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Reaching the marginalisedReaching the marginalised

Reflections from EthiopiaReflections from Ethiopia

National factsNational factsWho are the marginalized?Who are the marginalized?Policy environmentPolicy environmentProgress and policiesProgress and policiesPolicy and implementation challengesPolicy and implementation challenges

Outline of the presentationOutline of the presentation

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Ethiopia Ethiopia –– overall contextoverall context

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‐Size – over 1.3 million square km (twice as big as France) with over 80 languages spoken‐Scattered rural population – 77 million people, 80% dependent on subsistence agriculture

Structure of the Ethiopian Education System Structure of the Ethiopian Education System

1 2 3 1 2 3 4 5 6 7 8 PSLCE 9 10 1 2 3

1 2 3 TVET Level 1

11 12 1 2 3 4 1 2 1 2 3 4

KG – KindergartenABE- Alternative Basic Education 1 2 3 4 5 6PSLCE- Primary School Leaving Certificate ExaminationGeneral Secondary Education– Secondary 1st Cycle EGSECE- Ethiopian General Secondary Education Certificate ExaminationEHEECE- Ethiopian Higher Education Entrance Certificate ExaminationTVET-Technical and Vocational Education and TrainingTVET Level 1 - National TVET Qualification Certificate 1TVET Level 2 - National TVET Qualification Certificate 2TVET Level 3 - National TVET Qualification Certificate 3TVET Level 4 - National TVET Qualification Certificate 4TVET Level 5 - National TVET Qualification Certificate 5Preparatory Program – Secondary 2nd Cycle MA- Masters Degree

PhD – Philosophical Doctorate Degree

TVET

EHEECE

KG

Pre-School

EGSECE

1st Cycle Grade 1-4

2nd Cycle Grade 5-8

Preparatory Secondary

ABE

1st Cycle Grade 9-10

PhD

Level 3

Level 4

2nd Cycle Grade 11-12

MA

Postgraduate Degree Programs

TVET Level 2

Primary EducationGeneral

Secondary Education

Undergraduate Degree ProgramsLevel 5

EthiopiaEthiopia’’s system of educations system of education

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•Education and Training Policy of 1994    Defines overall policy for the sector•Education Sector Development Plan defines five year strategic direction•ESDP III ends in 2010•ESDP IV currently being developed

Who are the marginalised ?• Around 2 million pastoralists – many in emerging regions ( Afar and Somali)

• Children with special needs (only 2.5% enrolled)• The very poor• Orphans and vulnerable children e.g. AIDS victims

• street children etc.• Girls, especially beyond grade 4

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Policies and government commitment• Sector plans focusing on marginalised groups

• Poverty Reduction strategy, Gender Education Strategy

• Policy and strategy on Special Needs and Inclusive Education

• Functional Adult Literacy Strategy, framework, Implementation Guideline and 10 years Master Plan is in place

• Alternative Basic Education Strategy

• Early Childhood Care Education Strategy

• Strategy for Education for Pastoralist children

• HIV/AIDS strategy being finalized

• Special support and inclusive education department have been set up in the Federal Ministry

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There has been progress

• Around 350,000 children with special needs enrolled in primary school

• Numbers of children enrolled in ABEs has doubled since 2005 (15% of the total enrolment is the pastoralist area)

• Doubling of girls enrolled in school since 2005 and a GPI of 0.9 

• 85% of the primary schools are in the rural areas 

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Alternative modes of education delivery scaled up

• Rapid scale up of Alternative Basic Education Centres for pastoralists.

• Flexible academic calendar, 

• Relevant and compressed curriculum, 

• Mother tongue education, 

• Facilitators from the localities

• Mobile Schools for pastoralists

• Girls Hostels in towns for those girls coming from rural areas

• Special schools for special need children whenever necessary

• Development partners important support

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ABE in Hamer Woreda, SNNPR

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Mainstreaming of special needs children into formal schools

• Provision of learning materials e.g free text books

• Plans for special needs expertise

• School feeding programs in draught affected areas

• Boarding Schools for girls‐ Afar and Benshangul

• Training for teachers‐ (1st, 2nd, & Terminal degree programs for SNE Instructors)

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Progress on getting and keeping girls into school

• Girls’ clubs in all schools

• Separate latrines for boys and girls

• Female scholarships for needy and high achievers

• More gender sensitive curriculum and teaching materials

• Gender mainstreaming strategy

• Girls education forum by stake holders 

• Tutorial programs and affirmative actions11

Najma – a grade 4 student in Somali Region – wants to be a doctor when she grows up

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Improving quality• Quality improvement a high priority in ESDP• General Education Quality Improvement Package (GEQIP)

supported through a pooled fund that started July 2008• Objectives in phase 1 (2009 – 2012) are to a) improve 

teaching and learning conditions in primary and secondary schools and b) improve planning, management and budgeting at all levels  

• Government‐led programme with five development partners and FTI – additional $300 million in first phase

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So what are the priorities going forward?• Better data on extent to which the marginalised are being 

reached collected through the management information system

• Better and deeper understanding of what makes the children to come to school and the demand side issues

• Increased quality of alternative education provision and options for transition to upper primary and beyond

• Proper and contextual policy, commitment and right strategy

• Assessment of extent of special needs education and most effective means of provision

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ECCE class in Hamer District (SNNPR)ECCE class in Hamer District (SNNPR)