Ethiopia’s Ministry of Education (MoE) has signaled a possible transition period for new regulations affecting international schools, in what appears to be a move to ease growing tensions with the diplomatic and expatriate communities.
While the government maintains that integrating elements of the national curriculum into international schools is “non-negotiable,” officials indicated they may allow a gradual implementation period to reduce disruption for students, parents, and school operators.
The development follows a meeting held on Wednesday, March 4, 2026, between Education Minister Berhanu Nega, parents, and other stakeholders. The meeting was called after more than 20 international schools jointly raised concerns over the Ministry’s proposed reforms, including the “Curriculum Plus” roadmap and a requirement that at least 30% of students in international schools be foreign nationals.
According to participants, the Ministry is considering a transition period of two to three years, acknowledging the logistical and academic challenges of implementing the reforms within a single academic cycle.
As previously reported by Capital, the Ministry had initially planned to enforce the new rules beginning in September 2026. The directive also stated that schools must meet the 30% foreign student quota to retain their international status.
However, more than a dozen prominent institutions—including One Planet International School, British International School Addis Ababa, Canadian International School Addis Ababa, and Flipper International School—have rejected the proposal. School administrators described the quota as “unreasonable, unstudied, and lacking legal basis.”
Sources familiar with the March 4 discussions said Ministry officials acknowledged the operational and educational difficulties of an immediate curriculum overhaul. The proposed transition period is intended to prevent disruption for students already enrolled in international programs, particularly those approaching national or international examinations.
Prior to the meeting, a coalition of international schools submitted a five-page position paper outlining their objections. The document argued that the directive departs from international education standards and could undermine the legal framework under which the institutions were originally licensed.
The Ministry, however, insists reforms are necessary. According to its data, Ethiopian nationals account for between 90% and 99% of students enrolled in international schools across the country. Of the more than 21,000 students currently attending such institutions, only 16.7% are foreign nationals. The Ministry also notes that 95% of teachers and 97% of administrative staff are Ethiopian.
Officials argue that this demographic reality makes it essential for Ethiopian students to learn their country’s history, language, and civic values.
Under the “Curriculum Plus” framework, international schools would be required to primarily follow the Ethiopian national curriculum while supplementing it with international content where gaps exist.
“This will enable Ethiopian citizens to know their language, culture, and identity,” the Ministry said in a statement, adding that the reform aims to produce “ethical citizens who love their country and are internationally competitive.”
International schools strongly dispute the Ministry’s position. School administrators argue that the plan contradicts the legal definition of international schools under Ethiopia’s Education Proclamation. They say their licenses were granted specifically to deliver foreign curricula, and forcing them to adopt the national curriculum would fundamentally alter their mandate.
School representatives also claim the directive could infringe on parents’ rights to choose the type of education their children receive. They note that most international schools already teach Ethiopian history, language, and culture under earlier regulations, including Directive No. 992/2016.
Some institutions warn the reforms could trigger broader economic and social consequences. Administrators argue that abrupt changes may affect investors, disrupt students’ academic pathways, and weaken Addis Ababa’s attractiveness as a hub for diplomatic and international organizations.
As host city to major continental institutions including the African Union, United Nations Economic Commission for Africa, and numerous diplomatic missions, Addis Ababa relies heavily on international education services for expatriate communities.
During the meeting, Minister Berhanu addressed concerns that schools might challenge the directive through legal or international mechanisms. Participants said he emphasized the Ethiopian government’s authority to regulate the national education system and dismissed claims that the reforms violate constitutional or international protections.
“Implementation is inevitable—the question is not whether it will happen, but how it will happen,” one participant quoted the Minister as saying.
Parents attending the meeting said the proposed transition period would give schools time to adjust teaching materials, train teachers, and align their internal assessments with the Ministry’s requirements. It would also allow students currently in the system to complete their studies under existing curricula before the reforms fully take effect.
Concerns were also raised about language of instruction. Many international schools operate entirely in English, and stakeholders worried that shifting to instruction in Ethiopian languages could affect academic performance and international recognition of qualifications.
The Ministry clarified that while schools must align their content with the national curriculum, they will not be required to abandon English as a medium of instruction.
“Learning in a mother tongue is a right, not a mandatory obligation for these specifically identified institutions,” the Minister reportedly said, indicating that English instruction can continue provided subjects such as social studies, history, and geography reflect the Ethiopian curriculum.
Despite signs of flexibility on implementation timelines, uncertainty remains around the proposed 30% foreign student quota. Ministry officials hinted that enforcement of the requirement may be delayed, though no formal decision has yet been announced.
Attempts by Capital to obtain further clarification from the Ministry on the quota were unsuccessful.
