The Crisis of Ethiopian Education: Some Implications for Nation-Building (review)

Book Reviews 203 In reading this text, however, it should be noted that the Ethiopian Jewish community is no more. Virtually all Fälasha/Betä Esra'el have emigrated from Ethiopia to Israel, the last big airlift operations were completed in May 1991 and August 1991. Kaplan's review of the history and doctrine of the Beta Esra'el will sound familiar to those who follow the literature on the subject, but it offers a good "state of the art" survey of this group just before its emigration. Many elements of their traditional way of life will likely be transformed into their new location, and it is essential to have this background when assessing the reconstitution of this community there. The chapters on the religious texts and on spiritual life are now mainly of historical value since in Israel, the Beta Esra'el (with the exception of some priests) do not know of these religious tractates, injunctions , fast days, prayers, etc., and, in the nature of things, "Beta Esra'el religion" is withering away in Israel. In his other publications, Kaplan has offered more relevant innovative contributions to the study of Fälasha/Betä Esra'el history; indeed, in many respects the subject is fortunate in having him as one of its foremost scholars. Jon Abbink University of Nijmegen The Crisis ofEthiopian Education: Some Implications for Nation-Building Tekeste Negash Uppsala: Department of Education (Uppsala Reports on Education no. 29), 1990, 112 pp. + xii. This short study by Tekeste Negash, a research associate at Uppsala University's Department of History, is meant to stimulate a public debate on Ethiopia's educational system, both in and outside the country. It is based on interviews with high Ethiopian government officials, civil servants, and teachers, on some classroom observations, and on the study of secondary literature and (internal) documents produced by various advisory and government agencies. Of course the study was 204 Book Reviews made under and refers to the former WPE (Dergue) regime, which will make some of its conclusions somewhat dated. Few observers of the Ethiopian scene will take issue with the "objective need" for such a debate on the restructuring of Ethiopia's clogged educational system; and as such, this slim volume, as a kind of informed pamphlet, serves a good purpose. Immediately after publication, in April 1990, it was available in large quantity in Addis Ababa University 's Book Centre, on the main campus. That this study will have any influence on policymaking, is, however, to be seriously doubted. First, Ethiopian educational policymakers will not really listen to the author. Second, if they are inclined to listen, they will never have the means and ability to take up its suggestions and change policy and practice along such new lines. The hope that a new policy will be developed with the participation of the social forces concerned (i.e., teachers and parents, pp. x, 93), will appear to be in vain. Third, Tekeste's report itself is somewhat disappointing in several ways; although it contains the elements of a balanced critique of the educational system, they are not really worked out. In addition, some of his proposals are rather controversial (e.g., the idea of limited access to basic education, and the division between formal and informal education, pp. 97-98). His main goal seems to be the caU for an open, organized public debate on education within Ethiopia. We find few detailed realistic proposals (p. 95f.) on how the system could be improved step by step, in the policy context of the country. Therefore, the diagnosis is—perhaps necessarily so—a bit superficial and repetitive, rehearsing what most people have already known for a long time. Also, the prescribed remedies (Chapter 5), while sensible, have little chance of being carried out. Only stubborn optimists can believe that real change will have a chance to come about in the near future. In this respect, Tekeste's book illustrates the tragedy of the tension between the lofty educational aims set by "Third World" countries and conditions of increasing scarcity, uncontrolled population growth, political instability, and power struggle. It could also be added that foreign financing of new programs in education (cf...