overcrowded schools. Increas<strong>in</strong>g the textbook student book ratio from 1:5 to 1:1 is one <strong>of</strong>the ESDP objectives <strong>in</strong> <strong>Ethiopia</strong>. Accord<strong>in</strong>g to 1995 data, the student textbook ratios varysignificantly by region: while some regions have a 1:1 ratio, other regions have a 1:5 ratio<strong>in</strong> primary education. The student textbook ratios are more positive <strong>in</strong> secondaryeducation, where several regions have 1:1 ratios <strong>and</strong> no region exceeds the ratio <strong>of</strong> 1:3(M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2004). The national average for student textbook ratio was 2.5 atthe primary level <strong>and</strong> 1.5 at the secondary level <strong>in</strong> 2000-2001 (Jo<strong>in</strong>t Review MissionReport, 2003).In <strong>Ethiopia</strong> schools are function<strong>in</strong>g with very modest facilities. A number <strong>of</strong> schools donot respond to the educational needs especially for <strong>in</strong>creas<strong>in</strong>g girl’s access to primaryeducation. The most <strong>of</strong> the schools do not even have necessary facilities such as water<strong>and</strong> latr<strong>in</strong>es to say noth<strong>in</strong>g about counsell<strong>in</strong>g <strong>and</strong> cl<strong>in</strong>ics. Although the GoE has raisedpublic expenditure on education to 4,6 per cent <strong>of</strong> GDP, it will not be enough to ensure theaccess <strong>and</strong> attractiveness <strong>of</strong> education for all (Tervo, Hailu, Huvio, Kirjava<strong>in</strong>en, Lasonen,Ovaska<strong>in</strong>en, Poutia<strong>in</strong>en, 2002).Quality <strong>of</strong> education may correlate with dropp<strong>in</strong>g out <strong>of</strong> schools. For example, dropoutappears high <strong>in</strong> the first grade if the class sizes are large <strong>and</strong> there is lack <strong>of</strong> educationalmaterial (Jo<strong>in</strong>t Review Mission Report, 2003). <strong>Ethiopia</strong>n primary education has rather highdropout <strong>and</strong> repetition rates, <strong>in</strong>dicat<strong>in</strong>g that resources are be<strong>in</strong>g wasted. The overalldropout rate for the primary level (Grades 1-8) was 17.8 per cent <strong>in</strong> 2000/01 <strong>and</strong> 17.1 percent <strong>in</strong> 2002/03 (see Appendix IV). The aim <strong>of</strong> 8.9 per cent by the school year 2004/05seems difficult to reach. The risk <strong>of</strong> dropp<strong>in</strong>g out is particularly high for first-gradestudents. More than a quarter (28.7 per cent) <strong>of</strong> the children <strong>in</strong> the first grade dropped out<strong>in</strong> 2002/03 (M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2004). Barely over 60 per cent <strong>of</strong> students survive toGrade 5. (Summary, <strong>Education</strong> for All: The Quality Imperative 2005; UNESCO 2005).Repetition <strong>of</strong> classes may correlate with dropp<strong>in</strong>g-out. About one out <strong>of</strong> ten studentsused to repeat Grade 1, girls more <strong>of</strong>ten that boys. Firstgrade repetitions, however, havefallen with a policy <strong>of</strong> automatic promotion <strong>and</strong> cont<strong>in</strong>uous assessment. In school year2002/03 the repetition rate for first-grade students was 3.9 per cent. The repetition rate<strong>in</strong>creases <strong>in</strong> Grades 5, 7 <strong>and</strong> 8, as <strong>in</strong>dicated <strong>in</strong> overall repetition rate for Grades 1-8, whichwas 6.7 per cent <strong>in</strong> 2002/03 (M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2004).Only a small proportion <strong>of</strong> secondary education leavers cont<strong>in</strong>ue <strong>in</strong>to tertiaryeducation. In 1996/97, 38.1 per cent <strong>of</strong> those tak<strong>in</strong>g the <strong>Ethiopia</strong>n School Leav<strong>in</strong>gCertificate Exam<strong>in</strong>ation at the end <strong>of</strong> their secondary education passed the exam, <strong>and</strong> onlyabout a half <strong>of</strong> these were placed <strong>in</strong> tertiary education <strong>in</strong>stitutions (Work<strong>in</strong>eh, T., Teferra,T., Shibeshi, A., & Mercer, M., 1999).5.2 Development <strong>of</strong> Technical <strong>and</strong> Vocational <strong>Education</strong><strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong>The follow<strong>in</strong>g section will exam<strong>in</strong>e the development <strong>of</strong> Technical <strong>and</strong> Vocational<strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong>, which is not <strong>of</strong>ten given sufficient attention <strong>in</strong> educationalreports. Technical <strong>and</strong> Vocational <strong>Tra<strong>in</strong><strong>in</strong>g</strong>, however, is one <strong>of</strong> the ma<strong>in</strong> components <strong>of</strong>41
ESDP policy. Increase <strong>of</strong> tra<strong>in</strong>ed labour force relates to the development <strong>of</strong> the country as awhole.Table 7Number <strong>of</strong> Teachers <strong>and</strong> Students <strong>in</strong> Government-Owned Technical <strong>and</strong> Vocational Schools(TVETs) <strong>in</strong> 2000/01 (1993 E.C.) (<strong>Ethiopia</strong>n M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2001, p. 104.)TECHNICAL ANDVOCATIONALSTUDENTS GRADUATES TEACHERSSCHOOLS Total Female Male Total Female Male Total Female MaleAddis Abeba Technical 364 53 311 181 25 156 44 2 42Entoto Technical &VocationalGeneral W<strong>in</strong>gateConstruction476 200 276 188 80 108 56 13 43401 87 314 138 32 106 54 4 50Chero Agro-Technical 24 6 18 - - - 12 1 11Mersa Agro-Technical 44 6 38 10 1 9 26 13 13Adama Technical 148 18 130 63 8 55 39 0 39W/o Sehen Technical &Vocational318 131 187 128 66 62 34 1 33Awassa Technical 117 15 102 78 10 68 - - -Bure Agro- Technical 147 20 127 53 8 45 24 1 23Waliso Agro- Technical 314 43 271 62 9 53 28 1 27Dire Dawa Technical 156 14 142 59 5 54 19 0 19Zeway Technical<strong>Tra<strong>in</strong><strong>in</strong>g</strong> Center89 14 75 44 6 38 12 0 12Dabena Tech. School 33 8 25 13 3 10 15 1 14TOTAL 2631(100%)615(23.4%)2016(76.6%)1017(100%)253(25%)764(75 %)363(100%)37(10.2 %)326(89.8 %)Although TVET has been a part <strong>of</strong> the ETP, only <strong>in</strong> recent years has a real start beenmade on develop<strong>in</strong>g it. There are 23 technical <strong>and</strong> vocational education <strong>and</strong> tra<strong>in</strong><strong>in</strong>gschools with a maximum <strong>in</strong>take <strong>of</strong> 6,000 students. In the school year 2000/01, thestudents <strong>of</strong> state-owned schools were 23.4 per cent female <strong>and</strong> 76.6 per cent male. In thenon-government TVETS the enrolment was 91.5 per cent male <strong>and</strong> only 8.5 per centfemale (M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2001b). The disparity <strong>in</strong> the figures for female <strong>and</strong> malevocational teachers is even greater. Froyl<strong>and</strong> (2001) showed <strong>in</strong> his work<strong>in</strong>g paper, writtenas a TVET consultant, as part <strong>of</strong> the preparations for support<strong>in</strong>g the ESDP II that there is ashortage <strong>of</strong> TVET teachers, <strong>and</strong> the <strong>Ethiopia</strong>n M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong> has contracted manyTVET <strong>in</strong>structors from abroad (Wood & Avenstrup & Bekele & Froyl<strong>and</strong> & Work<strong>in</strong>eh &Higg<strong>in</strong>s & Poluha & Kelemu, 2001).42
- 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 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: Qualification rates are high among
- 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
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- Page 83 and 84: Benishangul-Gumuz with vocational t
- Page 85 and 86: Project RelevanceAn indication of F
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