Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV Create forums for increasing awareness about the importance of having female administrators Component 6 A gender sensitive curriculum established and materials produced Number of forums organized Number of male and female participants All teachers will use gender sensitive curriculum. Eliminate stereotyping in curriculum and textbooks Produce and distribute gender sensitive training materials Curriculum and textbooks fully revised to eliminate stereotyping Number of training materials produced % of teachers with access to training materials Special Needs Education (SNE)/ Inclusive Education 1. Situation analysis The Ministry has designed a strategy for Special Needs Education, the final goal of which is to ensure access and quality education for marginalized children and students with special educational needs. Special needs education is the education of students with special needs in a way that addresses the students’ individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials. Inclusive education is a process of addressing and responding to the diversity of needs of all learners through increasing participation and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structure and strategies to respond to diversity needs. Generally, SNE focuses on providing services for individual child, while inclusive education focuses on the change of the whole system of the school environment to the need of the individual child. A limited understanding of the concept of disability, negative attitude towards persons with disabilities and a hardened resistance to change are the major barriers impeding special needs and inclusive education. The main barriers to learning are lack of knowledge about diversity, rigid and poor teaching methods, inconvenient learning environment, lack of identification processes, and inadequate assessment procedures. The Ministry of Education started collecting data on children with disabilities since 1999. These indicate that the number of children with disabilities enrolled in the different levels of education (mostly in special schools or special classes in regular schools) has modestly increased during the last three years, but remains extremely limited. Applying the international estimates by WHO of an average 10% prevalence of disability in any population, in Ethiopia less than 3% of them have access to primary education. Access to schooling decreases rapidly as children move up the education ladder and girls are manifestly underrepresented. Generally schools have difficulty in addressing their students’ special educational needs. Some studies have shown that these special schools and special classes are understaffed, under resourced and also have a shortage of instructional materials. The first two Education Sector Development Programs did not pay much attention to the education of children with disabilities. This changed with ESDP III which gave due consideration to the expansion of educational opportunities for children with special educational needs in order to achieve the EFA goals. To reduce the existing gap and to actualize Education for All, the Ministry of Education has designed a strategy for Special Needs Education, the final goal of which is to ensure access and quality education for marginalized children and students with special educational needs. Different universities and colleges have started new teacher education programs on special needs education. Core curricula have been modified for children with disabilities and manuals are being prepared on disability specific curriculum at the federal level. In addition, special needs education is mainstreamed across all teacher education and training institutions in the country. Currently five Teacher Education Institutes and four Higher Education Institutions opened SNE departments and are training SNE professionals at different 76
Education Sector Development Program IV levels (Diploma, BA, MA and PhD). In addition, sign language training is been given as a subject in BA level in one Higher Education Institution. Meanwhile, the educational management, organization, community participation and finance guidelines foresee that two teachers trained in SNE should be assigned in primary and first cycle secondary schools in order to facilitate the education of students with special educational needs. But this measure has not yet been implemented. Main challenges • There is still very limited access to formal education by children with special educational needs. • Limited awareness within the education sector and among teaching staff about SNE. • The cooperation between MoE, other ministries and different partners is not well developed. • The existing special classes are understaffed and have inadequate instructional materials. • There are still insufficient and inappropriate opportunities for teacher training. • An adequate support system for students with special educational needs is not yet in place (e.g. resource centres, adaptive technologies) 2. Expected program outcomes ❚ ❚ ❚ Enrollment of children with special educational needs increased at all levels of education and due attention will be given to girls with special needs Number of trained teachers in SNE/ inclusive education increased Capacity of schools in addressing the academic and social needs of children with special educational needs improved Key outcome targets Primary school enrolment of students with special educational needs will increase from 47,461 in 2009/10 to 1,739,000 in 2014/15 2 Secondary school enrolment of students with special educational needs will increase from 3,910 in 2009/10 to 8,586 in 2014/15 Higher education enrolment of students with special educational needs will increase from 389 in 2009/10 to 946 in 2014/15 All Teacher Education Institutes and Colleges of Teacher Education will be provided with an SNE/inclusive education training component by 2014/15 The proportion of teachers trained for teaching children with special educational needs will increase to 25% in 2014/15 The percentage of schools with appropriate facilities for SNE/inclusive education will increase to 25% in 2014/15 The nine resource centers will be increased to 500 by 2014/15 3. Policy and strategies The Ministry of Education has adopted a SNE/ inclusive education strategy regarding the provision of the service within the existing structure and in the framework of inclusive education. The final goal of the strategy is to ensure access and quality education for marginalized children particularly for children with SNE such as the ones with disabilities. The General Education Quality Improvement Program (GEQIP) has also given attention to these issues and incorporated it in its teacher development component. Thus a provision of teacher training has been singled out as “Training teachers in SNE screening”. Programs related to strengthening SNE Pre-Service and In-Service Teacher Training and provision of SNE Education Materials to TEIs and cluster resource centers are also being implemented. 2 The intention, in order to achieve EFA in 2015, is to enroll all children with special educational needs in primary school. Their number in 2007 is estimated at 10% of the total estimated enrolment in that year. 77
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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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