Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

Though the ETP stresses developing the educational system as a whole, educationalpolicy measures are focused on guaranteeing the universal availability of basic education,particularly as regards the activities of the donors. The problem lies in offering youngpeople, both those who have dropped out of primary school and those who havecompleted it, an entry to further studies and/or a place in society.The Finnish projects have improved particularly the human rights of the handicappedand taken into account the promotion of gender equality to some extent. Both genders arefairly well represented among SNE students and teachers. By contrast, nearly all holders oftertiary degrees have been men. However, the ESDP project conducted gender analysesand sought to promote gender equality despite the obstacles. The training models forraising awareness used in the projects were effective in changing attitudes. Bi-lateral aid toEthiopia was stopped in 1998, because of the outbreak of war between Ethiopia andEritrea and the occurring human rights violations.While the SSEP project was based on the traditional principle of managing andimplementing a project, the ESDP project adjusted flexibly to the reform process of theevolving Ethiopian ESDP. Following the principle of flexibility meant making smallchanges in the planned ESDP budget, reported in exact detail. The project leader provedcapable of keeping the changes under control.Both the SSEP and the ESDP offices were effective service providers not only for theFinnish and Ethiopian Government but also for the international community. According tothe interviewed MoE and Regional Education Bureau (REB) officials, the SSEP and theESDP are rated as among the most efficient donor-assisted educational-sector projects inthe country. Their efficiency was seen in their ability to meet deadlines, their timelyreporting, the results they obtained, and their effective utilization of the funds.It is true that helping handicapped people to adjust to society, further studies andworking life has been ignored with the exception of Hosaina School. There were almost noreports or memoranda that would have mentioned vocational special education or SNE insecondary schools. However, SNE in vocational and secondary schools may face a broadrange of problems. Learning difficulties, social problems, the risk of marginalisation,dropping-out, and educational and career guidance require genuine and truly committeddevelopment activities.The Finnish bilateral programmes had the explicit aim of promoting good governanceby training educational administrators and strengthening the capacity of educationadministration and schools. Their feedback, regarding effectiveness, flexibility, andrelevance of the Finnish projects, was positive. Regional and local officials gained a betterunderstanding of the reforms demanded by the central government. The Finns helpedthem to accept the implementation of the reforms.The projects in the educational sector did not carry out any detailed environmentalanalyses. The most conspicuous practical application was seen in workshop activities andwaste sorting, again, at Hosaina School for the Deaf. The instructional campaigns of theSSEP project on disabilities and their causes did attempt to raise awareness ofenvironmental sources of disabilities. The civic education curriculum of Ethiopianeducational establishments has paid attention to environmental protection. The German50