opportunities highly negatively.
Analog to the Ethiopian history of long-lasting wars and political instabilities, lots of professionals used to escape the country.
Moreover, many young Ethiopians seek asylum in the Western world to get educated by reformed universities. They do believe that studying abroad opens more job oppor- tunities, having a brighter future. The fact that Ethiopia had never been colonized, no Western education has been used as fundament to create an education system that simplifies the argument of Ethiopians studying abroad.
Before, all educational systems in Ethiopia were religiously based, meaning only public church schools offered education to students with religious assimilation (Trines, 2018) [52]. Through external influences, other African countries already had educational fa- cilities where manpower was kept and further used to increase GDP per capita annually. Consequently, the more educated people or in general people leave the country, the less workforce will be provided, leading to decreases in GDP per capita, as visible in Figure 4.25.
Following the specific refinements and advances that China has made to enhance Ethiopia’s status quo, the GDP per capita and its weak performance belongs to the past.
With China’s projects plan, foreign direct investment within the “special economic zones,” many opportunities have been created, and further are going to evolve. With the support of China to create educational facilities, the supply of scholarships, and further training, the Ethiopians perceive the new opportunities and fewer people leave the country.
China managed to offer plenty of university partnerships; hence, the number of Ethiopi- ans enrolled in a degree, and non-degree programs in China has tripled since 2011 and reached 2829 students in the year 2016 (Trines, 2018) [52].
According to the program, these people will get back to their country to make use of their competence and expertise than can both kept and spread around the country. For the observation between 2000 and 2017, Figure 4.26 displays the correlation between the dependent variable and the independent variable in this case GDP per capita is tremendously high, accounting 99%. For a developing country with lots of challenges to face, an increase in GDP per capita is highly reflected in the overall GDP.
From the early 90s to the 21st century, a huge transition has happened, increasing GDP per capita more than fivefold, from 136 U.S. dollars to approximately 768 U.S. dollars (World Bank, 2013) [54]. There are many factors for a country to explain a higher GDP per capita as PPP, but for a developing country, education plays an essential role in progressing domestically. One effect of increasing economic growth is to educate people to reduce poverty in urban and rural areas by influencing Ethiopian elites.
In February 2010, the so-called Confucius Institute, a state-run Chinese educational organization, based at the Ethio-China Polytechnic College offered free training to 24 Ethiopian diplomats and officials from 19 different ministries (Cabestan, 2012) [2]. Subsequently, in 2011, the Confucius Institute started cooperating with further Ethiopian universities by providing Chinese language teaching centers. As a result, the of trained students rose by 47 to 118 in 2008 (Thakur, 2009) [p.12] [16]. The effect here is that students expand their scope of knowledge. Once they have a