Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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overcrowded schools. Increasing the textbook student book ratio from 1:5 to 1:1 is one ofthe ESDP objectives in Ethiopia. According to 1995 data, the student textbook ratios varysignificantly by region: while some regions have a 1:1 ratio, other regions have a 1:5 ratioin primary education. The student textbook ratios are more positive in secondaryeducation, where several regions have 1:1 ratios and no region exceeds the ratio of 1:3(Ministry of Education, 2004). The national average for student textbook ratio was 2.5 atthe primary level and 1.5 at the secondary level in 2000-2001 (Joint Review MissionReport, 2003).In Ethiopia schools are functioning with very modest facilities. A number of schools donot respond to the educational needs especially for increasing girl’s access to primaryeducation. The most of the schools do not even have necessary facilities such as waterand latrines to say nothing about counselling and clinics. Although the GoE has raisedpublic expenditure on education to 4,6 per cent of GDP, it will not be enough to ensure theaccess and attractiveness of education for all (Tervo, Hailu, Huvio, Kirjavainen, Lasonen,Ovaskainen, Poutiainen, 2002).Quality of education may correlate with dropping out of schools. For example, dropoutappears high in the first grade if the class sizes are large and there is lack of educationalmaterial (Joint Review Mission Report, 2003). Ethiopian primary education has rather highdropout and repetition rates, indicating that resources are being wasted. The overalldropout rate for the primary level (Grades 1-8) was 17.8 per cent in 2000/01 and 17.1 percent in 2002/03 (see Appendix IV). The aim of 8.9 per cent by the school year 2004/05seems difficult to reach. The risk of dropping out is particularly high for first-gradestudents. More than a quarter (28.7 per cent) of the children in the first grade dropped outin 2002/03 (Ministry of Education, 2004). Barely over 60 per cent of students survive toGrade 5. (Summary, Education for All: The Quality Imperative 2005; UNESCO 2005).Repetition of classes may correlate with dropping-out. About one out of ten studentsused to repeat Grade 1, girls more often that boys. Firstgrade repetitions, however, havefallen with a policy of automatic promotion and continuous assessment. In school year2002/03 the repetition rate for first-grade students was 3.9 per cent. The repetition rateincreases in Grades 5, 7 and 8, as indicated in overall repetition rate for Grades 1-8, whichwas 6.7 per cent in 2002/03 (Ministry of Education, 2004).Only a small proportion of secondary education leavers continue into tertiaryeducation. In 1996/97, 38.1 per cent of those taking the Ethiopian School LeavingCertificate Examination at the end of their secondary education passed the exam, and onlyabout a half of these were placed in tertiary education institutions (Workineh, T., Teferra,T., Shibeshi, A., & Mercer, M., 1999).5.2 Development of Technical and Vocational Educationand TrainingThe following section will examine the development of Technical and VocationalEducation and Training, which is not often given sufficient attention in educationalreports. Technical and Vocational Training, however, is one of the main components of41
ESDP policy. Increase of trained labour force relates to the development of the country as awhole.Table 7Number of Teachers and Students in Government-Owned Technical and Vocational Schools(TVETs) in 2000/01 (1993 E.C.) (Ethiopian Ministry of Education, 2001, p. 104.)TECHNICAL ANDVOCATIONALSTUDENTS GRADUATES TEACHERSSCHOOLS Total Female Male Total Female Male Total Female MaleAddis Abeba Technical 364 53 311 181 25 156 44 2 42Entoto Technical &VocationalGeneral WingateConstruction476 200 276 188 80 108 56 13 43401 87 314 138 32 106 54 4 50Chero Agro-Technical 24 6 18 - - - 12 1 11Mersa Agro-Technical 44 6 38 10 1 9 26 13 13Adama Technical 148 18 130 63 8 55 39 0 39W/o Sehen Technical &Vocational318 131 187 128 66 62 34 1 33Awassa Technical 117 15 102 78 10 68 - - -Bure Agro- Technical 147 20 127 53 8 45 24 1 23Waliso Agro- Technical 314 43 271 62 9 53 28 1 27Dire Dawa Technical 156 14 142 59 5 54 19 0 19Zeway TechnicalTraining Center89 14 75 44 6 38 12 0 12Dabena Tech. School 33 8 25 13 3 10 15 1 14TOTAL 2631(100%)615(23.4%)2016(76.6%)1017(100%)253(25%)764(75 %)363(100%)37(10.2 %)326(89.8 %)Although TVET has been a part of the ETP, only in recent years has a real start beenmade on developing it. There are 23 technical and vocational education and trainingschools with a maximum intake of 6,000 students. In the school year 2000/01, thestudents of state-owned schools were 23.4 per cent female and 76.6 per cent male. In thenon-government TVETS the enrolment was 91.5 per cent male and only 8.5 per centfemale (Ministry of Education, 2001b). The disparity in the figures for female and malevocational teachers is even greater. Froyland (2001) showed in his working paper, writtenas a TVET consultant, as part of the preparations for supporting the ESDP II that there is ashortage of TVET teachers, and the Ethiopian Ministry of Education has contracted manyTVET instructors from abroad (Wood & Avenstrup & Bekele & Froyland & Workineh &Higgins & Poluha & Kelemu, 2001).42
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 and 40: Only one out of ten children who en
Page 41: Qualification rates are high among
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

Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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