Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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APPENDIX XEvaluations of Education Projects Sponsored by the Finnish Government in1990-20001. Special EducationNames of the Projects: Special Education Project / Training in Finland,in 1989 – 1992 andSupport to Special Education in Ethiopia (SSEP), in 1994 - 1998Sites: University of Jyväskylä, Finland Ministry of Education, Addis AbebaDuration: January 1989 – December 1992 (1993), and 1994 – July 1998Financing: Finland: FIM , 600,000 (used FIM 3,027,430)Finland: FIM 14 million (used FIM 13,300,826) Ethiopia: FIM 1,5 millionImplementing Agencies: Ministry of Education of Ethiopia University Jyväskylä, Universityof JoensuuObjective:To train Ethiopian experts in special education,and to create equal access forchildren with special needs to educationDescription: Training the staff of the central, regional and local governments, Establishingthe special education teacher training college, Designing SNE curricula, conducting base lineresearch, training teachers and building capacity in governcenceIn the Special Education Project / Training in Finland (phase II) scheme, five Ethiopiansgained Masters degrees September 1991 and returned to Ethiopia, and one student finishedhis doctoral degree in 1993.The purpose of the project was to support human resourcecapacity building in Ethiopia.The Support to Special Education in Ethiopia project (SSEP) in Ethiopia in 1994-1998contributed to developing education for children with special needs, establishing SebetaSpecial Education Teacher Training Centre and training 44 bachelors and masters ofspecial education through a distance education programme. The development goals of theproject were to (1) create equal access opportunities for children with special needs tobasic education and related sercives, (2) enrich the overall quality of education in Ethiopiathrough the cumulative impact of special education, and (3) develop education to enablechildren with special needs to fully participate into the community. The SSEP project wasimplemented as six subprojects: (1) trainer training, (2) special education teacher training,(3) information and awareness raising, (4) research, (5) community-based rehabilitation,and (6) project management and administration.Project RelevanceThe projects for developing special education assisted by Finland filled a vacuum in theeducational sector in Ethiopia. No other bilateral donor supported special education on thescale of Finland. The aims of educational policy in Ethiopia (ETP, 1994) includeguaranteeing differently talented pupils’ access to education, even if special education wasnot prioritised by the government. Ethiopia is very poor and unable to allocate resourcesfor special groups, given that the problems in mass illiteracy and a lack of basiceducation.Finnish aid made it possible to incorporate the implementation of specialeducation into national and regional curricula. The beneficiaries of the projects were75
decision makers, teacher educators, teachers and special needs students. The projectcontributed to good governance through capacity building of educational administration.Project EffectivenessThe special education project was based on experiences from and lessons of earlierprojects and on long-term needs analyses. Special education projects have revised theirgoals and nature in response to the feedback that they have received and with a view tomeeting current needs. The aim of the project was to train special education teachers,administrators and researchers, strengthen the organisation of the MoE, and initiateactivities at Addis Abeba University (AAU) with a view to meeting future educational andresearch needs. Particularly, the objectives of the SSEP were to contribute to• enabling the Ministry of Education to be self-reliant in organising andimplementing training of special education personnel;• creating effective co-ordination and cooperation procedures between the ministriesand various NGOs;• including an element of special education to formal and informal education andtraining programmes, with the priority of primary education;• implementing special education in regular schools either in special units or fullyintegrated;• creating an information system for promoting the human rights of the disabled;• making people aware of the nature of disabilities and existing services for thedisabled;• developing the well-being of the disabled by creating and further developing selfemploymentand other income generating models; and• gaining research results for development to special education and in particular thespecial teacher training at all levels.The projects had been successful in terms of gaining the objectives, supporting sustainabledevelopment of the Ethiopian education sector and using the funds allocated to theproject. The major outputs of the project were as follows: 44 new experts (18 MAs and 26Bachelors of Arts (BAs) in special education were trained, the ongoing training of specialneeds education teachers were launched and 115 teachers graduated in 1994-1998,thousands of teachers received in-service training, handouts in different languages and TVand radio programmes informing about disabilities reached a wide audience, and theplanned research on disabilities in the Ethiopian context was conducted. At the end of theproject special needs project seemed to be an integrated part of the education system inEthiopia.Project EfficiencyThe planning and preparation phases of each special education projects have been long.The nature and extent of the projects have also been changed from the original plans as itoccurred before SSEP / Training in Finland began. For the first project (1989-1992), theproject document had to be changed a lot. The second project, SSEP 1994-1998, theoriginal project document served well as a guide of activities as the objectives wererealistic. The results of the external midterm review offered the feedback of managing theproject and were accordingly considered.76
Page 1 and 2:
Johanna LasonenRaija KemppainenKola
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THIS PUBLICATION CAN BE OBTAINED FR
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LIST OF ABBREVIATIONSAAUADLIAfDBAID
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YHTEENVETOJohanna Lasonen, Raija Ke
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hetkellä koulutus ei vastaa työvo
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empowerment. However, in Ethiopia a
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PREFACEAs educators we became inter
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1 HISTORY AND DEMOGRAPHICS OF ETIOP
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approximately 73 per cent for femal
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No of students7 000 0006 000 0005 0
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an independent entity, cooperation
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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 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: Appendix IXTeacher Training Institu
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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