Project Susta<strong>in</strong>abilityThe capacities <strong>of</strong> schools <strong>and</strong> teacher tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitutions were improved by produc<strong>in</strong>gtra<strong>in</strong><strong>in</strong>g modules <strong>and</strong> tra<strong>in</strong><strong>in</strong>g people to produce teach<strong>in</strong>g materials at <strong>in</strong>stitution levels.The tra<strong>in</strong><strong>in</strong>g, programmes <strong>and</strong> teach<strong>in</strong>g materials were not organized <strong>and</strong> preparedhaphazardly; first needs analyses were made, after which the materials were prepared, thetra<strong>in</strong>ers tra<strong>in</strong>ed, the materials edited further, only then followed by the implementation <strong>of</strong>a cascade model. After an evaluation the materials were revised. Naturally enough,materials created <strong>in</strong> the 1990s are no longer up to date, though some <strong>of</strong> them have beenrevised at the local level. However, the pattern <strong>of</strong> creat<strong>in</strong>g new materials as such seemedstill current <strong>in</strong> the teacher education <strong>in</strong>stitutions that had been <strong>in</strong>volved <strong>in</strong> the ESDPprocesses.<strong>Education</strong> pr<strong>of</strong>essionals ga<strong>in</strong>ed both improved skills <strong>and</strong> an <strong>in</strong>creased underst<strong>and</strong><strong>in</strong>g <strong>of</strong> thecomplexity <strong>of</strong> policy processes. The effectiveness <strong>of</strong> the tra<strong>in</strong><strong>in</strong>g <strong>in</strong> promot<strong>in</strong>g thedevelopment <strong>of</strong> the regional <strong>and</strong> central ESDPs 7was mentioned several times byadm<strong>in</strong>istrators <strong>and</strong> teacher educators. Before 1999 F<strong>in</strong>nish development cooperation madea remarkable contribution towards the growth <strong>of</strong> this expertise.The people <strong>in</strong>terviewed at the MoE <strong>and</strong> the M<strong>in</strong>istry <strong>of</strong> Economic Development <strong>and</strong>Cooperation (MEDaC) <strong>and</strong> their counterparts <strong>and</strong> senior experts <strong>in</strong> the Amhara <strong>and</strong>Benishangul-Gumuz Regions considered that the ESDP had created a capacity to manage<strong>and</strong> cont<strong>in</strong>ue with the <strong>Ethiopia</strong>n educational reform at regional <strong>and</strong> local level. The ESDPproject had appreciably (1) tra<strong>in</strong>ed competent staff to serve at various levels <strong>of</strong>adm<strong>in</strong>istration; (2) produced valuable educational materials <strong>and</strong> manuals, which will berevised locally as needed; (3) provided lessons through experiences ga<strong>in</strong>ed <strong>in</strong> plann<strong>in</strong>g,implement<strong>in</strong>g <strong>and</strong> monitor<strong>in</strong>g the ESDP project <strong>in</strong> a participatory <strong>and</strong> flexible manner; (4)given the participants’ immediate experience <strong>of</strong> adjust<strong>in</strong>g regional <strong>and</strong> local policies to theESDP through work for the ESDP project; <strong>and</strong> (5) provided material assistance <strong>in</strong> the form<strong>of</strong> equipment, facilities, vehicles <strong>and</strong> so on. All this has contributed to a quantitativeexpansion <strong>of</strong> education. There has been an <strong>in</strong>crease also <strong>in</strong> female participation <strong>in</strong>education. In all, F<strong>in</strong>l<strong>and</strong> has provided remarkable support for the ESDP <strong>in</strong> <strong>Ethiopia</strong> <strong>in</strong> the1990s.3. Monitor<strong>in</strong>g the <strong>Education</strong> Sector Development ProgrammeNames <strong>of</strong> the Projects: Consultancy Services for Participation at <strong>Education</strong> SectorDevelopment ProcessSites: M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, Addis AbebaDuration: June 1998 – September 1999F<strong>in</strong>anc<strong>in</strong>g: F<strong>in</strong>l<strong>and</strong>: FIM 324,285Implement<strong>in</strong>g Agencies:FTP with GovernmentObjective: To plan, monitor <strong>and</strong> assess the ESDP as a donor participant; To follow up <strong>and</strong>analyze the ESDP <strong>in</strong> <strong>Ethiopia</strong>Purposes: Management <strong>and</strong> adm<strong>in</strong>istration <strong>of</strong> the services <strong>and</strong> expert <strong>in</strong>puts needed for thesector development programmepreparation <strong>and</strong> review process7 <strong>Education</strong> Sector Development Programme <strong>of</strong> Amhara National Regional State 1997/97-2001/02. August1997. Bahar Dar.83
Project Relevance<strong>An</strong> <strong>in</strong>dication <strong>of</strong> F<strong>in</strong>l<strong>and</strong>’s grasp <strong>of</strong> the current situation was that FTP International wasthe MFA’s consultant, active participation <strong>in</strong> the reform brought about by sector wideapproach <strong>in</strong> education. F<strong>in</strong>nish consultants were the ones among the donor communitywho followed <strong>and</strong> analyzed the ESDP <strong>in</strong> <strong>Ethiopia</strong> <strong>and</strong> assessed its implementation <strong>in</strong> 1998-1999 8 .EffectivenessS<strong>in</strong>ce 1997 the sector-wide approach was applied <strong>in</strong> <strong>Ethiopia</strong>. The objective <strong>of</strong> theconsultancy service was to analyse the ESDP process, to assess the ESDP preparationprocess, <strong>and</strong> to dissem<strong>in</strong>ate the results to the civil servants <strong>in</strong> MFA. As an outcome, thestudy 9<strong>of</strong> the ESDP <strong>and</strong> analyses <strong>of</strong> developments lead<strong>in</strong>g to the <strong>in</strong>itiation <strong>of</strong> the ESDPbetween 1994 <strong>and</strong> 1996 were produced. A F<strong>in</strong>nish delegate also participated <strong>in</strong> the firstJo<strong>in</strong>t Review Mission <strong>of</strong> the ESDP <strong>in</strong> 1999. Additionally, an appraised project proposal <strong>and</strong>a project document 10 were prepared as cont<strong>in</strong>uation <strong>of</strong> <strong>Ethiopia</strong>-F<strong>in</strong>l<strong>and</strong> cooperation.EfficiencyAfter careful preparations <strong>and</strong> expert assessments the F<strong>in</strong>nish Government decided to useFIM 20 million to assist an ESDP school-build<strong>in</strong>g project, funds that had already beenallocated. The support was meant to fund the construction <strong>of</strong> 150 first-cycle primaryschools (Grades 1-4). The project was never started.In 1999 the FTP, funded by the MFA, drew up a proposal for a five-year follow-up project<strong>in</strong> 2000-2004 with the fund<strong>in</strong>g <strong>of</strong> FIM 33.7 million. The project document has been drafted<strong>and</strong> developed <strong>in</strong> collaboration with the <strong>Ethiopia</strong>n counterparts. The proposal <strong>in</strong>cluded thecont<strong>in</strong>ued aid to the ESDP suggested on the basis <strong>of</strong> needs analyses carried out by theESDP <strong>and</strong> a consideration <strong>of</strong> their f<strong>in</strong>d<strong>in</strong>gs. The programme document “Cont<strong>in</strong>ued F<strong>in</strong>nishSupport to <strong>Education</strong> Sector Development <strong>in</strong> <strong>Ethiopia</strong> with<strong>in</strong> the Framework <strong>of</strong> the<strong>Education</strong> Sector Development Program (ESDP)” never reached the appraisal phase. Thefollow-up aid was meant to be used to support teacher tra<strong>in</strong><strong>in</strong>g <strong>and</strong> further capacitybuild<strong>in</strong>g, essential factors affect<strong>in</strong>g the quality <strong>of</strong> education.Project Susta<strong>in</strong>abilityAfter the bilateral projects ended <strong>in</strong> 1999 because <strong>of</strong> the war between Eritrea <strong>and</strong> <strong>Ethiopia</strong>,the MFA has not participated <strong>in</strong> monitor<strong>in</strong>g the ESDP. In 1999 F<strong>in</strong>l<strong>and</strong> pulled out fromdevelopment cooperation <strong>in</strong> the educational sector <strong>and</strong> moved to the water sector <strong>in</strong><strong>Ethiopia</strong>. The follow<strong>in</strong>g undertak<strong>in</strong>gs, were not completed:8 Oksanen, R. & Lönnqvist, A. Harmonis<strong>in</strong>g Requirements <strong>and</strong> Procedures among Potential Fund<strong>in</strong>gAgencies Support<strong>in</strong>g <strong>Education</strong> <strong>and</strong> Health Sector Development Programmes <strong>in</strong> <strong>Ethiopia</strong>. F<strong>in</strong>al Report,SIDA, 18 May 1998., FTP International.9 Mart<strong>in</strong>, J., Oksanen, R. & Takala, T., Preparation <strong>of</strong> the <strong>Education</strong> Sector Development Program <strong>in</strong><strong>Ethiopia</strong>. Reflections by Participants. F<strong>in</strong>al Report, June 1999. Cambridge <strong>Education</strong> Consultants, UK <strong>and</strong>FTP International.10 FDRE:MOE & GOF:MFA, Cont<strong>in</strong>ued F<strong>in</strong>nish Support to <strong>Education</strong> Sector Development <strong>in</strong> <strong>Ethiopia</strong>With<strong>in</strong> the Framework <strong>of</strong> the <strong>Education</strong> Sector Development Programme (ESDP). Programme Document,September 1999.84
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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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marriage by abduction, isolation du
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making, metal work, agriculture, ho
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- Page 63 and 64: REFERENCESAlemu, Y. (2000). A compa
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