Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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• improving girls’ opportunities to attend school;• building the capacity of local educational administrators to implement the ESDPand apply child-friendly pedagogic approaches;• extending the concept of special needs to include different kinds of learningdifficulties and counselling on them.Out-of-school young people. Young people in Ethiopia, whether they never went to school,dropped out of school or finished their school, face a daunting array of social andeconomic problems. Meeting the needs of young people calls for an integrated approach todesigning and implementing policies that combine social and economic goals. One of themajor challenges for policy makers is to embed youth employment policies into acomprehensive employment framework that covers education, training, labour market,enterprise development and social policies. In order to tackle young people’s problems inan integrated way, it is recommended to undertake cross-sectoral development activitieswithin the framework of the ESDP:• generating training and work for young people;• developing primary- and secondary level agricultural education;• generating entrepreneurship education and training for young people in formaland non-formal education;• developing the water technology and management sector of technical andvocational education and training.Teachers’ pre- and in-service training. The results of the joint review and mid-termevaluation of the ESDP revealed that teachers’ qualifications and working conditions arethe most urgent issue involved in the quality of education in Ethiopia. A huge country likeEthiopia has only one special needs teacher education institute with limited capacities.SNE is entirely missing from TVET teacher training. Finland’s sustainable developmentwork should continue on the basis of improved and extended concepts in the area ofspecial needs teacher education:• supporting the extension of pre-service special needs education teachertraining;• developing special needs education in TVET teacher training.61
REFERENCESAlemu, Y. (2000). A comparative analysis of vocational and employment and non-governmentschools/training centres in Ethiopia. A master’s thesis. Addis Abeba: Addis Abeba University,College of Education .Amhara Regional State Bureau of Education (2000). The second 5-year plan of education for 2001-2006. Second Draft. Bahar Dar: Author.ESDP. (2001). Ethiopian Education Sector Development Programme 1997/8-2001/2. Midterm ReviewMission February 13 – March 3, 2001. Volume 1. Main Report. Addis Abeba: EthiopianGovernment.ESDP. (1999). Ethiopian Education Sector Development Programme 1997/8-2001/2. Second JointReview Mission November 22 – December 9, 1999. Addis Abeba: Central Joint SteeringCommittee.ESDP. (2003). Ethiopia. Education Sector Development Programme II E.C. 1995-E.C. 1997, 2002/03-2004/05. Joint Review Mission Report October 27 – November 14, 2003. Addis Abeba:Ethiopian Government.FDRE. [[Government of the] Federal Democratic Republic of Ethiopia]. (1998a). Education sectordevelopment programme. Implementation manual. Addis Abeba: Ministry of Education.FDRE. (1998b). Implementing the Ethiopian national policy for women: Institutional and regulatoryissues. Addis Abeba: The World Bank Group and Women's Affairs Office.FDRE. (2000a). AIDS in Ethiopia (3rd ed.). Addis Abeba: Disease Prevention & Control Department,Ministry of Health.FDRE. (2000b). Interim poverty reduction strategy paper 2000/10-2002/03 November 2000. AddisAbeba: Author.FDRE. (2000c). National report on the implementation of the Beijing platform for action. AddisAbeba: Office of the Prime Minister, Women's Affairs Section.FDRE. (2001). Gender perspective guideline, checklist for program/project planning in Ethiopia.Addis Abeba: Women’s Affair Office.FDRE & UNICEF (2001). UNICEF Fifth Country Programme of Cooperation 2002-2006. Addis Abeba:UNICEF.Froyland, Egil (2001). Training for survival and growth in Ethiopia. An explanatory working paperon policy frameworks, productive capacity building and international co-operation. TeacherEducation Development Study Mission, 5-30 November, 2001, Ethiopia. Addis Abeba: SwedishInternational Development Agency (SIDA) and Ireland Aid.Gfeller, E. (1999). Language equality. Multilingual issues in education. SNNPREB. Asawa: BESO.Government of Tigray. (1998). Tigray education sector development programme 1997/98-2001/02.Addis Abeba: Ministry of Education.GTZ [Deutsche Geselleschaft für Technische Zusammenarbeit]. (2001). Ethio-German technical andvocational education and training programme. Addis Abeba: Ministry of Education.Lasonen, J. (2004). Poverty and powerlessness in Ethiopia: Shaping gender equity through technical,vocational education and training. In R. D. Lakes & P.A. Carter (Eds.), Globalizing educationfor work: Comparative perspectives on gender and the new economy (pp. 97-110). Mahwah,N.J: Erlbaum.62
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Johanna LasonenRaija KemppainenKola
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THIS PUBLICATION CAN BE OBTAINED FR
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LIST OF ABBREVIATIONSAAUADLIAfDBAID
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YHTEENVETOJohanna Lasonen, Raija Ke
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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
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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 and 58: • jointly implemented projects, c
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Page 61: alternative schooling centers tend
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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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