Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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Funding the ESDP. The preferred method of funding for the ESDP is that the donorsgive direct budgetary support to the sector, not tied to any specific part of the sectoralprogramme. This has also been considered a major step towards recipient ownership.However, the donors and the Government of Ethiopia (GoE) have not been able to agreeon the disbursement arrangements under the ESDP. Only the World Bank (WB) has paid alump sum directly to the budget of the Ministry of Education in 2000. During the ESDPperiod the other donors, who have been the European Commission (EC), the United StatesAgency for International Development (USAID), the African Development Bank (AfDB),Sweden, and Germany, gave only earmarked contributions. According to the original plansthe donors would have contributed about a fourth of the total budget, a target which hasnot been reached during the first period of the ESDP.Donors’ Role. The role of donors at the federal level is to participate in coordination ofthe policy dialogue and at the implementation level to provide technical assistance.Cooperation among donors requires a great deal of negotiation on policy, implementation,procedures and funding. The donors are considered as members both in the Central JointSteering Committee and Regional Joint Steering Committee.Components. The Government has undertaken reforms and actions to achieve theseobjectives related to the ESDP in the following areas (FDRE, 1998b): (1) basic education(access, equity, quality, and out-of school children and adults); (2) secondary education(access, quality, continuing education for out-of school young people and adults); (3)technical and vocational education and training (relevance and quality interventions); (4)teacher education (increasing the proportion of qualified teachers, retaining qualifiedteachers, and improving the quality of teacher training); (5) tertiary education (improvingefficiency, increasing the number of engineers, educators, health workers and publicadministrators, and implementing a strategy for diversifying the resource base for tertiaryeducation); (6) educational materials (proportion of recurrent expenditure on non-salaryitems, such as textbooks); (7) institutional development in the Ministry of Education, theregional education bureaux and the central education agencies, such as the EducationMedia Agency (EMA), the Institute of Curriculum Development Research (ICDR), and theNational Organization for Examinations; (8) distance learning; and (9) capacity building.Technical and Vocation Training and Education. The Regional National States areresponsible for Technical and Vocational Education and Training (TVET) and SkillsDevelopment (SD). There is considerable difference between the states regarding how farthey have come in strategic planning of TVET and SD. The National State of Tigray may beone of the most advanced in developing a policy framework for TVET and SD (Froyland,2001). In December 2000 the Tigray National Regional State published its TVET strategy.The strategy had been prepared through a series of consultations and workshops withmain stakeholders. The Tigray region reflects the same problem as the other regions inEthiopia: females are under-represented in the school-based and diploma-led programmes.There are 3 200 students, of which two thirds are in the one-year course, participating inTVET programmes in Tigray (Government of Tigray, 1998). The number is not highconsidering the population of 3,6 million people in the Tigray National Regional State in2000.21
The other regional states have plans for TVET and SD in their medium and long termeducational plans. For example, Oromia National Regional State is in the process ofdeveloping a strategic TVET plan. The Addis Abeba National Regional has recentlyrequested assistance from the Ethio-German TVET programme for developing a TVETStrategy and a new organisational structure. Amhara Regional State Bureau of Education(2000) has delivered four month training for those leaving school in Grade 4 and sixmonth training for those leaving school in Grade 8. During the period of 1996-2001, theproposed one- and two-year training programmes for Grade 10 leavers were not offered.However, the second five-year plan for 2001-2006 includes:• setting up a management board of vocational training;• setting up 20 training centres of the 10+1 and 10+2 programme;• establishing Joiner Training centres in woredas (districts);• conducting a Tracer Study to improve the quality of training;• establishing apprenticeship;• setting up a management board for training centres;• conducting a market study of trained manpower needs.3.3 Evaluation of the ESDP ProgrammeTransparency of the ESDP. Harmonization of donor procedures occurs in supervising,monitoring and evaluating of the ESDP. Monitoring is an essential aspect of the sectorwideapproach. The harmonization of reporting, accounting, auditing, and otherprocedures contribute to the transparency of governance. The overall monitoring andcoordination of the ESDP is the responsibility of a Central Steering Committee consisting ofrepresentatives of donors and the Government of Ethiopia. At regional level, theresponsibility for monitoring activities lies with regional steering committees.Since 1999, the progress of the ESDP has been assessed by• three Joint Team Review Missions (JTRMs) in 1999, 2000 and 2003, the teamsconsisting of representatives from the Government and the donor community;• three Annual Review Meetings (ARMs) undertaken in 1999, 2000 and 2001;• three Consolidated National Performance Reports in 1999, 2000 and 2001; and• a Mid-Term Review (MTR) in March-April 2001.Reviews of the ESDP. The second JTRM (ESDP, 1999) identified a number of problemswith the supply and quality of teachers which must be addressed. These included trainingteachers able to deliver the new curriculum, building the institutional capacity of all thecountry’s teacher training institutes/colleges (TTIs/TTCs), providing adequate support andresources, for example by strengthening administrative and resource managementsystems, and ensuring adequate pedagogic resources, such as laboratories, books andmaterials and so on. There was also a need for a careful monitoring of the impact of newpolicy decisions on the attrition of first-cycle primary education teachers, the quality ofteacher training, and the supply of qualified teachers. The reviews did not include TVETand SD programmes.22
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 and 20: No of students7 000 0006 000 0005 0
Page 21: an independent entity, cooperation
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
Page 75 and 76:
Appendix IXTeacher Training Institu
Page 77 and 78:
decision makers, teacher educators,
Page 79 and 80:
The sustainability of the results d
Page 81 and 82:
The objectives and strategy of the
Page 83 and 84:
Benishangul-Gumuz with vocational t
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Project RelevanceAn indication of F
Page 87 and 88:
The annual budget for these project
Page 89:
W O R KI N GP A P E R S23THE ECONOM
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