By Sirak Kifle
Engineering College, part of the Eritrea Institute of Technology, I witnessed something that left a lasting impression on me. The campus is not only a center of learning, but also a carefully organized system designed to support thousands of students in their daily lives. One of the most striking features is its modern, spacious kitchen and large bread production facility a traditional Eritrean forno adapted to serve a large population. Alongside this is a massive dining hall capable of serving approximately 2,000 people at one time.
During a discussion with the kitchen staff, I learned details that revealed the scale and efficiency of this operation:
- Every day, about 11 quintals (1,100 kilograms) of bread are produced. Each student and staff member receives three pieces of bread per meal for breakfast, lunch, and dinner. This totals roughly 900 grams of bread per person per day.
- If we estimate a population of around 2,000 individuals, this means nearly 1.8 tons of bread are consumed daily, highlighting the magnitude of planning and logistics involved.
- Weekly, around 500 kilograms of meat are prepared, along with vegetables, lentils, and other staples. This equals approximately 350 grams of meat per person per week, supplemented by plant based nutrition.
- Students incur almost no daily living expenses, aside from a small symbolic registration fee, making education accessible regardless of financial background.
What impressed me most was not just the quantity of food, but its quality and taste. The bread, in particular, reminded me of what we used to call laborato simple, nourishing, and satisfying.
As I left Mai Nefhi, I found myself reflecting deeply and asking: “Where does the government find the resources to sustain all of this?”
A Nationwide System, Not an Isolated Case
The experience at Mai Nefhi is not unique. Across Eritrea, similar systems operate in multiple colleges, technical institutes, and boarding schools. These institutions collectively serve tens of thousands of students, forming a nationwide network dedicated to education and human development.
If each major college serves between 1,000 and 3,000 students, and there are multiple such institutions, the total number of supported students can easily exceed 15,000–20,000 nationwide. When boarding schools are included, this number grows even further.
This system reflects a broader national effort to ensure that education is not limited by income, geography, or social background. Instead, it emphasizes equal opportunity, collective responsibility, and long-term investment in people.
Major Institutions and Their Contributions
Eritrea Institute of Technology (Mai Nefhi)
As one of the largest academic centers in the country, Mai Nefhi plays a central role in producing professionals in engineering, science, and education. Its infrastructure includes lecture halls, laboratories, dormitories, and large scale food service facilities.
Each year, hundreds if not thousands of students graduate from its programs, contributing to national development projects such as construction, infrastructure, and education. The institute represents a cornerstone of Eritrea’s ambition to build technical self reliance.
Hamelmalo Agricultural College (Hamelmalo)
Hamelmalo Agricultural College focuses on food production and environmental sustainability. Students receive both theoretical and practical training in agriculture, including crop cultivation, irrigation, and livestock management.
With Eritrea facing challenges related to climate and rainfall variability, institutions like Hamelmalo are essential. Their graduates contribute directly to improving agricultural productivity, supporting rural communities, and strengthening national food security.
It is estimated that agricultural programs like these impact thousands of farmers through knowledge transfer and applied research.
Asmara College of Health Sciences & Orotta School of Medicine (Asmara)
These institutions are central to the development of Eritrea’s healthcare system. They produce nurses, laboratory technicians, public health workers, and doctors.
Graduates are often deployed to hospitals and clinics across the country, including remote areas where healthcare access is limited. If each graduating class adds even 100 – 300 healthcare professionals annually, the long term impact on national health outcomes is significant.
These institutions contribute to:
- Expanding healthcare access
- Reducing preventable diseases
- Improving maternal and child health
Their role is not just educational, it is lifesaving
College of Marine Science and Technology (Massawa)
Located along the Red Sea coast, this college specializes in marine resources, fisheries, and coastal management. Eritrea’s coastline stretches over 1,000 kilometers, offering vast economic potential.
Students here are trained to manage fisheries, protect marine ecosystems, and support sustainable economic activities. The development of this sector could contribute significantly to employment and national income.
College of Arts, Social Sciences, Business and Economics (Adi Keih)
This institution focuses on education, humanities, and social sciences. Its graduates often become teachers, administrators, and civil servants.
Education, in particular, has a multiplier effect. A single teacher can influence hundreds of students over a career, making this college a key driver of long term social development.
The College of Business and Economics (formerly at Halhale College of Business and Economics at Halhale) is now at Adi Keih also prepares students in business management, accounting, and economics. These skills are essential for both public administration and private sector growth.
Graduates contribute to:
- Financial management
- Organizational leadership
- Economic planning
As Eritrea continues to develop its economic systems, such expertise becomes increasingly important.
The Role of Boarding Schools
Boarding schools across Eritrea are another vital component of this system. They serve thousands of students, particularly those from rural and remote areas.
These schools provide:
- Accommodation and daily meals
- Structured academic environments
- Access to secondary education
For many students, boarding schools are the only way to continue their education beyond primary level. By removing barriers such as distance and cost, they promote equity and inclusion.
If a single boarding school accommodates 500 – 1,000 students, and there are multiple such schools nationwide, the total number of beneficiaries becomes substantial.
Achievements and Measurable Impact
The achievements of this system can be observed across multiple dimensions:
1. Access to Education
Thousands of students receive education each year without financial burden. This significantly increases literacy rates and educational attainment.
2. Skilled Workforce Development
Graduates in engineering, agriculture, health, and business contribute directly to national development. Over time, this creates a workforce capable of addressing internal challenges.
3. Food and Nutritional Support
Providing daily meals ensures that students remain healthy and focused. With nearly 1 ton of food prepared daily per institution, the scale of support is remarkable.
4. Social Cohesion
Students from different regions, languages, and backgrounds live and study together. This fosters unity and shared national identity.
5. Long Term Economic Benefits
An educated population contributes to productivity, innovation, and stability. Even small annual improvements compound into significant long-term gains.
Sustainability and Questions
Despite these achievements, important questions remain:
- How are these programs financed?
- What systems ensure long term sustainability?
- How can quality be maintained as enrollment grows?
If each student costs even a modest $2.50 – $3.50 per day for food and services, supporting 20,000 students would require tens of thousands of dollars daily. This highlights the scale of commitment involved.
These questions do not diminish the achievements they emphasize the importance of planning, efficiency, and long term vision.
Conclusion
My experience at Mai Nefhi was more than a visit, it was a window into a larger national effort. What I saw reflected organization, discipline, and a strong commitment to education and human development.
Across Eritrea, colleges and boarding schools are working quietly but steadily to shape the next generation. They provide not only knowledge, but also stability, opportunity, and a sense of shared purpose.
As I returned from Mai Nefhi, my question remained:
“Where does all this come from?”
Perhaps the answer lies not only in resources, but in priorities in the decision to invest in people, even when it requires sacrifice.
We are at work, and this is what sustains us.
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