Education Statistics Annual Abstract 2007 Part 1

Education Statistics Annual Abstract 2007 E.C (2014/15 G.
C)
Content page No
1. Overview of the education system.............................................................................................. 5
1.1 Structure of the Addis Ababa City Education System ............................................................. 6
1.2. The Addis Ababa Education System “At Glance” .............................................................. 7
1.3. The Education sector Development Program (ESDP IV) Key Indicator Target &
Achievement................................................................................................................................. 11
2. Summary Tables ....................................................................................................................... 14
Table 2.1 School Age Population of 2007E.C(2014/15) ........................................................... 15
Table 2.2 and Chart 2.1 Type of Schools ................................................................................. 15
Table 2.3 Enrolments for All Levels of Education ...................................................................... 17
Table 2.4 Enrolment Trends preprimary - Preparatory 2007E.C With Sub City ...................... 17
Table 2.5 and Chart 2.2 Teaching Staff ....................................................................................... 18
3. Key indicators and analysis ...................................................................................................... 19
3.1. Preprimary education ............................................................................................................ 21
3.1.1Preprimary School ............................................................................................................ 21
3.1.2. Gross Enrolment Rate (GER ...................................................................................... 23
3.1.3. Net Enrolment Rate (NER) ........................................................................................ 23
3.1.4 Gender Parity Index (GPI) ............................................................................................... 24
3.1.5 Pupil Teacher Ratio (PTR)......................................................................................... 25
3.1.6 Pupil Section Ratio (PSR) .......................................................................................... 26
3.2. Primary education ................................................................................................................. 28
3.2.1. Access and coverage of primary education ............................................................... 29
3.2.1.1 Apparent Intake Rate (AIR) ...................................................................................... 29
3.2.1.2 Net Intake Rate (NIR) ............................................................................................... 30
3.2.2. Gross Enrolment Rate (GER) .................................................................................... 31

3.2.2.1 GER of Primary Grade 1-8 (Including ABE) ........................................................... 31
3.2.2.2. GER Primary cycle Grade (1-4) ........................................................................ 31
3.2.2.3 GER Primary cycle Grade (5-8) ........................................................................ 32
3.2.3. Net Enrolment Rate (NER) ........................................................................................ 33

3.2.3.1 NER Primary cycle Grade (1-4) ......................................................................... 33
Addis Ababa Education Bureau Educational Study, Plan and Budget Support Process Page 1
Education Statistics Annual Abstract 2007 E.C (2014/15 G.C)
3.2.4. Gender Parity Index (GPI) ......................................................................................... 35

3.2.5. Pupil Teacher Ratio (PTR)......................................................................................... 35
3.2.6. Pupil Section Ratio (PSR) .......................................................................................... 36
3.2.7. Internal Efficiency ..................................................................................................... 37
3.2.7.1 Dropout rate .............................................................................................................. 37
3.2.7.2 Repetition rate ........................................................................................................... 39
3.2.7.3. Survival Rate to 1st cycle (Grade1-4)....................................................................... 39
3.7.2.4. Primary Completion Rate (PCR) (Proxy Method)................................................... 40
3.2.7. School Facility ........................................................................................................... 41

3.3. Alternative Basic Education (ABE) .................................................................................. 43
3.4. Secondary Education ......................................................................................................... 45
3.4.1. Secondary and preparatory School ................................................................................. 45
3.4.2. Gross Enrolment Rate (GER) Grade 9-12 ...................................................................... 46
3.4.3. Net Enrolment Rate (NER) Grade 9-12 ......................................................................... 47
3.4.4. Preparatory Enrolment Grade 11-12............................................................................... 47
3.4.5. Gender Parity Index (GPI) .............................................................................................. 48
3.4.6. Pupil Teachers Ratio in secondary school ...................................................................... 49
3.4.7. Pupil Section Ratio (PSR) .............................................................................................. 50
3.4.8. School Facility ................................................................................................................ 51
3.5. Special Needs Education (SNE) ............................................................................................ 53
3.6. Integrated Functional Adult Education (IFAE) ..................................................................... 54
3.7.1. Qualification of teachers .................................................................................................... 55
3.7.2. Principal and Supervisor ................................................................................................. 55
3.8. School water, sanitation and hygiene (WASH) .................................................................... 56
3.9. Examination Results.............................................................................................................. 59
4. Kotebe university college ............................................................................................................ 61
4.1. Enrollment ............................................................................................................................. 61
4.2 Enrollment based on regular, summer, evening. .................................................................... 61
4.3 Enrolment in faculty ............................................................................................................... 62
4.4 Students with Disabilities ....................................................................................................... 62
4.5 Infrastructural facilities .......................................................................................................... 63

4.6 Water Sanitation & hygiene facilities .................................................................................... 64
5. Educational finance ...................................................................................................................... 65
5.1. Government budget for education ......................................................................................... 65
5.2. External donors budget support for education ...................................................................... 66
5.3. School grant budget ............................................................................................................... 67
ACRONYMS
AAGR Average Annual Growth Rate
ABE Alternative Basic Education
AIR Apparent Intake Rate
BoFED Bureau of Finance and Economy Development
CSA Central Statistics Agency
CTE College of Teachers’ Education
EFA Education For All
EGSECE Ethiopian General Secondary Education Certificate Examination
EHEECE Ethiopian Higher Education Entrance Certificate Examination
EMIS Education Management Information System
ESDP Education Sector Development Program
GER Gross Enrolment Ratio
GPI Gender parity Index
IFAL Integrated Functional Adult Education
KG Kindergarten
KUC Kotebe University College
HIV Human Immunity Deficiency Virus
IFAE Integrate Functional Adult Education
ICT Information Communication Technology
MA Masters of Art
MoE Ministry of Education
MDG Millennium Development Goal
NA Not Available
NER Net Enrolment Ratio
NIR Net Intake Rate
PCR Primary Completion Rate
PSLCE Primary School Leaving Certificate Examination
PSR Pupil Section Ratio
PTR Pupil Teacher Ratio
SNE Special Needs Education
TVET Technical and Vocational Education Training
UNESCO United Nations Educational, Scientific and Cultural Organization
UPE Universal Primary Education
UNICEF United Nation International Children Emergency Fund
WSAH Water Sanitation and Health
1. Overview of the education system
1.1 Structure of the Addis Ababa City Education System
1.2. The Addis Ababa Education System “At Glance”

2003 E.C 2004 E.C 2005E.C 2006E.C 2007E.C
(2010/11) (2011/12) (2012/13) (2013/14) (2014/15)
1.Schools
1.1 Pre-primary education
Kindergarten 998 1000 1057 1085 1108
''O" Class 21 47 66
1.2 Primary 730 765 768 795 814
1.3 Secondary and preparatory 168 189 277 308 310
1.4 ABE Centers 208 166 149 155 154
1.5 IFAE Centers 166 221 221 351 356
1.6 College 1 1 1 1 1
2.Enrollment
2.1 Pre-primary education
Kindergarten 118840 120918 138507 147453 158723
''O" Class 2819 4143 4566
2.2 Primary education 484517 487344 544303 546516 505619
1st Cycle(grade 1-4) 259424 238339 274895 267947 258251
2nd Cycle(grade 5-8) 224771 247879 269408 278567 247368
2.3 Secondary education 152571 152913 163007 151037 147947
1st Cycle(grade 9-10) 109731 102846 110372 100419 97943
2nd Cycle(grade 11-12) 42840 50067 52635 50618 50004
2.4 Special Needs Education(SNE) 1922 6682 14156
2.4 ABE 39541 21842 19897 12130 12055
2.5 IFAE 29053 25846 27228 49658 31281
2.6 Kotebe University College 10064
Regular 3634
Evening 5055
Summer 1375
3. Gross Enrollment Rate (GER)
3.1 Pre-primary education 88.50% 88.50% 99.20% 103.45% 93.52%
3.2 Primary education 107.60% 98.00% 105.00% 103.05% 144.87%
1st Cycle(grade 1-4) 126.40% 107.20% 115.80% 111.58% 142.85%
2nd Cycle(grade 5-8) 91.70% 90.70% 95.60% 95.98% 147.03%
Apparent Intake Rate (AIR) 128.40% 126.30% 134.90% 132.70% 126.77%
3.3 Secondary education(9-12) 77.76%
1st Cycle(grade 9-10) 79.60% 74.00% 76.80% 68.42% 105.34%
2nd Cycle(grade 11-12) 51.40%

2003 E.C 2004 E.C 2005E.C 2006E.C 2007E.C
(2010/11) (2011/12) (2012/13) (2013/14) (2014/15)
4. Net Enrolment Rate(NER)
4.2 Net Intake Rate (NIR) 36.90% 48.80% 48.95% 62.04% 67.09%
1st Cycle(grade 1-4) 76.40% 76.00% 75.41% 89.60% 97.06%
2nd Cycle(grade 5-8) 54.40% 72.40% 71.89% 63.21% 91.83%
4.4 Secondary education 60.34%
1st Cycle(grade 9-10) 36.10% 42.00% 47.00% 47.27% 55.05%
2nd Cycle(grade 11-12) 32.47%
5.Gender Parity Index (GPI)
5.1 Pre-primary education 0.91 1.05 1.01 0.93 0.97
5.2 Primary education 1.04 0.98 0.96 0.92 1.05
1st Cycle(grade 1-4) 1.14 1.03 0.99 1.13 1.06
nd
2 Cycle(grade 5-8) 0.94 0.93 1.11 1.07 1.04
5.3 Secondary education 0.72 1.09 0.75 0.97 1.05
6.Teachers
6.1 Pre-primary education 7309 7410 7650
6.2 Primary education 18777 18948 20369
1st Cycle(grade 1-4) 9183 8809 9656
2nd Cycle(grade 5-8) 9594 10139 10713
6.3 Secondary education 8293 7710 7818
1st Cycle(grade 9-10) 4557 4464 4512
2nd Cycle(grade 11-12) 3736 3246 3306
6.4 IFAE Facilitators 631 594 594 934 1216
6.5 Kotebe University College 153
7. Principal & Supervisor
7.1 Primary School principal 1651
7.2 Secondary School principal 513
7.3 Primary School Supervisor 144
7.4 Secondary School Supervisor 37
2003 E.C 2004 E.C 2005E.C 2006E.C 2007E.C

(2010/11) (2011/12) (2012/13) (2013/14) (2014/15)
8.Percentage of Female Student
1st Cycle(grade 1-4) 55.07% 54.09% 56.55% 56.72% 54.02%
2nd Cycle(grade 5-8) 52.31% 53.64% 56.86% 56.32% 54.58%
8.3 Secondary education
51.77% 52.08% 37.89% 49.19% 55.08%
1st Cycle(grade 9-10)
8.4 Preparatory
55.59% 54.86% 54.94% 56.86% 56.92%
2nd Cycle(grade 11-12)
8.5 IFAE 72.96% 66.18% 66.22% 72.83% 71.78%
8.6 Kotebe University College 50.17%
9.Percentage of female Teachers

9.1 Pre-primary education 88.74% 88.74% 97.16%
9.2 Primary education 49.00% 50.00% 47.00%
1st Cycle(grade 1-4) 56.14% 56.14% 52.48%
2nd Cycle(grade 5-8) 43.39% 43.39% 41.99%

25.87% 25.87% 25.33%
1st Cycle (grade 9-10)
9.4 Preparatory
28.32% 28.32% 32.21%
9.5 IFAE 43.74% 60.77% 60.77% 53.75% 54.03%
9.6 Kotebe University College 26.79%
10. Pupil Section Ratio(PSR)
10.1 Pre-primary education 1:29 1:29 1:27 1:20 1:19
10.2 Primary education 1:43 1:37 1:38 1:37 1:34
1st Cycle(grade 1-4) 1:41 1:40 1:39 1:38 1:35
2nd Cycle(grade 5-8) 1:43 1:37 1:38 1:37 1:33

1:47 1:51 1:49 1:48 1:47
1st Cycle (grade 9-10)
10.4 Preparatory
1:43 1:39 1:38 1:37 1:36
2nd Cycle (grade 11-12)
2003 E.C 2004 E.C 2005E.C 2006E.C 2007E.C

(2010/11) (2011/12) (2012/13) (2013/14) (2014/15)
11.Pupil Teacher Ratio(PTR)
11.1 Pre-primary education 1:19 1:17 1:19 1:20 1:21
11.2 Primary education 1:28 1:26 1:29 1:29 1:28
1st Cycle(grade 1-4) 1:31 1:30 1:28 1:29 1:28
2nd Cycle(grade 5-8) 1:23 1:26 1:29 1:29 1:27
11.3 Secondary education 1:23 1:22 1:19 1:21 1:21
12.Basic Water Sanitation and
Hygiene(WASH)
12.1 Ratio of Water Tap Per Student 1፡70
12.2 Ratio of Water Tap Per Teachers
1፡16
and admin. Staff
12.3 Ratio of latrine per pupil 1፡47
12.4 Ratio of latrine per pupil Boys 1፡53
12.5 Ratio of latrine per pupil Girls 1፡50
13. Dropout Rate
13.1 Dropout Rate Primary Education 2.24% 2.20% 2.16% 2.67%
13.2 Dropout Rate
2.78% 1.80% 1.92% 1.39%
1st Cycle(grade 1-4)
13.3 Dropout Rate
1.74% 1.43% 1.41% 1.28%
Secondary Education Dropout Rate
14.Repetition Rate
14.1 Repetition Rate (grade 1-8) 1.60% 1.00% 2.00% 2.84%
15.Completion and Survival Rate
15.1 Completion Rate Grade 5 71.50%
15.2 Completion Rate Grade 8 68.62%
15.3 Survival Rate to Grade 5 84.40%
16.Examination Results
16.1 Primary School Leaving
71.96% 67.14% 65.92% 67.64% 72.87%
Certificate Examination (Grade 8)
16.2 Promotion Rate Grade10
58.90% 63.00% 61.20% 66.84% 65.72%
Students to Preparatory
16.3 Promotion Rate Grade 12
40.20% 43.20% 46.00% 40.16% 57.45%
Students to Higher Education
1.3. The Education sector Development Program (ESDP IV) Key

Indicator Target & Achievement
Base line
2007E.C. Status of
Suggested Indicators Year data
2014/15 Target 2007E.C
2003 E.C
1.Pre Primary Education
Education Coverage
Number Of Schools 998 1200 1108
Enrollments 118840 158723
Number Of Teachers 7309 7470 7650
Gross Enrollment Rate (GER) 88.5% 100% 93.52%
Net Enrollment Rate (NER) 68% 100% 78.45%
Education Equity
Gender Parity Index (GPI) 0.91 1 0.97
Education Quality
Pupil Section Ratio(PSR) 1:29 1:20 1:19

Pupil Teacher Ratio(PTR) 1:19 1:15 1:21
2. Primary Education 1፡21
Education Coverage
Enrollments 484517 550000 505619
Number Of Teachers 18777 18281 20369
GER Primary 1st Cycle (Grade 1-4) 114.70% 105% 126.77%
Girls’ 113.92% 105% 134.66%
Boys’ 115.82% 105% 118.36%
GER Primary 2nd Cycle (Grade 5-8) 99.30% 100% 147.03%
Girls’ 90.50% 100% 157.65%
Boys’ 112.30% 100% 136%
GER Primary All Cycles (Grade 1-8) 106.3% 100% 144.87%
Girls’ 100.9% 100% 154.59%
Boys’ 114% 110% 134.80%
NER Primary 1st Cycle (Grade 1-4) 74.7% 100% 97.06
Girls’ 68.95% 100% 98.5%
Boys’ 82.28% 100% 95.25%

NER Primary2nd Cycle (Grade 5-8) 76.3% 95% 91.83%
Girls’ 69.9% 95% 94.62%
Boys’ 85.9% 95% 88.95%
NER Primary All Cycles (Grade 1-8) 75.6% 90% 94.49%
Girls’ 69.5% 90% 96.76%
Boys’ 84.2% 90% 92.17%
Education Access
Net Intake Rate (NIR) 48.42% 100% 67.09%
Girls’ 45.2% 100% 67.73%
Boys’ 52.32% 100% 66.41%
Education Equity
GPI Primary 1st Cycle (Grade 1-4) 1.14 1 1.06
nd t
GPI Primary 2 Cycle (Grade 5-8) 0.94 1 1.04
GPI Primary All (Grade1-8) 1.04 1 1.05
Education Quality
PSR Primary All(Grade 1-8) 1:43 1:37 1፡34
PTR Primary All(Grade 1-8) 1:28 1:21 1፡28
Pupils textbook ratio (Grade 1 -8) 1:1 1:1 1:1
Share of lower Primary (Grade 1-4) teachers
100% 100% 100%
who are qualified (TTI and diploma )
Share of upper Primary (Grade 5-8) teachers
97% 100% 100%
who are qualified(diploma and degree)
3. Secondary & Preparatory Education
Secondary Enrollment (Grade 9-12) 152571 153420 147947
Number of teachers Secondary and
8293 7818
preparatory
GER Secondary and preparatory (Grade 9-
81.8% 100% 77.76%
10)
Girls’ GER (9-10) 70.75% 100% 78.66%
Boys’ GER (9-10 97.85% 100% 76.68%

NER Secondary (Grade 9-10) 36.1% 80% 55.05%
Admission to Preparatory (11-12) 30254 72000 50004

Girls’ 14333 34304 28461
Boys’ 15921 37696 21543
Education Equity
GPI Secondary and preparatory (Grade 9-
0.72 1 1.05
10)
Education Quality
PSR Secondary (Grade 9-10) 1:47 1:44 1:42
PTR Secondary 1:23 1:20 1፡21
Share of secondary (9-12) teachers who are
98% 100% 99.4%
qualified Degree holders
Pupils textbook ratio(9 -12) 1:1 1:1 1:1
Integrated Functional Adult Literacy (IFAE)
Number Of IFAE Centers 166 300 365
IFAE Enrollment 29053 65109 31281
IFAE Facilitator 631 987 1216
Alternative Basic Education (ABE)
Number Of ABE Centers 208 180 154
ABE Enrollment 39541 12055
2. Summary Tables
Table 2.1 School Age Population of 2007E.C(2014/15)

Age M F T
4-6 84963 84766 169729
7 25091 25421 50511
7-14 168939 173586 342525
7-10 86343 87942 174285
11-14 82596 85644 168241
15-18 86669 103591 190260
15-16 43184 49793 92978
17-18 43485 53798 97282
Table 2.2 and Chart 2.1 Type of Schools
Pre-primary primary Secondary& preparatory

Year Gove Gover
Publi Private Govern Private Private
rnme Total Public Total nmen Public Total
c & other ment & other & other
nt t
2003E.C 51 102 842 998 117 105 508 730 52 13 103 168
2004E.C 70 85 845 1000 115 105 547 767 52 13 124 189
2005E.C 194 2 861 1057 213 2 553 768 74 2 201 277
2006E.C 196 2 887 1085 214 2 579 795 75 2 231 308
2007E.C 205 2 901 1108 217 2 595 814 76 2 232 310
Table 2.3 Enrolments for All Levels of Education
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C

level
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Pre Primary 61058 57782 118840 61858 59060 120918 68371 70136 138507 75096 72357 147453 80607 78116 158723
Primary 217066 267451 484517 220097 267247 487344 245835 298468 544303 261364 285152 546516 231095 274524 505619
Secondary& 52919 56812 109731 49280 53566 102846 68557 41815 110372 51019 49400 100419 66460 81487 147947
Preparatory
ABE 39541 21842 19897 2869 9261 12130
IFAE 8755 21198 29053 8712 17104 25846 9198 18030 27228 13492 36166 49658 8828 22453 31281
KUC 5015 5049 10064
Total 339798 403243 781682 339947 396977 758796 391961 428449 840307 403840 452336 856176 392005 461629 853634
Table 2.4 Enrolment Trends preprimary - Preparatory 2007E.C With Sub City
Pre primary Primary Secondary Preparatory Secondary& Preparatory
Sub City M F T M F T M F T M F T M F T
Addis Ketema 4252 4433 8685 15834 18217 34051 3359 3905 7264 1723 2413 4136 5082 6318 11400
Akaki-Kalitiy 6424 6161 12585 18042 19802 37844 3793 4162 7955 1302 1698 3000 5095 5860 10955
Arada 4983 4757 9740 15443 19398 34841 4314 5530 9844 2667 4339 7006 6981 9869 16850
Bole 10551 10474 21025 27604 31976 59580 5041 6175 11216 2358 3036 5394 7399 9211 16610
Gullelie 6190 6220 12410 19476 23413 42889 3812 4488 8300 2562 3126 5688 6374 7614 13988
Kirkos 4485 4535 9020 14316 17083 31399 3132 3498 6630 1742 1991 3733 4874 5489 10363
Kolfe-Keranio 14087 13524 27611 44006 52322 96328 7525 8480 16005 2468 3288 5756 9993 11768 21761
Lideta 3981 3581 7562 9922 11419 21341 1520 1952 3472 396 699 1095 1916 2651 4567
Nefas Silk-
Lafto 14247 13520 27767 35490 42710 78200 7135 8149 15284 3770 4762 8532 10905 12911 23816
Yeka 11407 10911 22318 30962 38184 69146 5286 6687 11973 2555 3109 5664 7841 9796 17637
Total 80607 78116 158723 231095 274524 505619 44917 53026 97943 21543 28461 50004 66460 81487 147947
Table 2.5 and Chart 2.2 Teaching Staff
2005E.C 2006E.C 2007E.C

Level
M F T M F T M F T
Pre-primary 823 6486 7309 834 6576 7410 217 7433 7650
1st Cycle 4028 5155 9183 3855 4954 8809 4589 5067 9656
Primary
2nd Cycle 5431 4163 9594 5646 4493 10139 6215 4498 10713
Secondary 3378 1179 4557 3285 1179 4464 3369 1143 4512
Preparatory 2678 1058 3736 2185 1061 3246 2241 1065 3306
Total 16338 18041 34379 15805 18263 34068 16631 19206 35837
Teaching staff
12000
10000
8000
6000
4000
2000
0
M F T M F T M F T
2005E.C 2006E.C 2007E.C
Pre-primary 823 6486 7309 834 6576 7410 217 7433 7650
Primary1st Cycle 4028 5155 9183 3855 4954 8809 4589 5067 9656
Primary 2nd Cycle 5431 4163 9594 5646 4493 10139 6215 4498 10713
Secondary 3378 1179 4557 3285 1179 4464 3369 1143 4512
Preparatory 2678 1058 3736 2185 1061 3246 2241 1065 3306
3. Key indicators and analysis
A NOTE ON DATA
In Education Statistics Annual Abstracts, indicators and detailed analysis are vital inputs for
researchers and planners. The primary source of data for this publication is:
 Annual School Census Conducted in Questionnaires of 2007 E.C. (2014/15) ,
 WASH Questionnaires School Census and
 The population projection released, by MoE, in the year 2007 E.C. (2014/15) and CSA
census population data.
In the year 2007 E.C. (2014/15), data have been collected from:
 All Education Offices at Sub-city and Woreda levels,
 All schools ( Preprimary, Primary, Secondary, Preparatory, ABE centers and IFAE
Centers)
 Kotebe University College.
3.1. Preprimary education

The pre-primary education includes kindergartens, and “O” class programs. At normal circumstance
children of ages 4-6 are enrolled at this level of education. Although kindergartens are predominantly
operating under private, communities and non-governmental organizations ownership, about 20% of
kindergartens are under government. The City Government of A.A Education Bureau has introduced
“O” class program in the primary education system. This program has formal curriculum, trained
teachers, monitoring and evaluation system. To this end, the number of school and enrolments of
children in pre-primary education has shown a significant increase.
3.1.1Preprimary School
Chart 3.1 Preprimary School

1120
1100
1080
Number of School
1060
1040
1020
1000
980
960
940
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Preprimary 998 1000 1057 1085 1108
Chart 3.1 indicates that, the number of preprimary schools has increased from 998 in 2003E.C (2010/11) to
1108 in 2007E.C (2014/15) with a growth rate of 0.02% . Out of these 1108 preprimary schools 18.59, 0.2
%, and 81.21% of them are owned by government, public and private and other sectors respectively.
Chart 3.2 Number of pre-primary school in each Sub City
Pre Primary School With sub city

250
Number of Schools
200
150
100
50
0
Addis Akaki- Arada Bole Gulleli Kirkos Kolfe- Lideta Nefas Yeka
Ketem Kaliti e Kerani Silk-
a o Lafto
2006E.C 47 114 53 143 75 59 170 42 204 178
2007E.C 49 111 63 151 75 58 194 39 193 175
“O” class is also a part of the preprimary education system which involves children of age 5‐6 that do not
have access to kindergarten. The children of this program are coached by selected teachers from the
respective primary school. Undergoing through this program the pre‐school children get ready for grade
one.
Table 3.1 “O” Class enrolment and school
“O” Class Enrolment

“O” Class
Year
School
Boys Girls Both
2005 987 1832 2819 21
2006 1935 2208 4143 47
2007 2094 2472 4566 66
Enrolment rates for children of age 5 to 6 in “O” class, which is the part of the pre‐primary education
system, has increased more rapidly. Thus, the number of children who attained the program meaningfully
increased from 2819 in 2005E.C (2012/13) to 4566 in 2007E.C (2014/15). Similarly, the number of
schools accommodating “O” class grew up from 21 in 2005 E.C(2012/13) to 66 in 2007 E.C(2014/15),
corresponding to an average annual growth rate of 82.16%.
3.1.2. Gross Enrolment Rate (GER)

GER in the preprimary is total number of children enrolled in pre-primary education programs, regardless
of age, expressed as a percentage of the population in the relevant official age group.
Chart 3.3 Preprimary GER
120.00%
Gross Enrolment Rate (GER)
100.00%
80.00%
%
60.00%
40.00%
20.00%
0.00%
2003 E.C 2004 E.C 2005 E.C 2006 E.C 2007 E.C
Boys 92.80% 92.10% 99.60% 107.22% 94.87%
Girls 84.90% 85.00% 98.80% 99.81% 92.15%
Total 88.50% 88.50% 99.20% 103.45% 93.52%
The chart 3.3 depicts the gross enrolment of boys and girls on yearly basis since2003E.C (2010/11) up to
2007E.C (2014/15) .It also shows that for the five consecutive years the boys’ enrolment rate exceeds that
of girls. Moreover, the data obtained with respect to the total enrolment of both girls and boys reveals the
fact that 2007E.C (2014/15) gross enrolment rate is less than 2005E.C(2012/13) and 2006E.C(2013/14) .
3.1.3. Net Enrolment Rate (NER)

NER is the best way of measuring official age related school participation. It is a more refined indicator of
school enrollment coverage and explains the proportion of preprimary students enrolled in terms of
official age group. NER is calculated by dividing number of appropriate age group of pre-primary students
(age 4-6 years old) by the number of school age (4-6 years old) children in the vicinity.
Chart 3.4 Preprimary NER
Net Enrolment Rate (NER)

100.00%
80.00%
60.00%
%
40.00%
20.00%
0.00%
2003 E.C 2004 E.C 2005 E.C 2006 E.C 2007 E.C
Boys 71.00% 70.40% 86.75% 92.24% 79.45%
Girls 66.00% 64.90% 87.24% 86.09% 77.44%
Total 68.00% 67.70% 87.00% 89.11% 78.45%
Chart 3.4 depicts that, the NER decreased in the years 2003E.C (2010/2011),2004E.C (2011/12) and,
2007E.C(2014/15) whereas increasing in 2005E.C(2012/13) and 2006E.C (2013/14). The chart also
shows growth in NER between the one exhibited in 2003E.C (2010/11) and 2007E.C (2014/15). In
general, the 68% NER of 2003E.C (2010/11) has risen to 78.45% in 2007E.C (2014/15), making a
difference of 10.45%.
3.1.4 Gender Parity Index (GPI)

The GPI is a measure used to assess gender differences in education indicators. It is defined as the
value NER girls divided by NER boys’. A GPI value of 1 signifies that there is no difference
between boys and girls but they are perfectly equal. A GPI value of less than 1 signifies enrollment
is higher for boys than girls and the opposite is true when the GPI is greater than1.
Chart 3.5 Preprimary GPI
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C

GIP 0.91 1.05 1.01 0.93 0.97
As clearly indicated on the trend chart 3.5, GPI in preprimary for the past five years is approaching
1, which indicates that the number of children who came to preprimary education centers became
equitable. And currently the GPI for 2007E.C is 0.97%.
3.1.5 Pupil Teacher Ratio (PTR)

Pupil teacher ratio is one of the prominent factors contributing to a better quality of service rendered
in school atmosphere. On the other hand, early child period is a very crucial time which requires
frequent and closer follow-up. In preprimary programs in order to vigilantly monitor the pupils
individually the PTR should be reasonably small. This allows a child to have the guardian/teacher at
his/her service whenever needed. Mathematically PTR is computed as:
PTR = Number of Pupils for a given level

Number of Teachers in the same level
Chart 3.6 Preprimary PTR
PTR
25
20
15
Ratio
10
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
PTR 19 17 19 20 21
As it can be seen from the chart 3.6, PTR in preprimary Education, is almost similar in the last five
years. Even though there is no significant difference, in 2006E.C (2013/14) and 2007E.C (2014/15)
PTR showed a bit decreasing from the standard. Therefore, number of teachers in preprimary should
be increased to let teachers can keep easily in contact with the children to provide the necessary
support.
3.1.6 Pupil Section Ratio (PSR)

The average number of pupils per class is another important indicator which gives a rough indication
of Class size .It is used to assess the efficiency of resource utilization .it is also used, indirectly to
assess the teaching learning process.
Chart 4.6 Pre-primary PSR
PSR
35
30
25
20
Ratio
15
10
5
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
PSR 29 29 27 20 19
Chart4.6 indicates that, PSR in Preprimary were high in the years 2003E.C(2011/12),
2004E.C(2012/13) and 2005E.C(2013/14) but in 2006 E.C(2013/14) and 2007E.C(2014/15) PSR in
preprimary education has shown better improvement and becoming conducive for the teaching
learning process.
3.2. Primary education

Primary Education is absolutely critical to nation’s development, providing on average the highest
public returns to investment for the state, and the critical underpinning for later education and
economic growth. Ethiopia is categorized under general education, the education level starting from
grade 1 and ending at grade 8 and it constitutes two cycles: first cycle (1-4 grade) and second
cycle (5-8 grade). The official age of enrollment for primary education is 7 to 14 years.
Chart 3.7 Number of primary School
840
820
800
780
760
740
720
700
680
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Number of primary school 730 767 768 795 814
City Government of Addis Ababa, considering UPE goal, expanded primary schools across the city.
Thus, the number of schools moved up from 730 in 2003E.C (2010/11) to 814 in 2007E.C (2014/15)
, corresponding to an average annual growth rate of 2.78%. Regarding to ownership, 217 (26.66 %)
of them are owned by government, 595 (73.10%) by privates and only 2(0.25 %) by public.
Chart 3.8 Primary school in each sub-city
160
140
120
100
80
60
40
20
0
Addis Akaki- Arada Bole Gulleli Kirkos Kolfe- Lideta Nefas Yeka
Ketem Kaliti e Kerani Silk-
a o Lafto
2006E.C 40 63 54 108 53 56 123 30 127 141
2007E.C 43 65 55 111 59 54 131 30 134 132
3.2.1. Access and coverage of primary education

Access is defined as the extent to which the “school-age” population is able to join the first grade of
a particular level or cycle of education. The most commonly used indicators to measure this aspect
of the education sector are: the Apparent Intake Rate and the Net Intake Rate.
3.2.1.1 Apparent Intake Rate (AIR)

AIR is the percentage of new entrants (irrespective of age) in grade 1, out of the total number of
children of the official primary school admission age (7 years old in our case) in a given year. It is
also called the Gross Intake Rate (GIR).AIR trends include those students who may have not been
enrolled in school at appropriate age, often reflect the “back log of students who could not enrol
before.
Chart 3.9 Apparent Intake Rate Trends
160.00%
140.00%
120.00%
100.00%
Ratio
80.00%
60.00%
40.00%
20.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 107.10% 118.00% 130.98% 128.61% 118.36%
Girls 147.20% 133.60% 138.40% 136.30% 134.66%
Both 128.40% 126.30% 134.90% 132.70% 126.77%
Chart 3.9 shows a decreasing trend of the Apparent Intake Rate from 2003E.C (2010/11), 128.4% to
126.77% in 2007E.C (2014/15). The chart also depicts that girls are more accessed than boys for
the last five years.
3.2.1.2 Net Intake Rate (NIR)

NIR is the proportion of new entrants in Grade 1, who are 7 years old and the total population of 7
years old. It is a key parameter used for projecting school enrolment and measuring the access to the
population of school admission age.
Chart 3.10 Net Intake Rate Trends
70.00%
60.00%
50.00%
40.00%
Ratio
30.00%
20.00%
10.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 38.30% 50.60% 51.50% 65.61% 66.41%
Girls 35.80% 46.70% 45.96% 58.89% 67.73%
Both 36.90% 48.80% 48.95% 62.04% 67.09%
The trend of NIR as presented in the chart 3.10 is an increasing trend. To this end, the annual
average growth rate of the NIR, since 2003E.C (2010/11) up to 2007E.C (2014/15) is 10.67%,
3.2.2. Gross Enrolment Rate (GER)
3.2.2.1 GER of Primary Grade 1-8 (Including ABE)

Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the
eligible official school-age population corresponding to the same level of education in a given
school-year. Or it is calculated by dividing the number of pupils (regardless of age) enrolled in a
given level of education by the population of the age-group which officially corresponds to the given
level of education. GER is the percentage of total enrolment in primary schools, irrespective of age,
out of the corresponding primary school age (7-14years old) population.
Table 3.2 Gross Enrolment Rate (GER) of Primary Grade 1-8 Trends
Gross Enrolment Rate(GER)

Year
Boys Girls Both
2003E.C 105.50% 109.30% 107.60%
2004E.C 99.40% 97.00% 98.00%
2005E.C 106.00% 104.00% 105.00%
2006E.C 107.74% 99.09% 103.05%
2007E.C 134.80% 154.59% 144.87%
Table 3.2 shows that the GER decreased from 107.6% in 2003E.C (2010/11) to103.05% in
2006E.C(2013/14) and shot up to 144.87 % in 2007E.C( 2014/15 ) this implies a high degree of
participation of pupils under and over official age.
3.2.2.2. GER Primary cycle Grade (1-4)

The gross enrolment rate is computed by dividing the number of pupils (regardless of age) in a given
educational cycle by the school age population in the cycle expressed as percentage. In Ethiopia the
school age population for the primary 1st cycle is 7-10 years old.

Year
Boys Girls Both
2003 117.40% 133.90% 126.40%
2004 105.50% 108.60% 107.20%
2005 111.80% 119.10% 115.80%
2006 104.22% 117.94% 111.58%
2007 132.91% 152.56% 142.85%
st
Table 3.3 shows Gross Enrolment Rate (GER) at primary 1 cycle in 2007 E.C (2014/15) is 142.85
% .The GER of boys and girls in this year also 132.91% and 152.56% respectively. This implies
that there are pupils who are above or below official age. When comparing the GER in year 2003E.C
(2010/11) to 2007E.C (2014/15), 9.4% difference has seen.
3.2.2.3 GER Primary cycle Grade (5-8)

The gross enrolment rate is the number of pupils in a given educational cycle regardless of age
expressed as a percentage of the school age population in the cycle. In Ethiopia the school age
population for the primary 2ndcycle is 11-14 years old.

Year
Boys Girls Both

2003E.C 95.00% 89.20% 91.70%
2004E.C 93.90% 87.40% 90.70%
2005E.C 91.00% 99.88% 95.60%
2006E.C 92.66% 98.73% 95.98%
2007E.C 136.02% 157.65% 147.03%
Table 3.4 shows Gross Enrolment Rate (GER) at primary 2nd cycle in 2007 E.C (2014/15) is 147.03
% .The GER of boys and girls in this year also 136.02% and 157.65% respectively. This implies that
there are pupils who are above or below official age. When comparing the GER in year 2003E.C
(2010/11) to 2007E.C (2014/15), 55.33 % difference has seen.
3.2.3. Net Enrolment Rate (NER)

NER is the best way of measuring on time school participation. It is a more refined indicator of
school and enrolment coverage & explains the proportion of students enrolled in terms of official
age group. NER is usually lower than GER since it excludes over aged and under aged students.
NER is enrolment of the official age-group for a given level of education expressed as a percentage
of the corresponding population. It is calculated by dividing the number of pupils (within official age
group) enrolled for a given level of education by the population of the same age-group in the society.
Chart 3.11 Net Enrolment Rate (NER) of Primary Grade 1-8 Trends
100.00%
90.00%
80.00%
70.00%
60.00%
%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 75.30% 77.30% 75.50% 84.15% 92.17%
Girls 72.00% 72.60% 71.97% 67.88% 96.76%
Both 73.40% 74.20% 73.50% 75.32% 94.49%
Chart 3.11 Shows that ups and down trend of NER for primary school has shown but in
2007E.C(2014/15) a significant improvement has shown from the previous years.
3.2.3.1 NER Primary cycle Grade (1-4)

The net enrolment rate is obtained by taking the number of pupils (in official admition age group) of
a given educational cycle and expressing it as a percentage of a total of that school age population in
the society. In Ethiopia the school age population for the primary 1st cycle is 7to10 years of age.
100.00%
90.00%
80.00%
70.00%
60.00%
%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 77.50% 79.40% 75.69% 100.00% 95.25%
Girls 75.50% 73.20% 75.20% 80.70% 98.84%
Both 76.40% 76.00% 75.41% 89.60% 97.06%
The Net Enrolment Rate (NER), at primary 1st cycle (Grade 1-4) in year 2003 E.C (2009/10), was
76.40% and in year 2007 E.C (2014/15) is 97.06%. The Net Enrolment Rate of boys and girls in year
2007 E.C (2014/15) is 95.25% and 98.84% respectively.
NER Primary Grade 5-8
100.00%
90.00%
80.00%
70.00%
60.00%
%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 58.40% 75.10% 68.24% 70.15% 88.95%
Girls 51.30% 70.10% 75.39% 57.47% 94.62%
Both 54.40% 72.40% 71.89% 63.21% 91.83%
The Net Enrolment Rate (NER) at Primary 2nd cycle (grade 5-8) has grown from54.40% in 2003 E.C
(2010/11) to 91.83% in 2007E.C (2014/15). The NER of boys and girls in 2007E.C(2014/15) also
88.95% and 94.62% respectively. This implies that girls who enrolled at their official age are
greater than that of boys.
3.2.4. Gender Parity Index (GPI)

value NER girls divided by NER boys’. A GIP value of 1 signifies that there is no difference
between boys and girls but they are perfectly equal. A GIP value of less than 1 signifies enrollment
is higher for boys than girls and opposite is true when the GIP is greater than 1.
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C

Grade 1-8 1.04 0.98 0.96 0.92 1.05
Grade 5-8 0.94 0.93 1.11 1.07 1.04
Grade 1-4 1.14 1.03 0.99 1.13 1.06
Chart 3.14 Gender Parity Index Primary

As can be seen from chart 3.14 the 1st cycle in primary Education (Grade1-4) GPI is greater than 1
for the last five years except 2005 E.C (2012/13). The same is true GPI in the 2nd cycle in primary
education (Grade5-8) is greater than 1 in 2005E.C (2012/13), 2006E.C (2013/14) and 2007E.C
(2014/15). This indicates girls favored than boys. When we see the whole primary education
(Grade1-8) GPI is greater than 1 in 2003E.C (2012/13) and 2007E.C (2014/15).
3.2.5. Pupil Teacher Ratio (PTR)

PTR is one of the common education indicators for quality. The lower the PTR the better the
opportunity for contact between the teacher and pupils and for the teachers to provide support to
students individually. The higher the PTR doesn’t give opportunity for contact. But it doesn’t mean
low or high PTR alone indicate the quality of education. There are other factors which affect the
quality of education like qualification of teachers, the supply of education materials and other issues.
Chart 3.15 PTR Primary Educations
PTR
29.5
29
28.5
28
27.5
Ratio
27
26.5
26
25.5
25
24.5
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
PTR 28 26 29 29 28
Chart 3.15 shows that, PTR was below the standard for the past five years. According to the
standard to primary school PTR is 1:21. This implies that, we should work extensively towards
meeting the standard.
3.2.6. Pupil Section Ratio (PSR)

In primary school standard number of students in a class is set to be 1:50. Hence, construction of
new schools has been done every year to meet this standard for quality education.
PSR =
Chart 3.16 Pupil Section Ratio (PSR)
50
45
40
35
30
Ratio
25
20
15
10
5
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
PSR 43 37 38 37 34
Chart 3.16 shows that the classroom ratio has been decreasing. This is an achievement that needs to
be sustained. However, the difference between government and private schools and inner city and
peripheral areas of the city need to be narrowed.
3.2.7. Internal Efficiency

Efficiency is a parameter that tells about the level of resource utilization in the sector. The internal
efficiency in educational system basically masters the number of years it takes a child to complete a
particular cycle or level of education (UNESCO, 2006G.C).The basic indicators require to maser the
internal efficiency of an education system are calculated on the bases of the flow rates (Promotion,
Repetition, Drop-out, Completion rate, and Survival rates) of students (USAID/IQPEP, 2012G.C).
3.2.7.1 Dropout rate

Dropout rate is the proportion of pupils leaving school without completing a given grade in a given
school-year expressed as percentage of those who were enrolled in the same grade at the beginning
of that grade at the beginning of the same school-year.
Chart 3.17 Dropout rate Grade 1-4
4.00%
3.50%
3.00%
2.50%
%
2.00%
1.50%
1.00%
0.50%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C
Boys 1.87% 1.12% 1.34% 1.26%
Girls 3.54% 2.40% 2.50% 1.52%
Both 2.78% 1.80% 1.92% 1.39%
As can be seen from chart 3.17, the dropout rate of girls has been higher as compared to boys in the
last four years. However, dropout rate has shown reduction and considerable improvement in both
boys and girls through the past four years.
2.50%
2.00%
1.50%
%
1.00%
0.50%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C
Boys 2.23% 1.94% 1.62% 1.29%
Girls 1.25% 0.99% 1.20% 1.27%
Both 1.74% 1.43% 1.41% 1.28%
The data on Chart 3.18 indicates that dropout rate is continuously decreased through the last four
years. In this cycle there is a better improvement as compared to 1st cycle/ Grade 1-4/. The dropout
rate for both boys and girls decreased from 1.74% to 1.28%. Although the dropout rate of boys
and girls decreased for the last four years, yet it needs extra commitment in order to bring dropout
rate to the least number possible.
3.00%
2.50%
2.00%
%
1.50%
1.00%
0.50%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C
Boys 2.05% 1.97% 2.10% 2.55%
Girls 2.43% 2.50% 2.22% 2.79%
Both 2.24% 2.20% 2.16% 2.67%
The data on chart 3.19 indicates that dropout rate has shown fluctuating over the last four years. In
primary school/Grade 1-8/ the dropout rate of girls has been higher as compared to that of the boys.
Hence in general, no improvement has been observed in both boys and girls with respect to dropout
rate over the past four years.
3.2.7.2 Repetition rate

This indicator measures the proportion of student who have remained in the same grade for two or
more consecutive years by retaking the grade having either left the grade prematurely or returning
for a second or third time. Repetition reduces the efficiency of the education system ,and is also can
be used as an indication of too high PTR ,unqualified teachers, or lack of learning materials. The
Current Education policy requires that promotion is based on student continuous assessment results
for the first three grade of primary is free promotion policy implement but repeaters in these grades
are still higher than expected.
Chart 3.20 Repetition rate Grade 1-8
3.50%
3.00%
2.50%
2.00%
1.50%
%
1.00%
0.50%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C
M 1.70% 0.63% 1.20% 2.68%
F 1.50% 1.38% 2.80% 3.02%
T 1.60% 1.00% 2.00% 2.84%
Chart 3.20 discloses that an overall increase in repetition rate has been registered throughout the last
four years. Hence in general, no improvement has been observed in both boys and girls with respect
to repetition rate over the past four years of education performance.
3.2.7.3. Survival Rate to 1st cycle (Grade1-4)

The survival rate to 1st cycle is used to estimate the percentage of students who will complete the
first cycle of primary education. The completion of at least 4 years of schooling is considered as a
prerequisite for a sustainable level of literacy. Survival rates approaching 100% indicate a high level
of retention and low incidence of dropouts. The reliability of this indicator depends on the
consistency of data on enrolment and repeaters both in terms of coverage over time and across
grades. A synthetic cohort method is applied to calculate this rate by assuming a group of pupils,
typically 1000 who are enrolled together and proceed to the 5th grade sometimes with repetition up
to two times, and sometimes without.
Table 3.5 shows the survival rate to 1st cycle for 2006E.C (2013/14). Survival rate will always be
one year behind the current year’s data since it requires measurement of enrolment and repetition
from the following year.
Table 3.5 Survival Rate to 1st cycle (Grade1-4)
Boys Girls Both
89.90% 79.10% 84.40%
3.7.2.4. Primary Completion Rate (PCR) (Proxy Method)

Internationally the PCR is an established measure of the outcomes of an education system. It has
been specified as one of the two major education indicators for the Millennium Development
Goals(MDGs).
It is calculated in the following way:
New Pupils in last Grade
Population official age in last grade
The PCR is highly dependent on the accuracy of the single age population statistics for both points
of measurement (for grade 5, age 11 and for grade 8, age 14) and the accurate measurement of
repeaters in each grade.
Chart 3.21 Completion Rate Grade 5 and 8
74.00%
72.00%
70.00%
68.00%
%
66.00%
64.00%
62.00%
60.00%
M F T
Grade 5 69.91% 73.04% 71.50%
Grade 8 64.78% 72.21% 68.62%
Chart 3.21 clearly shows that PCR in both grades (Grade 5 and Grade 8) female completion rate is
higher than the male. But in both boys and girls higher rate of PCR is observed in grade 5.
3.2.7. School Facility

There are growing concerns among stakeholders and educational practitioners about the quality of
education given to children. Educational practitioners and stakeholders are also lamenting the
decline in the standard of education in the country. The primary school is the foundation of the
formal educational system. There are several blind spots at the primary schools that if addressed
would improve the delivery system and the quality of teaching and learning. Both students and
teachers need facilities such as libraries, science resource corners, good drinking water, toilets,
laboratories and security for teaching and learning. Modern school environment put emphasis on the
provision of facilities such as adequate and spacious classrooms, workshops/laboratories, computers,
good water source/supply, toilets facilities, functional libraries, transportation, and communication
systems among others. All these facilities are required in appropriate quantity and quality .School
facilities have an impact on access, quality, efficiency and equity. School facilities are tools to attract
students in general and girls in particular. The availability of libraries, laboratories and pedagogical
centers etc. in schools in the school year 2007 E.C. (2014/15) is presented by sub cities in table 3.6
below.
Table 3.6 School Facility of Primary 2007 E.C (2014/15)
Environm
ental
Number First Anti
Libra Pedagogi Staff Education
Sub city of Laboratory ICT Aid HIV/AI
ry cal center lounge and
Schools Service DS club
Protection
Club
Addis Ketema 43 40 34 40 31 34 33 39 40
Akaki Kalitiy 65 55 42 52 42 44 60 66 44
Arada 55 47 42 41 27 36 43 45 45
Bole 111 107 90 103 69 76 101 93 79
Gullele 59 47 39 47 37 36 49 49 48
Kirkos 54 55 48 52 44 41 41 45 45
Kolfe Keranio 131 121 96 119 86 102 112 122 114
Lideta 30 22 18 25 19 23 23 21 20
Nifasilk Lafto 134 130 108 127 90 85 116 114 90
Yeka 132 119 102 124 93 83 106 115 86
Total 814 743 619 730 538 560 684 709 611
Based on the above data of primary school facilities (grades 1-8) in 2007 E.C. (2014/15) are:
 Libraries: The data revealed that almost (743) 91.27 % of all primary schools have libraries.
 Laboratories: are available in 619 (76.04%) primary schools, while the remaining 195 schools
(23.96%) had no science laboratory room. This indicated that in these primary schools laboratory
work is not yet operational. Efforts will be continued to reinforce and to equip these schools with
laboratory facilities. This will ensure effective teaching and learning.
 Pedagogical Center: 89.68% of the primary schools reported that they had pedagogical centers
that both teachers and students use for producing and implementing teaching aids. Few of the
schools (10.31%) had no pedagogical resource centers
 Staff lounge: 68.79 % (560) of the primary schools have staff lounge but there seems to be
considerable dearth of lounge facilities in some (31.20%) of the schools. This could affect the
working environment of teachers.
 First Aid services: Most primary schools (84.02% of schools) have reported that they have
established Red Cross Clubs to provide first aid service for students. However, first aid service kits
are either inadequate or not as sufficiently available as desired.
 Anti HIV/AIDS clubs: Due attention is given to cross cutting issues almost in all schools .Thus
709 (87.10%) schools have reported that they are working on Anti HIV/AIDS club by the school
year 2007. The remaining 105 (12.89%) schools have not yet established this club.
 ICT: Relatively less number of schools 65.9% were operating in ICT. Nearly 280 (34.39%) of
schools had not reported about the implementation of ICT. This indicated that they couldn’t provide
lessons through computer demonstration. Thus efforts will be continued to reinforce the skills of
teachers to use ICT efficiently.
 Environmental Education and protection club: 611 (75.06%) out of 814 primary schools were
established and working on environmental education and protection.
School Feeding Program
Students feeding program has been started in February 20, 2007 E.C. in 6 sub cities. it is a cooperated
work among Addis Ababa education bureau, first lady office , Enate wage Bago aderagote mahiber and
Women ,Children and Youth Affairs Bureau.
The table shows total number of students who were included in 2007 E.C. feeding program.
No Sub cities No of students
1. Addis Ketema 1000

2. Arada 1000
3. Bole 106
4. Kirkose 946
5. Kolfe 1000
6. Lideta 1000
Total 5052
3.3. Alternative Basic Education (ABE)

Alternative Basic Education (ABE) has been implemented in Addis Ababa since 2000 E.C. ABE is a
non-formal program designed to provide access for the over-aged out of school children using varied
learning centers and reducing the number of school years from 4 years to 3 years.
Chart 3.22 ABE Enrollments and Learning Center
enrollment Learning center
39541
21842
19897
12130 12055
208 166 149 155 154
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Although enrollment of students was constantly declining over the years, the above data shows that
ABE has been an important modality in giving access to children who couldn't learn in regular classes
due to various reasons. From the total of 12,055 students enrolled in 2007 E.C(2014/15), 2,798 (23)
were males while the rest 9,257(77) were females. This shows that females (77) have benefited
more from the program than males so that strengthening the program is highly essential. Moreover, the
narrow gap between the two years 2006E.C (2013/13) and 2007E.C(2014/15) shows that the number
of out-of school students who couldn't learn in regular class is still high and the program needs to be
further strengthened.
As for the learning centers, 12,055 students were learning in 154 learning centers in 2007 E.C. of which
142 (92) were owned by the government while the remaining 12 (8) were owned by NGOs.
Therefore, further stakeholders’ contribution including the community could enhance the facilitation of
the unreached children’s learning.
3.4. Secondary Education

Secondary education has been implemented in Ethiopia for many years, in two cycles: grades 9-10 and
grades 11-12. A national examination (the Ethiopian General Secondary Education Certificate
Examination) is given in grade 10, to certify completion of general secondary education and to select
students that qualify for the next higher level of education. The second cycle (grades 11-12) is delivered
through the preparatory program or TVET. Secondary education is given in two cycle’s first cycle
grade 9-10 and second cycle preparatory (grade 11-12). It includes children of ages 15-18 enrolled in
secondary.
3.4.1. Secondary and Preparatory School

Chart 3.23 Number of Secondary and preparatory School
350
300
250
Number of School
200
150
100
50
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Secondary & perpartory
168 189 277 308 310
School
The number of Secondary and preparatory schools moved up from 168 in 2003E.C (2010/11) to 310
in 2007E.C (2014/15). An average annual growth rate is 10.7%. Regarding to possession, 76 (24.52%)
of them are owned by government, (only 1) 0.32 % by public still (233) 75.16% are under private and
other institutions.
3.4.2. Gross Enrolment Rate (GER) Grade 9-12

Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the
eligible official school-age population corresponding to the same level of education in a given school-
year. It is calculated by dividing the number of pupils (or students) enrolled in a given level of
education regardless of age by the population of the age-group which officially corresponds to the
given level of education. The secondary GER compares those students, enrolled regardless of age for
first cycle secondary (General secondary) is 15-16 Age and second cycle secondary is 17-18 Age.
Chart 3.24 Gross Enrolment Rate in Secondary and Preparatory
100.00%
90.00%
80.00%
70.00%
60.00%
%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 97.90% 68.60% 94.90% 79.61% 76.68%
Girls 73.20% 81.10% 58.42% 77.08% 78.66%
Both 79.60% 74.00% 76.80% 68.42% 77.76%
Chart 3.24 depicts that, GER in secondary level (Grade9-12) is decreasing continuously for the last five
years. Enrolment through grades 9-12 continues to decrease, narrowing the equity gap except for
2005E.C(2013/14), but in both cycles the enrolment counts remain higher for boys except
2004E.C(2012/13).This generally indicates that a lot has to be done in order to achieve 100%.
3.4.3. Net Enrolment Rate (NER) Grade 9-12

Chart 3.25 Net Enrolment Rate in Secondary and preparatory
60.00%
50.00%
40.00%
%
30.00%
20.00%
10.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 37.70% 45.00% 53.72% 55.56% 53.52%
Girls 34.80% 40.90% 40.01% 40.85% 56.38%
Both 36.10% 42.00% 47.00% 47.27% 55.05%
As with the primary NER, the secondary NER measures the enrollment of children of the appropriate
age (14-17). The NER cannot be more than 100%.As can be seen from the above figure, an increasing
trend has showed in NER for both boys and girls over the last five years. The gap between boys and
girls NER has not been significant over the last five years.
3.4.4. Preparatory Enrolment Grade 11-12

Chart 3.26 Enrolment preparatory
60000
50000
40000
%
30000
20000
10000
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Boys 19026 22602 23715 21839 21543
Girls 23814 27465 28920 28779 28461
Both 42840 50067 52635 50618 50004
Regarding the head count of enrolled student to second cycle of secondary school preparatory (grade
11-12) in 2003 E.C(2010/11) was about 42,840 and in 2007E.C(2014/15) the enrollment has increased
in 50,004.
3.4.5. Gender Parity Index (GPI)

value NER girls divided by NER boys. GPI value of 1 signifies that there is no difference between boys
and girls but they are perfectly equal. GPI value of less than 1 signifies NER is higher for boys than
girls and the reverse is true when the GPI is greater than 1.
Chart 3.27 Gender Parity Index(GPI) secondary education
GPI
1.2
1.09 1.05
1
0.8
0.75 0.746 0.7505
0.6
0.4
0.2
0
2003 2004 2005 2006 2007
GPI 0.75 1.09 0.746 0.7505 1.05
The GPI of secondary education in years 2003E.C (2010/11), 2005E.C (2012/13) and 2006E.C
(2013/14) were less than 1. This shows that, female’s participation was limited. In contrast the GPI in
2004E.C (2011/12) and 2007E.C (2014/15) have shown increment. This indicates female that students
participation exceeds that of boys.
3.4.6. Pupil Teachers Ratio in secondary school

Chart 3.28 Pupil Teacher Ratios (PTR)
25
20
15
Ratio
10
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Pupil Teacher Ratio(PTR) 23 22 19 21 21
As can be seen from chart 3.28 the PTR in 2003E.C (2010/11) was1:23 and the PTR in 2004E.C
(2011/12) was 1:22, where as the PTR for the next consecutive years/2005E.C (2012/13),
2006E.C(2013/14) and 2007E.C(2014/15) were 1:19,1: 21, and1:21 respectively. The data of the last
five consecutive years confirms that on average the PTR is 1:21.This is compatible to the standard and
gives great relief to the teacher as the instruction period is fair enough in dealing with individual
students. Students also get better chance to get in touch with teachers thereby having ample time to
make discussion.
3.4.7. Pupil Section Ratio (PSR)

In secondary schools, 40 is the average number of students set as standard. With a view of meeting the
demand, Addis Ababa Education Bureau has been constructing schools to reduce the number of
students in one section.
Chart 3.29 Pupil Section Ratio (PSR)
60
50
40
Ratio
30
20
10
0
2003 2004 2005 2006 2007
PCR 47 51 49 44 42
Chart 3.29 shows that continual improvement observed in PCR over the last five years. In 2003E.C
(2010/11) PCR for secondary school (Grade 9-12) was 1: 47 this ratio decreased to 1:42 in 2007E.C
(2014/15). This shows that huge effort had been made to meet the standard. Therefore, construction of
new schools in the peripheral areas of the city is essential towards meeting the standard.
3.4.8. School Facility

Table 3.7 School Facility of Secondary 2007 E.C (2014/15)
Environm
Science
Numbe ental
Laborat Internet Anti
r of Librari Plas Staff First Aid Education
Sub city ories in ICT Service/a HIV/AID
Schools es ma lounge Service and
separate ccess S club
* Protection
d rooms
Club
Addis Ketema 12 11 11 5 10 6 11 11 10 10
Akaki Kaliti 12 13 11 6 13 9 11 11 12 10
Arada 26 21 16 8 21 7 19 22 20 20
Bole 33 31 21 6 32 20 28 29 27 21
Gullele 19 21 13 6 20 12 20 21 21 18
Kirkose 14 14 11 6 13 13 11 12 13 12
Kolfe
33 32 20 8 27 18 32 27 32 27
Keraniyo
Lideta 3 3 3 3 3 1 3 2 3 2
Nifasilk Lafto 37 35 22 9 36 26 28 34 36 30
Yeka 22 18 16 5 18 14 18 17 19 14
Total 211 199 144 64 193 126 181 186 193 167
*The 211 secondary schools include those grades 9 to 10 (first cycle) , 11 to 12(second cycle) and 9 to 12(both cycles).Hence, care needs to be taken while
counting schools in relation to cycles for the sum(double count) exceeds 211 thereby deceiving the actual number of the school compounds.
The data in the above table showed that all the 211 secondary schools (9-12) have school facilities but with
some considerable variances.
 Libraries: The data reveals that almost 94 % (199) of the secondary schools have library facilities.
 Laboratories: Surprisingly all schools have science laboratory rooms and facilities, however nearly
30% (64) of them were operating the laboratory work for the three subjects in a single room. This
indicates that they are working below the given minimum standard. Therefore, possibly to say, in
such schools practical activities on science subjects have not been effectively operational. So a lot
has to be done to equip these schools with the appropriate laboratory facilities and rooms. This
undoubtly fosters and also contributes for insuring effective science teaching and learning.
 Plasma TV: Almost all (64 out of 67) government secondary schools had reported that they have
access. To the contrary, 147 (69.7%) non-government schools, out of the 211 had no plasma TV.
This implies that at region level only 30.3% of secondary schools have been benefited from the
educational satellite TV broadcast program.
 ICT: 193 (91.5.9%) out of 211 secondary schools established and install networked computer
laboratories and work on it. On the other hand disparities of access to internet service are noticeable
among the schools. For instance, only 126 (59.7%) secondary schools in Addis Ababa have
reported that they had been providing internet service.
 Staff lounge: 181(85.9 %) of the secondary schools have furnished staff lounges.
 First Aid services: Most of the secondary schools ,186 (88 % ), have reported that they have
established Red Cross clubs to provide first aid service for school community.
 Anti HIV/AIDS clubs: 193 (91.5%) schools have reported that they are working on Anti
HIV/AIDS club to promote a healthy lifestyle and responsible behavior and to prevent disease by
the school year 2007 and only 12 (9.5%) schools do not establish the club.
 ICT : Relatively less number of schools 65.9% were operational in ICT. Nearly 280 (34.1%) of
schools had not reported regarding to the implementation of ICT. This indicates that they had not
been providing lessons through either radio broadcast or other computer demonstration if needs be.
 Environmental Education and protection club: 167 (79.1%) out of 211 secondary schools were
established and working on environmental education and protection. However, inadequate and
inappropriate wastage disposal system from school labs and poor environmental sanitation is still
remaining a challenge for schools. Thus, Environmental Education and Protection Club will have to
work in the area of awareness creation among the school communities and the surrounding societies
at large.
3.5. Special Needs Education (SNE)

Table 3.8 Special Needs Education (SNE) Primary and Secondary Education
2005E.C (2012/13) -2007 E.C (2014/15)
Students with Special 2005 E.C 2006 E.C 2007 E.C

Learning Needs
M F Total M F Total M F Total

Visual Impairment 161 167 328 246 256 502 610 573 1183
Hearing Impairment 319 335 654 362 355 717 405 406 811
Intellectual disability 219 154 373 406 316 722 359 308 667
Physical disability 185 119 304 232 173 405 740 836 1576
others 120 143 263 2192 2144 4336 4908 5011 9919
Total 1004 918 1922 3438 1312 6682 7022 7134 14156
Based on the data listed on table 3.8, the enrolment of students with special needs in primary and secondary
schools has been increased year to year. The City Government of Addis Ababa Education Bureau has given
due attention to access all without any discrimination the basis of their impairment, learning difficulties,
poverty, ethnic background, language etc. Consequently, the number of students with special needs has
increased from 1,922 in 2005 E.C to 14,156 in 2007 E.C, which shows an increment of 86.4%. When we see
the enrolment rate by disability category in year 2007 E.C Students with visual impairment, hearing
impairment, intellectual disability, physical disability, and others are 8.4%, 5.7%, 4.7%, 11.3% and 70.1%
respectively.
Note:-Others mean, Students with Emotional and Behavioral disorder, Autism, Health and related problem, Speech and language impairment,
multiple disabilities, Specific learning difficulties poverty etc are included.
3.6. Integrated Functional Adult Education (IFAE)

Integrated Functional Adult Education (IFAE) is a program designed to provide education for illiterate
adults aged between 15 to 65 integrating with their daily activities. The program has been implemented
in Addis Ababa since 2003 E.C. and so far 61552 (19541 males and 42011 females) adults have
completed the program till 2007 E.C.
Chart 3.30 Integrated Functional Adult Education (IFAE) Enrollments
50000
40000
30000
20000
10000
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Male 8755 8712 9198 13492 8828
Female 21198 17104 18030 36166 22453
Total 29053 25846 27228 49658 31281
Chart 3.30 indicates that, 2007E.C IFAE participation has shown slight increase compared to the 2003
E.C (2010/11). However, the highest number of adults enrolled were 49,658 in 2006E.C (2013/14)
while this number declined by 37(31281) in 2007E.C (2014/15). The overall performance of the
program is low compared to the exits number of illiterate adults’ inhabitants in the city. Furthermore,
the number of drop-outs has been rising every year due to various reasons.
Chart 3.31 Integrated Functional Adult Education (IFAE) facilitator
1400
1200
1000
800
600
400
200
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
Male 355 233 233 432 559
Female 276 361 361 502 657
Total 631 594 594 934 1216
Chart 3.31 reveals, the number of facilitators increased from year to year. From a total of 631 in 2003E.C
(2010/11 to 1216 in 2007E.C(2014/15) 585 growth difference has been observed which is about 92%.
3.7. Teachers and School leadership

3.7.1. Qualification of teachers
Table 3.9 Teaching staff 2007E.C
Certificate Diploma Degree Master Total
M F M F M F M F M F T
Pre-primary 217 7433 217 7433 7650
1st
789 1173 2214 2304 1575 1581 11 9 4589 5067 9656
Cycle
Primary
2nd
139 42 2782 2356 3256 2074 38 26 6215 4498 10713
Cycle
Secondary(9-10) 216 81 3116 1051 37 11 3369 1143 4512
Preparatory(11-12) 42 17 2031 991 168 57 2241 1065 3306
Total 1145 8648 5254 4758 9978 5697 254 103 16631 19206 35837
One of the main factor hindering affect that the process of improving the quality of education and ensuring its
quality sustainably is the qualification of teachers who are engaged in the profession. Towards this issue, as
shown in table 3.9 in the city government of Addis Ababa; both government and non government schools, the
total number of qualified teachers in the teaching profession is 35,837 where 19,206 are female teachers. From
the total number of teachers 9793 are qualified with certificate. From this 78.1% of them works in pre-primary,
the rest 21.9% works in primary schools. Out of total number of teachers10, 012 qualified with diploma, 15,675
of them are qualified with first degree and 357 qualified with masters in teaching.
3.7.2. Principal and Supervisor

Table 3.10 principal and supervisor
Principal &
Principal Vice Principal Vice Principal Supervisors
School Male Female Total Male Female Total Male Female Total Male Female Total
Primary 584 131 715 729 207 936 1313 338 1651 116 28 144
Secondary&
Preparatory 188 24 212 264 37 301 452 61 513 31 6 37
Total 772 155 927 993 244 1237 1765 399 2164 147 34 181
Table 3.10 shows that, the majority of principals and supervisors are males in primary and secondary
school in 2007E.C (2014/15). In addition to this females participation in the position of vice principals
in both primary and secondary schools is also small. This indicates that much attention has to be given
to increase females’ participation in the leadership position.
3.8. School water, sanitation and hygiene (WASH)

Schools’ existing status in the provision of water, sanitation and latrine services against students, the staff
(teaching and supporting staff), and elements of the school with physical disabilities are shown as follows.
The following Table shows the summary aforementioned information at city level.
Table 3.11 School water sanitation and hygiene
Ratio per water tap Friendly school

Numb Child Separate provision
School water tap water,
friendly toilet of
er of with for School sanitation
Sub city Water persons
water tap
toilet
blocks sanitary
and
Schoo for for boys pads for
l* supply teachers with hygiene
preschools and girls girl s
and disability club
student Total
admin.
Staff
Addis Ketema 91 91 1:48 1:35 1:36 34 89 91 27 30 9
Akaki kality 185 170 1፡66 1:53 1:43 74 122 183 42 32 24
Arada 100 100 1፡72 1፡32 1፡42 43 81 100 26 39 15
Bole 251 238 1፡60 1፡26 1፡34 150 215 247 76 91 38
Gullele 127 126 1፡65 1፡38 1፡39 73 105 124 31 41 15
Kirkos 107 107 1፡53 1፡29 1፡44 68 23 107 36 46 5
Kolfe 299 299 1፡72 1፡25 1፡51 136 248 296 83 90 80
Lideta 74 74 1፡81 1፡45 1፡43 17 57 74 16 19 8
Nifasilke 314 309 1፡60 1፡26 1፡39 174 260 308 84 113 61
Yeka 289 289 1፡64 1፡27 1፡37 160 240 289 63 88 64
Total 1837 1803 1፡64 1፡34 1፡43 929 1440 1819 484 589 319
*Number of school including pre primary, primary and secondary school with one compound.
As shown in the above table
 Water supply: Schools that have water supply is 98.14% (1803) . 30 schools in Bole, 15 schools
from Akaki Kality, 5 schools from Nifas Silk Lafto and 1 school from Gullele Sub Cities do not
have water supply . The existence of water supply system alone may not ensure that water is
consistently available in schools. There are times that water is not available in the system due to a
number of factors.
 The water tap - student ratio: all Sub Cities do not meet the standard (1 tap for 20 student) set by
the Bureau. The water tap - student ratio is 1:70 goes two or three fold against the standard . This
needs special attention of the school management. All Sub cities have better water tap- teacher
ratio in relative terms.
 Friendly water tap for persons with disability : 49.42% the schools do not have friendly water
point for person with disability. This is a great challenge that needs great attention .
 Child friendly water tap for pre schools : 21.6% the schools do not have child friendly water tap
for pre schools
 Toilet : Number of schools that have toilet is 98.9% (1819). The rest (1.1%) schools do not have
toilet at all. This problem is observed in Akaki kality 2 school, Nifas Silk Lafto 6 School ,
Gullele 2 School , Bole 4 School and Kolfe 3 School.
 26.35%(484) of schools have separate toilet blocks for girls and boys .
 Only 32.06%(589) schools provide sanitary pads and have conducive environment for girls.
 82.65% schools do not have water, sanitation and hygiene club
Table 3.11 School water sanitation and hygiene
Friendl
Ratio of latrine Friendly
y toilet Child
Sewag Wash wash
for friendly
e basins basin for
Sub city Total ratio of persons toilets in
per pupil per staff availa in persons
latrine with pre
bility toilet with
disabili schools
M F T M F T M F T disability
ty
Addis Ketema 1፡55 1፡64 1፡58 1፡14 1፡18 1፡16 1፡44 1፡52 1፡46 37 77 72 56 25
Akaki kality 1:51 1:52 1:52 1:23 1:19 1:21 1:40 1:38 1:39 63 123 98 75 54
Arda 1፡46 1፡56 1፡47 1፡12 1፡17 1፡14 1፡37 1፡46 1፡39 33 71 88 57 28
Bole 1፡30 1፡31 1፡30 1፡15 1፡16 1፡16 1፡20 1፡20 1፡20 146 227 203 150 118
Gullele 1፡49 1፡80 1፡43 1፡18 1፡24 1፡19 1፡38 1፡61 1፡34 77 103 95 87 60
Kirkos 1፡41 1፡45 1፡42 1፡15 1፡17 1፡16 1፡34 1፡37 1፡33 55 34 99 68 52
Kolfe 1፡53 1፡61 1፡56 1፡14 1፡17 1፡16 1፡43 1፡49 1፡50 112 252 217 198 104
Lideta 1፡48 1፡56 1፡53 1፡11 1፡17 1፡14 1፡29 1፡34 1፡32 15 57 59 36 15
Nifasilke 1፡31 1፡34 1፡32 1፡14 1፡16 1፡15 1፡25 1፡27 1፡26 185 275 269 220 157
Yeka 1፡44 1፡48 1፡46 1፡17 1፡19 1፡18 1፡36 1፡39 1፡37 148 256 204 168 115
1፡47 1፡53 1፡50 1፡18 1፡19 1፡20 1፡34 1፡37 1፡36 871 1475 1404 1115 728
As shown in the above table
 Latrines: Making laterine accessible for both students and staff members has a tremendous role
in creating favourable school environment. Regarding ratio of latrine pit per student is 1፡50 for
boys 1: 47 and for girls 1:53 , girls have less access to toilet than boys. Although the problem is
common to all sub cities, it is too serious in Gullele, Addis Ketema and Kolfe Keranio Sub
cities. The ratio of latrine per staff member is 1: 20.
 52.59% (484) of schools do not have friendly toilet for persons with disability.
 76.43%( 1404) schools do have sewage availability . The problem is chronic in the schools
located in Akaki Kality, Yeka and Kolfe subcity.
 60.69% school has wash basin in the toilet, nearly half of the City schools do not have washing
basins inside the toilet. The problem is very common in Akaki Kality, Yeka, Kolfe, Bole and
Nifas-silk sub cities.
3.9. Examination Results

According to the Ethiopian Education and Training Policy, a regional examination will be given at
grade 8 to certify completion of primary education. The first national examination, the Ethiopian
General Secondary Education Certificate Examination (EGSECE), will be given at grade 10 to certify
completion of general secondary education and to select students that qualify for the preparatory
education. Similarly, the second national examination, the Ethiopian Higher Education Entrance
Certificate Examination (EHEECE) will be given at grade 12 to determine placement of students in
higher education institutions.
Table 3.12 Promotion Rate of Students in Primary School Leaving Certificate
Examination (PSLCE)
Sat for Promoters % Promoters
Year
M F T M F T M F T
2003E.C 27823 34385 62208 21029 23733 44762 75.58% 69.02% 71.96%
2004E.C 27294 33322 60616 19338 21360 40698 70.85% 64.10% 67.14%
2005E.C 27509 33995 61504 19215 21330 40545 69.85% 62.74% 65.92%
2006E.C 26544 34963 61507 18947 22657 41604 71.38% 64.80% 67.64%
2007E.C 28391 37777 66168 21884 26332 48216 77.08% 69.70% 72.87%
According to the table presented above, the promotion rate of primary school leaving certificate
examination (PSLCE) shows continual improvement over the last five years. The highest promotion
rate is observed in 2003 and 2007. The promotion rate of girls is less than boys over the last five years.
This indicates that girls need special attention in order to perform as boys.
Chart 3.31 Promotion rate of Grade 10 students to Preparatory
70
60
50
40
30
20
10
0
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
M 25 26.3 26.1 28.27 29.22
F 33.9 36.7 35.1 38.58 36.5
T 58.9 63 61.2 66.84 65.72
As can be seen from chart 3.31 the promotion rate of Grade 10 is increasing continuously for four
consecutive years. In 2007 from the total students who took grade 10 examination 65.72% students
join in preparatory school. The promotion rate of students from 2003 E.C to 2006 E.C has shown an
increment. But in 2007E.C a bit decrease from 2006E.C. Based on the perspective of gender, female
students’ promotion rate is higher than male students.
Table 3.13 Promotion Rate of Grade 12 students to higher education

Promotion rate of Grade 12
students to Higher
Year %
Education
M F T
2003E.C 5187 3823 9010 40.20
2004E.C 5614 4437 10051 43.20
2005E.C 6521 5008 11529 46.00
2006E.C 5136 4020 9156 40.16
2007E.C 6959 7609 14568 57.45
As table 3.13 indicates that, number of students join to university had an increasing trend from 2003 to
2005 E.C, but in 2006E.C those students who has joined to university is lower than the previous year
by 5.84%. In 2007E.C 57.45% of the students has joined to university. This indicates in year 2007E.C,
there is a significant improvement.
4. Kotebe university college

4.1. Enrollment
Kotebe University College has students who attend in evening, summer and regular programs. The data
represented in the figure below belongs to the academic year of 2007 E.C(2014/15) .
Table 4.1 Total statistics of students based on program and sex
Program Male Female Total Male Female
Regular 1969 1665 3634 54.18 % 45.82 %
Evening 2453 2602 5055 48.53 % 51.47 %
Summer 593 782 1375 43.13 % 56.87 %
Total 5015 5049 10064 49.83 % 50.17
4.2 Enrollment based on regular, summer, evening.

Table 4.2 Enrollment based on regular, summer, evening
Summer
Regular
Male Female Total
male Female total
Diploma 215 580 795
Diploma 998 976 1974
Degree 376 166 542
Degree 960 568 1528
Certificate 2 36 38
Certificate 11 121 132
Total 593 782 1375
Total 1969 1665 3634
Table 2.3 (total statistics of students enrolled
in summer program )
Program Male Female Total Evening

Degree 2874 1940 4814 Male Female Total
Diploma 2119 2732 4851 Diploma 906 1176 2082
Degree 1538 1206 2744
Total 5015 5049 10064
Total 2453 2602 5055
 Totally the university college has 10064 students enrolled in three programs, i.e. summer, Evening
and Regular. Most of them are enrolled in Evening Program (50.23%).
 Out of the three programs, summer students are the least in percentage share (13.66 %). The reason
for this small share is that development of new curriculum has been in progress and enrollment of
students in the old curriculum has stopped till it starts in a new curriculum.
 A regular student takes 36.6 % of the total students in the university college. In all the three
programs female to male ration is good and should continue like this.
4.3 Enrolment in faculty

Table 4.3 The undergraduate students based on faculty
Faculty Male Female Total %
Male Female
Faculty of Natural Science and Computational 1664 779 2443 68.11 % 31.89 %
Science
Faculty of Social Science 754 518 1272 59.28 % 40.72 %
Faculty of Language and Humanities 456 643 1099 41.49 % 58.51 %
Total 2874 1940 4814 59.70 % 40.3 %
Generally, total ration of male and female distribution in the university college has 10 % gap between each
sex. This shows the university college is trying to balance the sex ratio for the registering students. But when
we see details in the facility, Faculty of Natural Science and Computational Science shows significant
difference between male and female. Almost the female percentage is less by 50 % and in this area the
university college and others concerned bodies, from family to higher government organization should
motivate the females to participate in this faculty.
4.4 Students with Disabilities

Table 4.4 Students with Disabilities
Disability Regular Evening Summer Total
M F T M F T M F T
Visual 23 30 53
impairment
Physical 3 2 5
disability
Total 26 32 58
Instructors and Administrative (supportive) staff profile

Total sex distribution of instructors
Kotebe University College comprises instructors of both sexes. Of the total sum of 153,112 of them
(73%) are males while the rest 41(27%) are female instructors.
Table 4.5 Highlights the number of instructors in percentage (%) for the year 2007
E.C
Number %
Male 112 73.20 %

Female 41 26.8 %
Total 153
Total number of instructors in the university college is 153. Out of this number 73.20 % are male and
26.79 % are female. This shows the participation of female instructors is very low and should be taken
in to consideration.
Table 4.6 Administrative staff profile

Male Female Total
Permanent Administrative staff 104 163 267
Temporary Administrative staff 11 9 20
Total Administrative staff 115 172 287
4.5 Infrastructural facilities

The university college has provided different facilities for students and instructors. Students have one
cafeteria, one clinic, three filed and one gymnasium for health and education purpose, totally 24 labs
for natural science with needed equipment, three lab rooms with needed facilities for social studies.
Two Libraries are also in the compound aiming to help the students with needed educational material.
For those students who need dormitory, the university provided 79 dorms for male and 68 dorms for
the girls. In average 5 students per dorm are assigned. Instructors also have one learning modern
cafeteria for recreation. And total number 22 standard offices for Administrative (Supportive) staff and
46 offices for Academic staff.
To facilitate the teaching process, the university has established computerized information system. i.e.
File Transferring Protocol (FTP) is used to share books and other files throughout the university
college), Internet service and to control this standardized data center and 420 computers including
computes for laboratory. But taking in to consideration where the world technology is now, the
university college should maximize its facilities to the students and also to the staff members.
Table 4.7 Administrative staff profile

Rooms Number
Chemistry Lab rooms 6
Biology Lab rooms 8
Physics Lab room 6
Geography Lab rooms 1
English Lab room 2
Computer science Lab rooms 4
Lecturing class room 70
Total Rooms 97
4.6 Water Sanitation & hygiene facilities

Sanitation & hygiene (WASH) is a major problem in many countries. The ratio of sanitation facilities
compared to the number of students is very high.
In the university college, it is also a major influential agent. It contributes a great role in maintain the
quality of education. Therefore having a good (a very low) ratio of sanitation facilities with number of
student is needed to have a good educational quality.
The University College has built 68 toilets which serve both sex students. If we divide this number of
toilets to the total students enrollment, it gives us 1:128. This ratio witness the existing poor hygiene
facility in the university campus is so pressing that needs immediate attention both from the university
and institutions like WASH.
5. Educational finance
5.1. Government budget for education
The education sector is one of the important sectors which has given immense priority to allocate
budget so as to attain education goals, objectives and targets. These budgetary priority areas focuses on
achieving Education and Training Policy and its implementation strategies like Education Sector
Development Program IV (ESDP IV), General Education Quality Improvement Program (GEQIP),
education sector MDGs areas like EFA and UPE goals and targets. Based on these national priority
agenda, City Government of Addis Ababa has been allocating huge budget to promote education sector
development program main areas such as ensuring education coverage, access, equity, quality, and
internal efficiency. Accordingly, at city level student teacher ratio has improved by hiring and
upgrading.
The class room student ratio has shown remarkable progress by expanding school building projects.
Besides, the textbook student ratio is increased by accessing enough books to both government and
non-government schools. In addition to these, other educational equipment’s and materials like plasma,
radio, ICT, laboratory materials and soon have shown magnificent progress. The table below portrays a
time series that the city government budget amount for education for the last five successive academic
years.
Chart 3.32 The Percent of Budget Allocated to Education Sector from the
Total City Government Annual Budget 2003-2006 E.C
14.00%
12.00%
10.00%
8.00%
%
6.00%
4.00%
2.00%
0.00%
2003E.C 2004E.C 2005E.C 2006E.C
The Percent of Budget Allocated
to Education Sector from the
2.65% 3.26% 12.16% 7.62%
Total City Government Annual
Budget
Source: City Government of Addis Ababa Finance & Economic Development 2008-2010 E.C MTEF Report
From table we can observe that City Government of Addis Ababa budget allocation for education has shown
dramatically increases, particularly for years 2005E.C.
Table 5.1 The magnitude of allocated budget for education Sector

for previous years:
Budget Budget Year/E.C/
Category Institution 2003 2004 2005 2006 2007
Bureau 25,475,943 31,887,353 55,915,632 93,544,195 108,326,979

Recurrent Sub-city 655,923,833 884,182,266 985,574,199
Capital (for 285,620,000 275,898,603 296,359,553 199,399,676 507,068,139

bureau & sub
city)
Total 311,095,943 307,785,956 1,008,199,018 1,177,126,137 1,600,969,317
5.2. External donors budget support for education

As FDRE MOE mutual agreement with international donors to support education sector programs,
some donors have assisted education sector development program in accordance with government
donation/aid policy or procedure. The international donors have involved in sectarian development
program such as UNICEF, USAID/IQPEP, JICA, and GEQIP (by integrated assistance of DFID, GPE,
IDA/WB, Finland, USAID, Italy and others.) Their efforts also have been contributing to succeed
education sector Millennium Development Goals (MDGs). Here, below, we endeavor to list some
donors’ financial contribution.
Chart 3.33 International Donors Financial Aid from the year 2003E.C-2007 E.C
in birr
35,000,000.00
30,000,000.00
25,000,000.00
20,000,000.00
15,000,000.00
10,000,000.00
5,000,000.00
0.00
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
UNICEF 16,154,415.15 18,019,882.77 18,293,997.19 22,596,558.56 11,201,298.55
GEQIP inclu. School Grant 30,940,042.00 24,600,040.00 30,928,406.00 17,234,036.00 28,827,982.00
Here, assistance by GEQIP project is mainly targeted on ameliorating GEQIP I has five components: (i)
curriculum, textbooks, assessment, examinations (CTA) ; (ii) teacher development program (TDP); (iii)
school improvement program; (iv) management and capacity building, including MAP/EMIS; (vi)
program coordination, monitoring and evaluation( PCME). The GEQIP project assisted programs for
coming 4 year starting from 2014 is increased to 6 components by including ICT and by advancing the
previous components and subcomponents under its GEQIP phase II. But the component school
improvement program/SIP/ is described as below by its sub component school grant.
5.3. School grant budget

The school grant budget, which is complementary to School Improvement Program (SIP) component
has been designed to support school teaching learning process so as to enhance students learning
outcome. After its disbursement based on each school student data, it is yearly distributed to schools
directly.
Chart 3.34 School Grant Budget from 2003E.C - 2007E.C
40,000,000.00
35,000,000.00
30,000,000.00
25,000,000.00
20,000,000.00
15,000,000.00
10,000,000.00
5,000,000.00
0.00
2003E.C 2004E.C 2005E.C 2006E.C 2007E.C
School Grant Budget (for schools) 17,346,005.00 26,600,040.00 37,364,979.00 9,450,573.00 20,506,446.00
Chart 3.34 shows that the amounts of school grant budget allocated to schools are increasing
magnificently. However, for 2006 E.C the released amount was the least as compared to previous
years. This is because of the 2006 E.C was the end or transition year for the completion of the GEQIP I
and the preparation period for the next GEQIP II budget at the national level.

Education Statistics Annual Abstract 2007 Part 1

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Education Statistics Annual Abstract 2007 E.C (2014/15 G.

3.2.1.2 Net Intake Rate (NIR) ............................................................................................... 30

3.2.2. Gross Enrolment Rate (GER) .................................................................................... 31

3.2.2.2. GER Primary cycle Grade (1-4) ........................................................................ 31

3.2.2.3 GER Primary cycle Grade (5-8) ........................................................................ 32

3.2.3. Net Enrolment Rate (NER) ........................................................................................ 33

3.2.4. Gender Parity Index (GPI) ......................................................................................... 35

3.2.7.2 Repetition rate ........................................................................................................... 39

3.2.7.3. Survival Rate to 1st cycle (Grade1-4)....................................................................... 39

3.7.2.4. Primary Completion Rate (PCR) (Proxy Method)................................................... 40

3.2.7. School Facility ........................................................................................................... 41

4.5 Infrastructural facilities .......................................................................................................... 63

1. Overview of the education system

1.1 Structure of the Addis Ababa City Education System

1.2. The Addis Ababa Education System “At Glance”

2nd Cycle(grade 11-12) 51.40%

2003 E.C 2004 E.C 2005E.C 2006E.C 2007E.C

9.Percentage of female Teachers

1st Cycle(grade 1-4) 56.14% 56.14% 52.48%

2nd Cycle(grade 5-8) 43.39% 43.39% 41.99%

2nd Cycle(grade 5-8) 1:43 1:37 1:38 1:37 1:33

2003 E.C 2004 E.C 2005E.C 2006E.C 2007E.C

1.3. The Education sector Development Program (ESDP IV) Key

Pupil Section Ratio(PSR) 1:29 1:20 1:19

Girls’ 68.95% 100% 98.5%

Boys’ 82.28% 100% 95.25%

Boys’ GER (9-10 97.85% 100% 76.68%

Admission to Preparatory (11-12) 30254 72000 50004

Table 2.1 School Age Population of 2007E.C(2014/15)

Table 2.2 and Chart 2.1 Type of Schools

Pre-primary primary Secondary& preparatory

Table 2.3 Enrolments for All Levels of Education

2003E.C 2004E.C 2005E.C 2006E.C 2007E.C

Table 2.5 and Chart 2.2 Teaching Staff

2005E.C 2006E.C 2007E.C

3. Key indicators and analysis

3.1. Preprimary education

Chart 3.1 Preprimary School

Chart 3.2 Number of pre-primary school in each Sub City

Pre Primary School With sub city

“O” Class Enrolment

2006 1935 2208 4143 47

2007 2094 2472 4566 66

3.1.2. Gross Enrolment Rate (GER)

3.1.3. Net Enrolment Rate (NER)

Chart 3.4 Preprimary NER

Net Enrolment Rate (NER)

3.1.4 Gender Parity Index (GPI)

Chart 3.5 Preprimary GPI

2003E.C 2004E.C 2005E.C 2006E.C 2007E.C

3.1.5 Pupil Teacher Ratio (PTR)

PTR = Number of Pupils for a given level

Chart 3.6 Preprimary PTR

3.1.6 Pupil Section Ratio (PSR)

Chart 4.6 Pre-primary PSR

3.2. Primary education

Chart 3.8 Primary school in each sub-city

3.2.1. Access and coverage of primary education

3.2.1.1 Apparent Intake Rate (AIR)

Chart 3.9 Apparent Intake Rate Trends

3.2.1.2 Net Intake Rate (NIR)

3.2.2. Gross Enrolment Rate (GER)

3.2.2.1 GER of Primary Grade 1-8 (Including ABE)