Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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Report, 2003). The gender gap in secondary education is much smaller than in primaryeducation; however, the gap has been increasing in the early 2000s. The target is tonarrow down the gap—the target for boys in 2004-2005 is 17 per cent and for girls 14.4percent.Gender disparity is bigger in tertiary education than in primary and secondaryeducation. Females accounted for 10.7 per cent of total tertiary enrolments. In 1995/96most of the female students attended TTCs or the country’s only health sciences college orstudied business and economics and social sciences. Although women’s GER has risen by29.2 per cent since 1996, being 21.4 per cent in 2000/01, measured by the gender parityindex their actual numbers have fallen by 0.2 per cent as against those for male students.Although TVET has been a part of the ETP, only in recent years has a real start been madeon developing it. There are 23 technical and vocational education and training schoolswith a maximum intake of 6,000 students.5.1.3 Quality of Education and EfficiencyThe question of the quality of education will be explored using teachers’ pedagogicaltraining, student and teacher ratios, educational expenditure and student achievement asthe indicators. Efficiency will be examined through students’ dropout rates and repetitionof classes.The expansion of the educational system has created a serious shortage of teachers.According to the Ministry of Education (2004), 97.1 per cent of the first-cycle (Grades 1-4)and 28.7 per cent of the second-cycle (Grades 5-8) primary-school teachers werecertificated in 2002-2003. According to national standards, first-cycle primary-schooleducation requires teachers with the minimum qualification of a certificate from a TTI,while a second-cycle primary education teacher must have a diploma from a TTC. Femaleprimary-school teachers are more likely to have received pedagogical training than maleteachers: about 85 per cent of female and 65 per cent of male teachers are trained (EFA,2003/2004). The percentage of certified secondary-school teachers was 39 in 2003-2003.Table 5 describes the progression of certified teachers between 2000-2001 and 2002-2003.Table 5The Progression of Certified Teachers in Primary and Secondary EducationPRIMARYSECONDARYYearCertified teachersGrades 1-4Certified teachersGrades 5-8Certified teachersGrades 9-122000-2001 96.6 23.9 36.92001-2002 95.6 25.5 33.72002-2003 97.1 28.7 39.039
Qualification rates are high among teachers of lower grades at the primary-school level.The difference as compared to upper-grade teachers’ qualifications is great. The nationalstandards require that first-cycle teachers have a certificate from a teacher traininginstitute, whereas second-cycle primary-school teachers need a diploma from a teachertraining college (Tervo, Hailu, Huvio, Kirjavainen, Lasonen, Ovaskainen, Poutiainen,2003). The possibilities for further education for teachers are scarce. The ESDP II target isto have 99 percent of lower-grade and 80 per cent of upper-grade primary-school teachersand 73 per cent of secondary-school teachers qualified by 2004/05 (Joint Review Missionreport, 2003). If Ethiopia is to improve the quality of education and gain the objectives ofuniversal primary education and of increasing female participation to the 50 per cent setby the Ethiopian government in the PAP and the ESDP, it must engage a great number ofnew teachers annually.Average class size is 66.4 children in primary education and 74.9 children in secondaryeducation per one teacher (Mid-Term Review Mission, 2001). The pupil teacher ratioshave been increasing last years in the lower grades. Table 6 describes the progression ofpupil teacher ratios between 2000-2001 and 2002-2003. In reality there are often 100children in a school class. In addition, both evening and morning shifts are often taught bythe same teachers.Table 6Pupil Teacher Ratios (PTR) and Pupil Section Ratios (PSR) for Primary and SecondaryEducation (Ministry of Education, 2004.)YearPTRPSR1-8 9-12 1-8 9-122000-2001 60 46.3 70.4 78.22001-2002 63 49 73 802002-2003 65 45 73 77Besides looking at the enrolment figures, it important to investigate students’achievement in education. Students’ GPAs in secondary education vary from 1.8 (orbelow) to 4.0. Girls’ GPAs (Grade Point Averages) tend to concentrate at the lower end(i.e., 1.8 or below). 72 per cent of girls in Addis Abeba have their GPA at this low level.The respective figure for boys is 58 per cent (Lexow, 2003).The ESDP II target is to increase the proportion of educational expenditure in totalpublic expenditure to 19 per cent by 2004-2005 as against 15.1 percent in 1995 and 13.7per cent in 1996. By 2002-2003 its proportion in total expenditure had risen to 17.2 percent (Joint Review Mission Report, 2003).Educational quality includes several other factors in addition to those discussed above.A survey conducted by Eva Poluha (2001) revealed that the quality of education is beingimpaired by defects that the Government cannot afford to remedy. These include teachers’wretched work conditions, a lack of textbooks, a lack of teaching aids and materials, and40
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 and 36: 5 RESULTSEducation has been a devel
Page 37 and 38: These figures of growth transfer to
Page 39: Only one out of ten children who en
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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