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Federal Ministry
of Education
2010
Addis Ababa
1
Published by:
Federal Ministry of Education
Federal Democratic Republic of Ethiopia
Addis Ababa, 2010
SUMMARY 8
ANNEXES 108
Annex 1: List of targets and assumptions for planning, costing and financing of ESDP IV 108
Annex 2: Indicators and targets on TVET 111
5
List of Acronyms and Abbreviations
ABE Alternative Basic Education
ADLI Agricultural Development Led Industrialization
AOP Annual Operational Plans
ARM Annual Review Meeting
BPR Business Process Re-engineering
COC Center of Competency
CPD Continuous Professional Development
CTE College of Teacher Education
DACA Drug Administration and Control Authority
DSA Drug and Substance Abuse
ECCE Early Childhood Care and Education
EFA Education for All
EiE Education in Emergencies
ELIP English Language Improvement Program
EMIS Education Management Information System
EQF Educational Qualification Framework
ESDP Education Sector Development Program
FAL Functional Adult Literacy
FGM Female Genital Mutilation
GDP Gross Domestic Product
GEQIP General Education Quality Improvement Program
GER Gross Enrolment rate
GIR Gross Intake Rate
GIS Geographic Information System
GPI Gender Parity Index
HAPCO HIV/AIDS Prevention and Control
HDP Higher Diploma Program
HEI Higher Education Institutions
HESC Higher Education Strategic Center
HTP Harmful Traditional Practice
ICT Information Communication Technology
IOT Institute of Technology
JCM Joint Consultative Meeting
JRM Joint Review Mission
JSC Joint Strategic Committee
KETB Kebele Education and Training Board
LTQF Leaders and Trainers Qualifications Framework
MAP Management and Administration Program
6
MDG Millennium Development Goals
MLC Minimum Learning Competency
MOE Ministry of Education
MOFED Ministry of Finance and Economic Development
MOU Memorandum of Understanding
MRE Monitoring, Review and Evaluation
MSE Micro and Small Enterprise
NER Net Enrolment Rate
NGO Non Government Organization
NIR Net Intake Rate
OS Occupational Standard
OVC Orphans and Vulnerable Children
PASDEP Plan for Accelerated and Sustained Development to End Poverty
POP/FLE Population and Family Life Education
PTA Parent Teacher Association
REB Regional Education Bureau
SAF Self Assessment Form
SCRC School Cluster Resource Center
SG School Grant
SHN School Health and Nutrition
SHS Social and Human Sciences
SIP School Improvement Program
SMSC Strategic Monitoring Sub-Committee
SNE Special Needs Education
SNNPR Southern Nations, Nationalities and People’s Region
SWAP Sector Wide Approach
TEI Teacher Education Institutions
TVET Technical and Vocational Education and Training
TWG Technical Working Group
WASH Water, Sanitation and Hygiene
WEO Woreda Education Office
7
— SUMMARY
8
Education Sector Development Program IV
❚ A comprehensive, integrated, outcome b. Projected costs 20 547 28 230 28 638 31 794 31 418 140 627
based and decentralized TVET system
for Ethiopia established Gap (a-b) -2 261 -8 482 -6 836 -7 681 -4 676 -29 936
❚ Number of rich/advanced Medium and The financing gap is estimated on the basis of
small enterprises created through the assumptions about economic growth and about
transferred technologies. shares of education in the budget. The gap may
For higher education, the goal is to develop be filled up in different ways. Among these we can
highly qualified, motivated and innovative human mention: economic growth above the assumed
resources and produce and transfer advanced rate; an increase in the share of education in
and relevant knowledge for socio-economic the budget; support by development partners;
development and poverty reduction with a view to an increase in the contributions by communities
turning Ethiopia into a middle-income country by (for instance for salaries of some non-teaching
the year 2025. staff or for construction of selected facilities); a
Some key outcomes for higher education are: stronger reliance on cost-recovery, especially at
higher levels of the educational system.
❚ A balanced distribution of higher
education opportunities throughout
the country through the widening
of access to higher education, in
particular to science and technology
9
—
context
CHAPTER 1
National development
Ethiopia’s economic activities have shown
encouraging results over the last fifteen years.
The Government is committed to achieving
economic stability and keeping inflation low.
Average real GDP growth rates of over 10 percent
were registered between 2003 and 2009. This
recent growth translated in an increase in GDP
per capita income, from US$102 in 2000 to
US$220 in 2008.
Geography and Population The proportion of people below the poverty line
Ethiopia’s total land area is about 1.1 million at national level measured by the poverty head
square km., of which about two thirds is estimated count index declined from 44.2% in 2000 to 38.7%
to be potentially suitable for agricultural in 2005. Much of the decline in national poverty
production. Out of the total land suitable for is attributed to improvements in rural areas. The
agriculture, the cultivated land is estimated to significant decrease in rural poverty is attributed
be 16.5 million hectares (22%). About 96% of the to the wide-ranging and multi-faceted pro-poor
cultivated land area is under smallholder farming programs that have been implemented in rural
while the remaining is used for commercial areas such as extension programs to support
farming (both state and privately owned). Per commercialization of smallholder agriculture,
capita cultivated land holding averages only the Food Security Program, and the recent
around 0.5 hectare. Productive Safety Net Program among others.
There has however been a relative increase in
Ethiopia’s population is growing rapidly, at an income inequality in urban Ethiopia as measured
average annual rate of 2.6 percent between by the increase in the Gini Coefficient from 0.38 in
1994 and 2008. Currently, Ethiopia is the second 1992 to 0.44 in 2004/05.
most populous country in Africa, after Nigeria.
According to the 2000 census, the population is The agricultural sector is the major driver of
estimated at 78 million in 2009/10. The proportion the economy and is a source of income for the
of the population under age 15 has declined majority of the population. The sector contributes
from 49.8 percent in 2004/5 to 45.0 percent in about 50% to total GDP, generates about 90% of
2007/8. The life expectancy at birth for the whole export earnings and supplies about 70% of the
population is 46.1 (47.5 for females and 44.7 for country’s raw material requirement for large and
males). medium sized industries that are agro-based.
About 84 percent of the population inhabits rural The government strategy to invest heavily in
areas. 65 million of the population lives in the infrastructure and social services as a way of
highland temperate part of the country while jump-starting strong, private sector led growth
approximately 12 million inhabit the lowland had created rapid expansion in domestic demand
that covers 60% of the country’s landmass. The and contributed to overall GDP growth in the last
main occupation in the highland is farming, several years.
while the lowland is mostly occupied by pastoral Analyzing employment by sector, Ethiopian
population. rural areas are dominated by employment in
agriculture, which is nonetheless following a
Policy and economics declining trend, shifting from 96.6 per cent in
1994 to 88.1 per cent in 1999. Employment in
Currently, Ethiopia has a three-tiered federalist services shows an increasing pattern, especially
The fedderall government system of government, comprising the federal in wholesale and retail trade, and hotels and
government; nine administrative regions and restaurants. The manufacturing sub-sector
is committedd to two chartered city administrations; and over has also been growing. The decline in work in
decentralization that 800 woredas and sub-cities. The government agriculture has been compensated by an increase
is made up of two tiers of parliament: the of women’s employment in the above-mentioned
provides each region House of Peoples’ Representatives and the sectors.
with autonomy and House of Federation where political leaders
accomppanied byy fiscal are elected every five years. The federal The national development policy
government is committed to decentralization
decentralization that provides each region with autonomy and Ethiopia’s development strategy is summarized
accompanied by fiscal decentralization which as the Agricultural-Development-Led
devolves decision making powers to lower Industrialization (ADLI). In this long-term
tiers of government. strategy, agriculture is playing a leading role in
the growth of the economy. Its broad objectives
are to modernize agriculture and improve its
10
Education Sector Development Program IV
efficiency and productivity, ensure food security, organization of the school system and also of
create employment opportunities and enhance the relevance of the curriculum.
the country’s foreign exchange earnings with The continued high population growth rates The centrall obbjectiives
the aim to promote the development of a vibrant have important implications for a country
industrial sector and accelerate overall economic such as ours which wants to achieve
off thhese nationall
growth. ADLI is supplemented by sector-specific education for all and a quick expansion of strategies are to address
strategies in areas such as health, education, secondary education within a context of
ICT, population, industry, etc. the human development
limited resources.
In the framework of ADLI, Ethiopia has been The clear policy option for decentralization
needs and achieving the
implementing two sets of macro-economic to the regional and woreda levels is Millennium Developpment
programs since 2002/3 designed to accelerate present throughout all sectors including
the reduction of poverty in a sustained manner. Goals (MDGs) by
in education. The success of this policy
The central objectives of these national strategies depends very much on the competence 2015.
are to address the human development needs demonstrated by the local actors and on the
and achieving the Millennium Development Goals support they receive from the upper levels of
(MDGs) by 2015. These were (1) the “Sustainable the administration.
Development and Poverty Reduction Program
Achievement of the long-term vision of
(SDPRP)” that lasted from 1995 to 2004/05
transforming Ethiopia into a middle-income
and (2) the ongoing “Plan for Accelerated and
country demands a transformation of the
Sustained Development to End Poverty (PASDEP)”
economy through, among other things, conscious
from 2005/6 to 2009/10.
application of science, technology and innovation
SDPRP focused on accelerating progress as the major instruments to create wealth.
mainly in education and health, expanding the This, in turn, requires unfolding commitment to
infrastructure, opening the economy, building increasing the overall level of education of the
institutions and further devolution of governance population and a focus on science and technology
to the Woreda level. PASDEP was intended to education in particular. The vision calls on the
consolidate the achievements of SDPRP but with one hand for a further expansion of access to
a broad strategic focus on poverty alleviation high-quality basic education and special efforts
through diversified pro-poor growth by linking to improve the overall literacy level of the
aid management, government development population. It demands on the other hand that
programs and attainment of the MDGs in a human resources development be strengthened
single unified framework. This led to significant by training competent and innovative people
economic growth and a decrease in the level of with special attention to engineering, technology
poverty. and natural sciences, through introducing high
The present long-term vision, which is inspiring quality science and mathematics curricula at
educational reforms, is to transform Ethiopia primary and secondary schools and the recently
within 15 years into a middle-income country. adopted policy of the 70:30 university intake ratio
This is stated as follows in the 2009/10 Green in favor of science & technology.
paper by the Ministry of Science and Technology: The ESDP IV preparation has been inspired by
“to see Ethiopia become a country where a this new direction: maintaining the momentum
democratic rule, good governance and social of expanding quality general education and
justice reign upon the involvement and free-will strengthening tertiary education institutions and
of its peoples, and once extricating itself from TVET schools to promote quality human resource
poverty becomes a middle-income economy” [as development.
recognized by a per capita income of 1000 USD
by 2025].
11
— CHAPTER 2
Education policy framework
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Education Sector Development Program IV
achievement. More attention will be given to the Ethiopia has implemented free primary education
quality of facilities under ESDP IV. policies as of 1994. The high direct cost of
In addition to the National Leaning Assessments education to parents is a reason why poor children
being carried out every three years at grades 4, 8, do not enter school or drop out early. Where
10 and 12, Ethiopia will join regional/international schools/woredas/regions decide to levy fees in a
learning assessment organizations to determine form of community contribution, they will need to
the status of quality of education as compared ensure that arrangements are in place to ensure
to other countries to ensure international that no child is excluded from school because of
competitiveness inability to pay. ESDP IV addresses the need to
design specific strategies to reach the millions of
out of school children in the pastoralist regions
Equity in access: reaching the and disadvantaged communities.
13
Education Sector Development Program IV
14
— CHAPTER 3
Priority action programs
15
Education Sector Development Program IV
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Education Sector Development Program IV
policy documents: a national policy framework, a coordinating, supporting and monitoring the
strategic operation plan and guidelines. involvement of other stakeholders.
The strategies to be implemented under
Main challenges An enabblingg enviironment
ESDP IV cover four main areas. Firstly,
• Average qualifications of teachers the government and the various relevant for the trainingg of
have gone down. ministries will make efforts to mainstream EC
CCE teacchers annd the
ECCE. In this regard, the overall
• The role of the government governance structure and the mandate supervision of ECCE
and stakeholders in quality and role of the various stakeholders will centers wiill be promotedd.
assurance of ECCE needs further be clarified. As part of this, the ministry
clarification and strengthening. will help establishing a national steering
committee, regional councils and woreda
• Regions and woredas feel they
technical committees.
did not receive sufficient guidance
and support from the Ministry. Secondly, the Ministry will reinforce its role
in regulating and monitoring the quality of
ECCE delivery. This will take place through
2. Expected Program outcomes the development of a curriculum and setting
standards for play and learning materials which
❚ A coherent governance structure for promote child-centered teaching and the child’s
Early Childhood Care and Education holistic development. This will be ensured
(ECCE) established, in collaboration partly through the setting up of accreditation
with other relevant ministries and certification systems of teacher training
(Ministry of Health and Ministry and teacher qualification applicable both for
of women’s Affairs) with a view to
community /public and private ECCE centers
coordinating ECCE policies and
which in turn will help assign qualified teachers
ensuring mainstreaming of ECCE
in all relevant sector policies and required for the level .This will be enhanced
programs through the design of an effective ECCE
supervision and inspection policy. Strong linkage
❚ Government leadership and regulation will be created with families and the community,
in terms of teacher supervision and
inspection, of teacher certification NGOs, Development Partners and Ministries of
and training and ECCE curriculum Health and Women’s Affairs (these ministries
strengthened are ECCE signatories of MOU with the Ministry
of Education) and other relevant stake holders.
❚ Quality of ECCE services improved
with special attention to children with Thirdly, the ministry will more directly support
special needs. quality improvement. In collaboration with other
stakeholders, teacher support materials will be
❚ Leading role of the Ministry
strengthened for the integrated, prepared and made available to ECCE centers.
inter-ministerial implementation An enabling environment for the training of ECCE
of the ECCE Policy and Strategic teachers and the supervision of ECCE centers
Framework. will be promoted.
Key outcome targets Fourthly, colleges of teacher education will give
A national steering committee and regional more attention to ECCE teacher training and
and woreda councils and committees will be development in their teacher training programs.
established.
National guidelines on curriculum, teacher
training and certification and teacher
supervision will be completed.
% of trained/certified teachers will increase
from 37% to 60%
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Education Sector Development Program IV
4. Program matrix
Component 1 A coherent governance structure for A national steering committee and regional and woreda
ECCE established, in collaboration with other relevant councils and committees will be established
ministries(Ministries of Health and Women’s Affairs),
with a view to coordinating ECCE policies and ensuring
mainstreaming of ECCE in all relevant sector policies and
programs
Finalizing, disseminating and raising awareness around Number of workshops and consultations on ECCE policy,
ECCE policy, strategy and guidelines and programs strategy and guidelines
% of ECCE professionals well informed of ECCE policy,
strategy and guide lines
Supporting the establishment of a national steering Numbers of committees and councils established
committee, regional councils and woreda technical % of recommendations by committees and councils which
committees are implemented
Mainstreaming ECCE into all sectoral and macro-level Number of plans giving attention to ECCE
development plans
Component 2 Government leadership and regulation National guidelines on curriculum, teacher training and
in terms of teacher supervision and inspection, of certification and teacher supervision will be completed.
teacher certification and training and ECCE curriculum
strengthened
Implementing ECCE curriculum and making it available to % of ECCE teachers who use the curriculum
ECCE schools and teachers
Developing standards for play and learning materials % of ECCE teachers with access to play and learning
which promote child-centered teaching and the child’s materials
holistic development
Developing and implementing accreditation and % of teacher training colleges certified to offer ECCE
certification system for teacher training training
% of ECCE teachers certified and licensed
Developing supervision and inspection guidelines and Guidelines and strategies developed
strategies for ECCE
Component 3 Increased quality of ECCE services. Improvement in reading and writing skills in early grades
of primary school
Developing and making available teacher support materials % of teachers who are using teacher support materials
Supporting the supervision and inspection of ECCE centers Number of supervisors of ECCE
% of ECCE centers and teachers who have been supervised
at least twice a year
Promoting and offering incentives for in-service and pre- % of trained teachers in ECCE has increased from 37% in
service training programs of ECCE teachers 2008/2009 to 60% in 2014/15
Undertaking the certification of ECCE providers % of ECCE providers that are certified
Increasing the number of qualified teachers and standard Pupil/teacher and pupil/qualified teacher ratio
ECCE classrooms Pupil/section ratio
Developing ECCE related training materials for colleges of Number of training materials developed
education
18
Education Sector Development Program IV
19
Education Sector Development Program IV
20
Education Sector Development Program IV
the quality of the teaching/learning process in remain in school. The problem of poor quality
these schools. facilities is especially serious in remote rural
regions, thus contributing to problems of equity.
Concerning quality of school infrastructure The absence of support for school construction
and facilities through government funds forces the poorest
Many schools, in particular at primary level, are communities to invest in facilities. A minimum
constructed in non-durable materials, which standard of construction should be imposed on
decrease children’s motivation to attend and these community-built schools to ensure both
safety and an acceptable quality.
Main challenges
21
Education Sector Development Program IV
22
Education Sector Development Program IV
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Education Sector Development Program IV
prepare their own plans and take relevant action training. For pre-service trainings, selection of
in response to whatever challenges they have academically qualified, motivated and ethically fit
identified. The combination of these strategies is teacher candidates satisfying gender & regional
expected to lead to a significant improvement in equity will be strongly observed. Moreover,
student achievement. sequential modality of training (add on modality)
Against this background, quality improvement will be provided to secondary school subject
strategies under ESDP IV for primary and specialist teacher candidates.
secondary education will consist of five Several activities will be undertaken to enhance
components: the development of teachers and the capacity and relevance of pre-service
leaders; curriculum, textbooks and assessment; training centers, with special focus on science,
planning of school improvement and of mathematics and English teaching. All colleges of
resource use by schools; the use of Information teacher education will train candidates based on
and Communications Technology (ICT); the the revised curriculum and the training standard
improvement of school infrastructure and while the existing practicum approach will also
facilities. Throughout this program, activities will be strengthened for pre-service candidates of
increasingly reach out to ABECs. primary schools. Moreover, the higher diploma
Within this set of strategies, several will focus program /HDP will be strengthened for teacher
on the imperative to decrease early drop-out: educators.
awareness-raising sessions will be organized Similar activities will support the improvement of
for teachers and principals, a special module in-service training, while work will be undertaken
will be included in pre-service training, school on the career structure and implementation
improvement plans will be guided towards of licensing and re-licensing of teachers. With
addressing this issue and the improvement of regard to sustaining continuous professional
school facilities will help keeping children in development, all schools will implement a
school. The school feeding program, which covers school and need based CPD program (specific
schools in six regions, will be expanded. It is to content and subject matter methodology),
envisaged to organize awareness-raising events while all teachers at all levels will be required to
with communities to ensure full registration of fully implement active learning and continuous
all children in primary school and to intervene assessment. Needs assessment and skill gaps
swiftly when a child is absent for several days. The for mother tongue teachers will be conducted as
dropout in later grades, including in secondary well.
schools, is related to Harmful Traditional To add additional resources for strengthening
Practices (HTPs), which leads to increasing the teacher effectiveness, teachers and leaders will
gender gap in secondary schools. This issue will be given more support for the utilization of the
be integrated in teacher training curriculum in School cluster resource centers (SCRCs). The
order to train teachers, so that teachers can give resource centers will also be strengthened.
due emphasis to it during the teaching-learning
Special attention will also be given to increasing
process. Several of these strategies are receiving
the share of women among teachers. In emerging
significant financing within ESDP IV. The following
regions, more teachers will be recruited from
paragraphs briefly comment on each of these five
among the population in these areas.
components.
Curriculum, Textbooks and Assessment
Strengthening teachers’ and leaders’
The efforts undertaken during previous years
development
in curriculum revision and reform will be
Capacity development of school staff will focus continued. To ensure that the introduction of the
on two groups: practicing and prospective school new curriculum translates into genuine change
leaders and practicing and prospective teachers. in the classroom, several additional strategies
The important role of school leaders in quality will be used. Awareness raising and orientation
improvement is well known. To allow them to sessions will be organized for teachers and
play their role more effectively, there is a need for ABE facilitators. All teachers will be given
to upgrade their qualifications while teachers the necessary textbooks and teacher guides,
aspiring to become principals will receive special which are in line with the revised curriculum. A
training. Short-term training programs, such as major textbook distribution program has as an
foreseen under LAMP, and support by school objective to ensure that all students have access
supervisors to aspiring principals are some of to a complete set of textbooks. To ensure that
the strategies that can be used. teachers focus on the key content and skills
To strengthen teacher effectiveness, activities will which the revised curriculum aims to transmit,
relate to both pre-service training and in-service the examination and assessment system will
24
Education Sector Development Program IV
25
Education Sector Development Program IV
4. Program matrix
Sub-component: School leadership and school The share of school leaders qualified to the
supervision rendered more effectively. required levels will increase.
Upgrading the qualification levels of school directors 100% of school leaders and supervisors for grades
and supervisors, from certificate to diploma (grades 1 to 4 have been academically qualified (with
1-4), from diploma to degree (grades 5-8), and from diploma) motivated and ethically fit
degree to master level (grades 9-12). 90% of school leaders and supervisors for grades
5-12 have been academically qualified (G5-8 with
first degree,G9-12 with masters degree), motivated
and ethically fit
Providing special training programs for teachers No of candidates trained for supervisor and
who intend to be candidates for director and principalship
supervisor positions
Sub-component: Teaching processes rendered % of primary teachers with diploma will increase
more effective through improved pre-service from 27% in 2008/2009 to 100% in 2014/15.
teacher training % of unqualified teachers in secondary schools
will decrease from 24.8% in 2008/2009 to 0% in
2014/15
Sub-component: Teaching processes rendered 100% of teachers at all levels have been
more effective through improved in-service academically qualified (G1-4 with diploma
training and professional support cluster,G5-8 with diploma linear,G9-12 with first
degree), motivated and ethically fit
26
Education Sector Development Program IV
Ensuring the quality of in-service teacher training 45,000 English teachers will have been provided
with tailor made ELQIP trainings to improve their
English proficiency
All teachers using mother tongue as medium of
instruction will have been updated with language
skills
Enhancing the provision of continuing professional 100% of teachers at all levels will have participated
development at the school level in a full course of CPD by 2014/15
Developing a career structure and licensing and re- Developed teacher career structure
licensing system 100% of teachers at all levels will have been
licensed by 2014/15
Sub-component: Girls and representatives from The share of women among students in colleges
rural areas and linguistic and ethnic minorities of teacher education will increase from 45% in
better represented amongst students in teacher 2008/2009 to 50% in 2014/15
training institutions
Continuing affirmative action programs for girls Number of girls and students indigenous
and children with vulnerabilities and special needs nationalities benefiting from affirmative action
programs
Reviewing, finalizing and distributing new strategy Implemented strategy of science and mathematics
for science and mathematics teaching in particular Number of cumulative textbooks and teacher guides
in core subjects (maths and science in particular)
distributed in primary and secondary schools
Developing and distributing new syllabi for ABE and No of ABE syllabi developed and distributed
organize orientation program for ABE facilitators % of facilitators attended new syllabi orientation
Sub-component: Integrate Population and family POP/FLE integrated into Teacher Training
Life Education into Teacher Training Curriculum Curriculum
Organizing Orientation programs on HTPs for % of high school teachers participated in the
secondary school and Teacher Training College orientation program
teachers , so that teachers will teach the harmful % of Teacher Training College trainees participated
effects of the HTPs. in the orientation program
27
Education Sector Development Program IV
Strengthening POP/FLE clubs in General Secondary No of Schools with well equipped and organized
Schools POP/FLE clubs
Sub-component: Sufficient number of textbooks, All schools and ABE centers will have one set of
activity books and teacher guides made available syllabi in core subjects for all grade levels
to schools Each primary and secondary school student will
have one full set of textbooks and activity books
Preparing activity books Set of activity books for each core subject of all
grade levels
Ensuring that an adequate number of textbooks, No of text books and activity books distributed at
activity books, teacher guides and syllabi in core all levels
subjects are distributed to the schools No of teacher guides distributed at all levels (at the
rate of 1 to 40 textbooks)
No of syllabi distributed
Sub component: Revised curriculum diagnosed for Set of curriculum implementation assessment
the purpose of next revision manuals for each subject matter of all grade levels
Need assessment reports of each subject matter
for the revision of the next five year curriculum
Collecting, organizing and analyzing data No of collected, organized and analyzed data in
terms of each subject matter
Sub component: Student assessment and Examinations will be revised in line with
examinations aligned with the revised curriculum curriculum
Reviewing the national examination system National exams aligned to the new curriculum
Improving classroom, regional and national exam Number of assessments conducted in various
results and continuing the National Assessment of grades
Student Achievement of grades 4, 8, 10 and 12 on a Assessment framework and guidelines
3 year basis implemented
Sub-component: The number of schools and All schools and ABE centers will have completed
ABE centers, who prepare a relevant SIP in a School Improvement Plan approved by PTAs and
collaboration with communities, increased School Boards
Revising and distributing SIP related guidelines and Number of SIP guidelines and instruments
instruments completed
% of schools with SIP guidelines and instruments
Teaching and learning time will be utilized
100% by both teachers and students through
reducing late coming, truancy and absenteeism
28
Education Sector Development Program IV
Capacity development of SIP support teams in Number of experts in support teams having received
regional and woreda offices to reinforce their relevant capacity development
support to schools with SIP
Giving training to SIP stakeholders at school level Number of SIP stakeholders at school level with
to reinforce their school improvement planning necessary skills to prepare a SIP
capacities
Ensuring that SIPs develop strategies to decrease % of SIPs which give attention to decrease in drop-
early drop-out out
Sub-component: More conducive learning % of schools and ABE centers using school grants
environment through provision of sufficient to address priority areas identified in the SIP
operational funds and enhanced resource
utilization by school and community
Implementing the school grant disbursement % of schools who receive their grants on time
Training school staff in financial management and Number of school staff with necessary skills in
in the use of the school grants, through the SGG financial management
Training staff at regional and woreda levels on Number of experts in support teams having received
support to be given to schools in using school relevant capacity development
grants, through the SGG
Sub-component: Quality of education improved % of secondary teachers who are computer literate
through the implementation of all ICT components will increase by 100%
in secondary schools % of secondary teachers who properly utilize the
satellite TV programs will increase to 100%
% of secondary students who can properly utilize
satellite TV programs will increase to 100%
Developing a program for training a critical mass 80% of secondary school teachers will be trained
of computer literacy teachers in computer applications
100% of female secondary school teachers trained
in computer literacy
Continuing the reinforcement of teachers’ skills to 100% of secondary school teachers will be trained
use ICT efficiently in ICT use
Sub-component: Foundation for e-learning and 100% of secondary schools will have internet
broader e-culture strengthened through better connection
connectivity of educational institutions to the 100% of secondary school students will have
global information sources access to a computer in school
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Education Sector Development Program IV
Expanding and strengthening the national school 100% of secondary schools will have internet
net project connection
Installing high capacity content servers in schools 100% of secondary schools will have access to high
in order to facilitate e-learning activities capacity content servers
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Education Sector Development Program IV
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Education Sector Development Program IV
4. Program matrix
Promoting the expansion of ECCE classes in formal At least one Pre-primary class will be opened in all
primary school compounds rural and urban primary school premises starting
from 2010/11
Number of pre-primary classes in formal primary
school compounds
Promoting child-to-child ECCE provision Number of children participating in the child to-
child delivery
Number of trained facilitators
Number of teacher trainers and supervisors
Component 2: Provision of ECCE in rural areas At lest one ECCE class will exist in all rural
improved primary school compounds
Promoting and providing incentives (provision Number of children enrolled in iddir-based ECCE
of classes within the formal school compound, in rural areas
supervision, standard, curriculum) to iddir-based
ECCE owned by low-income communities
Promoting child-to-child ECCE provision Number of children participating in the child to-
child delivery
Number of trained facilitators
Number of teacher trainers and supervisors
*
See comment on indicators and/or targets at the beginning of chapter 3.
1. Situation analysis
The primary school system has continued continued growing at an annual average growth
expanding rapidly during ESDP III. The number rate of 8.0%, which led to an increase in GER
of schools moved up from 16,513 in 2004/05 to from 79.8% in 2004/05 to 94.2% in 2008/2009.
25,217 in 2008/2009, corresponding to an average However the NER remains far below the GER in
annual growth rate of 11.2%. This sustained both cycles. In 2008/2009 the NER was 88.7% in
rapid expansion of schools and sections has the first cycle and only 44.0% in the second cycle,
been possible due to the successful application as compared to GERs of respectively 122.6% and
of the low-cost construction policy (use of local 63.1%. This important difference between the
material and participation of local communities). two rates indicates a serious problem of over-
Consequently enrolments of grades 1-8 have age, directly related to the persistent tradition of
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Education Sector Development Program IV
33
Education Sector Development Program IV
The GER for grades 1-8 in Afar will increase from and international organizations like the UN will
58.0% in 2009/10 to 98.0% in 2014/15 be supported in their activities related to school
The GER for grades 1-8 for Somali will increase feeding and to financial and material provisions
from 63.8 in 2009/10 to 100% in 2014/15 to children with vulnerabilities and special
needs. Support and accountability mechanisms
GPI for GER for primary 1-8, general secondary
for schools pertaining to actions relating to
9-10 and for preparatory secondary 11-12 w i l l
girls’ access to and retention in schools will be
become 1.0 in 2014/15
developed.
Enrolment rates for youngsters from rural
areas and children from emerging regions and
underserved areas will increase more rapidly
than the average increase
A total number of 135,000 primary school
classrooms will be built, of which 80% will be
low-cost classrooms
About 235,000 additional primary teachers and
facilitators will be recruited.
34
Education Sector Development Program IV
Program matrix
Expanding the number of primary schools with % of students walking more than three km on the
emphasis on reducing distance between schools average
and pupils’ homes, particularly at second cycle
primary
Transforming the existing ABECs to regular schools No of ABECs transformed to formal schools
No of ABECs phased out
Opening, where necessary, new ABE services No of newly opened ABE services
Providing necessary financial and material % of primary education budget in overall education
resources budget
Component 2 Inequalities in access to primary GPI for NIR and for NER for grades 1-4 will reach
education reduced with special attention to girls, 1.00
youngsters from rural areas and children from The GER for grades 1-8 in Afar will reach 98% in
emerging regions and underserved areas 2014/15
The GER for grades 1-8 in Somali will reach 100%
in 2014/15
Enrolment rates for youngsters from rural areas
and for children from emerging regions and
underserved areas will increase more rapidly than
the average
Opening mobile schools and Para-boarding Number of mobile and of para-boarding schools
schools for meeting the needs of pastoralist and Share of primary enrolment in mobile and para-
semi-pastoralist students boarding schools
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Education Sector Development Program IV
Providing special support programs that can GPI GER and NER
promote enrolment of girls and the retention in Drop-out rates for girls
schools
Promoting affirmative action (e.g. quota for females % of women among school leaders at primary
during selection) to increase the number of female school level
leaders and teachers % of female teachers
Supporting NGOs, donors and civic organizations No of vulnerable children receiving educational
to increase financial and material provisions to support
vulnerable children Drop-out rates of vulnerable children
Arranging scholarship support to the children of % of schools that arrange scholarship support
poor families
Strengthening the school feeding program for food No of schools with school feeding program
insecure areas % of children benefitting from school feeding
Construct more upper primary and secondary % of secondary schools in rural areas
schools and classrooms in rural areas No of newly constructed upper primary and
secondary schools and classrooms in rural areas
Narrowing the rural-urban disparities by providing No of rural schools provided with additional
additional resources resources
1. Situation analysis
The focus of ESDP III for secondary education The total number of students enrolled in the
(grades 9-12) was to expand this level to meet preparatory level (grades 11-12) more than
the demand for trained middle and higher level doubled during ESDP III implementation.
human power and to reflect the intake capacity of The share of girls among students in grades 9 –
the tertiary level, while at the same time ensuring 10 increased from 35.6% to 41.9%. The proportion
more equity of access particularly for girls and of preparatory female students remained
for youngsters from rural areas. throughout the period of implementation of
With regard to grades 9 – 10, during ESDP III ESDP III around 30%. Gender disparities have
implementation, many new secondary schools therefore decreased somewhat but remain very
were opened. The total number increased from important at higher levels. Several regions have
706 in 2004/05 to 1202 in 2008/2009, which is a implemented strategies to attract more girls into
70% increase over four years. The rural-urban secondary education, such as awareness-raising
gap in the number of schools has been reduced, activities, improvement of facilities for girls, the
but there is still a big gap to be addressed, as creation of girls’ clubs and councils and some
only 17% of secondary schools are in the rural affirmative action programs (with specific budget
areas. The increase in the number of schools allocations for girls). In a few regions, girls’
has led to an improvement in enrollment during boarding schools have been established.
the execution of ESDP III. However, there has The expansion of secondary education has
been a slowing down of the growth in enrolment allowed some increase in overall enrolment levels
numbers in recent years. The NER increased and has been accompanied by lower student/
only slightly from 11.8% in 2004/05 to 12.6% in teacher and student/section ratios but it has not
2008/2009, while the GER rose over the same succeeded in overcoming regional disparities in a
period from 27.3% to 38.1% and to 39.7% in significant manner.
2009/10. The big difference between GER and
The availability of secondary education in rural
NER indicates that the enrolment includes many
areas remains limited. This is reflected in the
over-aged students. This is mainly due to delayed
important differences between regions. Most
promotion from primary.
regions have constructed additional schools in
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Education Sector Development Program IV
rural areas, but it remains difficult to construct The share of secondary schools in rural areas
sufficient schools of good quality in rural will increase from 20% in 2008/2009 to 35% in
areas (because of the lack of access to some 2014/15
indispensable services). During ESDP IV, there is GER for secondary education in Afar and Somali
a need to develop relevant strategies to expand will increase to 30% in 2014/15
secondary education for the rural population.
The share of enrolment in private schools will
increase to 5% at secondary level and to 10% at
Main challenges preparatory level.
• Gap between access for urban
and rural populations remains
3. Policy and strategies
significant
• Gender disparities and Strategies to expand access to secondary
disparities between regions education can be grouped under three
remain high headings. A first group consists of school
expansion and school construction, linked The numbber off
• Access to general secondary
education (G9-10) is still low to a review of the present distribution of secondary schools
the schools. A second group consists of
• Access to preparatory secondary
strategies focusing on vulnerable and
and classrooms will be
education is low
disadvantaged groups who have little increased with special
• Distance between home and access to secondary education. A third
school is high for a great number
attention to rural,
group of strategies aims at raising the
of children, which represents involvement of other stakeholders, pastoral and under-
a barrier in particular for including private providers and the served areas in order to
adolescent girls. beneficiaries.
decrease distance between
The strategies for further expansion
2. Expected program outcomes and equitable distribution of secondary schools and homes. In the
schools concern both secondary and expansion of preparatory
❚ General secondary education preparatory grades. The number of
expanded in view of its
secondary schools and classrooms will secondary schools,
universalization by 2020 in line with
the Middle Income Country Vision
be increased with special attention to the principle that one
rural, pastoral and under-served areas
❚ Preparatory education expanded in order to decrease distance between
preparatory secondary
to fulfill the demand of middle schools and homes. In the expansion school will be at the
and higher level qualified human
of preparatory secondary schools, the center of three general
resources
principle that one preparatory secondary
❚ Involvement of the private sector and school will be at the center of three general secondary schools will
other stakeholders in the expansion of
secondary education deepened
secondary schools will be followed. In order be followed.
to increase the number of these schools,
❚ Inequalities in access to secondary preparatory secondary education classes will be
education reduced annexed to existing secondary education schools.
Key outcome targets Within a policy of expansion, the specific position
GER for secondary education will increase from of disadvantaged and vulnerable groups cannot
39.7% in 2009/10 to 62.0% in 2014/15 and 100% be forgotten. Several strategies will be developed
in 2020. to ensure greater participation of groups whose
Enrolment in preparatory education will increase access to secondary schools remains limited.
from 205,000 in 2008/2009 to about 360, 000 in This includes setting up a limited number of
2014/15. secondary boarding schools; providing special
support to vulnerable children through a
GPI for GER secondary education will improve
scholarship scheme; developing a school-
from 0.80 to 1.00.
based accountability system for actions related
GPI for GER preparatory education will improve to access, survival and performance of girls;
from 0.46 to 1.00 and increasing the number of teachers from
44,500 new secondary and preparatory emerging regions and disadvantaged groups
classrooms will be built (pastoralists and indigenous groups).
60,000 new secondary and preparatory teachers Strategies to promote the involvement of
will be recruited stakeholders consist of the provision of incentives
to the private sector to promote its involvement
in secondary school provision and the continued
37
Education Sector Development Program IV
4. Program matrix
Component 1: General secondary education GER for secondary education will increase from
expanded in view of its universalization by 2025 in 39.7% in 2009/10 to 62% in 2014/15.
line with the Middle Income Country Vision
Constructing and equipping science and math % of general secondary schools equipped with
laboratories for secondary schools science lab.
% of class time in which the labs are used.
Reducing enrollment gap between rural and urban Urban-rural enrollment gap
areas through constructing schools in rural areas % of schools in rural areas
Recruiting secondary school teachers About 40,000 new secondary and preparatory
teachers will be recruited
Constructing and expanding preparatory secondary Ratio of preparatory to general secondary schools
schools
Reducing enrollment gap between rural and urban Urban rural enrollment
areas through constructing schools in rural areas Number of schools in rural areas
Recruiting preparatory school teachers About 20,000 new secondary and preparatory
teachers will be recruited
Component 3: Inequalities in access to secondary GPI for GER secondary education will improve
and preparatory education reduced from 0.80 to 1.00.
GPI for GER preparatory education will improve
from 0.46 to 1.00
The share of secondary schools in rural areas will
increase from 20% in 2008/2009 to 35%
GER for secondary education in Afar and Somali
will increase to 30% in 2014/15
Improving enrollment and reducing drop out and GER and NER in Afar and Somali
repetition rate in Afar and Somali regions Drop-out rate in Afar and Somali
Repetition rate in Afar and Somali
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Education Sector Development Program IV
Providing special support programs that can % of girls that benefit from support programs
promote enrollment, retention and performance of
girls
Promoting affirmative action ( e.g. quota for females % of female leaders and of female teachers at
during selection and for capacity development) secondary and preparatory school level
that can increase the number of female leaders
and teachers in secondary and preparatory schools
Improving the participation of children with special % of children with special needs and vulnerability
needs and vulnerability in secondary education with access to secondary and preparatory education
by providing special support such as scholarship
opportunities
Constructing more secondary schools in rural, GER, NER, Regional disparity and urban-rural
underserved areas and emerging regions disparity
Component 4: Involvement of the private sector The share of enrolment in private schools will
and other stakeholders in the expansion of increase to 5% at secondary level and to 10% at
secondary education deepened preparatory level.
Providing incentives to the private sector to promote Number of new private secondary and preparatory
its involvement in secondary school provision schools
Continuing to implement the cost-sharing scheme Total earnings from cost-sharing scheme
for preparatory secondary education
1. Situation analysis
The expansion of a comprehensive adult
education system is essential to completing the
learning continuum in Ethiopia, which is central
to improving the quality of life of every Ethiopian.
To this end, the Ministry of Education published the respective business related services). More
in 2008 the National Adult Education Strategy bridges however must be built for learners who
(NAES) of which an integrated approach to wish to access other activities offered by various
Functional Adult Literacy (FAL) is a major focus. providers as they progress through the integrated
The concept of integrated FAL has been defined FAL process and more post-FAL activities must
in the Master Plan for Adult Education, which be developed.
the Ministry has developed with support from Development of an integrated approach to FAL
dvv international but in general terms it seeks is progressing. A national task force composed
to link writing, reading and numeracy skills to of governmental and non-governmental
livelihoods and skills training in areas such as organizations has helped developing a number
agriculture, health, civics, cultural education, etc. of basic documents on integrated FAL: the FAL
Such an approach requires delivery by various Curriculum Framework; the FAL Implementation
governmental and non-governmental service Guideline; the FAL Facilitators Training Manual;
providers in multiple settings and also ensures and the FAL benchmarks. FAL provides for a two
that literacy skills development is meaningful to year program with yet to be defined yearly skills
the learners. Many examples establishing such targets and curricula that need to be developed
linkages already exist in Ethiopia, for example further.
the basic skills/vocational training programs The government acknowledges that statistical
for youth and adults that are based on market data capturing Adult and Non-formal education
demand in specific localities and that are linked programs is relatively new and accuracy is
to integrated FAL activities and to income inconsistent and uneven. There are many
generating and business opportunities (with reasons to explain this situation: there are few
39
Education Sector Development Program IV
40
Education Sector Development Program IV
41
Education Sector Development Program IV
4. Program matrix
Finalizing and operationalizing a Master Plan for A Master Plan for Adult and Non-formal Education
Adult and Non-formal Education. developed.
All stakeholders acknowledge and use the Master
Plan.
Sub-comp. 1.3. Create linkages and bridges between the various AE program and activities as well as
stakeholders
Comp. 2 Economic development made more The number of trained facilitators in integrated
sustainable through quality and relevant adult and FAL and life related skills instructors will have
non-formal education, with a focus on Functional increased.
Adult Literacy Best practices and materials in integrated FAL
will be identified and shared.
Sub-comp. 2.1. Designing curricula to improve knowledge, skills and attitude of adults that is linked to
livelihoods issues
Developing quality standards and outcomes for Quality standards and outcomes have been
integrated FAL that are approved by the National developed and approved.
Adult Education Board.
Designing tailor-made curricula for integrated FAL Curricula for integrated FAL have been developed in
that are linked to their respective livelihoods. the respective languages.
Extent to which curricula have been implemented.
Sub-comp. 2.2. Building the capacity of facilitators, supervisors and experts, with a focus on integrated FAL
Developing a training strategy for integrated FAL A training strategy for integrated FAL.
that will be comprised of foundational FAL training Focal institutions to train trainers and instructors
and follow-up topic specific training sessions. are identified.
Offering yearly foundational FAL training sessions Yearly foundational FAL training.
and topic specific training sessions to master Yearly topic specific training sessions.
trainers. Number of master trainers trained.
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Education Sector Development Program IV
Creating a training team for integrated FAL that will Integrated FAL training teams.
offer a training session in each region.
Component 3 An efficient institutional system A Master Plan for integrated Adult and Non-
created for adult and non-formal education. formal education will be utilized and implemented
by all stakeholders
The National Adult Education Board will be
operational
Sub-comp. 3.1. Create and expand the institutional system for adult and non-formal education at the national
level
Based on the NAES and the MoU, making the Number of decisions/orientations made by the
National Adult Education Board and technical National Adult Education Board.
committees operational. Number of meetings of the technical committees.
Supporting the creation and implementation of the Regional Adult Education Boards have been
Regional Adult Education Boards. established and are operating.
Creating an adult education unit within the Ministry The adult education unit is operational.
of Education to provide leadership, coordination
and technical assistance.
Sub-comp. 3.2. Establish an effective monitoring, evaluation and reporting system, with a focus on integrated
FAL
Designing evaluation materials and instruments Number and quality of evaluation materials and
based on the quality standards and outcomes for instruments.
integrated FAL, and providing monitoring and Quality of reporting templates and extent to which
reporting templates to the regions. they are used.
Designing and implementing a comprehensive data The monitoring, evaluation and reporting system is
collection process covering governmental, private operational.
sector and NGO delivery. Data on adult and non-formal education activities,
especially in integrated FAL are available.
Collecting and reporting on adult and non-formal Data and analysis is provided in the yearly education
education, especially in integrated FAL that includes reporting documents.
aggregates for gender, region and age cohorts.
Component 4 Organize a two-year literacy Disparities in literacy rates between males and
program for all illiterate adults females and between regions have decreased.
All illiterate adults will have followed literacy
classes (over a two-year period) organized by the
regions and other stakeholders.
Sub-comp. 4.1. Provide relevant best practices models, materials and resources to the regions
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Education Sector Development Program IV
Encouraging research on integrated FAL and best Number of masters theses relating to integrated
practices models relating to FAL. FAL.
Number of research documents published on
integrated FAL.
Creating a data bank of best practices in integrated Best practices data bank.
FAL and sharing materials with key stakeholders. Strategy for sharing materials.
Sub-comp. 4.2. Provide ongoing support for the integration and implementation of integrated FAL
Sub-comp. 4.3. Encourage new and innovative practices for the delivery of integrated FAL
Working with key ministries on piloting new and Number of key ministries piloting new and
innovative practices (i.e. family based FAL delivered innovative practices
by health workers) to meet existing and emerging
specific needs (i.e. pastoralists)
Emerging Regions
1. Situation analysis
The Education and Training policy of Ethiopia means of education delivery. Therefore, it has
states the commitment of the government been found necessary to develop and put into
to offer special support to the marginalized effect the alternative strategy which helps to
areas that were deprived of education services satisfy the education needs of these regions.
in the past. However, realizing the equitable As a result, during ESDP III the strategies for
quality education services in the pastoral and promoting primary and secondary education in
semi-pastoral regions (namely, Somali, Afar, pastoralist areas had two major objectives, viz,
Gambela and Benishangul Gumuz) has remained “Expand access to equitable, quality and relevant
challenging because of the pastoralists’ socio- education in pastoralist areas with the active
economic problems emanated from a long period participation of the community” and “Bridge
of neglect and marginalization and the natural the huge gap of participation in education that
environment they are inhabiting. Pastoralists prevails between pastoralist areas and other
have been leading a mobile life style because of parts of the country”. As per this strategy,
the absence of basic infrastructures and social instituting a variety of education modalities was
services (including education and training), necessary to access equitable quality education
frequent drought, poverty, lack of water and for the children of pastoralists.
pasture, etc. It is difficult, if not impossible; to
Accordingly, the introduction of ABE approach in
satisfy the education needs of pastoralists by
the relatively settled pastoral and agro-pastoral
using conventional ways of schooling as the sole
44
Education Sector Development Program IV
45
Education Sector Development Program IV
The transition rate from the end of ABE to Some strategies have as an objective to further
grade 5 will reach 100% for both girls and boys develop alternative models:
by 2014/15, ❚ Establishing new / more ABE centers
The NER for grades 1-4 in Afar and Somali will ❚ Introducing or strengthening the
reach 80% by 2014/15, alternative education modalities,
The NER for grades 1-4 in Benishangul Gumz such as: mobile schools, multi-grade
and Gambela will reach 95% by 2014/15, classes, para-boarding schools,
The NER for grades 5-8 in Afar, Somali and It is also important that the quality of education in
Gambela will reach 60% by 2014/15, the emerging regions improves, through:
The NER for grades 5-8 in Benishangul Gumz ❚ Providing Learning materials (such
will reach 70% by 2014/15, as exercise books, pen, pencil) and
uniforms for the needy students,
The GER for grades 1-4 in Afar will reach 100%
by 2014/15 ❚ Academic and professional up-
grading of facilitators,
The GER for grades 1-4 in Somali will reach
100% by 2014/15 Strategies to incite more demand for education
will include strengthening and/or introducing
The GER for grades 1-4 in Gambela and
special support programs: such as school
Benishangul Gumz will reach over 100% by
feeding and scholarship programs, with special
2014/15,
attention for the indigenous children, girls and
The GER for grades 1-8 in Afar will reach 98% by the vulnerable children.
2014/15
Finally, some strategies focus on strengthening
The GER for grades 1-8 in Somali will reach the management of the education system through
100% by 2014/15 capacity building of officials and professionals at
The GER for grades 1-8 in Benishangul Gumz different level of the education structure, and
and Gambella will reach over 100% by 2014/15 through developing and implementing different
The GER for grades 5-8 in Afar and Somali will implementation manuals and standards of
reach 70% by 2014/15 alternative education modalities
The GER for grades 5-8 in Benishangul Gumz
and Gambella will reach 90% by 2014/15
The number of woreda officers and of supervisors
with diploma and with degree in the emerging
regions will double by 2014/15
46
Education Sector Development Program IV
4. Program matrix
Component 1 Emerging regions children’s Drop-out rate in the first cycle of primary schools
(especially indigenous children) access to and ABE centers will decrease to 1% for both
primary education increased, through continuous girls and boys by 2014/15,
expansion of regular schools and ABE centers, The repetition rate in primary education will
decrease to 1.0% for both girls and boys by
2014/15,
The transition rate from the end of ABE to grade
5 will reach 100% for both girls and boys by
2014/15,
The NER of grades 1-4 in Afar and Somali will
reach 80% by 2014/15 NER of grades 1-4 in
Benishangul Gumz and Gambella will reach 95%
by 2014/15,
Transforming the existing ABECs to regular Number of ABECs transformed to formal schools,
schools Number of ABECs phased out
Expanding the exiting primary schools to Number of newly constructed class rooms
accommodate more students,
Constructing new primary schools, both 1st and Number of newly constructed 1st cycle primary
2nd cycles schools,
Number of newly constructed 2nd cycle primary
schools
Providing material and financial supports to run % of primary education budget against the overall
the educational activities, education budget
Opening mobile schools to meet the needs of Number of mobile schools opened,
pastoral children Share of mobile schools in primary enrollment
Component 2 The gap between the emerging Number of children benefitting from special
regions and other regions in access to primary support programs
education reduced, by giving special attention Gap in NER 1-4 between emerging regions and
to the education of emerging regions’ children national average will decrease from present
(both female and male), level to 15% in Afar and Somali and to 0% in
Gambela and Benishangul Gumz by 2014/15
Gap in NER 5-8 between emerging regions and
national average will decrease from present
level to 20% in Afar and Somali and to 10% in
Gambela and Benishangul Gumz by 2014/15
Providing ABECs and schools in the emerging Number of ABE centers provided with additional
regions with additional resources to narrow the resources,
existing gap between the emerging and the other Number of primary schools provided with
regions, additional resources,
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Education Sector Development Program IV
Constructing more cost-effective upper primary Number of newly constructed upper primary
schools and classes in emerging regions to schools,
accommodate the students transmitted from ABE Number of additional classes constructed
to grade 5 of formal schools The transition rate from the end of ABE to grade 5
will reach 100% for both girls and boys by 2014/15
Strengthening the school feeding program for Number of schools with school feeding programs,
food insecure areas, % of children benefiting from school feeding
program
Providing material and financial support for girls, Number of schools providing material and
the indigenous and vulnerable children of the financial support
emerging regions Number of children benefiting from material and
financial support
% of indigenous children in the schools
% of girls in the school
Arranging scholarship programs for the children Number of schools providing scholarship support,
of emerging regions, specially for children of Number of children benefiting from the
indigenous groups and girls, scholarship program,
Number of girls benefiting from the scholarship
program,
Number of indigenous children benefiting from
the scholarship program,
Opening and expanding boarding and Para- Number of boarding schools constructed,
boarding schools in the pastoral and semi-pastoral Number of para-boarding schools constructed,
areas, specially to increase the participation rate Share of boarding and para-boarding schools in
of girls and children of indigenous groups in 2nd GER,
cycle primary and secondary schools,
Strengthening the Capacity of officials and Number of trainings, seminars, workshops, etc.
professionals working at REB and WEO by organized to up-grade the capacity of professionals
organizing different capacity building programs and officials at REB and WEO of emerging regions
Number of officials and professionals participated
in capacity building programs
48
Education Sector Development Program IV
Up-grading the academic level of REB and WEO Number of WEO staffs up-graded from certificate
officials and experts of the emerging regions by to diploma
arranging: Number of WEO staffs upgraded from Diploma to
In-service summer programs Degree
Distance programs, etc. Number of REB staffs up-graded from certificate
to diploma
Number of REB staffs up-graded from diploma to
Degree and above
Number of WEO supervisors up-graded from
certificate to diploma
Number of WEO supervisors up-graded from
diploma to Degree
(WASH)
1. Situation analysis
WASH (Water sanitation & hygiene) in of schools had an apparently active sanitation
schools is a major problem in many countries club. One way or another, hygiene education
contributing to a high disease prevalence, poor was imparted to students in just under half the
learning environments and impacting on girls’ schools. There are problems with the designs
education. Children should be seen as agents being used (referring to toilet blocks, urinals,
of change for WASH within their schools, hand washing facilities and waste water
communities and homes. Water supply and management), their location, orientation and
sanitation facilities in schools, coupled with the cost. Designs do not reflect gender concerns
promotion of hygiene, have a great influence (for example, associated with menstruation),
on the quality of education. nor the associated need for privacy and
security, nor the special needs of physically
The Ministry of Education Annual Abstract challenged students. More fundamentally,
(2007/8) indicates that the latrine coverage little emphasis is given to the use, upkeep,
in primary schools is about 90.6% and water maintenance and management of sanitation
supply coverage is 30.2%. The latrine coverage facilities, and the hygiene education and
in high schools is 100% and water supply promotion needed to ensure their use and the
coverage is 67.9%. The abstract doesn’t show adoption of other hygiene practices.
the functionality or level of service provided of
the schemes. In 2006, UNICEF undertook a Main Challenges
detailed survey of the WASH status of primary
schools. It was found that 22% of the 2,013 • The drinking water coverage
schools surveyed had a protected water supply at primary school is estimated
in the compound. In many cases, the quantity to be 32.3%, which is very low
of water available was deemed insufficient, compared to the national one.
based on a norm of 5 litres per capita day.
The physical accessibility of water sources • The quantity of water in schools
is a concern as about 50% of schools were where there is a supply was
more than 1 km of travel time. Hand washing found to be inadequate, even not
facilities, including water and soap, are not satisfying the minimum needs,
available in schools. at least of 5 liters per day per
76% of the schools surveyed had some sort of capita.
latrine. Of these, 65% had separate facilities
for girls and boys (mostly with a common wall). • The physical accessibility of
Only, 38% of the toilets surveyed were assessed water sources is a concern as
to be in a clean condition. Hand washing about 50% of schools were more
facilities were found in only 4% of the schools than 1 km of travel time.
with latrines, even less featured urinals. 56%
49
Education Sector Development Program IV
50
Education Sector Development Program IV
4. Program matrix
Component 1. School sanitation and hygiene Number of schools using a protected water
improved supply
Providing continuous supervision and regular Number of REB program management units
program progress support and M&E supervised
Number of schools supervised
Number of studies conducted on WASH
Strengthening WASH PMU(Program Management Number of trainings provided to MOE and REB
Unit) at both Federal and regional levels program management units
Provision of potable water The ratio of pupils and staff per tap
% of pupils/staff using water point in or near the
school
Renovation of existing latrines and hand washing The ratio of latrines per pupil
facilities and construction of new ones (national standard is 1 latrine stance per 40 girl
pupils 1 latrine stance for 75 boy pupils; 1 urinal
per for 75 boy pupils
% of pupils and staff using latrine at the school
Community Participation
1. Situation analysis
Communities have contributed significantly to rehabilitated and furnished by the community;
the development and the expansion of education, In Amhara there is a cost sharing arrangement
especially at primary level, during ESDP III between the community and the regional
implementation. The massive increases in government). The strong reliance on community
student enrollment and expansion of primary involvement also has possible drawbacks. There
schools can partly be attributed to community are risks of increasing disparities, as the poorer
efforts. Almost all primary schools and many communities may be asked to contribute more
secondary schools are constructed, rehabilitated than they can afford. There are also concerns with
and/or upgraded by community efforts (e.g. in the quality of buildings. There is a need to clarify
Oromia all primary schools and over 3/4th of further where the governments’ contributions
secondary schools were constructed/upgraded, can be most useful. The contribution from
51
Education Sector Development Program IV
52
Education Sector Development Program IV
4. Program matrix
Component 1 Enrolment increased and drop- The NER and GER, especially of girls, and the
out reduced through strengthened community drop-out rates in early grades will improve in
awareness previously underserved areas
Compiling and sharing good practices between Number of communities and schools
communities and schools demonstrating good practices
Component 2 Quality of school infrastructure and The contributions in financial and labor terms
facilities improved through financial, material by communities in renovating/constructing and
and labor contribution by community according or replenishing school facilities will increase, as
to the level of its resources and abilities their resources permit
Revitalizing school management structures which % of schools with well functioning school
involve the community management structures
Developing the capacities and skills of members Numbers of capacity development programs
of school management structures Number of SMC trained/empowered to properly
discharge their responsibilities
Involving school management structures in school % of school improvement plans prepared with
planning and leadership involvement by school management structures
53
Education Sector Development Program IV
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Education Sector Development Program IV
55
Education Sector Development Program IV
Share of enrolments of females will increase TVET programs will be modularized and
from 46% in 2008/2009 to 50% in 2014/15 institutions equipped with ICT in order to make
With a view Number of institutions in rural areas will the TVET offer more flexible in its delivery in
increase by 100% in 2014/15 terms of entry and exit levels. Career guidance
to creatiingg a structures will be strengthened so as to obtain a
Share of enrolments of students with special
comprehensive, outcome needs will increase by 100% in 2014/15 better match between individual aspirations, the
available TVET offer and labor market prospects.
based and flexible TVET
The TVET system will expand its offer via public,
system, the development 3. Policy and strategies NGOs and private provision of training programs.
of occupaatiionaal As mentioned earlier, the TVET strategy An increasing number of TVET trainers will
of 2008/2009 will guide the content of be trained in line with the new TVET trainers’
standards, assessment qualifications framework and TVET trainers
components and activities to be deployed
tools, certification under ESDP IV together with new will be provided opportunities for professional
development.
based on labor market orientations, such as to strengthen the role
of the TVET sector in technology capabilities Under ESDP IV, it is expected that private
analysis, benchmarking accumulation and transfer. In particular, TVET providers of TVET will play a stronger role in
and stakeholder institutions are also expected to play a stronger the delivery of the TVET system. Incentives will
role in providing support to the incubation and be provided by the government and support
consultation will be through access to occupational standards,
establishment of MSEs as well as upgrading and
continued. strengthening existing MSEs. certification guidelines and model curricula
A combination of strategies relating to the
and material. Regional accreditation systems
legal framework for TVET (TVET Proclamation
for private TVET providers will also be
under way), the organizational set up and
strengthened.
As mentioned above, under ESDP IV, TVET
the development of managerial capacities
institutions are expected to become agents of
throughout the system will be deployed. A review
technology capability and transfer to micro- and
of the TVET is suggested for policy development,
small enterprises (MSEs). With this in mind, it
update and the formulation of new guidelines
will be necessary to include this new function in
regarding technology, transformation and
the pre-service and in-service training of TVET
Equity will receive cooperative training. Raising awareness will be
trainers, while also taking account of females’
greater attentiion undder conducted within the broader society as well
as among stakeholders on the benefits of
participation
ESDP IV. In particular TVET in which the industry will be mobilized Equity will receive greater attention under
to own the TVET system. ESDP IV. In particular the participation of
the particippation of females in management and training positions
At the systems level, the capacity of TVET
females in management agencies and councils will be developed
needs to be strengthened so as to ensure an
and training positions increasing number of role models for female
so as to reinforce their role in policy
students. Females will be encouraged to join
needs to be strengthened development, implementation, monitoring non-traditionally female professional training.
and evaluation of the TVET system. Labor
so as to ensure an market intelligence, research capacity and
Preferential access will be provided to students
from disadvantaged regions and students with
increasing number of EMIS will need to be strengthened so that
special needs. Further more, special attention
national and regional authorities can fully
role models for female play their role in policy development and
will be given to the emerging regions. Capacity
development in planning and management of
students. Females will be systems coordination.
TVET will be intensified in order to enhance
encouraged to join non- With a view to creating a comprehensive, implementing capacity of the TVET Strategy and
outcome based and flexible TVET system, in turn to increase enrolment rates.
traditionally female the development of occupational standards,
Efforts will be made to control and prevent HIV
professional training. assessment tools, certification based on labor
and avoid discrimination against trainees and
market analysis, benchmarking and stakeholder
staff members living with HIV. By the same token,
consultation will be continued. Curriculum
prevention and control of drug and substance
content will be designed and teaching materials
abuse amongst the youth and adults in the
prepared in line with occupational standards,
TVET sector will be carried out in collaboration
assessment tools and certification requirements.
and partnership with the Drug Control and
In this respect, priority sectors will be emphasized
Administration Authority and other relevant
in order to concentrate efforts and be better
agencies. Protection and sustainability of the
connected to market and increase relevance. It
environment will also be given due attention
is also foreseen to provide support and enhance
within the TVET system.
the capacity of centers of competencies (COCs).
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Education Sector Development Program IV
4. Program matrix
Training of TVET trainers to enable them to 3000 technology adopters will be trained by
become technology adopters 2014/15
Supporting enterprises in their technology Number of value chains mapped will be 300 in
needs 2014/15
Number of identified technologies needed by
MSEs will be 1800 in 2014/15
Number of selected technologies needed MSEs
will be 1500 in 2014/15
Number of developed/documented blueprints
will be 1500 in 2014/15
Number of developed prototypes will be 1200 in
2014/15
Number of tested and approved prototypes will
be 1080 in 2014/15
Number of new patents will be 45 in 2014/15
Organizing pre-service training of TVET trainers 6000 new TVET trainers will be trained by
including in technology capability, accumulation 2014/15
and transfer
57
Education Sector Development Program IV
Implementing in-service training for TVET 3000 technology adopters will be trained by
trainers to enable them to become technology 2014/15
adopters
Supporting enterprises in their technology Number of value chains mapped will be 300 in
needs 2014/15
Number of identified technologies needed by
MSEs will be 1800 in 2014/15
Number of selected technologies needed MSEs
will be 1500 in 2014/15
Number of developed/documented blueprints
will be 1500 in 2014/15
Number developed prototypes will be 1200 in
2014/15
Number of tested and approved prototypes will
be 1080 in 2014/15
Number of new patents will be 45 in 2014/15
Constructing and deploying teaching equipment 154 new TVET institutions will be constructed
of new TVET institutions and equipped until 2014/15
Deploying ICT equipment to make TVET offer Number and types of equipment deployed in
more flexible TVET Institutions will increase by 100%
Component 2: TVET institutions capable Number of incubated MSEs will increase from
of providing support to the incubation and 600 in 2009/10 to 3,000 in 2014/15
establishment of MSEs as well as upgrading
and strengthening existing enterprises
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Education Sector Development Program IV
Developing TVET EMIS system for strategy Up-to-date EMIS data available a year after the
monitoring completion of the school year
Component 4: Quality of TVET (formal and % of certified candidates will increase from
non-formal) improved at all levels and made 23% in 2009/10 to 60% in 2014/15
responsive to the needs of the labor market % of female candidates should increase by
100%
Developing TVET model curricula in line with Number of model curriculum prepared in
occupational standards and market demand consultation with the professions and the
private sector
Component 5: Relevant TVET offer which is Total TVET enrolments will increase to
crucial to national development expanded 1,127,330 in 2014/15
The share of girls in TVET enrolment will
increase from 46% in 2008/2009 to 50% in
2014/15.
Number of trainers will increase from 15,943
in 2009/10 to 24,492 in 2014/15
Total number of TVET institutions will increase
from 825 in 2009/10 to 1,137 in 2014/15
Setting up labour market information system Labour market information system will be
functional by 2014/15
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Education Sector Development Program IV
Facilitating private TVET institutions through Share of enrolments in private institutions will
special support and incentives increase from 24% in 2009/10 to 41% in 2014/15
Special support to emerging regions (Afar and Number of TVET institutions in emerging
Sumali) regions
Share of enrolments in TVET programs
Establishing TVET management councils and TVET management councils and advisory
advisory boards at regional and national level boards established
Developing capacity of national and regional 100% of national and regional TVET managers
TVET managers and experts and experts trained in 2014/15
Further implementing the cost-sharing scheme % of cost recovered from cost-sharing scheme
Component 8: Equal access of females, rural Share of enrolments of females will increase
communities, people with special needs to from 46% in 2008/2009 to 50% in 2014/15
TVET ensured and empowered No of institutions in rural areas will increase
by 100% in 2014/15
Share of enrolments of students with special
needs will increase by 100% in 2014/15
Focusing on females for the provision of training Share of females in TVET management
opportunities to reach leadership positions in positions
TVET institutions
Developing skill centers for students with No of skill classes for students with special
special needs needs
60
Education Sector Development Program IV
Prevention and control of HIV Number of HIV clubs established will increase
by 100% in 2014/15
Number of institutions making information
materials about HIV available to trainees and
staff members will increase by 100% in 2014/15
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Education Sector Development Program IV
additional ones created institutions have been accredited within The academic staff development which goes
the planning period. Thus, the overall with the post-graduate program received due
under ESDP IIII. enrolments have increased from 149,694 to consideration to train the academic staff abroad
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Education Sector Development Program IV
and within the country. Due to the expansion of universities while the transformation process is
postgraduate programs the academic staff has ongoing.
more than doubled under ESDP III. Thus the
number of academic staff moved from 4,847 Main challenges
in 2004/05 to 11,238 in 2009/10. The share of
• Despite major expansion, access
females has remained at 10%.
to higher education remains
Currently about 1,145 academic staff are attending relatively limited (GER of 5,3%
PhD programs abroad and within the country. in 2008/2009), and admission
The performance development process for targets have not been met.
academic staff supports a culture of continuous
learning and performance improvement, thus • Post-graduate admissions remain
demonstrating the government’s commitment to far below the target figures. This
developing and retaining academic talent. puts serious constraints on the
With a view to putting in place a structure system in terms of local staff
for external quality assurance, HERQA was availability because of the rapid
established. It developed during the planning system expansion.
period a mechanism for the accreditation of • The share of female academics
private higher education institutions / HEIs and remains far below the target, and
it initiated a process of auditing both public and would require serious efforts to
private HEIs. encourage female participation
As part of the national governance reform, the both at the under-graduate post-
Higher Education Strategy Centre (HESC) was graduate level.
also created and able to provide support for
policy development and decision-making in • Open and distance education
higher education. remain hardly developed,
Ethiopian Open University has not
Under ESDP III, a renewed emphasis was put
been created.
on the relevance of academic programs. The
Convergence Plan adopted in 2008/2009 provided • Undergraduate enrolments
further guidance when establishing the 70% evolve more rapidly than qualified
and 30% placement objective for sciences & teachers putting serious
technology (S&T) and social/human sciences constraints on working conditions
(SHS). Currently annual intake in the science and the quality of education.
and technology to social/human sciences has
• Shortages of qualified Staff both
reached 58% and 42% respectively.
in public and private sectors
A major effort was made to equip universities particularly pronounced in
with state of the art ICT to support both teaching science and technology areas
and administrative processes. A Tele-Conference where enrolments are expected
Center has been established at the school of to increase rapidly.
pharmacy by MOE and has begun to provide
service. It provides live transmission and two • Academic staff is very young, and
way communications and educates around 200 only a small number has a PhD.
students at the post-graduate level in technology
• There are constraints to tap
subject areas.
resources through the internet
The old universities have developed and and sharing of experiences.
harmonized their capacity to procure the needed
materials and equipment. Endowments have • The private institutions relevance
been made to equip all 13 new Universities with and quality is not in line with the
laboratory facilities, apparatus, chemicals and expectancy of the government
reference books for different subject areas with
• There is no strong Technology
special consideration for science and technology
Transfer system which is based
fields.
on the need of the industry.
Universities have developed new curriculum
guidelines in practically all disciplines and are • Higher Education Management
now implementing them. They are also working and Leadership system is not at
on establishing quality systems. the required level.
As a tool for institutional reform, BPR has been • The number of female teachers is
used to achieve institutional transformation in all limited
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Education Sector Development Program IV
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Education Sector Development Program IV
particular emphasis to science and technology. Affirmative action for traditionally disadvantaged
Several steps will be taken in this regard: groups such as females, students from
❚ Building the implementation capacity disadvantaged regions and students with In order to further
of technology institutions special needs will be strengthened
through preferential access,
improve teaching
❚ Integrated implementation of
the different aspects of Teacher academic support programs, and the learning conditions within
Development Programs and the establishment of a gender–friendly
the universities, capacity for
provision of qualified and professional environment and climate at HEIs.
teachers to continue implementation Specific support provided to female internall quallity management
of the newly changed curriculum leaders will receive special attention. willl be devellopedd at thhe
(in the delivery of teaching learning Affirmative action programs will also
process, student assessment, grading include the following: instiitutiionall levell
system etc.)
❚ Ensure the establishment of a
❚ Achieving increased enrolment system that can develop awareness
based on equitable and 70:30 ratio of in the university communities
streams to condemn and control sexual
❚ Building the capacity of the harassment, gender biased violence,
universities in generating sufficient female discrimination and harmful
income i.e. 5% of the budget shall be practices.
their internal income that can enable ❚ Develop the awareness and skills
them to strengthen the relevance and of the university communities to
quality of the training. protect themselves from HIV/AIDS and
❚ Developing mechanisms of supporting transfer their knowledge to change
peoples with less readiness to the attitude of the surrounding young
continue their education people.
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Education Sector Development Program IV
In order to support both quantitative targets for management. Thus, ESDP IV will ensure that
expansion and qualitative change, including provision and expansion of education and training
ESDP IIV will extend the support of enhanced autonomy and new in private universities is based on the relevance
functions (e.g. research policy, technology and quality systems.
suppport to sellectedd transfer) the governance, industry- university And finally, opportunities for partnership and
universities for the linkage, management and capacity of HEIs collaboration need to be enhanced among
will receive special attention. A consistent HEIs so that older and newer institutional
creation of technologgy and targeted capacity development plan will leaders and managers can learn from each
transfer business units be developed and a capacity development other and share experiences. With this in mind,
and consultancy offer deployed. Existing EMIS systems at the HEIs Forum will be created as a platform
the national and institutional level will also for exchange and capacity development in the
centers, in particular need to be strengthened as an effective EMIS higher education sector.
at Institutes of is a precondition for effective planning and
Developing the enrolment capacity of the existing Enrolment capacity in existing public universities
22 universities, in particular access to programs will increase from 263,953 in 2008/2009 to 345,500
related to S&T in 2014/15
Constructing and equipping 9 new universities, In 2014/15, 9 new universities with a total
among which one university of technology enrolment capacity of 121,500 students will be
functional
Developing the graduate and post–graduate Share of enrolments in graduate and post–
provision of programs, with special emphasis on graduate programs will increase from 3,2% in
S&T 2008/2009 to 4,6% in 2014/15
Increasing opportunities for staff development at Number of qualified staff teachers (with Masters
advanced levels of higher education degree and above) will increase from 6,167 in
2009/10 to 19,033 in 2014/15
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Education Sector Development Program IV
Providing certified training on teaching Number of teachers with teaching certificate will
methodology in higher education for academic increase from 705 in 2009/10 to 16,782 in 2014/15
staff
Establishing capacity for internal quality Number of HEIs having QA offices will increase
management at the institutional level, including from less than 10% in 2008/2009 to at least 75%
systems to assess the employability of higher in 2014/15
education graduates (with equitable participation Number of tracer studies conducted
of females) Number of employers satisfaction surveys
conducted
Equipping universities with libraries, laboratories, All universities will have fully equipped libraries
ICT and teleconference facilities with internet access in 2014/15
All science and engineering faculties will have
fully equipped laboratories in 2014/15
All universities will have intranet and e-learning
facilities in 2014/15
Book/Student Ratio of Subject Area References
will reach 1:5 in 2014/15
Book/Student Ratio of Common References will
reach at least 1:15 in 2014/15
Establishing a national system for the identification Set of best practices will be identified
and dissemination of best practices in higher One database of best practices will be created and
education available online
Strengthening preferential access for traditionally Annual intake of female students in public
disadvantaged student groups universities
Implementing effective gender sensitive rules and Female enrolment in public universities
regulations Number of female graduates
Number of students with special educational
needs will increase from 398 in 2009/10 to 946 in
2014/15
Gender sensitive rules and regulations will be
implemented in all HEIs
Institutionalizing an academic support programs All HEIs will develop and implement an academic
for disadvantaged groups support program by 2014/15
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Education Sector Development Program IV
Creating a female-friendly environment in HEIs Number of social activities organized for female
students and staff (clubs, associations, etc)
Satisfaction level of female teacher and students
with the organizational climate of their HEI
Elaborating framework for national research National framework document for research
priorities priorities available
Supporting Institutes of Technology in establishing Number of IoTs with technology transfer business
technology transfer business units and incubators units and incubators
Strengthening existing EMIS systems at the EMIS systems at national and institutional level
national and institutional level, functional
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Education Sector Development Program IV
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Education Sector Development Program IV
4. Program matrix
Component 1: More effective planning, All leaders and experts will have the expected
management, resource allocation and utilization skills to undertake their work competently
through improving skills of educational experts
Organizing professional development programs in All educational planning and management experts
educational planning and management have participated in at least one professional
development program
Organizing professional development programs in All EMIS experts have participated in at least one
EMIS professional development program
Developing and making available guidelines and No of guidelines and support materials developed
support materials in educational planning and % of experts with access to these materials
management and in EMIS
Developing and making available guidelines and No of guidelines and support materials developed
support materials in school mapping and GIS % of experts with access to these materials
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Education Sector Development Program IV
Consolidating mandates and related organization Each office has a clear mandate to which is linked
structures of offices within the educational an organizational chart
administration
Improving data collection processes throughout % of offices who make regularly available the
the educational administration necessary data for educational planning and
management
Reinforce communication and collaboration The strategic and operational plans are based on
between policy-makers, planners and EMIS an analysis of educational information.
experts at all levels
Component 3: Educational organizations with The share of staff with the relevant professional
a minimum level of staff with precise job profile in the educational organizations will
descriptions and with the necessary basic increase
resources, and with an increased number of
female professionals
Developing standards on the minimum numbers Standards exist on the minimum numbers of staff
and profile of staff in all organizations and on their profile
Developing standards on the minimum level of Standards exist on the minimum level of resources
resources to be available to all organizations
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Education Sector Development Program IV
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Education Sector Development Program IV
The enrolment of girls from pastoralist and agro- relationships with line ministries for collaborative
pastoralist areas will increase work on gender issues.
The share of girls in TVET enrolment will increase Thirdly, the need to raise community awareness
from 46% in 2008/2009 to 50% in 2014/15. about the benefit of girls’ education and about
The enrolment of girls/women in functional adult harmful traditional practices is still widely
literacy programs will increase recognized. This includes disseminating lessons
learned about girls’ education in relevant bodies
The difference between the male and female
and in society at large. In order to contribute to
literacy rate will decrease
this, a gender sensitive curriculum, textbooks
The share of females among teachers will and reference books will be produced. Specific
increase attention will be given to the role of women in
The share of females among school heads, pastoralist communities. The sexual harassment
experts, supervisors and leaders will increase policy will be developed and implemented at
The share of females in administrative position at all higher education institutions with serious
woreda, regional and federal level and in higher commitment of the top managements. Gender
education will increase responsive pedagogy (GRP) training in teacher
training institutions will also be provided. The
All teachers will use gender sensitive curriculum.
promotion of women in leadership positions plays
a useful role in combatting gender stereotypes. .
3. Policy and strategies
Integrating gender issues across all levels
of education system is one of the means of
addressing educational equity. Accordingly, the
global goal for gender equality under ESDP IV
will be to promote equal access and success
in education and training for women and girls.
In order to achieve this goal, several mutually Integrating gender
reinforcing strategies will be implemented.
These are in line with the National Action Plan on issues across all levels
Gender Equality in Education. of education system
Firstly, the necessary institutional and is one of the means of
structural mechanisms will be put in place
and/or strengthened. The existing strategy and adddressiing edducatiionall
action plan for gender equality in education equity. Accorddinglly, thhe
will be updated. Support structures at national,
decentralized and institutional levels will be globball goall for gendder
strengthened. Further efforts will be made to equality under ESDP IIV will
establish and strengthen women education
forums at all levels of education. Above all
be to promote equal access
gender mainstreaming will be implemented and success in education
effectively at all levels and efforts will be made and training for women
to improve the capacity of the education staff to
mainstream gender issues. One of the strategies and girls.
which are known to contribute to the participation
of women in education consists of the setting up
of girl students’ clubs in all levels of education.
Secondly, efforts will continue to focus on
increasing the enrolment, retention and
performance of female students, including girls
from pastoralist and agro-pastoralist groups,
with special attention to their participation in
science and technology. This will take the form of
affirmative action programs and of strategies to
create a conducive learning environment for girls
admitted to TVET after grade 10. At the same
time, more attention will be given to monitor the
implementation of ‘affirmative action’ programs.
The education sector has to create strong work
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Education Sector Development Program IV
4. Program matrix
Distribute widely policies, strategies, programs Number of Bureaus, Offices, Boards, and PTAs
including those prepared to address disabled who received the documents.
female students to all concerned up to the lowest Awareness level of relevant individuals on policies
level including schools & programs
Review membership of Woreda and Kebele Number of Boards whose memberships are
Training Boards with the objective of including reviewed and strengthened
members that have the awareness, knowledge,
time and commitment to promote girls’ education
Strengthen capacity of focal points in Bureaus/ Number of focal points provided with required
Offices of Education to coordinate and follow up all personnel, budget, and equipment
the capacity building efforts through the provision Degree of follow up & monitoring as displayed by
of necessary personnel, budget, equipment and quarterly reports, visits, & activities carried out
supply
Component 2 Enrolment, retention and GPI for NER grades 1-4 will increase to 1.00
performance of deprived female students, GPI for GER grades 1-8 will increase to 0.98
including girls from pastoralist and agro- Dropout rate of deprived female students will
pastoralist groups, increased decrease in line with the overall decrease
The enrolment of girls from pastoralist and
agro-pastoralist areas will increase
Strengthen the scholarship program for needy & A scholarship program instituted
disadvantaged female students
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Education Sector Development Program IV
Component 3 Access of girls to science and The share of girls in TVET enrolment will
TVET increased, with emphasis on areas that are increase from 46% in 2008/2009 to 50% in
traditionally considered men’s 2014/15.
Absolute and relative increase in girls’
enrolment in science and TVET programs, not
traditionally considered those of women.
Increase the number of TVET centers including at Numbers of TVET centers opened.
locations that can be reached by female students Proportion of female students in the programs
Provide tutorial support for beneficiaries of the Number of females receiving tutorials
preferential access system Number of teachers involved in the program.
Number of NGOs involved in the program
Increase the awareness and confidence of female Number of discussion forums organized
students. Number of female students participating in these
activities and forums
Integrate FAL with focus on females in activities of Number of participants by sex in FAL programs
Woreda and Kebele Education and Training Boards
Open more FAL centers to increase access for Number of FAL centers that are close to villages
women
Ensure that proportional number of men and Proportion of female and male participants.
women participate in literacy programs Number of female participants who complete
literacy programs.
Component 5 Number of female administrators, The share of females among school heads,
supervisors and director increased experts, supervisors and leaders will increase
The share of females in administrative position
at woreda, regional and federal level and in
higher education will increase
Introduce affirmative action to enable female Number of female teachers who come to
teachers secure administrative positions administrative positions
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Education Sector Development Program IV
Create forums for increasing awareness about the Number of forums organized
importance of having female administrators Number of male and female participants
Component 6 A gender sensitive curriculum All teachers will use gender sensitive
established and materials produced curriculum.
Eliminate stereotyping in curriculum and textbooks Curriculum and textbooks fully revised to
eliminate stereotyping
Produce and distribute gender sensitive training Number of training materials produced
materials % of teachers with access to training materials
Inclusive Education
1. Situation analysis
Special needs education is the education of extremely limited. Applying the international
students with special needs in a way that estimates by WHO of an average 10% prevalence
The Ministry has addresses the students’ individual differences of disability in any population, in Ethiopia less than
and needs. Ideally, this process involves 3% of them have access to primary education.
desiignedd a strateggy for the individually planned and systematically Access to schooling decreases rapidly as children
Special Needs Education, monitored arrangement of teaching move up the education ladder and girls are
procedures, adapted equipment and manifestly underrepresented. Generally schools
the final goal of which materials. Inclusive education is a process have difficulty in addressing their students’
is to ensure access and of addressing and responding to the diversity special educational needs. Some studies have
of needs of all learners through increasing shown that these special schools and special
quality education for
participation and reducing exclusion within classes are understaffed, under resourced and
marginalized children and and from education. It involves changes also have a shortage of instructional materials.
students with special and modifications in content, approaches, The first two Education Sector Development
structure and strategies to respond to Programs did not pay much attention to
educational needs. diversity needs. Generally, SNE focuses on the education of children with disabilities.
providing services for individual child, while This changed with ESDP III which gave due
inclusive education focuses on the change of consideration to the expansion of educational
the whole system of the school environment to opportunities for children with special educational
the need of the individual child. needs in order to achieve the EFA goals.
A limited understanding of the concept of To reduce the existing gap and to actualize
disability, negative attitude towards persons with Education for All, the Ministry of Education has
disabilities and a hardened resistance to change designed a strategy for Special Needs Education,
are the major barriers impeding special needs the final goal of which is to ensure access and
and inclusive education. The main barriers to quality education for marginalized children and
learning are lack of knowledge about diversity, students with special educational needs. Different
rigid and poor teaching methods, inconvenient universities and colleges have started new
learning environment, lack of identification teacher education programs on special needs
processes, and inadequate assessment education. Core curricula have been modified for
procedures. children with disabilities and manuals are being
The Ministry of Education started collecting prepared on disability specific curriculum at the
data on children with disabilities since 1999. federal level. In addition, special needs education
These indicate that the number of children with is mainstreamed across all teacher education
disabilities enrolled in the different levels of and training institutions in the country. Currently
education (mostly in special schools or special five Teacher Education Institutes and four Higher
classes in regular schools) has modestly Education Institutions opened SNE departments
increased during the last three years, but remains and are training SNE professionals at different
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Education Sector Development Program IV
levels (Diploma, BA, MA and PhD). In addition, Secondary school enrolment of students with
sign language training is been given as a subject special educational needs will increase from
in BA level in one Higher Education Institution. 3,910 in 2009/10 to 8,586 in 2014/15
Meanwhile, the educational management, Higher education enrolment of students with
organization, community participation and special educational needs will increase from
finance guidelines foresee that two teachers 389 in 2009/10 to 946 in 2014/15
trained in SNE should be assigned in primary All Teacher Education Institutes and Colleges
and first cycle secondary schools in order to of Teacher Education will be provided with an
facilitate the education of students with special SNE/inclusive education training component by
educational needs. But this measure has not yet 2014/15
been implemented.
The proportion of teachers trained for teaching
children with special educational needs will
Main challenges increase to 25% in 2014/15
• There is still very limited access to The percentage of schools with appropriate
formal education by children with facilities for SNE/inclusive education will
special educational needs. increase to 25% in 2014/15
• Limited awareness within the The nine resource centers will be increased to
education sector and among 500 by 2014/15
teaching staff about SNE.
3. Policy and strategies
• The cooperation between MoE,
The Ministry of Education has adopted a SNE/
other ministries and different
inclusive education strategy regarding the
partners is not well developed.
provision of the service within the existing
• The existing special classes are structure and in the framework of inclusive
understaffed and have inadequate education. The final goal of the strategy is
instructional materials. to ensure access and quality education for
marginalized children particularly for children
• There are still insufficient and with SNE such as the ones with disabilities. The
inappropriate opportunities for General Education Quality Improvement Program
teacher training. (GEQIP) has also given attention to these issues
• An adequate support system for and incorporated it in its teacher development
students with special educational component. Thus a provision of teacher training
needs is not yet in place (e.g. has been singled out as “Training teachers in SNE
resource centres, adaptive screening”. Programs related to strengthening
technologies) SNE Pre-Service and In-Service Teacher Training
and provision of SNE Education Materials to
2. Expected program outcomes TEIs and cluster resource centers are also being
implemented.
❚ Enrollment of children with special
educational needs increased at all
levels of education and due attention
will be given to girls with special
needs
❚ Number of trained teachers in SNE/
inclusive education increased
❚ Capacity of schools in addressing the
academic and social needs of children
with special educational needs
improved
Key outcome targets
Primary school enrolment of students with
special educational needs will increase from
47,461 in 2009/10 to 1,739,000 in 2014/152
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Education Sector Development Program IV
4. Program matrix
Component 1: Enrollment of children with Primary school enrolment will increase from
special educational needs (SEN) increased at all 47,461 in 2009/10 to 1,739,000 in 2014/15
level of education Secondary school enrolment will increase from
3,910 in 2009/10 to 8,586 in 2014/15
Higher education enrolment will increase from
389 in 2009/10 to 946 in 2014/15
Increasing community awareness about SNE/ Number of events organized for community
inclusive education using various channels of awareness
mass media
Preparing guideline for individual educational plan Availability of guidelines for SNE /inclusive
and modification of the curriculum throughout the education implementation
educational system
Component 2: Number of trained teachers in The proportion of teachers trained for teaching
SNE/inclusive education increased children with SEN will increase by 25% from
2009/10 to 2014/15
Creating forums for enhancing capacity of in- Number of workshops conducted on capacity
service teachers regarding the provision of SNE/ enhancement of in service teachers regarding the
inclusive education provision of SNE/inclusive education
Developing a specific SNE/inclusive education All Teacher Education Institutes and Colleges of
training component for teacher education Teacher Education will be provided with an SNE/
institutes and colleges of teacher education inclusive education training component by 2014/15
Comp.3: Improved institutional capacity of The number of schools with minimum facilities
schools in addressing the academic and social for SNE/inclusive education will increase by
needs of children with SEN 25% from 2009/10 to 2014/15
Establishing Resource Centers in cluster centers Number of resource centers established will be
and special schools increased from 9 to 500.
Promoting positive attitude among children with Number of schools established clubs
SEN and their peers using extracurricular forums
Organizing tutorial support to address gaps in Estimated Primary Completion rate of students
reaching children with SNE with SNE
Developing and providing handbook to schools on Number of schools provided with handbook on
preparation of production of audiovisual materials preparing audiovisual materials
for use in teaching children with SNE
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Education Sector Development Program IV
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Education Sector Development Program IV
The number of operational HIV/AIDS resource Strategy is to develop an HIV/AIDS response with
centers will increase a view to creating an HIV/AIDS free environment
The number of selected subjects incorporating in the education sector in Ethiopia. Its objectives
HIV/AIDS issues will increase are to prevent the spread of HIV, in collaboration
with Ministry of Health and other Ministries, in
All schools will have access to guidelines on
the public/private and formal/informal education
peer education support
sectors by targeting learners/trainees, teachers,
All universities will establish and strengthen facilitators, families and other education sector
resource or information centers of HIV/AIDS. staff. Its major components aimed at mitigating
The schools and Institution will have access the pandemic are (1) mainstreaming HIV &
to the translated education sector policy and AIDS interventions into the education sector’s
strategy on HIV/AIDS and its implementation structures and processes; (2) integrating HIV &
guideline. AIDS issues as pertinent research topics of the
Number of directly supported OVC will increase. tertiary level institutions and (3) promoting HIV/
AIDS awareness through extracurricular means
3. Policy and strategies such as Anti-HIV/AIDS Clubs at schools. The
Policy and Strategy framework provides detailed
In 2008/2009, the Ministry of Education launched a activities to be implemented in prevention, care
comprehensive Education Sector HIV/AIDS Policy and support for students and personnel in the
and Strategy that responds to the crisis posed sector3.
to the sector. The overall goal of the Policy and
3 The Education Sector Policy and Strategy on HIV/AIDS:
Responding to the Challenges of HIV/AIDS in Ethiopia, Federal
Ministry of Education, Addis Ababa, Ethiopia, October 2009
4. Program matrix
Component 1: Peer HIV/AIDS Education Number of primary schools with Anti HIV/AIDS
provision systematically organized in schools clubs will increase from 22,088 in 2009/10 to
and institutions 32,248 in 2014/15
Number of secondary schools with Anti HIV/
AIDS clubs will increase from 1044 in 2009/10 to
1,534 in 2014/15
Number of HEIs with anti HIV/AIDS clubs will
increase from 49 in 2009/10 to 59 in 2014/15
Establishing HIV/AIDS clubs in all schools and Number of Anti HIV/AIDS Clubs established
institutions
Strengthening HIV/AIDS clubs by providing up-to- Availability of IEC materials in schools and
date IEC materials institutions
Preparing guidelines on peer education around Timely produced peer education guidelines
HIV/AIDS
Selecting develop and distribute IEC materials Packages of IEC materials distributed to schools
Training and assigning HIV/AIDS resource center Number of trainees leading HIV/AIDS resources
coordination centers in schools and institutions
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Education Sector Development Program IV
Component 3: Communities, local institutions Local communities will be more involved in HIV/
and schools sensitized and more closely involved AIDS clubs in schools
in HIV/AIDS prevention, Care, and Support Support will be provided for OVC.
activities in and around school
Developing materials for training local institutions Availability of HIV/AIDS materials for training the
on community involvement target groups
Developing materials for training local institutions Timely production of training materials
on community involvement
Supervising and supporting the local communities Frequency of supervisory support to the local
in their transfer knowledge to the educational and community in the extent of HIV/AIDS knowledge
school community
Component 4: Key HIV/AIDS issues incorporated The number of selected career subjects
in selected career school /institution subjects incorporating HIV/AIDS issues will increase
Reviewing the extent of HIV/AIDS integrated Reports on the review of curricular materials
career subjects incorporating HIV/AIDS issues
Organizing ToTs for teaching HIV/AIDS issues in Number of TOT events (e.g. workshops, seminars,
career subjects etc) organized
Designing a HIV/AIDS course and provide it in Number of graduates of pre- and in-service
teacher training institutes training that received training on HIV/AIDS
Component 5: Guidelines on peer education All schools will have access to guidelines on
support in HIV/AIDS prevention, care and peer education support
Support developed and circulated in all schools
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Education Sector Development Program IV
Component 1 Environmental education and At least 50% of students will be made aware of
protection will be given more attention in teaching the importance of environmental education and
and learning at all levels protection
Developing relevant teaching and learning No of teaching and learning materials developed
materials to accompany the curriculum
Inclusion of environmental education and % of teacher trainees who have followed a course
protection in teacher training on environmental education and protection
Component 2 More administrators, teachers and At least 50% of teachers will demonstrate good
students have been made aware of the importance knowledge of environmental education and
of environmental education and protection protection
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Education Sector Development Program IV
Education in Emergencies
1. Situation analysis
Education in situations of emergency and might continue to occur in the near future and as
crisis is one of the “flagship” programs of the a result they must be mainstreamed in ESDP IV.
global ‘Education For All’ (EFA) campaign. It
was recognized in the Dakar World Education Main challenges
Forum (2000) that one of the barriers to attaining
• Enrolment rates remain low and
the EFA goals was the large population of children
drop-out rates remain high in
who are forced out of school due to conflict, wars,
emergency-affected areas.
rapid and slow onset of disasters such as floods
and droughts. • Lack of awareness of the impact
Education in emergencies (EiE) was recognized of emergencies on education and
as a key component of humanitarian response therefore inadequate response
in Ethiopia when the National Education Cluster, by the education sector to
including members from Ministry of Education emergency situations.
and International and national NGOs, was • Lack of commitment from sector
set up in October 2008. The cluster’s role is to actors, and lack of budget to
support the Ministry of Education in ensuring respond to emergency situations
that children continue to receive some form of
education during emergencies and to develop a • Lack of co-ordination at Regional
preparedness strategy for future emergencies. Level
The cluster has been supporting the Regional
Education Bureaus to manage and strengthen 2. Expected program outcomes
the regional task forces.
Awareness on education in emergencies
Eight regions (Somali, Afar, Gambella, Amhara,
developed through teacher education
Tigray, SNNPR, Benshangul Gumz and Oromiya)
identified as emergency prone are affected every Children affected by emergencies will Thousands of
year by drought, floods and/or ethnic conflict. continue their schooling
children who drop
The recurrent nature of these emergencies along Capacity of administrators, communities
with pre-existing poverty and the complexities and schools to manage education in out during an emergency
of pastoralist and agro-pastoralist communities emergencies made stronger continue to remain out of
affect thousands of children every year. The Information on emergency situations
ability of children to access education is severely schhooll afffectiing thhe drop
included in Education Management
compromised as children drop out of school due Information System out off schhooll age chhilldren
to poverty, schools remain closed for extended
Education management systems built as a resullt off dispplacement
periods of time, teachers leave the affected
to plan and prepare for education or migration.
areas, school buildings are used as shelters or
response in an emergency
are damaged, school materials are damaged,
children and their families are displaced from Key outcome targets
their villages and live in temporary shelters for All teachers who work in emergency
long periods. context will be able to deliver education
The unavailability of comprehensive information in emergencies
on the impact of emergencies on drop out, All woreda offices based in emergency
enrolment rates and overall education status contexts will have participated in capacity
leads to inadequate and untimely response. development programs and be able to
Consequently, thousands of children who drop implement EiE programs
out during an emergency continue to remain out Collection of EiE date to be strengthened
of school affecting the drop out of school age and mainstreamed into other data collection
children as a result of displacement or migration. exercises carried out within the sector.
According to the seasonal assessment reports
Each affected region will have an emergency
conducted by the national and regional task
preparedness response plan and a task force to
forces organized to identify hot spots and to
implement and monitor the plan.
enable the Government, donors, international
and local NGOs and the local community to act,
there is the likelihood that these emergencies
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Education Sector Development Program IV
4. Program matrix
Training teachers in education in emergency Number of teachers who have skill and
through module in the CPD modules knowledge of handling stressed and distressed/
psychologically traumatized/ children during
emergencies
Conduct capacity development training at Regional Number of staff/ personnel and PTAs obtained
level for all regions capacity building training at region, woreda and
schools level
Support children affected by emergencies through Number of children benefited from the assistance
provision of supplies of learning materials, school feeding program,
school uniforms, tents and recreational kits
Conduct capacity development training at Number of woredas who have received capacity
woreda Level for woredas likely to be affected by building training
Emergencies
Component 3: All EiE planning and responses Each affected region will have an emergency
being fully integrated with other sectors such as preparedness response plan.
WASH, nutrition, health etc.
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Education Sector Development Program IV
Identify named focal person in each region to lead Person named in each region with role written
EiE planning and preparation activities into job profile
Set up task force or cluster in each region to plan, Cluster or task force set up in each region
prepare and co-ordinate EiE activities
Ensure there is an Emergency Preparedness Each region has updated Emergency Preparedness
Response Plan in place in each region for EiE Response Plan in place
1. Situation Analysis
Good health and nutrition are essential for School-based methods of promoting healthy
learning and cognitive ability. Ensuring good behaviors are amongst the most successful
health and nutrition when children are of school ways of tackling some major problems
Ensuring good
age can boost attendance and educational of adolescence: violence, substance
achievement. School children are often thought abuse, teenage pregnancy, and sexually health and nutrition
of as naturally healthy, but studies in Ethiopia transmitted diseases, including HIV/ when children are of
have shown that many schoolchildren are stunted AIDS. Risk behavior in adolescence
in height, are anemic and iodine deficient, and in can have a major impact on education: school age can boost
many areas are affected by health issues such as in some countries more than a third attenddance andd edducatiionall
worms, diarrhea diseases, trachoma and other of adolescent girls leave school
prematurely, never to return, because
achhievement.
conditions. These highly prevalent conditions are
all associated with impaired cognitive ability. of unplanned pregnancy. Achieving
Healthier and better nourished children stay in positive behavior change can promote
school longer, learn more, and become healthier the educational achievement of youth,
and more productive adults. Addressing nutrition and contribute to social capital.
and health among school-age children does
Main Challenges
more than improve the health and learning
capacity of the treatment group; it also brings • A significant number of children
intergenerational nutrition and health benefits affected by health problems
and long-term economic gains as well
• There is low awareness of the
In the light of this evidence, the Government of
effect of poor health and nutrition
Ethiopia has identified poor health and nutrition
on children’s ability to learn in
as major constraints on the quality of learning
Ethiopia
and educational achievement of its children.
In response to this, the Federal Ministry of • Lack of ownership and
Education has decided to include SHN as one of coordination on delivery of
the thematic issues included in its annual review comprehensive SHN intervention
meeting. As a result, as part of its drive towards leading to ineffective resource
Education for All, the 2008 Annual Review utilization and application of
Meeting recommended that a national SHN different standard by different
strategy should be established. agencies.
As well as promoting educational quality, SHN
promotes equity, as children who begin school
with the worst health and nutrition status have
2. Expected program Outcomes
the most to gain from SHN interventions. They ❚ Health and nutrition conditions that
also have the most to gain educationally, since adversely affect children’s ability to
they show the greatest improvement in cognition participate in education reduced
as a result of health and nutrition interventions.
❚ Use of School Health and Nutrition
SHN thus particularly benefits the poor and the services by schools improved
disadvantaged, many of whom are increasingly
accessible through schools as a result of ❚ Healthy School Environment promoted
Ethiopia’s universal education strategies.
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Education Sector Development Program IV
4. Program Matrix
Mobilize local health service providers in % of school children provided with one or more
assessment and provision of health and nutrition school health and nutrition services in schools
services such as mass de-worming at least % of schools with rapid test kits
once in a year, first aid, school feeding, Vitamin
A capsule, referral to health services, counselling
or psychosocial support etc as needed
Promote adequately iodized salt by establishing a
school-based iodine monitoring system with use
of rapid test kits.
Conduct annual screening for vision, hearing and % of school children with minor ailments identified
oral health and treated
Encourage school garden in the school to promote % of schools with established school garden
good nutrition practices and serve as a bridge for
knowledge transfer on nutrition and environment
protection concept to the community
Adequate and safe water supply and sanitary % of schools with hand washing facilities, and
facilities made available at schools waste disposal facilities
% of schools with access to adequate toilet
facilities segregated for boys and girls
Component 3: Knowledge and skills through Number of teachers trained on life skills based
behaviour-centred and skill-based health education
education enhanced
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Education Sector Development Program IV
Develop teachers training modules on life skills Number of teacher training modules developed
based education Number of supplementary reading materials
Develop supplementary reading materials that developed
provide practical skills linked to interventions, Number of schools with active school clubs in
e.g., hygiene, malaria prevention health and nutrition activities
Carry out life skills-based health education Number of teachers trained on life skills based
activities with the active participation of school education
clubs, in the extra-curricular activities
Train teachers as “main actors” to take lead role
for conducting the life skills- based and behavior
centered health education program (in service
training )
Establish/strengthen sectoral linkages and Linkage and, networking between MOE, MOH and
collaboration between MOE, MOH and MOWR to MOWR at all levels strengthened
implement SHN in an integrated and organized School level SHN policy and guideline established
manner. in all schools
Develop school policies, norms and code of
conduct regarding SHN e.g. use of drug, tobacco
and alcohol, protocols on school infrastructure,
healthy food, orphans and students with disability
and diseases (including HIV/AIDS).
in Education
1. Situation Analysis
A historic rapid assessment was conducted on substances to maximize excitement. However,
the situation of drug/substance abuse in 2002. people combine and use substances that are
The assessment covered twenty-five towns and common in the market and easily accessible.
included various categories of the Ethiopian Evidently, khat, alcohol and tobacco are easily
population. The categories unequivocally agreed accessible physically and in terms of cost.
then khat/Chat, alcohol, tobacco, hashish/ The message here is that there is a need to
cannabis, and solvents and to a lesser degree design multifaceted approach to control drug /
heroin and cocaine were habitually abused substance abuse. For instance, giving license to
substances. The poor in general, merchants sell khat may be considered wrong as it serves
and their families, street children, students, as precursor to combined use of drug/substance.
commercial sex workers, and the non-merchant The city of Addis Ababa and other major regional
middle class were dependents of the habit towns are the areas most affected by drug abuse,
forming substances. But some groups such as but this is spreading to other small towns.
out of school youth, young persons from khat Drug and substance abuse affects the health of
producing areas, young people at school, working the individual abuser. There are several physical
youth, rural Moslems, and young commercial sex and mental health and nutritional problems
workers were considered the most vulnerable associated with drug abuse. Many drug abusers
groups. The study also unveiled that users of suffer reduced productivity, and many lose or quit
harmful drugs do not limit themselves to the use their jobs as a direct consequence of drug abuse.
of one substance only. Users of one substance
tend or are motivated to use two or more other
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Education Sector Development Program IV
The physical and mental agony of withdrawal is as well as establish anti-narcotics units to
significant. coordinate drug and substances abuse control
The education sector, Families who live with drug abusers also activities, which will minimize dropouts,
as prodducer off a experience many of the effects of drug and repetitions and violence in schools and higher
substance abuse. These include, among education institutions/HEIs.
responsible, productive, others, increased school dropout rates,
Main challenges
democratic and and increased violence. Drug abuse is an
expensive habit, and has bankrupted many • Substance abuse is a significant
responsive work force risk for many youngsters.
families. There are high costs of treatment
for thhe ecconoomy, shhoulld and rehabilitation incurred in handling the • Linkage between substance abuse
be actively involved in health and social consequential problems and school drop-out.
due to drug abuse.
this call for prevention • Little attention at present within
It is hard to quantify the direct cost and the education system to address
of drugs and substance implications of drug and substance abuse this issue
abuses. in the country. However, the increase in
the number of street families, road traffic
2. Expected program outcomes
accidents, and work related accidents and
reduced productivity are some of the costs of ❚ Governance structure for drug
drug and substance abuse. The widespread use and substances abuse control and
of substances is having debilitating effect both on prevention established at all levels
members of the economically active and also on ❚ Awareness raising programs on
the school age populations. drug and substanceabuse prevention
Use of alcohol and drugs poses increased risks conducted
in the transmission of HIV. A number of studies ❚ Drug and substances abuse
have indicated the relationship between alcohol prevention mainstreamed
use and increased risky sexual behavior. Key outcome indicators/targets
At present, there is a legal narcotics controlling Drug and substance abuse units will be
body on matters of drug and substance abuse established at all levels (MOE, REB, HEIs, WEOs
i.e. “Drug Administration and Control Authority/ and schools)
DACA” established by proclamation number
MOE will be actively involved in the Inter
176/1999. Its mandate is limited to provision of
Ministerial and Technical Committee which is
special licenses to import, export, manufacture,
established at a federal level to prevent drug
possess or store narcotic drugs or psychotropic
and substance abuse
substances and related.
Awareness programs will be conducted on the
The control of drug and substance abuse requires
current status of drug and substance abuse and
multi- sectoral approach and concerted efforts of
on the preventive measures to be taken
government organizations, NGOs, communities
and others. Main streaming strategy for drug and substance
abuse will be developed in collaboration with
So the education sector, as producer of a
DACA and other relevant agencies
responsible, productive, democratic and
responsive work force for the economy, should Drug and substance abuse prevention will be
be actively involved in this call for prevention main streamed
of drugs and substance abuses. The different DSA prevention will be included in the next
forums of educational processes (General revision of curricula
Education, TVET and Higher Education)
present ample opportunity for education on
3. Policy and Strategies
drugs and substance abuse/DSA control for
teachers and students at all educational Ethiopia has demonstrated its commitment to
levels. It is strongly perceived that school and international communities to fight drug abuse
HEI gates and /or their vicinities are vulnerable by ratifying Conventions: single convention on
spots to DSA. It is also a well-established fact narcotic drugs, 1961 as amended by the 1972
that the youth in school or out of school is protocol amending the single convention on
highly susceptible to be victimized by drug and narcotic drugs, 1961; convention on psychotropic
substance abuse/DSA. Therefore, schools and substances 1971; and United Nations convention
HEIs are opportune facilities to institute strong against illicit traffic in narcotic drugs and
and effective drug and substances control psychotropic substances, 1988.
programs. Hence, the education sector should
It is stated, in the health policy issued in 1993
collaborate with DACA and other agencies
by the then Transitional Government of Ethiopia,
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Education Sector Development Program IV
that the acquisition of harmful habits such as Health, Ministry of Labor and Social Affairs,
cigarette smoking, alcohol consumption, drug HAPCO etc) which are the main partnerships
abuse and irresponsible sexual behavior will be in this mission. The first strategic concern will
discouraged. It is further stipulated that this will be ensuring the existence of structures at all
be achieved by providing health education through levels of the education sector to take care of
the mass media, community leaders, religious preventive measures against illicit drug and /or
and cultural leaders, professional associations, substance abuses. The second most paramount
schools and other social organizations. strategy will be provision of education and
Furthermore, the national drug policy of the counselling services to target groups in the
Transitional Government of Ethiopia 1993 states, education sector .This will focus on intensive
“make necessary efforts to deter the illegal and extensive awareness raising and training
manufacturing, distribution and consumption of programs, and counselling services .The areas
narcotics and psychotropic drugs”. of concern will be the disastrous impacts of DSA
To this end, strategies will be used to prevent and then its prevention mechanisms. The third
drug and substance abuses amongst the youth strategy centers on mainstreaming drug and
and adults in the education sector. Indeed this substance abuse prevention in the strategic and
endeavor will call for the collaborative and operational plans of every educational institution
integrated efforts of other sector ministries which will enhance matters of accountability and
and agencies (Ministry of Youth and Sports, responsibility, monitoring and evaluation.
Federal police, Customs Authority, Ministry of
4. Program Matrix
Component 1: Governance structure for drug Number of DSA prevention units established at
and substances abuse prevention and control federal, regional ,Woreda and school level
established at all levels
Establishing and /or strengthening DSA prevention DSA prevention structures at all levels
units at MOE,REBs ,WEOs, Universities, Colleges Number of anti-drug and substance abuse clubs
of Teacher Education and TVET centers in all levels of educational institutions
Number of universities, Colleges of Teacher
Education and TVET centers with anti-drug and
substance abuse clubs
% of primary and secondary schools with anti-
drug and substance abuse clubs
Conducting TOTs on drug and substance abuse Number of trainings conducted in cascade
prevention Number of trainees participated
Number of awareness programs conducted to
schools and community, and higher education
institutions
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Education Sector Development Program IV
Conducting monitoring and evaluation on DSA Best practices on DSA prevention scaled up and
prevention activities expanded to other educational institutions
Status reports on DSA prevention
90
— CHAPTER 4
Implementation, monitoring
and evaluation framework
Heads together with development partners. The
JSC will meet quarterly and the consultative
meetings will take place half-yearly, in
liaison with the JSC meetings. The Ministry
of Education’s Planning and Resource
Mobilization Process will form the
technical secretariat for JSC and be in
charge of preparing its meetings.
Implementation
structures and
processes of ESDP IIV
will follow the
current distriibutiion off
There is also a need for steering the
implementation of ESDP IV at the responsibbillities thhroughhout
Implementation structures and regional level. Under ESDP III, in
thhe edducatiion sector.
all nine regions and in the two City
processes Administrations (Addis Ababa and Dire
Implementation structures and processes of Dawa) Regional Steering Committees
ESDP IV will follow the current distribution (RSC) were foreseen as regional
of responsibilities throughout the education state-stakeholder partnerships with
sector in Ethiopia. The latest decentralization a view to overseeing and coordinating
reform, which started some eight years ago, the implementation process of regional
has transferred important responsibilities for education sector plans. RSCs will bring
general education to the woreda offices: these together the heads of Regional Government
offices now exercise their responsibilities, with Institutions and stakeholders with the Planning
support from regional offices, within an overall Process of the Regional Education Bureaus
framework developed at federal level. (REB) playing the role of the Secretariat. Under
ESDP IV, the RSCs will be strengthened and so
The Federal Ministry of Education has a major will the coordination between the JSC and the
role to play in policy development, planning, RSCs. Half-yearly meetings of representatives
monitoring and evaluation in order to ensure of RSCs with representatives of JSC and its
a balanced and equitable development of the technical secretariat will be organized to review
education sector. The effectiveness of this role the regional implementation of ESDP IV. This will
has been strengthened through the recent allow the Federal Ministry to fully play its role of
organizational reform conducted under the BPR national coordinator for the implementation of
paradigm. Business processes were established ESDP IV.
at Ministry of Education which aim at streamlining
and better coordinating processes across the Coherent implementation of ESDP IV will widely
different education sub-sectors. depend on the existence of annual operational
plans (AOPs) to be prepared at the national,
There is a need for central steering of the regional and woreda levels. Annual operational
implementation of ESDP IV. The existing plans will allow turning ESDP IV into an adaptive
Technical Working Group (TWG) which brings process, with a view to regularly adapting original
together ministry officials and representatives objectives and means in light of the changing
from the development partners and which is circumstances. AOPs will spell out in detail the
chaired by the Process owner of the Planning activities to be undertaken at each administrative
and Resource Mobilization process, will, as level during the year in order to progress as
part of its regular meetings, review progress in effectively as possible toward achieving the
ESDP IV implementation. Two specific structures goals and outcomes of ESDP IV. Yearly meetings
for ESDP IV monitoring will be set up. A central organized between the federal and regional level
role in overseeing the implementation of the will allow harmonizing the preparation of AOPs.
education sector plan will be given to a Joint
Steering Committee (JSC), a government- Starting from the ESDP IV matrices, those in
stakeholder partnership body, similar to the charge of implementing programs will clearly
Central Steering Committee operating under spell out for each program:
ESDP III. The JSC will be chaired by the Minister ❚ The specific targets (expected outputs)
of Education, and bring together representatives to be reached during the year;
from the Ministry and from development ❚ The precise activities that will be
partners. In addition, Joint Consultative Meetings taken in order to reach the expected
(JCM) will be organized which will bring together outputs;
a wider group of people: the members of the ❚ The timing of each activity;
JSC, the process owners of Ministry of Education
❚ The unit responsible.
as well as representatives of MoFED, other
relevant Ministries, Regional Education Bureau
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Education Sector Development Program IV
AOPs will need to be closely linked to the annual Planning. The Process of Resource Mobilization
preparation of budgets. As a consequence, the and Planning will act as the Secretariat for
fiscal year has to be taken as the reference year the Committee which should meet as often
for the operational plan and coherence has to as required and at least half-yearly in order to
be established between operational planning ensure a meaningful monitoring process.
and budget preparation schedules. For the sake The SMSC will directly report to the Joint
of improved coherence between planning and Steering Committee, and will advice the Minister
budgetary process, the introduction of a program on major policy decisions required at critical
based budget would be advisable. moments of the plan implementation (especially
on the occasion of the annual review, and mid-
term and final evaluation). This arrangement will
Monitoring, review and evaluation (MRE) also be applicable to the REBs and the two City
Administrations.
system
A comprehensive system of interrelated The Monitoring, review and evaluation
and mutually supportive mechanisms for (MRE) procedure
monitoring, review and evaluation will be
Given its central developed. Given its central importance The MRE procedure will be an interrelated and
importance wiithhin within the context of Sector Wide Approach sequential chain of continuous monitoring,
the context of Sector (SWAp) and government driven planning annual reviews and mid-term and final
and implementation, existing monitoring, evaluations (organized at the occasion of ARMs).
Wide Approach review and evaluation processes will be The MRE procedure will apply to both federal and
(SWAp) and government strengthened. decentralized levels.
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Education Sector Development Program IV
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Education Sector Development Program IV
% of HE in total
31.7% 24.5% 23.0% 21.4% 21.2% 24.0%
education budget
2. Quality
% Primary school
teachers with diploma
38.4% 49.7% 61.0% 72.3% 83.3% 94.6%
qualification
( Grades1-8)
% Secondary school
teachers with degree
79.4% 83.6% 87.8% 90.2% 96.2% 98.2%
qualification
( Grades 9-12 )
Grades 1-2
4 (1:1) 4 (1:1) 4 (1:1) 4 (1:1)
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Education Sector Development Program IV
Secondary education
(9-12) student –section 64.0 59.2 54.4 49.6 44.8 40.0
ratio
3. Efficiency
4. Access
GER in ECCE
Boys 6.9% 9.5% 12.1% 14.8% 17.4% 20%
Girls 6.9% 9.5% 12.1% 14.7% 17.4% 20%
Average 6.9% 9.5% 12.1% 14.7% 17.4% 20%
5
2004 and 2005 are skipped as the National Learning Assessment does not take place every year
6
The completion rate is calculated as follows: total numbers of pupils in a grade/total age group expected
to be in this grade. As a result, the completion rate may be higher than 100 %.
95
Education Sector Development Program IV
Grade 1 GIR
Boys 136% 133% 130% 126% 123% 120%
Girls 126% 123% 121% 118% 116% 113%
Average 131% 128% 125% 122% 119% 116%
Grade 1 NIR
Boys 86.2% 88.3% 90.4% 92.5% 94.6% 100%
Girls 82.7% 85.5% 88.3% 91.1% 93.9% 100%
Average 84.5% 87.0% 89.5% 92.0% 94.5% 100%
NER1-4
Boys 92.9% 93.3% 93.7% 94.1% 94.6% 95%
Girls 90.1% 91. 0% 92.0% 93.0% 94.0% 95%
Average 91.5% 92.2% 92.9% 93.6% 94.3% 95%
NER 5-8
Boys 51.9% 57.5% 63.1% 68.8% 74.4% 80%
Girls 52.0% 57.6% 63.2% 68.8% 74.4% 80%
Average 52.0% 57.6% 63.2% 68.8% 74.4% 80%
NER 1-8
Boys 89.3% 90.8% 92.4% 93.9% 95.5% 97%
Girls 86.5% 88.6% 90.7% 92.8% 94.9% 97%
Average 87.9% 89.7% 91.5% 93.4% 95.2% 97%
GER 5-8
Boys 67.1% 68.5% 73.3% 80.7% 89.9% 100.4%
Girls 68.3% 69.0% 73.5% 81.3% 91.0% 102.3%
Average 67.1% 68.5% 73.3% 80.7% 89.9% 100.4%
GER 1-8
Boys 98.7% 99.4% 102.5% 105.8% 110.0% 114.9%
Girls 93.0% 94.4% 98.0% 101.1% 104.9% 109.2%
Average 95.9% 96.9% 100.3% 103.5% 107.5% 112.1%
GER 9-10
Boys 44.0% 44.5% 47.2% 52.8% 57.8% 61.8%
Girls 35.2% 38.5% 44.1% 52.6% 58.9% 62.3%
Average 39.7% 41.6% 45.7% 52.7% 58.4% 62.0%
GER 11-12
Boys 8.2% 8.0% 8.5% 8.4% 8.8% 9.7%
Girls 3.8% 4.3% 5.3% 6.1% 7.3% 9.2%
Average 6.0% 6.2% 6.9% 7.3% 8.0% 9.5%
% share of females
31% 35% 38% 42% 45% 48%
Grades 11-12)
Enrollment in functional
- 9,100,000 18,200,000 18,200,000 18,200,000 9,100,000
Adult literacy
96
Education Sector Development Program IV
Number of institutions
TVET 815 888 956 1029 1,102 1,147
Admission HE (govt
undergraduate regular) 29% 30.2% 31.8% 34.4% 37.6% 40%
% females
5. Equity
Emerging Regions
GER 1-8
Afar 58.0% 66.0% 74.0% 82.0% 90.0% 98.0%
Somali 63.8% 71.0% 78.2% 85.4% 92.6% 100%
97
—
Financial framework
CHAPTER 5
Percentage
Sub-Program Capital Recurrent Total Share
ESDP III assumed the rate of growth of GDP to fell to zero in 2009/10. The gap was expected to
be in the range of 7.3% to 9.6%. The Government be covered by bilateral and multilateral partners.
also committed to increase the share of It was anticipated that expenditure on salaries
education from GDP to over 7% in 2009/10 would fall to around 60% of recurrent spending.
from 3.1% in 2004/05. Based on a 9.6% growth The Public Education Expenditure Review (June
rate, the Government allocation to education 22, 2010) shows the overall resource envelope
was estimated to increase from about Birr5 for education rose to 9.6 billion birr in 2007/08
billion in 2005/06 to Birr10.9 billion in 2009/10. (around two billion less than the ESDP III cost
Community contributions were estimated to projection). This represented around 4% of GDP
increase from Birr784.5 million in 2005/06 to in 2007/08 (down from 4.7%). Of that around 46%
Birr1.13 billion in 2009/10 and from cost sharing was spent on primary, and 9.4% on secondary,
in TVET and tertiary from Birr32.4 million in 3.7% on TVET and over 40% on higher education.
2005/06 to Birr106.9 million in 2009/10. These The university expansion program has driven up
sources together were estimated to cover 85% of higher education spending. Primary spending
program costs. The model generated a financing held up, while both secondary and TVET have been
gap of around 2.4 billion birr in 2005/06 but this
98
Education Sector Development Program IV
receiving less funds than indicated in ESDP III. ❚ The transition from the end of ABE to
There has also been a continued squeeze on grade 5 will be 97%.
non-salary recurrent costs which continue to ❚ The transition rate from grade 8 to 9 is Within the
be only around 5% of recurrent expenditure expected to be 98% in 2014/15
for primary schools. The PEER also estimates vision to become
❚ After grade 10, by 2014/15,
sources of financing of the education budget for 20% of students will enter a middle-iincome
2008/2009. Of total available funds of 15 billion into preparatory 11, with the
around 2.7 billion birr (or 18%) came from remainder entering Teacher
country by 2025,
donors, 328 million birr came from community Education or TVET severall key obbjectiives
contributions, and 635 million birr came from cost
❚ 95% of grade 12 students will for ESDP IIV have been
sharing. So, while the total volume of financing enter Higher education in
has increased, it has not to date kept pace with 2014/15 deffinedd: achhievement off
the expansion of the system. Contributions from universal primary education
donors however appear to have exceeded the
❚ All illiterate adults will
participate in a two-year FAL by the end of ESDP IIV;
expectations set in the ESDP III planning period. program
exppansion of secondaryy
Cost of ESDP IV Assumptions on norms and education, with a view
standards for use of resources to achieve universal
The cost of the further expansion and secondary education in
Criteria used for cost calculations
Targets for admission and internal efficiency improvement of the Ethiopian education the medium term; and
system under ESDP IV depends strongly on
The cost of ESDP IV depends firstly on its major the norms and standards related to the use
focus on science and
policy objectives which are translated into specific and the cost of human and material resources. technology.
targets for admission and internal efficiency. The assumptions used in the ESDP IV costing
Within the government’s overall vision to become model are listed in Annex 1. Hereunder the most
a middle-income country by 2025, several key important ones are recalled:
objectives for ESDP IV have been defined: the
achievement of universal primary education Primary
by the end of the ESDP IV period; expansion of
secondary education, with a view to achieve % enrolment in non Government 7%
universal secondary education in the medium schools
term; and focus on science and technology Students per section, grades 1-8 50
are among the key objectives. The enrolment
ABE student per facilitator 30
patterns in upper primary, secondary, TVET and
higher education depend to a large extent on % sections using double shift 25
the evolution of enrolment in the early grades. system
They also depend, of course, on policy choices % low cost classrooms 80
made with regard to these higher levels, such
as the transition rate between grade 8 and 9 and Secondary
the distribution between TVET and preparatory
education after grade 10. % Enrolment in non Government
schools grades 9-10
The description of the priority programs has
mentioned the various targets. The most % Enrolment in non Government 10%
important ones are briefly recalled hereunder. schools grades 11-12
They all relate to 2014/15 except if otherwise Students per section, grades 9-10 40
indicated: Students per section, grades 11- 40
❚ The GER of ECE will increase to 20% 12
❚ The net intake rate in grade 1 will be % unqualified teachers grades 0%
97% (87% of the children will enter 9-12
into formal primary education and
10% into Alternative Basic Education) TVET
❚ The drop-out rate in all grades of
general education will reach 1% for % Enrolment in non Government 40%
both boys and girls. institutions
99
Education Sector Development Program IV
Capital
6,344 8,733 8,366 9,184 7,850 40,477
costs
The share of spending per sub-sector and the share of various sub-sectors and programs
program during ESDP IV implementation period between the planned spending for ESDP III and
is shown in Table 5.3, while Table 5.4 compares for ESDP IV.
100
Education Sector Development Program IV
Total
Sub-sector %
ESDP IV
101
Education Sector Development Program IV
Graph 5.1 shows the share of various sub- compensated by a decrease in higher education’s
sectors in total spending by year. The share of share.
primary and secondary increases steadily, largely
Graph 5.1 Share of sub-sectors and programs in
cost of ESDP IV
Table 5.5 shows that less than three quarters three-quarters of the total cost is expected to be
of total spending is for recurrent costs and just spent by the regions and the woredas (which are
under 30% for capital costs. Over a quarter of summarized under “regional level” in the table).
spending is assigned to the federal budget. Almost
Federal budget.
2 671 3 670 3 723 4 133 4 084 18 282 13,0%
Capital
Federal budget. Total 5 897 8 102 8 219 9 125 9 017 40 360 28,7%
Regional budget.
11 404 15 668 15 894 17 646 17 437 78 048 55,5%
Recurrent
Regional budget.
3 246 4 460 4 525 5 023 4 964 22 219 15,8%
Capital
Regional budget.
14 650 20 128 20 419 22 669 22 401 100 267 71,3%
Total
National budget.
14 203 19 497 20 272 22 610 23 568 100 150 71,2%
Recurrent
National budget.
6 344 8 733 8 366 9 184 7 850 40 477 28,8%
Capital
National budget.
20 547 28 230 28 638 31 794 31 418 140 627 100%
Total
102
Education Sector Development Program IV
The tables 5.6 a and b present the share of In primary education, less than 50% of spending
different categories of spending for the four main goes to teacher salaries. This can be explained
sub-sectoral programs (primary, secondary, by two factors: on the one hand, the inclusion
TVET and higher education). In each case, the of spending on sector administration and on
spending on the administration and the support teacher training (which in many other budget
of the school system by the federal, regional presentations is not assigned to primary
and woreda levels has been included and education); on the other hand, the government’s
redistributed by level. intention to focus on elements which are more
Table 5.6a Share of different categories of directly related to quality improvement or which
spending (primary, secondary) are expected to help decrease pupil drop-out,
such as spending on school feeding, school
Primary Secondary maintenance and textbooks. For secondary
education, a similar scenario exists: around a
Teachers 45.7% 27.1%
quarter of funds are for teacher salaries, while
Non-teaching over 35% of spending is for capital expenses.
4.0% 4.3%
staff The share of salaries is smaller for TVET and
Higher Education, with around half of the foreseen
Training 7.0% 4.8%
costs for capital spending and significant shares
Textbooks 6.2% 6.2% for non-salary recurrent spending, mainly
referring to direct subsidies by government to
School these institutions.
Operating 8.4% 8.8%
Table 5.6b Share of different categories of
costs
spending (TVET, higher education)
Sector admin Higher
8.9% 7.7% TVET
& support Education
School
8.9% n/a Salaries 17.9% 12.1%
feeding
103
Education Sector Development Program IV
The decrease in the gap in the final year of the that the share of primary education within the
program is due to the expansion in the available regional education budget will remain at the
budget, the expected strong economic growth (at three-year average of 62.5%. It is projected that
nearly 11% in 2014/15), and a slight decrease in there will be an annual gap of 2-4.5 billion birr.
program costs. It is more difficult to make similar projections
Table 5.8 examines the financing gap to be for other levels of education where there is less
expected for primary education, assuming clarity about expected spending patterns.
104
Education Sector Development Program IV
On-budget donor contributions are included Assuming that donor contributions increase as
in the education budget presented above (with projected between 2009/10 and 2010/11, that
on-budget project support appearing as capital they can be sustained at that level, and that they
expenditure). Off-budget contributions are can be completely aligned with ESDP objectives,
not included and, where aligned with ESDP IV the financing gap over the life of the plan will
objectives and coordinated with government decrease significantly. An increase of around
activities, will reduce the financing gap. Table 5.9 $85m per year over 2010/11 commitments would
shows that the government has been successful eliminate the funding gap entirely (if aligned to
in leveraging ever greater resources to education ESDP objectives).
but faces uncertainty going forward.
Table 5.9 Donor contributions and commitments
Community Contributions
The 2010 Public Education Expenditure Review
estimates that community contributions to
primary school construction, mainly in the form
of labour and materials, are around 0.1% of
GDP or approx. ETB3bn. Many communities also
systematically raise money for recurrent costs,
but this varies greatly from region to region and
no national estimates currently exist.
Under ESDP IV, community involvement
will go beyond financial, material and labor
contributions; communities will be expected
to exercise leadership, participate in school
management in such a manner that it reflects
their ownership of the school. In this context,
the communities will continue to contribute
to financing education, in particular through
support to low-cost classroom construction
through provision of local materials and labor.
The community may also, based on its ability
and development level, help out with non-salary
recurrent expenditure. Students and parents also
participate in the financing of education through
fees in TVET and tertiary education. An increase
in these contributions can contribute to filling the
financing gap.
105
—
mitigation
CHAPTER 6
Major assumptions, risks and
growth of Ethiopia (2009/10 growth rate of 7%), but
there is also a fear that the economic downturn
in neighboring countries could further affect
Ethiopia. In addition, the rather high inflation
rates experienced over recent years could entail
macro-economic imbalances which in turn could
negatively affect continued economic growth.
However, inflation has been lowered recently. On
the whole, internal and external experts agree
It is true to say that planning is intrinsically
associated with uncertainty and risk, but that Ethiopia stands a good chance to continue
planning becomes more realistic if it is able to its swift economic development. The targeted
identify risks and anticipate action, wherever GDP growth rate as indicated by MoFED (of an
possible, to mitigate anticipated risks which can average of 10.4% over the ESDP IV period) may
be controlled by human beings. be achievable.
It is useful to make a distinction between internal
3. Government commitment to choices
and external risks. Internal risks are those
made
which are internal to the education sector itself.
They are thus much more under the control of ESDP IV represents a coherent set of choices with
planners and managers of the education sector new emphases, such as the commitment to quality
than external risks which may arise outside of and the focus on science and technology. Such
the education sector, and for which educational choices need long term commitment and major
responses are inadequate. Within its specific investment maintained at least in the medium, if
history and cultural and social characteristics, not long term before they can bear their desired
each country has its own set of internal and effects and impact. The Government of Ethiopia
external risks. has indeed an overarching development vision
Assumptions are directly related to risks. They which indicates that it is strongly committed to
represent specific situations which will be them, not only in the education sector, but at the
essential for the successful implementation of a inter-sectoral level through its vision to become
large-scale educational intervention, such as an a middle-income country by 2025.
education development plan.
4. Federal, regional and woreda offices are
guided by a common vision
Assumptions
Given the federal nature of the Ethiopian
The following assumptions have been identified as political system, regions and woredas are the
particularly crucial for ESDP IV implementation: main implementers of the general education
component of ESDP IV. Indeed, regions receive
1. A peaceful and stable environment their budgets directly from MoFED and they are
free to allocate it within their own set of priorities
The development of education demands a to respond to their particular circumstances. In
peaceful and stable environment, so that children order to achieve a coherent implementation of
do not feel threatened going to school and that ESDP IV, the federal level will work closely with
communities see investment in the education of the regions, to provide technical guidance for the
their children as a source for future development. preparation of the regional plans and to engage
Ethiopia has gone through periods of internal in joint operational planning and monitoring of
and external unrest. However, several years ESDP IV implementation. Necessary mechanisms
of border stability and internal peace seem to have been foreseen through the M&E design of
indicate that the internal environment of Ethiopia ESDP IV.
has been stabilized and that peace is likely to be
maintained in the near future. 5. Continuous support of development
partners
2. Continued economic growth
Similar to the federal and decentralized
Ethiopia’s economic activities have shown government, it is expected that development
encouraging results since some fifteen years. partners remain committed to the priorities of
Economic growth has been high in Ethiopia with ESDP IV once they have agreed to the overall plan
real GDP growth in the order of 10% between
2004/05 and 2008/2009. So far the world economic
crisis has only slightly affected the economic
106
Education Sector Development Program IV
and to fund certain of its components. Given the keep communities supportive of keeping their
longstanding engagement of most development children in school. Understanding labour market
partners to the improvement of education in demand for more educated employees will also
Ethiopia, it can be expected that such positive be key to a more nuanced approach.
collaboration will continue in the medium term.
3. Lack of sustainability of reliance on
6. Full implementation of BPR the private sector, especially for the
development of TVET
Under ESDP III, public administration in Ethiopia
has engaged in an ambitious reform to restructure The current involvement of the private sector in
its organization conducted under the business organizing and delivering TVET programs is very
process reengineering paradigm. At all levels high since more than 50% of TVET students are
of the administration, departments operating by enrolled in the private sector. Given that parents
sub-sectors were abolished in favor of a process have to pay tuition fees, this is an expression of
oriented structures. The reform still requests full the strong interest of families to offer education
implementation so that it can reach its intended to their children beyond secondary education,
effects of increased effectiveness and efficiency. but also of the capacity of the private sector to
Policy makers have been fully committed so far take on this task. The sustainability of a privately
to its implementation and this can be expected organized TVET may be questioned since it
to continue. depends on the capacity of families to contribute
which itself is a function of their income. In case of
economic downturn, the private offer may shrink
Risks and mitigation and training opportunities could disappear. A
clear link between technical vocational education
While the above are assumptions that form broad and work opportunities will again be important to
underlying conditions for a successful ESDP IV reducing this risk.
implementation, there are also some risks which
are inherent to the education sector. 4. Emergencies : drought and natural
catastrophes
1. Turn-over of qualified staff (both
teaching and administrative) Over the past years, Ethiopia experienced several
periods of drought which have severely affected
Under ESDP III many capacity development certain regions with regard to food security.
activities were conducted throughout the Emergencies such as caused through natural
education sector, but both teaching and catastrophes affect all parts of human life,
administrative staff continue to experience a including education. Populations may need to be
high level of turnover. ESDP IV is equally geared on the move. Children may not be in a position
to capacity development, but it also foresees to go to school. Funding may be distracted from
activities related to career progression and education for emergency interventions and food.
career development which should enhance ESDP IV has foreseen a cross-cutting program on
the motivation of staff to remain within present education in emergencies as a means to be able
functions, and thus help to reduce staff turnover. to quickly respond to the circumstances arising
out of emergency.
2. Community support slowing down
5. Funding gap
The level of community support to education
has been significant under ESDP III in particular Implementation of the plan depends on filling a
with regard to the construction of schools in funding gap of about 30 billion birr over the life
rural areas. The motivation of the community of the program Failure to fill this funding gap will
to support education is very high because mean that elements of the education program
parents perceive education as a prospect for will not be implemented. Increased government
social mobility and a substantial opportunity financing (though the share of education in the
to improve life chances of their children. There budget is already high), continued and growing
may be a risk that education is not able to donor support and community contributions
fulfill promises because the labor market may can help fill this gap, while a more effective use
not be in a position to absorb flows of qualified of available resources will also lead to greater
graduates from education. As a consequence, results.
community support may slow down out of a
sentiment of disillusion. The drive to improve
quality during this five year plan is designed to
107
— ANNEXES
Primary
❚ % Enrolment in non-Government schools 7%
❚ Students per section, grades 1-8 50
❚ ABE student per facilitator 30
❚ % sections using double shift system 25
❚ % low cost classrooms 80
❚ Teachers per section Gr 1-4 1.046 (22 sections – 23 teachers)
108
Education Sector Development Program IV
Secondary
❚ % Enrolment in non-Government schools Gr 9-10 5%
❚ % Enrolment in non-Government schools Gr 11-12 10%
❚ Students per section, Gr 9-10 40
❚ Students per section, Gr 11-12 40
❚ Teachers per section, grades 9-10 1.5
❚ Teachers per section, grades 11 – 12 1.8
❚ Textbooks per student grades 9-12 10 (by 2010/11)
TVET
❚ % Enrolment in non-Government schools 40%
❚ Students per section 20
❚ Teachers per section 1.5 (by 2010)
❚ Ratio sections/classrooms 1
Higher Education
❚ Non-government involvement in regular programs
Engineering & Technology 10%
Natural & computational sciences 10%
Medicine & Health sciences 5%
Agriculture & Life sciences 5%
Business & Economics 15%
Social sciences & Humanities 5%
❚ Non-government involvement in evening, kiremt & distance programs
Engineering & Technology 20%
Natural & computational sciences 50%
Medicine & Health sciences 10%
Agriculture & Life sciences 50%
Business & Economics 50%
Social sciences & Humanities 50%
❚ Student/teacher ratio
Engineering & Technology 25
Natural & computational sciences 25
Medicine & Health sciences 15
Agriculture & Life sciences 20
Business & Economics 30
Social sciences & Humanities 30
❚ % of expatriate teachers 3%
109
Education Sector Development Program IV
110
Education Sector Development Program IV
Base year
2010/11 2011/12 2012/13 2013/14 2014/15
2009/10
Non-
287,041 319,819 352,597 385,376 418,154 450,932
government
Trainers
Government 9514 10317 11120 11923 12726 13528
Non-
5082 5869 6656 7443 8230 9019
government
Non-
557 592 627 662 697 730
government
Polytechnics 1 48 0 4 0 0
Number of enterprises
1,208 13326 19099 22480 26135 30062
involved in cooperative training
Number of trainees
accommodated by cooperative 163,509 13326 19099 22480 26135 30062
training
Number of companies
conducting in-company 15 45 85 135 195 295
training
111
Education Sector Development Program IV
Number of transferred
100 700 1,700 3,100 4,900 7,400
technologies
Number of assessed
75,000 225,000 375,000 575,000 825,000 1,175,000
candidates
Number of accredited
1,860 2,500 2,500 3,333 4,167 5,000
assessors
Number of accredited
174 250 250 334 417 500
assessment centers
Competent/ certified
20 28 36 44 52 60
candidates in %
112
Education Sector Development Program IV
Number of identified
360 720 1,080 1,440 1,800
technologies needed for MSEs
Number of selected
300 600 900 1,200 1,500
technologies needed for MSEs
Number of qualified
150 300 450 600 750
technology multipliers
Number of documented/
300 600 900 1,200 1,500
developed blue prints
Number of developed
240 480 720 960 1,200
prototypes
Number of transferred
200 400 600 800 1,000
technologies
Improved 10 20 30 40 50
Capital acquired
534 1,068 1,602 2,136 2,670
up to 20,000 ETB
Capital acquired
from 20,000 to 60 120 180 240 300
500,000 ETB
Capital acquired
above 500,000 6 12 18 24 30
ETB
113