Education Sector Development Program - VLIR-UOS

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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 ❚ ❚ ❚ ❚ ❚ ❚ ❚ 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 72
Education Sector Development Program IV The enrolment of girls from pastoralist and agropastoralist areas will increase The share of girls in TVET enrolment will increase from 46% in 2008/2009 to 50% in 2014/15. The enrolment of girls/women in functional adult literacy programs will increase The difference between the male and female literacy rate will decrease The share of females among teachers will increase The share of females among school heads, experts, supervisors and leaders will increase The share of females in administrative position at woreda, regional and federal level and in higher education will increase All teachers will use gender sensitive curriculum. 3. Policy and strategies Integrating gender issues across all levels of education system is one of the means of addressing educational equity. Accordingly, the global goal for gender equality under ESDP IV will be to promote equal access and success in education and training for women and girls. In order to achieve this goal, several mutually reinforcing strategies will be implemented. These are in line with the National Action Plan on Gender Equality in Education. Firstly, the necessary institutional and structural mechanisms will be put in place and/or strengthened. The existing strategy and action plan for gender equality in education will be updated. Support structures at national, decentralized and institutional levels will be strengthened. Further efforts will be made to establish and strengthen women education forums at all levels of education. Above all gender mainstreaming will be implemented effectively at all levels and efforts will be made to improve the capacity of the education staff to mainstream gender issues. One of the strategies which are known to contribute to the participation of women in education consists of the setting up of girl students’ clubs in all levels of education. Secondly, efforts will continue to focus on increasing the enrolment, retention and performance of female students, including girls from pastoralist and agro-pastoralist groups, with special attention to their participation in science and technology. This will take the form of affirmative action programs and of strategies to create a conducive learning environment for girls admitted to TVET after grade 10. At the same time, more attention will be given to monitor the implementation of ‘affirmative action’ programs. The education sector has to create strong work relationships with line ministries for collaborative work on gender issues. Thirdly, the need to raise community awareness about the benefit of girls’ education and about harmful traditional practices is still widely recognized. This includes disseminating lessons learned about girls’ education in relevant bodies and in society at large. In order to contribute to this, a gender sensitive curriculum, textbooks and reference books will be produced. Specific attention will be given to the role of women in pastoralist communities. The sexual harassment policy will be developed and implemented at all higher education institutions with serious commitment of the top managements. Gender responsive pedagogy (GRP) training in teacher training institutions will also be provided. The promotion of women in leadership positions plays a useful role in combatting gender stereotypes. . Integrating gender issues across all levels of education system is one of the means of addressing educational equity. Accordingly, the global goal for gender equality under ESDP IV will be to promote equal access and success in education and training for women and girls. 73
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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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Education Sector Development Program - VLIR-UOS

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