November 9, 2006

The role of AAU in Multicultural/Multinational Ethiopia

Statement by Bulcha Demeksa, MP and Chairman of OFDM at the AAU Strategic Planning Conference

Mr. Chairman,
Distinguished guests,
Ladies and gentlemen

Addis-Abeba University (AAU) is the descendant of University College of Addis-Abeba (UCAA) from where I had the privilege of graduating with a B.A. degree. It was only 51 years ago that only 350 students in Ethiopia were acquiring college education. There were only about six girls. In UCAA, there were very few students from Oromia, Gurage, Tigray and Eritrea. There was one from Ogaden and perhaps a couple from the rest of what we now call Southern Peoples’ Nations and Nationalities (SNNP).

I entered UCAA in 1955. Students had graduated before us with degrees and we were told that we were also degree candidates. In point of fact, therefore, there were only 350 college students in a nation of about 25 million people then. It would be stating the obvious to say that Ethiopia was an under-developed nation as indeed she still is today. Of course, during the Italian occupation, there was no public school system. At the same time, the British and the French had established public education systems in most of their colonies in Africa. I have been told that Nigeria, in the 40’s had about 10,000 university students studying abroad.

That is the past. What about today? Some 30,000 college students (which is the total number of university students in all Ethiopian universities today according to my information) out of a population of 75 million people is proportionally much better than 350 out of 25 million. That still puts us at the very bottom of even the list of least developed countries. Let us not, at this stage, get bogged down on the issue of whether or not higher education is distributed on the basis of equal opportunity for all.

Is now AAU embarking on a policy of offering educational opportunity equally to all Ethiopian applicants qualified to benefit from higher education? Is AAU now leading the national effort to prepare young people for university education? Does this effort aim at all relevant age groups regardless of their ethnic and national origins?

We have opened universities in Maqale, Awasa, Jimma, Arba-Minch, Gondar and Adama. Parenthetically, none has been opened between Bahar-Dar and Jimma - a vast semi-circle stretch which should not be neglected by the Federal Government. Similarly, Borana, Guji, Arsi and Bale have no institutions of higher learning. We hope that the proposed university at Mada Walabu in Bale will soon be a reality.

It is vitally important that all major zones are considered for opening institutions of higher learning. We can no more afford to neglect certain regions or communities when we plan to open universities. Development and eradication of poverty is everybody’s hope in our country. Education is the most effective weapon against poverty and underdevelopment. Education is also the liberator from domination. None of the peoples of Ethiopia should feel that they inferior to any other people. Above all, they must not be treated differently by the Government. If they are not, we may be creating a social imbalance which will create unacceptable economic and political strife. This may result in social convulsions, the kind that we have witnessed in some societies, including ours, except that in our case, the imbalance was so materially insignificant that lives were lost, but no economic redistribution took place.

Higher educational institutions in our country have produced many degree holders, but, in many cases, not well educated citizens. The average university graduate in our country is not as educated, as competent, as productive, as clever, as smart and as hard-working as young men and women in Europe, North America, Japan, Taiwan and now Malaysia and China. I mean no offense to anyone as I am one of them. We have not produced innovators, creators, inventors, great scientists and great literary men and women. I don’t mean that there are none: I am thinking of the average. Something is lacking.

During my early days in UNDP Headquarters, I worked mostly with people from North America, Europe, Canada and Japan. As a UNDP Resident Representative in several African countries, I also worked with many American, European and Canadian Junior Professional Officers (JPO’s). I was impressed by how willing they were to apply themselves. I observed that they took initiatives, always trying to do things differently, to do it better, in quality and quantity. These were not always technical things, but even those involved in the Social Sciences. They produced more reliable work. They put into their work more original thinking. They wanted to be proud of their output. They always wanted to excel. Here, in Ethiopia, I have not seen these impressive performances. In the 60’s, as a young civil servant, I joined the Ministry of Finance and worked there for 10 years. For the last three years of that period, I was Deputy-Minister of Finance. During those years, my perspective was different and I had no basis to compare the performance of our young graduates with those of other countries. Nevertheless, I do not remember outstanding performers during my years in the Ministry of Finance.

It seems that these weaknesses or poor performances by our young graduates are not always the fault of educational institutions. We know that they have their origin in lack of early childhood training. We also know that in our country, the society in general did not provide the right milieu for being inquisitive, for creativity and for using our minds and hands together. Children did not have role models even in the neighborhoods, let alone in the family. As children, we went to schools which provided a different setting from the home; and away from school, at home, students’ daily lives had very little to do with what they see and do at school. It is this type of youngsters that our universities admit and try to develop into “educated” men or women in 4-6 years. This indeed is a tall order.

It is possible to at least scratch the surface of this problem by trying to “educate” the families in rural areas, where most of the students come from, and where television hardly exists. Extension workers, Development Agents, teachers, health workers, police officers, etc. (not cadres) could be given special orientation so that they could help families in preparing their children for today’s school and university.

Let me now go on to an area which is not so placid. We all believe theoretically that AAU should promote the cultures and languages of all Ethiopian nations and nationalities. No nation or nationality should be alienated from AUU or any other Ethiopian higher learning institution. It is perilous to neglect those far removed from urban areas and move forward only with those born in wealth, who live a modern life and who are easy to educate. It is so easy to concentrate on those who have had good secondary education and are relatively sophisticated. How easy it is to neglect those who do not speak good Amharic and English and to forget those who come from rural areas and have heavy accents when they speak Amharic and/or English. It is typically these who graduate with low grade points average and end up with poor paying jobs. It is also these who remain at the lowest level of the educated class. They fell through the whole when they were at university, lacking attention and guidance. Often, it is not lack of IQ but lack of books, computers, and above all, the attention of the lecturer. It is most important that boys and girls from rural areas are given attention and consideration.

I suppose that there is no dispute about who owns AAU and other publicly-funded educational institutions in our country. The peoples of Ethiopia collectively own whatever is built and developed by the tax payers of Ethiopia. AAU belongs, therefore, to the various nations, nationalities and peoples of Ethiopia. Any Ethiopian citizen who visits the University and the Institute of Ethiopian Studies must find symbols of their past and contemporary life.

AAU and its predecessor, UCAA, have given a great deal of attention to the development and research of Church Art. This is as it should be, and we are supportive of it. But Church Art is not the only reflection of Ethiopia’s past. Ethiopia’s past includes the Art of all the Ethiopian peoples. For example, Oromo life and activity in the past are hardly covered by the Institute of Ethiopian Studies of AAU. Their implements, utensils, symbols of sadness and happiness, wedding articles and ceremonies, and Geda rituals, including its ceremonial robes, are not researched. Symbols of Oromo funeral customs and grave sites are not maintained in the Museum.

Our youth, regardless of their ethnic origin, must learn to value, appreciate and preserve their cultural, artistic, literary and traditional heritages. Only then, can they realize themselves and become wholesome, educated, dignified and spiritually enriched men and women. No man or woman who is ashamed of his/her culture can be a whole person. He/she cannot be a proud and confident citizen.

I once asked a Yared Music teacher whether or not they used Ethiopian music and musical instruments to instruct music students. He said that they did use Amharic music to teach music at Yared School. I have often listened to graduates of Yared School play Ethiopian music with Ethiopian instruments which is almost always Amharic music. I highly appreciate it. But, often I also ask them if anybody taught them Oromo music with Oromo instruments. The answer was “no”. Why not?

I think that it is vitally important that the music, languages and other cultural aspects of all peoples of Ethiopia must be taught in our centers of higher learning. Most of us appreciate Eskista and even try to dance it. But, we also like Oromo Regeda and like to see it taught and danced. I am sure that the peoples of Hamar, Shinasha, Anouak, Noueri, etc. also like to see their culture kept alive and developed.

Here, I am not talking about the commercialization of the various cultures of our peoples. This is done by the private sector and it is alright because we need tourism too. I am talking about their development and preservation. This can only be done by public institutions which are operated by tax payers’ money. There is no satisfactory answer to the question of why the peoples pay tax but get a fraction of the services that some others receive. This is a different subject and should be discussed at another time.

In the list of suggested subjects for speakers at this Conference, there is a hint that AUU should “ decouple” itself from its past heritage of involvement in “national and partisan politics of the time….”. It is not clear to me how the University was directly involved in national and partisan politics even in the past. The University, as an institution, and the student body are two separate entities. A university, whether public or private, should be a center of learning, research and development. It should be a center where politics and public policies are openly discussed and debated. The students, whether individually or as a student body, must not be prevented from getting involved in their national political life in terms of debating issues and participating in voting.

This, however, does not necessarily mean taking sides during electoral campaigns. It can mean that student governments in any university should, in any country, be able to support or oppose their government’s actions or inactions and policies on national and international matters. No government should assume that citizens, whether students or others, do not express their approval or disapproval of its actions or inactions. University students, perhaps the most informed segment of the society, cannot be expected to maintain silence on matters that concern their country. It is a shame that today students fear repercussions to openly debate politics on the various campuses. We must unceasingly struggle to achieve academic freedom. Without free exchange of ideas, a university becomes just a government department which is regulated by Civil Service rules and regulations.

Private higher education

The rapid expansion of higher education by the private sector might raise a concern on the part of public authorities, particularly regarding quality and fairness. In this regard, the market place might play a great role in eliminating those who will not meet the standard. As graduates of the various colleges and universities go out to hunt jobs, it will be clear as to which colleges and universities are imparting good technical and non-technical education. Some will develop reputation among private employers as good institutions, while others will be known as weak institutions. The most important question will be, therefore, whose graduates can find good jobs on a sustainable basis.

Supervision by a professional association or public authority is necessary because large amounts of financial resource are involved in private higher education. In the long run, some private higher institutions will continue to do exceptionally well and will be permanently established and become national institutions.

Brain drain

One of the most worrying issues for any African country (Ethiopia included) is the issue of brain drain. Lack of reliable statistics makes it difficult to intelligently discuss the issue. Citing anecdotal discussions is all that one can do today. Recently, a diplomat from a friendly country was making a speech at a gathering where he said that any straight “A” student could come to him and he would find him/her a scholarship in his country. This, in itself, is an encouraging possibility and many young men and women will strive hard to get a scholarship. However, the implication of that invitation is brain drain, because, the likelihood of a young person coming back from a developed country to his/her country to work is remote. Brain drain is taking place at all levels. Many teachers, physicians, lawyers, engineers, economists, etc. who go to Europe, America or Canada, do not come back to their country of origin. I often ask myself whether or not the motivation for not coming back is economic, social or political. Politics seems to be the predominant reason. I remember when I went to the United States in the late 50’s to pursue graduate studies, it did not even cross my mind to stay there. None of my many colleagues who went to the US at the same time, wanted to stay behind. We all wanted to come back, knowing that we could find jobs and that there was no political risk. We knew that the jobs waiting for us did not pay high salaries but we did not even worry about that (tef, shiro and meat were cheap). So, the brain drain of today may be caused mostly by non-economic factors. Every African country must do serious thinking about brain drain. Insofar as brain drain is caused by economic factors, we may need to do the cost benefit analysis of losing the cream of the cream of our human crop and then hiring non-nationals to replace them. We pay high salaries to foreign teachers, lecturers, pilots and so on. Maybe, we should pay high salaries to our own professionals. Whatever the consequences, it may be preferable to hiring expensive non-Ethiopians. Courage is required to try bold policy decisions.

It may also be feasible to demand from rich countries compensation for our professionals who are serving in their countries. I suppose it is not impossible to find out the number of Ethiopian professionals working in rich countries and what it cost us to educate them. It is conceivable that rich countries might find it fair to pay us compensation for training these professionals.

Regional public universities

AUU is ideally located to carry out extensive research on the development of federalism which is now the bedrock of our political system. While some people think that the present Federal structure has created some unduly big States (supposedly referring to Oromia), others say that the correct political course is federalism based on the natural and physical boundaries drawn between our various ethnic groups. Our main political entities already live within their own natural boundaries and our task is simply to promote federalism. Drawing new boundaries for the purpose of creating new smaller regional states may not be possible because people who have lived together for time immemorial may not wish to be separated just to remove the fears of some politicians.

Federalism serves both as the principle of self-determination and for ease of administering the country. Those who fear the disintegration of the country should remind themselves that, for example, Tigray was always called by that name and when some Tigrean leaders thought of cessation at various times, it was practically impossible. The country remained united, except for Eritrea. So, we have the Federal system which is acceptable to almost all the peoples of Ethiopia. The people who elected me and other members of our Party (OFDM) to Parliament, all believe in the kind of federalism that we have today. I do not know of any serious politician among Oromos who accepts the slicing of Oromia to satisfy those who are worried by the large size of Oromia.

I belong to a Party which wants to see a strong Oromo regional State capable of playing a strong political role in the Ethiopian polity. In every country we know, there are strong regional states, landers (in Germany) , or provinces. The most important issue for us Ethiopians, is to decide to live together as the peoples of one nation. AAU would do well to provide a forum for debating on how we can make federalism work in the best interests of our diverse peoples.

Universities in the various regions must specialize in the states in which they are. For example, Universities in Oromia must be the depositories of researched information on Oromia. Historians and anthropologists who want to study Oromo history, culture and language should go to the library of a university in Oromia. The Gada system, which has attracted the attention of many historians who heretofore had to roam the Oromia State, can now rely on Oromo regional higher learning institutions.

AAU and its setting

AAU, as the university closest to the seat of the Federal Government, should specialize in all matters relating to the Federal Government. Foreign policy research should naturally be located in AAU. For example, knowledge about the country’s monetary and fiscal policies must be the strongest in AAU. Banking and insurance courses can be given by any university, but public policies should be based on research done at AAU. Research on the relationship between the Federal Government and State Governments, should be within the special purview of AAU. The House of Federation should look to AAU for information and research results.

There must be a strong linkage between AAU and the private sector. The private sector is the practitioner, while AAU and other universities should be the research centers on various subjects. At the present time, the private sector is guided by its own common sense unable to find information anywhere. For example, everybody opens a clothing store, a big supermarket, etc., using common sense. Similarly, many high rise buildings are being built without knowing whether or not the market is saturated. Even banks open branches without an overall knowledge of whether or not there is over-banking in Finfinnee. AAU must be outstanding in researching and those subjects that concern the nation in general. For example, the state of the construction industry, currently and for some time to come, should be researched by AAU economists.

I sense that there is a tendency to sideline undergraduate programs and move on to research and graduate studies. I believe that in a country where there are too few universities, the oldest and most experienced university should not neglect undergraduate programs, given that the number of new intake is rapidly growing. The number of graduate students may not justify a heavy allocation of resources to graduate programs. A planned and prioritized shift to research and graduate programs is advisable, rather than a perceptible jump from the current normal emphasis on undergraduate activity. Even Ivy League universities in the United States give primary attention to the constantly growing number of undergraduate entrants. Their requirements for acceptance of undergraduate students, of course, continue to be rigorous. AAU must be watchful that its new intake should not be only from urban centers and must reach out to those students coming from rural areas. I purposely repeat myself as regards this subject because it implies important policy considerations.

AAU must continuously remember that it does not belong only to the wealthy and to the urbanite. AAU belongs to all the taxpayers of Ethiopia, most of whom live in rural areas. Their sons and daughters should find it natural to go to AAU and and find it a welcoming environment. AAU should not continue to be perceived as a center of the elite of Finfinnee both in terms of taking in undergraduate students and employment of teaching staff. Many students coming from rural areas complain that only students with expensive jeans and fashionable shoes are given attention and that those who come from rural areas with, for example, heavy Oromo accent, do not get the attention they need. Both in terms of equity and social harmony, all students of AAU should be treated with fairness and justice.

Let AAU be a center where everybody from all regions feel at home academically, socially and politically. Let’s do away with political discrimination, intimidation, spying on each other, and let’s promote freedom, democracy, equality and justice.

I thank you for your attention.