Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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Table 11The Foci of Donor Aid in the Context of the ESDP in the 1990s(For clarification of the abbreviations, please see the list of abbreviations.)1. CONTENT,2. PROCESS,3. DELIVERY and4. SYSTEM ARCHIT.5. OTHER MFA: BILATERAL ProjectsMFA: Selected NGOProjectsOTHER DONORSStrategies, Goals SSEP, ESDP FELM WB, UNICEFScope- Primary EducationSSEP nationally and regionally,ESDP nationally and in theFELM, Mission of the Deaf RÄDDA BARNEN, GTZ,IA, UNICEF, UNDPregions ofAmhara and Benisangul-Gumuz- General Secondary FELM UNICEF- Vocational Educationand Training.ESDP Mission of the Deaf GTZ, Japan- Higher Education (HE) SSEP FELM WB/IDA, NORAD- Adult Education ESDP FELM, FLM Rädda Barn, GTZCurriculum SSEP, ESDP FELM, FLM,Mission of the DeafUNICEF, RÄDDA BARN,SIDA, USAID,ODA, UNFPA, IA, IICBATeaching-Learning Process Mission of the Deaf UNICEF, USAID, SIDA,IICBAAssessment, Evaluation SSEP, ESDP USAID, GTZ, UNDP,WB/IDALocal Institutions SSEE, ESDP FELM, FLM,Mission of the DeafEC, UNICEF, USAIDNon-FormalEducation and TrainingESDP FELM,FLM, UNICEF, SIDA, RADDABARN, GTZStaff, Teacher Training SSEP, ESDP FELM UNICEF, USAID, UNFPA,IA, EC, SIDA, GTZ, IICBACertification SSEP USAIDCourse Structure andPathways for TeachersRÄDDA BARNENProgression to HE SSEP NORAD, UNFPAFinancing SSEP, ESDP USAID, IA(Self-) Employment ESDP FELM, Mission of the Deaf GTZCross-Cutting IssuesSSEP, ESDP FLM UNICEF, USAID, UNFPA- Gender Equity- Human Rights SSEP USAID, UNESCO- Environment IGTZ, UNESCODevelopment and Research SSEP, ESDP SIDA, UNICEF, EC,USAID47
United States Agency for International Development (USAID)• developing teachers training (distance education, school clustering) (BasicEducation System Overhaul, BESO, project)• supervising schools• building capacity for planners, curriculum developers, teacher educators,education managers, and finance managers• training school committees• training head teachers• contributing to the educational budget.International Institute for Capacity Building in Africa (IICBA)• supporting staff development• providing curriculum material• developing educational planning• enhancing gender equity.World Bank (WB)• supporting the education budget• training financial managers.World Food Programme (WFP)• providing lunches for primary-school pupils.Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ/Germany)• providing non-formal basic education and skills training for adults• developing technical and vocational education• training non-formal education trainers• developing teacher education curriculum.Japan• building capacity for the EMA• developing technical and vocational education and training• conducting base line studies.Most of the donors provided their funding to the ESDP through the ear-markedchannel. Development cooperation has been based on a traditional project model.However, the actively present partners have participated in monitoring the ESDP.48
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 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: elevant to Master of Arts (MA) stud
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

Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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