Sites: M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, Addis Abeba; Amhara Regional Bureaux, Bahar Dar; <strong>and</strong>Benishangul-Gumuz Regional Bureaux, AssosaDuration: May 1994 – December 1995; January 1996 – December 1999F<strong>in</strong>anc<strong>in</strong>g:F<strong>in</strong>l<strong>and</strong>: FIM 3,645,000 (Phase I)F<strong>in</strong>l<strong>and</strong>: FIM 19,000,000 (Phase II)<strong>Ethiopia</strong>: FIM 2,000,000Implement<strong>in</strong>g Agencies: M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong> <strong>of</strong> <strong>Ethiopia</strong> with FTP International, F<strong>in</strong>l<strong>and</strong>Objective:To support implementation <strong>of</strong> <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Polic; To support ESDP<strong>and</strong> to build the regional capacity;To tra<strong>in</strong> the tra<strong>in</strong>ers for non-formal education <strong>and</strong> totra<strong>in</strong> skills for unemployedPurposes: Prepar<strong>in</strong>g the project plan to support ESDP; Build<strong>in</strong>g capacity <strong>of</strong> education <strong>of</strong>ficesto implement the reform;Establish<strong>in</strong>g cont<strong>in</strong>u<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g for teachers <strong>and</strong> educationadm<strong>in</strong>istrators, develop<strong>in</strong>g curriculum material,<strong>and</strong> build<strong>in</strong>g learn<strong>in</strong>g organisationsDescription: <strong>Tra<strong>in</strong><strong>in</strong>g</strong> the staff <strong>of</strong> the central, regional <strong>and</strong> local governments; Deliver<strong>in</strong>gmaterial helpThe entire <strong>Education</strong> Sector Development Programme (ESDP) project implemented <strong>in</strong>1994-1999 focused on capacity build<strong>in</strong>g <strong>and</strong> quality improvement ma<strong>in</strong>ly <strong>in</strong> two regions,Amhara <strong>and</strong> Benishangul-Gumuz as well as <strong>in</strong> the MoE. The purpose <strong>of</strong> the PreratoryAssistance Team ,PAT project (ESDP, Phase I) 2was (1) to prepare proposals for thesupport <strong>of</strong> <strong>Education</strong> Sector Development Programme (ESDP) for the next four years,1996-1999 <strong>and</strong> (2) to establish tra<strong>in</strong><strong>in</strong>g programmes. The outcome <strong>of</strong> the PAT projectwas tra<strong>in</strong><strong>in</strong>g 117 zone- <strong>and</strong> woreda-level planners, 20 tra<strong>in</strong>ers, 455 woreda- <strong>and</strong> zone-leveleducation <strong>of</strong>ficers, 172 supervisors, 47 build<strong>in</strong>g technicians, 69 teachers, 135 pedagogicalcentre coord<strong>in</strong>ators, <strong>and</strong> 100 community skill tra<strong>in</strong><strong>in</strong>g coord<strong>in</strong>ators. The material deliveryconsisted <strong>of</strong> overhead projectors, computers, books <strong>and</strong> paper. The future follow-up <strong>of</strong> theESDP was also planned.The focus <strong>of</strong> the second phase <strong>of</strong> the project was to support the educational reformoutl<strong>in</strong>ed <strong>in</strong> the <strong>Ethiopia</strong>n ESDP by address<strong>in</strong>g the quality <strong>of</strong> primary education, <strong>and</strong> tosome extent, <strong>of</strong> secondary <strong>and</strong> technical-vocational education 3 . The project had threesubprojects: (1) Cont<strong>in</strong>u<strong>in</strong>g <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>of</strong> Teachers <strong>and</strong> Other <strong>Education</strong>al Pr<strong>of</strong>essionals, (2)Curriculum <strong>and</strong> <strong>Education</strong>al Material Development, <strong>and</strong> (3) Capacity Build<strong>in</strong>g <strong>of</strong><strong>Education</strong>al Organizations. The <strong>in</strong>tegrated results <strong>of</strong> the subprojects were <strong>in</strong>tended toenhance the capacity <strong>of</strong> educational <strong>in</strong>stitutions to implement the revised educationalpolicy <strong>and</strong> curriculum, to improve the pr<strong>of</strong>essional resources <strong>of</strong> teachers, supervisors,pedagogical centre coord<strong>in</strong>ators <strong>and</strong> librarians, not forgett<strong>in</strong>g coord<strong>in</strong>ators <strong>of</strong> non-formaleducation <strong>and</strong> build<strong>in</strong>g technicians.Project RelevanceThe project known as the “small ESDP” (ESDP project) supported the ambitious reform <strong>of</strong>the <strong>Ethiopia</strong>n education system <strong>and</strong> piloted the ESDP. The ESDP project was an <strong>in</strong>tegralpart <strong>of</strong> the plann<strong>in</strong>g phase <strong>of</strong> the ESDP drawn up by the GoE <strong>and</strong> it was a sector wideprovision <strong>of</strong> aid preferred <strong>in</strong> F<strong>in</strong>l<strong>and</strong>.2 Preparatory Assistance Team for the <strong>Education</strong> Sector Development <strong>in</strong> <strong>Ethiopia</strong>. <strong>An</strong>nual Progress Report.January-December 1995. GOE-MOE, MFA & FTP.3 Support to <strong>Education</strong> Sector Development <strong>in</strong> <strong>Ethiopia</strong>. Phase II 1996-1999. Project Document. September1995. GOE-MOE & GOF-MFA79
The objectives <strong>and</strong> strategy <strong>of</strong> the reform <strong>and</strong> the ESDP itself are based on the <strong>Education</strong><strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Policy (1994). The ESDP project supports particularly the follow<strong>in</strong>g policygoals: (2.2.1) to promote relevant <strong>and</strong> appropriate education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g through formal<strong>and</strong> non-formal programmes; (2.2.5) to satisfy the country's need for skilled manpower byprovid<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>in</strong> various skills <strong>and</strong> at different levels; (2.2.6) to make education,tra<strong>in</strong><strong>in</strong>g <strong>and</strong> research appropriately <strong>in</strong>tegrated with development by focus<strong>in</strong>g on research;<strong>and</strong> (2.2.13) to gear education towards re-orient<strong>in</strong>g society's attitudes <strong>and</strong> valuesperta<strong>in</strong><strong>in</strong>g to the role <strong>and</strong> contribution <strong>of</strong> women <strong>in</strong> development.Three subprojects <strong>of</strong> the ESDP project contributed to the implementation <strong>of</strong> these policygoals <strong>and</strong> to the processes <strong>of</strong> decentralization <strong>and</strong> ESDP: (1) tra<strong>in</strong><strong>in</strong>g teachers <strong>and</strong> othereducational personnel by <strong>in</strong>creas<strong>in</strong>g the pedagogical <strong>and</strong> management capacities <strong>of</strong>teachers <strong>and</strong> school pr<strong>in</strong>cipals, regional, woreda- <strong>and</strong> zone-level educational authorities,<strong>and</strong> teacher educators; (2) develop<strong>in</strong>g <strong>and</strong> evaluat<strong>in</strong>g relevant <strong>and</strong> quality curricula <strong>and</strong><strong>in</strong>structional materials for pre-primary, primary <strong>and</strong> special education; (3) reform<strong>in</strong>g theorganization <strong>and</strong> management <strong>of</strong> education by improv<strong>in</strong>g the material <strong>and</strong> technicalresources <strong>of</strong> educational <strong>in</strong>stitutions.Based on the MoE’s recommendation, the ESDP focused on two very different regions,Amhara Region <strong>and</strong> Benishangul-Gumuz Region, where no other donor piloted the ESDP<strong>in</strong> a large scale. In addition, the educational <strong>in</strong>dicators <strong>of</strong> GER were below the nationalaverage <strong>in</strong> these regions. The ma<strong>in</strong> beneficiaries <strong>of</strong> the results <strong>of</strong> the project were Regional<strong>Education</strong> Bureaux, REBs, zonle <strong>and</strong> woreda <strong>of</strong>ficers, school adm<strong>in</strong>istrators <strong>and</strong> out-<strong>of</strong>fschoolgirls <strong>in</strong> the remote areas <strong>of</strong> Benishangul-Gumuz Region.Project EffectivenessIn collaboration with the <strong>Ethiopia</strong>ns the purpose <strong>of</strong> the ESDP project was to tra<strong>in</strong> teachers<strong>and</strong> school staff, develop curriculum support materials <strong>and</strong> to prepare regional <strong>and</strong> woredaadm<strong>in</strong>istrative staff <strong>in</strong> particular for the reform <strong>and</strong> change <strong>of</strong> the ESDP. The ESDP projecthad the aim <strong>of</strong> build<strong>in</strong>g the capacity <strong>of</strong> the staff <strong>of</strong> the central government, regionalbureaux, woreda- <strong>and</strong> zone-level <strong>of</strong>fices <strong>and</strong> teacher education establishments, a focushighly relevant to the process <strong>of</strong> the ESDP <strong>and</strong> the educational reform. The results <strong>of</strong> theirefforts to promote good governance were observable while <strong>in</strong>terview<strong>in</strong>g the representative<strong>of</strong> the regional <strong>and</strong> zone-level <strong>of</strong>fices. The active collaboration with other donors organizedby the project leader <strong>of</strong> the ESDP project ensured that F<strong>in</strong>l<strong>and</strong> avoided engag<strong>in</strong>g <strong>in</strong>overlapp<strong>in</strong>g activities <strong>in</strong> the educational sector. Because the ESDP <strong>of</strong>fice became an<strong>in</strong>formal locus <strong>of</strong> <strong>in</strong>formation exchange between donor agencies, it was <strong>of</strong>ten visited by<strong>in</strong>ternational review delegations.The <strong>Ethiopia</strong>n stakeholders were <strong>in</strong>volved <strong>in</strong> implement<strong>in</strong>g the project, which contributedto their commitment <strong>and</strong> dissem<strong>in</strong>ation <strong>of</strong> the project results. The follow<strong>in</strong>g achievements<strong>of</strong> the project were identified <strong>in</strong> the midterm evaluation 4 :• improved capacity <strong>of</strong> the REBs <strong>and</strong> educational <strong>in</strong>stitutions due to the largenumber <strong>of</strong> skilled staff tra<strong>in</strong>ed by the ESDP project;• produced the tra<strong>in</strong><strong>in</strong>g materials <strong>and</strong> manuals;• improved participatory plann<strong>in</strong>g <strong>and</strong> project management at the REBs;• developed a curriculum for pre-school, primary <strong>and</strong> non-formal education;4 Report <strong>of</strong> the Mid-Term Review <strong>of</strong> the ESDP <strong>in</strong> <strong>Ethiopia</strong>. First draft 30.10.98. MFA80
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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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OECD countries have committed thems
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- Page 63 and 64: REFERENCESAlemu, Y. (2000). A compa
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