Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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GTZ has been running an environmental protection education project in the primaryschools of Oromiya Region.The most favourite areas of development in Ethiopia have been primary education andparticularly curriculum and staff development and teacher training. Although secondaryeducation is essential in educating teachers, developing general secondary education gotthe least attention.Both the Finnish and the other donor projects, with the exception of some local NGOprojects, have neglected the HIV/AIDS pandemic. However, the epidemic is killing greatnumbers of parents and teachers and there are no resources to make adequate provisionfor the orphaned children.5.5 Main Problems of the Sector5.5.1 AccessAccess to education, as indicated by enrolment figures, is increasing. With the total GERpercentage of 64.4 in 2002-2003, Ethiopia is nearing the GER target of 70 per cent by 2004-2005. However, several million children still remain out of schools in Ethiopia, a largerproportion of them being girls.There are not enough schools to deliver primary education for the masses although thenumber of schools has steadily increased (see Figure 4).No of schools13 00012 00011 00010 0009 0008 0007 0006 0005 0004 0003 0002 0001 0000-90 -91 -92 -93 -94 -95 -96 -97 -98 -99 -00 -01 YearNo of schoolsSource: The figure is based on data from UNESCO, World data on education, 2000 and EMIS, EducationStatistics Annual Abstract, 2001Figure 4. Number of schools in 1990-2001.5.5.2 Gender Parity and EqualityIt is important to increase gender parity by narrowing the gender gap in school enrolment.The ESDP II target for 2004/05 is to have a 43.3 per cent proportion of girls in the first-yearschool enrolment. The 2002/03 result, 41.2 per cent, is nearing the ESDP target (Joint51
Review Mission Report, 2003). However, female student dropout rates are higher thanmale rates. Several issues have to be taken into attention to increase gender parity andequality in education. Female teachers may affect the parity and equality of education forfemale students. However, as shown in table 2 (p. 34), the increase of female teachers hasbeen fairly slow. The figures from the early 2000s do not indicate a growing tendency inthe proportion of female teachers. In school year 2000-2001, the ratio of female primaryschoolteachers was 30.3 per cent and in 2002-2003 nearly the same, 30.6 per cent.Female teachers are needed as role models in education. Educational reports havestressed that female role models may attract girls to school (Lexow, 2003). Female rolemodels provide girls with professional aspirations (EFA, 2003/4). Girls in Ethiopiathemselves have indicated the importance of female role models (Joint Review MissionReport, 2003). It is unclear whether having female teachers raises the achievement of girls;however, research suggests that male teachers appear to positively affect boys’ educationalachievement (EFA, 2003/4). As shown in Table 2, female teachers form slightly less thanone third of the teacher cadre even in primary education. The proportion of femaleteachers is particularly low in TVET. The proportion of female students in teacher trainingcolleges has increased since the introduction of the ESDP. Besides sustaining “affirmativeaction” to enrol female students to teacher preparing institutions, it is important to provideprofessional support and to improve work condition and safety to increase the numbers offemale teachers (Lexow, 2003).5.5.3. Quality and EfficiencyIn second cycle primary education and secondary education the current situation is farfrom the target of having the great majority of teachers qualified. The student teacherratios are increasing as primary education enrolment rates continue to rise. The shortageof teachers is likely to grow with HIV/AIDS taking its toll among teachers. There isalso a shortage of teachers in rural and remote areas, and quality varies betweenthe regions. Moreover, as can be seen from Appendix V, Ethiopian schools operatewith very modest facilities. There are a number of schools that are failing torespond to educational needs especially in regard of increasing girls’ access toprimary education and supporting women’s desire to become teachers. Most of theschools lack even plain basic facilities such as lavatories, not to speak aboutproviding counselling and clinics.Due to the shortage of schools and limited financial and human resources, theobjectives defined in the ESDP concerning the qualitative development of primary andvocational education have not been achieved. For example, girls have too few femaleteachers to serve as role models. Only three out of ten primary-school teachers and hardlyone out of ten vocational teachers are women (Ministry of Education, 2001b).Attention should be paid to enhancing the attractiveness of education by increasingmaterial and qualitative resources and by preventing the attrition of teachers. The aim ofassessment seems to be classifying students and weeding out the poorest performersamong them rather than supporting and promoting student learning.52
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 and 48: elevant to Master of Arts (MA) stud
Page 49 and 50: United States Agency for Internatio
Page 51: Though the ETP stresses developing
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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