Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV The capacity development program will aim at improving management at federal and at decentralized levels and within higher education institutions. 3. Policy and strategies The capacity development program will aim at improving management at federal and at decentralized levels and within higher education institutions. It will do so through a three-pronged approach. Firstly, the existing skills and competencies of individual officers will be upgraded through systematic professional development programs. These will go beyond the one-off training courses and will integrate a varied set of workshops, courses and other trainingrelated events together with the provision of support and guidance materials. This part of the program will be closely linked to the management and administration program / MAP component of GEQIP. One focus will be on strengthening EMIS. Moreover, developing and linking a school mapping data base, using a GIS (geographic information system) with EMIS for educational planning is an area that can be strengthened. The capacity development in EMIS may need to address this important component (GIS and EMIS at federal, regional and woreda level). 4. Program matrix A second part of the program will look at organizational functioning and aims at developing clarity around the mandate of the various organizations and at their internal structure and their relationships. This will strengthen collaboration between the different levels and help create a proactive administration. Special efforts will be undertaken to ensure greater communication between the policy level and the technical level within the educational organizations. Thirdly, for an organization to be effective, it does not only need an appropriate structure. It also needs a minimum level of human and financial resources. Under ESDP IV, standards on the minimum numbers and profile of staff in all organizations and on the minimum level of resources to be available to all organizations will be developed and information will be collected in this regard. Throughout this capacity development program, specific attention will be given to the following areas: educational planning and management and the collection and use of information for decision-making. Strategies and component activities Indicator/target * Component 1: More effective planning, management, resource allocation and utilization through improving skills of educational experts Designing appropriate professional development programs for experts from Federal Ministry, REBs and Woreda offices in collaboration with these experts, with special focus on emerging regions. And on needs of women professionals Organizing professional development programs in educational planning and management Organizing professional development programs in EMIS Developing and making available guidelines and support materials in educational planning and management and in EMIS Developing and making available guidelines and support materials in school mapping and GIS All leaders and experts will have the expected skills to undertake their work competently Professional development programs exist for experts from Federal Ministry, REBs and Woreda offices Professional development programs give specific attention to women professionals All educational planning and management experts have participated in at least one professional development program All EMIS experts have participated in at least one professional development program No of guidelines and support materials developed % of experts with access to these materials No of guidelines and support materials developed % of experts with access to these materials * See comment on indicators and/or targets at the beginning of chapter 3. 70
Education Sector Development Program IV Component 2: Educational organizations with a clear mandate and an appropriate structure, which allow for more effective information management and decision-making. Consolidating mandates and related organization structures of offices within the educational administration Improving data collection processes throughout the educational administration Reinforce communication and collaboration between policy-makers, planners and EMIS experts at all levels Component 3: Educational organizations with a minimum level of staff with precise job descriptions and with the necessary basic resources, and with an increased number of female professionals Developing standards on the minimum numbers and profile of staff in all organizations Developing standards on the minimum level of resources to be available to all organizations Setting up an information system on staff numbers and profile and resources of all educational organizations Upgrading the provision and use of IT infrastructure at central and decentralized levels All organizations will have functioning information systems The federal ministry and the regional bureaus will have developed relevant strategic and operational plans Each office has a clear mandate to which is linked an organizational chart % of offices who make regularly available the necessary data for educational planning and management The strategic and operational plans are based on an analysis of educational information. The share of staff with the relevant professional profile in the educational organizations will increase Standards exist on the minimum numbers of staff and on their profile Standards exist on the minimum level of resources % of educational organizations with well functioning information system % of offices with necessary IT infrastructure Gender and Education 1. Situation analysis Women’s participation in education is constrained by economic, socio-cultural, familial, personal and school factors. The economic problems relate to parents’ inability to send girl children to school especially if schools are far from home or girls drop out due to lack of finances. The problem is more serious in rural areas, particularly in pastoralist regions. The traditional division of labor in homes constrains girls’ success in education. School distance and harassment, feelings of discomfort to participate equally with men are stumbling blocks for female students. In addition, dropout in high school is fuelled by the practice of early marriage and marriage by abduction. Gender equality was already a major priority area and a cross-cutting issue in ESDP III. As a consequence of concerted affirmative action (entry requirements, and financial support such as a pilot scholarship program and tutorial support programs) and overall expansion, the gender parity index (GPI) has considerably improved in favor of females. At first and second cycle primary, for GER, it increased respectively from 0.87 and 0.69 in 2004/05 to 0.93 and 0.92 in 2008/2009. Girls’ completion rate at grades 5 and 8 also improved in which it has increased from 49.5% As a consequence of concerted affirmative action (entry requirements, and financial support such as a pilot scholarship program and tutorial support programs) and overall expansion, the gender parity index (GPI) has considerably improved in favor of females. 71
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The Federal Democratic Republic of
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Table of contents Acknowledgements
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MDG MLC MOE MOFED MOU MRE MSE NER N
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Education Sector Development Progra
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— CHAPTER 3 Priority action progr
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