Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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The projects have kept their budgets and schedules very well. The SSEP project actuallyhad a small surplus in its annual budget, and after the project was over it was found thatthere was a saving of some Ethiopian Birr (ETB) 180,000.As the original plan was to continue development cooperation in quality improvement andin special teacher education after 1998, the GoE applied a bridging phase funding of ETB700,000, to finance special education teacher training. The money was used to train, untilthe end of 2000, special education teachers in the only Ethiopian teacher trainingestablishment, in Sebeta.The special education projects utilized several approaches in training the trainers, teachersand other professionals in order to encourage the Ethiopians to establish their education tothe national universities. The University of Jyväskylä trained the professionals in Finland,and the University of Joensuu also trained them by distance learning method. Theexpenses of the distance education seemed to be only 10 per cent of expenses used for theface-to-face teaching in Finland. One out of six Jyväskylä graduates did not return toEthiopia. The professionals who were trained in Finland got a job after returning home inteacher education, administration, planning etc.Project SustainabilityBefore the project launched in 1994 Finland trained Ethiopian special education experts inFinland, at first teachers and, in the early 1990s, MAs. The emphasis of this assistance inthe provision of special education shifted decisively in 1994, given that the aim of theproject was to create competencies and an infrastructure within Ethiopia itself. TheEthiopian MoE was made responsible for implementing the project.Curriculum developers working in the ICDR under the MoE and in TTIs seemed to beaware that feedback from the field is needed to make possible the continuousimprovement of the syllabuses, and that school-based research will be an essentialcomponent of such feedback. The base line survey of the project is still used as areference.The aim of the special education project has been to help the handicapped to live a goodlife by ensuring that they receive a basic education. The projects have also promoted socialequality within Ethiopian society. Thus far, the educational projects have focused on threecategories of the handicapped: the deaf, the blind and the mentally retarded. The pre-1994projects created an human resources infrastructure when special education specialistswere trained in Finland, but the group included also colleagues from other countries ofAfrica. The starting point of the project launched in 1994 was completely different, beingimplemented in Ethiopia in cooperation with the local stakeholders and having the aim ofstrengthening the national capacity for planning special education, training specialeducators and conducting research on special education.At a moment when a large-scale reform was being launched, many people in the centralgovernment did not consider special education and its target population a primary issuebeside mass education. However, the regions, overriding central government and the MoE,considered it important to include special education in their ESDP and its funding.77
The sustainability of the results demonstrates that SNE has become an integral part of theEthiopian educational system, as does the fact that the regions have incorporated into theirESDP plans a curriculum and a budget for special education. Another result of the Finnishproject was the foundation of a permanent training establishment for special educationteachers that operates as a part of Sebeta School for the Blind. Sebeta Teacher TrainingInstitute is the only institution for training special education teachers serving the wholecountry. Every region has a yearly quota of student teacher places at the institute. Inprimary schools special education is integrated into other classroom instruction throughmainstreaming. In addition, certain local schools have been given Special Education Units.Since autumn 2001 the normal teacher training programme includes a compulsory courseon special education. The GoE and certain regions, for example the Oromiya RegionalBureau which funds Sebeta School, support all teacher training. The problem is theinadequate provision and quality of the training. The area has the post of a supervisor ofspecial education created, early in 2001, in the MoE. The supervisor’s duties includecapacity building and the integration of the work of the NGOs and the government in thefield of special education, where there have been great shortcomings in the past. Anotherexpert in special education works at the Teacher Training Unit of the MoE. Specialeducation is represented also at the MoE’s ICDR. The professionals trained with theFinnish contribution have key positions in the special education field in Ethiopia. Since1998 the AAU has been offering an MA in Special Education. BA-level education is stillmissing.Despite attempts at positive discrimination, there have been very few women among theexperts. In schools there seemed to be an equal gender distribution among pupils withspecial needs. There were no statistics available on the number of schools and pupils. Itappeared that because of shortages of funds there was a varying number of schools ineach year.Like other areas of basic education, special education is suffering from a lack of teachers.Learning difficulties in classrooms greatly exceed the resources available for addressingthem. The current term is special needs education, but this covers only the three abovementionedgroups. The scope of the concept of SNE should be revised to correspond to thelearning difficulties of Ethiopian schoolchildren. This should be followed by an assessmentof the actual number of teachers required.The aim and ambition of the SSEP project has been to expand special education teachertraining at regional level by giving each region’s teacher training establishment a specialeducation teacher unit 1 . This has not materialized as yet but there are plans to train specialeducation teachers also in regular TTIs and TTCs.2. Education Sector DevelopmentNames of the Projects: Preparatory Assistance Team (PAT) for the Education SectorDevelopment in Ethiopia (ESDP Phase I, and Education Sector Development Programme(ESDP Phase II)1 Savolainen, H. Description of the Current Situation of Special Education and Rehabilitation Services inEthiopia. Memorandum. Niilo-Mäki Insititute, Jyväskylä.78
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
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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 and 76: Appendix IXTeacher Training Institu
Page 77: decision makers, teacher educators,
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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Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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