider-patient levels are warranted. Our results suggest high receptiveness to both medical and surgical treatment. [ABSTRACT FROM AUTHOR]

Child‐ and youth‐friendly spaces have become a common feature of emergency humanitarian provision. This study reports on the outcomes of child and youth learning centres (CYLCs) in Ethiopia's Buramino Camp established for those fleeing conflict in Somalia. Eighty‐five youths completed baseline assessments shortly after arrival and follow‐up assessments three to six months later. Caregivers of 106 younger children completed similar appraisals. 693 children attending the CYLCs completed pre‐ and post‐educational assessments, which indicated major gains—significant at p<0.0001—in both literacy (younger children, t=9.06; youth, t=13.87) and numeracy (younger children, t=13.94; youths, t=17.10). Children's CYLC attendance increased reports of met needs among caregivers (t=2.53, p<0.05) and youths (t=2.57, p<0.05), and, among caregivers but not youths, significantly moderated protection concerns (t=2.39, p<0.05, and t=−1.90, p=0.06, respectively). There was general improvement in psychosocial well‐being over time for all children; CYLC attendance predicted greater reductions in reported difficulties only among younger children (t=2.51, p<0.05). [ABSTRACT FROM AUTHOR]