Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
in 2004/05 to 78.4% in 2008/2009 for grade 5, and
from 26.3% in 2004/05 to 40.5% for grade 8.
Despite this major achievement, the gender gap
in education prevails at all levels of the system.
The gap becomes more visible as one goes
higher up the educational ladder. The share of
girls admitted to preparatory education is only
about a third. The number of female students in
TVET is close to male students, but a closer look
reveals that female students are concentrated in
areas that are considered female’s. Among those
enrolled in government institutions for a 2 or
3 year diploma program 16.2%, for the four-year
degree program 22.5%, for the Masters Degree
program 9.2%, and for Ph.D. programs 6.4%
were women. In Non-Formal Education (NFE)
women’s enrolment and success rate is also
lower than men’s, for reasons similar to those
for formal education.
The number of female teaching staff has also
evolved considerably, but females still remain
under-represented in all but ECCE. The share
of women among primary school teachers
increased slowly from 35.6% in 2004/05 to 37.2% in
2008/2009 and from 8.5% to 11.7% over the same
period in grades 9 to 12. The number of females in
administrative and leadership positions remains
extremely low. The number is decreasing as one
moves from primary to secondary schools and
institutes of higher learning. This deprives female
students of the opportunity of looking up to role
models. Also male teachers are more educated
and qualified than female teachers.
Main challenges
• While the attitude of communities
towards girls’ education is
improving, it is still not supportive
• Gender gap is still considerable at
all levels of education, especially
in preparatory secondary, TVET
and in higher education
• The proportion of females among
the total teaching staff remains
limited, despite the policy to
attract 50% of females into
teacher training.
• Females are grossly
underrepresented in positions
of educational leadership and
management as well as in
teaching profession especially
in secondary, TEVT and higher
learning Institutions.
• The curriculum needs to be
made more consistently gendersensitive.
• Gender mainstreaming during
planning, implementing,
monitoring and evaluation still
remains low
• Completion rate of girls at grade
8 is significantly lower than boys
• Participation of females in
traditionally men dominated
fields in TVET is low
• Community attitude towards
girls’ education is low and there
is still gender based violence in
and around schools and higher
learning institutions.
• Lack of separate toilet/latrine
facilities for boys and girls.
2. Expected program outcomes
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Capacity of structures to promote
girls’ education enhanced
Enrolment, retention and performance
of deprived female students, including
girls from pastoralist and agropastoralist
groups, increased
Access of girls to science and TVET
increased, with emphasis on areas
that are traditionally considered men’s
Literacy level of women increased
through greater participation in
functional adult literacy
Number of female teachers increased
at all levels
Number of female administrators,
supervisors and directors at all levels
increased
A gender sensitive curriculum
established and materials produced
Key outcome targets
Capacity of relevant structures will grow as
demonstrated through a significant increase in
the number of activities carried out.
GPI for NER grades 1-4 will increase from 0.94
(2008/2009) to 1.00 (2014/15)
GPI for GER grades 1-8 will increase from 0.92
(2008/2009) to 1.00 (2014/15)
The dropout rate of deprived female students
will decrease in line with the overall decrease in
drop-outs
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