The 70:30 Student Placement Ratio and Its Implication Towards Private Higher Education Institutions (PHEIs)

Abstract

the government. So those students who failed to score the minimum result in Ethiopian School Leaving Certificate Examination (ESLCE) had no chance to attend tertiary Education. With the adoption of a market-oriented economy policy, the EPRDF regime opened a space for the flourishing of Private Higher Education Institutes (PHEIs) in the country. This created opportunity for many citizens who failed to score the minimum entrance result in ESLCE to join higher education institutions. Even though the contributions of the PHEIs to the country as whole are significant, the change of policy for student placement (the so called 70:30 ratio) becomes an issue in recent years. In fact, the educational policy is the major factor that affects (positively or negatively, the strategic plan of the PHEIs. Therefore, it is essential for the policy makers to recognize what motivates and discourages the PHEIs in order to improve their quality, productivity and ensure their success. Thus, the following main questions were inquired to assess the answer and to recommend possible solution: Why there is the 70:30 placement? Which is the implication of the 70:30 placement policy for higher learning education, particularly for Private Higher Education Institutions? How would it be possible to implement the 70:30 placement policy by Private Higher Education Institutions? And how do the Private Higher Education Institutions evaluate the 70:30 placement policy? The general objective of this research is to analyze the main trends of educational policy of Ethiopia and its implications on Private Higher Education Institutions. The specific objectives of the research are: to analyze the Ethiopian Educational Policy documents and their implications on educational process, to analyze the 70:30 placement policy with respect to PHEIs, to check whether the implementation of the new placement policy is affordable or not in terms of investment cost, and to investigate whether the PHEIs can cope up with the in acting placement policy. This research used the quantitative research method and the collection of primary data was undertaken using sampling technique, through questionnaire filled in by a number of students, instructors, and higher education managers. The results of the research indicate that the new in acting 70:30 placement policy of the MoE doesn’t satisfy the interest of student, the implementation for PHEIs seems difficult and not affordable, while the contribution of the PHEIs to increase the qualified labor force is significant. Even though such macro policies need strong 164 research, it is possible to conclude that the implementation of the new policy bears many of its difficulty on PHEIs. Therefore, in my opinion the policy needs: Re-thinking, reconsideration, and participation of all stakeholders for its proper implementation.