ESDP Joint Review Mission 2007 - Development...

The Addis Ababa JRM ReportNovember 2007

ESDP Joint Review Mission 2007

The Addis Ababa JRM ReportSecondary Education and TVET

Final Draft 16.11.2007

Anders Wirak, Regional Team LeaderAbebe Basazinew

Hailu KassaDavetta SamuelsAndualem TenawRichard Webber

Addis Ababa November 2007

Ethiopia - Education Sector Development Programme (ESDP)1


Table of ContentList of Graphs...........................................................................................................................................3List of Tables............................................................................................................................................3List of Abbreviations................................................................................................................................4Guide to Ethiopian Calendar Years..........................................................................................................41 INTRODUCTION............................................................................................................................5

1.1 The Joint Review Mission.......................................................................................................51.2 Objectives and approach taken................................................................................................5

2 ADDIS ABABA...............................................................................................................................62.1 General information................................................................................................................62.2 The development policy of the region....................................................................................72.3 Objectives and strategies for TVET in the region...................................................................8

3 PERFORMANCE.............................................................................................................................9A Findings............................................................................................................................................93.1 Access.....................................................................................................................................93.2 Quality...................................................................................................................................143.3 Efficiency..............................................................................................................................183.4 Equity....................................................................................................................................213.5 Community participation......................................................................................................223.6 Management issues...............................................................................................................233.7 Financial issues.....................................................................................................................253.8 Capacity building..................................................................................................................263.9 Successes, constraints and coping mechanisms....................................................................28B. Conclusions and recommendations................................................................................................283.10 Conclusions...........................................................................................................................283.11 Recommendations.................................................................................................................29

4 DEMAND ORIENTATION AND TUNING.................................................................................304.1 Mechanisms for tuning..........................................................................................................30

4.1.1 Through curricula.............................................................................................................304.1.2 Through official/institutionalized mechanisms................................................................314.1.3 Through own initiatives....................................................................................................31

4.2 Quality of linkages and preparation of students of the public education system..................324.2.1 General Secondary – TVET..............................................................................................324.2.2 Preparatory – Higher Education.......................................................................................34

4.3 Quality of linkages and preparation of students in the private and non-formal education system 36

4.3.1 Private TVET....................................................................................................................364.3.2 CSTCs...............................................................................................................................36

4.4 Preparation of students for study and career choice..............................................................374.4.1 General Secondary students..............................................................................................37

5 SUCCESSES, STRENGTHS AND CONSTRAINTS...................................................................376 CONCLUSIONS AND RECOMMENDATIONS.........................................................................38

Annex 1 Guidelines for the JRM............................................................................................................39Annex 2 List of persons met and itinerary.............................................................................................41Annex 3 Goals, Objectives and Strategies for Education in Addis Ababa.............................................43Annex 4 Key Performance Indicators of ESDP III 1998–2002E.C. (2005/10)....................................47Annex 5 ESDP 3 sector performance indicators – National level results and targets...........................49Annex 6 Addis Ababa ESDP III Projected Capital Expenditure..........................................................51Annex 7 Addis Ababa ESDP III Projected Recurrent Expenditure.....................................................53



List of GraphsGraph 1 Addis Ababa Grade 9-10 GER (Source: MOE).....................................................................10Graph 2 Addis Ababa Grade 9-12 PTR................................................................................................14Graph 3 Certified Grade 9-12 Teachers Addis Ababa 1998 E.C.........................................................14Graph 4 Expenditure for textbooks last years......................................................................................15

List of TablesTable 1 Selected Education statistics Secondary, Addis Ababa..............................................................9Table 2 Addis Ababa G9-10 GER 1997-2005 (Gregorian Calendar)...................................................11Table 3 Government schools, enrolment, GER, and some indicators Grade 9-10 1997-1999 E.C......11Table 4 Total enrolment and GER (Grade 9-10) Addis Ababa 1998 E.C.............................................11Table 5 Governmental schools, Enrolment and some indicators, Grade 11-12 1997-1999 E.C...........11Table 6 Total enrolment and GER (Grade 11-12) Addis Ababa 1998..................................................11Table 7 Governmental and Private schools and evening classes, Grade 9-12 1997-1999 E.C.............12Table 8 Number of Grade 9-10 education institutions in Addis Ababa................................................12Table 9 Number of Grade 11-12 education institutions in Addis Ababa..............................................12Table 10 Students in Government TVET schools (10+1)(10+2) and (10+3) 1995-1999 E.C..............13Table 11 Trainees at Government “non-formal” TVET (CSTCs) 1997-1999 E.C...............................13Table 12 Pupil/Teacher Ratio Grade 9-12 Addis Ababa 1996-2006.....................................................14Table 13 Teachers in Addis Ababa and qualifications..........................................................................15Table 14 Teachers participating in Summer In-Service Programs Addis Ababa..................................15Table 15 Addis Ababa Grade 9-12 PSR................................................................................................19Table 16 Addis Ababa Pupil Section Ratio, Grade 9-12, 1995 to 2006 (G.C.).....................................19Table 17 Section 2: GPA Grade 9-12 Test Scores 2005/06..................................................................19Table 18 Ethiopia 12 GPA Scores 1998................................................................................................19Table 19 Addis Ababa Grade 12 GPA Scores 1998..............................................................................20Table 20 Enrolment, drop-outs and repeaters 1999, Addis Ababa (E.C.).............................................20Table 21 Capital and Recurrent Cost by Sub-Programs (000) Addis Ababa.......................................25



List of Abbreviations

ABE Alternative Basic EducationADB African Development BankARM Annual Review Mission (under ESPD)BESO Basic Education System OverhaulBOFED Bureau of Finance and Economic DevelopmentCSTC Community Skills Training CenterE.C. Ethiopian CalendarECBP Engineering Capacity Building ProgramEFY Ethiopia Fiscal YearEMIS Education Monitoring and Information System ESDP Education Sector Development Programme GER Gross Enrollment RateGPA Grade Point AverageJRM Joint Review MissionMDG Millennium Development GoalsMOE Ministry of EducationNFE Non formal educationNGO Non government organizationsOVC Orphans and vulnerable children PTA Parent Teacher AssociationsPTR Pupil Teacher RatioREB Regional Education BureauSIP School Improvement ProgrammeSSR Student Section RatioTEI Teacher Education InstitutionsTTC Teacher Training CollegeTTI Teacher Training InstituteTVET Technical and Vocational Education TrainingWEO Woreda Education OfficeWOFED Woreda Office for Finance and Economic Development

Guide to Ethiopian Calendar YearsThis report includes reference both to the Gregorian and Ethiopian Calendar. When the latter is meant the abbreviation (E.C.) is added. The correspondence between Ethiopian and Gregorian Calendars is presented below

Gregorian Calendar Ethiopian Calendar Gregorian Calendar Ethiopian Calendar1997/98 1990 2003/04 19961998/99 1991 2004/05 19971999/00 1992 2005/06 19982000/01 1993 2006/07 19992001/02 1994 2007/08 20002002/03 1995 2008/09 2001



1 INTRODUCTION1.1 The Joint Review Mission

Within the framework of the goals, strategies and targets set for the national ESDPs, Addis Ababa City Administration Education Bureau has prepared and implemented their regional ESDPs since 1990 (E.C) (1997/98). The first covered five years. The second ESDP was a three year programme in order to start the third ESDP in a synchronized way with the general national education programme in Ethiopia. The review of the second ESDP showed tremendous and encouraging results, particularly in terms of increased access. The third ESDP covers the period from 2005/06 to 2009/10. Hence this is the first Joint Review Mission (JRM) of the third ESDP period.

The ESDP stakeholders at Federal level (in particular MOE and main donors) are defining the framework for JRMs and Annual Review Meetings (ARMs). These are instruments where all main parties in the education sector together assess performance and decide on next years main directions of the education sector. Since the start of the first ESDP, all together 10 JRMs have been held.

1.2 Objectives and approach taken

The current JRM team covering both Dire Dawa and Addis Ababa, decided to prepare separate reports for the two towns. Combining them in one report, as previously has been the case, was not considered to be practical. The Guidelines for this year’s JRM states that the mission will only cover part of the objectives that normally are set for the JRMs. Hence field visits and data collection would be concentrated around the theme of “Post-Primary Education and the transition to world of work” and on the tuning between First and Second Cycle Secondary, TVET and Higher Education. The scope of this JRM will therefore be on these elements as well as the Secondary education system and TVET’s relationship to the “world of work”.

The aim therefore was to assess whether post-Primary education (leaving out tertiary education) prepares its graduates sufficiently for the post-school life. According to the Guidelines the JRM shall in particular scrutinize how far the education system is demand driven and (if not) how this could be improved.

The JRM in Addis Ababa used the checklists which were prepared in advance. In addition to interviews with officials, representatives from various organizations and firms, principals, teachers and students some efforts were made to make visual inspections of the institutions visited. Due to the specific objectives of this mission, there were less educational institutions covered, and more institutions representing the “world of work” and society at large. After a couple of days, the JRM team found that more emphasis was needed in order to capture the “performance part” of the mandate; that is to describe the education system and progress made in accordance with ESDP guidelines and targets.

Unnecessary to say perhaps; the JRM did not have sufficient time to undertake thorough assessments of all aspects mentioned in the Guidelines. One limiting factor was that nobody were able to find previous years’ Addis Ababa report, and hence the 2007 JRM was not in a position to build on, or compare with former JRM studies.

All people interviewed were kind enough to set aside time for the team, and as far as the team could judge they spoke freely and openly about both positive and critical issues. More than that, all informants showed genuine interest in the questions raised. The JRM appreciate this and takes this opportunity to thank all involved for all assistance rendered. No body mentioned – no one forgotten.



Both for Dire Dawa and Addis Ababa it is unfortunate that most of the emphasis was given to the cities and little to the rural areas. Both town borders encompass rural areas, which have their own challenges. It is quite clear that in order to describe education in Addis Ababa also the surrounding rural areas need to be included.

It needs to be mentioned that the contents of this report is organized in strict accordance with guidelines provided for the JRM. This is a requirement made by the overall JRM team leader so that the final report can be assembled and organized in a systematic way. But it also means that certain peculiarities appear in this report. For instance there will be some headings without, or with very little contents. And there will be instances where contents do not fully correspond to the heading. This relates for instance to presentation of quality of TVET, which is covered under several chapters, and not only under the main heading of quality in the performance part (first part) of the report.

2 ADDIS ABABA2.1 General information

The Ethiopian Federal State strongly emphasizes the importance of Education for All (EFA). As one of the Ethiopian Millennium Goals proclaimed when Ethiopia started its 2000 millennium (EMDG) all children are to enroll school - now. Implementation of this goal will imply enormous efforts by the education sector.

With a population estimated to be 2.9 million in 2005 the Educational activities in Addis Ababa are plentiful, varied and comprehensive. Some brief facts will reveal this: There are all together 681 Kindergartens, of which 6 are Governmental. There are 75,938 children in Kindergarten, constituting 41,8% of the age group. Children/room rate is 27, and the children/employee rate is 19, but these figures hide very large variations. There are 523 Primary schools whereof 93 are Governmental. Currently there are 385,512 pupils in Primary. GER for Primary is 117, indicating that there are many over aged pupils in the primary classes. Pupil/section rate is 51, again this is hiding large variations. (Further facts about other levels of education are included in the access part and in annexes of this report.)

Addis Ababa has already gone a long way to achieve its EMDG. In every Town Kebelle (Township) special censuses have been undertaken to identify children out of school. The Kebelles have reported to the next level in the city organization; the Sub-City, which again have compiled results and reported to Educational and City authorities. In one of the Sub-Cities; Bole, which has got about 400,000 inhabitants, 3,000 children were found to be out of schools.

Systematically then, the approach has been to identify why these children are not attending school, and, in close cooperation between Government, the civil society and NGOs provisions have been made to support uniforms, food, school equipment for those in need, or to give other needed support. The EMDG is a brave and important effort, and if a developing country will be able to obtain such an aims, it must be Ethiopia. The JRM to Addis Ababa found well qualified, hard working staff at all levels in the education system which is mobilized to obtain the aims.

All informants to this JRM team were well aware of the risk that increased emphasis on access might impact negatively on quality of the training provided. It has been the policy in this country for several years to focus on access for all, as education has been considered a Human Right. This report shows that many activities, programs and projects are in place to follow up on quality, equity, participation, good management and all the other issues. And quality will come, – but first, now, Bole Sub-City and all other Sub-Cities, Addis Ababa and the whole country, will be involved in an urgent effort to reaching the EFA target within the Ethiopian Calendar year 2000.



2.2 The development policy of the region

As the capital of the Federal Democratic Republic of Ethiopia the Constitution (Article 49) gives Addis Ababa special status, and stipulates that its residents shall have a full measure of self-government, but makes its Administration responsible to the Federal Government (Ministry of Federal Affairs oversees the administration of Addis Ababa). The Region has an elected council (with 92 members), and is represented in the House of Peoples’ Representatives. Although Addis Ababa is not a regional state, it functions like regions in many aspects of planning, budgeting and service delivery.1

The region is divided into 10 sub-cities and 99 Kebeles. Parts of two sub-cities are rural. The economy of the City mostly depends on industry, trade, large and small-scale factories run by the government and private investors. Handicrafts and cottage industries are numerous and play an important role for the development of the region. Commerce and tourism are growing and some agriculture is practiced in the surrounding Kebeles. Growing urbanization, industrialization and population influx put continuous pressure on the civic administration. Economic condition is low, social services are minimal. The magnitude and intensity of the problems are beyond the financial means of the region to alleviate them.

With regard to strategic development framework and development framework and action plans for Addis Ababa, the current government policy strives to create a strategic planning system that puts emphasis on involving the private sector and other actors. This approach, as a continuous process, demands that government play a developmental and facilitating role through developing realistic implementation mechanisms and management tools to help in mobilizing the limited resource for the development of critical infrastructure and services2.

The vision is the creation of favorable environment in which all partners can play a significant role in the development of the city and harmonization of the ever-increasing demand for services and infrastructure with the available resources.

To meet the aims, Strategic Development Framework (SDF) and Strategic Development Action Plans (SDAP) have been developed. These tools promote a broad participation, emphasize results over control, and establish a strong linkage between planning and implementation processes, and carefully target the allocation of limited resources. The SDF provides a ten-year policy framework and development direction in line with the city government’s socio-economic policy. It prioritizes short and medium term strategic issues for action based on such criteria as:

Social: Impact on poverty reduction and employment generation Economic: Impact on revenue increment and economic growth Environmental quality: Less environmental damages, a cleaner and safe city

The six priority strategic issues and their respective goals are: Housing: Address the effective demand and backlog of housing Upgrading: Improve the working and living environment and economic

activity of key slum areas Redevelopment: Improve economic dynamics and urban quality of inner city areas Road and transport: Facilitate easy mobility and enhance the development of infrastructure

and services Industry and warehouses: Foster economic growth and employment generation with minimal

environmental impact Environment: Protect and develop the urban environment

1 ESDP JRM 20042 http://www.telecom.net.et/~aamp/SDFSDP.htm


http://www.telecom.net.et/~aamp/SDFSDP.htm


SDAP is a detailed citywide action plan for sectoral strategic issues and specifies actions to be undertaken over the next five years. This lists out prerequisites that the government needs to put in place in terms of financial, regulatory and institutional requirements. It brings together all relevant stakeholders to develop a common understanding and a strong commitment for implementation and it gives attention to integrated and coordinated planning and implementation processes. An effort has been made to integrate SDAPs with the previously endorsed sectoral strategies, e.g. in health and education.

The City Administration has the following objectives: Institute good governance in which effectiveness, transparency and accountability to the residents is

paramount as well as to make a city in which expedient, reliable security, social harmony and equitable municipal services are ensured.

Enlarge its role as a capital city of the Federal Government and as a seat of the African Union and different International and Regional organizations.

Create favorable living conditions and work as well as to facilitate conditions in which residents determine the overall operations of the City and become beneficiaries of its development.

Make a center where Ethiopian nations, nationalities and peoples reside in equality and experience their cultures freely.

Make a city where the well-being and comfort of residents is safe and particularly where children, women, persons with disabilities, elderly and other disadvantaged segments of society avail of special support.

Bring about speedy and sustainable economic development through the encouragement and enhancement of investment and research.

Make the city a center of commerce and industry. Make the city a naturally balanced, clean, green and with favorable environment through the prevention

of environmental pollution. Major development goals Generate substantial employment opportunities by promoting private investment and enhancing

potential of Micro and Small scale Enterprise (MSEs); Enhance construction of residential houses; Promote neighborhood upgrading activities; Improve waste management and beautification of the city; Reduce HIV/AIDS prevalence, care for HIV/AIDS victims and aware the public at large; Promote good governance.

2.3 Objectives and strategies for TVET in the region

The Addis Ababa ESDP includes a situation analysis of some of the challenges of TVET in the City. This indicates that there are problems in relation to usefulness and relevance of TVET programmes, and it is stated that most TVET graduates do not meet the expectations of the service and production sectors. This is, according to the Addis Ababa ESDP mainly due to three major reasons:

“TVET concentrates on institution-based training which favors theoretical instruction. Initial training is still input-oriented and follows curricular requirements instead of workplace and labor market requirements.

Further training and continuous upgrading for the existing workforce are only partially in place. A meaningful structure for steady adaptation to workforce demand and life-long learning is still missing.

Ongoing formal and informal non-public and private company-based training is closer to people and to the world of work. All these different training approaches are not yet part of the over-all training system, and exclude large majority of trainees, job seekers (creators) and working people. Thus, their skills, knowledge and experience are not sufficiently acknowledged, developed and utilized.”3

ESDP elaborates further by stating that “there is a need for a coherent system which includes formal and non-formal initial and subsequent continuous training program that allows access to certification 3 Addis Ababa, ESDP p. 13



at all levels; no matter how and where skills and knowledge were acquired and opens access to academic studies for everyone through required standard assessments/tests. Moreover, it is necessary to strengthen the qualification framework which is the basis of the outcome-and competency based system. This requires the development of additional occupational standards test items, and establishment of one appropriate assessment/testing infrastructure.”

Further, the Addis Ababa ESDP describes the ongoing programmes in TVET sub-sector, including the TVET Proclamation (which in 2007 (1999 E.C.) was followed by the TVET Strategy). Up to 1999 (E.C) new training programmes had been identified and occupational standards were prepared for 50 prioritized trades. Government TVET institutes had been provided with equipment, machines, furniture and computers. Training modules had been produced in MOE and distributed to the institutes and appropriate expatriate trainers assigned in the TVET institutes to improve quality of training. Some former Government Secondary schools were converted to formal TVET institutes. (This created an adverse effect on the classroom student ratio of the general education.)

Further, ESDP reported that guidelines have been prepared on the procedures of internship, certification, board and council establishment, standard management and human resource organization, vocational guidance and counseling, facilities maintenance, cost-sharing, occupational standard development hand book and production of (service) centers organization and their implementation. According to the TVET proclamation, quality assurance measures are also going to be supported by trade testing for skills acquired through formal and non-formal training.

JRM 2007 takes place when the TVET sub-sector is in the middle of fundamental systemic changes. Naturally the changes have not been evenly implemented in all schools and institutions, but after some years the MOE plans and strategies for TVET will impact on all TVET related activities in Addis Ababa.

3 PERFORMANCEA Findings

3.1 Access Secondary educationThe statistical tables which were prepared in advance for the JRM’ respondents to be filled in, proved to be particularly challenging. Even after much effort from the JRM’s side in most cases the tables were not filled in. Statistic data will therefore be sketchy and un-complete. It is considered much more cost-efficient if MOE provide these figures from central statistics offices in the Ministry.

Table 1 Selected Education statistics Secondary, Addis Ababa

EC 1998 (2005/06)

REB

EC 1998 (2005/06)

EMIS

Target EC 1999

(2006/07) REB

Result EC 1999

(2006/07) REB

Result EC 1999

(2006/07)EMIS

Target EC 2000

(2007/08)REB##)

2. ACCESS2.84 Gross Enrolment Rate - Secondary 9-10 81.9 101.9 80.3 88.7 83.32.7.1 Male (43736) 110.5 80.1 (44618) 84.02.7.2 Female (56993) 94.6 80.5 (48143) 83.82.9 Admission to Preparatory 11 14128 18821 15186 230322.9.1 Male 7530 9871 7284 111872.9.2 Female 6598 8950 7902 118752.10 Admission to TVET 25000 264972.10.1 Male 12598 13151

4 Standard Region Education Data form has been adapted to the JRM’s requirements. Original numbering has been maintained.



2.10.2 Female 12402 13346Admission to TVET# (Government only) 10082 9718Male 4741 5475Female 5341 42432.11 Admission to Degree program2.11.1 Female 2.11.2 Male 2.12 Admission to Post graduate program3. QUALITY 3.8 Secondary 9-12 student/teacher ratio 1:40 9-10 39:1 33:1 11-12 39:1 33:14. EFFICIENCY

4.3 Secondary school student/section ratio 50:1

9-10 76:1 62:1 11-12 55:1 56:1

6. GENDER PARITY INDEX Secondary (9-10) 0.86

* Admission to Preparatory was not identified. Number of students in preparatory (11+12) is however for 1998 EC 14,128 (7530 male and 6598 female) and the numbers to be included in the table most probably would not be far from 50% of these figures. For 1999 the same set of figures is 22,232 (total), 11,204 (male) and 11,028 (female).# Admission to TVET was obtained with kind assistance from REB Training Center. Data from Private TVET schools are not easily available. ## As indicated, some of the targets set for 2000 (E.C.) are lower that results obtained in 1999 (E.C.) and targets should therefore be moved.

The above data are obtained from AA REB staff and the AA REB annual report.5 The Annual Report is presenting statistics separately for the ordinary program and evening program (and the evening program is not split for (G9-10) and (G11-12). This makes calculation and comparison difficult. There are also differences in population statistics provided from different sources. The JRM team to Addis Ababa is not in a position to assess what is correct. For the purpose of assessing development in AA basically the REB figures have been used. The MOE/EMIS statistics is however used to develop the following graphs.

Graph 1 Addis Ababa Grade 9-10 GER (Source: MOE)

Addis Ababa Grade 9-10 GER

0

20

40

60

80

100

120

1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06

boys

girls

Source: MOE – JRM organization.

Table 2 Addis Ababa G9-10 GER 1997-2005 (Gregorian Calendar)1997/98

1990 E.C.1998/99

1991 E.C.1999/00

1992.E.C.2000/01

1993 E.C.2001/02

1994 E.C.2002/03

1995 E.C.2003/04

1996 E.C.2004/05

1997 E.C.2005/06

1998 E.C.Boys 63.1 67.4 60.1 63.9 75.6 85.3 96.2 102.8 110.5

5 Addis Ababa Administration Education Bureau: “Education and Training plan performance report and yearly budget plan” (In Amharic), Addis Ababa 1999 E.C.



Girls 59.6 60.7 53.2 54.1 64.2 72.2 78.8 86.5 94.6Source: MOE – JRM organizers

The above graph indicates steady and strong increase in GER over the years. After a GER reduction from 1998/99 to 1999/2000 the annual growth has been large, and during 3-4 years it was remarkably larger for males than for females. During the last couple of years, however, the gap between boys and girls has been kept stable.

Looking at the statistics from REB the relatively larges increase in access took place at Preparatory level as will be revealed in the following tables which are translated and copied from the AA REB 199 report.

Table 3 Government schools, enrolment, GER, and some indicators Grade 9-10 1997-1999 E.C.Year

# of schools*

School age population

Number of students Plan perform.

GER **)

ESDP plan

PCR PTR

Male Female Total

1997 75 114966 83899 73% 73% 70:1 42:11998 96 108728 43736 45993 89729 6.9% 81.9% 79.4% 76:1 39:11999 122 104523 44618 48143 92761 3.4% 88.7% 80.3% 62:1 33:1Source: AA REB (*) Includes both Government and Private. In 1998 there were 24 Governmental (**) As these are only covering Government schools GER is not really relevant.

Annual Abstract’s for 1998 EC gives the total number of students at this level for AA, including also evening schools:

Table 4 Total enrolment and GER (Grade 9-10) Addis Ababa 1998 E.C.Enrolment GER

Male Female Total Male Female Total55466 56116 111528 110.5 94.6 101.9

Table 5 Governmental schools, Enrolment and some indicators, Grade 11-12 1997-1999 E.C.Year

# of schools

School age popul.

Number of students Plan perform.

GER ESDP plan

PCR PTRMale Female Total

1997 31 136169 12583 12583 65:1 25:11998 37 132564 7530 6598 14128 12.3% 15386 55:1 39:11999 48 124379 11204 11028 22232 57.4% 18821 56:1 33:1Source: AA REB

As the number of students in the above table does not include evening classes it is needed to add these as in the following table.

Table 6 Total enrolment and GER (Grade 11-12) Addis Ababa 1998 Enrolment GER

Male Female Total Male Female Total8183 6529 14712 14.0 9.0 11.3

(Evidently there are some statistical errors in the above table)

The tables shows that achievements over the three years in question have been high.

The most remarkable trends in the above tables are probably the increase in (day time) Grade 11-12 from 12,583 students in 1997 to 22,232 students in 1999, indicating an increase of 79 %! This increase was explained by REB statistician by the fact that in previous years’ intake criterion to Second Cycle has been higher than for other parts of Ethiopia in order to boost other regions and rural areas. For intake in the year 1999 (E.C.) these criteria for Addis Ababa were set down to the national level, hence the number of students from Grade 10 to Second Cycle leaped up as indicated in the statistics.


Ethiopia has proclaimed its own Millennium Goals, one of which is that all children out of school shall enroll in the current year. All Kebelles have undertaken a census, and in Bole Sub-City in Addis Ababa it was discovered that 3000 children are out of school. These are covering the age groups of 7-12 in the town and 7-15 in rural areas. (In order also to include street-children, counting was made during night-time, identifying where children lived). In order to assist poor children, there will be organized school feeding, and school uniforms will be supplied to the neediest. There is a strong cooperation with private and NGO organisations.


In order to have the full picture for Secondary, including regular and evening classes, for the last 3 years, combining of three tables in the REB Annual Report is necessary, the result is as follows:

Table 7 Governmental and Private schools and evening classes, Grade 9-12 1997-1999 E.C.Year First Cycle (9-10) Second Cycle (11-12) Extension classes (9-12) Grand total (9-12)E.C. Male Female Total Male Female Total Male Female Total Male Female Total1997 83899 12583 13374 10509 23883 1203651998 43736 45993 89729 7530 6598 14128 12115 10343 22458 63381 62934 1263151999 44618 48143 92761 11204 11028 22232 11764 10406 22170 67586 69577 137163Source: Calculated on the basis of three different tables in AA REB Annual Report 1999

The most significant finding from the above table is that in 1999 (E.C.) there were more females than men in Secondary education. The increase in number of females between 1998 and 1999 (E.C.) is particularly found in the First Cycle (9-10) and not least in the Second Cycle where the number of girls increased by 68.7%!

Number of institutionsThe following table presents the number of first cycle (Grade 9-10) educational institutions in Addis Abba according to REB Annual Report:

Table 8 Number of Grade 9-10 education institutions in Addis AbabaE.C. Govt. Local

CommunityPrivate Missionary Orthodox

ChurchMuslim NGO Foreign

CommunityTotal

1997 20 3 26 13 3 4 6 751998 24 5 37 13 3 1 7 6 961999 32 9 51 13 3 2 6 6 122Source: AA REB

The table illustrates the large number of different stakeholders involved in running Secondary education schools. While there is little or no increase in number of missionary, Orthodox Church schools or Foreign Community schools, the Muslim schools are proportionally speaking expanding fast from 0 to 2 over the three years. Government schools have increased by 60% while the private schools are almost doubling in numbers (96%). In 1997 Government schools represented 27 % of the total and in 1999 it was about the same rate: 26%.

Table 9 Number of Grade 11-12 education institutions in Addis AbabaE.C. Govt. Local

CommunityPrivate Missionary Orthodox

ChurchMuslim NGO Total

1997 10 6 12 1 2 311998 10 1 10 11 2 1 2 371999 10 2 19 11 2 1 3 48

Source: AA REB

For Grade 11-12 the above table indicates that while the number of Government institutions were stable during the period, private schools are mushrooming from 6 to 19 schools over three years. While Government schools in 1997 controlled 32 % of the schools in 1997, in 1999 this was reduced to 21 %.

Concluding from the above one see that the number of Secondary schools are increasing at a very high rate in Addis Ababa, and that the private sector is strengthening its position. Hence a marked



privatization of secondary education institutions is taking place in the capital of Ethiopia. This does not necessarily mean that the number of students in private schools is increasing proportionally as much, due to the fact that Governmental schools normally have much higher intake numbers.

Access TVET Rules for entrance to TVET are highly regulated according to the criteria of scores from grade 10 and gender. Lowest score for being accepted to Government TVET is 1.2 for females and 1.4 for males, and then entrance is open to 10+1. Students below these levels will have to try the private schools or non-formal system, or be engaged in the world outside education.

To be accepted in 10+2 females need 1.6 points and males 1.8. To start in 10+3 (degree program) 2.0 points are required.

Number of Government TVET schools and enrolment is presented in the following table.

Table 10 Students in Government TVET schools (10+1)(10+2) and (10+3) 1995-1999 E.C.E.C. 10+1 10+2 10+3 TotalYear

Male Female Total Male Female Total Male Female Total Male Female Total

1995 2941 3772 6713 3137 2825 5962 0 0 0 6078 6597 126751996 2544 1687 4231 5763 5642 11405 544 338 882 8851 7667 165181997 1594 898 2492 4111 4279 8390 1325 788 2114 7031 5965 129961998 1070 2011 3981 4545 3849 8394 1886 1220 3016 7501 7080 145811999 1801 1576 3386 3864 3217 7081 1440 596 2036 7114 5389 12503Source: TVET Training Center at REB, Sidist Kilo

Unfortunately, reliable statistics covering the private TVET schools seem not to be available. The current JRM team was not able to find out whether all private TVET institutions are included in the EMIS questionnaire.

During the period from 1990-97 (E.C.) there were a considerable increase in number of Governmental TEVT schools from 3 to 106. Then the number seems to have stabilized at the current level (10 institutions) during the last three years, and there is even a decrease in number of students from 1998 to 1999 (E.C.).

Table 11 Trainees at Government “non-formal” TVET (CSTCs) 1997-1999 E.C.YearE.C.

# of inst. Male Female Total Comparing with previous year

Notes

1997 18 1479 953 2450 Not including non-governmental Trainees

1998 18 1142 956 2098 -16.8%1999 19 1071 1015 2086 -0.6%

Source: AA REB Annual report 1999 (p.23)

Although the CSTCs are called “non-formal” (and this normally refers to non-governmental in Ethiopia), the CSTC are run by Government. From 1990 to 1997 (E.C.) the number of such centers increased from 7 to 18 in Addis Ababa. There were also reported to be 74 non-governmental centers which provide training at Basic & Junior levels in 1997 (E.C.)7

Compared to expansion of the Secondary education system referred to before for the last couple of years, the above tables do not indicate growth in Government TVET schools within the period covered by the tables. On the contrary, for both the formal and non-formal TVET institutions there are fewer students and trainees in 1999 (E.C.) than in 1997 (E.C.), although there is a minor expansion in number of CSTC institutions from 1998 to 1999 (E.C.).

6 ESDP for Addis Ababa, p. 127 ESDP for Addis Ababa, p.12



The number of private TVET institutes were dramatically increased during the period from 1990 (E.C.) to 1998 (E.C.) - from none registered to 75. Up to 1998 (E.C.) pre-accreditation and accreditation were given to 67 private TVET colleges at diploma level.

The ESDP for Addis Ababa concludes that TVET in general, with enrolment of 1,313 trainees in 1990 (E.C.) had surprisingly risen to 23,087 in formal and 10,288 in non-formal TVET programs. It is also stated that the distribution of girls & boys in TVET institutes was almost proportional, indicating that the gender balance in this sub-sector was maintained, although gender disparity in the fields of specializations was observed.

3.2 Quality Graph 2 Addis Ababa Grade 9-12 PTR

Addis Ababa Grade 9-12 PTR

0

10

20

30

40

50

60

1995

/9619

96/97

1997

/9819

98/99

1999

/0020

00/01

2001

/0220

02/03

2003

/0420

04/05

2005

/06

Ethiopia

Addis Ababa

Table 12 Pupil/Teacher Ratio Grade 9-12 Addis Ababa 1996-2006PTR 1995/96

1988 E.C.1996/97 1989 E.C.

1997/981990 E.C.

1998/991991 E.C.

1999/001992 E.C.

2000/011993 E.C.

2001/021994 E.C.

2002/031995 E.C.

2003/041996 E.C.

2004/051997 E.C.

2005/061998 E.C.

Eth 33 35 38 40 43 46 49 45 48 51 54AA 41 46 49 51 50 51 43 42 40 39 39

Source: MOE – statistics prepared for the JRM

Reading from the above graph and table as well as from the quality indicators from Table 1, the quality of education in terms of PTR is improving in Addis Ababa while at the same time becoming worse at the national average level. Another important traditionally utilized indicator for quality of education is qualification of teachers. Also for this Addis Ababa is above the national Ethiopian average.

Graph 3 Certified Grade 9-12 Teachers Addis Ababa 1998 E.C.

49.7 48.5

84.177.7

0

102030405060708090

Ethiopia Addis Ababa

Addis Ababa % Certified Grade 9-12 Teachers

Male

Female

TeachersThe following table presents REBs calculations regarding teachers and their qualifications for different levels of education.



Table 13 Teachers in Addis Ababa and qualificationsYear Level Male Female Female

%Total Compared to

previous year %Qualified %

1997

Kindergarten 134 2308 94.5 2442 82.6G 1-4 2298 2879 55.6 5177 97.4G 5-8 4034 1625 28.7 5659 84.4G 9-12 2169 305 12.3 2474 82.1Total 8635 7117 45.2 15752

1998

Kindergarten 797 2843 78.1 3640 49.1 75.8G 1-4 2714 3645 57.3 6359 22.8 97.9G 5-8 4070 1671 29.1 5741 1.4 84.6G 9-12 2327 332 12.5 2659 7.5 83.3Total 9908 8491 46.2 18399 16.8

1999

Kindergarten 899 3116 77.6 4015 10.3 74.4G 1-4 3031 3622 54.4 6653 4.6 98.2G 5-8 4751 2146 31.1 6897 20.1 85.1G 9-12 3018 523 14.8 3541 33.2 85.0Total 11699 9407 44.5 21106 14.7

Source: REB 1999 (E.C.) Annual Report

The table illustrates several issues, on which what is relevant for post primary education will be commented here. In general the number of teachers is increasing much over the three years; from 15752 in 1997 (E.C.) to 21106 two years after. The number of Secondary education teachers increased much also, from 2494 to 3542 over the same years and in particular from 1998 (E.C.) to 1999 there was a massive increase of more than 33 percent. Of relevance to the question of quality in education it is evident that the percentage of qualified teachers for Secondary education increased from 82.1 to 85.0%. In 1999 (E.C.) 951 teachers participated in Summer In-Service training, and there is a market increase over the three last years in terms of number of participants, confirm with the following table:

Table 14 Teachers participating in Summer In-Service Programs Addis Ababa

Year (E.C.) Diploma level Degree level1997 280 2491998 245 4251999 316 635

TextbooksThe REB Annual Report provides information about expenditures for textbook in the Region, copied to the following Graph which illustrate a particular increase in costs for printing of textbooks from 1997 (E.C.) to 1998 (E.C.) (actually representing 328%) and a smaller increase (29%) the year after. According to REB these textbooks are for all levels of education. In 1999 (E.C.) totally 11,1 Million Birr was used for printing textbooks.

Graph 4 Expenditure for textbooks last years

0

2000000

4000000

6000000

8000000

10000000

12000000

1997 (E.C.) 1998 (E.C.) 1999 (E.C.)

Birr

The often heard assumption is that all governmental schools are, or should be, at equal levels. But most statistics and also information from resource persons during the JRM mission indicate that there


Note 2 on textbooks:For Secondary education MOE is responsible for the organization of textbooks. For Primary levels the Sub-City prepares a list of books needed based on information from the schools. This list is sent to the REB who organize with publishers and makes the contract with them. The publishers are responsible for distribution of books to the schools. All students in governmental primary schools are using the same book for the same subject.

Note 1 on textbooks:ICDR prepares curriculum and invites stakeholders for meetings and consultations in order to comment. MOE will issue tenders for writers to write the textbooks. MOE will buy the text and take over the copyrights. Then a new separate tender will be issued among publishers for printing the textbooks.


are considerable differences between schools and also, as shown above, between institutions in Addis Ababa and in other parts of the country.

For instance in Wendirat Secondary School it was reported that textbooks were available at 1:1 ratio for all students and for all subjects. Laboratory and Sports, classroom and toilet facilities are adequate. However the library can only seat 220 students at one time and the total enrolment is 4242. Among the private schools there are many “promising practices”. One example is Mesekahe private (church) school which can report on major successes in the production of quality, fruitful, and successful students. As many as 98.6% of their students have graduated. Repeaters are not reported. And since 1973 only one student has failed the grade 8 national exam. Even in terms of financing this school is in the frontline as it is currently systematically investigating how it can generate income from school projects.

TVETThe JRM has observed large differences in the quality of Government TVET institutions in terms of educational materials, tools for management, rooms and general environment. While some TVET colleges have gone through major improvement programmes during the latest years, others are lagging far behind. The problems of the last categories of schools are indeed many. JRM informants have for instance listed the following aspects: run down or non-existing equipment, minimal text material or work books and other training materials. Further: no cafeteria, no meeting places for students, no proper washroom facilities, no area where there is proper running water, no computers, no internet connection. In one school it was complained that they had an ICT program, but no computers. (On the other hand in another Government TVET 140 relatively new computers were lined up in 7 workshops, and they were in use daily.)

Naturally, infrastructure environment and quality of equipment, teaching materials and tools impact both on quality of training and efficiency of administration. Regarding teachers’ qualifications in one school JRM was informed that the teachers were degree or diploma holders while other institutions at the same level had BA holder teachers. Even extracurricular activities are not to the mark, for instance there were girls clubs, but they were not well organized.

Representatives from the world of work commented to the JRM that machinery and tools in TVET schools need to be upgraded. Interestingly enough, however, on the question of which institutions are the best ones, answers from respondents were different. Some found that the private TVET were best while others stated that the government training institutions were the best. It is, however, necessary to keep in mind that the upgrading of some government TVET institutions took place only 3 years ago and the whole TVET sub-sector needs some time to show achievement and prove that there really are improvements.

A general comment heard about quality of teachers: “The factors influencing quality is the morale. They do not choose to be teachers, but are assigned by the MOE based on their grades. Low grade point average students either go to TVET or come here. Most students come here instead of going to TVET because they do not want to do hard labour.”

Curriculum in TVET



Up to now MOE has provided the curriculum for TVET Colleges. From now on, however, schools will receive (and some have already received) framework on which the schools will make the necessary “sets of resources” for teaching including texts, handouts, tools and other teaching materials. This is one result of the huge programme financed jointly by the Ethiopia and German governments: ECHP. One of the 4 pillars of this program is TVET reform, which includes developing all documentation that the sub-sector requires. The impact on what in the future will be taught in the TVET Colleges and schools can be described as internationalisations of standards, outcome based, decentralised, and modular based. The individual learning institutions, in fact meaning individual teachers, will develop much of the teaching material based on modules produced by the programme. (Training of teachers to do this is included as part of the programme). The JRM was able to observe some of this material on a computer, but the information regarding current status of this was not clear: on the one hand the models are not formally and finally approved by the Government, on the other hand Colleges have got the instruction to start using it.

Case: Entoto Government TVET College.Entoto College represents one of the famous and historical places for education in Ethiopia. It is located in the park-like areas in one of the hills surrounding the capital. Visiting and collecting information from Entoto TVET College is a good experience and this College together with some others who have got some extra assistance during the last 2-3 years are promising practices for many other institutions in Ethiopia. The College has 31 fields of training and 182 well qualified staff member to serve 3018 students which are divided into

624 students in 10+11380 students in 10+21014 students in 10+3

The College, as for all education institution, is a cost centre, and prepares its own budget. The budget will normally be accepted as it is by MOFED. Regarding capital budget which primarily covers infrastructure, this seems to be more the responsibility of the City Administration represented by Kebelle and Sub-City. The college now strives to get extra resources to improve the College by creating new space and buildings for various activities including meeting room for teachers and a hall. The College applies for, and receives funds from project proposals developed by the institution. REB does not seem to play any significant role for the running of the College. Only if some kind of conflict develops, REB will intercede.

JRM asked about how authorities would react if the College obtained significant assistance from external sources (for instance embassies) for erecting new buildings; would there be cuts in other budgets for the College? As there are limited capital budgets to cut from, one would doubt so, but the answers given were not clear to the JRM. Also, reducing budgets in such instances one would think effect negatively on the institution’s motivation to obtain extra resources.

TeachersTraining, provision and retention of teachers are among the most crucial factors of quality of education. Recruitment of teachers to General Education was identified to follow the following main procedure:

1. TTC’s train and certificate students and pass lists of graduates to REBs2. Schools prepare lists of staff required and send to Sub-City3. Sub-City consolidates requests from schools and passes to REB4. REB allocates trainees to schools and informs Sub-City5. Sub-City contracts trainees6. If REB is unable to allocate a sufficient number of trainees to the Sub-City, then the Sub-City advertises in the press etc.

TDP provides funding to enable teachers to upgrade their qualifications from certificate to diploma and diploma to degree.



Beneficiaries of upgrading/summer courses, 2003/04 and 2004/05 (after TDP Mid –Term Review):-

Year Certificate Diploma Degree Total (female)

2003/04 624 (162) 5,527(2,852) *6,446 (344) 12,597 (3,358) 26.7% female

2004/05 460 (229) 2,674 (954) 5,447 (727) 8,581 (1,910) 22.3% female

In-Service trainingThe following data is culled from a recent Impact Study Report by Mekele University commissioned by TDP:

No. Short-term training received by school teachers percentage

1 English Language Improvement Program (ELIP) 70%

3 Issues on Teacher Development Program (TDP) 10%

4 Science kit training based on cluster schools 10%

5 Lesson planning 10%

6 Action Research 16.7%

7 Pedagogical Resource Center (PRC) 10%

8 Leadership skills 6.7%

9 Civic and ethical education 30%

10 Education mass media and its link with regular classroom teaching 6.7%

11 Methods of teaching: active learning methods 33.3%

12 Continuous assessment and lesson planning and preparation 26.7%

13 Local languages 3.3%

14 Curriculum improvement 3.3%

“As far as the data in the table above indicates, CPD program is not becoming the core of teacher training and preparation as it could be. Out of the 150 interviewed teachers, 65 (47.1 %) feel they have grown an awareness and, consequently, apply active learning methods in their lessons as an effect of the CPD on their teaching style, while others believed that CPD has helped them change their teaching style in particular directions: 20 (14.4 %) perceive improvements in their communicative skills, classroom language and classroom assessment; 15 (10.8 %) in classroom management and in preparing teaching aids, and 10 (7.2 %) and 5 (3.6 %) in enhancing student participation and action research respectively.

Though CPD has just started in the second semester of this year in some of the regions (Amhara and Tigray) and, unfortunately, most of the interviewed teachers (73) (52.8 %) see and feel it as an imposition from the Bureau of Education that overloads them without any actual and further contribution to their professional development.”

3.3 Efficiency

For First Cycle Secondary Education student section ratio in Addis Ababa has been reduced between 1998 and 1999 E.C. from 76:1 to 62:1, as indicated in Table 1. For the Second Cycle the same ratio is 55:1 and 56:1 for the two years respectively. This ratio hides large differences between schools, and in general Governmental Secondary schools would all over have larger student groups in the classrooms.



The two shift system in all levels of education in Addis Ababa is now history as all schools now practice full day school.

Table 15 Addis Ababa Grade 9-12 PSR

Addis Ababa Grade 9-12 PSR

0102030405060708090

1995

/96

1996

/97

1997

/98

1998

/99

1999

/00

2000

/01

2001

/02

2002

/03

2003

/04

2004

/05

2005

/06

EthiopiaAddis Ababa

Table 16 Addis Ababa Pupil Section Ratio, Grade 9-12, 1995 to 2006 (G.C.)PSR 1995/96

1988 EC 1996/97 1989 E.C.

1997/98 1990 E.C.

1998/99 1991 E.C.

1999/00 1992 E.C.

2000/01 1993 E.C.

2001/02 1994 E.C.

2002/03 1995 E.C.

2003/04 1996 E.C.

2004/05 1997 E.C.

2005/06 1998 E.C.

Eth. 63 65 68 71 75 78 80 77 79 78 82AA 70 71 75 76 76 77 82 77 71 70 72Source: MOE statistics

The above table indicates that while number of students per section in Grades 9-12 is increasing in Ethiopia it is has been falling and has stabilized during the last three years on about 70:1.

Table 17 Section 2: GPA Grade 9-12 Test Scores 2005/06National Level Addis AbabaMale Female Male Female

GPA of 3 or above 9.5% 4% 19% 12%GPA between 2 and 3 45% 33% 39% 29&GPA between 1 and 2 43% 58% 40% 54%GPA below 1 2.5% 5% 2% 5%

Table 18 Ethiopia 12 GPA Scores 1998

Ethiopia Grade 12 GPA Scores 1998

0

10000

20000

30000

40000

50000

60000

<1.0

0 1

1.2

1.4

1.6

1.8 2

2.2

2.4

2.6

2.8 3

3.2

3.4

3.6

3.8 4

GPA

Num

ber o

f Stu

dent

s

Male

Female



Table 19 Addis Ababa Grade 12 GPA Scores 1998

Addis Ababa Grade 12 GPA Scores 1998

0500

100015002000

25003000

35004000

<1.0

0 1

1.2

1.4

1.6

1.8 2

2.2

2.4

2.6

2.8 3

3.2

3.4

3.6

3.8 4

GPA

Num

ber o

f Stu

dent

s

male

female

In addition to showing that scores for Addis Ababa tends to be higher than the national average, the above graph has a peculiar shape which does not seem to be much likely. Normally graphs reflecting examination grades are relatively even curves, but the above form would invite investigation why there are fewer candidates with score of 1.6-1.8 compared to 1.4 and 2.0.

DropoutUpdated figures for dropout are provided in the Annual Report from Addis Ababa REB.

Table 20 Enrolment, drop-outs and repeaters 1999, Addis Ababa (E.C.)Level Enrolled Dropout Repeaters Dropouts in

%Repeaters in

%M F T M F T M F T M F T M F T

1-7 150193 183570 333763 8260 8811 17070 6671 6815 13468 5.5 4.8 5.1 4.7 3.9 4.39 17870 19021 36891 1053 1025 2078 1051 1092 2143 5.9 5.4 5.6 6.3 6.1 6.2

11 7284 7902 15186 518 432 950 7.1 5.5 6.3

The table illustrates relatively high drop-out rates for Addis Ababa. It shows also that dropout rates become higher from level to level, and also that males are dropping out more frequently than females at all three levels.

Dropout rates are considered as indicators reflecting efficiency. JRM to Addis Ababa found considerable variations from school to school with regard to dropout. In some school there are nearly no dropout to report while in other schools there are considerable losses every years. In one highly reputed Secondary School the dropout rates per annum were for Grade 9: 100, Grade 10: 70, Grade 11: 50 and Grade 12: 10. Main reasons for drop-out were mentioned as economic problems (normally this was the first reason mentioned), transfer to other school, family problems, medical problems. There are also reported dropout before Grade 12 exam when students do not feel well prepared so that they can be readmitted next year.

According to the informant representative from the Sub-City of Bole in Addis Ababa there is a need for research to identify reasons for drop-out and repetition. She indicated that most often there were economic problems, but also that students were moving or left for work. Before, dropout was more often found among girls, these days actually more boys are dropping out.

One Governmental Secondary collected money and supported students’ uniforms and exercise books for students who otherwise would have dropped out of the school. Among other reasons for dropout were mentioned: HIV/AIDS, girls becoming pregnant or the school has to take action due to disciplinary problems.

In private Secondary schools the dropout rate seems to be lower than in Government schools. In Mesekahe Secondary School JRM was informed that there are very few students dropping out and



when it happens it is usually due to lack of money to pay the tuition fees, or due to sickness, or because the student was going abroad.

There was no clear indication of systematical differences of dropout in TVET-institutions and in Secondary schools. In Entoto TVET College there were formal procedures for students who wanted to quit school. They had to report and then they could come back next year. However, few are dropping out of this institution, and the few who do, normally do not want to tell the reason.

Repetition rate is very high in the Bole Sub-City: 5.8 percent in Grades from 1 to 12, but also Grade 4 and 7 have high repetition rates. In grade 4 high repetition rates are due to the automatic promotion taking place in Grades 1-3, and in Grade 7 main reason is thought to be that English is taken over as language of instructions.

3.4 Equity

As previously indicated (see Table 7) the number of females in Secondary education (9-12) in Addis Ababa in 1999 is higher than the number of males. This is probably a message of historical significance at least in Ethiopia. In regular classes First Cycle Secondary (9-10) there are 48143 girls and 44618 boys. In regular classes Second Cycle (11-12) 11028 are girls and 11204 are boys and finally in Extension classes (evening program) there are 10406 girls and 11764 boys. It is the expansion of girls in regular First Cycle schools which is making the difference, and if this trend will continue for 2000 there will be female dominance at all levels.

This is very good news and a result of many years work and emphasis on girls and women’s empowerment. If the trend continues with this speed, one will expect that relevant agencies and authorities start to question what is going on with the “other side of gender”. Tendencies in many developed countries are today not only that number of boys and men in higher education is declining, but also that examination results of boys and men are showing negative trends.

Many secondary school and TVETs had girls club and some had special programs whereby teachers could arrange additional training for girls if they wish. The push to enrol girls has resulted in there being more girls enrolled in some programs than boys, such as, in the accounting and confectionary programs. At Kotebe TTC females are given preference at the certificate level and sometimes at the diploma level. In 1998 Ethiopian calendar or 1996 European calendar Kotebe TTC started gender assertiveness training and are still practicing it now.

It was apparent that there are no crèches at the schools for girls who have children. It was considered odd, since girls tend to marry young and start families at a young age. There were also few female counselors to aid girls in need. Some male professor deemed it not necessary and stated that they have had their female students approach them for advice when they started their menstruation period. It was also apparent that the bathrooms were not equipped for girls who were menstruating or older teachers going through menopause.

All respondents were aware of the need of empowering women at different levels of the system from school up to higher level management. REB office is encouraging females to apply for posts in the education sector. In Bole Sub-City the Education Director is a female and some senior managers in schools are women, as for instance, at Wingate TVET College. At REB office a female Electrical Engineer is Technology Team Leader. The office is currently in the process of trying to recruit a female to lead Hotel Services and Management at the REB.

Only a few limited equity aspects will be mentioned here, in accordance to what were emphasized by respondents. In Bole Sub-City females were empowered by giving them high position if they had the necessary qualifications. Currently there were 15 principals out of 42 in the Sub-City, and this probably among the highest rates in Ethiopia.



Government Secondary schools.While national statistics show that the gender gap tends to increase in higher levels of education, the JRM has observed that in some Secondary schools there are different tendencies. Probably this is an impact of the financial situation of the families. In Bole Secondary school, which is located in a higher than average socio-economic sector of the town, JRM was informed that gender is not a problem like it is in poorer places or in rural areas. The ranking according to examination also shows that females are performing very well.

In other Secondary schools in Addis the tendency is as indicated in national statistics with decreasing number of girls in higher levels of education, and in particular in Grades 11 and 12. The reason given for this is lower performance at end of Year 10 Examination.

In Bole Sub-City girls are given special attention and Unicef is for instance paying for classes on Saturdays and Sundays. Unicef also supports 4 cluster schools in day time classes. Extra curricular activities are important in strengthening gender issues in schools. Girls club are often providing advice regarding for instance the use of condoms, menstruation, HIV/AIDS, etc. While pregnant girl students in the past were punished by being kicked out of school, according to JRM information they are now allowed to continue with their studies. But the school does not provide any crèche services hence the parents are depending on their neighbors of families or someone else who will take care of the children. Private schoolsAlso in a private Secondary School JRM found that the females are empowered in many ways and also that they are best ranked in terms of examination results. The private schools are also organizing girls clubs in order to strengthen the motivation for education. It was informed that even in the city girls have to contribute (more than boys) in family related work. The school had contributed to develop a gender sensitive language in the textbooks at all levels of the curriculum.

TVETFemales are admitted to TVET institutions with lower grades than males, as indicated above under the chapter on Access. The REB TVET Office encourages females to take Technology and Construction subjects not just the traditional female subjects. Girls clubs seem to be less frequently found in TVET schools compared to what is observed in Secondary schools. Even at Entoto there is currently no active girls club. It was reported that in some TVET Colleges girls are exceeding boys in some subjects which traditionally were not considered to be appropriate for females. In the subject of Accounting, for instance in one school almost all trainees were girls.

In a CSTC the JRM respondents were asked whether female entrepreneurship were specially fostered and the response was that in the area of tailoring there is a priority for ladies to join, and currently out of 65 students only 11 are boys.

Other issues of equityIn one private Secondary school the issue of equity has been taken up very seriously. In addition to assisting females so that they now are achieving very well compared to males, this school has also, with assistance from Addis Ababa University, invested in establishing education programmes which are not one sided in terms of religion. This is due to the fact that there are Muslims, Pentecostal and Orthodox students at the school.

3.5 Community participation

Secondary EducationVery impressive community participation programmes have been observed. A very special example of community participation was seen at Bole Secondary School. In this area of Addis Ababa the community was mobilized to improve the classroom situation as well as to buy computers, furniture,



teaching materials. This activity started long time before the SIP introduced community participation, and the mobilization was done without support from political cadres. There were many meetings, TV reports about the poor conditions of the old classrooms and a slogan was created “One Birr to Bole”.

Judging from the result observed the campaign must have been very successful. The PTA together with the school, teachers students and the community at large were engaged in this process. Only in one meeting 29,000 Birr was collected. The community provided funds to build 36 new classrooms in three blocks to the value of more than 5 million Birr. (One of the pictures on the front of this report shows the Director with some of the female students in front of one of the new blocks.)

There are other good examples but the Bole case is special. It shows that campaigns like this, if they are professionally undertaken, can bring very large results to the Secondary Schools. This potential has, by the way, been proved in many Primary schools all over Ethiopia.

TVETVery little, if any community participation as such has been observed within the TVET schools. There are several possible explanations for this, and probably the most important is that while students in the Secondary schools normally comes from the neighborhood, TVET students/trainees are recruited from larger areas. One would have thought that there are large potentials for establishing good relationships between TVET schools and local industries and firms. This were not observed in Addis.

3.6 Management issues

REB LevelThe organization of REB is roughly described in the following organogram. The REB has two Bureau Head under him, one covering General Education and the other TVET. The General Education is split in two: Curriculum Department and Education Programs and Training Department, while the TVET Bureau is divided in formal and non-formal TVET. The pool system supports planning, logistics, financial, auditing and other services

The JRM team was told that there are the same educational goals at all levels and all are reflecting the ESDP goals. Planning functions at AA REB level are undertaken by two professionals. Some 5 years ago there were 5-6 people at REB level dealing with planning only. The change was part of decentralization to Sub-City and even Kebelle levels. There are now ten Sub-Cities in Addis Ababa each with planning functions.

Secondary Education


CASE STUDY: Bole Sub-City is one of 10 Sub-Cities in Addis Ababa. The number of inhabitants is about 400,000. The Bole Sub-City is again divided into 11 Kebelles (neighborhoods), of which 2 are in more rural areas.

There are 13 operational primary governmental schools in Bole Sub-City and 5 schools are in the process of being built. The number of pupils in government primary schools was 46,946. There are no double shifts, all schools have now full day teaching. In addition there are 13,882 people paying for participating in evening classes. These are people of all ages who needs to take up studies which they have dropped out from previously, or because they are working during daytime. The evening programmes represent a good additional income for teachers.

In addition there are 28 private primary schools.

There are 3 Governmental Secondary schools, 2 covering 9-12 Grades and 1 preparatory. Totally in Grades 9-12 there are 10,052 students.1396 teachers are currently employed by Government in the Sub-City.

The staff responsible for Education in Bole Sub-City consists of 15 professionals. The organization mirrors to some extent the AA REB organization: There is one Department Head and 2 Team Leaders (one for General education and one for TVET). Then the General education has 3 Supervisors: one covering Social Science, one Natural Science and one Language Supervisor. Under the TVET Team Leader one Supervisor covers formal and one non-formal school. The joint pool system of resources and capacities supports with finance, planning, audit, civil services.

TVET There are no Governmental TVET institutions in Bole Sub-City. But there are 9 private TVET non formal centers. The Sub-City is responsible for controlling the quality and provisions and also for the private TVET institutions but no financing. Accreditation is also under Sub-City.


Management issues need to be considered all the way down to the class-room levels. Respondents have emphasized the importance of managing classes while using a child and student oriented approach. Teachers are getting special training in management of large classes. The SIP programme includes important management elements at several levels of the schools and all schools are supposed at this time to make their own school plans.

Teacher retentionEven at the best Secondary schools there were reported no shortage of teachers but the teachers sometimes leave in the middle of the semester and thus cause severe problems. Teachers usually leave for non-teaching professions in order to obtain higher salaries and also higher social status. (Initial salary of teachers compares well but promotion is very slow.)

School management – generally the management seem to run business manually. Many schools do not have computers for administering school affairs.

Other management issues When posing questions related to management issues many respondents mentioned the role of the School Improvement Programme (SIP). In Bole Sub-City SIP management training had been given while systematically involving stakeholders as students, teachers, parents etc.

Several private secondary schools reported that they had good relationship with MOE, and the Ministry provided all new guidelines, formats and procedures in due time. Based on the basics inputs from MOE the schools prepare their guidelines taking into account TDP, School Improvement Programme, and Family School Relation Program.

In one large private Secondary school the principal complained that the planning skills were low and that they needed to upgrade in order to undertake strategic planning. As a result of the decentralization taken place some years ago the Sub-Cities have taken over many of the previous responsibilities of the REB. Sub-Cities are controlling education activities from grade 1 to 10 as well as 11 and 12. Sub-City sets the budgets for all primary and secondary schools, as well as TVET levels 10+1 and 10+2, but not 10+3 as this is called college (Diploma level) and hence is the responsibility of the bureau.

REB’s role is to allocate and supervise. REB are advising in implementation of the curriculum, whether enough time is allocated for different work, whether purchase has been done in time, whether the teachers are qualified etc.

There is a financial audit at REB and the Government Colleges are audited every year. Other schools are accountable to the Sub-Cities which have auditors within the “pool”.

The Ministry of Capacity Building was said to plan some sort of Civil Service Reform (Business Process Reengineering) to review management needs and to propose restructuring in all ministries. As a result of this the REB hopes to have more staff.

3.7 Financial issues

For Addis Ababa the total cost of the ESDP-III is estimated to be Birr 2,545,391,000 (of which 32.4% is on the capital budget). Compared to ESDP II there is a significant increase in non-salary recurrent expenditure.8 Primary education receives the highest share (38.8%). For Secondary and TVET the proportion of the budget are 24.1% and 17.8% respectively. The remaining budget is divided between education media, special needs education, capacity building and administration. The allocation to adult and non-formal education includes the construction of Community School Training Centers (CSTCs) and recurrent expenditure.

8 From Addis Ababa ESDP, 2005



Table 21 Capital and Recurrent Cost by Sub-Programs (000) Addis Ababa

Sub-Program CapitalRecurrent Total PercentageShare

Primary Education 355,000 581,128 936,128 36.8Adult & Non-Formal Education 11,150 8,100 19,250 0.8Secondary Education 156,000 456,468 612,468 24.1Technical and Vocational Education and Training (TVET) 212,650 240,000 452,650 17.8

Education Media 30,583 5,727 36,310 1.4Special Needs Education 17,150 17,150 0.6Capacity Building 41,000 0 41,000 1.6Administration and Others 430,435 430,435 16.9Total 823,533 1,721,8582,545,391 100

Under capital expenditure two major components are identified, namely, civil works and equipment, furniture, chemicals, etc. Expenditure on civil works accounts for 68% of the total estimated capital expenditure. The remaining 32% is divided into equipment, furniture, chemicals, reference books, etc.

The recurrent expenditure mainly focuses on the improvement of quality of education and maintenance of building, equipment and furniture. As indicated in the recurrent expenditure (Table 19) school operating cost, enhancing the professional capability of teachers, improving the quality and provision of textbooks, increasing the supply of instructional materials are identified as some of the key areas to improve the quality of education and decrease the repetition rates at primary and secondary levels. This will also have a significant contribution in reducing the dropout rates since failure in examination and lack of textbooks and instructional materials are some of the reasons for dropping out. Detailed ESDP Budget for Addis Ababa is included in Annex.

The sources of finance for ESDP-III are Government, community and bilateral and multilateral donors. In ESDP-III community contribution will be significant when compared to ESDP-II. Cost-sharing in (Grades 11 & 12) and TVET will also be another source of finance. ESDP assumed that Government allocation to education will increase. The community’s contribution will differ from school to school depending on its capacity. Communities will also contribute local material, labour, as well as non-salary recurrent expenditures.

Cost figures for ESDP were not yet prepared for 1999, hence the next year’s JRM will need to collect such information and compare with budgets. Only some general comments are provided here:

Secondary EducationAll schools are defined as cost centers, and in accordance with decentralization regulations they are now preparing their own budgets which mainly consist of running costs. Budget from schools are sent to BOFED via the Sub-City. Schools accountants come to the Sub-City Office to collect money, also for teachers’ salaries. In Addis Ababa this system seems now to be replaced by direct payment to bank accounts. Capital costs are managed at Kebele levels. Local Kebele administrations are responsible for buildings. Very frequently the JRM was informed about the huge problems in relation to lack of capital funds because of the need for building new classrooms, workshops and other infrastructure or for rehabilitation of the existing ones.

Budget supplied by Sub-City does not cover the costs of Students Clubs or such running costs as motor fuel or building maintenance.

TVETSome TVETs are approaching external donors for financing of capital projects, buildings and other investments. Embassies and donors are financing projects and buildings in individual TVET schools. Issue of offsetting was discussed but clear replies were not obtained. The point is that if one school invests work in project proposals and manages to have this financed from external sources, the principle of offsetting imply that the school will have its regular capital budget cut by the same



amount. As there in most cases does not seem to be any considerable capital resources in the budget, this might after all not be a problem. However, additional infrastructure in the schools will require additional running costs for coming years. The new TVET policy seems to open for more local income generation. But such activities should be organized by separate staff and not governmental employees.

3.8 Capacity building

As a result of the decentralization process significant decision-making responsibility has been devolved to the regions and then to the sub-cities. The REB is responsible for the implementation of the respective regional ESDP, whereas the Sub-City Education Department is responsible for formulating educational plans at local level, based on demand, and for extending the necessary support to schools. Among other duties and responsibilities, the Sub-City Education Department should establish and administer primary, secondary and technical and vocational schools; devise and implement plans based on the region’s educational plan; ensure that the education system complies with national and regional standards; formulate and implement mechanisms to expand education and encourage and support community involvement in the educational sector.

According to the Addis Ababa ESDP, capacity has been a serious problem both at regional level and even more so at sub-city level, with shortage of qualified staff, high staff turnover and staff posts left unfilled. But the devolving of responsibilities is continuing. Monitoring of activities and developments in schools is largely related to recording increases in pupil numbers and similar data, and monitoring student performance. To this end,

The training given to sub-city level education officials to improve their efficiency and enhance their capacity will continue in the coming years.

Training will also be provided at kebele (community) levels to enhance the capacity of Kebele Panels, Kebele Education and Training Board (KETB), school directors and PTAs to properly implement the decentralization process and to foster the provision of quality education and increase access to school age children.

The sub-city education department and communities will mobilize resources not only for the construction of schools but also to complement the schools’ budget shortage for non-salary expenditure.

The training and the capacity building activities to be undertaken at school level will be need based and context related to help solve the specific problems usually affecting the performance of schools and to properly lead their school development.

To make educational leadership and management efficient various measures such as the civil service reform have been undertaken and as a result the management and leadership will be improved and greater attention will be given to quality enhancement.

REB’s Annual Report includes information of the capacity building activities for the year 1999 (E.C.), including the following:

120 officers form REB and Sub-Cities received training in planning and evaluation report writing.

200 new Education Facilitators had 3 days training in plan preparation and continuous education

580 teachers participated in a 5 days course in student centered approaches 140 teacher participated in English teaching methods course (3 days) 224 teachers joined a 5 days active teaching methods course 366 first cycle primary teachers was receiving training within the English

Language Improvement Programme 102 heads and experts took part in a 5 days training in result oriented plan and

performance; civil service improvement and strategic management leadership.



Hence there are training programs for various categories of staff in the sector, from teachers to heads and experts. Little was available to the JRM team in terms of assessment and evaluation of the training provided, but this could perhaps be looked into more thoroughly by future missions. Secondary EducationThe Sub-City organizes and provides training for teachers: scholarships, upgrading, and summer programmes. 182 teachers had recently participated in in-service upgrading program to degree level. Often upgraded teachers will leave for other better paid work. The Sub-City has even sponsored Master programmes for teachers, who leave as soon as they have obtained their degree. Salaries for teachers seem not to provide enough incentives to stay in the schools.

Some refresher courses are required from time to time in Mesekahe private Secondary school, But as a private school they are not in a position to pay and train the teachers. Most of the teachers do in-service training at Addis Ababa University. When the teachers upgrade themselves the school gives additional salary. As far as JRM has understood, Government schools are not in the position to give such salary increments, and this might be one of the reasons why private schools sometimes seem to offer more qualitative training. Representatives from the private schools however maintain that TDP should also be given to private schools since they are part of the team to teaching the nation’s students. However one school reports that every time they apply to TDP and in-service training REB declines the proposal.

TVETLack of Internet network was reported as an obstacle for improvement of work effectiveness in both general Secondary and TVET schools. Most office work seems to be done manually even though computers are often observed in the offices. The question might be that principals, managers and even teachers often need computer training.

3.9 Successes, constraints and coping mechanisms

One success is the fact that there are now more females than men in Secondary education in Addis Ababa. Even at the Second Cycle (Preparatory) the difference between men and women is insignificant, and if the current trend continues, next year there will be more women than men at both Secondary levels.

Among the evident successes is Wendirat Secondary school where 99.9% Grade 12 students go to University. Or Mesekahe (church) school where 98.6% of the students have graduated. Repeaters are not reported. Since 1973 only one student has failed the grade 8 national exam. The school is currently conducting research and working on an income generating project to see if the school can raise some capital.

Bole Secondary school represents another success story because of the large scale community mobilizations to assist the school with the result that 36 new classrooms have been erected.

There are many challenges and constraints both in general Secondary education and in TVET. Teaching with the help of plasma screens continues to be an issue on which most informants have strong opinions. Although the situation in the classrooms is becoming better in terms of PSR, some secondary schools have more than 7000 students within a relatively small compound and this will create tension and problems.

The lack of capital to expand is a frequently found constraint in both general Secondary and TVET schools. Issues in relation to worn out, out of order and out of date tools, equipment and machines are often heard, and in Secondary laboratories normally are in very bad shape. Lack of computer and other ICT equipment as well as internet and intranet networks hamper administration. Retention of teachers in Secondary is frequently referred to as particularly difficult, and in CSTCs the shortage of budget and lack of sufficiently trained teachers are emphasized.



Private Secondary schools feel that they are left out in terms of training of teachers. They held that as all schools are working together to provide education, certain services, as teacher training should be equally available to all kinds of school.

B. Conclusions and recommendations

3.10 Conclusions

GER for Grade 9-10 is increasing steadily in Addis Ababa. A large number of different stakeholders are involved in providing Secondary education in Addis.

Since 1997 and until 1999 Governmental schools (Grade 9-10) have increased in number by 60% while the increase in the private sector has been as high as 96%.

For Grade 11-12 however, the number of Government schools has remained stable while the private sector has increased by 217%. In general a market privatization process is taking place in Addis Ababa’s schools.

The TVET sector, on the other hand can not show any significant growth, either in number of institutions or in attendance.

PTR for Grade 9-12 has been declining in Addis during the last 6 years, but it is growing for Ethiopia. This might also imply increased gap in quality between schools in other parts of the country and in the capital.

There are many differences between Governmental TVET schools. Some TVETs have gone through major improvement programmes while others are lagging behind.

In all TVET schools visited there are need for upgrading of machinery and tools. Until now MOE has provided the TVET curriculum. From now on, however, schools will receive

modules for the subjects taught and then the schools and individual teachers will be responsible for preparing appropriate teaching material.

PSR has been reduced for First Cycle Secondary between 1998 and 1999 (EC) from 76:1 to 62:1 while the same ratio is about constant at 56:1 for the Second Cycle.

The two shift system is not any more found in Addis Ababa, all schools are now running on full day teaching.

There are considerable variations from school to school with regard to drop-out. While there in some private colleges are reported practically no dropout the general observation implies that drop-out rates continues to be too high.

Repetition rates are reported to be relatively high, in particular in Grade 4 and 7. Gender issues are high on the education agenda in Ethiopia. Awareness of needs and rights of

women is common and strong. Number of girls in higher levels of education is increasing and the gender gap (in the traditional meaning where there are more males than females) is history at this level. Empowerment of girls and women is on the agenda. In one Sub-City in AA 15 of the 42 principals are females.

Much effort is made to assist girls in the form of girls clubs in schools. But much remains in terms of establishing proper conditions for girls and in providing gender sensitive counseling.

In TVETs the gender related issues are sometimes different from the Secondary schools, for instance with regard to different subjects which normally have been considered either male or female work. Girls clubs are less frequently found in TVETs compared to general Secondary.

Very impressive examples of community participation have been observed in some Secondary schools, while in TVET such involvement was seldom seen.

The education system is undergoing a major lift in terms of improved management as a result of the SIP programme, which was highly appreciated. SIP is improving management at all levels, from PTA and up to school administrators. There is however a need to improve IT and networking in the sector, as most of the work continues to be done manually.

Financially the system is decentralized, partly all the way down to school levels. Secondary schools and TVETs are making their own budgets and plans, and they are operating as cost centers with responsibility for what they expend. Schools are paying the salaries for teachers. TVET



institutions, and also Secondary schools, have a potential to produce their own income, but it seems like the incentives for doing that are not always in place as income, according to some informants, should be sent to the Sub-City. Concepts of “produce and destroy” seem to be the actual practice instead of “produce and sell”.

There are several options for teachers to upgrade their competencies, but from the education systems point of view, it is a challenge that so many teachers who have been upgraded are leaving the teaching profession.

Statistical information requested by JRM was not readily available, and the team had to invest much time in order to get data forms filled in. Forms were given to schools visited, but although members of the team re-visited the schools to collect the forms, they were not prepared.

3.11 RecommendationsThere is a need for mass public campaigns to show benefit to the nation and to the individuals of manual and physical work. This will also probably raise the status of TVET. This is a job for professional firms and should be implemented by using different forms of media. Mass media campaign has also been proposed in the new TVET Strategy. There are enough “promising practices” of for instance TVET graduates who have created companies and become financially successful.

Ethiopia has invested heavily in the plasma technology for Secondary education and the only option is to try to improve this medium to be a good tool for training. Making this system more demand and pupil oriented, as well as teacher friendly is a challenge, but important. The plasma system needs to function, however, and there is an urgent need to assess technical problems and solve them. Another recommendation in the field of teaching materials is the need to upgrade laboratories in Secondary schools. This has been mentioned among several informants as of basic importance for the system.

Continued improvement of management will have positive impact on education achievement at all levels. Further investments in IT (hardware, software and training) are needed.

As there are upper limits to teachers’ salaries, much can be done instead to strengthening other aspects related to status and benefits of teaching. Education authorities could systematically search for possibilities to make the teaching profession more attractive. Systematical building up and maintaining stimulating school environments, providing additional benefits, improving the learning context, creating prices for good achievers etc. are all factors influencing of the status of teaching.

4 DEMAND ORIENTATION AND TUNING4.1 Mechanisms for tuning

4.1.1 Through curriculaContent of teaching and training in TVET schools, as defined or guided by curricula, naturally is the most important mechanism for tuning these institutions with the “world of work”. Over the years there has been widespread criticism of the “traditional TVET institutions” that they were not really reflecting the market’s or employers’ needs. At previous times training tended to be static, irrelevant, to much theoretically focused, and in any case the education system seldom could afford to equip the TVET institutions with relevant, up-to date teaching materials as tools and machines. A fundamental criticism against the traditional TVET was that the costs of this education tended to be too high as a result of the workshop equipment needed to sustain relevant training.

The new focus on TVET is most probably a result of many developing countries rapid development where the need of qualified manpower is increasing in many “new” areas compared to the original trades, but also because of the pressure of the enormous waves of graduates coming from general education streams which increasingly demands something useful to do.



It is important to emphasize that formation of graduates form educational institutions should not only be assessed in terms of relevance for work, although of course this is very important. The broader role of education in this regard is well explained in the “Blue book”9 with regard to Power and responsibilities of schools. Schools are expected to carry out the following duties (these are the two first of many):

“Produce citizens who have well-developed personality, who have a constructive attitude towards work and development, ensure their human and democratic rights enshrined in the Constitution, and respect the rights of others likewise,

Equip the youth with all-rounded knowledge and skills that enable them mobilize the community to development, and improve the living standards of the society.”

Development of curriculum for general Secondary has not been identified as a main focus of this JRM. The question, with regard to general Secondary, has mainly been in relation to how the students are prepared and guided. (More about this later). The curriculum for Secondary and of course the Preparatory level seems mainly to have the objective of producing relevant competence in order to proceed with higher education and University studies. Some Secondary schools informants commented to JRM that curriculum needs some modifications in terms of becoming more related to the needs of society. It was also pointed at the fact that in extra curricula activities (environment areas were mentioned) the relations between school and society and the world at large is a fundamental issue. The school is doing its best, but needs support from outside.

Curriculum development for TVET is one of the five key issues under the TVET Reform which is undertaken by MOE and with assistance from donors, with a strong influence of Germany under the ECBP project. Impact of the work of the TVET Reform was traced in most TVET schools. The main issue is a shift from “income based” to “outcome based training” based on occupational standards. The occupational standards are results of close cooperation between stakeholders, not least the trade or industry in which the trainees from TVET institutions will work.

Apprenticeship program in TVETThe apprenticeship system can be seen as a direct link between the TVETs and the world of work and for some TVET students this is their first “real” work experience. In a normal year TVET trainees will spend 310-340 hours as apprentices. Some employers are supporting the apprenticeship practice and cooperate well with the TVET colleges when they try to find suitable apprenticeship placements. As most of the TVET Colleges report of difficulties to find appropriate apprenticeship placements and as representatives from the world of work are doubtful regarding what their benefits are from this, one can conclude that the majority of employers are more hesitant and negative and finds that opening up for these young trainees, which often have limited if any former experience with physical labour, is not an advantage. TVET officials told JRM that many employers have a tendency of shying away from training students due to for instance wear and tear on the machines.

In several TVET schools JRM learned that MOE recently had sent out the new models (curriculum guides) for training in accordance with new occupational standards. This is part of the new approach to decentralize TVET Curriculum. Based in these models the schools – in practice the teachers - will make their training programme. The informants seem to appreciate this new system, but are waiting for assistance to train trainers to prepare the programmes.

4.1.2 Through official/institutionalized mechanismsJRM did not identify many official/institutionalized mechanisms intended to link the education system with the world of work. Some efforts were however mentioned, as for instance a monthly meetings at the Chamber of Commerce with representatives many institutions including REB and Small and Micro Enterprises. Also private TVET Colleges are represented at these meetings with one person.

9 MOE, Guideline for Organization of Educational Management. Community Participation and Educational Finance. (Draft Translation) August 2002.



A committee or board of several officials was also mentioned. This looks at the employment situation in Addis and is chaired by the Bureau Head of Trade and Industry. This institution which was said to meet quarterly overlooks for instance the situation with regard to the job market and the number of TVET graduates.

In the near future and as part of the TVET reform programme there are several different institutional linkages to be established between the TVET schools and the world of work. One significant such link will be Centers of Competencies which will assess TVET trainees’ competencies according to Occupational Standards and criteria defined and issue certificates. The standards used for assessment of trainees will be the same for all in the same trade.

4.1.3 Through own initiativesTracer studies are used by education institutions in order to find out what happens with their former students or trainees, the objective of which are to improve the services rendered at the institutions. At one reputed TVET in Addis Ababa they had tried, with assistance from GTZ to undertake a tracer, but the result of this was characterized as complete failure. There were very little findings to report and the reason was that it was impossible to find the former students. Informants from the institutions think, for instance that most of the electronic students are employed by ELPA while the also thought that the Bakers had problems in the job market due to the large number of bakeries in Addis Ababa. Hence they have decided to close down the bakery programme.

Even teachers at TVET college departments, which one would think had more direct contact with their students, tended not to know the fate of their previous students. The town is too large, the classes are to large, teaching is taking all time, and teachers do naturally not feel that it is their obligation to find out where former students go. The general impression from JRM discussions with many respondents is however, that there is a belief that world of work or further education actually is occupying the students.

4.2 Quality of linkages and preparation of students of the public education system

In this report quality of linkages is assessed using information from most respondents, and in accordance to a large extent to replies achieved following the checklists of questions provided for the JRM. As all links at least have two end points between which something is supposed to, or actually takes place, one intention of the JRM is to assess perspectives from the different angles. For instance if one part of the “link” considers the interrelation to be excellent and efficiently, while on the other hand the other part is completely ignorant about the “link” something evidently needs to be looked further into.

A TVET College might think that excellent manpower is developed in one subject field, while the recipient – the employer – might consider that the competencies of the graduates are of little practical use, out of scope or out of date. However, neither the senders nor the receivers operate in vacuum. The receivers cannot possibly be isolated as they are part of market relations and dependent on environmental and socio-economic general conditions to survive. The senders, schools and colleges, are more susceptible to be working in a vacuum (and there are many examples of education institutions who have done exactly that), unless they are systems of check and balance with the world outside school, including both educational system institutions and not least the worlds of work, worlds of art, worlds of faith and belief, worlds of international perspectives, politics – etc. outside the school. The “many worlds” is emphasized here because one should not take a purely mechanistic and economical perspective to the role of education. In addition to focus on whether education is producing what the “world of work” needs it is of course important to ask whether education is assisting in the development of good citizens with high moral, with sense of solidarity and pride.



One very basic line of thought is to assess underlying or evident conditions. For instance in relation to “preparation of students” it will often be important to find out what are the conditions in terms of resources and capacity in the system to prepare them? If the career guidance staff in schools with responsibility to advise students are not knowledgeable about the options and conditions “after school” one cannot expect that the advice provided will be good or relevant. Or another example, if a TVET College does not have tools and equipment, one cannot expect students to get “hands on experience” of the work.

4.2.1 General Secondary – TVETAt the end of grade 10 students are allocated to TVET Colleges by a centralized system. After the completion the general Secondary Certificates at the end of Grade 10 students complete an application form for TVET Colleges with some advice from their Secondary School. Regarding their subject choice the schools will also advice them on what first choice, second choice and last choice they might wish to make. These forms are then sent to the REB which centrally allocates all students within the region to TVET Colleges. The REB will decide which College within the Region the students should go to. This choice may be to the liking of the student or might not be. The impression of the JRM was that schools too very little interest in students proceeding to TVET Colleges except as regards completion of the application form.

For those students who are allocated to TVET Colleges that are not to their liking, for one reason or another, there are two options. If they are wealthy, they might precede to a private College. If they are poor, there are possibilities in the non-formal school system or they have the option of dropping out completely and, with luck, obtaining employment.

In summary, the linkage between schools and TVET Colleges is dominated by a highly centralized inflexible and impersonal system. If the quality of this linkage is to be improved, the current system would need to be made more flexible, open and based on individual students’ preferences.

There is very weak linkage between secondary schools and TVET. Students with low grade point average are the ones sent to TVET. TVET is not even discussed in secondary schools, since it is assumed that only daft students go to TVET. TVET is looked down upon by the society at large. Most students try to get high grades so that they do not have to go to TVET and work in the manual labour sector. The perception of hard thankless work and manual labour could be the reason why TVET does siege the opportunity to visit the secondary schools and explain the concept of building ones country brick by brick and being proud of the results.

Quality of the linkages

Linkage within the education system (G.S. – TVET)In general all informants replied negatively to the question of whether they were involved in the development of the curriculum in view of better tuning it to TVET. They were not involved in development of the curriculum at all. General statements were given by some informants, such as “Curriculum should be better related to the individual needs of the students.”

There are no mechanisms or initiatives to facilitate communication between secondary schools and TVET institutions. One informant went so far as to say that there are no direct relationships between any education institutions, and that everything is going to REB. Neither were there contacts with the non-formal professional training sector and the Government schools.

Linkage with World of Work (only TVET)As mentioned before tracer studies could be considered as instruments to find out relevance of the taught courses at TVET institutions in the World of Work.



The Medium and Small Scale Enterprises Office can be considered as one important representative of the World of Work. There are such offices at all levels in Sub-Cities and down to Kebelle levels. The head office is coordinating loan opportunities and can issue licenses. There have not been many linkages between the office and TVET schools so far, but the TVETs are welcomed because they can assist with the technical part of training and provide quality consultative services. The Office informed that they had started to visit TVET institutions in order to come in contact with students. Steering committees are established at three levels (HO, Sub-City, Kebele). The TVET head is a member of the Head Office level steering committee. These are examples of linking between TVET and the world of work.

Apart from what are established within the apprenticeship programmes and the example of contact as mentioned above, one can conclude that the linkages between TVET and world of work are rather poor. One can understand that the TVET colleges do not have much capacity to invest in establishing such linkages. As the TVET Reform will impact on these issues and that they most likely will undergo radical changes in the near future, it was not found necessary for the JRM to further investigate these issues.

Quality of students’ preparation

General secondary studentsRespondents to the JRM had different opinions about how students were prepared for the next levels. In one Government and high status TVET institution the JRM was told that students from grade 10 are sufficiently prepared to enter TVET and from grade 11-12 they are sufficiently prepared to enter university. The informant stated that at the TVET they experienced that the students are generally disoriented during the first months, but that they normally catch up quickly. On the other hand the informant told that in general, the quality of students being admitted has declined during the last years.

Counseling of studentsIn one secondary school with 7000 students the director openly asked that one could expect was possible in terms of individual counseling of students. The school does not deny the importance of counseling but stated as the work situation was in the school there were absolutely no extra capacity to expand counseling functions. In terms of general counseling to all students this was provided in meetings, but this was very far from targeted to individual students but consisted rather of general mobilization and motivation and broadly what they would meet in the next level. This was also arena for giving introduction to rules and regulation of the school.

There are counselor teachers in all schools visited, but they are busy with issues related to psychological, social, HIV/AIDS, pregnancy or disciplinary questions.

From Grade 12 to higher education the impression is that there is no organized counseling of students.

TVET studentsIn some TVET schools it was informed that there were vocational counselors who for instance are posting advertisements for jobs a large board to assist student searching for job after finishing the school.

As pointed out before the apprenticeship system is an important link between TVET schools and the world of work and it is also a very good opportunity for students to learn about realities of working places. The TVET schools are trying hard to expand the apprenticeship arrangements but it is not yet solidified among most employers. The apprenticeship system is considered important but many employers shies away as they are afraid of for instance wear and tear on the machines.

Representative from a large SME institution explained that the education system traditionally had been too focused on theory. He found that the main role to be played by the TVET schools was to bridges



the gap between graduated students and the world of work. The same informant concluded that in his opinion the students lack the proper skills upon graduation.

Teachers seem not to be fully aware of possibilities of getting funds for establishing micro or small scale enterprises. This was for instance experienced in one of the well reputed TVET Colleges. When the teachers do not know of this important element, they of course cannot either inform their students about it.

EntrepreneurshipEntrepreneurship as a separate subject or as part of other subjects seem to be taught in all TVET schools. As an example in one large Governmental TVET school Entrepreneurship is a mandatory course given to all students irrespective of training fields during the last semester before graduation. Included in this Entrepreneurship course for instance information about the Government’s strategy for provision of loans for small and medium size enterprises is given. Microfinance offices are located in the majority of sub-cities as well as savings and credit institutions, which are accessible to students organized in cooperatives. However, there seem to be limited interests for students to establish associations, which are required to get loans.

4.2.2 Preparatory – Higher EducationThe MOE is responsible for allocating upper secondary school students to University places throughout Ethiopia. After completion by students of the University entrance examination at the end of grade 12 students complete University application forms in which they express preference for the subject they wish to study. The school supplies them with these forms and may advise them regarding choice of subjects. Students are also able to prioritize their choice of subject to be studied. Once these forms have been completed they are sent to the MOE where individual students are allocated to individual universities throughout Ethiopia and are allocated to specific subject faculties within the allocated universities. The student may find that his first choice subject has not been granted to him and that he/she must accept the second, third or end choice. Further, the student must accept the specific University allocated to hi/her. This means that, for example, the student from Addis Ababa may be allocated to Addis Ababa University or in Afar. The only power which the student has is the power to achieve the highest possible entrance examination score and thus to increase the number of subject choices available to him/her. For instance, a student with a very high score may opt for Medicine or any other subject, while a student who has attained a low score may only be able to choose Teacher Training. Regardless of University entrance examination score the student may be allocated to a near or distant University.

It can be seen from the previous paragraph that the roles of the school from which a University entrance comes and the University to which he/she goes, is extremely limited. The only significant cancelling role of the school takes place when students are advised as to how best to complete the University entrance form. Because of the centralized University entrance system, the universities have virtually no incentive to create close links with schools and indeed they seem not to do so. Further, the fact that all Universities receive students from all regions of the nation of Ethiopia would make it very difficult, from a purely practical point of view for Universities to create close links with the schools from which the students are coming.

On entrance to the University the University may provide some counseling to students on their choice of subject within the faculty that they have been allocated to. Thus the education Faculty of the University of Addis Ababa provides group counseling to new students coming from the natural sciences stream at school as to which choice of science subject they should make within the faculty, i.e. Biology, Chemistry, Physics or Maths. The University may also provide year-long counseling regarding study, emotional, and disciplinary matters.

Regarding positive steps to promote female education within the universities, it must be realized that the universities are powerless to increase the number of females that they admit because it is the Ministry of Education that allocates students to Universities. However, Universities may provide some



affirmative actions for females during their study period in University. (It should be noted that MOE does undertake affirmative action in that the pass mark for girls to enter University is generally lower than for boys).

Quality of the linkage

Linkage within the education systemThere are few systemic linkages established. Although the system is decentralized down to the school level, linking between levels seems still to be role of REB and Sub-City levels. Flow of information horizontally and vertically between the different education levels is relatively weak if existing at all.

Although the system has undergone decentralization process giving much power to the lowest level, information flows seems still to be controlled from above. Despite the fact that decentralization has been introduced the similarities in approaches among the Government schools are striking.

Linkage with World of Work (of preparatory students only)In summary the link between Secondary Schools and Universities and vice versa is highly centralized and mechanistic. This severely limits the possibility for “tuning” between the two levels. In the opinion of the JRM the quality of the linkage could only be improved by a significant change from the existing command style to a more open, interactive and flexible system in which individual choice has a greater place.

4.3 Quality of linkages and preparation of students in the private and non-formal education system

4.3.1 Private TVET

Quality of the linkagesVery little information was obtained about the quality of linkages between General Secondary and private TVET and most probably this is reflecting the state of the art. Relations are at least not very visible or of a character that informants are able to identify relevant activities.

REB issues pre-accreditation to private colleges and REB will supervise them according to guidelines. Pre-accreditation letter for one year is given after assessment. If implemented and running is found acceptable, they will be given accreditation. The TVET office of the REB gives technical assistance according to requests. TVET training institutions running without accreditation are considered as illegal. But there is a black market.

Quality of Private TVET students’ preparationAlthough seemingly better than in the Government TVET, there are considerable possibilities for improvement. Informants to the JRM team admit that more needs to be done to improve quality of students’ preparation.

4.3.2 CSTCsCSTCs are called “non-formal” institutions, but they are owned by the government. JRM was informed in one CSTC that the trainees enrolled had varied backgrounds, most seemed to be dropouts from Grade 4 to 10. In principle the CSTC admits any student who is willing to be trained. The Kebele officials recommend poor performing students or they print notices and post them or the youth associations can recommend young students to come to the CSTC to take training. Both literate and non literate people are accepted at the CSTC. The medium of instruction is basic Amharic language as compared to TVET where the medium of instruction is English.



The CSTCs are complementary to the formal school system because after the trainees have received their certificate they can join the normal TVET programs. The Government supports CSTCs institutions in the field of training of the teachers and provision of skill upgrading free of charge.

Linkage General Secondary – CSTCsNo institutional or system linkages were observed between General Secondary and the CSTCs.

Linkage with world of work (CSTCs only)According to informants in one CSTC the trainees do not have a job problem. All graduates are in high demand, especially graduates of metal work and the sewing and embroidery program. The sewing and embroidery graduates get jobs in the textile industry. There is also a steering committee which supervises monitoring and evaluates whether the students get jobs or not. The steering committee meets and discusses with the employers. Sub-city steering committee organizes graduating students into cooperatives and facilitates micro-financing for them. The steering committee also provides land; sheds or other areas were the cooperatives can work as well as equipment upon start-up. The school also writes recommendations for the graduates and maintain contacts the world of work to help their students obtain employment.

Quality of CSTCs’ students preparationThere is no special counseling for CSTC trainees from the institution side and JRM was told that no systematical tracer study had been undertaken. Still the representatives of these centers did know much about the fate of their previous trainees, so there seem to be good communications and information sharing in the areas where the CSTCs operate. Trainees are provided an entrepreneurship course just before graduation.

Although there are no special counseling organized at the institution, students are generally assisted in order to fine their place in the world of work.

4.4 Preparation of students for study and career choice

4.4.1 General Secondary studentsThere are very limited initiatives in the Secondary schools to prepare students for study and career choice. Counseling in schools is concentrated to students with psychological or other problems.The working conditions in some of the Secondary Government school is so stressing sometimes with over 7,000 students in the compound, and one can perhaps not expect individual assistance to students under such circumstances.

There are however meetings where management tries to give some general information. Informants underline the importance of extracurricular activities for preparation for study and career choice. In particular the girls clubs tend to be important. Otherwise peer student groups play a role.

Two students in a private secondary school were asked whether they considered going to TVET. The answers are as follows:

A: “No because the salary is low and you will not be successful. I do not believe that the education is as good as at university. TVET is hard labour and the society does not accept TVET graduates. TVET teachers are not qualified and the students are not equipped with the right materials upon graduation.”

B: “I believe that university is better because TVET does not teach medicine so I would never consider going there. I think that TVET students did not have a choice and they had to go there. I have been studying hard so that I would not be admitted to TVET.”



These opinions indicate that there is a lot to do in terms of improving the status of TVET and practical work.

5 SUCCESSES, STRENGTHS AND CONSTRAINTSGeneral commentsIt needs to be said that under “Chapter 4 issues” very few successes and special strengths have been observed. On the other hand the constraints are plentiful, and the system seems to reflect inflexibility, lack of relationship, and not least lack of horizontal information sharing.

Despite decentralization this is very much a command structure, where order comes from above and where there is limited possibility for alternatives. When this has been said, it is important to say that the system as a whole can be very efficient in the sense that after all the majority of students and trainees seem to get an income and job.

TVETThe CSTCs obviously fill demands of the market and are important extensions of the formal education system as they recruit people who otherwise are not considered qualified. Trainees from the CSTCs are in demand and the majority of them is getting jobs or are organizing themselves into cooperatives and become self-employed.

In TVET one Constraint is that employers are unwilling to accept trainees for on-the-job training because they get no payment from Government, they must bear the cost of accident insurance for students or risk liability for accident, and they are given no tax breaks.

General Secondary EducationIn Preparatory (G11-12) students are divided into either Science or Arts fields. While in previous times Science was most popular, today the majority is going for Arts. All informants seem to agree that this was an unwanted development as Ethiopia needs more competences for instance in high level technology. Another aspect which could be considered as a constraint is that few students are attracted to Teacher Training. There is a widespread opinion that the quality of candidates for the Teaching profession is not to the wanted mark.

The Plasma issueThere seem to be serious technical problems with the plasma system. Even in the centre of Addis Ababa and in very reputable schools in middle class areas the complaints were heard that the plasma channel is not technically in order. It was not the mandate of the JRM to go deeply into this matter, but informants were complaining that there are too many technical problems related to the plasma.

Answers from teachers and students in Private Secondary schools imply that they do not consider plasma education as necessary because they have highly qualified teachers. This is an interesting perspective; will the plasma education cease when qualification of teachers are improved?

6 RECOMMENDATIONSThe compiled recommendations from all former JRMs can fill books. Hence just a very small number of recommendations are proposed here. This is also due to the fact that JRM is not sufficient basis to make sweeping statements and conclusions. The issues at hand are more complex than that.

Upgrading of the laboratories in Secondary education has been mentioned by several and very important respondents. They explain the need for laboratories with the need to strengthen Natural Sciences in Secondary. A well functioning laboratory can be one factor for students to become more attracted to Chemistry and other science related subjects. The importance of “hands on” experience should not be underestimated. These are factors that the plasma cannot possibly satisfy. Laboratories



in Secondary levels can also be considered as a bridge between the otherwise theoretical subjects and the practical TVET approach.

The education sector as it is growing and expanding cannot possible be managed and organized properly unless the sector is strengthened with modern computer technology and networks. It is a paradox that students in Secondary are receiving their lectures directly from abroad on plasma screens, when the head of Addis Ababa REB is not connected to staff in his office by intranet or say has the possibility to connect with the 10 SubCity offices or the schools in Addis Ababa over internet. There is also potential of improving educational officers’ capabilities of IT.

Government TVET should welcome representatives from the world of work to visit their institutions so that they can be familiar with the situation and even establish contacts with trainees.

There seem be need for establishing more TVET Colleges in order to meet demands of the society. According to CSTC there currently are 23,000 applicants each year for TVET of whom only 10,000 go to TVET and the rest go to CSTCs or Private Colleges.

Employers should be given tax breaks for taking on trainees (apprenticeships).



Annex 1 Guidelines for the JRMThe following constitutes the first part of the Guidelines for the JRM, prepared by the overall JRM Team Leader, and which was followed up by the individual JRM Regional Teams.

1. Purpose and objectives

1.1 PurposeThe purpose of the JRM is to assess the performance of the education sector and identify key actions that can contribute towards qualitative and quantitative improvements in the sector. This will be done through a review of progress reports and studies in conjunction with field visits.The JRM should be fed by the results of the Annual Review Mission (ARM) 2007 and in turn feed into the ARM 2008.

1.2 Specific objectives of the JRMThe ToR state that “The first objective of the JRM will be to review the overall progress of ESDP implementation during the previous fiscal year, with special emphasis on qualitative (e.g.: teacher/pupil ratio, qualifications, textbook availability in classrooms, mainstreaming of gender equity measures) and quantitative achievements, as well as efficiency.”

This JRM will only cover part of this objective, which in fact addresses all elements of the Ethiopian education system. Field visits and data collection will be concentrated around the theme for this JRM “Post-primary Education and the transition to world of work” and on the tuning between First and Second Cycle Secondary, TVET and Higher Education. The scope of this JRM will therefore be on these elements and on the non-formal system related to “the world of work”.

“The second objective of the JRM will be to focus on the theme “Post-primary Education and the transition to world of work”. The aim of this part of the JRM is to investigate whether post-primary education (leaving out tertiary education) prepares its graduates sufficiently for the post-school life. The JRM shall in particular scrutinize in how far the education system in Ethiopia is demand driven and how this could be improved.” Along with this the ToR express an interest in the question in how far tuning between different education levels and coaching of students in the preparation of choices to be made are adequate. Visits to a number of regions will support data collection. The following regions will be visited:

1. Addis Ababa/Dire Dawa, 2. Oromiya, 3. SNNPR, 4. Tigray/Afar, 5. Amhara, 6. Gambella

2 Tasks of the JRM mission

2.1 Overall progress of ESDP implementation

a Review in the regions that are visited ESDP implementation and assess the overall performance of the ESDP programme for First10 and Second Cycle Secondary and TVET against planned educational goals and set targets. The Mission will look for evidence of the programme’s performance at the relevant federal levels and institutions within the system.

b Identify areas of success as well as constraints in achieving planned educational goals and targets, and analyze with the stakeholders the factors which have been of influence on the achievement of these results. Collect suggestions for improvements. Draw lessons from this analysis.

Ad a. Assessment of overall performance.

The achievements to be assessed regard the following:a. Overall performance and general progress in improving access, quality, efficiency and equity of education in Ethiopia.

10 Data collection on First Cycle Secondary may be limited



b. Effectiveness in management issues as financial planning, budget utilization, administration, reporting and capacity building.

Methods of assessment: Collect data on educational performance indicators at Regional and school level, using

standardized formats. The responsible persons at the various levels will be asked to fill in the forms.

Interviews with responsible officers and stakeholders on these issues.

Instruments: Formats for collecting data on educational performance indicators and income generation in

Annex 1 Checklist of relevant topics on performance issues (Annex 2)

Ad b. Areas of success and constraintsAreas of success and constraints are identified and analyzed with the various stakeholders and suggestions for improvements are collected. The team draws lessons from this.

2.2 Post-primary education, tuning between education levels and transition to the world of work

On the next page there is a schematic representation of the part of the education system that is considered in the specific part of this JRM. The diagram shows the different interfaces that have to be considered: the interface between the education system and Ethiopian society with its world of work and the interfaces between the different education levels. The scheme only presents the formal, public system. We also have to realize that formal training is also provided by employer-based in-house TVET schemes of public and private companies11, TVET schools run by NGOs and private commercial TVET providers. Informal, non systematically recorded programmes offer employment-oriented training to various target groups, including school leavers, people in employment, school drop outs and marginalized groups in the labour market. Traditional apprenticeships are another source for employment oriented training. The JRM will cover institutions of the formal public and private system and Community/NGO Skill Training Centers (CSTC)

It is the task of the teams to:a explore in how far different levels of education are tuned and b in how far the education system is demand driven

Strengths and weaknesses in the system will be identified and suggestions for improvements will be given. The teams will do this by exploring the interfaces as indicated in the scheme. Mechanisms and factors influencing functioning in the non-formal system will also be explored.

Methods of assessment: Gather insight in the actual situation through reading of key documentation and discussion in

the team. Interviews with responsible officers and stakeholders.

Instruments:Checklist of relevant topics on linkage issues (Annex 3) Mechanisms and factors influencing functioning in the on-formal system will be identified and analyzed with the various stakeholders and suggestions for improvements are collected.

11 E.g. Ethiopian Airlines. Numbers of trainees very limited



Annex 2 List of persons met and itinerary

Name/activity Position InstitutionMonday 5 Nov. 08:30 – Team starting from Dessalegn Hotel 09:00 – AA Education Regional Bureau, (AT, AW, DS, HK, RW) Ato Hagos Hailu Medhanie

Bureau Head Addis Ababa City Administration Education Bureau

Ato Getnet Semaw Addis Ababa City Administration Education Bureau

10:30 – Entoto TVET College (AW, AT, DS, HK, RW) Ato Mekonnen Yimer Academic & Training Vice-Dean Entoto TVET CollegeAto Aklilu G. Yesus Assistant lecturer (B.Sc) ICT Department Entoto TVET CollegeAto Aliyi Simo Assistant lecturer (B.Sc) ICT Department Entoto TVET CollegeAto Alula Kibrom Assistant lecturer (B.Sc) ICT Department Entoto TVET CollegeAto Masresne Tadesse Graduate Assistant (B.Sc) ICT Department Entoto TVET College13.30 – Team meeting during lunch (AW, AT, DS, HK, RW)14:00 – Bole Secondary and Preparatory School (AW, AT, RW) Teferi Bellow Teferi Director Bole Secondary and Preparatory SchoolNN Teachers Bole Secondary and Preparatory SchoolNN Students Bole Secondary and Preparatory SchoolTuesday 6 Nov.09:00 Addis Ketema Secondary School (RW, AT)Ato Dagnew Gebru Director Addis Ketema SchoolHailu Yilma Vice Principal Academy Addis Ketema SchoolNN 5 students Addis Ketema School10:00 Kirkos CSTC (DS, HK)Ato Shibeshi Amete Director Kirkos CSTC

10:00 Medhani Alem Secondary School (RW, AT, AB)

11:00 - Addis Ababa City Administration Education Bureau (AB, AW) Ato Hagos Hailu Medhanie


Ato Getnet Semaw Addis Ababa City Administration Education Bureau

13:30 - Addis Ababa University (RW, AT)Ato Jeilu Oumer Vice Dean College of Education of Addis Ababa University13:00 – Dessalegn Hotel, translation of tables and documents (AB, AW) 13:30 - Medium & Small Scale Enterprises (DS, HK)Ato Yohannes Solomon,

Director and Head Small and Medium Scale Enterprises, and Bureau of Trade & Industry

18.00 – Dessalegn Hotel, Meeting in the teamWednesday 7 Nov09:00 – Wenget (General Wingate) TVET College (RW, HK, AW) Negesse Tegeredegn Academin and Training Vice Dean Wenget TVET CollegeElisabeth Gegesse Administrative and Development

Vice Dean Wenget TVET College

Zelolem Deressa General Mechanics Wenget TVET CollegeMekonen Zewdu WoodWork Instructor Wenget TVET CollegeNN Many students Wenget TVET College09:15 – Mesekahe Hezunane Secondary School (private) (DS, AB, AT)Worku Ashenafie Principal Mesekahe Hezunane Secondary SchoolEmmanuel Adane Student Grade 10 Mesekahe Hezunane Secondary SchoolSetty Teklehaimanot Student Grade 11 Mesekahe Hezunane Secondary School12:30 – Meeting with ECBP representative, German Development CooperationChristoph Heil TVET Support, Ecbp Engineering capacity building program,



14:00 - Meeting of the team15:30 – Kotebe Teacher Training College (DW, AB)Alemayehu Mekonnen Dean Kotebe Teacher Training CollegeNN Teachers Kotebe Teacher Training College15: 30 – Wendirath Secondary School (RW, HK, AW) Negussie Beyene Principal Wendirath Secondary SchoolThursday 08/11/2007

09:00 - TVET office, Addis Ababa Education Bureau (RW, HK, AW)Gebremedhin Gebrekidan

Bureau Head AA Education Bureau, TVET Department

10:00 Salam, Private TVET 09:30 Selam Privet Formal TVET11:00 Wenget TEVT College, Bole Secondary School visited to collect statistics forms, which were not filled in. 12:00 – Nefasilk TVET (DW, AB, AT)Abrehane Gelan, Vice Dean of Administration and

DevelopmentNedkist

4 NN Teachers 16:00 - Addis Ababa Education Bureau (Whole team)Ato Hagos Hailu Medhanie


Friday 09/11/200709:00 – 12:30 Bole SubCity Education and Training OfficeW/o Abeze Suliman Head Bole SubCity Administration14:00 Non-formal TVET. Hope Enterprise. Ato Daniel Teshome Head of Formal TVET Institution Hope Enterprise, 0911 696327Ato Tefera Tadesse Head Rift Valley Project ManagerAto Mola Weldermarium

Head of General Mechanics Hope Enterprise, 0911 696327



Annex 3 Goals, Objectives and Strategies for Education in Addis Ababa

(Copied from Addis Ababa ESDP III (2005/2006 to 2010/11 – 1999 to 2004 (E.C)))

Goals In line with national program, to achieve UPC in 2015 as stated in the MDG goals all school-age-children complete primary education by providing accessible quality, efficient, relevant and equitable education to citizens and train skilled human resources at different levels that can make use of modern science and technology and take part in the economic development of the society. Hence, the Addis Ababa Education Bureau has set its general objective by giving emphasis to quality, relevance, efficiency, equity and achieve quality Universal Primary Education by the year 2010, reach 92% of GER in the first cycle of secondary education without gender disparity, and to Technical and Vocational education and training program.

Specific Objectivesa/ access related issues

Achieve NER at the primary level to 99.5%.by 2009/10. Increase GER at the secondary level to 92% by the year 2009/10. Provide literacy program to out of school children and adults. Provide due support to the private sector in the expansion of formal and non-formal

education and training programs.

b/ quality related issues

Increase the number of female teachers at primary and secondary school level by offering priority during selection of pre-service training and employment.

Reduce student: classroom from 62:1 in 2004/05 to 50:1 in 2009/10 in primary schools (in 1-4 as well as in 5-8).

Reduce student: classroom from 70:1 in 2004/05 to 40:1 in 2009/10 in secondary schools (in general education as well as preparatory program ).

Upgrade the capacity of teachers, professionals and administrative staff. Train efficient and competent teachers for all grade levels and develop a system of

licensing and re-licensing of teachers through Mentoring and Continuous Professional Development Program.

Assure the quality of TVET training programs. Arrange experience sharing programs and forums among schools. Maintaining the textbook student ratio 1:1 in primary schools. Maintaining the textbook student ratio 1:1 in secondary schools. Improving the existing curriculum of primary schools Fulfill appropriate textbooks, reference materials and laboratories with the necessary

chemicals and equipment in primary and secondary schools. Complete the on-going construction of the new and expansion of schools. Produce good citizens through the provision of various school based activities. Provide support to students by identifying their individual special needs and train teachers

in Special Needs Education. Enhance the role of NGOs and International Donor Agencies in alleviating problems

related to the quality of education. Strengthening school ownership and community empowerment in school governance. Provide various types of training to the administrative staff and education professionals. Initiate and strengthen trade testing -a basis for outcome and competency based training.

c/ efficiency & relevance related issues

Reduce repetition rate from 11.3% in 2004/05 to 3% in 2009/10 at primary second cycle.



Systematize the existing educational structure at various levels to increase effectiveness and efficiency.

Provide marketable skill so as to produce qualified middle level manpower in the TVET program.

Provide relevant and demand-driven education and training that corresponds to the needs of economic and social sectors for employment and self-employment through labour market assessment and by re-orienting and re-focusing the existing TVET system.

Develop demand-oriented curricula based on Occupational Standard and Occupational Training Standard for non-formal and formal education and training by involving experts from the world of work.

Provide basic community skill training for adults and dropout students so as to reduce the problem of unemployment.

StrategiesThe following strategies are set to attain the above objectives. These strategies will be applied at all levels i.e., from General Education to TVET programs. Increase access to education and training :-

30 new primary schools will be constructed. 4 new secondary schools will be constructed. 80 blocks (each block with 25 classrooms) will be completed in the existing primary

schools Annually 40,000 out of school children and adults will get access to non-formal basic

education to be delivered as beginner, post beginner "A" and post beginner "B" programs annually.

Strengthen extension (evening) classes for those who have no access to join the regular education system.

Encourage the private sector to deliver distance mode of education for those who have no access to regular education.

To generate an efficient educational system that can reduce wastage :-

Intensifying tutorial program in primary second cycle and secondary education with special consideration to girls.

Organizing students in study groups. Supplying schools with necessary educational materials and facilities. Strengthen the parent-school relation to bring about parental follow up to school children

to reduce repetition and dropout rates. Providing economic support, as much as possible, to students of low-income family

through welfare clubs and facilitating support from NGOs. Retention of female students in schools by maintaining in and out of school discipline and

security in collaboration with the community and administrative bodies. Providing frequent and appropriate guidance and counseling to students to reduce the

prevailing repetition and dropout rates.

To create enabling and organized capacity in the system:

Building capacity of teachers of kindergartens, primary, secondary and technical vocational education and training programs through:

o Pre-serviceo In-serviceo Workshops, Seminars and conferences o School clustering



o Experience sharing programs and forums amongst teachers. Enhance the participation of females as teachers, education professionals and leaders

through special consideration in recruiting and training. Provision of need-based technical and vocational trainings. Providing appropriate skill training for adults, in various areas of training, by increasing

the number of community skill training centers from 7 to 13. Constructing new radio transmission center to support the teaching-learning process via

educational media. Provision of long and short-term on job trainings to education professionals and

administrative personnel in the education sector. Strengthening the Bureau structure at all levels with appropriate human and material

resources to make it efficient and systematic. Strengthen cluster resource centers and attach them to the Kotebe College of Teacher

Education. Strengthen the Education Management Information System (EMIS) of the Bureau and the

sub-cities by appropriate manpower and necessary facilities. Organize and equip the existing and the would-be emerging technical and vocational

institutes and colleges with appropriate workshops, equipment, furniture and necessary facilities.

To produce knowledgeable and skilled citizens through quality education:-

a/ In relation to human resource Strengthen in-built supervision in all schools.

Organize primary schools in clusters and provide need-based professional trainings. Encourage teachers in curriculum evaluation. The training of teachers and education experts will be continued so as to ensure quality

basic education. Based on the needs of the community, community training centers and TVET institutes

will be strengthened to produce skilled and semi-skilled manpower at all levels, that is supposed to have a capacity to and/or competent in the available local market.

Co-curricular activities will be supported by necessary materials to produce good citizens at various levels.

Teachers will be encouraged and motivated to promote, conduct and disseminate research activities.

Fulfill students with special needs by maximizing inclusive and special classes in regular schools.

Special attention will be given to training teachers in special needs education.

b/ In relation to material resource

Developing all primary textbooks and Teacher's guides (grade 1-8) in accordance with the revised Federal syllabus on the basis of summative evaluation through the participation of:

o Professionals from the officeo Teachers, ando Beneficiaries

Furnishing and equipping all civil works. Equipping laboratories, libraries and pedagogical centers with the necessary chemicals ,

reference materials and teaching aids ,respectively . Procurement of laboratory equipments, chemicals and reference books. To meet the standard, additional classrooms will be constructed, pupil/teacher and pupil

classroom ratios will be improved and efforts will be made to realize the pupil/ textbook ratio to one-to-one.

c/ Strengthening partnership

Intra and Inter-school academic competition among students.



Encouraging the private sector by providing technical and supervisory assistance to establish new schools of various levels so as to bring about quality education.

Effective utilization of NGOs in constructing, equipping and furnishing additional classrooms and schools, supporting co-curricular activities, tutorial programs, and participating in capacity building.

d/ Decentralization and administrative work

Up-grade some of the TVET institutes to college level. More delegation of power and responsibility to the sub-city education and training board

with vivid accountability in the day-to-day management of schools. Based on participatory approach and research findings, the curriculum shall be improved

so as to serve the local needs and livelihood of the people. Sub-cities, schools and the communities shall be strengthened to successfully operate the

empowered roles and responsibilities already underway through follow-up supervision and support.



Annex 4 Key Performance Indicators of ESDP III 1998–2002E.C. (2005/10)

This is the indicators as defined by the ESDP for Addis Ababa and included in the Regional ESDP. As tar as the JRM understands these figures do not include evening programs.

No Suggested Indicators

Base

year

1997E.C.

(2004/05)

Target

Set for

1998E.C.

(2005/06)

Target

Set for

1999E.C.

(2006/07)

Target

Set for

2000E.C.

(2007/08)

Target

Set for

2001E.C.

(2008/09)

Target

Set for

2002E.C.

(2009/10)

1 Budgetary and Expenditure Indicators

Education’s share of the total budget (%)

Share of General Education from the total education budget (%)

Share of TVET from the total education budget (%)

2 Access Indicators

Grade 1 Net Intake Rate by gender 41.5% 45.2% 48.9% 52.6% 56.3% 60.0%

Male 40.5% 44.4% 48.3% 52.2% 56.1% 60.0%

Female 42.5% 46.0% 49.5% 53.0% 56.5% 60.0%

Net enrolment rate at primary (1-4) 77.1% 95.5% 97.5% 98.5% 99.0% 99.5%

Girls’ NER 80.3% 100% 100% 100% 100% 100%

Boys’ NER 73.8% 90.9% 95.0% 97.0% 98.0% 99.0%

Net enrolment rate at second cycle of primary (5-8) 81.5% 96.7% 97.5% 98.5% 99.0% 99.5%

Girls’ NER 83.5% 100% 100% 100% 100% 100%

Boys’ NER 79.3% 97.4% 95.0% 97.0% 98.0% 99.0%

Net Enrollment Rate Grades 1-8 95.5% 97.0% 97.5% 98.5% 99.0% 99.5%

Girls’ NER (1-8) 100.0% 100% 100% 100% 100% 100%

Boys’ NER (1-8) 90.9% 94.0% 95% 96.9% 97.9% 99%

Gross enrolment rate at first cycle of primary (1-4) 111.4% 117% 117% 117.5% 118.5% 119%

Girls’ GER 119.5% 124% 122% 121% 121% 120%

Boys’ GER 103.2% 110% 112% 114% 120% 118%

Gross enrolment rate at second cycle of primary (5-8) 121.3% 117% 117% 117.5% 119.5% 119%

Girls’ GER 126.7% 124% 122% 121% 119% 120%

Boys’ GER 115.5% 110% 112% 114% 120% 118%

Gross Enrollment Rate Grades 1-8 116.4% 117.0% 117.0% 117.5% 119.0% 119.0%

Girls’ GER (1-8) 123.2% 124% 122% 121% 121% 120%

Boys’ GER (1-8) 109.4% 110% 112% 114% 116% 118%

Gross enrolment rate at first cycle of secondary (9-10) 73% 79.4% 80.3% 83.8% 87.6% 92.0%

Girls’ GER 70.2% 77.0% 80.5% 83.8% 87.6% 92.0%



No Suggested Indicators

Base

year

1997E.C.

(2004/05)

Target

Set for

1998E.C.

(2005/06)

Target

Set for

1999E.C.

(2006/07)

Target

Set for

2000E.C.

(2007/08)

Target

Set for

2001E.C.

(2008/09)

Target

Set for

2002E.C.

(2009/10)

Boys’ GER 76.2% 77.4% 80.1% 84.0% 87.7% 92.0%

Admission to Preparatory (11-12) 12583 15386 18821 23032 28198 34537

Girls’ GER 5728 7160 8950 11187 13984 17480

Boys’ GER 6855 8226 9871 11845 14214 17057

Admission to TVET(10+1, 10+2, 10+3) 23,087 24,047 25,000 26,497 27,830 29,200

Female 11,864 11,944 12,402 13,151 13,817 14,352

Male 11,223 12,103 12,598 13,346 14,013 14,848

3 Quality Indicators

Share of lower Primary (1-4) teachers who are qualified 97% 98% 99% 100% 100% 100%

Share of upper Primary (5-8) teachers who are qualified 84% 86% 84% 86% 91% 92%

Share of secondary (9-12) teachers who are qualified 82% 84% 86% 88% 89% 90%

Primary school student/textbook ratio 1:1 1:1 1:1 1:1 1:1 1:1

Secondary school student/textbook ratio 1:1 1:1 1:1 1:1 1:1 1:1

Student teacher ratio Grades 1-4 1:36 1:36 1:36 1:36 1:36 1:36

Student teacher ratio Grades 5-8 1:37 1:37 1:37 1:37 1:37 1:37

Student teacher ratio Grades 9-10

1:42 1:41 1:40 1:40 1:40 1:40

Grade 4 sample assessment of learning achievement

Grade 8 sample assessment of learning achievement

4 Efficiency Indicators

Primary (1-4) student/section ratio 54:1 50:1 50:1 50:1 50:1 50:1

Primary (5-8) student/section ratio 62:1 55:1 50:1 50:1 50:1 50:1

Secondary school (9-2)student/section ratio 70:1 60:1 55:1 50:1 40:1 40:1

Grade 1 dropout rate (base year is 1996 E.C.) 2.6% 2.28% 1.96% 1.64% 1.32% 1.00%

Average primary school dropout for girls (base year is 1996 E.C.) 1.7% 1.56% 1.42% 1.28% 1.14% 1.00%

Average grade 4 to 8 repetition rate (base year is 1996 E.C.) 9.95% 8.86% 7.77% 6.68% 5.59% 4.50%

Average grade 4 to 8 repetition rate for girls (base year is 1996 E.C.) 11.30% 9.00% 7.00% 5.00% 4.00% 3.00%



Annex 5 ESDP 3 sector performance indicators – National level results and targets

Baseline EC 1997

(2004/5)

Target EC 1998

(2005/6)

Result EC 1998

(2005/6)

Target EC 1999

(2006/7)

ResultEC 1999(2006/7)

2. ACCESS INDICATORS 2.1 Grade 1 Net Intake Rate 60.9 80.0 54.9 96.0

2.1.1 Male 62.2 81.0 56.6 96.0 2.1.2 Female 59.6 79.0 53.3 96.0

2.2 Net Enrolm. Rate – Primary 1-4 67.6 70.6 73.0 74.6 2.2.1 Male 69.9 72.9 75.2 76.9 2.2.2 Female 65.1 68.3 70.8 72.3

2.3 Net Enrolment Rate – Primary 5-8 33.9 39.9 37.6 45.8 2.3.1 Male 38.3 44.0 41.2 50.0 2.3.2 Female 29.4 35.3 34.0 41.3

2.3 Net Enrolment Rate – Primary 1-8 68.5 72.8 77.5 77.8 2.2.1 Male 73.2 77.5 81.7 82.5 2.2.2 Female 63.6 67.9 73.2 72.9

2.4 Gross Enrolm. - Primary 1-4 102.7 111.6 107.6 121.3 2.4.1 Male 109.8 116.9 113,6 125.2 2.4.2 Female 95.5 106.2 101.5 117.3

2.4 Gross Enrolment rate (1-4) (incl ABEC) 113.5 124.9 117.6 138.2 2.4.1 Male 116.5 125.8 123.9 136.5 2.4.2 Female 110.4 124.0 111.2 139.9

2.6 Gross Enrolm. Rate – Primary 5-8 52.5 58.2 58.8 62.6 2.6.1 Male 62.0 64.4 64.7 65.8 2.6.2 Female 42.6 51.8 49.8 59.3

2.7 Gross Enrol. Rate – Primary 1—8 79.8 87.7 91.3 94.6 2.6.1 Male 88.0 93.4 98.6 98.2 2.6.2 Female 71.5 81.9 83.9 91.0

2.8 Gross Enrolment Rate - Secondary 9-10 27.3 30.0 33.2 32.4 37.22.7.1 Male 36.6 39.0 41.6 42.1 45.52.7.2 Female 21.6 23.6 24.5 27.5 28.6

2.9 Admission to Preparatory 11 45,671 72,658 74,717 121,309 173,928

2.9.1 Male 31,582 54,527 56,498 77,225 116,018

2.9.2 Female 14,089 18,131 18,219 44,084 57,910

2.10 Admission to TVET 94,592 137,625 66,677 243,0092.10.1 Male 46,161 67,161 34,282 118,5882.10.2 Female 48,431 70,464 32,395 124,421

2.11 Admission to Degree program 36,405 40,440 38,166 41,0502.11.1 Female 8,883 10,514 10,491 11,9042.11.2 Male 27,522 29,925 27,695 29,145

2.12 Adm. to Post graduate program 3,884 6,550 2,438 11,4132.13 Share of female students in higher

education 24 26 22,4 29 3. QUALITY INDICATORS



3.1 Share of Primary 1-4 teachers qualified 97.1 98.3 97.6 99.23.2 Share of Primary 5-8 teachers qualified 55 63 59.4 69 3.3 Share of Secondary 9-12 teachers qualified 41 51 49.6 61 3.4 Primary School student/textbook ratio 2:1 1.5:1 1.5:1 1:13.5 Secondary School student/textbook ratio 1:1 1:1 1.1 1:13.6 Primary 1-4 student/teacher ratio 71 69 64.5 653.7 Primary 5-8 student/teacher ratio 55 55 57.9 523.6 Primary 1-8 student/teacher ratio 66 64 62 613.8 Secondary 9-12 student/teacher ratio 51 50 57 483.9 Gr 4 sample assessmt. of learning achieve 48.5 n.c.o. 503.10 Gr 8 sample assessmt. of learning achieve 40 n.c.o. 50

4. EFFICIENCY INDICATORS4.1 Primary 1-4 student/section ratio 71.0 66.8 70 62.64.2 Primary 5-8 student/section ratio 68.4 64.7 68 61.14.3 Primary 1-8 student/section ratio 69.0 66.2 69 62.14.4 Secondary school student/section ratio 78.0 73.9 82 67.94.5 Grade 1 drop-out rate 22.4 19.1 20.6 15.9 4.6 Average primary school drop out rate for

girls 13.6 11.21 11.3 9.134.7 Average grade 4-8 repetition rate 5.30 4.67 5.3 4.11

4.6.1 Female 6.20 5.41 5.5 4.734.8 Primary School completion rate

(4)Grade 5 57.44 78.41 62.7 77.76 Grade 8 34.34 38.72 41.7 41.65

6. GENDER PARITY INDEX First cycle Primary (1--4) 0.87 0.91 0.89 0.94 Second cycle primary (5—8) 0.69 0.80 0.74 0.90 Secondary (9-10) 0.57 0.59 0.59 0.64

Copied and modified from JRM 2006.

In some regions enrolment rates include evening class students while this is not the case in others (statistics at the federal level excludes evening class students).



Annex 6 Addis Ababa ESDP III Projected Capital Expenditure

Type of ExpenditureProject Expenditure in ‘000

Unit Base year 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

1. CAPITAL EXPENDITURE 156,380 285,461 188,382 134,380 129,380

1 PRIMARY EDUCATION 128,000 160,500 42,500 18,000 26,000

1.1 Civil Works 128,000 138,000 20,000 18,000 26,000New Construction (20 blocks) Blocks 8.000 8.000 8.000 16.000On-going Construction (35 Blocks) Blocks 35,000 35,000On-going Additional Classrooms (83 Blocks) Blocks 83,000 83,000Maintenance Schs. 10,000 10,000 10,000 10,000 10,000Laboratory Construction # of rooms 750 750Library Construction # of rooms 750 750Pedagogical center construction # of rooms 500 500Equipment , Furniture , chemicals, Reference Books, Desks, computers, etc. 22,500 22,500

2 SECONDARY EDUCATION 23,000 72,000 49,000 16,000 16,000

2.1 Civil works 23,000 39,500 16,500 16,000 16,000New Construction (30 blocks) 14,000 14,000 16,000 16,000On-going Construction (6 Blocks) 6,000 6,000On-going Additional Classrooms (17 Blocks) 17,000 17,000Laboratory Construction # of rooms 1,000 1,000Library Construction # of rooms 1,000 1,000Pedagogical center construction # of rooms 500 5002.2. Equipment , Furniture , chemicals, Reference Books, Desks,computers, etc. 32,500 32,500

3 TVET 6,850 68,750 68,750 68,750

3.1 New TVET Institutes (3) No. 60,200 60,200 60,200Construction 45,000 45,000 45,000Equipment including computers 10,000 10,000 10,000Books 100 100 100Furniture 5,000 5,000 5,000Office equipment 100 100 100Vehicles 1,700 1,700 1,700Station wagon 1,000 1,000 1,00030 sitter Bus 100 100 100Pickup (6) 600 600 6003.2 Additional Classrooms and workshops 6,700 6,700 6,700 6,700Classrooms (20) 150 150 150 150Workshops (40) 500 500 500 500Computers 800 800 800 800Equipment 5,000 5,000 5,000 5,000Books 50 50 50 50Furniture 200 200 200 2003.3 Maintenance 150 150 150 150Maintaining classrooms 100 100 100 100Equipment 50 50 50 50

4 NON-FORMAL EDUCATION 2,230 2,230 2,230 2,230 2,230

4.1 Civil Works (New CSTC Construction) Workshops 1008 1008 1008 1008 10084.2 Equipment 820 820 820 820 8204.3 Furniture 402 402 402 402 402

5 EDUCATIONAL MEDIA 25,281 5,3025.1 Civil Works (Transmitting Station & studio) 12815.2. Transmission Equipment 51775.3. Transmission studio furniture 1255.4 Media panel material (529 plasma Display) 24,000

6 SPECIAL NEEDS EDUCATION 3,150 3,600 3,600 3,400 3,4005.1 Civil works 3,150 3,600 3,600 3,400 3,400 10 Resource Center Construction 2,000 2,000 2,000 2,000 2,000Maintenance in 19 special School and special classes and equip them 750 1,000 1,000 1,000 1,000

7 Upgrading Kotebe College of Teacher Education 2,000 8,000Laboratory Construction & procuring chemicals and equipments 2,000 8,000



Type of ExpenditureProject Expenditure in ‘000

Unit Base year 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

8 CAPACITY BUILDING 11,000 11,000 13,000 6,000 8.1 Computer with accessories 400 400 400 400 8.2 Vehicles 200 200 400 200 8.3 Different equipments 500 500 500Total Capital 156,380 271,461 172,232 109,230 114,230

.



Annex 7 Addis Ababa ESDP III Projected Recurrent Expenditure

No. Type of ExpenditureProject Expenditure in ‘000

Unit Base year 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

II. RECURRENT EXPENDITURE 304,214 341,371 333,422 376,323 366,5281 PRIMARY EDUCATION 106,500 111,175 116,034 121,085 126,334

1.1 Salaries Birr 70,000 73,500 77,175 81,034 85,085 89,3341.2 School operating cost Birr 10,000 10,500 11,000 11,500 12,000 12,5001.3 Educational material Birr 10,000 10,500 11,000 11,500 12,000 12,5001.4 School preventive maintenance Birr 10,000 12,000 12,000 12,000 12,000 12,000

2 SECONDARY EDUCATION 80,000 85,300 90,930 96923 103,3152.1 Salaries Birr 30,000 33,000 36,300 39,930 43,923 48,3152.2 School operating cost Birr 15,000 16,000 17,000 18,000 19,000 20,0002.3 Educational material Birr 12,000 13,000 14,000 15,000 16,000 17,0002.4 School preventive maintenance Birr 15,000 18,000 18,000 18,000 18,000 18,000

3. TVET 44,000 46,000 48,000 50,000 52,0003.1 Salaries Birr 12,000 14,000 16,000 18,000 20,000 22,0003.2 School operating cost Birr 10,000 12,000 12,000 12,000 12,000 12,0003.3 Consumable material Birr 15,000 18,000 18,000 18,000 18,000 18,000

4 ADULTA AND NON-FORMAL EDUCATION 1,500 1,500 1,700 1,700 1,700

4.1 Salaries Birr 1,100 1,300 1,300 1,500 1,500 1,5005 EDUCATIONAL MEDIA 1,064 1,106 1,143 1,185 1,229

5.1 Salaries Birr 345 358 378 394 414 4355.2 Media panel operating cost Birr 706 728 749 771 794

6 ADMINISTRATION 71,150 96,290 75,615 105,430 81,9506.1 Salaries Birr 8,000 8,400 9,240 10,165 11,180 12,3006.2 School operating cost Birr 22,000 23,000 24,000 25,000 26,000 27,0006.3 Educational material Birr 25,000 25,000 25,000 25,000 25,000 25,0006.4 Curriculum Development Birr 1,000 1,000 1,000 1,000 1,000 1,0006.5.Text book and instructional materials Birr 23,500 2,200 24,500 1,400 27,700 1,600Grade 1-8 Birr 12,000 13,500 14,500Grade 9-12 Birr 10,000 11,000 12,000Special Needs Education Birr 500 1,000 1,200Basic Education Birr 1,000 1,200 1400 16006.6. Research Activities Birr 500 500 5006.7. Capacity Building Birr 10,150 11,650 12,050 13,050 14,050 15,050preserves training Birr 5,000 5,000 5,000 5,000 5,000 5,000In service training Birr 5,000 5,500 6,000 7,000 8,000 9,000Training Birr 100 100 100 100 100 100Educational conference Birr 50 50 50 50 50 50Other Trainings ( workshops, seminars, short term training , etc…) Birr 1,000 1,000 1,000 1,000 1,000

TOTAL RECURRENT Birr 304,214 341,371 333,422 376,323 366,528 GRAND TOTAL (CAPITAL+ RECURRENT) Birr 471,594 612,832 505,654 485,553 480,758


Date post:	24-Mar-2018
Category:	Documents
Upload:	ledieu
View:	216 times
Download:	1 times

ESDP Joint Review Mission 2007 - Development...

Documents