Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV 4. Program matrix Strategies and component activities Indicator/target * Component 1 A coherent governance structure for ECCE established, in collaboration with other relevant ministries(Ministries of Health and Women’s Affairs), with a view to coordinating ECCE policies and ensuring mainstreaming of ECCE in all relevant sector policies and programs Finalizing, disseminating and raising awareness around ECCE policy, strategy and guidelines and programs Supporting the establishment of a national steering committee, regional councils and woreda technical committees Mainstreaming ECCE into all sectoral and macro-level development plans Component 2 Government leadership and regulation in terms of teacher supervision and inspection, of teacher certification and training and ECCE curriculum strengthened Implementing ECCE curriculum and making it available to ECCE schools and teachers Developing standards for play and learning materials which promote child-centered teaching and the child’s holistic development Developing and implementing accreditation and certification system for teacher training Developing supervision and inspection guidelines and strategies for ECCE Component 3 Increased quality of ECCE services. Developing and making available teacher support materials A national steering committee and regional and woreda councils and committees will be established Number of workshops and consultations on ECCE policy, strategy and guidelines % of ECCE professionals well informed of ECCE policy, strategy and guide lines Numbers of committees and councils established % of recommendations by committees and councils which are implemented Number of plans giving attention to ECCE National guidelines on curriculum, teacher training and certification and teacher supervision will be completed. % of ECCE teachers who use the curriculum % of ECCE teachers with access to play and learning materials % of teacher training colleges certified to offer ECCE training % of ECCE teachers certified and licensed Guidelines and strategies developed Improvement in reading and writing skills in early grades of primary school % of teachers who are using teacher support materials Supporting the supervision and inspection of ECCE centers Promoting and offering incentives for in-service and preservice training programs of ECCE teachers Undertaking the certification of ECCE providers Number of supervisors of ECCE % of ECCE centers and teachers who have been supervised at least twice a year % of trained teachers in ECCE has increased from 37% in 2008/2009 to 60% in 2014/15 % of ECCE providers that are certified Increasing the number of qualified teachers and standard ECCE classrooms Developing ECCE related training materials for colleges of education Pupil/teacher and pupil/qualified teacher ratio Pupil/section ratio Number of training materials developed * See comment on indicators and/or targets at the beginning of chapter 3. 18
Education Sector Development Program IV Quality of Primary and Secondary education (including ABE) The objectives and strategies for the quality improvement of general education during the forthcoming years have been clearly spelled out by the MoE in the General Education Quality Improvement Package (GEQIP). The package is composed of a number of components and sub-components which are complementary to each other and form part of an integrated school effectiveness model. The presentation hereafter is structured around several components of the package, namely the development of teachers and leaders; curriculum, textbooks and assessment; planning of school improvement and of resource use by schools; the use of Information and Communications Technology (ICT). One component has been added and relates to the improvement of school infrastructure and facilities, with special attention to the most remote regions. Another GEQIP component, namely the Management and Administration Program (MAP) is more closely related with the management of the educational system as a whole and has therefore been integrated into the crosscutting issue on capacity development. Each of these components has its own program outcomes and targets. Two major outcomes are common to all five components because of their supreme importance. Firstly, the imperative to bring down urgently the drop-out rates in the early grades: the high levels of drop-out are to a large extent an expression of the poor quality and attractiveness of schools; as long as these rates remain high, the objective of Universal Primary Education will not be achieved. Secondly, the need to translate the investments made in improving the inputs into the school system (such as better teacher training, more equipment and textbooks) into stronger student achievement. One central finding of ESDP III implementation was precisely that student achievement remained low notwithstanding significant ameliorations in teacher qualifications and training and in equipment (see Table hereunder). Evolution of scores obtained in National Assessment of Student Achievement 1. Situation analysis The situation analysis briefly examines progress related to quality improvement under ESDP III. Where relevant, it comments in particular on progress since the introduction of GEQIP. Concerning teachers’ and leaders’ development An impressive number of teachers were recruited during ESDP III. Their total number in primary and secondary education went up from 171,079 (60,902 women) in 2004/05 to 270,594 (100,680 women) in 2008/2009. A Teacher Development Program was launched in order to improve teacher qualifications and professional development. The plan covered the period 2004/05- 2006/07 and was later on extended through the year 2007/08. Amongst the major achievements of this program, the following are worth mentioning: ❚ ❚ ❚ ❚ The required qualification level of primary school teachers has been increased from a 1 year certificate course to a three year diploma course after grade 10, while requirements for the training of secondary school teachers have been changed from an education bachelor degree course to a degree course in a major field plus one year add-on professional teacher training. A special practicum program was introduced in pre-service teacher training. A curriculum revision has been undertaken to adapt the different teacher training curricula to the new teacher qualification requirements. An English Language Improvement Program (ELIP) was established from which more than 150 000 teachers have already benefitted, while English Language Improvement Centers (ELICs) were set up at some TEIs. The objectives and strategies for the quality improvement of general education during the forthcoming years have been clearly spelled out by the MoE in the General Education Quality Improvement Package (GEQIP). 2000/01 2004/05 2007/08 Grade 4 Composite score* 47.9% 48.5% 40.9% Grade 8 Composite score** 41.1% 39.7% 35.6% *Composite score of Math Reading and English ( reading test reported to have changed considerably since 2004/05 test) ** English and Math, but including also Biology, Chemistry and Physics results 19
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Education Sector Development Program - VLIR-UOS

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