Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV The transition rate from the end of ABE to grade 5 will reach 100% for both girls and boys by 2014/15, The NER for grades 1-4 in Afar and Somali will reach 80% by 2014/15, The NER for grades 1-4 in Benishangul Gumz and Gambela will reach 95% by 2014/15, The NER for grades 5-8 in Afar, Somali and Gambela will reach 60% by 2014/15, The NER for grades 5-8 in Benishangul Gumz will reach 70% by 2014/15, The GER for grades 1-4 in Afar will reach 100% by 2014/15 The GER for grades 1-4 in Somali will reach 100% by 2014/15 The GER for grades 1-4 in Gambela and Benishangul Gumz will reach over 100% by 2014/15, The GER for grades 1-8 in Afar will reach 98% by 2014/15 The GER for grades 1-8 in Somali will reach 100% by 2014/15 The GER for grades 1-8 in Benishangul Gumz and Gambella will reach over 100% by 2014/15 The GER for grades 5-8 in Afar and Somali will reach 70% by 2014/15 The GER for grades 5-8 in Benishangul Gumz and Gambella will reach 90% by 2014/15 The number of woreda officers and of supervisors with diploma and with degree in the emerging regions will double by 2014/15 Some strategies have as an objective to further develop alternative models: ❚ Establishing new / more ABE centers ❚ Introducing or strengthening the alternative education modalities, such as: mobile schools, multi-grade classes, para-boarding schools, It is also important that the quality of education in the emerging regions improves, through: ❚ Providing Learning materials (such as exercise books, pen, pencil) and uniforms for the needy students, ❚ Academic and professional upgrading of facilitators, Strategies to incite more demand for education will include strengthening and/or introducing special support programs: such as school feeding and scholarship programs, with special attention for the indigenous children, girls and the vulnerable children. Finally, some strategies focus on strengthening the management of the education system through capacity building of officials and professionals at different level of the education structure, and through developing and implementing different implementation manuals and standards of alternative education modalities To increase enrolment and survival strategies can be grouped under those working on improving the supply of existing education some working on increasing the demand for education; and those working on developing management capacities of woreda staff and supervisors. 3. Policy and strategies To increase enrolment and survival in general education in the emerging regions, several groups of strategies will be implemented during ESDP IV. These can be grouped under those working on improving the supply of existing education, both in terms of quantity and quality; some working on increasing the demand for education; and those working on developing management capacities of woreda staff and supervisors. Strategies to increase quantitative supply include those aimed at further developing the formal school system: ❚ Transforming the existing ABE centers to formal / regular schools, in the relatively densely populated areas of pastoral / agro- pastoral regions, ❚ ❚ Constructing new schools, specially 2nd cycle primary schools, Expanding the existing primary schools – by constructing new classrooms, 46
Education Sector Development Program IV 4. Program matrix Strategies and component activities Indicator/ target * Component 1 Emerging regions children’s (especially indigenous children) access to primary education increased, through continuous expansion of regular schools and ABE centers, Transforming the existing ABECs to regular schools Opening new ABECs Expanding the exiting primary schools to accommodate more students, Constructing new primary schools, both 1st and 2nd cycles Providing material and financial supports to run the educational activities, Opening multi-grade classes as a means of maintaining pastoral and semi-pastoral children in schools; and, using resources efficiently, Opening mobile schools to meet the needs of pastoral children Component 2 The gap between the emerging regions and other regions in access to primary education reduced, by giving special attention to the education of emerging regions’ children (both female and male), Providing ABECs and schools in the emerging regions with additional resources to narrow the existing gap between the emerging and the other regions, Drop-out rate in the first cycle of primary schools and ABE centers will decrease to 1% for both girls and boys by 2014/15, The repetition rate in primary education will decrease to 1.0% for both girls and boys by 2014/15, The transition rate from the end of ABE to grade 5 will reach 100% for both girls and boys by 2014/15, The NER of grades 1-4 in Afar and Somali will reach 80% by 2014/15 NER of grades 1-4 in Benishangul Gumz and Gambella will reach 95% by 2014/15, Number of ABECs transformed to formal schools, Number of ABECs phased out Number of newly opened ABECs, Share of ABECs in primary enrolment, Number of newly constructed class rooms Number of newly constructed 1st cycle primary schools, Number of newly constructed 2nd cycle primary schools % of primary education budget against the overall education budget Number of schools with multi-grade classes, % of teaches trained in multi-grade classes teaching, Number of mobile schools opened, Share of mobile schools in primary enrollment Number of children benefitting from special support programs Gap in NER 1-4 between emerging regions and national average will decrease from present level to 15% in Afar and Somali and to 0% in Gambela and Benishangul Gumz by 2014/15 Gap in NER 5-8 between emerging regions and national average will decrease from present level to 20% in Afar and Somali and to 10% in Gambela and Benishangul Gumz by 2014/15 Number of ABE centers provided with additional resources, Number of primary schools provided with additional resources, * See comment on indicators and/or targets at the beginning of chapter 3. 47
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