The projects have kept their budgets <strong>and</strong> schedules very well. The SSEP project actuallyhad a small surplus <strong>in</strong> its annual budget, <strong>and</strong> after the project was over it was found thatthere was a sav<strong>in</strong>g <strong>of</strong> some <strong>Ethiopia</strong>n Birr (ETB) 180,000.As the orig<strong>in</strong>al plan was to cont<strong>in</strong>ue development cooperation <strong>in</strong> quality improvement <strong>and</strong><strong>in</strong> special teacher education after 1998, the GoE applied a bridg<strong>in</strong>g phase fund<strong>in</strong>g <strong>of</strong> ETB700,000, to f<strong>in</strong>ance special education teacher tra<strong>in</strong><strong>in</strong>g. The money was used to tra<strong>in</strong>, untilthe end <strong>of</strong> 2000, special education teachers <strong>in</strong> the only <strong>Ethiopia</strong>n teacher tra<strong>in</strong><strong>in</strong>gestablishment, <strong>in</strong> Sebeta.The special education projects utilized several approaches <strong>in</strong> tra<strong>in</strong><strong>in</strong>g the tra<strong>in</strong>ers, teachers<strong>and</strong> other pr<strong>of</strong>essionals <strong>in</strong> order to encourage the <strong>Ethiopia</strong>ns to establish their education tothe national universities. The University <strong>of</strong> Jyväskylä tra<strong>in</strong>ed the pr<strong>of</strong>essionals <strong>in</strong> F<strong>in</strong>l<strong>and</strong>,<strong>and</strong> the University <strong>of</strong> Joensuu also tra<strong>in</strong>ed them by distance learn<strong>in</strong>g method. Theexpenses <strong>of</strong> the distance education seemed to be only 10 per cent <strong>of</strong> expenses used for theface-to-face teach<strong>in</strong>g <strong>in</strong> F<strong>in</strong>l<strong>and</strong>. One out <strong>of</strong> six Jyväskylä graduates did not return to<strong>Ethiopia</strong>. The pr<strong>of</strong>essionals who were tra<strong>in</strong>ed <strong>in</strong> F<strong>in</strong>l<strong>and</strong> got a job after return<strong>in</strong>g home <strong>in</strong>teacher education, adm<strong>in</strong>istration, plann<strong>in</strong>g etc.Project Susta<strong>in</strong>abilityBefore the project launched <strong>in</strong> 1994 F<strong>in</strong>l<strong>and</strong> tra<strong>in</strong>ed <strong>Ethiopia</strong>n special education experts <strong>in</strong>F<strong>in</strong>l<strong>and</strong>, at first teachers <strong>and</strong>, <strong>in</strong> the early 1990s, MAs. The emphasis <strong>of</strong> this assistance <strong>in</strong>the provision <strong>of</strong> special education shifted decisively <strong>in</strong> 1994, given that the aim <strong>of</strong> theproject was to create competencies <strong>and</strong> an <strong>in</strong>frastructure with<strong>in</strong> <strong>Ethiopia</strong> itself. The<strong>Ethiopia</strong>n MoE was made responsible for implement<strong>in</strong>g the project.Curriculum developers work<strong>in</strong>g <strong>in</strong> the ICDR under the MoE <strong>and</strong> <strong>in</strong> TTIs seemed to beaware that feedback from the field is needed to make possible the cont<strong>in</strong>uousimprovement <strong>of</strong> the syllabuses, <strong>and</strong> that school-based research will be an essentialcomponent <strong>of</strong> such feedback. The base l<strong>in</strong>e survey <strong>of</strong> the project is still used as areference.The aim <strong>of</strong> the special education project has been to help the h<strong>and</strong>icapped to live a goodlife by ensur<strong>in</strong>g that they receive a basic education. The projects have also promoted socialequality with<strong>in</strong> <strong>Ethiopia</strong>n society. Thus far, the educational projects have focused on threecategories <strong>of</strong> the h<strong>and</strong>icapped: the deaf, the bl<strong>in</strong>d <strong>and</strong> the mentally retarded. The pre-1994projects created an human resources <strong>in</strong>frastructure when special education specialistswere tra<strong>in</strong>ed <strong>in</strong> F<strong>in</strong>l<strong>and</strong>, but the group <strong>in</strong>cluded also colleagues from other countries <strong>of</strong>Africa. The start<strong>in</strong>g po<strong>in</strong>t <strong>of</strong> the project launched <strong>in</strong> 1994 was completely different, be<strong>in</strong>gimplemented <strong>in</strong> <strong>Ethiopia</strong> <strong>in</strong> cooperation with the local stakeholders <strong>and</strong> hav<strong>in</strong>g the aim <strong>of</strong>strengthen<strong>in</strong>g the national capacity for plann<strong>in</strong>g special education, tra<strong>in</strong><strong>in</strong>g specialeducators <strong>and</strong> conduct<strong>in</strong>g research on special education.At a moment when a large-scale reform was be<strong>in</strong>g launched, many people <strong>in</strong> the centralgovernment did not consider special education <strong>and</strong> its target population a primary issuebeside mass education. However, the regions, overrid<strong>in</strong>g central government <strong>and</strong> the MoE,considered it important to <strong>in</strong>clude special education <strong>in</strong> their ESDP <strong>and</strong> its fund<strong>in</strong>g.77
The susta<strong>in</strong>ability <strong>of</strong> the results demonstrates that SNE has become an <strong>in</strong>tegral part <strong>of</strong> the<strong>Ethiopia</strong>n educational system, as does the fact that the regions have <strong>in</strong>corporated <strong>in</strong>to theirESDP plans a curriculum <strong>and</strong> a budget for special education. <strong>An</strong>other result <strong>of</strong> the F<strong>in</strong>nishproject was the foundation <strong>of</strong> a permanent tra<strong>in</strong><strong>in</strong>g establishment for special educationteachers that operates as a part <strong>of</strong> Sebeta School for the Bl<strong>in</strong>d. Sebeta Teacher <strong>Tra<strong>in</strong><strong>in</strong>g</strong>Institute is the only <strong>in</strong>stitution for tra<strong>in</strong><strong>in</strong>g special education teachers serv<strong>in</strong>g the wholecountry. Every region has a yearly quota <strong>of</strong> student teacher places at the <strong>in</strong>stitute. Inprimary schools special education is <strong>in</strong>tegrated <strong>in</strong>to other classroom <strong>in</strong>struction throughma<strong>in</strong>stream<strong>in</strong>g. In addition, certa<strong>in</strong> local schools have been given Special <strong>Education</strong> Units.S<strong>in</strong>ce autumn 2001 the normal teacher tra<strong>in</strong><strong>in</strong>g programme <strong>in</strong>cludes a compulsory courseon special education. The GoE <strong>and</strong> certa<strong>in</strong> regions, for example the Oromiya RegionalBureau which funds Sebeta School, support all teacher tra<strong>in</strong><strong>in</strong>g. The problem is the<strong>in</strong>adequate provision <strong>and</strong> quality <strong>of</strong> the tra<strong>in</strong><strong>in</strong>g. The area has the post <strong>of</strong> a supervisor <strong>of</strong>special education created, early <strong>in</strong> 2001, <strong>in</strong> the MoE. The supervisor’s duties <strong>in</strong>cludecapacity build<strong>in</strong>g <strong>and</strong> the <strong>in</strong>tegration <strong>of</strong> the work <strong>of</strong> the NGOs <strong>and</strong> the government <strong>in</strong> thefield <strong>of</strong> special education, where there have been great shortcom<strong>in</strong>gs <strong>in</strong> the past. <strong>An</strong>otherexpert <strong>in</strong> special education works at the Teacher <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Unit <strong>of</strong> the MoE. Specialeducation is represented also at the MoE’s ICDR. The pr<strong>of</strong>essionals tra<strong>in</strong>ed with theF<strong>in</strong>nish contribution have key positions <strong>in</strong> the special education field <strong>in</strong> <strong>Ethiopia</strong>. S<strong>in</strong>ce1998 the AAU has been <strong>of</strong>fer<strong>in</strong>g an MA <strong>in</strong> Special <strong>Education</strong>. BA-level education is stillmiss<strong>in</strong>g.Despite attempts at positive discrim<strong>in</strong>ation, there have been very few women among theexperts. In schools there seemed to be an equal gender distribution among pupils withspecial needs. There were no statistics available on the number <strong>of</strong> schools <strong>and</strong> pupils. Itappeared that because <strong>of</strong> shortages <strong>of</strong> funds there was a vary<strong>in</strong>g number <strong>of</strong> schools <strong>in</strong>each year.Like other areas <strong>of</strong> basic education, special education is suffer<strong>in</strong>g from a lack <strong>of</strong> teachers.Learn<strong>in</strong>g difficulties <strong>in</strong> classrooms greatly exceed the resources available for address<strong>in</strong>gthem. The current term is special needs education, but this covers only the three abovementionedgroups. The scope <strong>of</strong> the concept <strong>of</strong> SNE should be revised to correspond to thelearn<strong>in</strong>g difficulties <strong>of</strong> <strong>Ethiopia</strong>n schoolchildren. This should be followed by an assessment<strong>of</strong> the actual number <strong>of</strong> teachers required.The aim <strong>and</strong> ambition <strong>of</strong> the SSEP project has been to exp<strong>and</strong> special education teachertra<strong>in</strong><strong>in</strong>g at regional level by giv<strong>in</strong>g each region’s teacher tra<strong>in</strong><strong>in</strong>g establishment a specialeducation teacher unit 1 . This has not materialized as yet but there are plans to tra<strong>in</strong> specialeducation teachers also <strong>in</strong> regular TTIs <strong>and</strong> TTCs.2. <strong>Education</strong> Sector DevelopmentNames <strong>of</strong> the Projects: Preparatory Assistance Team (PAT) for the <strong>Education</strong> SectorDevelopment <strong>in</strong> <strong>Ethiopia</strong> (ESDP Phase I, <strong>and</strong> <strong>Education</strong> Sector Development Programme(ESDP Phase II)1 Savola<strong>in</strong>en, H. Description <strong>of</strong> the Current Situation <strong>of</strong> Special <strong>Education</strong> <strong>and</strong> Rehabilitation Services <strong>in</strong><strong>Ethiopia</strong>. Memor<strong>and</strong>um. Niilo-Mäki Insititute, Jyväskylä.78
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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
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empowerment. However, in Ethiopia a
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PREFACEAs educators we became inter
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1 HISTORY AND DEMOGRAPHICS OF ETIOP
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approximately 73 per cent for femal
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No of students7 000 0006 000 0005 0
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an independent entity, cooperation
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The other regional states have plan
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Declaration of Education for All. T
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- Page 63 and 64: REFERENCESAlemu, Y. (2000). A compa
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