Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV Environmental education and protection 1. Situation analysis While in previous years the government and the ministry gave attention to the importance of environmental education and protection, the issue was not identified as a specific crosscutting program under ESDP III. The gravity of this issue has become more pronounced in recent years and the need for the education system to pay more consistent and systematic attention to environmental concerns, is recognized. Main challenges • Need for comprehensive inclusion of environmental education and protection in the curriculum • Awareness of administrators, teachers and students to be strengthened. 2. Expected program outcomes Environmental education and protection will be given more attention in teaching 4. Program and learning matrix in the classroom at all levels More administrators, teachers and students will have been made aware of the importance of environmental education and protection Key outcome targets At least 50% of students will be made aware of the importance of environmental education and protection At least 50% of teachers will demonstrate good knowledge of environmental education and protection 3. Policy and strategies To ensure that the education system pays sufficient attention to environmental issues, strategies will focus on two core areas: the curriculum and the awareness of administrative and teaching staff. The inclusion of environmental education and protection in the curriculum within the focus on science will make it possible for a significant share of students to be introduced to the importance of this issue to the future sustainable development of Ethiopia. Awareness-raising activities will be organized, some as standalone events, others within teacher training, to gain the commitment of administrators, experts and leaders in the education sector to this issue. Strategies and component activities Indicator/target * Component 1 Environmental education and protection will be given more attention in teaching and learning at all levels Developing relevant teaching and learning materials to accompany the curriculum Inclusion of environmental education and protection in teacher training Component 2 More administrators, teachers and students have been made aware of the importance of environmental education and protection Broadcasting awareness-raising programs on educational television Organizing awareness-raising for experts Organizing awareness-raising and in-service training programs for teachers and ABEC facilitators Creation of environmental education and protection clubs in all schools At least 50% of students will be made aware of the importance of environmental education and protection No of teaching and learning materials developed % of teacher trainees who have followed a course on environmental education and protection At least 50% of teachers will demonstrate good knowledge of environmental education and protection No of programs broadcasted No of experts in awareness-raising events No of teachers participated in awareness-raising and in-service training events % of schools with such clubs * See comment on indicators and/or targets at the beginning of chapter 3. 82
Education Sector Development Program IV Education in Emergencies 1. Situation analysis Education in situations of emergency and crisis is one of the “flagship” programs of the global ‘Education For All’ (EFA) campaign. It was recognized in the Dakar World Education Forum (2000) that one of the barriers to attaining the EFA goals was the large population of children who are forced out of school due to conflict, wars, rapid and slow onset of disasters such as floods and droughts. Education in emergencies (EiE) was recognized as a key component of humanitarian response in Ethiopia when the National Education Cluster, including members from Ministry of Education and International and national NGOs, was set up in October 2008. The cluster’s role is to support the Ministry of Education in ensuring that children continue to receive some form of education during emergencies and to develop a preparedness strategy for future emergencies. The cluster has been supporting the Regional Education Bureaus to manage and strengthen the regional task forces. Eight regions (Somali, Afar, Gambella, Amhara, Tigray, SNNPR, Benshangul Gumz and Oromiya) identified as emergency prone are affected every year by drought, floods and/or ethnic conflict. The recurrent nature of these emergencies along with pre-existing poverty and the complexities of pastoralist and agro-pastoralist communities affect thousands of children every year. The ability of children to access education is severely compromised as children drop out of school due to poverty, schools remain closed for extended periods of time, teachers leave the affected areas, school buildings are used as shelters or are damaged, school materials are damaged, children and their families are displaced from their villages and live in temporary shelters for long periods. The unavailability of comprehensive information on the impact of emergencies on drop out, enrolment rates and overall education status leads to inadequate and untimely response. Consequently, thousands of children who drop out during an emergency continue to remain out of school affecting the drop out of school age children as a result of displacement or migration. According to the seasonal assessment reports conducted by the national and regional task forces organized to identify hot spots and to enable the Government, donors, international and local NGOs and the local community to act, there is the likelihood that these emergencies might continue to occur in the near future and as a result they must be mainstreamed in ESDP IV. Main challenges • Enrolment rates remain low and drop-out rates remain high in emergency-affected areas. • Lack of awareness of the impact of emergencies on education and therefore inadequate response by the education sector to emergency situations. • Lack of commitment from sector actors, and lack of budget to respond to emergency situations • Lack of co-ordination at Regional Level 2. Expected program outcomes Awareness on education in emergencies developed through teacher education Children affected by emergencies will continue their schooling Capacity of administrators, communities and schools to manage education in emergencies made stronger Information on emergency situations included in Education Management Information System Education management systems built to plan and prepare for education response in an emergency Key outcome targets All teachers who work in emergency context will be able to deliver education in emergencies All woreda offices based in emergency contexts will have participated in capacity development programs and be able to implement EiE programs Collection of EiE data to be strengthened and mainstreamed into other data collection exercises carried out within the sector. Each affected region will have an emergency preparedness response plan and a task force to implement and monitor the plan. Thousands of children who drop out during an emergency continue to remain out of school affecting the drop out of school age children as a result of displacement or migration. 83
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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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Education Sector Development Program - VLIR-UOS

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