Education and Training in Ethiopia An Evaluation of Approaching EFA Goals
Education and Training in Ethiopia - Koulutuksen tutkimuslaitos
Education and Training in Ethiopia - Koulutuksen tutkimuslaitos
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• jo<strong>in</strong>tly implemented projects, cooperat<strong>in</strong>g on monitor<strong>in</strong>g <strong>and</strong> evaluations with<strong>Ethiopia</strong>n <strong>and</strong> other donor partners;• overarch<strong>in</strong>g sectoral development programmes (e.g. practical primary-schoolteach<strong>in</strong>g <strong>in</strong> agriculture, vocational education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> agriculture,supply<strong>in</strong>g schools with water);• new forms <strong>of</strong> participation <strong>and</strong> ownership (comb<strong>in</strong>ation <strong>of</strong> bilateral <strong>and</strong> NGObased<strong>in</strong>itiatives);• ensur<strong>in</strong>g a gradual learn<strong>in</strong>g process with<strong>in</strong> the <strong>in</strong>itiatives towards a grow<strong>in</strong>gcapability to <strong>in</strong>crease local participation <strong>and</strong> ownership alongside network<strong>in</strong>g<strong>and</strong> the exchange <strong>of</strong> <strong>in</strong>formation with<strong>in</strong> broader programme frameworks;• l<strong>in</strong>k<strong>in</strong>g diverse educational <strong>in</strong>itiatives to the development <strong>of</strong> local governance<strong>and</strong> local participation-based <strong>in</strong>itiatives;• improv<strong>in</strong>g read<strong>in</strong>ess to l<strong>in</strong>k educational <strong>in</strong>itiatives with other sectoraldevelopment programmes;• add<strong>in</strong>g new features, such as village <strong>in</strong>novations, by develop<strong>in</strong>g localgovernance;• enhanc<strong>in</strong>g local governance <strong>in</strong> the preparation <strong>and</strong> implementation <strong>of</strong>educational <strong>in</strong>itiatives;• <strong>in</strong>vest<strong>in</strong>g <strong>in</strong> non-formal education <strong>and</strong> <strong>in</strong>clusiveness;• support<strong>in</strong>g the acquisition <strong>of</strong> new competences capable <strong>of</strong> address<strong>in</strong>g localproblem-solv<strong>in</strong>g needs;• support<strong>in</strong>g counsell<strong>in</strong>g <strong>and</strong> career guidance <strong>in</strong>itiatives <strong>in</strong> the ESD;• renovat<strong>in</strong>g exist<strong>in</strong>g educational establishments to improve students’ study<strong>in</strong>g<strong>and</strong> teachers’ work<strong>in</strong>g conditions;• support<strong>in</strong>g high-quality textbook production <strong>and</strong> teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>gmethods;• apply<strong>in</strong>g contemporary pedagogical approaches <strong>and</strong> emphasiz<strong>in</strong>g child-friendlyteach<strong>in</strong>g methods <strong>in</strong> curriculum development;• facilitat<strong>in</strong>g student progression with<strong>in</strong> the education system <strong>and</strong> motivat<strong>in</strong>gstudents to make use <strong>of</strong> exist<strong>in</strong>g progression opportunities with<strong>in</strong> educationalstructures; <strong>and</strong>• facilitat<strong>in</strong>g new educational <strong>in</strong>itiatives <strong>and</strong> <strong>in</strong>tegrat<strong>in</strong>g ICT-related learn<strong>in</strong>g witha view to shar<strong>in</strong>g <strong>and</strong> produc<strong>in</strong>g <strong>in</strong>formation among other <strong>in</strong>itiatives.Teacher education is <strong>in</strong> a state <strong>of</strong> crisis. Most <strong>of</strong> the difficulties have been regularlydocumented <strong>in</strong> ESDP reviews <strong>and</strong> <strong>in</strong> periodic evaluations. They have also been amplyreported <strong>in</strong> GoE/MoE documents. The <strong>in</strong>adequacies are especially prevalent <strong>in</strong> the areawhere the greatest level <strong>of</strong> expertise is needed, the early grades.<strong>Ethiopia</strong>’s literacy, women’s <strong>in</strong>equality, access to education <strong>and</strong> poverty <strong>in</strong>dicators arebelow the averages <strong>of</strong> the other sub-Saharan countries. <strong>Ethiopia</strong> is one <strong>of</strong> F<strong>in</strong>l<strong>and</strong>’s oldestdevelopment cooperation partners. The country’s <strong>Education</strong> Sector DevelopmentProgramme has <strong>of</strong>fered the advantage <strong>of</strong> provid<strong>in</strong>g an overview <strong>of</strong> the developmentalneeds <strong>of</strong> the sector. Both the emergent development issues <strong>and</strong> the sector-wide approach56