<strong>An</strong>nual Review Meet<strong>in</strong>g (ARM). The ARM <strong>of</strong> the ESDP, held <strong>in</strong> June 2001, reviewedthe f<strong>in</strong>d<strong>in</strong>gs <strong>of</strong> the MTR <strong>and</strong> the annual reports from regional <strong>and</strong> federal levels on theprogress <strong>of</strong> the ESDP. One <strong>of</strong> the ARM’s major conclusions was that the lack <strong>of</strong> qualitycont<strong>in</strong>ues to be a major problem which needs attention if the objectives <strong>of</strong> the ESDP are tobe achieved. The MTR (2001) <strong>in</strong>dicated that the recommendations <strong>of</strong> the first two ARMshave largely rema<strong>in</strong>ed unimplemented. The ma<strong>in</strong> reason for this has been a lack <strong>of</strong>resources.Each year after the ARM, the M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong> has considered the review <strong>and</strong>assessed its progress <strong>in</strong> implement<strong>in</strong>g the ESDP. The consolidated reports discuss analyses<strong>of</strong> educational trends, physical <strong>and</strong> f<strong>in</strong>ancial performance, recommendations <strong>of</strong> the ARM,<strong>and</strong> major constra<strong>in</strong>ts <strong>and</strong> lessons learnt (ESDP, 2001).Mid-Term Review (MTR). The MTR <strong>of</strong> the first ESDP took place <strong>in</strong> February <strong>and</strong> March2001. It revealed that while good progress had been made <strong>in</strong> exp<strong>and</strong><strong>in</strong>g enrolments,qualitative <strong>in</strong>dicators had decl<strong>in</strong>ed over the ESDP period (ESDP, 2001). The review po<strong>in</strong>tedout that teacher attrition is high <strong>in</strong> many areas. In one zone it was observed that 44 percent <strong>of</strong> the new teachers failed to take up their post, <strong>and</strong> that over the previous year,because <strong>of</strong> high attrition, there had been almost no <strong>in</strong>crease <strong>in</strong> the number <strong>of</strong> teachers. Inparticular, the review raised the subject <strong>of</strong> attrition due to HIV/AIDS, po<strong>in</strong>t<strong>in</strong>g out that itwas important to collect statistical data on this issue so as to improve projections <strong>and</strong>plann<strong>in</strong>g. The review also highlighted the fact that the numbers <strong>of</strong> qualified staff <strong>in</strong>second-cycle primary <strong>and</strong> <strong>in</strong> secondary education were <strong>in</strong>adequate.“The ARM held <strong>in</strong> June 2001 reviewed the recommendations <strong>of</strong> the MTR <strong>and</strong>developed an action plan with special focus on improv<strong>in</strong>g educational quality <strong>and</strong>efficiency, education <strong>of</strong> girls, development <strong>of</strong> complementary basic education programmesfor those who are not currently served by the formal system, <strong>and</strong> capacity strengthen<strong>in</strong>g atall tiers <strong>of</strong> the educational plann<strong>in</strong>g/adm<strong>in</strong>istrative structures” (FDRE & UNICEF, 2001, p.58)A Second ESDP (ESDP II). Currently an ESDP II is be<strong>in</strong>g formulated, to be implementedfrom 2002 on (1995 E.C., that is <strong>Ethiopia</strong>n time). Quality <strong>of</strong> education will be a priority <strong>in</strong>the ESDP II as are many <strong>of</strong> the issues identified <strong>in</strong> the latest ARM report. The expansion <strong>of</strong>the educational system will cont<strong>in</strong>ue, <strong>in</strong>volv<strong>in</strong>g the construction <strong>of</strong> 3,385 first-cycle <strong>and</strong>2,451 second-cycle primary schools. There will also be an <strong>in</strong>crease <strong>in</strong> the number <strong>of</strong>female teachers, with a target <strong>in</strong>take <strong>of</strong> 60 per cent <strong>in</strong> TTIs <strong>and</strong> 50 per cent <strong>in</strong> TTCs,accompanied by measures to reta<strong>in</strong> women <strong>in</strong> the pr<strong>of</strong>ession.3.4 The <strong>EFA</strong> Dakar <strong>Goals</strong>Economic, political <strong>and</strong> social problems worldwide constra<strong>in</strong>ed the efforts <strong>of</strong> provid<strong>in</strong>gbasic education <strong>in</strong> many <strong>of</strong> the least developed countries <strong>in</strong> the 1980s. Millions rema<strong>in</strong>eduneducated <strong>and</strong> illiterate. Even <strong>in</strong> some <strong>in</strong>dustrial countries governmental fund<strong>in</strong>g foreducation decreased caus<strong>in</strong>g worsen<strong>in</strong>g <strong>of</strong> the quality <strong>of</strong> education. The participants <strong>of</strong> theWorld Conference <strong>of</strong> <strong>Education</strong> for All <strong>in</strong> Jomtien, Thail<strong>and</strong> <strong>in</strong> 1990 produced World23
Declaration <strong>of</strong> <strong>Education</strong> for All. The declaration recalled that education is a fundamentalright. The achievement <strong>of</strong> the <strong>EFA</strong> goals were to be assessed through the <strong>EFA</strong> Dakarassessment from 2000. The <strong>EFA</strong> Dakar assessment is the largest evaluation <strong>of</strong> basiceducation ever done. The Dakar Framework <strong>in</strong>troduced the follow<strong>in</strong>g six educationalgoals:1. exp<strong>and</strong><strong>in</strong>g <strong>and</strong> improv<strong>in</strong>g comprehensive early childhood care <strong>and</strong> education,especially for the most vulnerable <strong>and</strong> disadvantaged children;2. ensur<strong>in</strong>g that by 2015 all children, particularly girls, children <strong>in</strong> difficultcircumstances <strong>and</strong> those belong<strong>in</strong>g to ethnic m<strong>in</strong>orities, have access to <strong>and</strong>complete free <strong>and</strong> compulsory primary education <strong>of</strong> good quality;3. ensur<strong>in</strong>g that the learn<strong>in</strong>g needs <strong>of</strong> all young people <strong>and</strong> adults are met throughequitable access to appropriate learn<strong>in</strong>g <strong>and</strong> life skills programmes;4. achiev<strong>in</strong>g a 50% improvement <strong>in</strong> levels <strong>of</strong> adult literacy by 20015, especially forwomen, <strong>and</strong> equitable access to basic <strong>and</strong> cont<strong>in</strong>u<strong>in</strong>g education for all adults;5. elim<strong>in</strong>at<strong>in</strong>g gender disparities <strong>in</strong> primary <strong>and</strong> secondary education by 2005, <strong>and</strong>achiev<strong>in</strong>g gender equality <strong>in</strong> education by 2015, with a focus on ensur<strong>in</strong>g girls’full <strong>and</strong> equal access to <strong>and</strong> achievement <strong>in</strong> basic education <strong>of</strong> good quality;<strong>and</strong>6. improv<strong>in</strong>g all aspects <strong>of</strong> the quality <strong>of</strong> education <strong>and</strong> ensur<strong>in</strong>g excellence <strong>of</strong> allso that recognized <strong>and</strong> measurable learn<strong>in</strong>g outcomes are achieved by all,especially <strong>in</strong> literacy, numeracy <strong>and</strong> essential life skills.The Government <strong>of</strong> <strong>Ethiopia</strong> has adopted the goal <strong>of</strong> ensur<strong>in</strong>g universal access to <strong>and</strong>completion <strong>of</strong> basic education <strong>and</strong> reduc<strong>in</strong>g the adult illiteracy rate by 2015. Dur<strong>in</strong>g thefollow<strong>in</strong>g years all children should get an access to primary education <strong>and</strong> dur<strong>in</strong>g twelveyears, the majority <strong>of</strong> <strong>Ethiopia</strong>’s women should receive an education.3.5 Gender <strong>in</strong> <strong>Education</strong> PolicyIn the Universal Declaration <strong>of</strong> Human Rights adopted by the UN <strong>in</strong> 1948, access to goodqualitybasic education was declared a fundamental human right. Although the worldcommunity has adopted subsequent normative <strong>in</strong>struments to guarantee that everyonewill enjoy this right, substantial constra<strong>in</strong>ts rema<strong>in</strong> on the way to females’ universalprimary education <strong>and</strong> workforce preparation.The Jomtien World Conference on <strong>Education</strong> for All (<strong>EFA</strong>) reaffirmed the right toeducation <strong>and</strong> paid particular attention to the gender imbalance <strong>in</strong> the growth <strong>of</strong> the nonliteratepopulation. <strong>Education</strong> for girls <strong>and</strong> women was set as the most urgent priority <strong>in</strong>atta<strong>in</strong><strong>in</strong>g the <strong>EFA</strong> objectives by ensur<strong>in</strong>g access to <strong>and</strong> improv<strong>in</strong>g the quality <strong>of</strong> educationfor girls <strong>and</strong> women <strong>and</strong> by remov<strong>in</strong>g every obstacle hamper<strong>in</strong>g their active participation<strong>in</strong> education. TVET, whose recommendations UNESCO has regularly developed <strong>and</strong>monitored s<strong>in</strong>ce the 1960s, was explicitly <strong>in</strong>cluded <strong>in</strong> the <strong>EFA</strong> process <strong>in</strong> the 1990s.24
- Page 1 and 2: Johanna LasonenRaija KemppainenKola
- Page 3 and 4: THIS PUBLICATION CAN BE OBTAINED FR
- Page 5 and 6: LIST OF ABBREVIATIONSAAUADLIAfDBAID
- Page 7 and 8: YHTEENVETOJohanna Lasonen, Raija Ke
- Page 9 and 10: hetkellä koulutus ei vastaa työvo
- Page 11 and 12: empowerment. However, in Ethiopia a
- Page 13 and 14: PREFACEAs educators we became inter
- Page 15 and 16: 1 HISTORY AND DEMOGRAPHICS OF ETIOP
- Page 17 and 18: approximately 73 per cent for femal
- Page 19 and 20: No of students7 000 0006 000 0005 0
- Page 21 and 22: an independent entity, cooperation
- Page 23: The other regional states have plan
- 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
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- 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
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Appendix IXTeacher Training Institu
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decision makers, teacher educators,
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The sustainability of the results d
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The objectives and strategy of the
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Benishangul-Gumuz with vocational t
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Project RelevanceAn indication of F
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The annual budget for these project
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W O R KI N GP A P E R S23THE ECONOM