Faculty Authored Books and Book Contributions

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  Socio-economic and Educational Reforms in Ethiopia (1942-1974): Correspondence and Contradiction

  Asayehgn Desta

  Using the theory of correspondence and contradiction, the author analyzes the interaction between socioeconomic and educational changes in Ethiopia from 1942 to 1974. An introductory section sets forth the principles of correspondence and contradiction, which refer to how the means of economic production determine conditions in the noneconomic "superstructure" of society and how the superstructure in turn acts on the means of production, creating contradictions between the two. Section 2 traces Ethiopia's major socioeconomic changes from 1941 to 1974, including the incorporation of the economy into the world market economy, economic stagnation, the emergence of foreign-dominated commercial farms and industries, and the deterioration of rural and urban living standards. The corresponding educational changes from 1942 to 1974 are discussed in section 3, which describes the succession of British- and American-inspired educational reforms and the mounting problems of unequal participation in education, maldistribution of qualified teachers, low education budgets, high dropout and failure rates, high unemployment among school graduates, and student antigovernment militancy. The concluding section reviews the contradictions between the economic and educational systems that contributed to the 1974 overthrow if the government. It also points out potential future contradictions.

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  The role of women in Tanzania: their access to higher education and participation in the labour force

  Asayehgn Desta

  A self-administered questionnaire given to 526 postsecondary students and 424 employed university graduates provides data on the participation of Tanzanian women in higher education and in the work force. Research shows that Tanzanian women students are more likely than men to come from more developed regions, reside in urban areas, have relatively well-educated and highly paid parents in professional or administrative occupations, and be enrolled in courses that reflect stereotypical ideas of women's role. Though women initially earn as much as men, they wait longer for initial employment, and pay differentials between the sexes increase over time in favor of men. The study emphasizes the social liabilities of denying women access to higher education. Remedies include encouraging women from lower socioeconomic backgrounds and less developed regions to attend school; urging women to specialize in science and mathematics; changing hiring practices, salary structures, and promotion policies; and providing child care services. Tables provide data on student enrollment, regional origin, and socioeconomic characteristics of students, employment, occupations and earnings.