Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

More documents

Recommendations

Info

Project SustainabilityThe capacities of schools and teacher training institutions were improved by producingtraining modules and training people to produce teaching materials at institution levels.The training, programmes and teaching materials were not organized and preparedhaphazardly; first needs analyses were made, after which the materials were prepared, thetrainers trained, the materials edited further, only then followed by the implementation ofa cascade model. After an evaluation the materials were revised. Naturally enough,materials created in the 1990s are no longer up to date, though some of them have beenrevised at the local level. However, the pattern of creating new materials as such seemedstill current in the teacher education institutions that had been involved in the ESDPprocesses.Education professionals gained both improved skills and an increased understanding of thecomplexity of policy processes. The effectiveness of the training in promoting thedevelopment of the regional and central ESDPs 7was mentioned several times byadministrators and teacher educators. Before 1999 Finnish development cooperation madea remarkable contribution towards the growth of this expertise.The people interviewed at the MoE and the Ministry of Economic Development andCooperation (MEDaC) and their counterparts and senior experts in the Amhara andBenishangul-Gumuz Regions considered that the ESDP had created a capacity to manageand continue with the Ethiopian educational reform at regional and local level. The ESDPproject had appreciably (1) trained competent staff to serve at various levels ofadministration; (2) produced valuable educational materials and manuals, which will berevised locally as needed; (3) provided lessons through experiences gained in planning,implementing and monitoring the ESDP project in a participatory and flexible manner; (4)given the participants’ immediate experience of adjusting regional and local policies to theESDP through work for the ESDP project; and (5) provided material assistance in the formof equipment, facilities, vehicles and so on. All this has contributed to a quantitativeexpansion of education. There has been an increase also in female participation ineducation. In all, Finland has provided remarkable support for the ESDP in Ethiopia in the1990s.3. Monitoring the Education Sector Development ProgrammeNames of the Projects: Consultancy Services for Participation at Education SectorDevelopment ProcessSites: Ministry of Education, Addis AbebaDuration: June 1998 – September 1999Financing: Finland: FIM 324,285Implementing Agencies:FTP with GovernmentObjective: To plan, monitor and assess the ESDP as a donor participant; To follow up andanalyze the ESDP in EthiopiaPurposes: Management and administration of the services and expert inputs needed for thesector development programmepreparation and review process7 Education Sector Development Programme of Amhara National Regional State 1997/97-2001/02. August1997. Bahar Dar.83
Project RelevanceAn indication of Finland’s grasp of the current situation was that FTP International wasthe MFA’s consultant, active participation in the reform brought about by sector wideapproach in education. Finnish consultants were the ones among the donor communitywho followed and analyzed the ESDP in Ethiopia and assessed its implementation in 1998-1999 8 .EffectivenessSince 1997 the sector-wide approach was applied in Ethiopia. The objective of theconsultancy service was to analyse the ESDP process, to assess the ESDP preparationprocess, and to disseminate the results to the civil servants in MFA. As an outcome, thestudy 9of the ESDP and analyses of developments leading to the initiation of the ESDPbetween 1994 and 1996 were produced. A Finnish delegate also participated in the firstJoint Review Mission of the ESDP in 1999. Additionally, an appraised project proposal anda project document 10 were prepared as continuation of Ethiopia-Finland cooperation.EfficiencyAfter careful preparations and expert assessments the Finnish Government decided to useFIM 20 million to assist an ESDP school-building project, funds that had already beenallocated. The support was meant to fund the construction of 150 first-cycle primaryschools (Grades 1-4). The project was never started.In 1999 the FTP, funded by the MFA, drew up a proposal for a five-year follow-up projectin 2000-2004 with the funding of FIM 33.7 million. The project document has been draftedand developed in collaboration with the Ethiopian counterparts. The proposal included thecontinued aid to the ESDP suggested on the basis of needs analyses carried out by theESDP and a consideration of their findings. The programme document “Continued FinnishSupport to Education Sector Development in Ethiopia within the Framework of theEducation Sector Development Program (ESDP)” never reached the appraisal phase. Thefollow-up aid was meant to be used to support teacher training and further capacitybuilding, essential factors affecting the quality of education.Project SustainabilityAfter the bilateral projects ended in 1999 because of the war between Eritrea and Ethiopia,the MFA has not participated in monitoring the ESDP. In 1999 Finland pulled out fromdevelopment cooperation in the educational sector and moved to the water sector inEthiopia. The following undertakings, were not completed:8 Oksanen, R. & Lönnqvist, A. Harmonising Requirements and Procedures among Potential FundingAgencies Supporting Education and Health Sector Development Programmes in Ethiopia. Final Report,SIDA, 18 May 1998., FTP International.9 Martin, J., Oksanen, R. & Takala, T., Preparation of the Education Sector Development Program inEthiopia. Reflections by Participants. Final Report, June 1999. Cambridge Education Consultants, UK andFTP International.10 FDRE:MOE & GOF:MFA, Continued Finnish Support to Education Sector Development in EthiopiaWithin the Framework of the Education Sector Development Programme (ESDP). Programme Document,September 1999.84
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 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: Benishangul-Gumuz with vocational t
Page 87 and 88: The annual budget for these project
Page 89: W O R KI N GP A P E R S23THE ECONOM
show all

Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?