Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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• a culture and tradition that allows married men to have sexual relationshipsoutside marriage• common observation of harmful traditional practices• a lack of openness between sexual partners• a lack of proper care for children.Gender equality is seen as a part of a process of decentralisation and empowerment.The Government is promoting gender equality through the National Policy on Women.The goal of this programme is to improve women’s access to economic resources.3.7 Technical and Vocational Education and Training (TVET) PolicyIn the past, development of TVET has been supported by the aid of, among others, theUnited States, the Soviet Union, Italy and many national non-governmental organisations(NGOs), and recently by Japan and Germany. After the sector-wide programme ineducation was established, the foreign aid projects had to support the goals defined inEthiopia.As Tesafaye (1995) and Froyland (2001) observed, a comprehensive model of uppersecondary school was introduced in Ethiopia 40 years ago with support from USAID.During the 1960s 105 practical modules were introduced in secondary schools in fourareas: Industrial Arts, Home Economics, Commercial and Agricultural. The practicalstreams were aimed to fostering the value of all labour and the promotion of standards ofefficiency and workmanship. The practical subjects covered about 20 percent of the 160hours study programmes. The comprehensive schools, some of which still exist, havemainly offered academic programmes preparing the students for the national academicexamination.A polytechnic programme was introduced and developed in Ethiopia from the 1970ieswith Russian support. Students were offered general polytechnic courses in Grades 9 and10, after which three-year advanced technical/vocational training programmes weredelivered. The programmes prepared middle level skilled manpower and staff fortechnical, managerial or administrative positions at paraprofessional level. Teachersassigned to the junior and senior secondary schools were expected to have collegediplomas and bachelor degrees.Some NGOs and missionary groups have also played an important role in vocationaleducation and skills training. The variety of and even conflicting philosophies of TVET andSD programmes showed to be unsustainable due to discontinuity, poor quality andcompetence, and lack of resources.Community Skill Training Centers (CSTCs) were established in the mid-1970ies by theDerg regime as a part of a NFE system. The centers’ aims were designed to promoteindigenous skills and increase productivity in the community. Training courses wereoffered in trades and fields such as weaving, sewing and embroidery, wood work, pottery,making and using fuel saving stoves, candle and soap making, dying, basket and mat29
making, metal work, agriculture, home economics, carpentry and construction (Alemu,2000). For example, the Oromia Region had 175 CSTCs in 1995. The number of traineeshave doubled during the last six years being 3000 persons, consisting of slightly morefemales than males in 2001 (Froyland, 2001).The recent policy documents such as the Agriculture Development LedIndustrialization Strategy (ADLI), the Interim Poverty Reduction Strategy Paper, theDevelopment Framework and Plan for Action 2001-2010, the Education and TrainingPolicy and the Education Sector Development Programme emphasize the important role ofeducation and training to promoting equality and to reducing poverty (FDRE, 2000b;MEDC, 2001; Ministry of Education, 1998; Transitional Government of Ethiopia, 1994).The Transitional Government of Ethiopia (1994) issued an education policy andstrategy. The policy papers identified three major areas for change:• making education more relevant to the demands of the community andcurriculum change;• quality improvement; and• the expansion of primary and vocational education.The shift in policy would have major resource implications such as expansion ofprimary education and vocational training. The Education and Training Policy documentpresented specific objectives and strategic measures on TVET in the paragraph 3.2.(Transitional Government of Ethiopia, 1994):• Parallel to general education, diversified technical and vocational training willbe provided for those who leave school at any level of education.• Apprenticeship training will be provided in agriculture, crafts, construction, andbasic bookkeeping for those at the appropriate age and leaving primaryeducation.• Technical and vocational training in agriculture, industrial arts, construction,commerce and home science will be provided after primary education for thosewho may not continue in general education.• Technical training will be provided for those who complete Grade 10 to developmiddle-level manpower.• Students participating in technical and higher education programmes will behelped to gain the necessary field experience before graduation.• Teachers and researchers will be helped to gain the necessary field experienceof various development and service institutions,while professionals working insuch institutions will be helped to gain similar field experience of teaching willbe facilitated.• Coordinated curriculum development will be ensured so that students andtrainees will acquire the necessary entrepreneurial and productive attitudes andskills.• Research of practical societal impacts will be given priority and the necessarysteps will also be taken to facilitate the coordinated effort of all thoseconcerned.30
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 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: marriage by abduction, isolation du
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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