Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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are in accordance with Finland’s policy for development cooperation. Despite a lack ofresources and a high level of debt, Ethiopia has also progressed well in education sectordevelopment, which proves its commitment to and ownership of the development efforts.For Finland, there are good reasons to restart and continue its support for the Ethiopianeducation sector.Based on the advantages of the sector-wide approach, the evaluation teamrecommended that Finland continue to support the Education Sector DevelopmentProgramme in Ethiopia. Finland’s development cooperation policy advocates the sectorwideapproach as enabling policy and strategic changes better than the project model.Support measures should target the development of the ESDP II on the basis of experiencesfrom and the results of contributions in the 1990s by the previous Finnish projects andexperts. The most urgent needs in the Ethiopian education sector are felt in pre-service andinservice teacher education at all levels of education. Table 12 presents several possiblepriorities regarding the initiation of development cooperation between Ethiopia andFinland in the education sector.Table 12Summary of Recommendations Concerning the Education Sector Development ProgrammeFOCUS OF FUTURESUPPORT /COMPONENTS OFTHE ESDPSPECIAL NEEDSEDUCATION,COUNSELLINGICT-BASEDDISTANCEEDUCATIONCAPACITYBUILDING /LEADERSHIPTRAININGSCHOOLFACILITIESPrimary Education +++ +++ ++ +++SecondaryEducation+ +++ ++ +Vocational andTechnical Educationand Training+++ + +++ ++Teacher Education +++ +++ + +Non-FormalEducation+ +++ +++ ++++ = high priority++ = priority+ = priority but not urgent57
It is recommended that Finnish development cooperation support the ESDP II andtarget particularly the following areas:• extending the concept of special needs education and inclusiveness to coverdifferent kinds of learning difficulties and supporting pre-service and inservicespecial needs teacher education and career guidance and counselling;• supporting TVET teacher education, including special needs education in thearea;• renovating the existing school facilities (water, toilets, security);• promoting ICT-based pre-service and inservice teacher education and trainingand supporting senior secondary education as a prerequisite for admission toteacher training;• improving the capacity of school management and woreda-level administration;• supporting non-formal education for out-of-school youth; and• promoting females’ access to education and resources.Investment in education contributes to economic growth and labour productivity inEthiopia. In the long term, the payoff for spending on basic education will be high both inthe private and in the public sector. Parents’, especially mothers’ level of education has animpact on children’s health and education. Improving girls’ opportunities to enter andsurvive in primary schools requires particular attention. Compared internationally,Ethiopian literacy, women’s inequality, access to education, youth unemployment andpoverty indicators fall short even of the averages of the other sub-Saharan countries. Thedevelopment needs of the education sector are huge. Considering the sustainability ofdevelopment cooperation, Finland’s aid to the education sector should concentrate onexpertise based on previous experiences and updated new areas.6.2 Gender Policy ConcernsWomen’s development-related problems cannot be solved without an examination ofeconomic and social structures and the relationship between men and women in societyand the economy. The traditional Women in Development approach merely attempts tointegrate women with the current developmental trend without considering men’s role indevelopment processes and without addressing the model of development itself.The fourth world survey of women’s role in development prepared in 1999 as the basicdocument of the Beijing+5 evaluation process discusses the history of ideas ofdevelopment from women’s perspective and analyses the problems involved in the WIDpolicy (FDRE, 2000; United Nations, 1999). Since then the debate has expanded to includealso a gender-role point of view, where the issues are considered from the viewpoint ofboth genders. The WID perspective has been replaced by the GAD (Gender andDevelopment) perspective, which differs from WID in three ways:• The emphasis shifts from women to gender roles and the unequal distributionof power between women and men.58
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 and 56: the Bureau of Agriculture, the Bure
Page 57: • jointly implemented projects, c
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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Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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