Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV 4. Program matrix Components and Activities Indicator/target * General Objective Promote equal access and success in education and training for women and girls Component 1 Capacity of structures to promote girls’ education enhanced Distribute widely policies, strategies, programs including those prepared to address disabled female students to all concerned up to the lowest level including schools Review membership of Woreda and Kebele Training Boards with the objective of including members that have the awareness, knowledge, time and commitment to promote girls’ education Equip those working on girls’ education with awareness and knowledge about gender issues in education with a components on gender and disability through workshops, meetings, posters and fliers which take specific socio-cultural contexts into account Strengthen capacity of focal points in Bureaus/ Offices of Education to coordinate and follow up all the capacity building efforts through the provision of necessary personnel, budget, equipment and supply Component 2 Enrolment, retention and performance of deprived female students, including girls from pastoralist and agropastoralist groups, increased Strengthen the scholarship program for needy & disadvantaged female students Work closely with organizations that provide support to girls’ education Strengthen Pastoralist and Agro-pastoralist Education Panel at MOE Create awareness in gender in pastoralist education to those involved in the program Increased percentage of girls’ enrolment and reduced rate of dropout and retention both in absolute terms and in comparison to the percentage of boys Capacity of relevant structures will increase as demonstrated through the number of activities carried out. Number of Bureaus, Offices, Boards, and PTAs who received the documents. Awareness level of relevant individuals on policies & programs Number of Boards whose memberships are reviewed and strengthened Number of workshops organized Number of meetings held on girls’ education Amount of activities undertaken to address gender issues in education Budget allocated for gender issues and gender and disability issues Number of focal points provided with required personnel, budget, and equipment Degree of follow up & monitoring as displayed by quarterly reports, visits, & activities carried out GPI for NER grades 1-4 will increase to 1.00 GPI for GER grades 1-8 will increase to 0.98 Dropout rate of deprived female students will decrease in line with the overall decrease The enrolment of girls from pastoralist and agro-pastoralist areas will increase A scholarship program instituted Number of forums organized. Type and number of activities carried out Number and qualification of Panel personnel Budget allocated to the panel as compared to other programs Number of awareness creation forums organized. Number of participants by sex. * See comment on indicators and/or targets at the beginning of chapter 3. 74
Education Sector Development Program IV Component 3 Access of girls to science and TVET increased, with emphasis on areas that are traditionally considered men’s Increase the number of TVET centers including at locations that can be reached by female students Maintain preferential access for female students Provide tutorial support for beneficiaries of the preferential access system Increase the awareness and confidence of female students. Component 4 Literacy level of women increased through greater participation in functional adult literacy Strengthen the awareness of personnel at federal and regional levels involved in Adult Education and in FAL on specific situation and needs of women Strengthen the awareness of personnel at woreda and kebele levels involved in Adult Education and in FAL on specific situation and needs of women Integrate FAL with focus on females in activities of Woreda and Kebele Education and Training Boards Open more FAL centers to increase access for women Ensure that proportional number of men and women participate in literacy programs Component 5 Number of female administrators, supervisors and director increased Introduce affirmative action to enable female teachers secure administrative positions Organize training on leadership, assertiveness, and other skills to female administrators and teachers The share of girls in TVET enrolment will increase from 46% in 2008/2009 to 50% in 2014/15. Absolute and relative increase in girls’ enrolment in science and TVET programs, not traditionally considered those of women. Numbers of TVET centers opened. Proportion of female students in the programs Quota system in place Number of females receiving tutorials Number of teachers involved in the program. Number of NGOs involved in the program Number of discussion forums organized Number of female students participating in these activities and forums The enrolment of girls/women in functional adult literacy programs will increase The difference between the male and female literacy rate will decrease Awareness-raising material prepared Number of federal and regional staff participated in awareness-raising events Number of awareness-raising events organized for woreda and kebele staff Number of woreda and kebele staff participated in awareness-raising events Number of participants by sex in FAL programs Number of FAL centers that are close to villages Proportion of female and male participants. Number of female participants who complete literacy programs. 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 Number of female teachers who come to administrative positions Number of trainings Number of female participants 75
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The Federal Democratic Republic of
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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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Education Sector Development Program - VLIR-UOS

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