Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

PREFACEAs educators we became interested in investigating what roles schools has played in theglobal evolution. Is there a parallel between an increasingly globalising economy and aviable universal concept of education for all? What effect does a nation’s global economicstatus have on its training policies? Such divides as the digital, economic and educationalones separating rich and poor regions, the South and the North, and the developing anddeveloped countries call for national and international decision-making helping all peopleto achieve a good life. For example, access to education varies hugely between Europe andAfrica. Of a Finnish age cohort almost 100% completes primary education, whereas of anEthiopian age cohort only about 20% has an opportunity to gain the primary-schoolcertificate. About 70% of Finnish upper secondary school leavers can think aboutcontinuing in higher education. For Ethiopian youth the proportion is only 1-2%.Nevertheless, the young people both in Ethiopia and in Finland deserve the sameeducational opportunities.This evaluation report titled Education and Training in Ethiopia: Evaluation ofApproaching EFA Goals is looking for answers to the following questions:• To what extent do Ethiopian children have access to educational and trainingservices?• To what extent do women progress to primary, secondary and technicaleducation?• To what extent is the quality of education improving?The evaluation research is based on the data that Dr. Johanna Lasonen, as a member of thecountry evaluation team, collected in Ethiopia and Finland in 2001-2002. The dataconsisted of thematic interviews and the different documents produced by the Ethiopianand Finnish ministries. Dr. Raija Kemppainen has updated the statistics for 2002-2004. Shehas also edited the report. In addition to his ongoing field research in Ethiopia, KolawoleRaheem has assisted in editing the report.The country evaluation mission, of which an examination of the education sector wasone part, was funded by the Department of Development Policy of the Finnish Ministry forForeign Affairs and lead by Ms. Liisa Tervo. Additionally, the Institute for EducationalResearch has provided resources for publishing the report. Our special thanks go to thesetwo organisations. A number of persons working with Jouni Sojakka, Head of the IER’sPublication Unit, deserve thanks for their technical support. Marion Magin made aneffective contribution to the technical layout of the report. Her editing skills warrantspecial acknowledgement.12