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: Access to Early Childhood Care and Education increased Promoting the expansion of ECCE classes in formal primary school compounds Providing appropriate incentives (provision of site, supervision, standard, curriculum) to private providers (NGOs, Faith based Organizations, and private sector) to further promote private ECCE initiatives Promoting community, cooperatives/ unions and iddir based ECCEs Promoting child-to-child ECCE provision Component 2: Provision of ECCE in rural areas improved Promoting the expansion of community-based ECCE, through the provision of incentives (provision of classes within the formal school compound, supervision, standard, curriculum) to communities Promoting and providing incentives (provision of classes within the formal school compound, supervision, standard, curriculum) to iddir-based ECCE owned by low-income communities Promoting child-to-child ECCE provision GER for ECCE will increase from 6.9% in 2009/10 to 20% in 2014/15 At least one Pre-primary class will be opened in all rural and urban primary school premises starting from 2010/11 Number of pre-primary classes in formal primary school compounds Number of children enrolled in private pre-primary schools Number of children enrolled in community, cooperatives/unions and iddir based ECCE Number of children participating in the child tochild delivery Number of trained facilitators Number of teacher trainers and supervisors At lest one ECCE class will exist in all rural primary school compounds Number of children enrolled in community-based ECCE in rural areas Number of children enrolled in iddir-based ECCE in rural areas Number of children participating in the child tochild delivery Number of trained facilitators Number of teacher trainers and supervisors * See comment on indicators and/or targets at the beginning of chapter 3. Equity and Access in Primary Education (including ABE) 1. Situation analysis The primary school system has continued expanding rapidly during ESDP III. The number of schools moved up from 16,513 in 2004/05 to 25,217 in 2008/2009, corresponding to an average annual growth rate of 11.2%. This sustained rapid expansion of schools and sections has been possible due to the successful application of the low-cost construction policy (use of local material and participation of local communities). Consequently enrolments of grades 1-8 have continued growing at an annual average growth rate of 8.0%, which led to an increase in GER from 79.8% in 2004/05 to 94.2% in 2008/2009. However the NER remains far below the GER in both cycles. In 2008/2009 the NER was 88.7% in the first cycle and only 44.0% in the second cycle, as compared to GERs of respectively 122.6% and 63.1%. This important difference between the two rates indicates a serious problem of overage, directly related to the persistent tradition of 32
Education Sector Development Program IV late entrance in grade 1, aggravated by continued repetition during both cycles and particularly during the second cycle. It is encouraging to see though that the Net Intake Rate (NIR) has been improving since 2004/05. Also a big gap remains between the enrolment rates in first cycle (1-4) and second cycle (5- 8) primary. In 2008/2009 the GER first cycle (including ABE) was 122.6% as compared to only 63.1% in the second cycle. This gap will receive attention during ESDP IV. Reasons for this low second cycle enrolment relate to the poor retention of learners during the first cycle, to the existence of several schools with poor facilities and to the distance between home and second cycle schools. The gap between boys and girls has continued declining and has become much smaller. For instance, in 2008/2009 the GER of girls in primary 1-8 was lagging behind that of boys by 6.9 percentage points as compared to 16.5 points in 2004/05. However, regional disparities continue being large. Two regions, Somali and Afar are lagging far behind the others with a GER below 65%. The encouraging finding though is that Somali and Afar are also the two regions that had by far the highest average annual growth rates of enrolments in primary 1-8 since 2004/05 of respectively 16.7 and 17.5%, as compared to a national average of 12.6%. In both regions the expansion of ABE centers played an important role in the increase of enrolments, but other alternative ways of providing education to pastoralist and semipastoralist populations (such as boarding schools, mobile schools, etc,) will be developed more strongly during ESDP IV. Further attention will have to be given to the design and adoption of sustainable alternative education modalities, including ways of facilitating the continuation of studies for learners who have completed ABE and find it difficult to join formal schools. Main challenges • In spite of a sustained increase of enrolments during ESDP III, a big gap remains between enrolments in first cycle (1-4) and second cycle (5-8) • The NER remains far below the GER in both cycles, which indicates a serious problem of late entrance and low internal efficiency • There is limited transition from ABECs to formal schools • ABEC is interpreted as a regular and long lasting program, while it should remain a short-term alternative • The gap between the emerging regions (Afar, Gambella and Somali) and other regions in access to primary education is still high • There is low access of indigenous children to school in Afar, Gambella and Somali • Gender gap is still big amongst some regions • There is lack of capacity to generate timely and systematic data 2. Expected program outcomes ❚ ❚ Access to primary education universalized by 2015, through a continued expansion of formal primary education and when/ wherever necessary through ABE centers and the implementation of relevant, flexible and innovative approaches for those students still unable to access the formal system Inequalities in access to primary education reduced with special attention to girls, youngsters from rural areas and children from emerging regions and underserved areas Key outcome targets The net intake rate (NIR) will reach 100% in 2014/15 for both boys and girls The drop-out and repetition rates for boys and girls through out primary education will become 1% by 2014/15. The transition rate from the end of ABEC to grade 5 will reach 100% in 2014/15 for both boys and girls The GER for grades 1-4 will reach 125% for both boys and girls The NER for grades 1-4 will reach 95% for both boys and girls The GER for grades 5-8 will reach 97% for both boys and girls The NER for grades 5-8 will reach 80% for both boys and girls The GER for grades 1-8 will reach 112% for both boys and girls the NER remains far below the GER in both cycles. In 2008/2009 the NER was 88.7% in the first cycle and only 44.0% in the second cycle, as compared to GERs of respectively 122.6% and 63.1% 33
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Education Sector Development Program - VLIR-UOS

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