Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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6 CONCLUSIONS AND IMPLICATIONS6.1 Lessons for the Education SectorDuring fifteen years of collaboration in the education sector, Ethiopia has proved a reliabledevelopment cooperation partner for Finland because it has committed itself to carryingthe development projects through, seeks ownership of the activities launched incooperation and has shouldered the responsibility for coordinating the delivery of the aidthrough its sector-wide approach in education. The ESDP process has offered theadvantage of providing the donors with a better overview of the developmental needs ofthe sector.However, during the war between Ethiopia and Eritrea many bilateral donors,including Finland, froze their funding to Ethiopia to varying degrees. Doubts about theability of the GoE to monitor the use of funds and report on it in sufficient detail were themajor reason why many donors withdrew. They feared that funds allocated for educationwould instead be channelled into the steeply increased military budget. Now that the waris over, concerns about the misuse of funding for military purposes should also be history.Furthermore, many donors have found it difficult to give up previous practices of theirown planning, agreement, implementation and evaluation models geared to the traditionalproject-based approach.Despite the remarkable progress in the education sector since 1994, substantialproblems exist because of a lack of resources and of the high levels of debt. Initial accessand inherited geographical and gender disparities are still persistent. A rising number ofslum children, children with special needs, AIDS orphans and the rural and urban poor areat risk of dropping out of education and/or any training. Additionally, enrolment rateshave not kept pace with the growth in the relevant age group. A high dropout rate resultsin an unacceptably low proportion of pupils completing primary school. A high rate ofrepetition leads to an inefficient use of resources.As regards the provision of educational resources and access to education, boys arefavoured over girls. There is a tendency to consider female education from twoperspectives, economic and social. From an economic viewpoint, researchers found thatthe education of girls can be translated into growth in the gross domestic product (GDP).However, general economic growth does not often lead to a fair distribution of socialresources, as is indicated by factors such as infant mortality, literacy rate, life expectancy,political stability and women’s status. A rectilinear development of the private sector hasrarely contributed to improvement in women’s status and social development. Duringdevelopment cooperation in Ethiopia, the following approaches have proved valuable:55
• jointly implemented projects, cooperating on monitoring and evaluations withEthiopian and other donor partners;• overarching sectoral development programmes (e.g. practical primary-schoolteaching in agriculture, vocational education and training in agriculture,supplying schools with water);• new forms of participation and ownership (combination of bilateral and NGObasedinitiatives);• ensuring a gradual learning process within the initiatives towards a growingcapability to increase local participation and ownership alongside networkingand the exchange of information within broader programme frameworks;• linking diverse educational initiatives to the development of local governanceand local participation-based initiatives;• improving readiness to link educational initiatives with other sectoraldevelopment programmes;• adding new features, such as village innovations, by developing localgovernance;• enhancing local governance in the preparation and implementation ofeducational initiatives;• investing in non-formal education and inclusiveness;• supporting the acquisition of new competences capable of addressing localproblem-solving needs;• supporting counselling and career guidance initiatives in the ESD;• renovating existing educational establishments to improve students’ studyingand teachers’ working conditions;• supporting high-quality textbook production and teaching and learningmethods;• applying contemporary pedagogical approaches and emphasizing child-friendlyteaching methods in curriculum development;• facilitating student progression within the education system and motivatingstudents to make use of existing progression opportunities within educationalstructures; and• facilitating new educational initiatives and integrating ICT-related learning witha view to sharing and producing information among other initiatives.Teacher education is in a state of crisis. Most of the difficulties have been regularlydocumented in ESDP reviews and in periodic evaluations. They have also been amplyreported in GoE/MoE documents. The inadequacies are especially prevalent in the areawhere the greatest level of expertise is needed, the early grades.Ethiopia’s literacy, women’s inequality, access to education and poverty indicators arebelow the averages of the other sub-Saharan countries. Ethiopia is one of Finland’s oldestdevelopment cooperation partners. The country’s Education Sector DevelopmentProgramme has offered the advantage of providing an overview of the developmentalneeds of the sector. Both the emergent development issues and the sector-wide approach56
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 and 52: Though the ETP stresses developing
Page 53 and 54: Review Mission Report, 2003). Howev
Page 55: the Bureau of Agriculture, the Bure
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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