Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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The efficiency of the Ethiopian educational system has been undermined by highdropout and repetition rates. In the school year 2001/02, the school life expectancy was 5years (UNESCO, 2004). The coefficient of primary-school efficiency of 39.1 per cent in2002/03 has a rather long way to reach the goal of 50 per cent by 2004/05 (Joint MissionReview Report, 2003).In the light of the Dakar EFA goals, Ethiopia has made progress in access to primaryeducation for all children (EFA goal 2). The primary-school enrolment tripled during the1990s and early 2000s. However, in 2000 Ethiopia was among the countries of the leastenrolment according to NER, i.e. smaller than 60 per cent (EFA Global Monitoring Report,2003/4). Girls’ access to primary education lags significantly behind boys’ access. Femalestudents’ enrolment would have to change drastically to reach the goal of all childrenhaving access to primary education by 2015. The same trend is observed in the goal ofgender parity and equality. EFA goal 5 refers to eliminating gender disparity by 2005 andachieving gender equality by 2015. According to the EFA Global Monitoring Report(2003/4), Ethiopia is at the risk of not reaching the goal of gender parity even by 2015both in primary and secondary education. Improving gender parity is the best predicator ofachieving the EFA goals in general. Quality of education can be measured by severalindicators. Ethiopia has high teacher qualifications only in the first cycle of primary leveleducation. The student teacher ratios are high and increasing. Survival rate is a qualityand efficiency indicator. Only about 60 per cent of students in Ethiopia survive to Grade 5,which does not allow achieving measurable outcomes by all in literacy, numeracy andessential life skills (EFA goal 6).5.5.4 Esteem for TVETThough the ETP stresses developing the educational system as a whole, educational policymeasures are focused on guaranteeing the universal availability of basic education. Theproblem lies in providing young people, both those who have dropped out of primaryschool and those who have completed it, with entry to further studies and/or a place insociety. Education neither shapes nor corresponds to labour force needs or therequirements of industry and trade. On all levels of the educational system, education andtraining has little relevance to practice and context and to preparation for the workforceand employability. The main problems of the current TVET programmes are as follows:• The range of occupational areas, trades, skills and knowledge, in which trainingis offered, is very limited.• Girls and women are underrepresented in the training programmes, which isalso due to the fact that existing offers mainly address typical male skills andoccupations.• Training offers for existing micro and small entrepreneurs and people inemployment are hardly available.The development of public colleges to train TVET teachers and instructors remains apriority of the TVET policy. The regional TVET bodies need to coordinate their efforts with53
the Bureau of Agriculture, the Bureau of Trade and Industry and other regionalstakeholders involved in the training and further training of teachers and instructors.The Ethiopian ESDP has demonstrated strong and determined ownership andcommitment throughout the process of reforming education and training. Ownership lieswith everyone involved in the educational sector, policy-making, implementation and civilsociety. Nevertheless, ownership is weak at subregional and local levels of involvement,especially as regards women, in the planning and management of primary education.Educational administration faces the challenge of managing an information system atworeda and zone levels and of facilitating community participation in school governance.54
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 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: Review Mission Report, 2003). Howev
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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