Walking the Journey: Insights into the Sustainable Training & Education Programme’s Role in Transforming Ethiopia’s Higher Education
Dr. Margareth Gfrerer's eight-year journey with the Ethio-German Sustainable Training and Education Programme (STEP) is a remarkable feat worthy of celebration. Joining STEP in 2016 as a CIM-integrated expert, Dr. Margareth brought a wealth of academic and practical experience. With her extensive background as a professor, researcher, and project manager, she was well-equipped to contribute to a country eager to leapfrog into modern educational practices. A trailblazer in Ethiopia’s higher education sector, she has left an indelible mark through her expertise and dedication.
Her story is not only about her personal contributions but also about the collective achievements of STEP—a programme that has profoundly influenced education policy, fostered industry-academia linkages, and catalysed technological advancements in the Higher Education sector in Ethiopia. This interview delves into Dr. Margareth’s experiences, the key milestones achieved under her tenure, and the legacy that STEP leaves behind as it approaches the culmination of its third phase.
1. Dr. Margareth, could you walk us through your eight-year journey with STEP?
What first attracted you to the project, and how did your role evolve over the years?
Dr. Margareth:
When I joined STEP in 2016, I was seeking a role that would challenge me professionally and allow me to make a tangible impact. My previous assignment with DAAD at the State Islamic University Jakarta had been deeply rewarding, but I was drawn to Ethiopia for its rich culture, dynamic development context, and the opportunity to contribute to its growing higher education sector.
I began as an education scientist at the Higher Education Strategy Centre (HESC) in Addis Ababa. It was an exciting time to be in Ethiopia, as the country was undergoing significant reforms in education and economic policy. My early days were filled with learning—about the aspirations of Ethiopia’s education system, its pressing challenges, and the opportunities for meaningful intervention.
What set STEP apart, and what truly resonated with me, was its openness to innovative ideas. Under the leadership of Dr. Christiane Getgehns, (STEP I Programme Manager) STEP encouraged creative problem-solving and supported initiatives that pushed boundaries. One of my first transformative experiences was attending the Sci-GaIA conference in Dakar. This event introduced me to the concept of open repositories, which were beginning to gain traction in Europe. I immediately saw their potential for Ethiopia, where academic institutions were struggling with issues like plagiarism and limited access to scholarly resources.
The result of this inspiration was the creation of NADRE (National Academic Digital Repository of Ethiopia)—a project that became a cornerstone of my work with STEP. NADRE was not just about technology; it was a cultural shift toward openness, transparency, and academic integrity. Today, it is home to over 10,000 artefacts and serves as a model for other African countries.
Over the years, my role expanded to include a focus on coding and data science training, fostering industry-academia partnerships, and supporting Ethiopia’s emerging Universities of Applied Sciences (UASs). Each of these areas brought new challenges and opportunities, and each reinforced the transformative power of collaboration.
2. What are the key milestones and achievements that define your time with STEP?
Dr. Margareth:
Reflecting on the past eight years, several achievements stand out as defining moments of STEP’s impact:
The Launch of NADRE: Establishing Ethiopia’s first national academic digital repository was a landmark achievement. This initiative tackled critical challenges like plagiarism and the lack of accessible academic resources. NADRE grew to become a vital platform for open access, fostering a culture of transparency and knowledge-sharing within Ethiopian academia. Its success has inspired similar efforts across Africa, demonstrating the replicability of STEP’s approach.
Coding and Big Data Training: Recognising the growing importance of digital skills, STEP collaborated with global organisations like The Carpentries and R-Ladies Addis Ababa to train over 2,000 Ethiopian researchers and lecturers in foundational data science and coding skills. These efforts positioned Ethiopia as a global leader in coding communities, with its participants gaining recognition in 2018 and 2019.
The NASA Space Apps Challenge: STEP’s facilitation of Ethiopia’s entry into this prestigious global competition showcased the country’s talent and innovation on an international stage. Fully funded by STEP, this annual event has become a hallmark of Ethiopia’s growing capacity for technological advancement.
Leadership Development: Over 700 university leaders and managers participated in training programmes supported by STEP. These programmes strengthened governance and management capacities across Ethiopian higher education institutions, ensuring that systemic improvements would endure.
Universities of Applied Sciences (UASs): STEP played a critical role in developing Ethiopia’s UASs. Securing nearly €3 million in Erasmus+ funding for workforce development projects was also a big thing. These initiatives included automation education, gender empowerment in research, and enhancing industry-oriented curricula. By 2023, 12 of Ethiopia’s 15 UASs had established international partnerships, bridging the gap between academic training and labour market demands.
Industry-Academia Partnerships: Through targeted training programmes, such as cost-management workshops with the Ethiopian Engineering Group (EEG), STEP fostered meaningful collaboration between academia and industry. These efforts addressed workforce needs while building trust and shared goals between sectors.
3. How has STEP bridged the gap between education and the labour market?
Dr. Margareth:
STEP’s work in aligning education with labour market demands has been groundbreaking. The introduction of Universities of Applied Sciences was a game-changer, as these institutions were specifically designed to provide practical, workforce-oriented education. STEP’s initiatives supported these universities in creating curricula that responded directly to industry needs, ensuring graduates were well-prepared for employment.
Collaboration with industry was central to this approach. For instance, the cost-management training with EEG introduced participants to tools like GnuCash, which are critical for effective financial planning. This training was not just about skills transfer—it was about building relationships between academia and industry, paving the way for internships, externships, and other collaborative opportunities.
4. What policy-level changes did STEP contribute to during your time?
Dr. Margareth:
STEP had a profound impact on education policy, particularly through its support for differentiating Ethiopia’s higher education system. The establishment of UASs represented a paradigm shift, moving away from a one-size-fits-all model to one that emphasises practical, market-driven education.
In addition to supporting the UAS framework, STEP promoted evidence-based teaching and learning practices, ensuring that policy decisions were grounded in data and research. These undoubted will contribution in creating a more responsive and dynamic higher education system, capable of meeting Ethiopia’s evolving needs.
5. What challenges did you face, and how did STEP overcome them?
Dr. Margareth:
Introducing new concepts and technologies in an unchartered context was a significant challenge. Ethiopia’s education sector, while full of potential, faced structural and resource-related constraints. However, STEP’s collaborative and adaptive approach turned these challenges into opportunities for innovation.
Funding was another hurdle. While STEP provided initial support, securing additional resources through Erasmus+ projects allowed us to sustain and scale key initiatives. This multi-pronged approach to funding ensured that programmes like NADRE and the UAS initiatives could achieve their full potential.
6. How can Ethiopian UASs sustain and grow international partnerships?
Dr. Margareth:
Sustainability requires both strategic vision and practical mechanisms. Ethiopian UASs must actively seek mutually beneficial collaborations, identifying areas where their strengths align with the interests of international partners. They should focus on joint research, exchange programmes, and collaborative teaching to build long-term relationships.
At the policy level, the Ministry of Education can support these efforts by providing dedicated resources for international engagement, such as travel funds and networking opportunities. Establishing platforms for dialogue and cooperation will also be key to maintaining and expanding these partnerships.
7. What personal moments encapsulate STEP’s impact for you?
Dr. Margareth:
The first NASA Space Apps Challenge in Ethiopia was a deeply moving experience. Seeing the enthusiasm of students, lecturers, and government officials come together for a shared goal was extraordinary. It was a vivid reminder of the potential that exists within Ethiopia and the transformative role that STEP has played in unlocking it.
Prepared by: Eyosyas Woldekidan
Photos: GIZ/2024
Publishing date: 27 November 2024