Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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2 BACKGROUND OF THE EDUCATION SECTORThe educational sector in Ethiopia has been given powerful impetus after the overthrow ofthe military government in 1991. Since then education has been a development priority onthe national agenda. The Government of Ethiopia has developed Education Training Policy(ETP) and Education Sector Strategy in 1994 (Transitional Government of Ethiopia, 1994;Ministry of Education, 1996). The Government adopted the Education Sector DevelopmentProgramme (ESDP) in 1997 together with the Education Training Policy. Furthermore,Ethiopia is working towards achieving the EFA (Education For All) goals as defined in theEFA Dakar Framework in 2000. The illiteracy rate is still high at a rate of approximately 73per cent for females and 50 per cent for males.The educational policy goals, strategies and programmes are addressing the problemsof access, equity, quality, and relevance in education. Access to education in Ethiopia hasbeen one of the lowest in Africa. In 2003, the net primary-school enrolment rate (NER,referring to the relevant age group) (Grades 1-8) was 54.0 per cent for all students (47.2per cent for girls and 60.6 per cent for boys). The gross enrolment rate (GER), coveringoverage and evening programmes students, was 64.4 per cent for all students (53.8 percent for females and 74.6 per cent for males) (Ministry of Education, 1996).Nearly half of the Ethiopian primary school-aged children do not go to school. Lowenrolment levels are a result of children never entering school and of the cumulative effectof a high dropout rate in every grade of the primary cycle. Nevertheless, the primaryschoolenrolment has increased from 2,5 million in 1989/1990 to 7 million in 2001/2002.Figure 1 presents the trend in primary-education enrolment during the last ten years. Theenrolment rate for primary schools increased considerably in the times of peace inEthiopia.17
No of students7 000 0006 000 0005 000 0004 000 0003 000 000No of students2 000 0001 000 0000-90 -91 -92 -93 -94 -95 -96 -97 -98 -99 -00 -01 YearSource: The figure is based on data from UNESCO, World Data on Education, 2000 and EMIS, Education StatisticsAnnual Abstract, 2001Figure 1. Trend in Ethiopian primary-school enrolments in 1990-2001.18
Page 1 and 2: Johanna LasonenRaija KemppainenKola
Page 3 and 4: THIS PUBLICATION CAN BE OBTAINED FR
Page 5 and 6: LIST OF ABBREVIATIONSAAUADLIAfDBAID
Page 7 and 8: YHTEENVETOJohanna Lasonen, Raija Ke
Page 9 and 10: hetkellä koulutus ei vastaa työvo
Page 11 and 12: empowerment. However, in Ethiopia a
Page 13 and 14: PREFACEAs educators we became inter
Page 15 and 16: 1 HISTORY AND DEMOGRAPHICS OF ETIOP
Page 17: approximately 73 per cent for femal
Page 21 and 22: an independent entity, cooperation
Page 23 and 24: The other regional states have plan
Page 25 and 26: Declaration of Education for All. T
Page 27 and 28: OECD countries have committed thems
Page 29 and 30: marriage by abduction, isolation du
Page 31 and 32: making, metal work, agriculture, ho
Page 33 and 34: 4 RESEARCH PROCEDURES4.1 Goals and
Page 35 and 36: 5 RESULTSEducation has been a devel
Page 37 and 38: These figures of growth transfer to
Page 39 and 40: Only one out of ten children who en
Page 41 and 42: Qualification rates are high among
Page 43 and 44: ESDP policy. Increase of trained la
Page 45 and 46: Table 9Number of Government-Owned a
Page 47 and 48: elevant to Master of Arts (MA) stud
Page 49 and 50: United States Agency for Internatio
Page 51 and 52: Though the ETP stresses developing
Page 53 and 54: Review Mission Report, 2003). Howev
Page 55 and 56: the Bureau of Agriculture, the Bure
Page 57 and 58: • jointly implemented projects, c
Page 59 and 60: It is recommended that Finnish deve
Page 61 and 62: alternative schooling centers tend
Page 63 and 64: REFERENCESAlemu, Y. (2000). A compa
Page 65 and 66: UNESCO. (2001). Education for All:
Page 67 and 68: APPENDIX IINumber of Persons Interv
Page 69 and 70:
• SSEP; Bridging-vaihe/työsuunni
Page 71 and 72:
international co-operation. Teacher
Page 73 and 74:
APPENDIX VAvailability of Facilitie
Page 75 and 76:
Appendix IXTeacher Training Institu
Page 77 and 78:
decision makers, teacher educators,
Page 79 and 80:
The sustainability of the results d
Page 81 and 82:
The objectives and strategy of the
Page 83 and 84:
Benishangul-Gumuz with vocational t
Page 85 and 86:
Project RelevanceAn indication of F
Page 87 and 88:
The annual budget for these project
Page 89:
W O R KI N GP A P E R S23THE ECONOM
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