The Challenge of Teaching Ethiopian Hstory in Ethiopian Highschools

The Challenge of Teaching Ethiopian History in Ethiopian

High Schools: The Case of the Ethiopian Somali Region

By:

Mohammed Jemal Ahmed

E-mail [email protected]

Mobile Phone: +251913209706

Jigjiga University

Jigjiga, Ethiopia

November 2014

mailto:[email protected]

The Challenge of Teaching Ethiopian History in Ethiopian High Schools: The Case of Ethiopian Somali Region

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Abstract

History is one of the pioneer subjects which have been offering in Ethiopian academic institutions as long

as the beginning of modern education in the country. Unlike today, secondary school as well as university

students had learned history with great curiosity and interest. Especially at university level, most tough and

outstanding students had been joining to History department. However, currently, both Secondary school

and University students of Ethiopia become disinterested to learn history in general and Ethiopian history

in Particular. Moreover, history subject have been given a marginal position by the government, students

and the society in large and have been suffering with prejudice. Especially, in the Eastern parts of Ethiopia,

history subject is considered just as a taboo. The professionals of this subject matter also belittled and

undermined by students, teachers and the rest society and considered as the one who committed treason.

Indeed, this problem is worldwide: Currently, many countries have faced serious problem in teaching of

history in general and their national history in particular. However, after considering as how much the case

is serious, many countries like Australia, Canada, USA and etc. have conducted intensive researches and

took immediate measures. In Ethiopia, it is clear that the problem is increasing in exponential rate, but all

stakeholders, either the government or scholars in the field kept silent. Thus, the Main objective of this

study is identifying factors that affect teaching of history in general and indigenous history in particular in

Ethiopian high schools particularly in Ethiopian Somali region and to suggest some possible solutions for

the improvement of history teaching in Ethiopia.

Therefore, using an array of methodologies mainly qualitative method, this paper has attempted to fill the

gap. The study mainly focuses on the selected Secondary schools of JigjigaWoreda and Jigjiga City. The

data has been collected through interviews, FGD, non-participant observation and participant observation,

and document analyses.

The result of this study reveals that factors such as lack of historical consciousness (mainly Christians and

Northern centered) or one sided version of the past, emergence of new discipline of Civic and Ethical

Education, low Job opportunities for History Graduates, The Government policy, The Nature of History

textbooks which is bulky, serious of texts with few of graphs and maps and low English language

proficiency of the pupils have contributed their part for the turn down of history education in Ethiopian

academic institutions. Especially in the case of the study area, students have not any belongingness for

Ethiopian History as very little or nothing has been written about the History of Ethiopian Somali. So as

to minimize the problems, some possible solutions have been also forwarded by the researcher.


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Acknowledgement

The completion of this study would have been impossible without the contribution of several

organizations and individuals to whom I am deeply indebted. My deep and warm gratitude

goes to Somali Education Bureau, Abdusellam Secondary School, and Jigjiga Secondary

schools. Special thanks goes to Ato Hussien vice director of of Jigjiga secondary School and

Mr. Fosi koreni coordinator of this researcher at Abduselam Secondary School who gave me

their time generously thus enabling me to gather invaluable information for this study.

I am grateful to my fellow colleague and close friend, Kamil Abdu Oumer for his sharing and

exchanging ideas, moral and material support, as well as spending countless time in editing

this paper and giving valuable comments.


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Table of Contents

Page

1. Introduction…...............................................................................................1

1.1. Background of the Study………………………………..…….………………...1

1.2.Justification of the Study……………………………………………....……....….1

1.3. Objectives of The Study……………………………………………..…….…......4

General Objectives…………....…………..………..……………….…………4

Specific Objectives……………………………………………..….…...……..3

1.4. Basic Research Questions……………………………...………………..…..…....4

1.5. Delimitation and Limitation of the Study……………...……….….………......5

2. Research Methodology………………………………………………………..5

3. Overview of the Research Findings…………………………….…………….6

3.1. Absences of Historical Consciousness…………………………..……………….7

3.1.1. One-sided version of the past………………………….……...……………...7

3.1.2. Who did what to whom? ................................................................................8

3.1.3. Why a greater emphasis on War History? .....................................................11

3.2. The Emergence of Civic and Ethical Education………………….……………12

3.3. Poor Job Opportunities for History Graduates ……………………………….13

3.4. The Government Policy……………………………………….………….…… 14

3.5. The Nature of History Textbook ………………………………………………15

3.6. Low English Language Proficiency……………………………………………16

4. Conclusion and Recommendations………………………...……………….17

4.1. Conclusion……………………………………………………………………….17

4.2. Recommendations ……………………………………………..……………….18

5. Bibliography ………………..…………….…………….………………………………20


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1. Introduction

1.1. Background of the study

It is a paradox that our youth know all about computers, but so

little about the history of their country (Jean Chrétien, 1997)

For a long period of time, history was a very selective knowledge, only taught to the prince or

royal families that would inherit the crown and it was written to complement their aspiration too;

history books were also closed in a special library labelled ‘ad usum delphini.1 This fact is clearly

seen in Ethiopia as its history was written by chroniclers for the sake of registering the day to day

activities and achievements of kings, princes and royal families2. No doubt, the current Ethiopian

history books are the victims of this subjectivity as it has been poured from these biased sources:

“garbage in garbage out”.

Later, history become one of the classical subjects in numerous countries’ academic institutions

including Ethiopia. However, until very recent time, even to date in some country, history has been

taught for political consumptions, as history education is a highly political field that politicians

and political parties can easily exploit it for their purpose. It has been also served as the one that

deeply mobilizes civil society and the media. History is a theme that triggers debate and

controversy.3

1 Luisa Black (2001). History teaching today: Approaches and methods; Interculturalism and the Bologna Process is

an EU funded project managed by European Commission Liaison Office and implemented by the Council of

Europe. (www.ibp-kosovo.org) 2 Jeylan Wolyie Hussein (2006). Critical Review of the Political and Stereotypical Portrayals of the Oromo in the

Ethiopian Historiography, Alemaya University, Ethiopia; Hiroki Ishikawa (2011). Northern Ethiopian Historiography during the Second Half of the Solomonic Period (1540

1769), Tokyo University of Foreign Studies 3 Ibid Luisa Black (2001). History teaching today…; Elizabeth A. Cole and Judy Barsalou (2006). The Challenges

of Teaching History in Societies Emerging from Violent Conflict


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Today, in most part of the globe, students study history in order to learn about and understand the

world they live in and the forces, movements, and events that have shaped it4. Students are not just

learning merely about the past, but also about the current and it enable them to foresee the future.

This shift has implied huge changes both in curricula, which are required to give more space to

recent history, and in teaching methods. History helps us understand change and societal

development. It also provides a context from which to understand ourselves and others.5

However, modern history education also equates the ambiguity of the subject: history is about the

past but education is about the future. The big question that curricula need to answer is: what do

we need to know from the past in order to have an understanding of the world as it is today? In

fact, today history is more than a narrative, more than a bag of facts: the reasons behind the facts

are more important than the facts themselves. It is the only subject that through the systematic

analysis of the past, using the tools of the historians (sources and evidence), develops critical

thinking and offers the younger generation the possibility of learning what it is to be human today

and tomorrow.6 One can summarize that the advantage of learning national history is threefold: it

enable the pupil to compare the past with the present; to foresee the future and to develop a sense

of belongingness and confidence in one’s nation7.

1.2. Justification of the Study

In Ethiopia, history as discipline has been offered since the beginning of modern education

hitherto. It was one the pioneer subjects which have been delivered in Ethiopian Academic

institutions. Unlike today, according to the data the researcher have got from the

interviewees during the pilot study, high school as well as university students had learned

history with great curiosity and interest8. Particularly until 1990s, it was one of the beloved

subject both in secondary schools and tertiary levels. According to the key informants,

4 Luisa Black (2001). History teaching today: Approaches and methods 5 Ibid 6 Anna Clark (2008). A Comparative Study of History Teaching In Australia and Canada, Luisa Black (2001).

History teaching today: Approaches and methods 7 Anna Clark (2008). A Comparative…., Jim Flowers (1998). Teaching the Historical perspective: Should we or

Shouldn’t we? 8 The information is gathered from key informants at Jigjiga in 2012, from History Department head of 18

University during the national historian conference held at Bahr Dar in 2013,


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history was one of the most preferable discipline by the university students and was one of

the respected discipline among the society in large. Especially at university level, most tough

and outstanding students had been joining to History departments. But currently, History

subject have been given a marginal position by the government, students, and the Society in

large and have been suffering with prejudice9. It also became one of the marginalized and

abhorrence discipline by both students and teachers at any level of educational institutions10. To

the Worse, the problem has proportional relation with level of education. At this time, history

become the least preferable discipline by university students to pursue their first degree11. For

instance, 2010-2013/14 history was chosen by insignificant number of students in most of public

university. Due to this reason, some university like Samara and Addis Ababa have been enforced

to culminate their history degree program even though it was for temporarily (only for one year:

2004 E.C) and they reopened the program by the next year. In the same year, others Ethiopian

public University like Jigjiga, Haromiya, MadaWalabu and etc. receive the least students both in

quality and quantity12. In most of Western Countries such as USA, national history has been

imparting as a compulsory discipline for both science and social sciences students. They believe

that it is a mandatory for every citizen to know the history of his/her country. But, in Ethiopia, not

alone other students, history students have known little about Ethiopian history and have no any

interest to know it beyond for the sake of scoring grade.13

This dilemma of disinterested students and alarmist headlines to their national history is by no

means restricted to Ethiopian. There are other countries who have experienced the same

circumstances though the intensity of the problem vary from Country to country. In this study, the

researcher has tried to access the case of two countries namely, Australia and Canada as an

example.

Australia: In 1994, the Civics Expert Group published the results of a survey it

commissioned that showed young Australians had a very weak understanding of

9 Ibid 10 The data is obtained from students conduced both with high school and university students. The data shows that

the university students dislike history than High schools. 11The information is gathered from key informants at Jigjiga in 2012, from History Department head of 18

University during the national historian conference held at Bahr Dar in 2013 12 This information is gathered from history department heads of 19 Ethiopian public Universities at Barh Dar

during the Historian conference held in 2013. 13 The Interview was made Jigjiga University history department student


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their nation’s political history14. In 1997, research by the Council for the Centenary

of Federation confirmed this national ignorance with even more alarming statistics:

only 18 per cent of those interviewed knew Edmund Barton was Australia’s first

Prime Minister, while 43 per cent of respondents did not even know what federation

meant15. And a 2006 report on the state of civics and citizenship showed that only

23 per cent of year 10 students knew Australia Day celebrated the arrival of the

British in 178816 .

This lack of national knowledge only heightens widespread anxiety over the state

of Australian history education. On the eve of Australia Day in 2006, for example,

then Prime Minister John Howard decried the teaching of Australian history and

called for a restoration of the subject in the nation’s schools. Only a ‘root and branch

renewal’ of Australian history teaching could foster a lasting attachment to the

nation’s past, he said. ‘In the end, young people are at risk of being disinherited

from their community if that community lacks the courage and confidence to teach

its history’17.

Canada: Ken Osborne describes a similar context in Canada, where educationists

have long criticized history classes for being overly content driven and generally

uninspiring; meanwhile, students’ reluctance to engage with the subject continues

to generate significant public anxiety and unease18 . This perpetual sense of crisis

has in effect become self-fulfilling: expectations of what students should know

continue to be disappointed by their apparent historical disinterest19.

Indeed, as the American history educationist Sam Wineburg wryly noted, ‘the whole world has

turned upside down in the past eighty years but one thing has seemingly ignored: Kids don’t know

their national history’20. Canadian Prime Minister, Jean Chrétien, lamented the state of young

people’s historical knowledge in a speech to parliament: ‘It is a paradox that our youth know all

about computers, but so little about the history of their country’21 .

14 Australians Civics Expert Group 1994. (cited in Anna Clark, 2008) 15 Taylor 2001. (cited in Anna Clark, 2008) 16 MCEETYA 2006. (cited in Anna Clark, 2008) 17 Howard 2006. (cited in Anna Clark, 2008) 18 Osborne 2003. (cited in Anna Clark, 2008) 19 Sears and Hyslop-Margison 2007. (cited in Anna Clark, 2008) 20 Wineburg 2001. (cited in Anna Clark, 2008) 21 Cited in Granatstein 1998.


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Such surveys are indeed troubling reminders of young people’s lack of historical engagement.

Students’ apparent refusal to connect with their nation’s history may hamper their connection with

the nation itself.

However, unlike Ethiopia, these countries conducted aggressive research over the issue and they

took immediate resolutions; for instance the Australian leader express his commitment in his

speech as follow.

“Only a ‘root and branch renewal’ of Australian history teaching could foster a lasting

attachment to the nation’s past”.22

In Ethiopia, the problem increases relentlessly, nonetheless, Historians and Researchers didn’t turn

their face in this regard and the government too. The researcher believe that this chronic problem

should knock the door of every Ethiopian in general and historian and researchers in particular.

Therefore, these factors inspire the researcher to conduct this mini-study.

1.3. Objectives of the Study

To this end, the Main objectives of this study is identifying factors that affects teaching of

History in general and indigenous History23 in particular in Ethiopian High schools.

Specific Objectives

Identify more critical challenges of teaching history in Ethiopian High Schools

Appraises the reasons why pupil become disinterested in History

Assess the interests of teachers and pupils on indigenous history

1.4. Research Questions

What challenges are more reflected in teaching history in Ethiopian Secondary Schools?

Why pupils become disinterested in history?

What is the perception of secondary school teachers and students of the study area in

indigenous History?

22 Anna Clark, 2008 23 In this study Indigenous History refers to Ethiopian History.


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1.5. Delimitation and Limitation of the Study

Even though the problems lie in all academic institutions of Ethiopia, this research has been

delimited to Secondary Schools (grade 9 and 10) students of the two selected secondary schools

of Jigjiga Town i.e Sheik Abdu Salam and Jigjiga Secondary Schools. However, more data have

been collected from 10 history teachers who teach in other secondary schools of Somali Region.

For this study, Secondary schools were selected for many reasons. First of all, the researcher

believes that high schools are the base which feed university or other tertiary education. For

another reason, in Secondary Schools (grade 9 and 10), all students have opportunity to learn

history. Additionally, invaluable data were also collected from Jigjiga University students and

Instructors.

This research has also the following limitations. The sample is very limited which may not

representative enough and the research methodology has been relied merely on qualitative method

which by itself may not make the research full. Since history is sensitive, some respondents were

not volunteer to give appropriate information and others have also tried to politicize the case.

Nevertheless, an adequate care has been taken to keep the authenticity and quality of this paper by

scarifying whatever financial, time and energy it required.

2. Research Methodology

The descriptive research design within the qualitative domains is employed for this particular

study. To achieve the objectives of this study effectively, qualitative strategy is adopted as the

most suitable approach for descriptive study. Qualitative method will produce description of

situation, events, people and system of interaction24 .

The primary data has been collected through different instruments such as questionnaires,

interviews, non-participant observations as well as participant observation, and focus group

discussions (FGD). The interviews were semi-structured and open, which allowed the teachers and

students to quite freely explain their experiences from, and ideas of, history teaching and learning

respectively. The researcher has also used secondary data. The researcher has collected secondary

24 Casly & Kumar, 1988


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data from various documents and archival materials such as books, researches, proclamations,

regulations, journals, magazines, articles, proceedings, oral traditions and etc.

Since qualitative research aims to investigate the issue in depth, a purposive sampling methods

was employed to draw the representative samples. The samples were selected based on their

experience, exposure, role, and influence on history discipline at Secondary Schools. Due to the

very nature of qualitative research, the exact number of samples was not decided rather the data

collection had been continued until the point of theoretical saturation reached. In such manner 25

teachers (20 Historians and the rest 5 from various discipline) two school directors and about 50

students were interviewed as key informants and participated as discussants in this study.

Moreover, informal discussions and interviews have been also conducted with students and

teachers of Jigjiga University.

The collected data were classified and summarized in the subsequent topics and discussed through

qualitative descriptions.

3. Overview of the Research Findings

As it has been mentioned in the methodology section, the data of this study was gathered from

both secondary (documentary analyses) and primary sources via questionnaires, interviews and

FGD. The data collected from these sources have been grouped and summarized in the subsequent

topics and discussed through qualitative descriptions. Hence, the major challenges have been

identified and discussed as follow. Of them, the first two factors are the particular barriers of

teaching Ethiopian History in Ethiopian Academic institutions. Whereas the rest factors are

barriers of history teaching in Ethiopian academic institutions in overall.

1. Absences of Historical Consciousness

2. The Emergence of Civic and Ethical Education

3. Poor Job Opportunities for History Graduates

4. The Government Policy

5. The Nature of History Textbook

6. Low English Language Proficiency


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3.1. Absences of Historical Consciousness

The notion of historical consciousness involves the complex, constantly changing correlation

between interpretation of the past deeds, perception of the present reality and future expectations25.

3.1.1. One-sided version of the past

While both teachers and students overwhelmingly acknowledge the importance of learning about

history in general and their national history in particular in school, many of them criticize the

subject for being boring and subjective to a certain group.

When Aisha, a grade 9 student at Sheik Abduselam secondary school, was asked whether she

enjoyed learning about Ethiopian history or not, for example, her dissatisfaction was clear: ‘Maybe

very few topics, but not about the biography of the northern priest kings and the solomonic dynasty

legends’, she said with exaggerated emphasis.

For Jemal, a grade 10 student at Jigjiga secondary School, learning about Ethiopian History was

just as tiresome. For one thing, he has a doubt how much Ethiopian History narrates the reality of

our past, for another thing, he believed that the content is one-sided version of the past that is all

about the Ethiopian Orthodox Church and the Northerners26. It’s not that it’s ‘boring,’ said her

classmate Abdifetah27, ‘but I think it didn’t incorporate the History of other Ethiopians: where is

the history of Ethiopian Somali people? Are we not Ethiopian? Who wrote about our heroes? Both

students said that ‘we and most of our classmate have no interest to learn Ethiopian history because

our history has been omitted and nothing would be said about our history in the history period’.

They said ‘We Think, Ethiopian history is fabricated simply to narrate the glory of the priest kings

and legends without reliable historical evidences’.

A history teacher named Fosi from Sheik Abduselam Secondary School claimed the one-sided

nature of Ethiopian History as follow.

I prefer to teach world and African History topics to Ethiopian history. Because, I

am very discomfort while I was/am teaching Ethiopian history for the reason that

Ethiopia History is all about the biography of kings and royal families, it is all about

25Anna Clark (2008), Luisa Black (2001) 26 In this study the northern refers to the Tigre and Amhara People 27 His ethnicity is Somali


8

Gondar and Axum, it is all about the Solomonic dynasty myth but nothing is written

about Ethiopian Somali and very few and biased history has been written about the

Oromo people. Some of the history about Oromo are insulting…while the Muslims

were considered as aliens and their achievements and roles remain buried. For

instance Ahmed Ibn Ibrahim Algazi who ruled Ethiopia for more than a decade

(1529-1942) was not recognized as Ethiopian legitimate King for the mere reason

that he was out of the Solomonic line and he was seen as foreigner. Generally, I

feel ashamed while I teach Ethiopian history for Ethiopian Somali students since I

couldn’t find a paragraph about their history.

The responses of other eight teacher interviewees also almost similar with teacher Fosi. In addition

to the response the interviewees, the conclusion of the FGD of the teachers also confirm the above

argument.

From this, it possible to concluded that both teachers and pupils have no trust on Ethiopian history.

Most of the respondents and interviewees claimed that the Ethiopian History is purposefully

produced to narrate the biography of the past dictator emperors and their royal families.

3.1.2. Who did what to whom?

History depends on the viewpoint of those writing it28. One teacher key informant from Jigjiga

secondary School also pointed out his disagreement on Ethiopian History.

I think, intentionally or unintentionally, the historian who wrote Ethiopian history

are not far from biased. I can mention tangible example that reveal this fact. The

expansion initiated from the south and Eastern Ethiopia was considered as invasion

and the expansionists as alien invaders. For instance until recent time, the Oromo

population expansion of the 16th century was considered as the Oromo migration

and in the same century the war of Ahmed Ibn Ibrahim Algazi with Libne Dingle

(1529-1540s) was considered as ‘ the invasion of Ahmed Gragn’ but it was a civil

war. Despite Ahmed ruled Ethiopia for about a decade and half, he was denied as

the legitimate Ethiopian king for the merely reason that he was not from the line of

Solomonic dynasty; not only this, historians didn’t dare to call him with his normal

name rather they call him as Ahmed ‘Gragn’an insulting name used by his rivals.

What the hilarious thing is that, still this visible fault is not yet corrected. So, how

historical consensus can be achieved in Ethiopia? One as invaders! Others

Expansionists! Who is Ethiopian?

28 Elizabeth A. Cole and Judy Barsalou 2006. The Challenges of Teaching History in Societies Emerging from

Violent Conflict


9

Still other elder who have been with Fosi stated his opinion as follow:

Let me give you another logic: still recent time the Ethiopian history has been

written by chroniclers and clergies. It is inevitable that they should be in favor of

their boss! Moreover, their reports would be also made public after it has been

weighed and edited by the king or by his close and loyal man; after all chroniclers

and clergies were loyal for the king and royal families: he said ‘Who did what to

whom’?! 29

It is obvious that the deed of the Chroniclers and Clergies were used as the main sources

for the writers of Ethiopian history. So, it is logical to say that only the success of the

emperors recorded as Ethiopian history.

Both students and Teachers interviewees’ analyzes reveals that the textbook authors have had

problems to adapt their writings to society’s multi-cultural development as well as to the

intercultural ambitions in the policy documents. The textbooks are still largely mono-cultural and

leave a limited space for non-orthodox religions and for the former disadvantageous groups like

the Ethiopian Somali.

A key problem for historians is achieving agreement on national histories. Since National History

touches the lives of every citizens either positively or negatively, most people are very sensitive

on national history and historical consensus is very challenging task. Historical consensus must be

reached to ensure approval and adoption of history textbooks that break with old myths glorifying

one group and demonizing others30.

History education should avoid marginalizing and demonizing particular groups rather History

education should have two aims: to support democracy and mutual respect for the “other” and to

include the histories of the formerly marginalized. 31.

To confirm the validity of the information retrieved manly from the interviewees of similar ethnic

background, and to get deep reliable information a deep interview and discussion has been also

made from students and teachers who came from other region mainly from Amhara and Tigray

29 This data was gathered from one elder aged about 85 year and he conceal his name and identity for the sake of his

security. 30 Elizabeth A. Cole and Judy Barsalou, 2006. 31 Ibid


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the so called Habeshi32. However, these interviewee didn’t volunteer to reveal their name and their

identity too.

Teacher A from Jigjiga Secondary School stated as follow

I don’t think that Ethiopian History is neither myth nor exaggerated, but it is about

the deed of our ancestors. The deed of our forefather might be bad or good.

Historians chronicled both events. I think both are important for us, we can learn

from the mistakes of our ancestors and we might appreciate and keep up their

achievements. We shouldn’t complain or accuse each other with the deed of our

ancestors. This generation is not responsible for that mistakes. Though there are

some topics to be reconsider, still I have a good curiosity to Ethiopian History.

Teacher B. From Jigjiga High School claimed that

I confirm that there might be some visible mistakes and definitely the history of a

certain groups are missed others are dominated in our textbook. But, I don’t think

it was done deliberately; it might be due to the fact that no deep historical researches

had been done in some area. Moreover, some attempts have been also made to

incorporate the history of the former marginalized peoples irrespective of their

religion and race. For me, racism and narrow-mindedness that developed in recent

years among both teachers and students have been the main challenges of teaching

Ethiopian History in our school. For instance some students and even staffs insult

and belittle us and they considered learning and teaching Ethiopian history as a

taboo and treason against their society.

From the above argument one can concluded that the extent of disagreement on Ethiopian history

vary among different ethnic backgrounds and religion followers: Relatively, Oromo and Somali

have more complain than Amhara and Tigre and Muslims have more condemnation against the

Ethiopian history than Christians.

Indeed, if it is not well managed, history education might become a cause for ethnic, religious, and

cultural conflicts. It is inevitable that after the dictatorship regime ends, educational systems,

which generally are very slow to change, often reflect or preserve the memory of older unjust

systems. It might let the pupil to memorize humiliation of their ancestor by other groups and in

turn this inspired them for revenge and finally they develop prejudges on their national history.33

In societies who have been ruled by dictators during their recent past, questions of how to deal

with the past and ensuring of historical consensus are acute, especially when the past involves

32 The Somalis called Non Somali Habeshi 33 Elizabeth A. Cole and Judy Barsalou 2006, Luisa Black, 2011.


11

memories of victimization, death, and destruction with which a high percentage of the population

is affected.34 Hence, according to almost all of key informants and other written sources, there is

no historical consciousness on Ethiopian History and this become the prominent challenge to teach

Ethiopian history in High schools.

More than 80 per cent of the interviewees complained that the restrictedness of the contents of

Ethiopian History (mainly Christians and Northern centered) let students of the study area to

depreciate the history of their country.

3.1.3. Why a greater emphasis on War History?

Another point of divergence is that to what extent Ethiopian history deals peace and coexistence.

The paradox is that today approximately 70 per cent of history textbooks contents are related to

wars, conquests and other destructive events.35 History education can reflect and reinforce social

divisions or aim at social cohesion, it can show models of good and responsible citizenship,

promoting positive values and respect for otherness, it depend on how human being apply it.

Modern States have an obligation not to discriminate against ethnic, linguistic, religious and other

minorities, but to integrate them actively into society.36 Curricula should give fair representation

of Nation Nationalities and domestic minorities, as well as of the neighboring nations and

countries.

A key informants of this study also expressed that Ethiopian history gave a due attention on war

and conflicts. Mr. Hussein, a history teacher at Jigjiga Secondary school claimed that most topics

of Ethiopian history deal about wars and the domination of a certain ethnic groups. Peace and

coexistence have been given marginal position.

The language used in curricula and textbooks should be free of terms and definitions that could

provoke hatred and create images of enemies, in particular when speaking about different Ethnic

groups of a nation.37 However, Mr. Bzuayehu expressed that ‘there are also some taboo words

34 Ibid, Laila Nielsen 2013. History Teaching and Identity in the Swedish Multicultural Society, Luisa Black, 2011. 35 Ibid 36 Luisa Black, 2011. 37 Ibid


12

which have been used by the former dictators to belittle and undermine a certain ethnic groups

which still used to denote these people”.

Generally, Historical consciousness can achieved through incorporating of the history of the past

marginalized and outcaste people’s history using a lot of inputs from a lot of sources. In history

lessons there is an opportunity to organize the different information, process it (using critical

thinking skills) in a systematic way, allowing students to understand and differentiate what are

facts and opinions and detect propaganda. This is the contribution of history education to

democratic citizenship.38

3.2. The Emergence of Civic and Ethical Education

Until recent time Civic Education was parts and parcels of history discipline. For instance when I

(researcher) was in grade eight civics was given under history subject as sub topic. In some

countries like Australia civic is the part of history yet.39

Moreover, until the recent time Ethiopian history was offered as a common course for both science

and social sciences freshmen students. Currently, not alone as a common course it is closer even

to cease as department. Whereas, Civic and Ethical education become one of the booming

discipline from elementary to university education and it is faultily believed that it play the role of

Ethiopian history.40

Hussein, History teacher at Jigjiga Secondary School pointed out that

After the coming of Civics and Ethical education, the attention for Ethiopian history

become chilled. Because for one thing, Historian divert their teaching position from

history to civic and students too. For another reason the former has more backing from

the government than the latter. Gradually, Civics replaced the role of History.

A student named Mohammed pointed out that ‘we have learned about our country via civic

education so why we learn Ethiopian history. For me to know about one’s nation Civic is more

appropriate than history. For one thing civic is free from biased, for another thing, it is more

contemporary with many job opportunities’.

38 Elizabeth A. Cole and Judy Barsalou 2006, Luisa Black, 2011. 39 Luisa Black, 2011. 40 Key informants: Jigjiga University senior lecturers


13

FGD has been also held at Jigjiga Secondary school. The conclusion of the discussion shows that

after the emergence of Civic education, the role of Ethiopian history faded. Scholars from history

also diverted to Civic Education.

3.3. Poor Job opportunities for History Graduates

In the developing country like Ethiopia students attained their education to be employed in

governmental and non-governmental organizations. Only few attend education for the sake of

knowledge alone. Of my respondents, 80% have confirmed the above fact. But unfortunately,

among others, history graduates have been suffering from lack of job opportunities. Let me give

you one tangible example I personally encountered in this regard. One student has been graduates

from Jigjiga university in History major and Civic minor with CGPA of above 3.00 in 2001 EC.

But he couldn’t found job till 2005 E.C. He come Jigjiga University in 2005 EC.to request

recommendation letter that indicate civic is his minor. We gave him this recommendation and he

got job within a month.

This implies even though the job can be performed by history graduates and history graduates are

competent too, stakeholders (employers) whether GO or NGO or other private sectors are not

interested to employ historian

Students and Teachers of the study area were also requested about the challenges of teaching

history?

Mr. Mahmud, History Teacher in Jigjiga High School explained that

I think, we history teachers ourselves let students to dislike history discipline.

Because there is no job opportunity for history graduates. Not alone new graduates,

we the seniors having more than 10 year work experience couldn’t get job in history

except the teaching position. He add that I have been always checking job vacancies

but I have never seen job vacancies which invite historians except for teaching

position. I think, both the private and governmental employers have a negative

connotation for history. So, we history teachers advise our students not to pursue

their further education in the field of history by giving ourselves as an example of

the victims.

The question also asked to one student at Shiek Abduselam Secondary School

He said that ‘my elder brother has got his first degree in history in 2004 but he

couldn’t got job thus far and he always advise me to hatred history discipline even


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to miss history classes. Due to this fact, I dislike history subject and I also miss a

lot of history periods.

Student named Mustefa grade 10 students at Jigjiga secondary school also said that

I had had a great interest and curiosity to study history; but I have seen while

history graduates suffering with lack of jobs so that now I totally ignore history

discipline and I rarely attended history class and I never read history textbooks.

All most all of my interviewees agreed that, now a day, there is no job opportunities for historians.

This in return let students to ignored history discipline.

Generally, all stakeholders either GO or NGO, do not invite historian for their job vacancies even

the job can be done by the historians. Because the stakeholder and the Society at large develop

prejudice not alone to the discipline but also on professionals of it.

3.4. The Government policy

Another challenge is the decreasing priority given to the teaching of history by the federal

government for the sake of preparing the students to compete in the national and global

marketplace. In much of Africa and in post–Shining Path Peru, for example, history, social studies,

and the humanities are relatively low priorities in education, with more emphasis on subjects seen

to have practical value, such as foreign languages, math, science, technology, and vocational

training. Thus, the potential for schools to promote social reconstruction through history education

in post-dictator leaders has not been realized41.

The Ethiopian government has also adopted the 70 to 30 policy as far as higher education is

concerned. This refers to, of higher education students 70% should join in science and engineering

fields whereas only 30% should join to social sciences stream.42 To achieve this goal science

education has been aggressively promoting from elementary up to university level. Social

Sciences in generally and history in particular has been given no attention at all. For instance in

both Jigjiga and Sheik Abduselam secondary schools, there are many clubs to promote sciences

and math education but not for Social sciences. Due to this fact the number of students who desire

to study social sciences become very low even below the expectation43. Of other discipline history

41 Elizabeth A. Cole and Judy Barsalou 2006;The Challenges of Teaching History in Societies Emerging from

Violent Conflict 42 Federal Democratic Republic of Ethiopia, Ministry education, Ethiopia 43 This information was obtained from an Interview with Vice director of Jigjiga Secondary School


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was the first subject threatened by this policy. Even, of social sciences, history is given no any

place by the government and other stake holders. In 2010 the Federal democratic Republic of

Ethiopia, Ministry of Education has prepared a new standard student textbook for all subjects

except history. This is a typical example of how much the government itself has developed

negative attitude for history discipline and no room has been given for this subject by the ministry

of education.

3.5. The Nature of History textbooks

The contents, size, typestyle’s and all over design of student textbook has a great impact on the

child psychology to like or hatred a certain discipline44

Initially, the teachers were asked to give some general suggestion regarding the history textbook.

A teacher from Jijiga secondary school named Hussein pointed out that ‘history text book of both

grade nine and ten are very boring. They are very dense with serious of texts, lacking graphs and

maps which is not advisable for children of grade nine and ten. Moreover, these books are very

old style and did not included recent historical events. Unlike other discipline no modification has

been made for history text book.

A teacher named Fosi from Sheik Abduselam Secondary school stated that not alone for children,

history textbook of both grade nine and ten are very tedious and tiresome even for the teachers.

They are not attractive to read, they contains serious of paragraphs without any gap and map, chart,

brainstorming questions, exercise and other activities.

A Student named Ibsa from Sheik Abduselam Secondary school pointed out that of other textbook

‘history text book is very boring and not attractive for reading. They used very long and complex

sentence; some time I miss the concept after I read up to half the sentence. The fonts are very dense

and have no spacing. Maps and charts are rarely found’.

A student name Hibo from Jigjiga Secondary school stated ‘I used to read history. But the history

textbooks are very boring and tiresome and are not attractive so gradually I hate it. I don’t want to

44Laila Nielsen2013, History teaching and identity in the swedish multicultural society


16

study history even in the future, because history text books are very bulky, dense-text with lack of

maps and charts’.

Generally, the response of the interviewees’ reveal that history textbooks of both grade nine and

ten are boring and tiresome: they are bulky, their text are so condensed and suffer with lack of

maps, charts and other graphic or pictorial alignments. This have obviously has a negative impact

in history teaching.

3.6. Low English Language Proficiency

In Ethiopia English language is as medium of instruction for secondary school for all subjects.

Therefore, English a language is key to learn all discipline. Of other subject, history education

required good English language proficiency. This is why English language has been giving as

minor for historians in many universities. Historian required to have English language skills45.

The interviewee of this study also expressed that low English language skill is another obstacle

that affect history teaching in secondary schools. A teacher named Bzuayehu expressed that

‘history demand good language skill than other subjects. Other subject may use symbol, Graphs

and Charts which might not needed deep language skills. But when we come to history, one must

know the language. But, in our case, students are very poor in English. Some are not able to

introduce themselves not alone the subject matter. So, those who have such language problem have

no interest to attend history class.

Most of the student interviewees and discussants explain that they miss history class because they

didn’t understand what their teacher says due to language barriers.

45 Interviews made at Jigjiga University with English Department Staffs


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4. Conclusion and Recommendations

4.1. Conclusion

Today, in most part of the globe, students study history in order to learn about and understand the

world they live in and the forces, movements, and events that have shaped it. Students are not just

learning merely about the past, but also about the current and it is a key discipline to foresee the

future. The advantage of learning national history is threefold: it enable the pupil to compare the

past with the present; to foresee the future and to develop a sense of belongingness and confidence

in one’s country.

However, currently many countries face serious problem in teaching of their national history.

Ethiopia is one these nations to be mentioned at headlines. In recent years, both Secondary schools

and University students of Ethiopia become disinterested to learn History in general and Ethiopian

history in Particular. After considering as how much the case is serious, most country like

Australia, Canada, USA and etc. conduct intensive researches and took immediate solutions.

In Ethiopia it is clear that the problem is raising in exponential rate, but all stakeholders, either the

government or Scholars in the field kept silent. As far as my knowledge, no research has been done

to identify barriers of history teaching in Ethiopian secondary Schools. Therefore, it is assumed

that this mini-study would provide some clue about these challenges.

To conduct this study the researcher has deployed descriptive research design based qualitative

domain. The research has been conducted in the two secondary Schools of Jigjiga town. About 25

teachers (20 historians, 5 from various discipline) two school directors and 50 were involved in

this study. First, this research has been done at the beginning of 2005 EC. However, it has been

more consolidated and revised in 2006 E.C. from September to December, therefore, the period of

study has been extended 2005-2006 E.C.

The results of this study shows that lack of historical consciousness has been taking the lion's share

of the challenges followed by the emergence of new discipline of Civic and Ethical Education.

These are the two forefront factors which depress teaching of Ethiopian History in Ethiopian

Academic institutions. Many interviewees (both teachers and students) have a deep complain on

the content of Ethiopian history. Most of them claimed Ethiopian history as one side version of

the past and still reflect the last biased system: ‘it is the echo of the voices of priest kings’. The


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current Ethiopian history still glorify the history of orthodox Christian and the biography of

dictator emperors and their dynasty. While other peoples and Muslims considered as ‘People

without History.’ In addition to this, it gave a due emphasis for war history whereas peace and

coexistence have been giving no position.

If positively exploited, History education can reflect and reinforce social divisions or aim at social

cohesion, it can show models of good and responsible citizenship, promoting positive values and

respect for otherness, it depend on how human being apply it. Modern States have an obligation

not to discriminate against ethnic, linguistic, religious and other minorities, but to integrate them

actively into society. Curricula should give fair representation of Nation Nationalities and domestic

minorities, as well as of the neighboring nations and countries.

The Coming of Civic and Ethical Education become another cause for the decline of teaching

Ethiopian high schools. In most of academic institution civic Education wrongly substitute the role

of Ethiopian history. In reality, Civic by no means can replace national history. But the problem

comes from the two sides: Historian divert their profession from teaching history to civic

education. Some stakeholders including teachers and students believed that civics education can

replace Ethiopian history. They argued that both deals about one’s country.

Others like Poor Job opportunities for History Graduates, The Government policy, The Nature of

History textbooks which is bulky, serious of texts with few of graphs and Maps, the pupils English

language low proficiency are the major challenges of teaching history in Ethiopian academic

institutions.

4.2. Recommendations

To realize Historical consciousness in Ethiopia, Historians together with Ministry of Education

should reconsider the contents of Ethiopian History. Thereby the history of formerly

marginalized peoples should be incorporated and more attention should be given for the

societies instead of individuals’ biography of Emperors.

The Ethiopian History should give fair representation of Nation Nationalities and domestic

minorities; various scholar should also consider the content of the Ethiopian history from this

point of view.

There was also complain that the Ethiopian history has stressed on war history, therefore,

without deviating from the reality, the Ethiopian History education should reflect and reinforce


19

social divisions or aim at social cohesion, it should show models of good and responsible

citizenship, promoting positive values and respect for otherness, it should focus on how human

being apply it.

Words which inspired conflict among people or any taboo word in the community should be

also totally erased from Ethiopian history books in general and from students textbook in

particular.

History education should avoid marginalizing and demonizing particular groups. Learning

from the experience of post-Apartheid South Africa and other countries, history education

should have two aims: to support democracy and mutual respect for the “other” and to include

the histories of the formerly marginalized.

Generally, the contents of Ethiopian history should be carefully addressed.

Student textbook should be rewritten by considering the psychological and knowledge

preparation of the pupils. We have to include maps, diagrams, exercise, brainstorm question

and others in student textbook. Both the contents and the physical design of textbooks should

be attractive for pupils

Ministry of Education, historians and other concerned bodies should made an aggressive

promotion to build the images of history educations and practical measures should be also

taken

Ethiopian History Education Should be given as common course (compulsory course) for

college and university students

Stakeholders: Governments, NGOs, and other private organization should understand the

capacity of History Graduates and invite history graduates in their vacancies

Historians Professional association should be consolidated and discuss over their discipline (if

any) or formed (if not)

More deep and further research should be conducted on the Contents of Ethiopian History


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5. Bibliography

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African History: Some Historical Observations. Research Report No. 55 Scandinavian

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Elizabeth A. Cole and Judy Barsalou (2006). Unite or Divide? The Challenges of Teaching History

in Societies Emerging from Violent Conflict. www.usip.org. 1200 17th Street NW •

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Laila Nielsen (2013). History Teaching and Identity in the Swedish Multicultural Society.

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Office for Standards in Education, Children's Services and Skills (Ofsted) (2011). History for All:

History in English schools 2007/10. This publication is available at

www.ofsted.gov.uk/publications/090223

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The Challenge of Teaching Ethiopian Hstory in Ethiopian Highschools

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