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Progress Development Development Progress Development Progress Development Progress Development Progress Development Progress Ethiopia’s progress in education: A rapid and equitable expansion of access This paper was authored by Jakob Engel with support from Pauline Rose. The author gratefully acknowledges inputs from Chris Berry (DFID), Taylor Brown The IDL Group), Catherine Dom (Mokoro Consultants), John Hoddinott (IFPRI), Eva Ludi (ODI), Kate Orkin (Young Lives), Yisak Tafere (Young Lives) and Genet Zewide (Government of Ethiopia, former Minister of Education). The author would also like to acknowledge comments on earlier drafts from Kevin Watkins (UNESCO Education for All Global Monitoring Report), Chris Berry and Catherine Dom and editorial support from Roo Griffiths. The views in this paper are those of the authors alone. The story is part of a larger project that includes 24 stories of progress on development, led by Liesbet Steer and Alison Evans on behalf of the Overseas Development Institute. For more information, contact Jakob Engel ([email protected]) or Liesbet Steer ([email protected]). Readers are encouraged to quote or reproduce material from this publication, as long as the resulting works are not being sold commercially and that due acknowledgement is given to the author(s). A copy of the publications should be sent to: ODI publications, 111 Westminster Bridge Road, London SE1 7JD, UK © Overseas Development Institute, 2011 Table of contents List of abbreviations 2 1. Introduction 4 2. Context 5 3. What has been achieved 6 3.1 Scale of the progress 6 3.1.1 Access to education 6 3.1.2 Attainment and progression 7 3.1.3 Quality of education 8 3.2 Equity of education 9 3.3 Sustainability 12 4. Drivers of progress 14 4.1 Sustained top-level commitment to equity and poverty reduction 14 4.1.1 Education as a means to achieve poverty reduction and rural development 14 4.1.2 Expenditure on education 15 4.1.3 Key pro-poor policies and initiatives to improve education outcomes 16 4.2 Increasing the autonomy of regional and local government 17 4.2.1 Curriculum reform and the language policy 18 4.2.2 Woreda-level decentralisation 18 4.3 Increased community participation in education system 20 4.4 Effective cooperation with development partners 21 4.4.1 Donor cooperation within a sector-wide approach 21 4.4.2 Engagement with NGOs 22 5. Conclusions and an agenda for action 23 5.1 Key lessons 23 5.2 Challenges 23 References 25 1 ETHIOPIA’S PROGRESS IN EDUCATION: A rapid and equitable expansion of access List of abbreviations ABE Alternative Basic Education ADLI Agricultural Development-Led Industrialisation AIDS Acquired Immune Deficiency Syndrome CMC Centre Management Committee CSA Central Statistics Agency DFID United Kingdom Department for International Development DHS Demographic and Health Survey DME Deprivation and Marginalisation in Education EFA Education for All ENA Ethiopian National Agency for UNESCO EPRDF Ethiopian People’s Revolutionary Democratic Front ESDP Education Sector Development Plan ETP Education and Training Policy FAWE Forum for African Women Educationalists FTI Fast-Track Initiative GDP Gross Domestic Product GEQIP General Education Quality Improvement Programme GER Gross Enrolment Ratio GoE Government of Ethiopia HDI Human Development Index HIV Human Immunodeficiency Virus IDA International Development Association IFPRI International Food Policy Research Institute IMF International Monetary Fund JRM Joint Review Mission LDC Least-Developed Country MDG Millennium Development Goal NER Net Enrolment Rate NFE Non-Formal Education NGO Non-Governmental Organisation NLA National Learning Assessment ODA Official Development Assistance 2 ODI Overseas Development Institute PANE Poverty Action Network in Ethiopia PBS Protection of Basic Services PRSP Poverty Reduction Strategy Paper PSNP Productive Safety Net Programme PTA Parent Teacher Association SMC School Management Committee TVET Technical and Vocational Educational Training UN United Nations UNDP UN Development Programme UNESCO UN Educational, Scientific and Cultural Organization USAID United States Agency for International Development WFP World Food Programme 3 ETHIOPIA’S PROGRESS IN EDUCATION: A rapid and equitable expansion of access 1. Introduction Since emerging from over 15 years of civil war in 1991, Ethiopia has significantly improved access to education. Having had one of the lowest enrolment rates in the world in the early 1990s, it is now arguably on track to achieve universal primary enrolment within the next decade. This expansion of the education system has allowed many chronically poor children to attend school for the first time. Numerous factors have contributed to these achievements, the most significant being a sustained and effective government-led effort to increase public access to education. Benefiting in part from increasing rates of growth and a peace dividend, the government, with the support of development partners, invested heavily in improving access to education by abolishing school fees, increasing expenditure on school construction and maintenance and hiring and training thousands of new teachers, administrators and officials. This was an integral component of a long-term strategy to address the country’s high level of rural poverty and inequality, which had been a source of instability for decades. The government’s commitment to the equitable expansion of the education system has also manifested itself in initiatives aimed at reducing the opportunity cost of education, by bringing schools closer to children, increasing the number of teachers to keep up with rapidly growing demand, fostering community involvement and, most notably, integrating previously marginalised and excluded groups, such as the rural poor, girls and pastoral communities. Further, the government has been able to gradually increase donor commitment to its education sector reforms, thereby ensuring that the pace of progress in recent years has not stagnated. These measures have reduced the costs for parents of children attending school and led numerous parents to participate actively in the improvement of local schools. Addressing demand- and supply-side constraints that have kept children out of school has also reduced gender, geographic and socioeconomic inequalities in the education system. These measures have been complemented by the government’s increased devolution of power to the federal regions, both through its language policy, which promotes mother tongue as the medium of instruction, and in its gradual decentralisation of the education system to progressively lower administrative levels. Nonetheless, millions of school-age children still face substantial barriers to entering and remaining in school. Quality of education has also come under increased strain. Further, it is improbable that current levels of financing will be sufficient for Ethiopia to achieve the Millennium Development Goals (MDGs) and Education for All (EFA) goals, and donors will likely have to work with the Ethiopian government to address these challenges. 4 2. Context Ethiopia is considered a least-developed country (LDC), ranking 171st (out of 181 countries) both on the UN Development Programme (UNDP) Human Development Index (HDI) and in terms of gross domestic product (GDP) per capita (UNDP, 2010). The country has traditionally been one of the most educationally disadvantaged in the world, and the majority of its population has had little access to schooling (Brown and Teshome, 2007). Only 36% of the country’s adult population (15 and over) is literate (UNESCO, 2010), and education poverty is particularly evident among the chronically poor. According to 2005 data (Demographic and Health Survey, DHS), 78% of all 23-27 year olds in the bottom income quintile, and 86% of women in this age and income group, have never been to school. The main hindrances to progress have included the country’s vast territory, diversity within the population (consisting of over 80 different ethnic groups), frequent economic shocks and natural disasters and persistent political turmoil (Yamada, 2007). During Ethiopia’s imperial regime, the Ethiopian Orthodox Church opposed the establishment of a modern education system, and schooling remained available to a small urban elite only (Teshome, 2008). The system was considered highly bureaucratic, inequitable, wasteful, rigid and not relevant to the lives of most Ethiopians (Teferra, 1996, in Teshome, 2008). Under the Marxist Derg regime (1974-1991), there was a significant expansion of the schooling system, which provided an important foundation for post-1991 efforts towards a more equitable expansion of access.1 However, many of the schools did not meet minimum standards: teachers lacked basic teaching skills and the curriculum remained deeply politicised. Further, the system was highly centralised, and instruction was in English and Amharic rather than in the students’ mother tongue: Clapham (1990, in Ministry of Education/USAID 2008) argues that ‘a fairly good education for a relatively small number of children had under the socialist regime been transformed into quite a poor education for a much larger number of children.’ This was compounded by a civil war that lasted for almost the entirety of the Derg regime, as well as severe droughts and famines during the 1980s, which negatively impacted on improvements in access that had been achieved. By the end of the civil war and the 1991 overthrow of Derg by the Ethiopian People’s Revolutionary Democratic
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