Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
Providing special support programs that can
promote enrollment, retention and performance of
girls
Promoting affirmative action ( e.g. quota for females
during selection and for capacity development)
that can increase the number of female leaders
and teachers in secondary and preparatory schools
Improving the participation of children with special
needs and vulnerability in secondary education
by providing special support such as scholarship
opportunities
Constructing more secondary schools in rural,
underserved areas and emerging regions
Component 4: Involvement of the private sector
and other stakeholders in the expansion of
secondary education deepened
Providing incentives to the private sector to promote
its involvement in secondary school provision
Continuing to implement the cost-sharing scheme
for preparatory secondary education
% of girls that benefit from support programs
% of female leaders and of female teachers at
secondary and preparatory school level
% of children with special needs and vulnerability
with access to secondary and preparatory education
GER, NER, Regional disparity and urban-rural
disparity
The share of enrolment in private schools will
increase to 5% at general secondary level and to
10% at preparatory level.
Number of new private secondary and preparatory
schools
Total earnings from cost-sharing scheme
Adult Education with a special focus on
integrated Functional Adult Literacy
1. Situation analysis
The expansion of a comprehensive adult
education system is essential to completing the
learning continuum in Ethiopia, which is central
to improving the quality of life of every Ethiopian.
To this end, the Ministry of Education published
in 2008 the National Adult Education Strategy
(NAES) of which an integrated approach to
Functional Adult Literacy (FAL) is a major focus.
The concept of integrated FAL has been defined
in the Master Plan for Adult Education, which
the Ministry has developed with support from
dvv international but in general terms it seeks
to link writing, reading and numeracy skills to
livelihoods and skills training in areas such as
agriculture, health, civics, cultural education, etc.
Such an approach requires delivery by various
governmental and non-governmental service
providers in multiple settings and also ensures
that literacy skills development is meaningful to
the learners. Many examples establishing such
linkages already exist in Ethiopia, for example
the basic skills/vocational training programs
for youth and adults that are based on market
demand in specific localities and that are linked
to integrated FAL activities and to income
generating and business opportunities (with
the respective business related services). More
bridges however must be built for learners who
wish to access other activities offered by various
providers as they progress through the integrated
FAL process and more post-FAL activities must
be developed.
Development of an integrated approach to FAL
is progressing. A national task force composed
of governmental and non-governmental
organizations has helped developing a number
of basic documents on integrated FAL: the FAL
Curriculum Framework; the FAL Implementation
Guideline; the FAL Facilitators Training Manual;
and the FAL benchmarks. FAL provides for a two
year program with yet to be defined yearly skills
targets and curricula that need to be developed
further.
The government acknowledges that statistical
data capturing Adult and Non-formal education
programs is relatively new and accuracy is
inconsistent and uneven. There are many
reasons to explain this situation: there are few
common statistical collection instruments;
programs vary from region to region and
from provider to provider; there is no central
statistical data collection system; and there is
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