Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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The Primary School Construction Component was prepared by the GoE, after which theproposal was submitted to the GOF in 1997. The proposal was appraised by an externalconsultant and a report including a set of recommendations was sent to the MFA in 1998.The school component was planned to be launched after the GoE submitted to the MFA arevised project proposal. The component was incorporated into the ESDP, and until June2002 there was a financial commitment of FIM 20 million.The special education project run by Finland was originally planned in the long term as atwo-phase scheme. The second phase (2000-2004) was planned to consolidate theachievements of the first phase (1994-1998). The programme document "Finnish Supportto Education Sector Development Programme of Ethiopia" was prepared after expertconsultations on education held in September 1999. The document was never appraised.The planned programme funding was FIM 33.7 million. For more than ten years Finlandtrained experts in special education to serve as decision-makers and administrators andresearchers and teachers in Ethiopia. Between 1994 and 1998 Ethiopian participationnearly redoubled as compared to the first BA and MA programmes. According to plans, thedegree programmes should have been moved to AAU before 2000. The Finnish universitieswould have become facilitators and partners.Finnish representatives collaborated actively with Ethiopian and international educationalexperts on planning and evaluating the implementation of the ESDP in 1989-1999. TheMFA had money earmarked for this educational expert consultation until June 2000.Monitoring the ESDP was not continued during the Ethiopian-Eritrean war.4. NGO ProjectsAmong the NGOs, the Finnish Evangelical Lutheran Mission has supported thedevelopment of the educational sector in Ethiopia particularly through the Kambata-Hadiya Zone Education Programme, and the Mission for the Deaf has been collaboratingwith the School for the Deaf in Hosaina. The Finnish Lutheran Mission has contributed tothe Konso Literacy Programme.Kambata-Hadiya Zone Education Programme by the Finnish Evangelical LutheranMission (FELM) (Suomen lähetysseura, SLS)Sector: Education (NGO)Duration: 1990 – 2000Financing: Finland: about 11 million FIMIn the educational sector, the Finnish Evangelical Lutheran Mission (FELM) hascooperated with the South Central Synod (SCS) in several areas in the 1990s. FELM hasadjusted the objectives and functions of its separate projects to the ESPD. As a result,FELM's projects in the educational sector are a part of the Kambata-Hadiya ZoneEducation Programme. The programme includes• the Shone and Durame Pre-School projects• the Mishgida School project• the Adult Education and Literacy programme• the International Scholarship programme• provision of support to local government schools.85
The annual budget for these projects has been around FIM 1 million. The total amount ofNGO support equals about FIM 11 million. Many of the projects have been running sincethe 1970s.Konso Literacy Programme by the FLM (Suomen evankelisluterilainen kansanlähetys)Sector: Education (NGO)Duration: 1990 – 2000Financing: Finland: about 1,000,000 FIMThe FLM (Suomen evankelisluterilainen kansanlähetys) has had several projects in theeducational sector: building a pre-school in Desee, a literacy programme in Konso, anextension project for women in Denbidollo.Support to School for the Deaf in Hosanna by the Mission of Deaf (Kuurojen lähetys) andFELMSector: Education (NGO)Duration: 1990 – 200Financing: Finland: 4,6 million FIMThe Ethiopian Evangelical Church Mekane Yesys School for the Deaf has operated twentyyears. Mission of the Deaf and FELM have supported the school. The purpose the school isto educate the deaf children, provide counselling services for hearing disability and toenhance independence and equal opportunity for them. The school delivers academic andvocational education according to the curriculum of the ESDP from Preparatory class,through Grade 1 to Grade 8 and up to Grade10. In the school year of 2000/01 thereenrolled 87 boys and 60 girls with the staff consisting of 25 males and 13 females.Relevance of the Selected NGO ProjectsWhere the bilateral development projects have served national needs and the relevantnegotiations have been conducted between governments, the NGO projects have stemmedmainly from local needs and been largely citizen-centered. The NGO projects haveoperated independently of GoE policies and bilateral projects. However, towards the endof the decade there have been cooperative efforts by woreda and zone administrators andthe managers of the NGO projects to integrate the projects into the goals and strategy ofthe ESDP. The activities of the Finnish NGOs have focused on adult literacy campaigns, onbuilding kindergartens and schools and on providing special education, particularly onimproving the educational situation of the deaf. The work of the NGOs has significantlycomplemented that of the bilateral projects and vice versa.Project EffectivenessThe NGO projects selected for review here complement the target groups and areas of theFinnish bilateral programmes in significant ways. For instance, the Hosaina school hasdeveloped computer-assisted instruction and computer skills for deaf students. The schoolalso prepares the deaf students for the workforce through two approaches: byvocationalizing the primary-school curriculum between Grade 5 and 8, and by providingvocational education and training in Grades 9 and 10.86
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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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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 and 58: • jointly implemented projects, c
Page 59 and 60: It is recommended that Finnish deve
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: Project RelevanceAn indication of F
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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