Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV The GER for grades 1-8 in Afar will increase from 58.0% in 2009/10 to 98.0% in 2014/15 The GER for grades 1-8 for Somali will increase from 63.8 in 2009/10 to 100% in 2014/15 GPI for GER for primary 1-8, general secondary 9-10 and for preparatory secondary 11-12 will become 1.0 in 2014/15 Enrolment rates for youngsters from rural areas and children from emerging regions and underserved areas will increase more rapidly than the average increase A total number of 135,000 primary school classrooms will be built, of which 80% will be low-cost classrooms About 235,000 additional primary teachers and facilitators will be recruited. and international organizations like the UN will be supported in their activities related to school feeding and to financial and material provisions to children with vulnerabilities and special needs. Support and accountability mechanisms for schools pertaining to actions relating to girls’ access to and retention in schools will be developed. The focus under ESDP IV for equity and access will be on the children who are still out of school, most of whom are in the emerging regions or belong to specific groups. 3. Policy and strategies The focus under ESDP IV for this program will be on the children who are still out of school, most of whom are in the emerging regions or belong to specific groups: the pastoralist, semipastoralist and indigenous groups, children with special needs and vulnerabilities. The activities that will be undertaken during ESDP IV can therefore be grouped into two sets: those aimed at a further expansion of access to primary education, and those more specifically focused on equity and on decreasing the existing enrolment gaps between various groups. The first set of strategies includes expanding the number of primary schools with special emphasis on reducing the distance between schools and pupils’ homes, particularly at second cycle primary, transforming the existing ABECs into regular schools, and establishing more ABE centers when and wherever necessary. ABE’s are considered a temporary solution to providing access for hard to reach children. The strategy is to phase out ABEs and use other solutions to address those children who still cannot access formal schooling due to a variety of reasons. Recognizing that many children will have a need for informal schooling, a set of recommended strategies is listed in the program matrix. The second set of strategies includes for instance the use of multi-grade classes as a means of integrating and maintaining children of scarcely populated areas in school, the provision of special support programs, scholarships and school feeding. Alternative education services like mobile schools, para-boarding schools for second cycle primary will be continued to meet the needs of pastoralist and semi-pastoralist populations. NGOs, civic organizations, donors 34
Education Sector Development Program IV Program matrix Strategies and component activities Indicator/target * Component 1 Access to primary education universalized by 2008, through a continued expansion of formal primary education and when/ wherever necessary through ABE centers Increasing the number of classrooms in primary and ABECs Expanding the number of primary schools with emphasis on reducing distance between schools and pupils’ homes, particularly at second cycle primary Increasing the number of teachers, facilitators and leaders Transforming the existing ABECs to regular schools Opening, where necessary, new ABE services Providing necessary financial and material resources Component 2 Inequalities in access to primary education reduced with special attention to girls, youngsters from rural areas and children from emerging regions and underserved areas Opening multi-grade classes as a means of integrating and maintaining children of scarcely populated areas in school Opening mobile schools and Para-boarding schools for meeting the needs of pastoralist and semi-pastoralist students NIR will reach 100% Drop-out rate through out primary education and in ABEC will reach 1. 0% The repetition rate throughout primary education will decrease to 1.0% Transition rate ABEC to grade 5 will reach 80% 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 100% 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 113.4% for both boys and girls GPI for GER both for primary 1-4 and 5-8 will be 1 No of classrooms No of new classrooms constructed % of students walking more than three km on the average No of teachers and facilitators No of newly recruited teachers and facilitators % of female teachers No of ABECs transformed to formal schools No of ABECs phased out No of newly opened ABE services % of primary education budget in overall education budget GPI for NIR and for NER for grades 1-4 will reach 1.00 The GER for grades 1-8 in Afar will reach 98% in 2014/15 The GER for grades 1-8 in Somali will reach 100% in 2014/15 Enrolment rates for youngsters from rural areas and for children from emerging regions and underserved areas will increase more rapidly than the average No of schools with multigrade classes % of teachers trained in teaching multigrade classes Number of mobile and of para-boarding schools Share of primary enrolment in mobile and paraboarding schools * See comment on indicators and/or targets at the beginning of chapter 3. 35
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Education Sector Development Program - VLIR-UOS

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