Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
Cross-cutting programs
Cross-cutting programs are those which do
not relate to a specific sub-sector but are of
relevance to the whole education sector. Precisely
because they are cross-cutting and are not the
specific responsibility of a sub-sector, there is a
risk that they are somewhat overlooked. In order
to ensure that they will receive the necessary
attention, they are included here explicitly as
separate programs.
Capacity development for improved
management
1. Situation analysis
The implementation of the decentralization policy
has led to significant changes. Decision-making
on important issues such as the nomination of
teachers and other support staff, the assignment
of leadership and principals down to the school
level and the use of the budget has descended
from the regional to the woreda or sub-city
levels. All regions have created the necessary
woreda offices. In all regions, woredas have
now important autonomy, in the management
of material, human and financial resources.
A growing number of woredas now prepare
their own educational development plans. This
practice is also going down to the schools.
In all regions, many training activities were
undertaken, in line with decentralization. These
training programs have touched a wide range
of people: regional and woreda experts, KETB
members, PTA members and school leaders.
The needs however remain high and many staff
do not receive training upon appointment.
Decentralization has also led to some challenges.
Some regional bureaus feel that there is a lack of
communication and information between the two
levels. The woreda education offices report more
to the woreda councils (from where their budget
comes) than to the regional bureaus. Because
of the lack of communication, the regional
bureaus cannot easily monitor the performance
of woredas and give support to those in need.
Many woreda offices of the emerging regions do
not have sufficient experts to perform their tasks
efficiently. The training programs should have
helped overcome these technical weaknesses,
but there is some dissatisfaction with the impact
of training: the newly acquired skills are not easily
transferred into the work environment. There are
few incentives to do so and the environment is not
always conducive. In addition, turnover remains
high and trained staff leave quickly.
Main challenges
• Limited capacities for planning
and management, at sector level
and at school level
• The collection, analysis and
use of information has to be
strengthened
• Lack of strong relationships
between regions and woredas.
• Woreda offices in the emerging
regions do not have sufficient
expertise to function effectively.
• The number of female experts is
very low
• High turnover of staff.
• Skills gained through training are
not systematically applied.
2. Expected program outcomes
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More effective planning, management,
resource allocation and utilization
through improving skills of
educational experts
Educational organizations with a
clear mandate and an appropriate
structure, which allow for more
effective information management
and decision-making.
Educational organizations (such as
ministries, REBs, Woreda offices,
universities) with a minimum level of
management and technical staff with
precise job descriptions and with the
necessary basic resources.
The number of female professionals
will be increased
Key outcome targets
All leaders and experts will have the expected
skills to undertake their work competently
All organizations will have functioning
information systems
The federal ministry and the regional bureaus
will have developed relevant strategic and
operational plans
The share of staff with the correct profile in the
educational organizations will have increased
Attention will be given to increase the number
of female professionals
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