Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV no formal impetus to provide statistical data on learners in the adult and non-formal education sector as there is for other education systems (formal education, universities, etc.). Even considering underreporting of available data and underestimation of participation rates, it is certain that the literacy target set at 5.2M in ESDP III was not achieved. This is attributable to a variety of factors, including lack of funding, lack of structure at all levels to support activities, poor coordination, absence of guidelines and training manuals and unavailability of human resources at the grassroots level. Moreover, coverage of programs seems to be decreasing instead of increasing. However, more recently, the Ministry has placed more emphasis on Adult and Non-formal Education and has undertaken a number of initiatives to better coordinate existing initiatives and assume greater leadership. Most noteworthy are the creation of an expanded Adult and Nonformal education unit within the Ministry, the signing of a Memorandum of understanding (MOU) between the MoE and five other ministries. This MOU ensures the creation of the Adult Education Board and a technical committee, which should be replicated up to the woreda level. Although each region has an assigned adult educatoion focal point, better-defined job descriptions and specific assignments need to be developed, and such positions should also be created up to the woreda level. The national efforts in adult education will be guided by the Master Plan for Adult Education which was drafted during the preparation of this ESDP IV document. Main challenges • Although non formal and adult education provides for a broad vision for adult education, its current application is limited to integrated FAL, ABE and basic skills development and thus fails to recognize the AE activities conducted by various ministries, NGOs and the private sector • The fragmented nature of adult education provision makes efficient implementation, coordination, linkages between programs and monitoring difficult • Differences in the conceptual understanding of integrated FAL and lack of standardized parameters • Weakness of facilitators with the required skills and knowledge base that would enable them to implement integrated FAL as it is intended • Inequitable distribution of adult education • Low level of relevance in relation to daily life situations • Low level of quality of adult education due principally to the absence or poor quality of adult education structures, programs and materials and unskilled human resources • Low level of human, financial and material resource allocation • Low capacity for data collection, evaluation, monitoring and reporting capacities at all levels, especially but not exclusively for integrated FAL • Although a structure has been developed for integrated FAL, curriculum and syllabi still to be developed in all regions and languages. 2. Expected program outcomes ❚ ❚ ❚ ❚ Democratic and good governance culture improved through expansion of adult education Economic development made more sustainable through quality and relevant adult and non-formal education, with a special focus on integrated Functional Adult Literacy An efficient institutional system created for adult and non-formal education Significant improvement in adult literacy attained Key outcome targets 95% of adults who are at present among the illiterate group, will have followed a two-year literacy program organized by the regions and other stakeholders. 40
Education Sector Development Program IV Curricula that link adult literacy to livelihoods will be created and implemented. The number of trained facilitators in integrated FAL and life related skills instructors will have increased. Best practices and materials in integrated FAL will be identified and shared. A Master Plan for integrated Adult and Nonformal education will be utilized and implemented by all stakeholders The National Adult Education Board will be operational Disparities in literacy rates between males and females and between regions will have decreased. 3. Policy and strategies Under ESDP IV, the Ministry of Education will strive to fully implement the National Adult Education Strategy. Through the development and implementation of the Master Plan in Adult Education, the Ministry of Education will put forward a broader, holistic and more integrated framework for quality service provision to youth and adults. The Ministry of Education will consolidate and enhance its working relationship with government, private sector and NGO partners. First and foremost, it will aggressively pursue the creation of the adult education unit within the Ministry of Education and the implementation of the National Adult Education Board, as well as encourage and support the creation of similar entities in the regions. Working closely with all stakeholders in the Adult Education Strategy it will develop learner centered curricula that enable adults to acquire the functional literacy skills closely related to their lives, their livelihoods and to needs of their communities. The Ministry of Education will develop community mobilization strategies that can be adapted to meet the needs of different regions in order to maximize awareness, support and participation in integrated Functional Adult Literacy/FAL programs. This will involve harnessing the skills, knowledge and expertise of all stakeholders in adult education, especially the ministries who signed the Adult Education Strategy Memorandum of Understanding, in order to develop appropriate curricula, train and support FAL facilitators and share innovation and good practice. The focus of activities under ESDP IV in this subsector will be on expanding the reach of integrated FAL and on improving the quality of its programs, through strategies as indicated in the Master Plan. The Ministry of Education will promote the undertaking of adult education and FAL activities by many different actors. These will include the Regional Education Bureaus, non-governmental organizations and other ministries. The Master Plan does not identify precise targets for the achievement of literacy rates by the end of its implementation. Various scenarios can be imagined. The one adopted in ESDP IV is ambitious because of the government’s commitment to adult education and to the importance it attaches to achieving the EFA goals. The government also recognizes that the longterm vision of turning Ethiopia into a middle income economy needs a literate adult population. ESDP IV therefore foresees to ensure that 95% of illiterate adults participate in a two-year adult education program, with the government covering 90% of the total cost. The government recognizes that the long-term vision of turning Ethiopia into a middle income economy needs a literate adult population. ESDP IV therefore foresees to ensure that 95% of illiterate adults participate in a twoyear adult education program. 41
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Education Sector Development Program - VLIR-UOS

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