Sea access is one of the major questions for landlocked states. Ethiopia is one of the largest landlocked states in Africa. Historically, it had sea ports and controlled the surrounding coastal territories. However, the country has been a landlocked state since the independence of Eritrea. Studies showed that being landlocked in Ethiopia resulted in diversified potential problems in the state. This problem, now, pushed Ethiopians, including the PM Abiy Ahmed, to reclaim their sea access in the Red Sea region. The current quest of Ethiopians about sea access faced difficulties because the coastal states, such as Eritrea, Djibouti, and Somalia, geographically detached Ethiopia from the Red Sea coast. The purpose of the research is, therefore, to analyze the rational possibilities of Ethiopia to get sea access. The researcher will reflect on Ethiopia’s current capability, which enables the evaluation of whether Ethiopia realizes its quest or not. Moreover, the quest for sea access resulted in security problems, which is the manifestation of the Horn region from below. So, the study will address how Ethiopia harnesses its quest without affecting other states' national interests and the Horn's security. To address these questions, the researchers collected both primary and secondary data that will be collected through interviews, questionnaires, documents, and discourse analysis. Finally, the collected data will be analyzed through a mixed approach.  Lastly, the study will have the following two dominant roles. Firstly, it will contribute to the government as an input to effectively address the sea quest in the Horn region. Second, the overall result of the study will be a vital reference to readers as a source of knowledge. The findings of the study will be disseminated through seminars, conferences, and publications. The mega research will be accomplished in May 2025, and it will cost 320,000 Birr.  Key Words: Ethiopia, Horn of Africa Sea, sea access, regional security, security dilemma 

 This study examines the role of external actors in Ethiopia’s ongoing national dialogue, with a particular focus on the Amhara people’s interests. A convergent mixed-methods design, integrating both quantitative and qualitative data, was employed. Findings show that international NGOs shape the dialogue’s legitimacy, inclusivity, and perceived local ownership. While their funding, mediation, and agenda-setting are vital for sustaining the process, many Ethiopians remain skeptical, viewing their involvement as a source of political conditionality, foreign dominance, and threats to sovereignty. Survey results reveal that 78.3% of respondents considered external actors moderately to highly influential, and over 65% saw this role as more problematic than beneficial.The study also assessed internal stakeholders’ involvement. Results indicate that inclusivity remains a major concern, with 85% of respondents believing opposition parties are inadequately represented. The ruling government dominates the agenda, undermining credibility. Civil society organizations, community leaders, and religious figures attempt to link grassroots issues to national debates, but face restrictions and political distrust. Insurgent groups wield influence, yet unconditional inclusion risks legitimizing violence. For the Amhara, skepticism toward the dialogue is particularly pronounced. Central grievances include marginalization in federal politics, unresolved identity and boundary conflicts—most notably Wolkait and Raya ethnic-based violence, and demands for constitutional reform. Despite support from Amhara-affiliated domestic actors and diaspora networks, their influence is curtailed by state control and structural constraints. Moreover, interethnic tensions and perceptions that Amhara claims threaten the ethnic federal order complicate their participation.The findings underscore the paradox of external assistance: simultaneously essential and delegitimizing. To enhance credibility and sustainability, Ethiopia’s national dialogue must prioritize inclusivity, transparency, and meaningful local ownership.
 Keywords: Ethiopia, national dialogue, Amhara, conflict resolution, ethnic federalism, transitional justice, inclusive

The present day Ethiopia is in multifaceted socio-political crisis. One can mention a number of reasons for the presence of these crisis nation wide. But, needless to say,  the venomous ethnic, language and religion based teachings and conceptions that has been  sewed to the virgin minds of Ethiopian people for years  through  ‘anti narratives’ take the lion share.  They seriously infected the socio-cultural, religious and cultural assets of the people and destroyed the strong fabrics that form the edifice of Ethiopia as a country. Many Ethiopians including the elite group, have been propagating these anti narratives and have been subserviently celebrating their catastrophic consequences. However, apart from being a lip service for elits and the government, the nature and contribution of these anti narratives for the present socio-political crisis is not studied in a scholarly fashion yet. The components of these anti narratives, the motif and motive behind them and the means of transmission to the generation are not well identified and investigated yet. The present researchers strongly believe that ttheir absence of in depth scientific investigation on anti narratives makes the effort to bring a solution as a nation very difficult and almost impossible.
The present research , therefore, atempted to be part of the nationwide effort to tackle these anti narratives and show the possible solution for the effects they have created on the nation so far at large and the Amhara people in particular. To ttheir effect, a special focus is given to Amhara region, as it is not only  one of the most affected areas by these  antinarratives  but also  it is an area being in a serious socio political crisis. Narrative analysis is used as a research design and the data collection, sampling and analysis methods employed in ttheir research will be guided by the principles of ttheir design.

This research has been designed to explore some choreographic matters of selected Amharic Music, and it has employed stylistics approach in association with the musical functions or thematic purposes related to visual narrative inquiry.
The rationale behind the research project was related to the discussion of some choreographic maters of this study in relation to theme, creativity and deviation related to the videos of the selected music, for such practice has been less experienced in researches before. This is so, for people in most of the time perceive the choreographic matters or form related issues of music and the thematic function which could be transferred through the videos as independent concerns. However, form and content of a certain artistic production are the two sides of a coin which could not be investigated and understood independently; this is so, for, it is obvious that what is made on the form is all about the content of any artistic production and vice-versa. This was made in this study with the discussion of the concept, choreographic matters of some selected Amharic Music made on the presupposed themes advocated by the videos in relation to the range of creativity and deviation.
Therefore, the intention of the current study was to deal with the exploration of choreographic matters as reflected in the musical videos in relation to creativity and deviation made to convey thematic matters of the videos, for these two artistic concepts (creativity and deviation) are the inevitable techniques of music as one genre of fine art. The study has been concluded with the following demonstration.
On top of their own peculiarities, all the videos are similar in their disclosure of artistic creativities experienced both in content and form levels. This creativity extends the range of experiencing artistic deviations.  At least all the selected videos commonly share the ideas in dealing with the videos potential of keeping traditional dance movements, the range of improvisations and expressiveness inculcated in line with modernizing the dances in the videos and the intentional and unintentional global influences and hybridizations.

This study was aimed to formulate formal and non-formal Geez language revitalization strategies by specifically exploring indigenous teaching strategies, analyzing pedagogical interfaces and needs, and assessing practical off-class revitalization strategies. Exploratory Mixed methods design was utilized an experiential qualitative design complemented by descriptive assessment to explore participants' lived experiences and perceptions. The research participants were traditional church teachers teaching Geʽez integrating with religious contents in Reading, Qene, and Literature schools under Ethiopian Orthodox Tewahedo Church (EOTC) education system. Qualitative data were gathered through in-depth interview and video-supported observations, which were analyzed thematically. The study made use of Geez language professionals and practitioners from Bahir Dar and Debre Markos Universities to prioritize relevant non-formal revitalization strategies. Findings revealed that indigenous teaching uses some teacher-centered and more student-centered indigenous methods that converge and diverge with traditional and innovative pedagogies of designing, implementing and assessing Geez language. Irrespective of the delayed learning of comprehension and minimal use of functional communication, the indigenous methods church teachers used were generally more practical and effective, especially in areas such as Qene and literature schools resulting in quicker and accurate mastery of the language. The analysis of linguistic necessities and wants revealed that all skills with the emphasis of vocabulary, grammar, reading and speaking were prioritized. Integration into church schools, media, cultural events, and language nests wre selected as significant language revitalization strategies selected for both inside and outside of school settings. The study concluded that the productive indigenous methods of teaching Geʽez could complement modern language teaching pedagogies, addressing gaps in both approaches. It recommended that language professionals learn from indigenous practices and suggested that Geʽez teachers adapt these practices with modern pedagogical principles. Lastly, language program designers and educators were encouraged to reconsider effective pedagogical interfaces to address challenges in all aspects language teaching: design, implementation and assessment.

Journalists usually struggle to maintain private affairs with their professional responsibili-ties while practising journalism. This article scrutinizes the interplay between journal-ists’ professional and individual exposures and its impacts on the culture of journalismpractice in the Ethiopian state media perspective of Amhara Media Corporation (AMC).Qualitative research method, along with in-depth interviews and document analysis,was used to collect data. Semi-structured questions were forwarded to twelve purpo-sively selected journalists working in AMC. Individual-level analysis of the Hierarchy ofInfluences Model (HIM) and Individual Level of Branding were applied as theoreticaltemplates. Findings reveal that journalists’ journalistic contents are exposed to numer-ous occupational-level perspectives. Individual backgrounds and professional dilemmasjournalists face are the dominant challenges while practising professional journalism.Journalists’ academic qualifications and upbringing do have strong linkages with theirculture of journalism practice. The interface between sensitive reporting on politics, ethnic-ity, religion and professionalism is seen resulted in eroding journalistic integrity and creat-ing professional dilemmas among journalists in Ethiopia. It is recommended that mediaorganizations have comprehensible working guidelines and editorial policies to alleviate
he blurred lines between individual exposures and the professionalism of journalists inEthiopia.Keywords: hierarchy of influences model, ideological branding, individual-level analysis,journalist background, sensitive reporting, political stance, professional dilemma

Ethiopia’s modern education transitioned from traditional religious systems to modernduring emperor Menilek ii’s reign. a significant historical overview of modern educationin the country was laid from 1905 to 1941; however, scholars made a passive remarkto study the historical development of education in the period. therefore, this studypurposely assessed the period’s early missionary, government‑sponsored, and italian‑runmodern schools. to conduct this study, the researcher collected primary and secondarysources. the sources were then arranged, presented, and carefully examined. Finally, aqualitative research method of a descriptive research design was principally employedto analyze the data. the analysis revealed that ethiopia’s education development hasfaced many challenges from the beginning to 1941. Despite efforts from rulers andintellectuals, ethiopia’s education faced challenges such as church resistance and thefascist massacre of educated ethiopians in 1937, which resulted in the loss of educatedpreference. education remained deficient in quantity and inappropriate in quality. inconclusion, numerous challenges significantly hampered the development of moderneducation in ethiopia before 1941, leaving a lasting impact. thus, education did notbring modernity to ethiopia as expected. therefore, understanding these challenges iscrucial for informing contemporary educational policies and practices in ethiopia.

This study examines the commitment and compliance of two key rebel groups in the Ethiopian Civil War—theTigray People’s Liberation Front and the Oromo Liberation Front—to international human rights norms, utilizingthe Jo and Bryant framework of human rights commitment and compliance for non-state actors as an analyticaltool. A systematic secondary document analysis was conducted, with data sourced from national and interna-tional media outlets, as well as reports from humanitarian organizations. The Tigray People’s Liberation Front ischaracterized by a more centralized and disciplined organizational structure, which has facilitated greateraccountability for its actions. In contrast, the Oromo Liberation Front has faced significant internal fragmentationand weak command, complicating the attribution of responsibility. Despite these organizational differences, bothgroups share a record of serious human rights violations, including the mistreatment of prisoners of war, masscivilian killings, forced displacements, and the use of child soldiers. While neither group fully adheres to humanrights standards, the Tigray People’s Liberation Front has demonstrated a relatively greater capacity to facilitatehumanitarian aid, although this aid is frequently diverted for military purposes, undermining its intendedsupport for civilians. This diversion reflects a troubling pattern of aid misappropriation that compromises theeffectiveness of humanitarian efforts in conflict zones. Conversely, the Oromo Liberation Front’s lack of coop-eration with humanitarian agencies further exacerbates the suffering of affected populations, underscoring theneed for both groups to reassess their commitment to humanitarian principles and the protection of civilianrights. The study calls for international actors to exert pressure on both groups to ensure compliance with at leasta minimum standard of human rights norms.
Keywords: Ethiopia, Civil war, Human rights compliance, Rebel groups

This study investigates how effectively Intergovernmental Authority on Development (IGAD) has addressed the crisis in Somalia since 1991, using realism theory as its analytical framework. It employs a qualitative case study approach to delve into IGAD's interventions and their implications, conducting an in-depth analysis of IGAD's official documents, resolutions, and crisisrelated reports concerning Somalia. By applying realism theory, the study scrutinizes IGAD's actions and motivations from a perspective centered on power politics, highlighting the significance of state interests and regional stability. It suggests that IGAD member states may resist to cooperate when they perceive IGAD's engagement in Somalia is regarded as a threat to their security interests. Despite IGAD's numerous peace initiatives, achieving sustainable peace in Somalia remains elusive. The paper asserts that while IGAD has made substantial efforts to resolve the Somalia conflict, its effectiveness has been constrained by the complexity of the conflict, external influences, and divergent interests among member states. To enhance IGAD's effectiveness, the study recommends various actions, including promoting regional economic integration, mobilizing external resources, improving transparency and accountability, fostering regional identity and solidarity, and maintaining a balanced power dynamic to prevent dominance by any single entity. Applying these measures could significantly improve IGAD's capacity to support peace and stability in Somalia and the entire East Africa region.
 


Keywords: Horn of Africa, IGAD, Somalia, Peace and security, Realism theory, Regional cooperation

Establishing recipiency, an indispensable ingredient and manifestation of sustaining intersub-jectivity, constitutes the continuous monitoring of an ongoing turn in an interaction. The presentstudy intended to describe how interactants attending a freshman common course in an Ethiopianuniversity elicit and display recipiency in instances of Divergent L2 contexts exhibiting DIUs.Naturally occurring video-recorded classroom interactions of the purposively selected in-teractants have been analyzed in light of the Conversation Analytic framework to show howinteractants elicit and display recipiency. By deploying reactive tokens, incipient speakersnegotiate their rights to shape and reshape trajectories of an ongoing thereby displaying recipi-ency. This contributes to a better understanding of how interactures, in this case the establish-ment of intersubjectivity and L2 contexts, interplay and unfold in moments of DIUs. Also, viewinginteractants as incipient speakers, and thereby articulating turns in view of recipients is a con-dition for sustaining intersubjectivity through active engagement. This requires upholding un-wavering belief about recipients’ stake in an interactional exchange. Practically, being attentiveto recipients’ states in the different trajectories of interactional development, especially, in mo-ments of divergent L2 contexts that exhibit DIUs, would be illuminating. This is because the use ofresources to elicit and display recipiency and thereby consider incipient speakers’ levels ofrecipiency, on the part of floor-holding speaker, would enhance possibilities for intersubjectivity.
Keywords: Recipiency, DIUs, Intersubjectivity, Eliciting, Divergence