The historical exploration of curriculum implementation and challenges to teacher education development in Ethiopia

Abstract This paper seeks to examine and reflect the historical exploration of curriculum implementation and the challenges of teacher education development in Ethiopia, particularly focusing on elementary school teacher training. Unlike other areas of educational study, the history of teacher training curriculum and challenges to teacher education development in Ethiopia has not been studied in detail, and the evidence may be insufficient to form a clear picture when it is studied in Africa in general and Ethiopia in particular. For this study, the researchers’ used a descriptive design, it helps to describe and interpret the educational practices of the teacher training programme through the passage of time. This study was based on using primary data from letters, original research, archival documents, and educational bulletins were used. Whereas secondary sources (documents and research studies). The collected data was analysed using the document analysis technique. The findings revealed that the changes in teacher education in Ethiopia were implemented without a formal needs assessment based on societal needs or deep research findings. Furthermore, when the government formulates general education policies, they do not pay much attention to making the lower primary teacher education strong in terms of budget and fulfilling facilities. Therefore, the main implication of this research for individuals doing research is that in order to have good systems of teacher education, thinking and doing research related to teacher education helps to strengthen the teaching profession and teacher professionalism.


PUBLIC INTEREST STATEMENT
We are passionate about conducting this research entitled Teacher training curriculum and challenges to teacher education development, because, as lecturers, we are responsible for shaping, thinking, and conducting research in higher education.This research project examines the above topics through a historical study.We believe that teacher education plays a critical role in improving the quality of education and promoting academic achievement among students.Any academic who reads this article will gain basic knowledge about the research topic of the development of teacher education.In addition, we would like to invite subject teachers and professionals, particularly those with education backgrounds, as well as stakeholders with educational expert backgrounds, to read the entire research.

Background of the study
The history of teacher education in Ethiopia hasn't been well recorded by educationalists.A few studies that exist trace the beginning of formal teacher training programmes in Ethiopia, which have been recognised since the 1940s (Ananga & Tamanja, 2017;Ministry of Education and Fine Arts, 1956).The Imperial Government of Ethiopia desired to address the challenges facing the shortage of trained teachers by realizing it was mandatory to have Ethiopian teachers through recruiting and offering training.Consequently, the first and standard training institution called Teacher Training College (TTC) was opened in 1944 at the premises of Menelik II School of Addis Ababa in a single classroom for the duration of a 2-year course with the aim to prepare 32 elementary teachers.The focus of the TTC was Amharic, English, Educational Psychology, History of Education, Morals and Ethics, Arithmetic, Religious Education, and Educational Methods (Ministry of Education, 1975; G. W. Teshome, 1979;S. Teshome, 2005) During the inception of the teacher training program, the British Council provided the personnel curriculum, syllabus, and teaching materials.As early as 1948, the British Council withdrew from the project and was replaced by the Canadian government; as a result, a large supply of text books and Canadian Jesuit teachers arrived and began true subject content and professional teacher education in Ethiopia (Agedew & Yimtatu, 1982;Egne, 2014;G. W. Teshome, 1979).In May 1946, 2 years after opening, the teacher training school was transferred to its own campus in the Gulale area of Addis Ababa.However, the premises in Gulale provided very little space for expansion-made necessary by the ever increasing demand for Ethiopian teachers.Consequently, the Ministry of Education and Fine Arts decided to move the school to Harar in 1952.The school became The Harar Teacher Training School.In the early of 1949, the name TTC was changed to Teacher Training School (TTS) and students were admitted from grade eight for a further 4 years of education or admitted from grade nine for a further 3 years program to be primary teachers (Ministry of Education andFine Arts, 1956, 1964) Until 1955, Ethiopia had no established set of criteria for admitting and training prospective primary school teachers (The long term planning committee, 1954;Tilahun, 1990)).The proper Teacher Training Institutes (TTI) program was begun in 1964 and admitted students from grade 10 for further 2 years training (grade 10 + 2) (Agedew & Yimtatu, 1982;Ministry of Education and Fine Arts, 1956;G. W. Teshome, 1979).
For the provisions and preparation of teachers for elementary schools in Ethiopia, the Imperial Government was involved in the construction of five teacher training institutions.These were Addis Ababa TTI in 1951, The Harar Teacher Training School in 1952;Debre-Brehan TTI in 1963;Asmara TTI in 1964, Jimma TTI in 1968 and two more diploma-offering teacher colleges were launched as programs to train teachers for Junior Secondary Schools to teach grades 7-8, these were Kotebe College of Teachers Education (2010) in 1968 and Bahir Dar Academy of Pedagogy in 1972 (Agedew & Yimtatu, 1982;Kotebe College of Teachers Education, 2009;Lovegrove, 1972;Ministry of Education and Fine Arts, 1964;S. Tesfaye, 2014;G. W. Teshome, 1979).Despite the presence of historical sources on teacher training institutions, the TTI curriculum and the major challenges facing teacher education development in Ethiopia have not been well documented.Therefore, it is one of the main issues for historians to reconstruct and interpret the history of the preparation and practice of the curriculum at the aforementioned teacher training institutions in Ethiopia.
The two most important studies conducted by Lynch (1984:1-39) and Agedew and Yimtatu (1982) are discussed on the Derg government's efforts to build eight additional teacher training institutions in order to meet the country's ambitious needs for primary school teachers.Such as Hawassa TTI in 1976, Robe Teacher Training Institute (1980), Dessie TTI in 1980, Nekemte TTI in 1980, Gonder TTI in 1982, Nazret TTI in 1983, Arbaminch TTI in 1987, Gambella TTI in 1989.The researchers also show that the curriculum of primary schools' teachers shifted to socialist-oriented education.Despite the Derg government's best efforts to establish new teacher training institutions, most studies, however, found that the social status of teachers was decreasing, a period also noted in the shortage of in the availability of education materials, there was the engagement of untrained elementary teachers and budgeting inadequate financing by T.T.Is (Alemayehu & Laser, 2012;DeStefano & Wilder, 1992;Tekeste, 2006;S. Tesfaye, 2014).
Following the 1991 political reform, Ethiopian teacher education underwent significant reforms in some areas.Including the formulation of a new education and training policy in 1994, curriculum reforms, changes in the structure of the training program, and training of primary school teachers in the local language, the Federal government also launched a new program, for instance, between 1994 up to 2001, the federal government collaborated with the Agency for International Development (USAID) launched a new program called Basic Education System Overhaul (BESO), which aimed to improve the quality and equity of primary education in a broader sense (Tekeste, 1996) and (A.Mulugeta, 2011) also noted that, financed by the federal government, the World Bank, together with multi-donor partners, at the end of the 1990s, to translate the policy statement into action, launched the Education Sector Development Plan (ESDP), with the aim of to translate the broad policy objectives of the 1994 into concrete outputs and improve the quality of education.Workneh and Woldehanna (2013) and Getachew (2018) described in 2003 the government also initiated a program called the Teacher Education System Overhaul Program (TESO) with the goal of developing the objectives and strategies of teacher education.To sum up, based on a study report by Ananga and Tamanja (2017) and Ministry of Education (2013b) stated in 2002, as part of reform, the Federal government began the replacement of teacher training institutions with a college of teacher education.With this result, overstayed teachers' training institutions (TTIs) were upgraded to diploma-offering colleges, and Ethiopia now has 32 colleges of teacher education as well since 2004 until 2020, the teacher education system was changed from a 12 + 2 diploma program to 10 + 3 diploma program and 10 + 1 certificate program.
The majority of studies in teacher education programs focused on examining federal government policy and strategy implementation (Challa, 2020), current teacher education practices (Ananga & Tamanja, 2017) the effectiveness of practicum courses (M.Girma & Tulu, 2019;Mesfin, 2014)) and higher diploma program (Addis Tsegaye, 2008).However, historians did not properly address important things in the reconstruction of the historical exploration of curriculum implementation and challenges to teacher education development in Ethiopia.Equally important, ignoring the value of writing on the most important part of the teacher educational program for the contribution of developing manpower to social service from a national standpoint through change and continuity of training programs attracts the researcher's attention in the reconstruction of the above topic.In this work, the researchers address issues that have not been seen before by previous inquirers, focusing on exploring primary school teacher training, curriculum implementation, and the challenges faced when implementing teacher education development since the inception of the teacher education program in Ethiopia.To conclude, regarding the history of primary school teachers, training programs, curriculum implementation, and challenges of teacher education development in Ethiopia, there has been no historically conducted research in this sphere.Finally, we can say that this study is far from being completed by itself; rather, it may stimulate others who are interested in undertaking further research on the topic.

Statement of the problem
In recent years, there has been considerable study done around the theme of teacher Education development in Ethiopia.For example, studies by Ananga and Tamanja (2017) discussed current practices, prospects, and challenges in the recruitment, selection, and training of first-cycle primary school teachers' training policy in Ethiopia and suggested some policy recommendations.Mekonnen (2023) studied on Ethiopian Teacher Education Pedagogy.Shimeles Assefa etal (2021) examined the status of Teacher Education Programs in Ethiopia: Policy, curricula and resources.Another study by Getachew (2018) focuses on Practices and Challenges of Primary Teacher Education in Addis Ababa city Government particularly on Mathematics Education.Barns et al. (2018) focuses on improving teacher training in Ethiopia, shifting the content and approach of Preservice teacher education.
Previous studies mentioned above, although focused on teacher education practices in Ethiopia, did not correctly cover important things in primary teacher preparation, such as teacher training, curriculum implementation, and the major challenges of teacher education development in Ethiopia through a historical study.Consequently, this paper can contribute to ongoing debates on the research topic by gathering relevant historical sources and adding more material to the limited literature.Specifically, this research article seeks to answer the following primary research questions (1) How has the implementation of the primary teacher training curriculum in Ethiopia to ensure the effective preparation of teachers for the education system?
(2) What were or are the patterns observed in the challenges faced during the implementation of primary teacher education development programmes in Ethiopia?

Objectives of the study
After the problems are discussed and conceptualized, the researchers are well convinced to enter into the study; the next conventional step is setting the objective and getting into operation.Thus, the research has both general and specific objectives which are stated as here under.

General objective
The overall objective of this study is to explore the historical exploration of curriculum implementation and challenges to teacher education development in Ethiopia.

Specific objectives
Specifically, the study had the following objectives.
(1) To make an in-depth investigation into the development and implementation of the primary teacher training curriculum in Ethiopia (2) To describe the major challenges that affect the implementation of the primary teachers education development in Ethiopia.

Relevance of the study
Since the researchers focus on exploring the historical exploration of curriculum implementation and challenges to teacher education development in Ethiopia, the outcomes of the study have the following significance: First, the study would improve the value of research output, particularly on subjects that have not been researched, documented, and discussed in the past in published or unpublished historical works.Second, the study will create insight for those who are interested in conducting research from a national level or institutional point of view.Regardless of this, it serves as a supporting document for academics, researchers, teachers, and others who would conduct further studies in the same research fields.Third, policymakers or curriculum designers for the primary teacher education program can gain relevant information for formulating objectives by understanding previous evidence done by the respective Ethiopian governments on primary teacher education reform.In parallel with this, the findings of the study of the history of primary school teacher education programs will help college teachers' education administrators, teacher educators, and education bureau officers improve the implementation of teacher education policies and may use the result of the study to strive for the trainee's satisfaction in their training program.To sum up this short study, it provides a clue to the implications of teacher training for quality teacher education by showing the historical process of teacher training that the country has gone through and by drawing out the strong points.It also Pinpoint the major challenges that affect the teacher education program and this may help the government or stake holders of the program to take timely measures to improve the quality training program.The overall contribution by researchers studying the effectiveness of teacher education programmes in Ethiopia helps to improve advocates for educational policies and reforms that prioritise teacher professionalism.By being knowledgeable about the implementation of curricula and the challenges faced in teacher education programmes, they can actively engage in discussions, contribute to policy development, and promote positive changes in the field of teacher education.

Research design and approach
This study used a descriptive research design because the purpose of the study was to explore and describe the curriculum implementation and challenges of teacher education in Ethiopia.
A descriptive design was assisted the researchers in gathering detailed descriptions of information by helping to describe and interpret the educational practices of the teacher training program through the passage of time.Furthermore, descriptive research design focuses on providing an indepth and precise description of the data collected, which can help explore patterns and make sure the outcomes are accurate and consistent (McCombes, 2022).In addition to this, the researchers were employing a qualitative approach because it provides to the researchers with pertinent answers to the research questions and helps him address the research objectives.It also encourages researchers to collect data in face-to-face situations by interacting with a selected person in their setting.It is clearly known that "Qualitative research begins with assumptions and the use of interpretive/theoretical frameworks that inform the study of research problems addressing the meaning individuals or groups ascribe to a social or human problem" (Creswell, 2013, p.44).

Sources of data
This study was based on data gathered from different sources, both primary and secondary.The primary data comprised from letters, archives and original research were used to substantiate the study.The secondary sources extracted from books, articles, magazines, periodicals, brochures, proceedings, and journals were gathered from libraries, the Internet, the Archives center from National Archive and Library Agency (NALA), Institute of Ethiopian Studies (IES) and Ministry of Education (MoE).However, the most important historical primary sources the researchers used for this study were documents from the Ministry of Education, educational bulletins, and original research organized by teacher training institutions, archival documents, and old educational documents prepared for college teacher's education, etc. were thoroughly assessed for the study of the preparation and practices of the curriculum from the teacher training program's point of view.

Method of data analysis
For this research, the obtained data was analysed using the document analysis technique because the documents tell of setting, organization (teacher training institutes), time, and lives.Additionally, the documents provide a mechanism and vehicle for understanding and making sense of social and organizational practices (Flick et al., 2014).The validated source of the study was maintained through the triangulation technique among the data collection strategies.The data collected through in-depth interviews was analyzed with the support of the data collected from the observation to find regularity in the data.Triangulation technique is a qualitative crossvalidation that assesses the sufficiency of data according to the convergence of multiple data collection procedures (Ruckdesche, n.d.)Or researchers can cross-check primary and secondary sources through the means of checking one document against another and checking the reliability of authentic data or carefully read and examine the sources before writing.The selection of vital documents was based on their relevance to the research topic.Source of data identified by systematic literature review from the internet by selecting articles published in peer-reviewed, reputable journals and books by using key terms like teacher education in Ethiopia and policies of teacher training.Additionally, original research from the College of Teacher Education and sources from libraries were selectively reviewed to inform the study.The authors exclude studies published in languages other than English and Amharic, like French and Italian, because they demand highly scientific translation.A total of 65 publications and documents were accessed.The selection of documents was based on the relevant area of the topic.Generally, the researchers used criteria for the inclusion of primary sources should be relevant to the research question being investigated, and for the exclusion of primary sources, criteria like incomplete or inaccurate information, study criteria for exclusion of secondary sources written by an author who lacks authority or expertise in the subject matter, it may not be a reliable source for research, and the criteria for inclusion of secondary sources are that they should be written by a reputable and knowledgeable author or organisation.Whereas the inclusion and exclusion criteria for secondary source researchers depend on the specific topic being addressed, two inclusion criteria were used: the first was relevance; the source should directly address or provide information related to the research question or topic.The second was publication type, depending on the requirements: academic papers, peer-reviewed journals, conference proceedings, and books were included.Exclusion criteria such as irrelevance, sources that do not directly address or provide information related to the research topic, and uncertain publication types like predatory journals were excluded.

Conceptual framework
In this research, to describe the Historical Exploration of Curriculum Implementation and challenges to Teacher Education Development in Ethiopia, the researchers carefully selected the common elements that share each teacher training institution by referring to the 1994 Education and Training Policy and adapting the main teacher education structure of Ethiopia, including teacher education policy, teacher education programs(pre-service and in service), teacher education objectives, teacher education curriculum (academic, teaching practices and professional courses) and teacher education candidate selection and recruitment process (Ministry of Education, 1994) (See Figure 1).

Teacher education in international context
It was believed that the idea of modern teacher education began in Germany and France as early as the seventeenth century, whose influence eventually spread and affected the patterns of teacher training in other countries (Abrahm, 1986:3;Klecka et al., 2009:5).Various historical trends influenced changes in teacher training in Europe in the seventeenth century.The Protestant Reformation was the primary factor, as it brought popular education back into the spotlight.The education of young people became a contentious political issue because the core of Protestantism was everyone's ability to read and study the Bible for themselves.The second reason was the age of enlightenment that came after, when Rousseau's Emile once more shifted the emphasis back to teaching and a focus on the kids.Here may be seen the origins of the study of child growth and development as important for teachers (Manning, 2015) The history of teacher education indicates that with the secularisation of schools in Germany, work in teacher education was said to have been greatly extended through the influence of Wilhelm von Humboldt, who was named Minister of Education in 1809.Wilhelm helped to establish a planned educational programme, set up regular standards and examinations for teachers, and encouraged the development of pedagogical seminars.Continuing this effort of developing procedures for teacher education, in 1926, the year of trial teaching was established as a requirement for all candidates for teaching positions.In 1931, examinations in pedagogy as well as in the main subject of higher school courses were designed as requirements for secondary school teachers.This movement and concern for teacher education spread to other countries (Abrahm, 1986:3).
The main driving force behind the contemporary teacher education environment is the need to focus on preparing student teachers to become effective teachers.When we look at global trends, there are many reasons that necessitate good-quality teachers in the twenty-first century, because (a) the 21st century has seen rapid increases in knowledge, political influence, and cultural diversity; it has also seen improvements in information technology system (Hoban, 2005).(b) The majority of nations with a strong professional ideal for teaching purposefully honour teachers and see it as a crucial, knowledge-based profession that must be mastered if students are to have equitable learning chances (Darling-Hammond, 2017:292).Adding to this education has increasingly become important to the success of both individuals and nations.Growing evidence demonstrates that, among all educational resources, teachers' abilities are especially critical contributors to student' learning and, consequently, the success of one nation to move forward in its economic, social, and political spheres.All those demands on teachers are increasing from time to time (Darling-Hammond, 2006:1).
Over the years, different perspectives on teacher education have emerged, ranging from subject matter approaches, craft apprenticeship models, and strong knowledge-based models.Subject matter knowledge is widely acknowledged as a central component of what teachers need to know (Ball & Williamson McDiarmid, 1990).The traditional craft apprenticeship model, which exposes student teachers to the practice of teaching through observation of experienced teachers at work, learning teaching skills, and curriculum understanding, and others argue that a strong knowledgebased foundation for professional learning is needed for beginning teachers to aid them in responding to the increasingly complex and challenging work of teaching.They support the Education Studies courses aimed to prepare teachers for the twenty-first century who are knowledgeable, skilled, flexible, and compassionate members of the teaching profession.These courses include Educational Psychology, Teaching and Managing Learners, ICT for Meaningful Learning, The Social Context of Teaching and Learning (SC), Character and Citizenship Education, and Assessment.Those courses endeavour to prepare teachers of the twenty-first century who are knowledgeable, skilled, flexible, and compassionate members of the teaching profession (Lim et al., 2017:77-92).In recent years, there has been a growing interest in the use of technology in teacher education.The use of technology in teaching requires the integration of knowledge between technology, pedagogy, and subject content, and this blended knowledge is developed through teacher education programmes (Kasemsap et al., 2017:116).
There are three major components, essential elements of teacher education that impart skills and knowledge to teachers.
(a) Teaching skills, this includes training and practising with various techniques, skills, approaches, opportunities, and strategies that will assist the teachers in organising and delivering their lessons in the classroom while providing the necessary reinforcement and allowing for an efficient evaluation.It entails communication skills, preparedness for and use of lessons, and efficient classroom management.(b) Pedagogical theory, this comprises knowledge bases including philosophical, sociological, and psychological topics that will provide students with the fundamentals to practice their teaching techniques in an artificial classroom.(c) Professional skills, it will assist the teacher in advancing in this business after effectively mastering the fundamentals of the skills, techniques, and tactics.As a result, their professional growth will also increase.The soft skills that teachers will learn and comprehend in this field will include counselling, interpersonal communication, computer interface, management skills, and lifelong learning skills.All of these will assist the student teachers in changing their own knowledge, attitudes, behaviour, personality, and other aspects of themselves (Agarwal & Naaz, 2020:45)

Curriculum reforms in Ethiopia
Curriculum is one of the ingredients of teacher education.Different experts define the curriculum in different ways.For instance, UNESCO defining curriculum as "the curriculum is a way of organizing and sequencing learning experiences with the aim of achieving specified learning outcomes".It directs what will be learned, and why and how this learning is facilitated (UNESCO, 2013).Teacher education curriculum implementation in Ethiopia began in 1944 with the help of the British Council.Since the beginning of formal teaching in 1944-1965, during this period, teacher training followed no regular pattern, and no designs were the main features of the teacher training programme.Students were admitted at various levels and for various periods.Schemes such as grade 6 + 2, 7 + 2, 8 + 1, 8 + 2, 8 + 3, 8 + 4, 9 + 1, 9 + 2, 9 + 3 and 10 + 1 were frequently operated at the same time and in some instances.However, uniform curriculum preparation and practice for all teacher training institutions was began in 1965 (Ministry of Education and Fine Arts, 1964) .
How teacher education reforms were introduced in Ethiopia during the three political systems of the Imperial Government of Ethiopia, the Derg, and the EPRDF regimes is well studied by (S.Tesfaye, 2014).Provides useful insights into teacher educational reform programs.Through a historical analysis of the above three successive political systems, the researcher substantiated a discussion section with globally contextual theories and argued that the teacher educational reform is primarily caused by political causes and that international players, particularly external actors, have played a significant role in the change of educational reform in Ethiopia.Equally important, systematic literature reviews, such as those conducted by Animaw et al. (2002), have revealed that in Ethiopia's educational reform; power-coercive tactics were extensively employed by three successive political regimes.Furthering the involvement of the same global actors through donor agencies might also be another cause for educational reform in Ethiopia.
In Ethiopia context, the two well-known teacher education programs include pre-service and inservice programs.One of the fundamental differences between pre-service and in-service teacher education is that, until 1974, the former was recognized as primary schools needed teachers who had reached reasonably high standards of education (equivalent to grade 12) in addition to professional training and maturity (Ministry of Education and Fine Arts, 1964).During the Derg regime, prospective teachers with the requisite knowledge and competence in subject matter areas as well as pedagogy at the required level of minimum formal qualification (equivalent to grade 12 plus 1 year of teaching profession).In-service teacher education is aimed at qualified as well as unqualified teachers (Tilahun, 1990).During in-service training, the courses may take the following form: First, refresher courses are typically brief in order to orient teachers to new curriculum techniques, teaching approaches, or situations.They may take the form of seminars or workshops, or demonstrations, or field work.Second, up-grading courses are usually of both an academic and professional nature to provide opportunities for teachers to improve their academic qualifications and their teaching ability (Ministry of Education and Fine Arts, 1964).

Discussion of finding and its results
Teacher education development in Ethiopia encompasses various aspects and components, including teacher education policy, pre-service and in-service teacher training, teacher education candidate selection and admission, and curriculum and instructional material development.In considering teacher education in Ethiopia, it is necessary to first discuss curriculum development and then the challenges to teacher education development in Ethiopia along three successive political regimes.

Historical explorations of elementary school teacher curriculum implementation in Ethiopia
Under this heading, the researchers wish to address two critical questions from the past.First, what were student teachers understanding knowledge from the learning curriculum?Second, the researchers want to show curriculum practice and preparation.Ethiopia 1944Ethiopia -1974 From existing records of original sources from 1944-1974, we saw worthy innovations introduced in the curriculum implementation by British Council and Canadian Jesuit teachers.The curriculum implementation further pressed student teachers' expressed dissatisfaction with professional bias and, as well, brought about reform of the primary school teacher curriculum implementation in the training institution.Since then, the teacher training program has tried to introduce for prospective teachers to have bi-product of knowledge and skill areas in academic courses and add professional methods to various program structures.In Ethiopia, a uniform and well-standardized teacher training program was started in 1965.To begin the historical exploration of primary school teacher curriculum implementation analysis, let's show the roots of the inception of teacher education development in Ethiopia.

The imperial government of
In the provision and preparation of teachers for elementary schools in Ethiopia, the pioneer who helped this historical matter was the British Council.The British Council began work in Ethiopia in 1942, at the invitation of His Imperial Majesty Haile Selassie I, with the primary goals of running institutes for the teaching of English primarily to adults, providing a library of English books and periodicals, and procuring English textbooks for schools (Ministry of Education and Fine Arts, 1964).This cooperation that grew between the British and Ethiopian governments gradually shifted toward helping the teacher training program, especially the first initiative, which came directly from the Ethiopian government.The first batch of prospective primary teachers who entered in 1944 were reported to have remained faithfully at the teacher training college through many hardships and disappointments to complete their course in July 1945.There were many staff changes during the first year but instruction went on steadily in Amharic, Religion, English, Arithmetic, History and Geography, Morals, Educational Methods and Educational Psychology were also taught.For brief period Art lessons were given in flower and figure drawing.Later Hygiene and wood work were added to the curriculum (Agedew & Yimtatu, 1982).In 1946, there came a change in the Ministry policy.The College, instead of training students in 2-year courses, was asked to undertake a series of 3-month refresher courses for the existing teachers in the province.It was necessary for the expatriate staff to give their lessons through interpreters.The curriculum included secondary subjects, school management and general psychological principles of teaching.The in-service program continued for three terms with a total of 83 teachers attending.Most of the afternoons were spent at neighboring schools in supervised teaching practice, careful written reports were made daily on the students teaching and these reports were forwarded to the Director-General of the Ministry twice each term (Lovegrove, 1972; Ministry of Education and Fine Arts, 1964; G. W. Teshome, 1979).
Yet student teachers unfortunately persisted with dissatisfaction in the implementation of curriculum.With continued student disappointment, the Ministry of Education and Fine Arts decided to appoint a Canadian citizen called Mr. Steinmann as both Director of the Teacher training College which found at Gulele in May 1946 and later he became as teacher training adviser to the Ministry.Being a teacher trainer, he was a very strong advocate of the professional emphasis in teacher training.One of his first tasks, therefore in 1949 was to draw up a curriculum along the following lines.
(1) Advanced English After the complete draft, Mr. Steinmann submitted the report to the ministry, he stated that its substance was in accordance with the recognized teacher training practice in modern countries, and he deplored the fact that a few students were spoiling the purpose of the teacher training institution and by their behavior hindering its progress.He recommended that the students be directed to accept the professional curriculum or leave the college.Otherwise, he said the college should be closed and turned in to another secondary school.However, Ministry accepted the curriculum and approved it.So the college remained a vocational and professional institution (Lovegrove, 1972;Ministry of Education and Fine Arts, 1964).To mention some of the innovations during the early period after the coming of the Canadian Jesuit teachers, they exerted an effect on the student teachers understanding of knowledge by consisting of academic courses and professional methods, and the content was to be based on the ministry curriculum.On the other hand, elementary teacher curriculum implementation in Ethiopia since the inception of the training program has not been accompanied by consistency research findings and has been implemented without conducting gathering relevant information on needs assessment.
Along with the testing of different teacher training programs such as 6 + 2, 7 + 2, 8 + 1, 8 + 4, etc.When the Ministry of Education and Fine Arts tried to establish professional teacher education in 1964, the teaching requirement was raised to a 10 + 2 program, and the first uniform pre-service teacher education curriculum was introduced to all teacher training institutions in Ethiopia (Tilahun, 1990).In 1965, the Ministry of Education and Fine Arts appointed a curriculum committee to draft the program of teacher training institutes.The curriculum is the result of group work and effort that has been done with consultation at all levels.The appointed members were selected from the Teacher Training Curriculum Committee of Ministry of Education and Fine Arts, Directors and Staff of TTI, UNESCO, USAID, and the Faculty of Education at Haile Selassie University.The 2-year teacher training program has been prepared in accordance with the ministry policy statement on TTI for the 10 + 2 program.This committee achieved one of its purposes in that it compiled an official national curriculum (Ministry of Education and Fine Arts, 1962).
After finishing the draft, the Director General for Secondary Education wrote a letter to the Ministry of State for Education requesting final approval of teacher training institutes.The curriculum stated that the 2-year curriculum program will serve as a useful instrument in making it possible for the Ministry to secure competent and qualified teachers as envisioned in the policy formulated in June 1964.On the other hand, the letter also stated the new curriculum, particularly the poor facilities of teacher training institutes.By giving details, it was a futile attempt to say that without adequate facilities, teacher training institutes would produce the desired student teachers.Some are fortunate in that they are fully equipped.Some are not that fortunate (Ministry of Education and Fine Arts, 1962).
The basic course for the 2-year elementary teacher training program will devote at least half of the total time to academic subject matter at the past tenth grade level, and the remaining time to a practical professional approach to teaching in the elementary schools of Ethiopia.Course organizations were academic including Amharic, English, Mathematics, Science, Geography and History.Professionals comprise the introduction education, introductory psychology, education, history of education, educational psychology and principles of education.Other courses include moral education, music, art, crafts, home economics, agriculture, handwriting, library science, physical education, health and hygiene visual aids workshops.The academic aspect should tend to be emphasized during the first year and that professional aspect be emphasized during the second year, thus resulting in a balance between the two over the 2 year period.There will be from seven to eight periods day-Monday through Friday.Each period will be 45 minutes in length.There will be five minutes between classes in order that the changing of classes will not be at the expense of class time.After the last period there will be an additional hour for extra curricula activity, library and other special activities.English was the language of instruction in all courses except Amharic.On the other hand efforts were made to provide excellent teaching of the Amharic language.More over the teaching practice was conducted almost completely in Amharic.
Teacher education programs should not remain static and lag behind realistic expectations.It is for these reasons that measures have been taken from time to time in Ethiopia to initiate studies that will help bring about genuine and appropriate changes and improvements in teacher education.In connection with this, the Imperial Government began to reform the 1964 teacher education curriculum.Due to the dissatisfaction with the education system in the early 1970s, the Imperial Government of Ethiopia began the study known as Education Sector Review (ESR) with financial assistance from the World Bank.(Shimeles Assefa etal, 2021).The new teacher's curriculum was different from the previous curriculum is that the education provided by all teacher training institutes tends toward professional education that will help the candidate teachers in their future work as newly placed teachers.As much as possible, the instructional language of teacher training institutes should be Amharic.The curriculum that was planned to be given was divided into four main levels and included them.
Generally, the Imperial Government of Ethiopia was heavily devoted to the establishment of teacher training institutions and focusing on the introduction of centralized curricula along with the testing of different schemes in the teacher training program.

Derg regime 1974-1991
During the period 1974-1991, it witnessed the implementation of a centralized and uniform curriculum along with a grade 12 plus 1-year teacher training program.The implementation of the teacher training curriculum was pressed by the political orientation of Marxist-Leninist assumptions.To begin the background analysis, let me introduce the origin of curriculum implementation, after the political reforms carried out in Ethiopia since 1974, the general direction of restructuring the education system included designing a new curriculum, replacing existing books with new ones, expanding the distribution of education, and especially giving priority to the areas that were deprived of educational opportunities, thus training and deploying teachers in large numbers, developing the participation of people who were thirsty for education, operating schools in large numbers, and producing and distributing educational tools in large numbers.It also included an effort to establish a suitable structure for the leadership and management of education (Bilillgn, 1987).
Following this, the Ministry of Education in 1975 formed a group committee to study the teacher's curriculum from teacher training institutions, from the Department of Teacher Education (i.e., the Ministry of Education); from planning and home economics departments, from the National University, from the Teachers Association; the Ministry of Agriculture, the Ministry of Health, and private educational schools.In order to design the teachers' curriculum, the committee traced the ideology of the state, based on the national education aims, the primary and secondary educational directions, at the end, the committee prepared the new curriculum direction for primary teachers.One of the grand aims of the new curriculum was that the primary task of the teachers should be to emphasize that the struggle of class, production, and research were the sources of knowledge by providing primary education supported by the motto work for knowledge and knowledge for work.Based on this new thinking, it needs to be reflected in the primary teacher training program.The student teachers who are preparing to become teachers will not only store some ideas that they obtain from books in the minds of the children, but they also need to direct their thinking while giving an in-depth education by looking at the focus of work and education (Ministry of Education, 1975).
Curriculum development as a continuous process has been realized in our educational practices at all grade levels and in various training institutions.Teachers who did not have any professional training were forced into hiring as Ye Degoma Memhran (untrained teachers) in 1974, when teacher training was stopped due to the campaign development through cooperation.This procedure continued until 1978, causing management problems in the teaching profession's quality; in 1979, it was the first of the steps taken to strengthen and begin one semester of teacher training.The program was conducted in four teacher training centers, namely, Debre Brehan, Hawassa, Bahir Dar, and Jimma.However, the educational strength of the graduates is insufficient, so the government has implemented a uniform 1-year curriculum program in all teacher training institutions since 1980.During this training period, professional education was given to student teachers who had completed the 12th grade instead of academic education.In connection with this, at the beginning of 1979, teachers from each of the teacher training institutions and curriculum professionals prepared a curriculum and teaching materials for the training program.After the texts and curriculum had been in use for a year, based on field experience and suggestions, the curriculum and teaching texts were improved and redesigned again during the 20 days of the curriculum workshop organized by the Ministry of Education held in 1980 (Ministry of Education, 1975).
The workshop also decided that the pedagogic course has to be one of the disciplines of the Teacher Training Institute curriculum and be given in the formal training program in all teacher training institutions.Furthermore, the workshop can also decide on curriculum training, offering 60% of the courses to be methodology and 40% courses to be an academic subject (Jimma Teacher Training Institute, 1988).
However, substantial and critical curriculum work is not done in evaluating the effectiveness of the teaching materials, there is not being a body or department which exclusively assigned to be responsible for such tasks.To this effect, "Teacher Training Institutes Curriculum Panel" under the curriculum department was established in the middle of 1982 and has been exclusively assigned the responsibility of evaluating the effectiveness of T.T.I. curriculum and teaching materials.Besides this, the above department has responsibility for the preparation and revision of the TTI syllabus (M.Tesfaye, 1975).
Since 1975, various professional development seminars and workshops have also been held.Based on this, ideological and vocational education was given for regular teachers, and it also included short training courses for pre-service teachers from the mid of 1976-1978(Ministry of Education, 1975).
Since the summer of 1980, uniform teaching material has been prepared for the Teachers Training Institute that combines the teaching of academic subjects with the teaching of methodology.Content of the training course is structured in such a way that emphasis is put on the professional subjects (pedagogical and psychology) supplemented by academic subjects in order to compensate for the low background of the educational profile of the grade 12 leavers, and methods of teaching the primary school subjects (M.Tesfaye, 1975).The revised curriculum in 1980 was based on the dissemination of Marxism-Leninism, so the education was not only about academic courses, but also comprised theory and practice.In order to achieve the goals of education designed by the concept of Marxism-Leninism, it is necessary to integrate the training of student teachers within the purpose of socialist ideas.Consequently, some of the contents and objectives of the education were made to lean towards socialist education (Robe Teacher Training Institute, 1980).
Generally, based on the central curriculum of 1980, a 1-year primary teacher training program offers a total of 17 courses, and student teachers could receive 12 subjects in each semester.In two semesters, the prospective teachers take a total of 70 credits and complete the year's training program including academic courses of, pedagogical and vocational education, which covers the study of Amharic, English, Mathematics, Biology, Chemistry, Geography, History, Agriculture, Handcraft, Home economics, Music, Art, Physical Education, Pedagogy, Psychology, Marxism-Leninism and Physics.Seventeen subjects taught in teacher training institutes together with the number of periods to be covered.Student teachers learn 35 periods per week, each period will be 45 minutes in length.To conclude, the implementation of the curriculum since the inception of teacher education in Ethiopia from 1944-1991 was aimed at producing self-contained primary school teachers (that is, generalist teachers who, after graduating from teacher training institutes, can teach 1-6 grade levels).

Ethiopian people's revolutionary democratic front led government since 1991
Following the political reform of 1991, the transitional government prepared a draft of the guidelines to go on to specify the exact nature of general educational policy as country level.The Council of Representatives has issued policy guidelines in order to facilitate the use of nationality language as a medium of instruction regarding to primary education (a), continue the use of Amharic as a medium of instruction in areas where the mother tongue is Amharic (b) in accordance with the recommendation of the Ministry of Education use of Oromigna, Tigrigna, Welaitigna and Sidamigna as medium of instruction for grades 1-6 starting the 1991/92 academic year and provide lessons for each languages (Transtional Government of Ethiopia Ministry of Education, 1991).
Under the section entitled of Training of Primary School Teachers, the council of representatives formulated the educational policy as follows.During the time pedagogy and psychology are given in English in the teacher training Institutes while other subjects were offered in Amharic.In light of the use of nationality languages as medium of instruction in primary schools.(a) For the 1991 academic year the training program was proceeded in the previous manner.However, orientation on methods of teaching in different nationality languages should be given to teachers (b) since the 1992/1993 academic year training of primary school teachers has been as needed and given in different nationality languages (c) additional teacher training institutes should be established in different nationality regions (Ministry of Education,1991).
Following this, in 1994, Government formulated the Education Policy of Ethiopia.It was part of the general changes in political, economic, and social order in Ethiopia (Challa, 2020).In due course, the new educational policy emphasized decentralization in educational administration and allowed for the nine administrative regions to choose their own national language.Regarding teacher education, the policy has directly explained that "the language of teacher training for kindergarten and primary education will be the nationality language used in the area" (Ministry of Education, 1994).
Until ratification of the new educational training policy, in the early 1990s, Ethiopian primary school teachers' courses of study excluded political education such as Marxism while adding new subjects such as Orominya.
A task force comprised of representatives from the Ethiopian Teachers' Association, the Oromia Regional Educational Bureau, the Addis Ababa City Administration Education Bureau, and the Ministry of Education was formed in 2002 to conduct the study effectiveness and quality of teacher preparation in Ethiopia bearing the title "The Quality and Effectiveness of the Teacher Education System in Ethiopia" (Ministry of Education, 2002).The research found that the outdated teacher training system was trapped by a number of problems, Ministry of Education (2003).In order to address the issues highlighted in Ethiopian teacher education, a new program known as Teacher Education Systems Overhaul (TESO) was launched in November 2003 (Ananga & Tamanja, 2017).As a result, a pre-service subcommittee assigned by the Ministry of Education prepared national guidelines for pre-service teacher education programmes and these guidelines were accepted by the national consultative conference held in February 2003.Among the reforms introduced to the primary pre-service teacher education program in Ethiopia was revised (3 years diploma program by 32, colleges of teacher education) curriculum frame work.The new preservice program prepares teachers for primary teaching in two programs (i) Lower Primary level, cluster level (10 + 1):-Prepares teachers in a composite of three subject areas, plus common professional & practicum courses, for teaching in lower primary grades 1-4.

Challenges of teacher education development in Ethiopia
Under this heading, the researchers want to show the main challenges to the teacher education development of Ethiopia since the introduction of professional teacher education.It aimed, by examining certain past original documents on the challenges of teacher education development, to provide an historical context for some of the persistent challenges, such as the program structure that did not have a well organized policy for the training of an elementary teachers until 1964, this in turn results in the structure of curriculum mismatch, in-service teacher education did not well plan, program faces shortage of finance, faces a high attrition rate of student teachers, and the presence of poor facilities were much exhibited in this study..2.1. Period I (1944.2.1. Period I ( -1974) ) In examining the development of teacher education in Ethiopia, it can be confirmed from historical documents that the program has gone through various challenges since the beginning of teacher training.Where do these challenges come from?A major problem developed in 1948 and occurred again 1949.Both were related to the content of the college curriculum as it concerned the proportion of time to be spent in academic education and in professional studies.This problem occurs again and again and is due to the misunderstanding of the true function of the teacher training college, be it for the training of either primary or secondary teachers.Its true function is simple.It is to educate and train teachers to teach.A teacher training school institute or college therefore, a vocational institution when the British council sponsored the first Teacher Training College in 1944 it aimed to assist the Ministry to train teachers for the elementary schools and consequently emphasized methods of teaching, educational Psychology, drill, hygiene and all those other subjects that would help a teacher in his work.But small group of students in 1948 wanted otherwise.They wanted more academic content and greater emphasis on the secondary school syllabus.The persistent and unreasonable dissatisfaction of this group of students was one reason for the withdrawal of the British Council from the project (Lovegrove, 1972).

3
The primary teacher training institutions had their own peculiar challenges.One of these was that the medium of instruction in the elementary schools was Amharic.More than 70% of the teachers in the institutes which were mostly staffed by expatriate teachers to redirect their efforts for better preparation of children for the life ahead of them.The trainees do their practice teaching in Amharic, but those who evaluate their performance during their practice teaching are non-Amharic speakers, and these people mainly depend on the facial expressions of the children.To say the least, this kind of evaluation is far from satisfactory (E.Mulugeta, 1971).Furthermore, the methods of instruction in the primary schools and teacher training institutes were largely formal lectures and verbal.The result is rote learning of minimal practical value to the student teachers (Association of Teachers Education in Africa, 1972).
Regarding the in-service training of teacher preparation in Ethiopia, it also had many challenges until 1964.The in-service program for teachers was conducted in Addis Ababa, Nazareth, Asmara, and Yirgalem City prior to 1964, but not only were records sent on how teaching was conducted, but also that they were not well organized and managed the program.In service teacher education before to 1964 was less of a coordination of the different centers, planning was poor and there was no evaluation of the programme effectiveness.In most cases programs were decided up to in June to be offered in July.The directors of these summer in service programmes prior to 1964 were expatriate teachers or directors of the secondary schools who worked at alternate summers as part of their employment obligations.Thus the programs were run by different directors with no noticeable transfer of activities of the previous summer over the next (Agedew & Yimtatu, 1982).
In addition to this, the Ministry of Education has not developed a policy and plan for a long period of time for evaluating and training in service teacher education program (Tilahun, 1990).
Another major challenge for the Ethiopian teacher training program was dealing with the high wastage or attrition rate that occurred when trained and graduated teachers left the teaching profession over time.The following historical facts were revealed the number of trained primary teachers graduating from the teacher training centers.
From the above table it would appear that up to 1960 the most stable group was that trained for 1 year only.However, it must be understood that many of the teachers who graduated from the 4-year programme (8 + 4) left the teachers to continue their studies at the university college.This would be the case when teacher training students were permitted to sit for their secondary school leaving certificate examination.
In order to confirm the situation of the attrition rate of teachers in Ethiopia who left their profession, the Ministry of Education and Fine Arts conducted a survey study by initiating the research question, "What is most depressing is that a large number of these who leave the profession are more able teachers."To this end, the 1953 Committee on Teacher Education and the 1958 Committee on Teacher Training were both very concerned about the problem.Both committees agreed that the causes behind the exodus of teachers away from the profession are numerous.Some of the reasons were the isolation of teachers in faraway areas in the Empire where they are forgotten by Ministry of Education officials, the inability of teachers to grow professionally due to the inaccessibility of cultural centers such as libraries.Low salaries in proportion to the hardships borne and amount of work done, on assurance of salary increments, and late arrival of salaries (A.Girma, 1967).
One of the main problems associated with the curriculum is the apparent lack of correlation between what is taught at the institutes and what students are required to teach in the schools when they graduate.The fault lies not with the teacher training institutes training students in all subjects in line with ministry policy.When they graduate they are fully qualified to teach rural science and practical subject in the elementary curriculum, including home economics as far as women graduates are concerned.They are trained to be general practitioner or self contained teachers, yet when they report to their schools many of them are assigned to teach as specialist in an arrow academic range and the practical and functional; subject are frequently neglected (Ministry of Education and Fine Arts, 1964).
One can take a good example in order to assert the above statement.Here, the researchers would like to emphasize the problems that are faced by teachers in the teaching of social studies.All activities of man are directed towards achieving a certain set of goals.The teaching of social studies is not an exception to this general motive, the ministry of Education general objective in the teaching of social studies is to use the human resources (brain) in exploiting the natural resources so that the society could benefit from it and raise its standard of living.In trying to accomplish such goals, teachers are confronted with various problems and obstacles.The problems may vary from place to place, but the following two are common problems to all social studies teachers in all teacher training institutes.In most institutions, the content of social studies is mostly Geography and History.Social studies are the sum of Geography, History, Economics, Political Science and Sociology disciplines.Besides, there are no social studies teachers in most Teacher Training institutions (Asmara Teacher Training Institutes, 1972).
Another profile in the display of the mismatch of the curriculum laid down by the Ministry of Education and Fine Arts did not match the real life of student teachers.In showing this good example, rural science was one of the subjects given at teacher training institutes.The actual work done was quite inadequate to prepare the children for life, a majority of them who live in rural areas and depend on agriculture for many years to come.In many cases, a large number of primary schools have neither land nor equipment, nor trained teachers to permit and effectively handle even a conventional rural science program.Furthermore, little of the curriculum was specifically directed towards helping the children develop skills they will need or a clear knowledge and understanding of their environment that will enable them to become constructive and happy members of the changing society (Association of Teachers Education in Africa, 1972).All the above problems, coupled with the problem of finance in 1960 to recruit and train teachers, Ministry of Education and Fine Arts faced an acute problem with its budget, which had a negative effect on the development of teacher education in Ethiopia.I (1974-1991) During the Imperial Government of Ethiopia, the country's general teacher education challenges, which were not solved, continued as a legacy and as a chain during the Derg regime, and the data obtained from various documents clearly indicate that.

Period
During the Derg regime, one major challenge was the budgeted low amount of finance to TTI.With a low budgeted amount of funding to the training institutions.A government report in 1989 confirmed that between 1983 and 1988, 25016 teachers were trained, and the government was able to achieve 74% of the plan.This low performance was due to the low budget.At the same time, teacher training institutes have reduced the number of student teachers they train due to budget cuts (Ministry of Education, 1981).
As a result of the challenges of a budget shortage and the economic crisis caused by the drought in the country in 1984-1985, the government decided to reduce the annual supply of teachers in the country from 5,700 to 4,200 and reduce the hiring of new student teachers until the situation improved.In addition to this, to achieve the goal set by the government in the 10-year master plan and to produce the required number of teachers, it was planned to build one training institute for each province in order to facilitate recruitment and deployment in each area.With this training strategy, it was possible to increase the required number of teachers by increasing the number of training institutions, but the source of the country's capital budget posed a significant obstacle (Lemma, 1987).
If we take the duration of the training program that was given at the time as a necessary condition, the 1-year teacher training program was not enough to achieve the goal of the training and to deal with the types of subjects and the contents of the teacher training system that arise from the purpose in an appropriate manner.As well, it was not enough to prepare student teachers with adequate knowledge, skills, and attitudes.
In general, when the main challenges that tested the teacher education during the Derg regime were put forth, it was clear that the teaching profession did not attract strong young people due to well-known reasons.Most of the youth who apply for primary school teacher positions have poor educational backgrounds and do not have any other job opportunities.One of the problems encountered in the training of primary teachers was that the training program was short (lasted for 10 months).The lack of mature trainers, the shortage of reference books, laboratories, and poor facilities were evident.The training program did not have a complete curriculum until 1979.The education given in Amharic and English was not in the proper form.In general, the training was not adequately organized and strengthened in terms of management and execution.In addition, although efforts have been made since 1976 to develop the professional and ideological skills of existing teachers, given the number of teachers, finances, and capacity, it was not possible to establish a continuous graduation program.The problem in this regard was complicated by the fact that the category of teachers was different.The trained teachers employed in each school were divided into more than ten levels, while the untrained teachers were divided into more than seven levels.It was clear that this situation had an impact on continuing education programming and teacher allocation (Bilillgn, 1987).

Period III (since 1991)
When we look at two distinct studies on the implementation of the teacher training programme conducted after the Education and Training Policy was approved in 1994, we can see how the issues in teacher education have got worse.Those two major national research studies carried out by the Ministry of Education.These were The Main Problems of our Teacher Training System and their Solutions (Ministry of Education, 2002) and Ethiopian Education Development Roadmap (2018-30) (MoE, 2018) respectively.
In 2002, the government itself through the Ministry of Education conducted an in-depth study on the problems of teachers and training system in Ethiopia, which were recounted below.First, the teacher training system was not guided by authentic knowledge.Under this heading, the Ministry of Education noted a failure to set the proper purpose of the training programme, as well as the fact that the training system is not based on clearly defined aims and goals.The above challenges were highly manifested in the gap in knowledge and skills of the teachers, as well as their attitudes and behaviour.The other, the leadership and management capacity of most teacher training institutions was very low.In this regard, the leadership and management of the training institutions are not well equipped to understand the country's policies and strategies, do not plan their training programmes based on general educational policies, and have gaps in translating policy statements into action plans.On the other hand, the training programme was guided by the needs and experience of the training institutes and teacher educators, so institution management bodies do not know the actual troubles in the teacher training system and do not prepare the trainees to solve them.Moreover, their leadership is inefficient in studying the new knowledge and practices that come along at the time, and their interest and determination in designing and implementing alternative training strategies are not evident.Adding to the above, in relation to properly understanding and implementing the national policies and strategies, the majority of management bodies and teacher educators in the training institutions lack effort in implementing general education and training policy with different purposes, strategies, structure of the education system, the purpose and nature of the final national exams, and the implications or changes of these procedures on teacher education.In addition, management bodies have the problem of not considering education and training policies as part of the country's overall national policy and never estimating the changes they will bring to their training programmes is widely observed.
Second, the content of the teacher training programme is more focused on academics/learning than professional skill building.In this regard, MoE listed the main challenges by mentioning the training was not linked to future profession opportunities for prospective teachers.Any education or training has a planned purpose.Based on this, teacher training institutes should focus on the main objectives and activities of the trainee teachers.This is clearly stated in the education policy: "Teacher education and training components will emphasize the basic knowledge and a professional code of ethics, methodology, and practical training" (Ministry of Education, 1994).However, based on the actual results of repeated studies, it has been found that the teacher training system focuses on academic education but gives low value to professional skill development/pedagogy.The trainee teachers will not have enough professional skills for training, and they will face serious challenges for the class level they are assigned to teach.Not only the above, but also the training program did not pay enough attention to the teaching practices.Ties to this difficulty, due to the lack of attention and a smaller amount of time given to the teaching methodology in practicum courses, trainees have a gap to understand the actual situation of school practicing, such as knowing students' age and their abilities, student behavior, and school conditions; not practicing properly with teaching aids, etc., in which they cannot properly familiarize themselves with the practice and make adequate psychological preparation for future teaching professions.
Third, the teacher training system is more exam oriented.It is well known that our educational system has placed major emphasis on exam-oriented learning for a long time and even today.
They have made prospective teachers learn the knowledge and skills they need to pass tests.Due to the fact that most teacher training institutions follow a test-based evaluation method, many trainees are forced to leave the programme every year.If not, some student teachers are delayed to graduate and take additional years to complete the whole course.
Fourth, one of the most significant challenges is that most teacher educators lack teaching experience in institutions.In fact, teacher educators are not professionally trained, it is evident that many of the teacher trainers are not intended to graduate to train in teacher training institutes, and not those who first gained training and skills in teacher training methods.It can be understood from the recent survey that only 45% of teacher trainers have training knowledge and professions in elementary teacher training institutes and colleges.Not only the above, but also the teacher trainers lack the knowledge and experience of the elementary schools that prepare their trainees for them.Generally, teachers and trainers lacked the opportunity for continuous training or a training platform with a free scholarship.It can be understood from the study that the teacher educators were not given the chance of continuous on-the-profession training development and were unable to apply the knowledge and new methods they had previously acquired.
The other Ministry of Education carried out a comprehensive national research study since 2017, MoE has begun to conduct large-scale studies on the effectiveness of a policy called the Ethiopian Education Development Roadmap (2018-30).Based on the results of the studies conducted by the Ministry of Education, the following major findings are given here for teacher education in Ethiopia (Ministry of Education, 2018).
The first serious challenge was the lack of teacher competence.Despite a series of efforts made, the increased participation in primary education was not followed by quality learning outcomes.The primary education graduates are deficient in the required competence to integrate knowledge, skills, and necessary values.The emphasis seems to be more on factual knowledge, and a good proportion of students fail to master the fundamental skills of learning at the end of the second cycle of primary education.Second, curriculum mismatch, it was also found that the second cycle primary teacher education curricula were entangled with different limitations, including too many courses and course contents that were not proportional with the allotted time, and were not applied to the second cycle primary school curriculum.Besides, in some of the courses, there are too many difficult and irrelevant contents.There is also a misalignment of the college curriculum with the primary curriculum.Third, with the lack of emphasis on pedagogical skills, it was also found in the studies that there was an inadequate balance between subject knowledge and pedagogical knowledge of the would-be teachers in the context of schools and their field of specialization.The primary school curriculum was found to be more skewed toward subject knowledge, and the preparation of teachers who are equipped with the knowledge, skills, and attitudes of higher learning domains to teach the lower learning domains was not sufficient.The primary teachers lack the knowledge, pedagogical skills, self-confidence, and professional ethics to be professionally competent ones.Lastly, for trainees' the selection problems as identified in the study, the other most serious challenges in the teaching profession include assigning of low achievers and less committed candidates to the teacher training program, the poor quality of the teaching force, i.e., poor subject matter knowledge and know-how of the teachers, and low motivation (Ministry of Education, 2018).Due to recurrent changes in teacher training, modalities in primary schools have been recognized as serious obstacles to the teacher training program (ibid).To conclude teacher education development in Ethiopia, Ministry of Education officials and government bodies must take serious measures and bold attempts to remedy the shortcoming as soon as possible.

Conclusion and outlook
The historical exploration in this short article manuscript is evidence of interest in trawling information for policy makers and other stakeholders to gain ups and downs of past teacher training passages from the original document to the part of curriculum implementation and teacher education development in Ethiopia.Ethiopia was fortunate to have the assistance of dedicated teachers from the British Council for the first 5 years (1944)(1945)(1946)(1947)(1948).These were followed by a very competent team of professional teacher trainers from teacher training institutions from Canada.It was these two groups of educators who laid a sound professional foundation for teacher training in the country.Whatever changes have occurred in the structure of the primary teacher education program in Ethiopia since 1948 until present, primary school teacher education has followed the concurrent modality.
Since the implementation of primary teacher education, various programs have been tried, including 8 + 1, 8 + 4, 9 + 3, 10 + 2, and 12 + 1, etc.The changes in teacher education in Ethiopia were effected without a formal needs assessment based on societal needs or deep research findings.This issue raises many bigger and more complex issues related to power, knowledge, and concepts like continuity and interruption.In terms of relevance and sustainability, it also seems that a change in the way that the government operates is followed by a certain kind of reform in the educational system.In addition to this, in the history of Ethiopian teachers since the 1950s, a recurring phenomenon has been the hiring of teachers who have not taken enough professional courses to become primary teachers.When the government formulates general education policies, they do not pay much attention to making the lower primary teacher education strong and effective.This is especially true at most times when the primary teacher's training curriculum was prepared, it did not match with elementary education.As a result, the content of the courses that the prospective teachers learn and train in at the teacher training institute did not match the content of the education they teach.Another problem is that there is no policy on inservice teacher education that is included in the framework of education policy, and the in-service teacher training was not supported by planning and evaluation, so its effectiveness is doubtful.In addition to this, in Ethiopia teacher education is experiencing numerous challenges in terms of the following areas, the lack of adequate budget allocation, inappropriate teaching methods, inadequate facilities in training institutions, the lack of motivation of teachers, the problem of selection and the lack of mature and competent teachers.To sum up, the researchers reflection on the study recommends that greater investment by the government and other stakeholders is needed to help in improving the teacher education profession and that it needs continuous researchoriented curriculum revision, which is essential for the primary teacher training programme.When examining the conclusions listed above in detail.
Investment in teacher education should focus on several areas to ensure that teachers are equipped with the skills, attitudes, and knowledge they need to be effective in their jobs.Here are some examples, governments and stake holders should invest in the areas of (1) Professional development programmes, investing in professional development programmes can help teachers stay up-to-date with the latest teaching strategies and global trends.(2) Invest in technology resources; investing in technology resources, such as tablets, laptops, and educational software, can help teachers effectively integrate technology into their teaching.(3) Allocate budgets to curriculum development; investing in curriculum development can help ensure that teachers have access to high-quality, standards-based curriculum materials.(4) Investing in learning and conducting research can help identify the best practices in teacher education and inform the development of new programmes and resources.(5) Continuous efforts should also be exerted in the process of training prospective teachers to inculcate a sense of pride in the trainees for their profession.(6) Allocating budgets for a continuous inservice programme and investing in colleges of teachers' education that can provide an effective training programme.
The major areas that need for continuous rigorous research in teacher education in Ethiopia are inputs to curriculum approaches, examining class room resource management, quality of pre-service and in-service training programmes, practices of teacher education and the nature of professional knowledge, implementation of innovations in curriculum, policies and reforms in teacher education, strengths and weaknesses of selection and admission criteria for new candidate teachers, curriculum alignment (match) of teacher training colleges in primary school curriculum, examine views of prospective teachers and teacher educators regarding the teacher training programme,and research that could focus on the most effective ways to provide professional development and teaching methods.By conducting research in these areas, it can help ensure that prospective teachers are equipped with the skills, attitudes, and knowledge they need to effectively educate their students in the classroom.In relation to this, researchers recommend future research areas such as examining technology integration, conducting research programmes around the knowledge system of teacher training curriculum and certification policies, conducting surveys of the social status of teachers, and conducting research on the main pillars of teacher training institutes in the community engagement area.
Among several areas where specific curriculum revisions are needed in light of research findings are (a) the need to revise methods of teaching and assessment strategies; this should include information on how to effectively assess student learning, how to use scientific assessment data to inform instructional skills in assessing student learning, how to provide meaningful feedback to students, and updating teacher educators to use effective teaching strategies.(b) In Ethiopia, since 2003, it has been seen that the teacher training modality has changed frequently.Therefore, when the curriculum is designed for teacher education programs, a viable and workable modality is required.(c) When crafting the training programme and curriculum content for prospective teachers, it should be so designed that it prepares the trainees to know the Ethiopian society and its human and material resources in a well-rounded manner.As well, establishing well-defined, specific teacher education objectives in the curriculum with its vivid philosophical foundations The above research findings indicate that, in the context of today's Ethiopia, the diagnosis of teacher education curriculum and resolution of challenges will require a concerted effort from the government, policymakers, educators, other stakeholders, and bilateral donors.This could include increasing access to teacher education programmes, providing more resources to teacher training institutes, improving teacher preparation, and providing ongoing professional development opportunities for teacher educators and student teachers.By addressing these issues, it can help improve the quality of education for students in Ethiopia.To sum up the major implications of the above findings for the broader Ethiopian community, well-trained teachers can help promote educational excellence by investing in teacher education and ensuring that teachers are welleducated and well-prepared.By giving high attention to the well-trained teachers, it can positively impact the quality of education in their future schools and bring economic development, social cohesion, and stability to one's country.Therefore, the main implication of this research for individuals doing research is that in order to have good systems of teacher education, thinking and doing research related to teacher education helps to strengthen the teaching profession and teacher professionalism.

Research limitation
When conducting this study, researchers encountered ethical, methodological, and infrastructural limitations.Initially, we encountered difficulties obtaining informed consent given the information provided to the research.Second, researchers were challenged by limited resource constraints in terms of funding and educational materials.The other challenge is infrastructural limitations; for example, an inconsistent electricity supply can pose challenges for data collection, storage, and analysis.As a result, researchers should acknowledge these limitations and take the necessary steps to mitigate their impact.Regarding ethical considerations, prioritize ethical practices by ensuring informed consent procedures were used.Other innovative data collection methods can be explored to overcome infrastructural challenges.For example, mobile-based search can be used to collect data.Collaborating with experienced researchers and preparing adequate planning can help address some of these challenges and ensure the ethical and methodological integrity of the study.
Figure 1.Components of teacher education.
Morals and Ethics in teaching   (6)  Teaching methods from grade one to eight in the following subjects English, Mathematics, Geography, History, Science, Music and Art.Content was to be based up on the Ministry curriculum for elementary Members total 81, of which 51 were Ethiopian intellectuals drawn from Haile Selassie I University, the Ministry of Education, Agriculture, Community Development and planning Commission.30 foreign members of the task force were residents of Ethiopia, most of them in the country on long-term contracts with such organizations as UNESCO, ILO, FORD and Harvard University Development Advisory service.Those educational experts studied and presented their findings in secret over 2 years, from May 1972 to August 1973, and a new education policy and program was planned to be implemented in September 1974 (Imperial Ethiopian Government Ministry of Education and Fine Arts, 1972).The 1965 Teacher Training Institute curriculum was substituted by a program of training proposed in the Education Sector Review in 1972-73, which was only functional for 1 year until the eruption of the Ethiopian Revolution of 1974 Generally, since 2003, in the teacher education sphere, we have seen the coming of decentralization, educational administrative, long-existing teacher training institutes changing to colleges of teacher education, and the implementation of frequent curriculum modalities such as linear, cluster, specialist, and generalist and finally the coming of a new modality in the teacher training colleges.
Amharic, English, Local language, History, Geography, Civics, Chemistry, Biology, Physics, Mathematics, Educational Planning and Management (EDPM), Adult and Non-Formal Education (ANFE), Music, Art, and Health and Physical Education departments.Generally, the history of elementary school teacher training program curriculum implementation cannot be alienated from the general history of teacher education development in Ethiopia (Ministry ofEducation, 2013a)