Ethiopia/U.S. Curriculum Translation

*English instruction begins in 1st grade

**Should have had consistent schooling with minimal gaps in education

***Assuming English is at a Novice Mid to Novice High Level

Ethiopia Education System

School Year: September to July | Compulsory Education: 1st-8th | Graduation: 1st – 12th

Ethiopia/U.S. Grading Scale

Educational Facts

• Ethiopia’s adult literacy rate of 39 percent is still one of the lowest in the world and far below the Least Developed Countries (LDC) average of 77 percent.
• Amharic is Ethiopia’s official language alongside English, and it is the dominant language in major cities, government agencies, and the media.
• A reported 20 percent of children drop out as early as second grade, and only about 50 percent of pupils remain in school until eighth grade.

Ethiopia Transition Supports

Ethiopia Education (DRC) Practice:
Ethiopia has a long history of being plagued with educational barriers. These barriers have resulted in one of the highest illiteracy rates in the world. Although education is valued, there is little reinforcement and accountability. Compulsory education is mandated through primary grade levels, and secondary education continues through 11th grade. Most schools are designed based on a model that disproportionately favors middle-class families; therefore, poorer students often drop out of school. Cultural beliefs have also marginalized education for boys and girls. Generally, women are perceived to be less intelligent and incapable of learning to the level of men; therefore, they often drop out of school and find themselves in physically and mentally abusive situations. The school environment is not conducive to student-led opportunities, so opportunities to participate in group work or leadership may be critical to Ethiopian student success.

U.S. Educator Implications:
Assessment of literacy development will be critical to determine students’ academic abilities. Although access to education is free for primary school, lower and higher secondary education come at a cost. Access to financial means may limit a student’s ability to attend school; therefore, asking questions regarding a student’s educational history will be imperative to accurately assess any gaps in education. Girls may need additional social- emotional interventions to aid in their transition to U.S. schools.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• Transportation may be a challenge for families who have recently arrived to the United States. Providing multiple modes of communication will assist students and families as they continue to transition and work through their barriers.
• Generally, people greet each other with multiple kisses on both cheeks; therefore, it may be helpful to discuss the various ways individuals greet each other from around the world.
• Because of the difference in gender roles, adjustment to American culture is often difficult for Ethiopian immigrant families. Consider providing curriculum that promotes gender equality and non-traditional gender roles.
• During Christian fasting periods (varies by individual or church), no animal products can be eaten and no food or drink can be consumed from midnight until 3:00 p.m. Understanding when these fasts occur can assist with supporting students as they honor their religious practice (Marks 2020f).