Dr. Meskerme Lechisa revealed the information behind the visit to the monastery

Dr. Meskerme Lechisa revealed the information behind the visit to the monastery. Since its inception in the early 20th century, modern education in Ethiopia has been viewed as the major tool by which national integration could be achieved through economic development and structural modernization (Wagaw, 1979; Zewde, 2002). 

Various development models which call for different levels of social change have informed the educational philosophies/approaches of the imperial (1930-1974), the socialist (1974-1991), and the current democratic regime (1991 to present). 

What has always been very visible about all those educational approaches was their lack of harmony with the practical condition of the country and among each other (Adisu, 2005; Mennasemay, 2010; Milkias, 2006; MoE, 2002; Negash, 1996; Wagaw, 1979; UNCT, 2011). 

Consequently, like in several other developing countries, the quality and coverage of modern education in Ethiopia have not been able to produce a satisfactory mass of skilled workers with a well-anchored social outlook to be able to fully participate in the social, economic, and political life of the country. Not surprisingly, relevance and quality of education have been the most recurring theme in the critical assessment of all educational models implemented (UNCT1, 2011; UNESCO, 2011, p. 9).

Recent criticism about the relevance and quality of education in Ethiopia can be understood into two types. The first are those who focus on the pragmatic failures of the education system due to paradoxical, non-feasible, unrealistic, incompatible, and/or risky policies and reforms.