Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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in Finland covered present and former staff of the Ministry of Foreign Affairs andrepresentatives of Finnish non-governmental organizations. Interviews withrepresentatives of companies and institutions which have participated in implementingprojects in Ethiopia focused on individual projects and on the specific experiences of theseorganizations.A field trip to Ethiopia lasted three weeks. The main purpose of the interviews inEthiopia was to obtain the views of the Ethiopian educational authorities, organizationsand individuals who have taken part in planning and implementing the cooperationprogramme and individual education and training projects.4.3 Data AnalysisThe findings of the desk and field study were combined and analyzed against selectedcontent criteria concerning human capital and gender issues in development processes andequal access to education and training. The findings of the interviews carried out inFinland were compared to the findings of the field study conducted in Ethiopia and viceversa. The analysis moved back and forth between the project level and the sector andcountry programme levels.33
5 RESULTSEducation has been a development priority on the national agenda since the formation ofthe Transitional Government that was in power until 1995, when the Democratic FederalRepublic of Ethiopia was established. In 1994 the Government developed an Educationand Training Policy (ETP) and an Education Sector Strategy (Transitional Government ofEthiopia, 1994). Most of the Ethiopian population is still illiterate. According to theEthiopian Government and UNICEF statistics (FDRE & UNICEF, 2001), the illiteracy rate isapproximately 73 per cent for females and 50 per cent for males.The goals, strategies and programmes of Ethiopian educational policy are addressingthe problems of access, equity, quality and relevance in education. Education and traininghave particular significance for the reduction of poverty and for strategies of gender equitybecause they stress the dimensions of opportunities, skills, human resources developmentand empowerment. However, an emphasis on developing TVET and skills was introducedin Ethiopia only at the turn of the 21 st century.5.1 Indicators of the Education Sector Development ProgrammeThe Government of Ethiopia has sought to expand equitable access to primary educationand, to some extent, to vocational education in order to meet the needs of the country andthe economy. The objectives for the first phase of the ESDP have been (ESDP, 1998a):• increasing access to primary education by expanding enrolments from 3.1million to 7 million;• promoting equity by expanding schools in rural areas and increasing theproportion of female students from 38 to 45 per cent;• improving the quality of education by providing each child with a textbook ineach core subject, and by improving teacher training;• improving relevance by reforming the curricula;• increasing efficiency by reducing dropout and repetition rates; and• supporting educational financing by raising public spending to 19 per cent ofthe government budget, and encouraging private-sector and communityfinancing.This research report investigates the achievement of the ESDP objectives: increasingaccess, promoting equity (with focus on gender) and improving the quality and efficiency34
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 and 22: an independent entity, cooperation
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: 4 RESEARCH PROCEDURES4.1 Goals and
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
Page 85 and 86:
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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