Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV ❚ A Higher Diploma Program (HDP) was created to enhance the quality of teacher educators in both CTEs and universities. ❚ Continuing Professional Development (CPD) for teachers was introduced in most schools, employing weekly sessions, drawing on either schoolbased, cluster or district-level expertise. A special Leadership and Management Program (LAMP) was initiated to build capacity of school principals and supervisors in planning and management. Concerning Curriculum, Textbooks and Assessment The development of a Curriculum Framework has enabled the MOE to revise basic curriculum documents in line with the Competence Based Approach. These include Minimum Learning Competence materials (MLC) for pre-primary, primary and secondary education up to grade 12, content flow charts, syllabuses and quality text books for all subjects. Several key strategic documents have also been produced including: strategy and guidelines for ECCE, strategy and implementation guidelines for science and mathematics education, strategy and syllabi for ABE. MoE’s curriculum experts and selected college of teacher education instructors of science and mathematics have received international training abroad in line with the newly developed strategy for science and mathematics. Civics & ethical education textbooks for grades 5 to 12 have been produced in order to support and enhance teaching/learning activities in this area. The National Assessment of Student Achievement sub-component, which was part of the National Examinations Agency, is now instituted in the Education and Training Quality Assurance Agency, following the Business Process Reengineering. The assessment endeavor has so far gone through three tri-annual assessments, which have revealed a declining level in student achievement. More attention may need to be given to base strategies and guidelines for improved teaching and learning on the results and findings of this important activity. Concerning planning and resource use by schools Sustained quality improvement demands that schools can play a role in defining their own priorities, in planning for improvements to address these and in obtaining the necessary resources to realize these plans. Against this background, a School Improvement Program (SIP) was initiated on a pilot base in 2006 and a School Assessment Form (SAF) was prepared in order to assist schools in developing their improvement program. It is estimated that currently about 80 percent of primary schools and 60 percent of secondary schools have developed a School Improvement Plan. The best SIP practices and experiences are being scaled up to be communicated to all schools. Parents and local communities have been actively participating in school improvement planning and implementation. A number of workshops have enabled SIP committee members, supervisors and educational personnel to support the SIP activities. School improvement planning can only lead to genuine and profound change if schools have at least a minimum level of resources to work with. Without such resources, the process could become de-motivating. GEQIP therefore is implementing a School Grant Program. School Grant Guidelines (SGG) have been prepared and distributed to key stakeholders. Concerning use of Information Communications Technology (ICT) The Government has made considerable investment in ICT infrastructure, especially at secondary school level. Currently 71.6% of secondary schools are equipped with plasma- TV and 26.1% have access to internet services. Some 3409 TV programs have been produced in nine subjects and consequently broadcasted through 12 satellite channels to secondary schools, while program utilization and plasma TV operational training has been given to secondary school teachers. The development of curriculum materials on Information Technology (IT) education has been completed. As a result, preparation is being made to start delivery of this subject to grades 9-10 in addition to grades 11-12. Furthermore in expanding and improving plasma-TV lesson delivery, new specifications have been made for six previously and three newly considered subjects. In addition, Digitized Satellite TV lessons have been piloted and preparations are under way to broadcast these digitized education programs online, by DVD and CD. There remains the urgent need to assess the impact, efficacy, and effectiveness of the provision of plasma TV and internet services to secondary schools. A study will be conducted on the quality of the teaching/learning process in these schools. 20
Education Sector Development Program IV Concerning quality of school infrastructure and facilities Many schools, in particular at primary level, are constructed in non-durable materials, which decrease children’s motivation to attend and remain in school. The problem of poor quality facilities is especially serious in remote rural regions, thus contributing to problems of equity. The absence of support for school construction through government funds forces the poorest communities to invest in facilities. A minimum standard of construction should be imposed on these community-built schools to ensure both safety and an acceptable quality. Main challenges Concerning teachers’ and leaders’ development • Need to further strengthen teacher training and qualifications at primary and secondary levels • Leadership and management capacities at institutional level remain weak • Female candidates for pre-service training and candidates from rural areas and indigenous groups are underrepresented • Insufficient well qualified teachers for maths and science • Quality of pre-service training needs improvement: better teaching materials, more adequate practical training, more adequate teaching methods • Continuous Professional Development (CPD) is not given enough attention by a significant number of school leaders and teachers • The number of females in leadership positions is very low Concerning Curriculum, Textbooks and Assessment • Lack of focus on higher order thinking in learning-teaching processes and examinations • Better use needs to be made of the findings from the National Assessment of Student Achievement • Limited availability of teaching/learning materials Concerning planning and resource use by schools • The capacity to implement SIP at school and woreda level is still limited • ABE Centers have not been involved in the roll out of the planning process to date • The SIP monitoring and evaluation system is not yet well established Concerning use of Information Communications Technology • Still low level of confidence amongst a number of teachers on the benefits of ICT • Serious shortage of plasma TV in emerging regions • Lack of accessories for maintenance of plasma TV’s in all regions • Lack of computers and servers in secondary schools Concerning quality of school infrastructure and facilities • Many schools, in particular at primary level, and in remote rural regions, are constructed in non-durable materials. • The absence of support for school construction through government funds, obliges poor communities to invest in facilities Concerning Student Achievement • Despite significant investment in quality inputs like teachers,books,buildings and related infrastructures, national learning assessments show deteriorating trends in student achievement 21
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Education Sector Development Program - VLIR-UOS

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