Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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of education. Educational financing is discussed in the context of quality. The progress ofthe educational reform is revealed most obviously by quantitative indicators.5.1.1 Access to Primary EducationIn Ethiopia, access to education has been among the most limited in Africa. Between theend of 1980s (school year 1989-1990) and the early 2000s (school year 2002-2003), thenumber of schools increased by one half (51 per cent); whereas the student enrolmenttripled by 2001-2002. The growth of the teaching core, however, was not as rapid as thegrowth of the student body but nearly doubled during the same time period. Table 1shows the development in the number of schools and in the numbers of students andteachers by gender since 1989. Appendix IV presents extent to which certain indicatorshave been achieved.Table 1Number of Primary Schools and their Students (Grades 1–8) and the Proportion of FemaleTeachers from 1990 to 2001 in Ethiopia(Ministry of Education 2001; UNESCO 2000; Joint Review Mission Report 2003; Ministry ofEducation 2004; UNESCO 2004); ESDP 2003.)SCHOOLS PUPILS TEACHERSYear Number ofSchoolsEnrolment Proportionof Females%Proportionof Males%Number ofTeachersProportionof Females%Proportionof Males%1989-1990 8,256 2,466,464 39.8 60.2 68,389 23.9 76.11990-1991 8,434 2,063,635 41.8 58.2 68,457 25.0 75.01991-1992 8,120 1,855,894 40.8 59.2 69,743 25.6 74.41992-1993 8,674 2,283,638 38.2 61.8 75,736 26.6 73.41993-1994 9,276 2,722,192 37.0 63.0 83,113 27.0 73.01994-1995 9,704 3,380,068 36.0 64.0 89,189 27.6 72.41995-1996 10,204 4,005,708 35.7 64.3 92,526 28.1 71.91996-1997 10,478 4,468,294 26.0 74.0 105,788 26.2 73.81997-1998 10,752 5,090,670 36.7 63.3 109,237 27.2 72.81998-1999 11,051 5,702,233 37.8 62.2 112,405 27.8 72.21999-2000 11,415 6,462,503 38.5 61.5 115,777 29.4 70.62000-2001 11,780 6,650,841 40.3 59.7 121.077 30.3 69.7(57.4%)2001-2002 12,089 7,213,043 41.4 58.6 126,882 31.1 68.9(61.6%)2002-2003 12,471 (64.4%) 41.2 58.8 --- 30.6 69.4The objective of expanding primary-school enrolment to 7 million and increasing thetotal number of primary schools was quantitatively gained by 2002. The number ofteachers has grown although there will be a great shortage of teachers with the growingenrolment figures.35
These figures of growth transfer to increased access to primary education. The grossenrolment GER (covering over-age and evening programme students) in primary educationhas steadily increased. The GER rose from 57,4 per cent to 64,4 per cent between theschool years of 2000/01 and 2002/03. These enrolment figures are nearing the targetfigures. The ESDP II GER target for 3002/03 was 66 percent and 70 per cent for 2004/05(Joint Review Mission Report, 2003).In 2003, the primary-school (Grades 1-8) NER (covering the relevant age group) was54.0 per cent for all students (Ministry of Education, 2004). Table 2 shows the enrolmentrates by gender in the school years 2001/01, 2001/02 and 2002/03.Table 2NER/GER in 2000/01, 2001/02 and 2002/03 (Ministry of Education, 2004.)NERGERYear Female Male Total Female Male Total2000-2001 41.7 55.7 48.8 47.0 67.3 57.42001-2002 45.2 59.0 52.2 51.2 71.7 61.62002-2003 47.2 60.6 54.0 53.8 74.6 64.4Despite the progress in educational access, as the above indicators reveal, nearly halfthe children in Ethiopia in primary-school age (about 7 million 7- to 14-year-olds) do notgo to school. Low enrolment levels are a result of children never entering school and ofthe cumulative effect of high dropout rates in every grade of the primary cycles (Grades 1-8).The enrolment rates vary remarkably from region to region. For example, the GER inthe entire Afar Region is 13.8 per cent, compared with 100 per cent in Addis Abeba, for theprimary level education and 5.1 per cent, compared with 78.1 per cent in Addis Abeba, forthe secondary level education (Ministry of Education, 2004). The table in Appendix Vdemonstrates the differences of the regions as far as school facilities are regarded. Aspresented in Appendix V, the facilities of the schools also vary strongly from region toregion.The ESDP has emphasized expanding access to education in rural areas. Of the newprimary schools constructed in 2002/03, 86 per cent were built in rural areas, as wereabout half the secondary schools constructed during the same time period. The proportionof primary schools operating in rural areas reflects the population division between ruraland urban areas: 85 per cent of the Ethiopian population lives in the rural areas and 84.1of schools are situated in rural areas. The secondary schools, however, are concentrated inthe urban areas (Ministry of Education, 2004). Table 3 describes the percentage of primaryand secondary schools in rural and urban areas.36
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 and 34: 4 RESEARCH PROCEDURES4.1 Goals and
Page 35: 5 RESULTSEducation has been a devel
Page 39 and 40: Only one out of ten children who en
Page 41 and 42: Qualification rates are high among
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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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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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