Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV Strategies and component activities Indicator/target Organizing Training of Trainers on HTP for teachers, club leaders, so that they will train other students and club members Strengthening POP/FLE clubs in General Secondary Schools Sub-component: Sufficient number of textbooks, activity books and teacher guides made available to schools Preparing activity books Preparing Textbook Guidelines Ensuring that an adequate number of textbooks, activity books, teacher guides and syllabi in core subjects are distributed to the schools Sub component: Revised curriculum diagnosed for the purpose of next revision Preparing curriculum implementation assessment manuals Collecting, organizing and analyzing data Producing final report No and types of trainees No of trainings organized No of Schools with well equipped and organized POP/FLE clubs All schools and ABE centers will have one set of syllabi in core subjects for all grade levels Each primary and secondary school student will have one full set of textbooks and activity books Set of activity books for each core subject of all grade levels No of textbook guidelines prepared, at the rate of one to one No of text books and activity books distributed at all levels No of teacher guides distributed at all levels (at the rate of 1 to 40 textbooks) No of syllabi distributed Set of curriculum implementation assessment manuals for each subject matter of all grade levels Need assessment reports of each subject matter for the revision of the next five year curriculum No of assessment manuals No of collected, organized and analyzed data in terms of each subject matter Final assessment report Sub component: Student assessment and examinations aligned with the revised curriculum Reviewing the national examination system Examinations will be revised in line with curriculum National exams aligned to the new curriculum Undertaking an inspection reform study Undertaken inspection reform study Implementing relevant recommendations of inspection reform study Improving classroom, regional and national exam results and continuing the National Assessment of Student Achievement of grades 4, 8, 10 and 12 on a 3 year basis Preparing analytical reports on NLA results Number of recommendations implemented Number of assessments conducted in various grades Assessment framework and guidelines implemented Number of reports prepared Component 3. School improvement planning Sub-component: The number of schools and ABE centers, who prepare a relevant SIP in collaboration with communities, increased All schools and ABE centers will have completed a School Improvement Plan approved by PTAs and School Boards 28
Education Sector Development Program IV Strategies and component activities Indicator/target Revising and distributing SIP related guidelines and instruments Capacity development of SIP support teams in regional and woreda offices to reinforce their support to schools with SIP Giving training to SIP stakeholders at school level to reinforce their school improvement planning capacities Ensuring that SIPs develop strategies to decrease early drop-out Number of SIP guidelines and instruments completed % of schools with SIP guidelines and instruments Teaching and learning time will be utilized 100% by both teachers and students through reducing late coming, truancy and absenteeism Number of experts in support teams having received relevant capacity development Number of SIP stakeholders at school level with necessary skills to prepare a SIP % of SIPs which give attention to decrease in dropout Sub-component: More conducive learning environment through provision of sufficient operational funds and enhanced resource utilization by school and community Organizing a comprehensive public information program about the purpose and use of school grants Implementing the school grant disbursement % of schools and ABE centers using school grants to address priority areas identified in the SIP Number of public information events organized % of schools who receive their grants on time Training school staff in financial management and in the use of the school grants, through the SGG Number of school staff with necessary skills in financial management Training staff at regional and woreda levels on support to be given to schools in using school grants, through the SGG Number of experts in support teams having received relevant capacity development Component 4: Information Communications Technology Sub-component: Quality of education improved through the implementation of all ICT components in secondary schools Developing and implementing a technology responsive ICT national curriculum for primary, secondary and higher education as well as for other educational institutions Producing new educational TV programs based on the revised curriculum Developing a program for training a critical mass of computer literacy teachers % of secondary teachers who are computer literate will increase by 100% % of secondary teachers who properly utilize the satellite TV programs will increase to 100% % of secondary students who can properly utilize satellite TV programs will increase to 100% Curriculum developed No of new programs produced 100% of secondary school students will have access to educational TV programs 80% of secondary school teachers will be trained in computer applications 100% of female secondary school teachers trained in computer literacy 29
Page 1 and 2: The Federal Democratic Republic of
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Page 5 and 6: Table of contents Acknowledgements
Page 7 and 8: MDG MLC MOE MOFED MOU MRE MSE NER N
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Education Sector Development Program - VLIR-UOS

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