needs assessment report, ethiopia

ASSESSMENT OF TEACHER TRAINING AND DEVELOPMENT NEEDS TO ENSURE EDUCATION FOR ALL (EFA)

Needs Assessment Report

Ministry of Education (Federal Democratic Republic of Ethiopia) and

Section for Teacher Development and Education Policies (THE/TEP) Division for Teacher Development and Higher Education (ED/THE)

and UNESCO International Institute for Capacity Building in Africa( UNESCO IICBA)

and UNESCO Office (Addis Abba)

UNESCO Paris, April 2013

Ministry of Education Federal Democratic Republic of Ethiopia

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Typewritten Text

ED/2014/TLC/LTR/09

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Note to reading this needs assessment report: Due to absence of sufficient data, including yearly training of teachers, data on annual intake, data on geographical distribution and attrition of teachers, consequently the report does not provide full-fledged baseline information nor a full set of needs analysis on teacher management issues. However, the team has fully exploited and examined the available data and information to finalise this report.

Acknowledgements UNESCO would like to convey sincere gratitude and appreciations to the Federal Ministry of Education in Ethiopia for their continuous support, commitment as well as leadership demonstrated throughout the entire processes in finalizing this report. Special thanks go to Mr Solomon Amare, the focal point in the National Team within the Ministry, for his leadership to coordinate the National Team in finalizing this report. The team also would like to express appreciations to UNESCO/Addis and IICBA, which facilitated the entire process and enabled extensive national and local stakeholder dialogue and engagement. Last but not least, we would like to express our special thanks to the deans of Hawasa CTE and faculty of education of Bahir Dar university, for facilitating the process of needs assessment survey that has been conducted at the regional level.

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ABBREVIATIONS ............................................................................................................................. VI

INTRODUCTION – METHODOLOGICAL CONSIDERATIONS ................................................ V

1. OVERALL CONTEXT OF THE COUNTRY AND NATIONAL DEVELOPMENT PRIORITIES ........................................................................................................................................ 1

1.1 Social and economic development context ................................................................................................ 1 1.1.1 The Population of Ethiopia ........................................................................................................................ 1 1.1.2 The Social Context and Condition ............................................................................................................. 1 1.1.3 Economy and the Labour Market .............................................................................................................. 2 1.1.4 Administrative organization of the Country .............................................................................................. 3

1.2 National development priorities and strategies ......................................................................................... 3

1.3 Context of the education and the government’s education priorities and strategies ................................. 4 1.3.1 Context and educational challenges ......................................................................................................... 4

1.3.1.1 Current structure of the Education System of Ethiopia ..................................................................... 4 Technical and vocational education and training .......................................................................................... 4 1.3.1.2 Access and efficiency ......................................................................................................................... 6 Table 1: Access and Efficiency for Primary and Secondary Schools in 2009/010 and 2011/12 (target and actual) ............................................................................................................................................................ 7 1.3.1.3 Equity Issues....................................................................................................................................... 7 Table 2: Primary Net Enrolment Ratios, by Region for 2006/07 and 2011/12 .............................................. 7 Figure 5: Secondary GER by Region (9-10) ..................................................................................................... 8 1.3.1.4 Quality and Relevance ....................................................................................................................... 8 Figure 6: Percentage of students achieving pass scores in the Grade 10 EGSECE ......................................... 8 1.3.1.5 Financing of Education ..................................................................................................................... 10 1.3.1.6 Management of the Education System ............................................................................................ 11

1.3.2 National education priorities and strategies .......................................................................................... 11 Priority action programs are as follows: ...................................................................................................... 12

1.4 Priorities and strategies of the government and its partners with regard to teachers .............................. 13 1.4.1 National priorities with regard to teachers ............................................................................................. 13

The policy framework .................................................................................................................................. 13 1.4.2 Status of the past, current and future teacher programmes/projects of international partners ........... 13

2. TEACHER REQUIREMENTS: ANALYSIS OF AVAILABLE STAFF AND ESTIMATE OF CURRENT AND FUTURE TEACHER REQUIREMENTS ......................................................... 15

2.1 Demographic pressure ............................................................................................................................. 15

2.2 Educational coverage and its evolution .................................................................................................... 15 Gross Enrolment Rate (GER) at Primary Level (1-8) ......................................................................................... 15

Table 3: Gross Enrolment Rate (GER) Trends at Primary Level .................................................................... 15 Net Enrolment Rate (NER) at Primary Level (1-8) ............................................................................................ 15

Figure 7: Net Enrolment Rate (NER) Trends for Primary Grades 1-8 ........................................................... 16 Table 4: Primary Completion Rate (in percentage) by Gender .................................................................... 17

2.3 Managing the flow of students – the case of grade repetition ................................................................. 17 Table 6: Primary Repetition Rate by Grade and Gender (Grades 1-8) ......................................................... 18

2.4 Determining the pupil-teacher ratio ........................................................................................................ 18 Figure 8: Primary Pupil Teacher Ratios (Grades 1-8) ................................................................................... 18

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3. TEACHER WORKFORCE MANAGEMENT: RECRUITMENT, DEPLOYMENT, ABSENTEEISM AND ATTRITION ............................................................................................... 19

3.1 Management of teacher stocks: recruitment, deployment and attrition .................................................. 19 3.1.1 Teacher recruitment................................................................................................................................ 19

New teacher demand .................................................................................................................................. 20 Table 7: Changes in the number of Teachers over the past five years ........................................................ 21

4. TEACHER TRAINING: OVERVIEW OF TEACHER-TRAINING ISSUES ......................... 26

4.1 Initial teacher training .............................................................................................................................. 26 Initial teacher-training capacities ..................................................................................................................... 26 4.1.1 Characteristics of initial training.............................................................................................................. 27

Primary school teacher preparation ............................................................................................................ 27 Secondary school teacher preparation ........................................................................................................ 27 Admission requirement ............................................................................................................................... 28 Use of ICTs in initial teacher training ........................................................................................................... 29 Programme for the training of trainers ....................................................................................................... 29 In secondary pre-service .............................................................................................................................. 31 Evaluation of professional knowledge and achievements ........................................................................... 32

4.2 In-service teacher training ....................................................................................................................... 32 4.2.1 In-service teacher-training system capacities ......................................................................................... 32 4.2.2 Effectiveness of in-service teacher training ............................................................................................ 33

Selection of teachers for in-service training ................................................................................................ 33 Delivery of in-service training ...................................................................................................................... 33 Content of training programmes ................................................................................................................. 33 Evaluation of in-service training .................................................................................................................. 34 Costs of in-service training ........................................................................................................................... 34

5. Teacher management: status, pay and career ............................................................................................ 35 5.1 Teachers’ professional status ..................................................................................................................... 35 5.2 Pay, incentives and benefits ....................................................................................................................... 35

6. CONCLUSION AND RECOMMENDATIONS BY THE NATIONAL TEAM ....................... 37

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List of Figures and Tables List of Figures Page Figure 1: Primary G1-8, NER,% .......................................................................................... 6

Figure 2: primary G5-8, NER,% .......................................................................................... 6

Figure 3: Secondary G9-12, GER,% ................................................................................... 6

Figure 4: Secondary G11-12, GER,% ................................................................................. 6

Figure 5: Secondary GER by Region (9-10).............................................................................. 8

Figure 6: Percentage of students achieving pass scores in the Grade 10 EGSECE ........... 8

Figure 7: Net Enrolment Rate (NER) Trends for Primary Grades 1-8 ............................. 16

Figure 8: Primary Pupil Teacher Ratios (Grades 1-8) ...................................................... 16

List of Tables Table 1: Access and Efficiency for Primary and Secondary Schools in 2009/010 and

2011/12 (target and actual) ...................................................................................... 7

Table 2: Primary Net Enrolment Ratios, by Region for 2006/07 and 2011/12................. 7

Table 3: Gross Enrolment Rate (GER) Trends at Primary Level ...................................... 15

Table 4: Primary Completion Rate (in percentage) by Gender ...................................... 17

Table 5: Primary Repetition Rate Trends by Gender (Grades 1-8) ................................. 17

Table 6: Primary Repetition Rate by Grade and Gender (Grades 1-8) ........................... 18

Table 7: Changes in the number of Teachers over the past five years .......................... 21

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ABBREVIATIONS

ABE Alternative Basic Education (Centre) ADLI Agricultural-Development-Led Industrialization CPD Continuous Professional Development CSA Central Statistics Agency ECCE Early Childhood Care and Education ESDP Education Sector Development Programme EMIS Education Management Information System ELIC English language Improvement Centres ELIP English Language Improvement Programme EGSECE Ethiopia General Secondary Education Certificate

Examination ETB Ethiopian Birr ( Ethiopian Currency) ETP Education and Training Policy GDP Gross Domestic Product GEQIP General Education Quality Improvement Programme GNP Gross National Product HDP Higher Diploma Programme JICA Japan International Cooperation Agency MDG Millennium Development Goals MOE Ministry of Education MOFED Ministry of Finance and Economic Development MOH Ministry of Health PGDT Post Graduate Diploma in Teaching REB Regional Education Bureau TESO Teacher Education System Overhaul TDP Teacher Development Programme TDP I First Teacher Development Programme TDP II Second teacher Development Programme TEI Teacher Training Institutes TVET Technical and Vocational Education and Training UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural

Organization UNICEF United Nations Children’s Fund USAID United States Agency for International Development WHO World Health Organization

Needs Assessment Report (Ethiopia)

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INTRODUCTION – METHODOLOGICAL CONSIDERATIONS The information for this assessment was collected using qualitative and quantitative methods. Essentially, statistical yearbook, policy documents, as well as education statistics annual abstract (2010-2011), Education Sector Development Plan (2010-2015) were consulted. In addition, individual interviews, focus group discussions, field visits and physical observations of the institutions and schools were carried out to complement the baseline information obtained from a desk review. Two teacher training institutions located in two regional states have been visited: Bahir Dar University from Amhara regional state and Hawassa College of Teacher Education (CTE) from Southern Nation and Nationality and Peoples Regional state. In addition, cluster schools, which are closely working with these institutions were also visited. The composition of the respondents included deans of Hawassa CTE and Faculty of Education and Behavioural studies of Bahir Dar University, teacher educators, school teachers and student teachers. A 6-member expert team conducted the assessment. The composition of the team included Programme Specialists from UNESCO Headquarters, experts from Ministry of Education, Teacher and Leader Development Directorate, experts from IICBA and UNESCO Liaison Office Addis Ababa. The team was divided into two groups of 3 to conduct the needs assessment. Team 1 (Bahir Dar)

1. Megumi Wantanbe , Programme Specialist at ED/THE/TEP, UNESCO Paris 2. Solomon Andargie, Teachers and Education Leaders Development Directorate,

Ministry of Education 3. Endris Awole, Program Officer, UNESCO, IICBA

Team 2 (Hawassa)

1. Fengchun Miao, Programme Specialist at ED/THE/TEP, UNESCO Paris 2. Isaac Abraham, Education Sector, UNESCO Liaison office Addis Ababa 3. Kedir Yimam, Teachers and Education Leaders Development Directorate, Ministry of

Education


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1. OVERALL CONTEXT OF THE COUNTRY AND NATIONAL DEVELOPMENT PRIORITIES

1.1 SOCIAL AND ECONOMIC DEVELOPMENT CONTEXT 1.1.1 The Population of Ethiopia The 2007 result of Population and Housing Census showed that the population of Ethiopia was 73,918,505. Of these, 37,296,657 (50.5percent) were males and 36,621,848 (49.5percent) were females. The urban population accounts 17% while the rural population does 83% . The annual population growth rate was 2.6% . The total fertility rate is 5.4 births per woman and Life Expectancy at birth is 53.4 years for males and 55.4 for females (MoH, 2010) living at various altitude. The majority of the population lives in the highland areas of the country whose lives depend mainly on farming, while the lowland population is predominantly pastoral. In terms of religion, 43.5% of the total population is Orthodox Christian and 33.9% is Muslim. Protestant and traditional religious group followers account for 18.6% and 2.6% respectively, of all age. According to 2007 census, the proportion of young population under age 15 is 45% , the working age group, 15-64 ,is 51.8% , and the proportion of population aged 65 years and over is 3.2% (CSA, 2008). 1.1.2 The Social Context and Condition The majority of Ethiopians have little or no education; women are generally less educated than men. The gender gap in education is more obvious at higher education than at lower level. The current rate of female enrolment in undergraduate programmes is at 28.2% ( EMIS 2011/12). Significant differences between male and female are also observed in the level of employment. This requires further commitment of government in planning and applying successful intervention to address gender disparity. Essentially, Ethiopia embraces a diversified nations, nationalities and peoples, and linguistic groups. Its peoples altogether speak over 80 different languages. Primary education is given by 23 mother tongue languages. In 2007/08 only 37% of the population had access to a proper waste disposal system and a mere 60% had access to safe drinking water; both were skewed toward the urban population (MOH, 2010). Access to primary health care services and coverage of the Expanded program on Immunization (EPI) were 89.6% and 81.0% t, respectively, in 2007/08 (EFY 2000). Furthermore, rates of under-five children, infant, and, maternal mortality were high at 123 per 1, 000, 77 per 1,000 live births, and 673 per 100,000 respectively (CSA, 2006). Nevertheless, Ethiopia has achieved impressive development results in recent years, including the third fastest improvements of any country towards reaching the Millennium Development Goals1. The latest Ethiopia Demographic and Health Survey data show that child mortality has fallen from 123 per thousand in 2006 to 88 in 2010, and primary net enrolment ratios (NERs) rose from 68% in 2004/2005 to 82% in 2009/2010. In the last five years, Ethiopia has: halved the incidence of malaria; deployed 32,000 more health extension

1 Overseas Development Institute, Millennium Development Goals Report Card: Measuring Progress Countries, September

2010.


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workers; doubled the immunisation rate2; rolled out an innovative social safety net to protect almost 8 million of the most vulnerable people3; and put 2 million more children in primary school4. 1.1.3 Economy and the Labour Market Economic activities have shown encouraging results during fifteen years, which is manifested by fast-growing annual GDP with average growth rate of 11% and it was the fastest-growing non-oil-dependent African nation in 2007. In the 2010/11 and 2011/12 it continued with similar momentum that the average growth registered in the consecutive fiscal years is very high at the rate of 10% compared to the 5.3% of Sub Saharan Africa average growth rate for the same period and the average GDP growth rate of 7% required to achieve MDGs target of reducing poverty by half by 2014/15. Ethiopia’s development strategy is summarized as the Agricultural-Development-Led Industrialization (ADLI). In this long-term strategy, agriculture is playing a leading role in the growth of the economy and the source of income for the majority of the population. For instance, World Bank estimated that the agriculture sector contributes about 43.8% to total GDP and covers 85% of the total employment. It also generates about 90% of export earnings and supplies about 70% of the country’s raw material requirement for large and medium sized industries that are agro-based. The industrial sector has shown encouraging progress as a result of the investment policy and strategy designed by the Government. Currently, the industry and service sectors of the economy are accounted for 13.2% and 43% of the total GDP and covers %5 and 10% of the total employment, respectively. The government has designed strategies of expanding infrastructure for social services and to encourage more investment. Among the steps taken to create a conducive environment to encourage investment, streamlining bureaucratic procedures such as customs clearance within hours, and removing institutional bottlenecks, increasing the supply of affordable investment opportunities and strengthening finance and banking services, quality management and improving the market for businesses are notable ones. According to MoFED (2009) the GNP per capita of Ethiopia has reached $220 and encouraging achievements in improving basic aspects of life were recorded in recent years. Indeed according to another MOFED report, annual progress report on GTP for F.Y.2011/12, the poverty level declined to 27.6% in 2011/12 from 38.7% where it was in 2004/05 indicating that the rapid economic growth has indeed been pro-poor. The achievements also indicate that by intensifying economic growth, the MDG goal of reducing poverty by half (to 22.2% ) by 2015 is achievable. The rapid and broad based economic growth which has been registered in the last nine years has also generated new job opportunities. Accordingly, in urban areas unemployment rate has declined from 18.9% in 2009/10 to 18% in 2010/11 and further to 17.5% in 2011/12. In the same period, delivery of basic services such as education, health, drinking water, transport, etc. has expanded significantly. 2 Federal Democratic Republic of Ethiopia (2010) Health Sector Development Program III, Annual Performance Report: EFY

2002 (2009/10). Ministry of Health, Addis Ababa 3 Devereux et al (2006) Ethiopia’s Productive Safety Nets Program. Trends in PSNP Households with Targeted Transfers.

Institute of Development Studies, Sussex. 4 Federal Democratic Republic of Ethiopia (October 2012) Education Statistics Annual Abstract: 2011 - 2012. Ministry of

Education, Addis Ababa


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Around 35 million people of the Ethiopian work force are characterized by low skill levels and very low average educational attainment. Only 10% of the urban population has post-secondary school education. As a consequence, 75% of the workforce is concentrated in low skill employment sectors such as commerce, services and elementary occupations and less than half of the urban workforce is engaged in wage employment. More than 40% are self-employed in the informal economy. Levels of urbanization are very low compared to international standards, which need to be transformed as fast as possible. 1.1.4 Administrative organization of the Country Ethiopia has a federal system of government which consists of two tiers of parliament, the House of People’s Representatives and the House of Federation. The federal government is divided into nine National Regional States and two chartered city administrations namely. Among the regions, four of them are emerging Regions and need economic and other special social services from federal government. The Ethiopian constitution mandated regions (often referred to us regional states) the right to adopt local constitution and laws for running local social and economic activities. While the federal government is gradually devolving power, regions are empowering to exercise local social and economic administration.

1.2 NATIONAL DEVELOPMENT PRIORITIES AND STRATEGIES

Ethiopia’s development strategy is summarized as the Agricultural-Development-Led Industrialization (ADLI). In this long-term strategy, agriculture is playing a leading role in the growth of the economy. Its broad objectives are to modernize agriculture and improve its efficiency and productivity, ensure food security, create employment opportunities and enhance the country’s foreign exchange earnings with the aim to promote the development of a vibrant industrial sector and accelerate overall economic growth. ADLI is supplemented by sector-specific strategies in areas such as health, education, ICTs, population, industry, etc. In the framework of ADLI, Ethiopia has been implementing two sets of macro-economic programs since 2002/3 designed to accelerate the reduction of poverty in a sustained manner. The central objectives of these national strategies are to address the human development needs and achieving the Millennium Development Goals (MDGs) by 2015. These were (1) the “Sustainable Development and Poverty Reduction Program (SDPRP)” that lasted from 1995 to 2004/05 and (2) the “Plan for Accelerated and Sustained Development to End Poverty (PASDEP)” from 2005/6 to 2009/10. SDPRP focused on accelerating progress mainly in education and health, expanding the infrastructure, opening the economy, building institutions and further devolution of governance to the Woreda level. PASDEP was intended to consolidate the achievements of SDPRP but with a broad strategic focus on poverty alleviation through diversified pro-poor growth by linking aid management, government development programmes and attainment of the MDGs in a single unified framework. This led to significant economic growth and a decrease in the level of poverty. The present long-term development plan, the Growth and Transformation Plan (GTP), aims to achieve the Millennium Development Goals by 2015 and middle-income status for Ethiopia by 2020-2023. This is stated as follows in the 2009/10 Green paper by the Ministry of Science and Technology: “to see Ethiopia become a country where a democratic rule, good governance and social justice reign upon the involvement and free-will of its peoples,


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and once extricating itself from poverty becomes a middle-income economy” [as recognized by a per capita income of 1000 USD by 2025] The 2010/11 Annual Progress Report on the GTP5 noted that the: ‘Education sector is one of the key focus areas of GTP and MDG’. Accordingly, the GTP has the goal of producing democratic, efficient and effective, knowledge based, inspired and innovative citizens who can contribute to the realization of the long term vision of making Ethiopia a Middle Income Economy. The sector focuses on educating and/or training the workforce that is demanded by industry, particularly the growing manufacturing industry, at all levels. GTP planned to ensure equitable access to quality education at all levels, TVET and higher education; allowing these sub-sectors to have a strong linkage to, and interrelationship with, each other. The key objective of GTP regarding education is also to ensure the achievement of the MDGs.

1.3 CONTEXT OF THE EDUCATION AND THE GOVERNMENT’S EDUCATION PRIORITIES AND STRATEGIES 1.3.1 Context and educational challenges 1.3.1.1 Current structure of the Education System of Ethiopia The Ethiopian education system is structured as pre-school, primary and secondary education, technical and vocational training and education and higher education. General Education’ in Ethiopia comprises:

• First cycle primary education, Grades 1 to 4; • Second cycle primary education, Grades 5 to 8; • First cycle or ‘General’ secondary education, Grades 9-10; • Second cycle secondary education, Grades 11 to 12; • Alternative Basic Education (ABE), flexible, community-based first-cycle primary

for out of-school children6. Prior to General Education, a small but growing number of children attend Kindergarten, pre-school classes, or other Early Childhood Care and Education (ECCE) centres. Second cycle secondary education is seen as preparation for entry to Higher Education (university), determined by grades in the Ethiopian General Secondary Education Certificate Examination (EGSECE).

Technical and vocational education and training

An alternative preparatory school for grade 10 leavers is Technical and Vocational Education and Training (TVET) with five levels of National TVET Qualification Certificates. Success at the highest level allows entry to university. However, only 340,409 students were enrolled in Ethiopia’s 505 TVET institutes in 2011/12 (12,890 trainers), though this was a 48%

5 http://www.mofed.gov.et/English/Resources/Documents/GTP%20Annual%20progress%20Report%20%282010-

11%29.pdf accessed 12 November 2012 6 The Amhara Region Education Bureau Alternative Basic Education Strategy 2003 sought ‘to alleviate the problem of

access of children to basic education by establishing cost-effective, flexible, easily reachable, and community-based basic education centres that are closely linked with, and that effectively serve as satellites or feeders to formal primary schools.

http://www.mofed.gov.et/English/Resources/Documents/GTP%20Annual%20progress%20Report%20%282010-11%29.pdf

http://www.mofed.gov.et/English/Resources/Documents/GTP%20Annual%20progress%20Report%20%282010-11%29.pdf


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increase from 2007/087. Apart from this diversified technical and vocational education and training is provided for those who leave school from any level of education. Higher education Higher education at first degree and graduate levels, is research oriented, enabling students become problem-solving professional leaders in their fields of study and in overall societal needs. The present long term vision of growth to transform Ethiopia into middle income country by the year 2025 calls human resource development to be strengthened by training competent and innovative people with special attention to engineering, technology and natural sciences through introducing high quality science and mathematics curricula at primary and secondary schools. In line to this a policy of the 70:30 university intake ratios is adopted to favour science and technology. Non-formal education Non-formal education is provided beginning and integrated with basic education and at all levels of formal education. The non-formal education is concrete in its content, focusing on enabling the learners develop problem-solving attitudes and abilities. Adult education is treated under this educational structure. To conclude, the layout of the current educational structure was ratified by education and training policy which was affirmed in 1994. However, different remarkable reforms were made through time. For instance, the introduction of alternative basic education and innovative models such as mobile schools to the disadvantaged groups and the emerging regions has improved the preoccupying situation remarkably. Adult education, which belongs to the non-formal education structure, was given little attention some years back. But the expansion of comprehensive adult education system is essential to completing the learning continuum in the country. Hence, with this understanding in 2008 a National Adult Education Strategy of which an integrated approach to functional adult literacy was established

7 MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012


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1.3.1.2 Access and efficiency Access has continued to increase but drop-out and repetition remain a challenge. Figures 1 to 4 below, based on MoE annual statistics, show the growth of enrolments to 2010/11.

Source: Draft General Education Quality Improvement Programme (GEQIP II) document, MOE 2012 As shown in Table 1, the primary intake rate and primary enrolment ratios rose at a faster rate. The numbers in lower secondary education also increased, though not the gross enrolment ratio (GER). The upper secondary GERs have significantly increased. On the efficiency side, the dropout rates in the first year of primary school and throughout primary school have reduced. The grade 8 completion rate has improved but not the grade 5 completion rate. The repetition rate in primary school has increased.

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Table 1: Access and Efficiency for Primary and Secondary Schools in 2009/010 and 2011/12 (target and actual)

Outcome indicator 2009/10 (%) 2011/12 Target (%) 2011/12 Actual (%)

Male Female Total Male Female Total Male Female Total Grade 1 net intake rate 78.8 74.5 76.7 90.4 88.3 89.5 94.6 89.7 92.2 Primary 1-4 Enrolment (NER) 88.2 84.9 86.6 93.7 92.0 92.9 94.4 89.8 92.2 Primary 5-8 Enrolment (NER) 46.0 46.9 46.4 63.1 63.2 63.2 47.0 49.2 48.1 Primary 1-8 Enrolment (NER) 83.7 80.5 82.1 90.7 88.6 91.5 86.8 83.9 85.4 Secondary 9-10 Enrolment (GER) 43.5 34.7 39.1 47.2 44.1 45.7 39.1 34.6 36.9 Secondary 11-12 Enrolment (GER) 8.9 5.0 7.0 - - - 10.0 7.6 8.8 Grade 5 completion rate 77.5 73.7 75.6 89.0 88.0 88.0 74.1 73.4 73.8 Grade 8 completion rate 51.0 44.5 47.8 57.0 59.0 58.0 52.4 51.9 52.1 Grade 1 drop-out rate 28.0 28.1 28.1 10.8 10.0 10.4 25.9 25.0 25.0 Grades 1-8 drop-out rate 18.2 19.0 18.6 7.1 6.1 6.6 17.4 15.1 16.3 Grades 1-8 repetition rate 4.7 5.2 4.9 4.2 3.7 3.9 8.7 8.3 8.5

Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 1.3.1.3 Equity Issues The gap between boys and girls has continued declining and has become much smaller. For instance, in 2008/09 the GER of girls in primary education (Grade1-8) was lagging behind that of boys by 6.9 percentage points as compared to 16.5 points in 2004/05. Gender parity index (GPI) for first cycle secondary education (grades 9-10) for 2008/09 is 0.74 and for the second cycle (grades 11-12) is 0.41. However, regional disparities continue being large. Two regions, Somali and Afar had poor performance with NER below 50 percent in 2006/07, which was far behind the national average. Nevertheless, the encouraging fact about these two regions is that they have the highest average annual growth rates of enrolments in primary level since 2006/07 16.7% and 17.5% respectively, compared to the national average of 12.6% .

Table 2: Primary Net Enrolment Ratios, by Region for 2006/07 and 2011/12

Region NER % Region NER % 2006/07 2011/12 2006/07 2011/12

Tigray 91 92 SNNPR 86 91 Afar 16 35 Gambella (122)* (102)* Amhara 83 93 Harari 96 77 Oromia 78 84 Addis Ababa 99 77 Somali 35 64 Dire Dawa 62 72 Benishangul-Gumuz

99 93 Total 79 85

* As the Annual Abstract notes, there is a problem with the Gambellla data as NER cannot exceed 100%. Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 The expansion of secondary education is characterized by regional disparities in a significant manner. Moreover, the rural- urban gap in the number of schools is still high. There are only 17% of secondary schools in the rural areas. Generally, challenges that are observed in the area of equity include big gender gap in the emerging regions and significant differences in schooling opportunities between urban and rural.


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Figure 5: Secondary GER by Region (9-10)

Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 1.3.1.4 Quality and Relevance One measure of student achievement is the proportion of students passing the grade 10 Ethiopian General Secondary Education Examination (EGSECE). This is shown in Figure 5 for academic years 2005/106 to 2009/10. There has been a significant increase in performance between 2007/08 and 2009/10, but with a heavy gender bias.

Figure 6: Percentage of students achieving pass scores in the Grade 10 EGSECE

Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 Another indirect measure of student achievement is the repetition rate at grade 8, 11.78% for boys and 11.9% for girls, given that students who fail the primary leaving certificate have to repeat before entering secondary level. Completion and dropout rates, considered earlier, are also indirect measures; both being to some extent affected by the student’s learning achievement. Two other indicators relating to the quality of education provision are teacher qualifications and the student teacher ratio. The percentage of primary school teachers (grades 1 to 8) with a teaching diploma increased from 38.4% in 2009/10 to 55.6% in 2011/12; the percentage of secondary school teachers (grades 9 to 12) with a degree increased over the same period from 77.4% to 90.7%; the primary student teacher ratio decreased from 51 to 50 whilst the secondary student teacher ratio decreased from 40.2 to 34.9 for grades 9 and 10 though it increased from 25.0 to 26.1 for grades 11 to 12. A more qualified teacher is not

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2004 E.C. (2011-12)


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necessarily a better teacher, and a lower student teacher ratio does not necessarily equate to a better learning experience8,9. The outcome depends on extent to which the teachers adapt their teaching in the light of training or reduction in class size. On the other hand, without adequate training and a manageable class size, teachers cannot teach effectively. And average class sizes cover much higher class sizes in which teachers find great difficulty in teaching effectively. Thus, complemented with other interventions such as improved school planning for quality improvement and a strengthened inspectorate, these improvements in teacher qualification and student-teacher ratio are likely to contribute to improved student achievement. A better measure of student achievement is performance in standardised learning assessments, given their emphasis on test validation. Ethiopia is one of the few countries in Africa that has institutionalised a National Learning Assessments (NLA) and Early Grade Assessments through the creation of the new National Education Assessment and Examinations Agency (NEAEA). The standardised NLA tests are administered at years 4, 8, 10 and 12 on a staggered basis: years 4 and 8 in 2004/05, 2007/08 and 2010/11, grades 10 and 12 in 2008/9 and 2011/12. Grade 4 students are tested in Reading, English, Mathematics and Environmental Science and Grade 8, 10 and 12 students in Biology, Chemistry, English, Mathematics and Physics. The NLA categorises students as having the following levels of proficiency: ‘below basic’, ‘basic’, ‘proficient’ and ‘advanced’. Between 2006/07 and 2010/11, the percentage of students gaining above basic level increased from 41% to 43% at grade 4, and from 37% to 44% at grade 8. In 2008/09, the proportion of students performing at below basic level in grades 10 and 12 was 63.7% and 55.2% respectively. In 2011/12, the percentage of students achieving a score of 50% or above at grade 10 varied from 10% in physics to 25% in biology, and at grade 12, from 17% in physics to 61% in biology, indicating improvement at this level. An Early Grade Reading Assessment (EGRA) for mother tongue took place in 201010 and the first Early Grade Mathematics Assessment is planned for 2013. Reading ability is a critical determinant of all future learning. The assessment found that a significant proportion of grade 2 children were not able to read any questions correctly, between 10% and 70% depending on the region. In each of the 8 regions covered, more than 90% of children in grade 3 were not reading at the expected oral reading fluency rate. Boys outperformed girls in rural areas but there was no significant gender difference in urban areas. The most critical factors determining reading ability were found to be (a) access to the language textbook and (b) availability of other reading materials. From the above analyses, the expansion of access to education is not yet accompanied with acceptable level of quality in the sector. Thus, the government of Ethiopia had launched General Education Quality Improvement Program (GEQIP) since 2009. One of the major

8 Eric Hanushek, in a survey of 113 studies on the impact of teacher qualifications on students’ achievement, found no

positive correlation in 85% of the cases (Hanushek E., The Impact of differential expenditures on school performance, Educational Researcher, May 1989, 18, 45-62)

9 Woessmann, L. and West, M., in Class Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS, European Economic Review, 50, (3), 695-736, 2006, found educationally meaningful effects of small class sizes in only a small number of countries.

10 Ethiopia Early Grade Reading Assessment Data Analytic Report: Language and Early Learning, USAID Ethiopia, August 2010


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areas that is given special emphasis in ensuring the quality of education in the country includes development of teachers and school leaders. As a result of this intervention the qualification of primary school teachers was upgraded from certificate to that of diploma level, and the training of secondary school teachers is planned to shift to bachelor degree in major fields plus one year professional training instead of bachelor degree of education of different disciplines. Moreover, a continuous professional development programme for teachers is being implemented at all levels. However the following are still outstanding challenges from the quality perspective which have implications to the quality of teachers:

• inadequate teaching- learning materials and teaching methods • low students’ achievement in national exam and National Learning Assessment • weak leadership and management capacities at institutional level • female candidates for pre-service training and candidates from rural areas and

indigenous groups are underrepresented, • insufficient well qualified teachers for maths and science, • weak quality of pre-service and in-service teacher training • insufficient number of female in leadership positions.

1.3.1.5 Financing of Education The sources of finance for education system in Ethiopia are the government budget, community contribution and cost sharing from the student in preparatory and higher education institutions. The other sources of income are donors and development partners’ contribution. In ESDP III period the rate of growth of GDP was assumed 7% as the best case scenario. The indicative financial plan for the Third Ethiopian Sector Plan shows the government allocation to the education was Birr 36 billion, from community contribution Birr 5.2 billion and cost sharing by the students Birr 396 million in total Birr 41.7 billion. All these three sources assumed to cover 77.4% of the programme cost. The other 22.6% (Birr 12.1 billion) of the expenses were planned to be covered from different donors and development partner’s contribution. It was not easy to get full information from EMIS data about the utilization of education finance in the planning period especially contribution and cost sharing. However, the Public Expenditure Review (PER) study estimates sources of financing of the education budget for 2008/09. Of total available funds of Birr 15 billion, around Birr 2.7 billion (or 18% ) came from donors, Birr 328 million came from community contributions, and Birr 635 million came from cost sharing. So, while the total volume of financing has increased, it has not to date kept pace with the expansion of the system. Contributions from donors, however, appear to have exceeded the expectations set in the ESDP III planning period. Since several key objectives have been defined for ESDP IV within the government’s overall vision to become a middle-income country by 2025, the total cost of ESDP IV (2010/11-2014/15) has been calculated to be at 140billion Birr. The share of education in the national budget as a percentage of the GDP is assumed to be at the rates of 9.1% for the recurrent and 10.6% for the capital budgets. As a result the share of government budget committed to the ESDP IV is estimated about 110.691billion birr. An indicative financial gap of 30 billion birr over the entire period of ESDP IV has been projected. It is assumed that the community


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and donor contribution (around 3.5 billion each) to the ESDP III will be sustained over ESDP IV as well to narrow the projected financial gap. 1.3.1.6 Management of the Education System The Ethiopian government has given the responsibility of managing the education sector to different administrative components. Higher education is the responsibility of the Federal Government. The Federal Government gave the universities the duty to administer the recurrent budget. Universities have the responsibility of administering capital budget. The regional governments are accountable to manage TVET institutions and overall policy and advisory support for general education that include secondary education. The management of the education sector was explicitly stated in the Education and Training Policy of Ethiopia. Educational management in Ethiopia is decentralized to create the necessary condition to expand, enrich and improve the relevance, quality, accessibility and equity of education and training. Schools are autonomous in their internal administration and in the designing and implementing of education and training programs. The overall coordination and leadership is handled by Education and training boards and/or Parent Teachers Associations (PTA), consisting of members from the community, education and other offices, teachers and students. Nevertheless, one of the key challenges in the context of decentralization is the capacity constraint to plan, manage and monitor programmes especially at lower level of the education administration. This issue has been identified one of the priority areas to be addressed in the current as well as in the preceding ESDPs. 1.3.2 National education priorities and strategies Education has been a priority sector within the context of the Ethiopian development policy for a long time. As early as 1994 the Government prepared a National Education and Training Policy and it launched in 1997, within this framework, the first Education Sector Development Programme (ESDP I) as part of a twenty-year sector education development plan. Results of the first two ESDPs were impressive in terms of a rapid expansion of the provision of education. Gross enrolment rates increased over the whole system and were spectacular in primary education and significant at the secondary level; repetition rates dropped and also a major expansion of TVET and higher education was achieved. Despite this rapid expansion of the education system under the previous two ESDPs, there are still four key challenges confronting the sector in Ethiopia (ESDP IV, MOE 2011). • The first of these relates to problems of access to education, and to good-quality

education in particular. While there remains a general problem of access, those who are more acutely affected are girls, and other most vulnerable children, particularly students from poor households and those from rural and pastoral areas. Rural communities from all the regions are? affected, but the problems are particularly stark in the Somali and Afar regions.

• The second key challenge relates to education quality. As is so often the case, the rapid expansion in access to general education has not been accompanied by similar improvements in quality and educational attainment, and in some respects quality has even deteriorated.

• The third challenge relates to the significant financing gap that has developed, at least in part due to the rapid expansion in provision, between the quantum of funds


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available to government, and the anticipated investments required to maintain and improve quality. This leads to problems of both the adequacy and predictability of budgetary allocations to general education, and undue pressure on non-salary components of the recurrent budget for education. These non-salary items that are squeezed out in the resulting process are often those most crucial to educational quality.

• The final key challenge relates to the overall management of the education system across the three levels of government (Federal, Regional and Woreda) and more specifically the capacity constraints in regard to planning, management and monitoring, particularly at the lower levels of the system.

The focus of education policies under the current ESDP IV has shifted towards priority programmes which address these remaining challenges. At the same time, work will continue on other areas to ensure that the important achievements of the previous years are not lost. The core priorities in the education system in the coming years are grouped under five main themes.

1. Quality and internal efficiency: ensuring student completion and achievement 2. Equity in access: reaching the marginalized and unreached 3. Adult Education (with specific attention to Functional Adult Literacy) 4. Strengthen the focus on sciences and TVET 5. Improving management capacities at the federal, regional and Woreda level to

effectively plan, manage and monitor education in a decentralized context Priority action programs are as follows: 1. Within general education

• Improving quality (with a first subprogramme for early childhood care and education (ECCE) and a second subprogramme for primary and secondary education. Both rely on a similar set of strategies for quality enhancement

• Increasing equity and access (with three sub-programmes: early childhood care and education, primary and secondary education

• Expanding adult education with specific attention to Functional Adult Literacy(FAL) • Special support program for the emerging regions • School Water, Sanitation and Hygiene (WASH) • Community Participation

2. Strengthening Technical and Vocational Education and Training 3. Developing Higher Education 4. Cross-cutting programs

• Capacity development for improved management • Gender and education • Special needs education/Inclusive education • HIV/AIDS and education • Environmental education and protection • Education in emergencies School health and nutrition • Drug and substance abuse prevention in education


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1.4 PRIORITIES AND STRATEGIES OF THE GOVERNMENT AND ITS PARTNERS WITH REGARD TO TEACHERS 1.4.1 National priorities with regard to teachers The policy framework The 1994 ETP provides policy environment for teacher development initiatives in the country. In line with the guidance of the policy, the MOE adopted the Teacher Development Blue Print in 2007, a strategy guideline providing framework for teacher development initiatives. As articulated in this blue print the Ethiopian teacher education envisions seeing school teachers who are capable of producing responsible and competent citizens, committed to their profession and ready to lifelong learning, and who respect and behave in accordance with the democratic principles enshrined in the Constitution. The teacher development blue print document provides an overall guidance on the selection, training and management of teachers.

1.4.2 Status of the past, current and future teacher programmes/projects of international partners In 2003 MOE launched TDP1, a program that was charged with supporting the reform of several portions of the teacher education system. These areas included the improvement of the quality of teacher educators at Teacher Education Institutions (TEIs, being both universities and colleges of teacher education [CTEs]), the development of pre-service, particularly in the areas of practicum and selection, as well as in-service teacher professional development activities. In addition, TDP I supported the system of teacher education, training for school leaders and management, and the quality of English language teaching and pedagogy. TDP I was planned to extend from 2003/4 through 2006/7, but was prolonged through 2007/2008, funded by contributions from a pooled set of donors amounting to 61,107,000 Euros. The results achieved by TDP1 were considerable: 97.7% of first cycle teachers were qualified with at least a certificate (10+1), 53.4% of second cycle teachers were qualified with a diploma (10+3), and 49.8% of secondary teachers were qualified with a degree (12+3) (STURE, 2008). In addition, 2,538 teacher educators successfully completed the new HDP, 83% of TEIs offered a full practicum program, 60% of teacher candidates were interviewed during selection, and 150,000 teachers participated in ELIP. However, the education system was continuing to expand rapidly with an average annual growth of 14% in primary teachers and 19% in secondary teachers. This was accompanied by increasing concerns regarding the ability and skills of the teachers being recruited. This resulted in the following significant policy decisions: the 1-year certificate training program for the first cycle primary teachers (Grades 1-4) was abolished and all new recruits are now required to have a 3-year diploma qualification (held by a minority of serving teachers in this category at the time). In the second cycle of primary education (Grades 5-8) a 3-year diploma qualification is expected, but only 53% of teachers were qualified. Secondary teachers (Grades 9-12) are now expected to have a degree and an additional year of teacher training (diploma), but only 50% met this standard when the policy was introduced.


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Furthermore, the selection system seemed not to be attracting the most suitable candidates to teacher training. Among teacher candidates for pre-service, females and those from rural areas and linguistic and ethnic minorities were under-represented, and an estimated 90 % of teacher candidates interviewed did not identify the teaching profession as their preferred career. The quality of the pre-service teacher training was also deemed to be weak, with shortages of teaching materials in TEIs, didactic teaching methods, inadequacy of practice teaching and insufficient support for teacher candidates with poor English language competence. TDP2 (supported under GEQIP Phase 1) was designed to address these issues over a period of 2009-2013 through five pre-service quality improvement sub-components: (i) revise the intake and selection of student teachers; (ii) update the teacher education curriculum and training modules;(iii) enhance pre-service practice teaching; (iv) improve the capacity of teacher educators; (v) improve training for instruction in English; and (vi) provide training for ABE facilitators. TDP2 addressed the need for in-service support for teachers through four sub-components (i) enhancing the provision of continuing professional development at the school level; (ii) providing English language training for teachers of English and teachers using English as a medium of instruction; (iii) developing a career structure and licensing and re-licensing system, which recognizes the professional development of teachers; and (iv) upgrading primary teachers with a certificate qualification to diploma level. As GEQIP Phase 1 progresses towards completion, the MOE and its stakeholders designed a new programme cycle, TDP III (GEQIP II/TDP), to consolidate the achievements of Phase 1. Given the consolidating nature of TDPIII, it is logical that TDPIII will follow up on / complement / to complete many GEQIP1 activities and these are summarized below, by TDP III sub-component and priority areas.

a) The pre-service teacher-training sub-component will focus on improving the quality of new entrants to the teaching profession by ensuring: better management of teacher trainee intake, further strengthening of teacher education programmes, an enhanced practicum experience, better English language support and a cadre of competent and continuously learning teacher educators. In addition, the establishment of a University-based Centre of Excellence will assist in promoting best practice, innovation and sustainability in teacher education.

b) The in-service teacher-training sub-component will focus on improving the quality of teachers already working in schools by ensuring that: all under-qualified teachers are able to acquire the teaching qualification appropriate to their contexts, every teacher has an opportunity to improve his/her English, and all school-based professionals are engaging in continuous professional development (CPD) that will enable them to meet personal, institutional and national goals.

Starting from July 1, 2013, TDP III will be operational over a period of four years with a fund amounting to $70m contributed from the government and a pooled set of partners namely, the World Bank, GPE, DIFID, Italian Development AID, Finish AID and USAID. The total amount of the fund mobilized is of course to support the umbrella programme, GEQIPII,


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which amounts to $550m. Of this amount the share of government contribution is approx. $120.2m. The indicative financing mobilized for the GEQIP II from development partners (DPs) is equivalent to US$429.8 million 2. TEACHER REQUIREMENTS: ANALYSIS OF AVAILABLE STAFF AND ESTIMATE OF CURRENT AND FUTURE TEACHER REQUIREMENTS 2.1 DEMOGRAPHIC PRESSURE According to the 2007 Population and Housing Census results (the third Population and Housing Census) the total number of population was 73,918,505. Of these, 37,296,657 (50.5%) were males and 36,621,848 (49.5%) were females. The population of the country in the previous censuses of 1984 and 1994 were 39,868,572 and 53,477,265, respectively. The 2007 Population and Housing Census results show that the population of Ethiopia grew at an average annual rate of 2.6% between 1994 and 2007—a decrease of 0.2% from the annual growth rate during the previous period (1984-1994) (CSA, 2008). The current Ethiopians’ population growth rate is one of the highest in sub Saharan Africa.

2.2 EDUCATIONAL COVERAGE AND ITS EVOLUTION In Ethiopia, primary education, defined as education in grades 1-8, in two cycles 1st cycle (grades 1-4) and 2nd cycle (grades 5-8), had increased in enrolment for five years averaging 4.5% since 1999 E.C.(2006/07). GER has increased by 3.0 percentage points from the year 2002 E.C (2009/10). In addition, measures of inputs such as teachers, schools, and percentage of female students and teachers have all shown consistent improvement. Gross Enrolment Rate (GER) at Primary Level (1-8) GER is the percentage of total enrolment in primary schools, irrespective of age, out of the corresponding primary school age population, ages 7-14. GER is a crude measure of school coverage. Usually, since it includes under-aged and over-aged pupils, GER can be higher than 100%. This is, frequently the case in countries attempting to address the backlog of students interested in attending school, but previously unable to because of financial need, family issues, or lack of schools. As shown on the following table there is an increase in GER for primary education, except for the years 2001E.C (2008/09) and 2002E.C (2009/10). As indicated, for 2003 E.C (2010/11) the GER at national level is 96.4%, which shows an increase in GER from the previous year.

Table 3: Gross Enrolment Rate (GER) Trends at Primary Level Year Primary 1st Cycle (1-4) (%) Primary 2nd Cycle (5-8) (%) Primary (1-8) (%)

Boys girls Total Boys girls Total Boys girls Total 1999 E.C(2006/07) 122.9 111.2 117.1 68.3 53.7 61.1 98.0 85.1 91.7 2000 E.C(2007/08) 133.0 122.5 127.8 64.8 55.5 60.2 100.5 90.5 95.6 2001E.C(2008/09) 126.7 118.4 122.6 65.6 60.5 63.1 97.6 90.7 94.4 2002 E.C(2009/10) 123.2 114.3 118.8 67.4 63.5 65.5 96.6 90.1 93.4 2003 E.C(2010/11) 128.8 119.1 124.0 67.4 64.8 66.1 99.5 93.2 96.4

Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 Net Enrolment Rate (NER) at Primary Level (1-8)


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NER is the best way of measuring organized on-time school participation. It is a more refined indicator of school and enrolment coverage and explains the proportion of students enrolled in terms of official age group. NER is calculated by dividing the number of properly aged primary students (for Ethiopia ages 7-14) by the number of children of school age (7-14). NER is usually lower than the GER since it excludes over-aged and under-aged pupils. The following chart shows NER for the last five years. As noted, in the year 2003 E.C (2010/2011) NER increased from the previous years it also indicates that gender gap in NER is slightly increased from the last two previous years.

Figure 7: Net Enrolment Rate (NER) Trends for Primary Grades 1-8

Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 Completion Rate (CR) It is highly dependent on the accuracy of the single age population for both points of measurement (for grade 5, age 11, and for grade 8, age 14) and the accurate measurement of repeaters in each grade. Again, with adjustments for Ethiopian approaches for calculation of both values i.e. single age ranges and repeaters, a steady upward trend in completion rates is important. The following table shows an increase in completion rates for grade 5 for the first three years and there is a decrease in the last two years. When compared to grade 8 the gender gap for completion rate is narrow in grade 5. Specially, the completion rate of female students for grade 5 has drastically decreased when compare to boys. The completion rate for grade 8 has shown a gradual increase in the last two years. The gender gap has narrowed for the last five years.


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Table 4: Primary Completion Rate (in percentage) by Gender year Grade 5 Grade 8

Boys girls Total Boys girls Total 1999 E.C(2006/07) 71.6 61.6 66.6 51.3 36.9 44.9 2000 E.C(2007/08) 71.7 67.0 69.4 49.4 39.9 44.7 2001E.C(2008/09) 79.4 78.4 78.9 48.4 40.5 43.6 2002 E.C(2009/10) 77.5 73.7 75.6 51.0 44.5 47.8 2003 E.C(2010/11) 72.0 66.1 69.1 52.5 46.2 49.4 Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012

2.3 MANAGING THE FLOW OF STUDENTS – THE CASE OF GRADE REPETITION Any repetition reduces the efficiency of the education system, and is also, at times, an indication of too high pupil-teacher ratio (PTR), unqualified teachers, or lack of learning materials. The Current national policy requires that promotion is based on students’ continuous assessment results for the first three grades of primary. Repeaters in these grades are still higher than expected. Because Ethiopia uses the term “readmit” to characterize any student not repeating within one year, Ethiopia’s repetition rates are (according to international standards) artificially low, but it is reported drop-out rates are therefore artificially high.

As shown on the following table there has been similar trend in repetition rates for boys and girls over the first three years. In the year 2001 E.C (2008/09) there was a great achievement in decreasing the repetition rate to 4.9 % which is a decline of 1.8 percentage points from the year 2000 E.C (2007/08). However, in the year 2002 E.C (2009/10), the rate has been significantly increased with 3.6 percentage points from the previous year. In addition to this, there is a remarkable increase in girls’ repetition rate, which is not a good indication of the efficiency of the education system.

Table 5: Primary Repetition Rate Trends by Gender (Grades 1-8) Year boys girls total 1998 E.C. (2005/06) 6.4 5.7 6.1 1999 E.C. (2006/07) 6.6 5.7 6.1 2000 E.C. (2007/08) 7.0 6.3 6.7 2001 E.C. (2008/09) 4.7 5.2 4.9 2002 E.C. (2009/10) 7.2 10.0 8.5 Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012 As noted in the table below, the lowest repetition rate was registered in grade 3 and 6 and the highest in grade 8. In all grades, girls’ repetition rate was higher than that of the boys. The repetition rate for grade 8 is higher, partly because of a national policy that those who do not pass the Primary School Leaving Certificate Examination must repeat grade 8 prior to retaking the examination.


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Table 6: Primary Repetition Rate by Grade and Gender (Grades 1-8)

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 8.5 10.7 9.5 6.9 8.9 7.8 6.0 8.0 6.9 6.9 9.5 8.2 7.6 10.9 9.2

Grade 6 Grade 7 Grade 8 5.4 8.2 6.7 6.9 11.4 9.0 9.9 15.0 12.3

Source: MoE Draft Education Statistics Annual Abstract 2004 EC (2011/2012), September 2012

2.4 DETERMINING THE PUPIL-TEACHER RATIO In Ethiopia, the standard set for pupil-teacher ratio (PTR) is 50 at primary (1-8) and 40 at secondary level. As shown on the following chart there is relative change in primary PTR for the last five years. As indicated, despite substantial growth in enrolment, Ethiopia has managed to reduce PTR in all years. For instance, for 2003 E.C (2010/11) PTR is closer to the national standard, and is about 1 percentage point above it.

Figure 8: Primary Pupil Teacher Ratios (Grades 1-8)


Though the national PTR reflect the general direction, there is a remarkable variation among regions in both lower and upper primary education. For instance, at the national level 51 is for primary (Grade 1-8) PTR for the year 2003 E.C (2010/11). All regions are below the national average except Somali, SNNP, and Oromiya which are above the national average.


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3. TEACHER WORKFORCE MANAGEMENT: RECRUITMENT, DEPLOYMENT, ABSENTEEISM AND ATTRITION

3.1 MANAGEMENT OF TEACHER STOCKS: RECRUITMENT, DEPLOYMENT AND ATTRITION 3.1.1 Teacher recruitment In addition to competency, the issue of diversity is also very important to countries like Ethiopia where we have diverse students in schools. These diverse students need diverse teaching force. In view of this, the MOE considers the need to develop a new gender and diversity sensitive selection criteria for primary and secondary school teacher trainees. Because of the change in the required qualification the ministry of education developed a new selection guideline in 2011. Based on the guideline, primary school teachers are required to be equipped with the skills of helping children, tolerance in dealing with children, good academic competence and possess behaviour that can make them be models for children. This is with the assumption that children learn more from direct observation and interaction than learning from contents. Therefore, the selection of teachers for primary schools has to focus on assessing the necessary academic competence, knowledge of child development, current trends in education and teaching, aesthetic ability and good communication skills. It is also very critical to assess the interest and commitment of the candidates to teaching in general and to work with children in particular while in secondary schools to focus on assessing academic competence, character and conduct, health and physical condition, communication skill (written and oral), respect to the people and the culture, interest to teaching profession. There is entrance examination and interview in the selection program, the purpose of the examination is measuring the general knowledge (competence) and interview to assess the verbal, interpersonal, leadership, and communication skills of the applicants. It is also helpful to evaluate the persistence and the perception about human behaviour of the candidate. Different stakeholders involve in the recruiting of new teachers: Regional educational bureau involves allocate the quota of new teacher trainees needed for each Woreda, decide exam centres’ in consultation with Woreda education offices, coordinate the registration and preliminary selection candidates at Woreda level, prepare exam schedule and select exam centres in consultation with the colleges, collect the list of those candidates who have passed all the requirements and assign them to different colleges. Woreda educational bureau involve in, announce the notice for the candidates through any means available, register candidates and screen three fold of the quota given based on the minimum criteria, conduct preliminary selection and announce the results of preliminary selection, check and make corrections if there is any grievance on the results of the preliminary selection, submit the list of applicants who are screened and passed for


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entrance exam for college instructors, arrange exam centres with colleges, assign observers during interview. College of Teacher Education and universities, prepare and duplicate the entrance exams, assign invigilators to each exam canters, collect the list of candidates who are legible for entrance exam from Woredas, verify the documents/files of each candidate, assign trained lecturers who will participate in interview, finalize interview and written exam results and send it to the respective region, keep records of interviews and written exam results, report the statistical data of new entrants which indicates the percentage of student teachers who are female, have disabilities, speak a minority language as mother tongue and all entrants’ previous academic achievement to the colleges to the regional education bureau each year. Schools are involved in ensuring that the documents they issue are genuine, assign best teachers to participate in interviewing applicants. New teacher demand The new teacher demand is projected at the beginning of every plan cycle centrally by the ministry of education. Projections are closely aligned with macro-economic development priorities of the government. These macro-economic plans provide an overarching guidance in the projections of man power demand. In line with the thrusts to expand education in the recent years coupled with the decrease of pupils-classroom ratio the population of primary and secondary teachers has been increasing with rates of 6.1 and 15. 2 respectively (table 7). It is estimated that by the end of the current ESDP IV (2014/15) nearly 39,271 primary and 18,042 secondary new teachers would join the teaching force. Apart from this, ambitious underlying assumptions (Example: achieving 100% GER for secondary schools by 2024-the target year to become a middle income country, decrease in class size to 50), have prompted an over estimate of teachers required annually. The financial projection model used during development of ESDP IV indicated that the system requires graduating an average of more than 10,000 secondary school teachers every year for the next 15 years.


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Table 7: Changes in the number of Teachers over the past five years


Year Level

2000 E.C 2007/08

2001 E.C 2008/09

2002 E.C 2009/10

2003 E.C 2010/11

2004 E.C 2011/12 Averag

e annual growth

Both Female

%Female

Both Female % Female

Both Female %Female

Both Female %Female

Both Female % Female

Primary 253,629 94,004

37.1

270,594

100,680

37.2

289,288

105,401

36.4

306,170

113,969

37.2

321,894

118,218

36.7

6.1

Secondary

33,736

3,853

11.4

37,333

4,386

11.7

45,463

4,385

9.6

52,731

9,690

18.4

59,349

8,824

14.9

15.2

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4. TEACHER TRAINING: OVERVIEW OF TEACHER-TRAINING ISSUES 4.1 INITIAL TEACHER TRAINING The primary cycle teacher training prepares teachers both for the integrated school curriculum (1-4) and for the linear subjects being taught in the upper primary (grades7-8). In line with this, currently there are two modalities of primary teachers preparation-the cluster model and the linear model. Both of these programmes prepare teachers with a 10+3 training programme and award candidates a diploma in teaching. However, currently policy revision is underway that initial training for the upper secondary will be upgraded to a degree level. Secondary school teachers’ preparation followed a concurrent model of training for a duration of three years until recently. This has continued until the last B.Ed cohort had graduated from universities in 2010. Beginning from 2011, a new modality of secondary teachers preparation, Post Graduate Diploma in Teaching( PGDT), is practiced by 10 universities where candidates are given a 1 year professional courses and practicum experience before joining the teaching force. The PGDT was designed to respond to content and pedagogical gaps that have persisted in the practice of teaching in secondary schools. Initial teacher-training capacities As of 2004 E.C (20011/12), there are over 32 colleges of teachers’ education in the country at all regions (currently there are 11 regions ) CTEs give the three years and above diploma programme in regular, evening, and summer programmes. There are more than 20 different departments or streams in most CTEs that are categorized under two modalities; Linear and Cluster. Some of the departments under the Linear Modality are; Amharic, English, Local language, History, Geography, Civics, Chemistry, Biology, Physics, Mathematics, Educational Planning and Management (EDPM), Adult and Non-Formal Education (ANFE), Music, Art, and Health and Physical Education. The Cluster Modality includes; Language, Social Science, Natural Science and Mathematics, and Aesthetics. From the total enrolment of 173,617 (EMIS Data 2011/12), 51,637 are in the initial training, and 90,436 are in the summer upgrading. The rest are enrolled in the evening programme. As mentioned above 10 universities are selected to offer a 1 year degree+ professional training in teaching (PGDT). The graduates staff secondary schools (9-12) for teaching academic subjects and in leadership positions. To meet proximity to demand pressures, the universities are currently found in five regions. As the CTEs the universities also provide in regular, evening, and summer programmes. EMIS data is usually reported together with other non-teaching programmes, however total enrolment in the teacher training programmes in all universities is approximated 66,103, of which nearly 10% of this total is the regular programme. The share of the regular programme seemed lower. This is because the duration of the current modality of secondary school teachers training is shorter in which trainees take only a one year face to face training.


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4.1.1 Characteristics of initial training Primary school teacher preparation The three-year diploma program for primary teacher education is comprised of two levels. The cluster level prepares teachers for lower primary teaching in grades 1-4. The linear level prepares teachers for upper primary teaching in grades 5-8. Cluster Level (Lower Primary) The cluster level is made up of four areas of study adding up to a total of 113 credit hours (approximately 20 credit hours per semester, two semesters per year over three years). The four areas of study are the following:

1. Composite subject-matter area 58 credit hours 2. Common courses 14 credit hours 3. Professional courses 27 credit hours 4. Practicum 14 credit hours

Total 113 credit hours Linear Level (Upper Primary) The linear level is made up of six areas of study adding up to a total of 112/113 credit hours (approximately 20 credit hours per semester, two semesters per year over three years). The first three areas focus on subject matter and the last three on common, professional and practice-oriented courses as follows:

1. Major (35 credit hours) 35 credit hours 2. Minor (15 credit hours) 15 credit hours 3. Supportive (7 credit hours)11 7 credit hours

(57 credit hours in subject-matter)

1. Common Courses 14 credit hours 2. Professional Courses 27 credit hours 3. Practicum 14 credit hours

Total 112 credit hours Secondary school teacher preparation In the secondary school preparation, the duration of the training is ten months. This training time is divided into three terms where each term having three months duration. These terms allow one to maintain the sequence and integration of the courses in the program. Students will get the chance to take those foundation courses well ahead of those courses which deal with the specifics of teaching. Similarly, those courses that supplement each other are offered within the same term.


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Terms

Courses

Total credit hours

Contact hour per

week I

School & Society Psychological Foundations of Learning and Development Secondary School Curriculum & Instruction English for Secondary School Teaching and Learning Teaching in multicultural setting

3 3 4 3 2

4 4 5 4 3

II

Subject area method I Teachers as Reflective practitioners Assessment & Evaluation of Learning Inclusive Education Instructional technology

4 3 3 3 2

5 4 4 4 3

III

Practicum Subject area method II Action research project

4 4 2

One month 5

Practicum time

The add-on (PGDT) gives special emphasis to the practicum course

• 30% of the credit hours of each course will be allocated to practical works and projects in schools.

• Each student is required to have a week of intensive school observation prior to starting the training

• During the third term, next to practicum, much time will be given to students' seminars where each student will present his/her action research projects and gets feedback from peers and teacher educators. Means has to be devised to involve mentors in some of such activities.

Admission requirement 1. Admission Criteria to the Primary Teacher Education Program Candidates for primary pre-service teacher education who apply for both lower and upper primary teaching programmes are required to fulfill the following minimum selection requirements:

• Minimum of 2.00 point and above in EGSECE. • No ‘F’ grade in Mathematics and English subjects • Minimum of ‘C’ and above grade in the subject of subjects for which he or she is

competing • An average of 50% and above in Grades 9 and 10 transcript • An average of 60% and above in Grades 9 and 10 transcript in the subject or

subjects for which he or she chooses to be trained Student teachers who fulfil the above minimum requirements must take the interview and entrance examination. The purpose of the examination is to further determine the adequacy of the basic academic skills of the candidate. The purpose of the interview is to

http://www.oise.utoronto.ca/preservice/secondary/program_components.php#pfld


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determine the personal qualities of the candidate that are likely to make him/her a successful teacher.12 Strategies to encourage qualified females to apply for admission to teachers’ colleges will be applied in the selection process. 2. Admission Criteria to the PGDT

• B.Sc or BA in areas directly related to secondary school subjects • Interview and entrance examination

o To assess students’ readiness, predisposition, and motivation to become secondary school teachers.

o To assess students’ language and communication skills o To assess any previous engagement with children or schools.

• Teaching profession ethical standards will be considered during selection

Use of ICTs in initial teacher training The country has made a remarkable progress in the ICT sector. The use of ICT in education is indispensable. There have been efforts to use ICT in the education system, particularly to enrich the teaching–learning process in schools. Recent statistics shows that secondary schools had been equipped with plasma televisions and students learn directly through satellite television programmes. There are efforts to incorporate other components of ICT through school network programmes. Knowing the potential of ICT for enhancement of the quality of education, one of the priority programmes in the current ESDP IV is strengthening the use of Information Communication Technology in education. The programme targeted the following outcomes in the plan period, namely:

• Quality of education improved through the implementation of all ICT components in secondary schools.

• Foundation for e-learning and broader e-culture strengthened through better connectivity of educational institutions to the global information sources.

• Digitized Satellite TV – Programs disseminated online by DVD and CD. For instance one of the targets set in the plan period of ESDPIV is training 100% of all secondary school teachers in ICT as reinforcement of teachers’ skills to use ICT efficiently. It is evident that the initial teacher training must provide an ample opportunity to the trainees who are instrumental in realizing above mentioned outcomes. The extent to which ICT is used by the trainers and trainees in the initial training may not be satisfactory. This may be attributed to lack of adequate infrastructure and initial training in ICT in the TEIs.

Programme for the training of trainers Teacher educators are the gatekeepers of teacher quality. In modelling good practice and commitment, they transmit to their students the essential skills and positive attitudes that

12 The detailed procedures for selection of student teachers can be referred from the Teacher Selection Guideline.


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are required of a good teacher. It is important that they know their subject matter well, either in subject or professional courses. It is important that they know their subject matter well, either in subject or professional courses. Subject matter specialists have the responsibility of knowing what is relevant knowledge for primary teachers and promoting pedagogical content knowledge in their courses. Professional area specialists have the responsibility of connecting the abstract to the practical, teaching in a manner that connects practically to what primary teachers can use in understanding their students and analyzing their practice in the context of wider ideas in education. It is equally important that teacher educators are positive about their profession, that they care about their students as future teachers, and that they show dedication to teacher- and student-learning. Whether subject matter specialists or specialists in professional areas, teacher educators have a professional obligation to know the school environment well, to supervise and support their students effectively during the practicum, and to carry out research in schools that will contribute to the pool of professional knowledge about primary education. In addition to the above, the following are minimum requirements to be a teacher educator in primary pre-service teacher education and secondary pre-service teacher education: In primary pre-service

i. Academic qualifications • Teacher educators will have a minimum of a first degree in a subject relevant to

primary teaching. • At least 50% of the teacher educators in any CTE will have earned a second degree in

an area relevant to primary teaching. • All teacher educators with a first degree will be encouraged to work toward a second

degree. The goal is to ensure that within a period of ten years all teacher educators have at least a second degree.

• Teacher educators will be encouraged to earn advanced degrees (master’s or doctoral degrees) in professional areas of primary education.

• Selected excellent primary teachers will be encouraged to earn academic qualifications that will enable them to join the staff of CTEs.

ii. Professional preparation • All teacher educators will be expected to develop knowledge of primary education as

a professional area. • All teacher educators will participate in the Higher Diploma Program (HDP) and earn

the higher diploma. • As a way of building professional competence, teacher educators will participate in

research, particularly research in nearby primary schools, in relation to the area in which they are teaching. Such research will be published by the colleges and presented for discussion to other teacher educators, college students and teachers from nearby schools.

• Teacher educators will be encouraged to earn advanced degrees in professional areas of primary education.


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iii. Teaching experience • Since most teacher educators will not have had experience teaching in primary

schools, they will be expected to develop and demonstrate knowledge of the primary school and the primary classroom environment. Experience teaching in secondary teaching, while valuable, will not be considered an adequate substitute for experience in primary teaching.

• Teacher educators will be encouraged to teach demonstration classes in nearby primary schools with groups of their college students present.

• Teacher educators will be encouraged to carry out observations and conduct research on primary teaching.

• An induction period of three years will give new teacher educators time to develop and demonstrate knowledge of the primary school and primary classroom environment and of the professional areas of primary education.

• Existing teacher educators will also be expected to demonstrate adequate knowledge of the professional area of primary education and of the primary school and primary classroom environment.

iv. Ethical considerations • All colleges will develop a Code of Conduct for Teacher Educators based on

community ideals of ethical behaviour. • Teacher educators, as teachers, are role models and thus have the obligation to

demonstrate good behaviour according to the norms of the college and the wider community.

• There will be zero tolerance of any form of dishonesty, harassment (sexual or otherwise), or violence carried out by teacher educators.

• It is recognized that ethics for teacher educators extend into more subtle areas such as demonstrating hard work and commitment, kindness and humanity in dealing with others; a teacher or teacher educator without these qualities is not behaving in an ethical manner.

In secondary pre-service i. Academic qualification

• MA/MED in Education or • BA/BSC in applied area and MA/MED in Education or • BA/BSC in applied area and professional MA in Education.

ii. Professional training, if not from general education

o Successful completion of HDP, or o Certificate of training in Teaching.

iii. Teaching Experience o Minimum of three years of effective teaching experience in secondary school

or o Minimum of five years effective teaching experience in Teachers’ colleges. o Experience in secondary school teaching is mandatory for subject

methodology teachers. iv. Ethical considerations: as evidenced in his/her career history v. General considerations:


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o Ability to adopt to, and understanding, the contextual needs of the specific institutions and the community it serves.

o Positive attitude towards teaching, appreciate the existence of diversity in the classroom, the school and the community.

o Competence and commitment to conduct research in education as evidenced through academic and professional or popular writings, carrying out action research and other types of research in education.

In light of the above requirements to be a teacher educator, however, there is no single institution which is training teacher educators who will in turn take positions as teacher trainers in TEIs. Majority of teacher trainers are simply university graduates perhaps with no requisite knowledge and experience of teaching in primary and secondary schools. To feel this gap currently an HDP programme is underway in all TEIs to provide educators training and experience in student-centred approach, action research, school placement and professional reflection. According to recent statistics well above 6000 teacher educators have benefited from the HDP programme. Evaluation of professional knowledge and achievements Besides the institutional requirements of evaluation for graduation, assessment of graduating student teachers by external body at the end of initial training has not been implemented until recently. However there is a policy direction by the MOE to implement assessment at the end of both training programmes. In line with this policy direction an initial assessment was applied on the first cohort of add-on (PGDT) graduates in January 2013. This assessment examination will lead candidates to an initial licensure (admission) to the teaching profession. Results of the assessment have not been officially released during writing of this report.

4.2 IN-SERVICE TEACHER TRAINING 4.2.1 In-service teacher-training system capacities The number of teachers in the teaching force is well above 360,000 (EMIS 2010/11). According to policy guideline on teacher development it is mandatory that teachers participate in in-service updating or upgrading programmes. With ambitions for an improved quality of education, recent policy decisions require upgrading of minimum qualifications to teach in the primary and secondary schools. The required qualification level of primary school teachers has been increased from a 1 year certificate course to a three year diploma course after grade 10, while requirements for the training of secondary school teachers have been changed from an education bachelor degree course to a degree course in a major field plus one year add-on professional teacher training. As a result it is anticipated that a large number of teachers need upgrading to the next level to fit to the new standards. It is possible to trace the reason why more than 160,000 (internal report) teachers currently pursuing certificate, diploma, degree and masters programmes in more than 30 CTEs and 20 universities. Currently there is a large backlog of teachers (78%) in the first cycle of the primary waiting for upgrading to a diploma (EMIS annual abstract, 2011/12). This happened due to the fact that required qualification to teach in the lower primary is changed from certificate to diploma. In line with expansion of schools it is likely


33

that untrained teachers would join the profession raising the sum of unqualified teachers. Currently data on the number of teachers who joined the profession without any training is hardly available. 4.2.2 Effectiveness of in-service teacher training Along with the pre-service training, an in-service training for teachers has long been practiced in Ethiopia. The training takes up two modalities- a summer upgrading programme in which trainees stay away from home in training institutions and distance training modality coupled with face-to-face programmes in which trainees receive training while at work places. Currently it is estimated that more than 160,000 (internal report) teachers and school leaders are following training in all TEIs. In line with recent policy decision management and implementation of teacher training programmes are owned by the federal and regional governments and are conducted in government institution. The government has made this decision out of the concern for the quality of the training in private institutions. Assessment of impact of teacher training on students’ learning achievement, however, has not been conducted. Though anecdotal, there are some studies trying to link professional upgrading with pedagogical improvements in the classroom (TESO completion report, 2008). Selection of teachers for in-service training In-service upgrading programmes are offered based on regional government needs. Candidates are selected based on criteria set in the selection guideline. Emphasis is given to the candidates’ academic background and efficiency reports during the selection process. Delivery of in-service training The training programmes for diploma upgrading are offered in CTEs (now 35), usually take four summers. Training programmes for degree and MA/MSc are available in natural and social sciences, as well as in humanities. The length of the training varies from programme to programme. Often a degree upgrading takes up to six summers while masters upgrading takes up to four summers. Application of ICT in upgrading programmes can be said non-existent. The first reason can be attributed to lack of infrastructure and equipment mainly in the TEIs. The second reason is lack of initial training to use ICT in education. Content of training programmes The upgrading training programmes offered in the TEIs usually follow the regular curriculum. As underscored in the curriculum frameworks of the various programs, the main objective of the in-service training is to upgrade the subject matter and professional competence of teachers. However, courses are rarely adapted to the needs of an in-service trainee. Neither are the training methods responsive to the age and experience of participants. The whole of these Upgrading services are government programmes implemented in the public TEIs with funds from the government and development partners.


34

Evaluation of in-service training Evaluation schemes to ascertain effectiveness of training courses are not in place until recently. However TEIs provide assessment tests on each course to ascertain achievement of the trainee. Often there is a minimum grade point associated with each course as requirement for promotion to the next level and subsequently for graduation. However courses alone are not sufficient to benefit trainees for career progression. One has to take a full range of courses that award him a degree or diploma in order to get career promotion; Costs of in-service training Aggregated data on costing of the pre- and in-service programmes appears to be difficult to find. This is because financial and cost planning are handled through the ministry of Finance and Economic development (MOFED). However taking the enrolment and expenditure per head as a source of information it is possible to estimate that the country expends a large sum of money on both pre and in-service programmes. The following data presented on GEQIP progress report December 2010, describes how much is spent in ETB for the in-service training programmes. (NB: data for in-service degree programmes is not included ). Activity Planned Achieved Budget allocated Budget utilized Balance Continuous Professional Development (CPD) 6,341 4,044 6,251,300 4,751,980 1,499,320 Upgrading from certificate to diploma 61,491 48,046 95,371,837 87,858,981 6,258,856 Taking the diploma programme alone more than 41000 students are attending regular programme in 32 colleges (EMIS 2003). It is clear that the government spends a little more money on summer upgrading than on regular programmes. Same can be concluded for the degree programmes by the fact that regular programmes are now offered in 10 universities but summer upgrading programmes are offered in 23 universities accommodating more than six fold of trainees.


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5. TEACHER MANAGEMENT: STATUS, PAY AND CAREER 5.1 Teachers’ professional status With the beginning of modern education in Ethiopia, teaching was the most favoured and teachers enjoyed good social status. This was because the salaries at those times were attractive and joining the profession was competitive. With expansion of education however this enjoyment of a prestigious profession could not transcend generations of teachers. Many factors have contributed to this undesirable situation. The most notable ones are the inability of the economy to pay much larger number of teachers in complement with the expansion of education. The other reason is the deployment of untrained teachers in the 1970s with a very low subsistence pay. These untrained teachers were called Digoma, an identity which fellow teachers and the community attached to them to describe their meager economic situation. While the system gradually resolved the issue of Digoma through continuous in-service training programs and subsequent raise of salaries, the issue of remunerations for teachers in general has gained the focus of the government once again around the end of the 1980s, as a result teacher salaries have been adjusted with the establishment of career structures. Though there are government efforts to improve the teacher management system it seems that teaching is still considered by many candidates as the last resort. In addition the system is facing a higher rate of attrition. In-service programs are launched to upgrade teachers from certificate to diploma, diploma to degree and degree to masters. On the basis of this upgrading of qualifications, teachers have enjoyed raise of salaries and career promotions. 5.2 Pay, incentives and benefits Scales of teachers’ salaries are spaced between seven rungs of the career structure (tables below). A successful teacher may need seventeen years to progress to the top of the ladder and acquire a new title as Senior Lead Teacher. These experienced teachers will get a little more than double of the salary of the beginner teachers. Currently there is a policy decision to link career progression with the licensure system. Teachers are required to renew licenses as illegibility for career progression and hence for salary increment. Incentives or benefits are not coordinated, often awarded in a decentralized manner by some regions as compensations to hostile environments and as housing allowances. For instance the Somali region pays 30% of the salary as allowance for those working in remote lowland areas. Similarly the Addis Ababa City administration pays up to 10% of the salary as housing allowance. Nevertheless, not all regions have yet developed and endorsed local policies to motivate teachers through various mechanisms.


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Primary School Teachers Salary Scale Teacher category/status Minimum level of

education required

Diploma held*

Initial salary(ETB)

Beginner Teacher Grade Ten completion

10+3( Diploma) 1172

Assistant Teacher Grade Ten completion

10+3(Diploma) and Two years services

1359

Proper Teacher Grade Ten completion

10+3(Diploma) and Five years teaching services

1571

Senior Teacher Grade Ten completion

10+3(Diploma) and eight years services

1798

Assistant Lead Teacher Grade Ten completion

10+3(Diploma) and Eleven years service

2058

Lead Teacher Grade Ten completion

10+3(Diploma) and Fourteen years service

2351

Senior Lead Teacher Grade Ten completion

10+3(Diploma) and Seventeen years services

2686

Secondary School Teachers Salary Scale Teacher

category/status Minimum level of

education required

Diploma held*

Initial Salary(ETB)

Beginner Teacher 12 grade completion

Degree +1yearPGDT 1551

Assistant Teacher 12 grade completion

Degree +1yearPGDT and Two Years service

1798

Proper Teacher 12 grade completion

Degree +1yearPGDT and Five Years Service

2058

Senior Teacher 12 grade completion

Degree +1yearPGDT) and Eight years

services

2351

Assistant Lead Teacher 12 grade completion

12+4 (Degree) and Eleven years services

2686

Lead Teacher 12 grade completion

Degree +1yearPGDT and fourteen years

services

3066

Senior Lead Teacher 12 grade completion

Degree +1yearPGDT and Seventeen years

services

3499


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6. CONCLUSION AND RECOMMENDATIONS BY THE NATIONAL TEAM Ethiopia has witnessed remarkable achievement in the past in expanding access and equity in education. Nevertheless, these achievements are not yet complemented with quality. Quality of education is presently the centrepiece of the government endeavours. The general education quality improvement program which is a coordinated and comprehensive approach to improve the quality of the general education has been launched. As a result measures are being under taken component by component. The teacher education and quality improvement program is one of such components in the general education quality improvement programme. Clear policy and strategies have been adopted to lead the teacher development in line with the national development vision of the country. Since then ministry is working to improve the quality of the teacher education system through appropriate strategies, i.e. expanding the pre-service and the in-service teacher education and training. Through these two strategies, many projects are in place and a more systematic approach is being undertaken to improve the knowledge, skills and attitude of teachers. Though impressive achievements have been recorded by increasing the supply of qualified teachers to the system, their effectiveness however is challenged. Studies related to quality of education suggest that improving effectiveness of teachers is among the priorities that must be focused during programmatic interventions. Besides the improvement of teacher professional training in the pre-service, we need to strengthen our efforts to support in-service teachers improve their pedagogy of teaching at the classroom level through cost effective and realistic strategies. It is therefore obvious that the country needs a concerted effort from all actors in the education to meet the EFA and education related MDG goals. The UNESCO-Chinese FIT project for enhancing teacher education for bridging education quality gap in Africa lends hand in this effort. In order to make best use of the UNESCO-Chinese FIT project alignment of the needs to the objectives and proposed activities of the project is important. This requires focusing and planning of interventions. One priority area is strengthening the pre-service teacher education. This requires pronged intervention on capacity development of teacher educators and institutions. Other priority that needs consideration is supporting the in-service programmes. As was confirmed through the need assessment and scoping activity conducted jointly with the MOE, UNESCO mission, UNESCO LO, and IICBA, there is a wider need of capacity development in the country as witnessed through sample survey. The following are therefore strongly recommended areas of interventions in the teacher education programmes: 1. Strengthening the capacity of teacher educators in supporting teachers’ CPD, with

specific focus on building institution-school partnership and facilitating school teachers, including through online social media and video conferencing system.

Main Objectives: Strengthening the capacity of teacher educators in supporting teachers’ CPD, with specific focus on building institution-school partnership and facilitating school teachers, including through online social media and video conferencing system.


38

Main Activities: • Training/workshops for all college academic staff members on more interactive

supports for CPD, including training on developing ICT-based lesson; Techniques, procedures, principles and strategies of teaching learning module preparation; How to deliver classroom lesson supported by ICT (LCD slides, CD-ROMs, utilizing different software ect.); Active learning Methodology, test management & setting, conducting action research, strategies of assessing & evaluating students continuously; Orientation on the new practicum guideline designed by MOE in National level; Roles & duties of Tutoring in Practicum activity (practicum is the integral/core/ element of teachers training in which trainees learn the teaching profession through practice exercising the real situation in partner schools).

• Pilot testing regular partner with school teachers o Training/workshop for selected teacher educators and selected master teachers

from partner schools on learner centred teaching methodology, when & how to deliver ICT-based lessons, roles & responsibilities of Mentor (in practicum program). Developing trust, responsibility & accountability to assess and support college trainees. Strengthen collaboration with the college in the sense of ownership.

• Pilot testing CPD through Video Conferences and other social media o Setting up video conferencing system between the college and selected schools,

pilot testing provision of CPD to larger-scale of teachers through video conferences and social media.

2. Reviewing and updating of the training courses on ICT/educational media being

provided by regional TEIs, in cooperation with Federal Ministry Main Objectives: In cooperation with TDD of Federal Ministry, reviewing and updating the existing training course, namely Introduction to Computer, including the learning objectives, syllabus and content structure, and suggested teaching and learning methodologies. Main Activities: • Curriculum Development Workshops to review and update the existing training

courses on ICT/educational media. • Development of new textbooks and teaching materials based on the updated course. • Pilot testing the updated course on ICT/educational media.

3. Building capacity in improving the English competency of teacher educators and both

pre- and in-service teachers: identification of skills gap, development or updating training programmes, capacity building workshops Main Objectives: The overall framework of this intervention is to improve the English Language skills and competency of the college staff, college students and in-service cluster school teachers.


39

• To improve the quality of using English as a medium of instruction in the college and to advance the competencies of College staff in their academic English and hence facilitate their professional endeavours.

• To help college students learn the necessary communication skills and methodological toolkits for future teaching assignment and hence produce competent teachers.

• To improve the skill and Content based English pedagogical competencies of cluster school Teachers.

Main Activities: The overall framework of this intervention is to improve the English Language skills and competency of the college staff, college students and in-service cluster school teachers. The intervention will use a blend of international (especially European Competency Framework), MOE Teacher competency Standards and evidence from already conducted EGRA and ELTIP Researches to design intervention courses for all the targets of the project. The project addresses all specialization teachers and students in the college and in the cluster schools with a primary emphasis on Primary English Teachers – with a diversified content based methodology and skill support. • Development and production of Training curriculum (including the Competency

Framework and training Modules)by local experts, if possible with assistance from international experts.

• Production of listening materials and audio-visual support packages to be integrated in to teachers CPD activities and locally contextualized reference materials for English Teachers in the schools.

• Simple Social Media support terminal (Probably One Advanced Tower Mac Computer with DVD burning Utilities).

• Training support skills software( Especially CALL, Cambridge Writing Coach and so on).

• Adapting and revising two college skill courses notably Reading and Writing. • Publication of story books for children for primary reading. • Advancing or upgrading Face-book support page for all the stakeholders.

4 Updating of the computer labs in delivering the updated ICT/educational media

courses, training methodologies in science and math, and English training Main Objectives: To provide sufficient ICT-based training and learning environments for the updated ICT/educational media training course, English training programmes, and supports for CPD. Main Activities: * Lab tops for teacher educators. * LCD projectors and LCD screens for computer labs and shared with classrooms of the College. * Devices needed to set up video conferencing system. * Updating website of the college. * Desk top computers for digital library.


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* Licensed antivirus and server protection software. * Workshops on establishment and maintenance of computer labs, digital libraries, and video conferencing system.

5 Building capacity to provide quality pre-service and in-service programmes so as to increase the supply of qualified Science and Mathematics teachers particularly through ICT supported delivery mechanisms

Main objectives:

* To revise and update training programmes on teaching methodology in science and mathematics so as to promote active learning;

* To enhance TEIs-school partnership through strengthening school linkages and providing training based on the new training modules to promote active learning.

Main Activities:

* Updating training modules on teaching methodologies in Mathematics and Science. Mathematics linear and cluster programme of year 1-3, 20 modules will be redesigned (rewritten) to fit active learning, student centred way of lesson delivery. The same for Chemistry linear and cluster programme, physics linear and cluster programme and biology linear and cluster programme total of nearly 60 modules. This will be done by mathematics and science teacher educators in our college (60 Msc instructors in various disciplines). * Strengthening school linkages and providing training on active learning methods suitable for specific grade level and specific subject type. * Providing training for 350- 400 mathematics and science teachers, 100 trainees and 20 trainers for 5 days per cohort, we expect 4 cohorts. The training material preparation and trainers are 60 teacher educators in the college.

6 Building capacity of teacher educators in designing and conducting researches with a view of improving the quality of teacher training Main Objectives:

• Teacher educators of the college acquainted with knowledge and skill in designing and conducting researches

• Capacity of teacher educators will be improved. •

* Quality of teachers training will be improved because gaps and problems of teacher training will be identified and solutions will be taken.

•


41

* New knowledge, improved standard of teacher training and best experiences will be identified and scaled up.

• Main Activities: * Providing training to teacher educators of the college on designing and conducting basic and action research. * Providing training to teacher educators of the college on utilization of research results for the improvement of teacher training. * Preparation of training materials, manuals and guidelines for designing and conducting researches. * Arranging and providing supports for research presentations, publication and dissemination of research results for the improving teacher training of the college.

7 Networking among the TEIs for sharing resources, expertise, research and publications

and capacity development 7.1 Forums of Deans of TEIs Main Objectives: During these forums each TEI is expected to present the experiences of their college in excelling science, ICT, School linkage, language, practicum, leadership and improvement of the quality of education. The forum will be held once a year and it will be held at one of the colleges so that the participants can get opportunity to visit the hosting colleges teaching learning environment. Main Activities:

* Forums of Deans of TEIs. * Exchange programme for school leadership with sisterly educational institutions and short term training especially at UNESCO International Institution for Educational Planning (IIEP), or inviting Trainers from IIEP to train deans and stream heads of the colleges on management of higher educational institutions.

7.2 Other activities of networking may be designed as needed.