Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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3 EDUCATIONAL POLICY AND REFORMSIN ETHIOPIAThe Education and Training Policy (ETP) has focused on expanding access to educationalopportunities. The educational reforms are intended to achieve universal primaryenrolment by 2015, with local language used as the language of instruction in the primarygrades (Gfeller, 1999). In addition to addressing the formal education system, theEducation Sector Development Programme (ESDP), adopted by the Government in 1997,included non-formal education (NFE) opportunities for dropouts and out-of-schoolchildren and young people. The concept of NFE provides a second chance for all, throughdistance education, functional literacy and continuing education.The educational reforms have been reshaping the structure of the school system.Preschool education lasts two years and caters for children aged 4-6 years. However, it isnot compulsory. Only a small proportion of children go to preschools. Primary educationnow lasts eight years (age group 7-14); it is divided into two cycles, a first cycle (Grades 1-4) and a second cycle (Grades 5-8). The goal of the first cycle is functional literacy, whilethe second cycle prepares students for further studies.General education as a whole consists of eight years of primary education and twoyears of general secondary education (Grades 9 and 10), followed by two years of uppersecondary education. General education is completed at the end of the first cycle ofsecondary education (Grades 9 and 10), and intends to enable students to identify areas ofinterest for further education and training. The second cycle of secondary education(Grades 11 and 12) will prepare students for continuing their studies at the highereducation level or for choosing a career.Technical and vocational training is institutionally separate from the regulareducational system, forming a parallel track. Training is offered at the exit points of thegeneral education system (Grades 4, 8 and 10). Higher education institutions comprise twouniversities, thirteen colleges (including teacher training establishments) and threeinstitutes (a polytechnic, a health sciences and a water technology institute). Diplomaprogrammes generally last two years. First-degree courses take four to five years ofuniversity or college studies to complete.3.1 Education Sector Development Programme (ESDP)In the last ten years, development cooperation has favoured integrating individual projectswith sector-wide programmes designed by the host country. Instead of each project being19
an independent entity, cooperation projects are adjusted to the overall goals and strategiesof the given sector.The Education Sector Development Programme provides a sector-wide policy andimplementation framework for educational development. One of its main purposes is tocoordinate government and donor inputs in the educational sector. The Government setdown its educational sector policy in the ETP and the Education Sector Strategy (ESDP) in1994. The Ethiopian Ministry of Education introduced the ESDP (Federal DemocraticRepublic of Ethiopia, FDRE, 1998a) in 1997, and its action plan (PAP) (FDRE, 1998b) andimplementation plan (PIM) (FDRE, 1998c) in 1998. The ESDP has covered the first fiveyears, 1997/98 – 2000/01, of a 20-year plan. The second period of the ESDP (ESDP II)started in the school year 2002/03 (ESDP II, 2002/03 – 2005/06).The ESDP phase in Ethiopia was preceded by the Education Sector InvestmentProgramme (ESIP). The ESIP process was used to draw up a budget for implementingeducational policy, coordinated at national level. As regards the donors, the ESDP processhas been considered to offer the advantage of providing them with an overview of thedevelopmental needs of the sector. The Government started its own part of the ESDPprogramme in 1 July 1997, when the new budget year began.3.2 The Objectives and Function of the ESDP ProgrammeObjectives. The ETP and the Education Sector Strategy linked with it and the ESDP and thePAP have addressed the problems of access, equity, efficiency, planning and managementcapacity, quality, and relevance in education, which have been foci of their objectives andstrategies. The ESDP envisaged an expansion of primary-school enrolment from around 22per cent in 1995/96 to 50 per cent in 2001/02, and an increase in financing for educationthrough a rise in public expenditure on education to 4.6 per cent. This translated into anincrease in the number of children in primary schools from 3.38 million to 7 million. TheESDP recognised that the capacity of the teacher training system must be enhanced inorder to provide the qualified teachers necessary to teach the greatly increased enrolment.It also noted the need to improve the quality of the teachers, to pay attention to genderbalance among students and teachers, and to improve the student-textbook ratio at theprimary level from 5:1 to 1:1. The ESDP has had the aim of promoting equity by achievinga gross primary education enrolment rate of at least 25 per cent in under-served regions,raising female participation in primary education from 38 to 45 per cent, and increasingthe proportion of female teachers from 25 to 35 per cent in 1997/98-2001/02.Strategies. The ESDP programme has addressed the following strategic choices in1998-2002:• school site location in rural and under-served areas• construction of more schools• shorter school days• optimizing student-teacher ratio• elimination of school fees for Grades 1-10.20
Page 1 and 2: Johanna LasonenRaija KemppainenKola
Page 3 and 4: THIS PUBLICATION CAN BE OBTAINED FR
Page 5 and 6: LIST OF ABBREVIATIONSAAUADLIAfDBAID
Page 7 and 8: YHTEENVETOJohanna Lasonen, Raija Ke
Page 9 and 10: hetkellä koulutus ei vastaa työvo
Page 11 and 12: empowerment. However, in Ethiopia a
Page 13 and 14: PREFACEAs educators we became inter
Page 15 and 16: 1 HISTORY AND DEMOGRAPHICS OF ETIOP
Page 17 and 18: approximately 73 per cent for femal
Page 19: No of students7 000 0006 000 0005 0
Page 23 and 24: The other regional states have plan
Page 25 and 26: Declaration of Education for All. T
Page 27 and 28: OECD countries have committed thems
Page 29 and 30: marriage by abduction, isolation du
Page 31 and 32: making, metal work, agriculture, ho
Page 33 and 34: 4 RESEARCH PROCEDURES4.1 Goals and
Page 35 and 36: 5 RESULTSEducation has been a devel
Page 37 and 38: These figures of growth transfer to
Page 39 and 40: Only one out of ten children who en
Page 41 and 42: Qualification rates are high among
Page 43 and 44: ESDP policy. Increase of trained la
Page 45 and 46: Table 9Number of Government-Owned a
Page 47 and 48: elevant to Master of Arts (MA) stud
Page 49 and 50: United States Agency for Internatio
Page 51 and 52: Though the ETP stresses developing
Page 53 and 54: Review Mission Report, 2003). Howev
Page 55 and 56: the Bureau of Agriculture, the Bure
Page 57 and 58: • jointly implemented projects, c
Page 59 and 60: It is recommended that Finnish deve
Page 61 and 62: alternative schooling centers tend
Page 63 and 64: REFERENCESAlemu, Y. (2000). A compa
Page 65 and 66: UNESCO. (2001). Education for All:
Page 67 and 68: APPENDIX IINumber of Persons Interv
Page 69 and 70: • SSEP; Bridging-vaihe/työsuunni
Page 71 and 72:
international co-operation. Teacher
Page 73 and 74:
APPENDIX VAvailability of Facilitie
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Appendix IXTeacher Training Institu
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decision makers, teacher educators,
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The sustainability of the results d
Page 81 and 82:
The objectives and strategy of the
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Benishangul-Gumuz with vocational t
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Project RelevanceAn indication of F
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The annual budget for these project
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W O R KI N GP A P E R S23THE ECONOM
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Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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