Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

More documents

Recommendations

Info

Project EfficiencyThe NGO-based projects in Konso and Hosaina have been quite cost-effective because theorganizations are running the project and the Ethiopian beneficiaries take part in it both asproviders of resources and as agents. The Hosaina School of the Deaf has a trainingenterprise and some of the school clubs prepare products for sale. The Finnish governmenthas funded NGOs on a fairly small scale. Their projects are marked by high levels of localcitizen activity and, hence, a high level of local ownership. The NGO projects wereoriginally created because local people wanted them and asked for them.Project SustainabilityThe activities of the NGO projects have displayed a consistent continuity during the lastdecades. The Konso literacy project promotes basic literacy education among adults. It haspersuaded the community to commit itself to implementing literacy education. HosainaSchool for the Deaf is concerned about how its students will be able to enter working lifeand society after completing their basic education. The school is following up the students’school-to-work transition. The latest follow-up shows that only 28 per cent of the deafschool leavers are unemployed:Graduates of the Hosaina school according to their placement in 2000 11 :in number in percent1. Employed by organizations 25 33.3%2. Self employed 9 12 %3. In high school or other training 16 21.3%4. Unemployed 21 28.0%5. Living abroad 4 5.3%Total graduates 75 100%The bilateral programmes and the GoE have not paid much attention to special needsstudents’ access to further studies and vocational education. The curriculum of Hosainaalso teaches entrepreneurial skills to the students.Management and implementation of the education sector projects (SSEP and ESDP) wereeffective and efficient. The objectives of the projects reflected Finland’s developmentphilosophy and were coherently integrated to the goals of the Education SectorDevelopment Programme (ESDP) in Ethiopia. Improving access to and the quality of basiceducation are priorities of the sector. The Finnish projects especially contributing toproviding educational opportunities for the handicapped nationally and for the girls insome remote areas. The Finnish project created the conditions for providing basiceducation and chances for better lives to the disadvantaged children. The importantoutcome of the projects also included participation in monitoring the ESDP and successfultraining of educational administrators and teachers to raise their capacity in reformingeducation and training.11 Himanen, M. & Mekonnen, M., Work Report 2000. Hosaina87
W O R KI N GP A P E R S23THE ECONOMIC AND EDUCATIONAL DIVIDES separating rich and poorregions and the South and the North call for national and internationaldecision-making promoting educational policies that will help all peopleto achieve a good life. Access to education varies hugely between Europeand Africa. For example, of a Finnish age cohort almost 100 per centcompletes primary education, whereas of an Ethiopian age cohort onlyabout 20 per cent has an opportunity to gain the primary school certificate.Nevertheless, young people both in Ethiopia and in Finland deservethe same educational opportunities.Education and training have particular significance for the reductionof poverty and for gender equity strategies. Ethiopia is one of thosedeveloping countries that have recently carried out radical reforms oftheir technical and vocational education and training system.The purpose of this evaluation study is to investigate the extent ofEthiopian children’s access to educational and training services.The evaluation study is based on data collected in Ethiopia andFinland in 2001–2002. The country evaluation mission, of whichan examination of the education sector was just one part, was fundedby the Department of Development Policy of the Finnish Ministry forForeign Affairs. The publication’s intended audience are peopleinterested in development through education and training,policy makers, researchers and teachers.ISSN 1239-4742ISBN 951-39-2220-0THIS PUBLICATIONCAN BE OBTAINED FROMInstitute for Educational ResearchUniversity of JyväskyläP.O. Box 35 (Keskussairaalantie 2)40014 University of Jyväskylä, FinlandPhone +358 14 260 3220Fax +358 14 260 3241ktl-asiakaspalvelu@ktl.jyu.fiwww.jyu.fi/ktl/
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 and 84: Benishangul-Gumuz with vocational t
Page 85 and 86: Project RelevanceAn indication of F
Page 87: The annual budget for these project
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?