Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV Constructing more cost-effective upper primary schools and classes in emerging regions to accommodate the students transmitted from ABE to grade 5 of formal schools Strengthening the school feeding program for food insecure areas, Providing material and financial support for girls, the indigenous and vulnerable children of the emerging regions Arranging scholarship programs for the children of emerging regions, specially for children of indigenous groups and girls, Opening and expanding boarding and Paraboarding schools in the pastoral and semi-pastoral areas, specially to increase the participation rate of girls and children of indigenous groups in 2nd cycle primary and secondary schools, Developing different support mechanisms to improve the pastoral and semi-pastoral regions children’s /both female and male/ access, retention and performance in schools, Component 3 Capacity of Educational management bodies and professionals at various administrative levels strengthened Developing and disseminating different implementation manuals and standards of alternative education modalities Strengthening the Capacity of officials and professionals working at REB and WEO by organizing different capacity building programs Number of newly constructed upper primary schools, Number of additional classes constructed The transition rate from the end of ABE to grade 5 will reach 100% for both girls and boys by 2014/15 Number of schools with school feeding programs, % of children benefiting from school feeding program Number of schools providing material and financial support Number of children benefiting from material and financial support % of indigenous children in the schools % of girls in the school Number of schools providing scholarship support, Number of children benefiting from the scholarship program, Number of girls benefiting from the scholarship program, Number of indigenous children benefiting from the scholarship program, Number of boarding schools constructed, Number of para-boarding schools constructed, Share of boarding and para-boarding schools in GER, Number of schools implementing tutorial programs, Number of schools with female students’ counsel Number of schools with genius students’ counsel Number of Woreda Education Office staffs with diploma Number of Woreda Education Office staffs with degree and above Number of supervisors with diploma Number of supervisors with degree and above Number of implementation manuals and standards developed Number of validation workshops conducted Number of officials and experts participated on the validation workshops Number of Woredas with access to the manuals and standards Number of trainings, seminars, workshops, etc. organized to up-grade the capacity of professionals and officials at REB and WEO of emerging regions Number of officials and professionals participated in capacity building programs 48
Education Sector Development Program IV Up-grading the academic level of REB and WEO officials and experts of the emerging regions by arranging: In-service summer programs Distance programs, etc. Number of WEO staffs up-graded from certificate to diploma Number of WEO staffs upgraded from Diploma to Degree Number of REB staffs up-graded from certificate to diploma Number of REB staffs up-graded from diploma to Degree and above Number of WEO supervisors up-graded from certificate to diploma Number of WEO supervisors up-graded from diploma to Degree School Water, Sanitation & Hygiene (WASH) 1. Situation analysis WASH (Water sanitation & hygiene) in schools is a major problem in many countries contributing to a high disease prevalence, poor learning environments and impacting on girls’ education. Children should be seen as agents of change for WASH within their schools, communities and homes. Water supply and sanitation facilities in schools, coupled with the promotion of hygiene, have a great influence on the quality of education. The Ministry of Education Annual Abstract (2007/8) indicates that the latrine coverage in primary schools is about 90.6% and water supply coverage is 30.2%. The latrine coverage in high schools is 100% and water supply coverage is 67.9%. The abstract doesn’t show the functionality or level of service provided of the schemes. In 2006, UNICEF undertook a detailed survey of the WASH status of primary schools. It was found that 22% of the 2,013 schools surveyed had a protected water supply in the compound. In many cases, the quantity of water available was deemed insufficient, based on a norm of 5 litres per capita day. The physical accessibility of water sources is a concern as about 50% of schools were more than 1 km of travel time. Hand washing facilities, including water and soap, are not available in schools. 76% of the schools surveyed had some sort of latrine. Of these, 65% had separate facilities for girls and boys (mostly with a common wall). Only, 38% of the toilets surveyed were assessed to be in a clean condition. Hand washing facilities were found in only 4% of the schools with latrines, even less featured urinals. 56% of schools had an apparently active sanitation club. One way or another, hygiene education was imparted to students in just under half the schools. There are problems with the designs being used (referring to toilet blocks, urinals, hand washing facilities and waste water management), their location, orientation and cost. Designs do not reflect gender concerns (for example, associated with menstruation), nor the associated need for privacy and security, nor the special needs of physically challenged students. More fundamentally, little emphasis is given to the use, upkeep, maintenance and management of sanitation facilities, and the hygiene education and promotion needed to ensure their use and the adoption of other hygiene practices. Main Challenges • The drinking water coverage at primary school is estimated to be 32.3%, which is very low compared to the national one. • The quantity of water in schools where there is a supply was found to be inadequate, even not satisfying the minimum needs, at least of 5 liters per day per capita. • The physical accessibility of water sources is a concern as about 50% of schools were more than 1 km of travel time. 49
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Education Sector Development Program - VLIR-UOS

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