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Total factor productivity (TFP) as a source of economic growth, has been recognized in economic theory for a long period of time. In this research we tried to examine the effect of some macroeconomic factors, which include trade openness, inflation, government expenditure, credit extended and foreign direct investment, and natural disaster drought on total factor productivity and its trend in Ethiopia by using Time series data spanning from 1991 to 2018.  The TFP was computed by using the growth accounting method from Cobb–Douglas production function.  ARDL was used for estimation of the short and long run econometric model.  Accordingly, the trend analysis shows the growth in TFP has been fluctuating over the study period. The result from ARDL indicated that; in long run foreign direct investment, government expenditure and drought negatively and significantly affect TFP. Credit extended is found to affect TFP positively and significantly, while inflation and trade openness are insignificant. Therefore, policies such as; subsidizing domestic firms, effective government spending and making the agriculture sector drought resistant need to be stimulated.

Abstract  This study was aimed at investigating how Ethiopian universities integrate entrepreneurship education into the formal curriculum. To achieve this objective descriptive survey research design was used. Data were collected from university students, instructors, and department heads. Accordingly, four universities were selected as sample universities by using simple random sampling technique. From these sample universities departments that give entrepreneurship course with all its students, instructors and department heads were taken as sample of the study. Data were collected by using questionnaire, interview, and document analysis from the participants. The result shows that in Ethiopian higher education institutions, entrepreneurship education curriculum and teaching methods is developed in house; have no a formalized national or international exchange of good practice in entrepreneurship education and did not include entrepreneurs in the development of entrepreneurship teaching materials. In addition, since the entrepreneurship education course is not integrated to all programs only few students took it as a result students did not  develop entrepreneurial behavior, skills, knowledge in their stay in the university. The predominant methods of teaching used were lecture and case study. The major barriers for the development of entrepreneurship education identified are lack of funding available to support the entrepreneurship education and good-quality entrepreneurship education materials, lack of support from the top management and lack of strategic integration of entrepreneurship education in their institutions.