DOCSLIB.ORG

Report on Recognition of Higher Education in Eritrea and Ethiopia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Report on Recognition of Higher Education in Eritrea and Ethiopia Report on recognition of higher education in Eritrea and Ethiopia A study trip to Eritrea and Ethiopia in October 2012 January 2013 Rapporttittel: Report on recognition of higher education in Eritrea and Ethiopia Forfatter(e): Anne-Kari Gulliksen and Erik Audensen Dato: 25.01.2013 Rapportnr: 2013 - 1 ISSN-nr: ISSN 1892-1604 1 Preface The aim of the Norwegian Agency for Quality Assurance in Education (NOKUT) with this report on higher education in Eritrea and Ethiopia is to contribute to increased knowledge about conditions in higher education in the two countries. We hope it can provide useful knowledge and ideas for institutions and others dealing with recognition of degrees, from African countries. Over the last three years, there has been a steady increase in applications from both Eritrea and Ethiopia. The numbers of Eritrean applications have risen by over 10% per year up to 116 in 2012, while Ethiopian applications have risen to numbers 72. These numbers make Eritrea and Ethiopia the number one and number two country with regards to applicants from Africa. At the same time, NOKUT has been aware of reforms in higher education sector of both countries without a consistent idea of the scope of change. Conflicting information from applicants themselves as well as both national and international sources meant NOKUT was faced with the risk of denying recognition to applicants who should have had their education approved. Finding this to be unacceptable, NOKUT decided to undertake a study trip to Eritrea and Ethiopia in the fall of 2012. The delegation consisted of two members from the Norwegian Agency for Quality Assurance in Education and two members from the Norwegian Universities and Colleges Admission Service (NUCAS). From NOKUT: Erik Audensen, Adviser Anne-Kari Gulliksen, Adviser From NUCAS: Kristin Tambs, Head of Section Marianne M. L. Holen, Senior Executive Officer NOKUT would like to thank everyone who contributed to the outcome of this trip. Oslo, 25. January 2013 Terje Mørland Director General i Introduction The following pages contain a report from a study trip to Eritrea and Ethiopia in October 2012 by representatives from the Norwegian Agency for Quality Assurance in Education (NOKUT) and the Norwegian Universities and Colleges Admission Service (NUCAS). The purpose of the trip was to gather information for the work we do in our respective offices, but we hope the report can be helpful to others who work with foreign education. The report is written by NOKUT, and therefore our main focus has been the higher education system in Eritrea and Ethiopia. The system of secondary education, admission to higher education and technical/vocational education are areas which are also included in the report, however more briefly. There have been major reforms taking place in the higher education systems in both countries. We have experienced an increasing need for more updated information on the reforms themselves, and the effects they have had on higher education. For Eritrea it is the number of institutions that have increased. For Ethiopia, the diploma programmes have ceased to be a part of higher education, while the normative length of degree studies has changed. In addition, there has been a change at secondary school level which has had important implications for the higher education system. These findings will lead to changes in NOKUT’s evaluations when it comes to recognition of higher education from Eritrea and Ethiopia. During our visit in October 2012, we had meetings with the Norwegian embassies in Asmara and Addis Ababa, the national offices dealing with accreditation of higher education, the Ministry of Higher Education (only in Ethiopia), and the admission offices for higher education. In addition, we had the opportunity to visit several higher education institutions in both countries. In Asmara, we visited two of the post-reform new higher education institutions, the College of Health Sciences and the Eritrean Institute of Technology. In Addis Ababa, we visited the University of Addis Ababa, as well as the three private institutions, Unity University, St. Mary’s College and Admas University College. Even though we only spent a few days in each country, the short time we had at our disposal was spent very efficiently. We were able to meet with a number of key actors, institutions and offices in the higher education sector. The trip has been very educational and our conclusions are presented in this report. We would like to thank the Royal Norwegian Embassies in Asmara and Addis Ababa, the National Board of Higher Education (NBHE) in Eritrea and the Higher Education Quality Agency (HERQA) in Ethiopia in assisting us with scheduling meetings and solving the practical issues during our visit. We are most grateful. ii Summary Eritrea Eritrea has seen a change in its higher education system in the period 2004–2010. However, this reform is not a change in the system itself, but a change in the number of institutions offering higher education in the country. The system of diploma-, bachelor- (and master-) programmes has remained more or less the same, except for the fact that the number of programs has increased. The University of Asmara has been the only institution of higher education in the whole country. All issues related to higher education have been concentrated around the university. To be able to offer higher education to a larger number of students, the government decided to close the University of Asmara, with no new intake of students after 2003. Then they upgraded seven of the underlying colleges of the university to independent institutions of higher education. Some of the new colleges have also been moved to other parts of the country, and one could say that there has been a decentralisation of higher education in Eritrea. The result is that Eritrea today has seven institutions offering higher education, and the number of students attending programs of higher education has risen from around 5000 students at the University of Asmara in 2004 to around 17 000 students attending programs at the new colleges of higher education today. The University of Asmara’s main programme were the diploma programme and the bachelor degree; and was only able to introduce the master degree programme in 2004 just before closing. Today we see that most of the new colleges of higher education have already introduced many new master degree programmes or are planning to introduce master degree programmes in the near future. Ethiopia The reforms in neighbouring Ethiopia have been far more wide-reaching with changes in both secondary and higher education. Since the late 1990s, the number of higher education institutions has risen dramatically; as has the number of students. The government has opened up for private higher education institutions, and established more than 15 new public universities, bringing the total number of public institutions to just over 30. The private higher education sector has grown exponentially in number of institutions, but the majority of students still attend the public universities. Secondary education has changed with the introduction of the “Preparatory Year”, which in practice is an amalgamation between the 12th grade and the freshman year of higher education. The diploma programmes ceased to be higher education with the last batch of students graduating in 2006/2007. Technical Vocational Education and Training (TVET) has today both taken on, and expanded, the role the older diplomas had in the Ethiopian educational system. The reforms in Ethiopia have moved back and forth on the question of normative length of degree studies, going from 4 to 3 and then back to 4 years again for a regular bachelors. Nor are the reform processes over. The government has recently started a drive for all higher education institutions to streamline subjects into a national plan favouring technical subjects. iii Table of Content 1 Preface ................................................................................................................................. i 2 Eritrea ................................................................................................................................ 1 1. Before 2004 ..................................................................................................................... 2 2. Reform ............................................................................................................................. 2 3. The system of education .................................................................................................. 5 4. Programmes and degrees ................................................................................................. 6 2.4.1 Diplomas .............................................................................................................. 6 2.4.2 Bachelor degrees .................................................................................................. 6 2.4.3 Master degrees ...................................................................................................... 7 5. Vocational institutions ..................................................................................................... 7 6. Documentation ................................................................................................................ 7 2.6.1 Official Student Record ........................................................................................ 8 2.6.2 Temporary Diploma ............................................................................................
Load more

Recommended publications
  • 2004-Final-Program.Pdf
    2004 Hawaii International Conference on Education Honolulu, Hawaii Welcome to the Second Annual Hawaii International Conference on Education Aloha! We welcome you to the Second Annual Hawaii International Conference on Education. This event offers a rare opportunity for academics and other professionals from around the world to share their broad array of perspectives. True to its primary goal, this conference provides those with cross-disciplinary interests related to education to meet and interact with others inside and outside their own discipline. The international attendees to this conference bring a variety of viewpoints shaped by different cultures, languages, geography and politics. This diversity is also captured in the Hawaii International Conference’s unique cross-disciplinary approach. The resulting interaction energizes research as well as vocation. With Waikiki Beach, Diamond Head and the vast South Pacific as the backdrop, this venue is an important dimension of this conference. For centuries a stopping place of explorers, Hawaii has historically been enriched by the blend of ideas that have crossed our shores. The Hawaii International Conference on Education continues this tradition in the nurturing spirit of Aloha. Along with its ideal weather and striking beauty, the Hawaiian Islands provide natural elements to inspire learning and dialogue. The 2003 conference was a great success. We hosted more than 1,200 participants representing more than 40 countries. Thank you for joining the 2004 Hawaii International Conference on Education! Planning Committee Members Dr. William Pearman Dr. Melinda Wood Dr. Mary Mallott Dr. Ernest Oshiro Dr. Roland Stiller Dr. Eric Flower Dr. Terry Gregson Dr. David Yang The 2005 Hawaii International Conference on Education is scheduled for January 4 – 7, 2005.
    [Show full text]
  • INFORMATION and COMMUNICATION TECHNOLOGY (ICT) in EDUCATION in SUB-SAHARAN AFRICA a Comparative Analysis of Basic E-Readiness in Schools
    INFORMATION PAPER NO. 25 AUGUST 2015 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION IN SUB-SAHARAN AFRICA A comparative analysis of basic e-readiness in schools UNESCO The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 195 Member States and 9 Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow's world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical co-operation to Member States for their development policies and projects; and 5) the exchange of specialized information. UNESCO is headquartered in Paris, France. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication. The UIS was established in 1999. It was created to improve UNESCO's statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments.
    [Show full text]
  • Nationalism, Mass Militarization, and the Education of Eritrea
    The Struggling State The Struggling State Nationalism, Mass Militarization, and the Education of Eritrea Jennifer Riggan TEMPLE UNIVERSITY PRESS Philadelphia • Rome • Tokyo TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2016 by Temple University—Of The Commonwealth System of Higher Education All rights reserved Published 2016 Library of Congress Cataloging-in-Publication Data Riggan, Jennifer, 1971– author. The struggling state : nationalism, mass militarization, and the education of Eritrea / Jennifer Riggan. pages cm Includes bibliographical references and index. ISBN 978-1-4399-1270-6 (cloth : alk. paper) — ISBN 978-1-4399-1272-0 (e-book) 1. Civil-military relations—Eritrea. 2. Militarization—Eritrea. 3. Militarism—Eritrea. 4. Teachers—Eritrea. 5. Education and state— Eritrea. 6. Nationalism—Eritrea. 7. Eritrea—Politics and government —1993– I. Title. JQ3583.A38R54 2016 320.9635—dc23 2015013666 The paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 9 8 7 6 5 4 3 2 1 For Ermias Contents Acknowledgments ix Introduction: Everyday Authoritarianism, Teachers, and the Decoupling of Nation and State 1 1 Struggling for the Nation: Contradictions of Revolutionary Nationalism 33 2 “It Seemed like a Punishment”: Coercive State Effects and the Maddening State 57 3 Students or Soldiers? Troubled State Technologies and the Imagined Future of Educated Eritrea 89 4 Educating Eritrea: Disorder, Disruption, and Remaking the Nation 122 5 The Teacher State: Morality and Everyday Sovereignty over Schools 155 Conclusion: Escape, Encampment, and the Alchemy of Nationalism 193 Notes 211 References 221 Index 231 Acknowledgments have tried to write this book with honesty, integrity, and compassion.
    [Show full text]
  • An Exploration of Drop-In Among Students Who Are at Risk of Dropping out of Lower Secondary School in Eritrea
    An exploration of drop-in among students who are at risk of dropping out of lower secondary school in Eritrea Khabusi Emmanuel Kamuli University College London Institute of Education Thesis submitted for the degree of Doctor of Education (Ed. D) 1 Declaration I, Khabusi Emmanuel Kamuli, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Abstract There is consensus about the potential of education to influence the lives of individuals and society. Governments and the international community try to harness the positive potential by promoting universal access to quality basic education through periodic global goals, constitutional guarantees, deliberate national policies and increased investments in education. However, despite the multiple imperatives, evidence from national education systems and the Global Education Monitoring Reports indicates that the number of school-aged out-of-school children (OOSC) continues to grow exponentially, especially in low-income fragile contexts. The most affected are children in their second decade of life. In this thesis I problematised the contradiction between imperatives to increase access to education and the rapid growth in OOSC numbers, especially in Sub-Saharan Africa. I analysed existing data from the Eritrea Education Management Information System and then applied conceptual frameworks drawn from literature on OOSC (UNICEF & UNESCO, 2015); on risk (Hammond et.al. 2007; Rumberger & Lim 2008), motivation (Deci & Ryan 2004) and resilience (Masten & Powell, 2013; Schoon, 2006; Wright et.al., 2013) to explore the phenomenon of drop-in among lower secondary school students who were considered by their schools to be at risk of dropping out of school.
    [Show full text]
  • Tinfoshop Public Disclosure Authorized Tb
    PID THE WORLD BANK GROUP AWorld Freo ol Povorty tInfoShop Public Disclosure Authorized Tb. Wot11 lNuk Report No AB43 Updated Project Information Document (PID) Project Name ERITREA-Education Sector Improvement Project Region Africa Regional Office Sector Primary education (70%); Secondary education (3 0%) Project ID P070272 Supplemental Project Borrower(s) GOVERNMENT OF ERITREA Implementing Agency GOE Public Disclosure Authorized Address Ministry of Education Address Research and Human Resources Department, P.O Box 5610, Asmara, Eritrea Contact Person Petros Hailemariam Tel 291-1-125428 Fax 291-1-121913 Email Petros Hailemariam@erimoe gov.er Environment Category B Date PID Prepared April 17, 2003 Auth Appr/Negs Date April 21, 2003 Bank Approval Date June 19, 2003 1. Country and Sector Background Public Disclosure Authorized Sector issues: The sector is characterized by very low access at all levels; low physical access; unequal access especially for disadvantaged groups-girls, children of nomadic groups and other minorities-low learning outcomes; inadequate time-on-task; poor teacher quality; poor physical learning environment; high repetition rates encouraged by stringent selection examinations; high dropout rates especially for girls; and poor delivery and planning capacity in both numeric.and qualitative terms. At least in part, these challenges are a consequence of inadequate education resource inputs and inadequately developed delivery systems Access to education: Public Disclosure Authorized 2 PID Low enrolments at all levels: The first decade of independence registered notable expansion of access to education. Elementary school-grade I to 5-enrolments almost doubled from 151,000 to 299,000; while middle-grade 6 and 7 -school and secondary-grade 8 to 11-enrollment more than doubled from 28,000 to 77,000; and from 19,000 to 64,000 respectively.
    [Show full text]
  • Download Download
    Nordic Journal of Comparative and International Education (NJCIE) NJCIE 2019, Vol. 3(2), 72-89 http://doi.org/10.7577/njcie.3039 Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea Khalid Mohammed Idris1 Teacher Educator, Asmara College of Education Yonas Mesfun Asfaha Associate Dean for Academic Affairs, Asmara College of Education Copyright the author Peer reviewed article; received 14 November 2018; Accepted 1 July 2019 Abstract The paper discusses the views of school practitioners from challenging contexts of learning on roles and conditions for meaningful improvements of the learning and teaching process. It is based on qualitative data following an 18-month participatory action research (PAR) project conducted with teachers and school leaders (SLs) on how to effect change in their practice. The project enjoyed strong backing from a regional education office in one of the remotest and culturally diverse regions in Eritrea. Qualitative anal- ysis was used to interpret 14 semi-structured interview transcripts of project participants from two study schools. Enriched by literature on school-based professional development and role of action research in improving teaching and learning, the paper attempts to make sense of views of practitioners from the PAR project on critical aspects of managing teaching and learning processes (TLP) and school practices. The analysis was based on the interview data, longer term engagements with the practitioners and review of relevant documents. Practitioners’ views are synthesized into three main issues: focus on needs of learners, collaborative commitments and teacher professionalism. These issues discussed in the findings arguably constitute quality education in the study schools and beyond.
    [Show full text]
  • Eritrea; World Data on Education, 2010/11; 2010
    World Data on Education Données mondiales de l’éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2010/CP/WDE/EA World Data on Education. 7th edition, 2010/11 Eritrea Revised version, September 2010. Principles and general objectives of education The general objectives of the education system, as outlined in the Government’s Macro-Policy of 1994, are: • to produce a population equipped with the necessary skills, knowledge and culture for a self-reliant and modern economy; • to develop self-consciousness and self-motivation in the population to fight poverty, disease and all the attendant causes of backwardness and ignorance; • to make basic education available for all. The main goal is to create a united, prosperous, peaceful and democratic nation by educating women and men who: • have the various needed skills and commitment to work together to reconstruct the economic, environmental and social fabric; • have a love of and respect for their nation and all peoples within it, regardless of sex, ethnic group, age, religion or profession; this includes producing citizens who are fully literate in their mother tongue and who know and wish to preserve the best aspects of their culture whilst changing those negative aspects, including working towards the achievement of gender and ethnic equality; • have a respect for democratic institutions, and who fully and effectively participate in the democratic process, including developing and defending the basic human rights; • are guided by and adhere to the highest ethical principles; • have a deep knowledge of and respect for the environment, and the need for its restoration and protection; • have the ability to wisely use scientific processes and developments so as to develop self-sufficiency in food, and a modern services and industrial sector, based on the principle of environmental sustainability; • have the opportunity to develop to the fullest their creative potential in all aspects.
    [Show full text]
  • Ethno-Regional Disparities in Primary Schooling in Eritrea, 1992-2001
    ETHNO-REGIONAL DISPARITIES IN PRIMARY SCHOOLING IN ERITREA, 1992-2001 EPHRAIM TEWOLDEBRHAN EPHRAIM A thesis submitted in fulfilment of the requirements for the degree of the Doctor of Philosophy in the Faculty of Education, University of the Western Cape. November 2007 Supervisor: Professor A. Fataar i KEY WORDS ERITREA PRIMARY EDUCATION ACCESS EQUITY EFFICIENCY DISPARITIES REGION SUB-REGION ETHNICITY ii DECLARATION I declare ETHNO-REGIONAL DISPARITIES IN PRIMARY SCHOOLING IN ERITREA, 1992-2001 is my own work, written under the supervision of Professor A. Fataar. I submit it to the University of the Western Cape for the Degree of Doctor of Philosophy (DPhil). It has not been previously submitted, either in part or whole, for any degree or examination at any other university, and that all the sources I have used or quoted have been indicated and acknowledged by complete reference. Signed: __________________________________ Ephraim Tewoldebrhan Ephraim Date: November 2007 iii ACKNOWLEDGEMENT Praise be to God the almighty who enabled me to complete the thesis against all odds. To Prof. Fataar, this thesis would not have been possible without your kind financial and moral support, incisive critiques, sharp probing questions, and remarkable patience. I feel extremely privileged and grateful for your guidance and friendship, which shaped the way I think as a scholar. Your comments on each and every chapter drafts were a course in critical thinking upon which I will always draw. I am grateful for your encouragement and inspiration in many moments of despair and self doubt. I would also like to thank the family of Prof. Fataar for their cordial reception and generous hospitality.
    [Show full text]
  • Challenges for Higher Education in Eritrea in the Post-Independent Period to the Present
    Centro Argentino de Estudios Internacionales www.caei.com.ar Programa Africa Subsahariana Challenges for Higher Education in Eritrea In The Post- Independent Period to the Present– A Case of Asmara University1 By Ravinder Rena Abstract: Eritrean higher education faced numerous challenges over many years. It was particularly suffered during the colonial periods. Eritrea exerted its efforts to develop its dilapidated educational system with the advent of its independence. Eritrea celebrated its sixteenth birthday recently. However, the educational challenges in higher education still remain high. The government of Eritrea established different colleges in different administrative regions. The University of Asmara is the only university in the country that had to be revitalized after its devastation by the 30-year war of independence. Since independence, the University has been able to contribute to the nation’s skill manpower considerably. This paper examines higher education of Eritrea for about 60 years period. It delves the University of Asmara and its birth, development and apogee. The paper also gives some insights on recent educational development in Eritrea. Keywords: Higher education, Eritrea, Asmara University, Colonial period, Educational development, etc. INTRODUCTION Eritrea is a new nation in the Horn of Africa with a population of approximately 4.3 million. The modern history of Eritrea dates back to the period of colonization, by Italy during more than 50 years (1890-1941) and later for about ten years under the administration of the Great Britain. Eritrea was federated with Ethiopia in 1952 by United Nations’ resolution. During the period 1952-1962, the Ethiopian regime undermined the federation and ultimately annexed Eritrea as one of the provinces of 1 Ph.D.
    [Show full text]
  • Eritrean Education - Retrospect and Prospect
    Munich Personal RePEc Archive ERITREAN EDUCATION - RETROSPECT AND PROSPECT Rena, Ravinder Department of Business and Economics, Eritrea Institute of Technology, Mai Nefhi, Asmara, The State of Eritrea 9 October 2004 Online at https://mpra.ub.uni-muenchen.de/10313/ MPRA Paper No. 10313, posted 07 Sep 2008 05:09 UTC Rena, Ravinder (2005) “Eritrean Education – Retrospect and Prospect”, Nairobi (Kenya): Eastern Africa Journal of Humanities and Sciences, Vol.5, No.2. pp.1-12. (A Biannual Journal Published by the Faculty of Humanities and Sciences, The Catholic University of Eastern Africa). ERITREAN EDUCATION - RETROSPECT AND PROSPECT By Ravinder Rena∗ Abstract: Education has long been recognized as a central element in economics development. In Eritrea, Church education played a significant role in transmitting church literature from generation to generation. Quranic schools also played a similar role in the Muslim communities of the Eritrean Society. Since Independence, education is well organized in the country. Eritrea has invested heavily in education and has embarked on a wide-ranging program. The World Bank, Eritrea has also made substantial investment in a plan intended to quickly raise the country's skill levels. The guiding purpose of the research on which this article is based, is to explore the educational history of Eritrea at different periods. It covers the Eritrean education system during the Italian Rule, British Rule, and Ethiopian Rule. It also provides educational development of Eritrea after independence. The methodology used in this paper is essentially a descriptive analysis of data obtained from the secondary sources. I]. INTRODUCTION: Education has long been recognized as a central element in development.
    [Show full text]
  • Overview of the Education Ministry of Education
    OVERVIEW OF THE EDUCATION MINISTRY OF EDUCATION ERITREA July 2012 TABLE OF CONTENTS Pages ACRONYMS 2 I. Introduction 3 II. Education Reform 4 III. Institutional Context 5 A. Expanding equitable Access 5 1. General Education 5 1.1 Basic Education (Elementary and Middle school education) 5 1.1.1 Pre-school 5 1.1.2 Elementary and Middle Levels 6 1.2 Secondary Education 8 2. Technical and Vocational Education and Training (TVET) 9 3. Adult and Non-Formal Education 11 4. Girls’ and Women’s Education 15 5. Teacher Supply 15 6. Inclusive Education Program 16 B. Improving Quality/Relevance of Education 16 1. Curriculum Planning and Development 16 2. Monitoring and Quality Assurance 17 3. Assessment and National Examination 18 4. Teacher Development 18 5. ICT in Education 20 IV. Higher education 21 V. Institutional Capacity Building 23 VI. Financing Education 24 VI. Conclusion 25 ACRONYMS ACHS Asmara College of Health Sciences ATEI Asmara Teacher Education Institute 2 BE Basic Education CASS College of Arts and Social Sciences CBE College of Business and Economics COMSAT College of Marine Science and Technology CRA Criteria Referenced Assessment DE Distance Education EIT Eritrea Institute of Technology EFA Education For All EMIS Educational Management Information System ESDP Education Sector Development Program ESECE Eritrean Secondary Education Certificate Examinations GER Gross Enrolment Ratio GoSE Government of the State of Eritrea HAC Hamelmalo Agriculture College IHE Institution(s) of Higher Education LAPG Learner Progression and Assessment Guide MDG Millennium Development Goals MLA Monitoring Learning Achievement MOE Ministry of Education NACVOT National Center for Vocational Training NBHE National Board for Higher Education NER Net Enrolment Ratio OSM & DM Orotta School of Medicine and Dental Medicine PRC Pedagogic Resource Center PTSA Parent Teacher Student Association TVET Technical and Vocational Education and Training I.
    [Show full text]
  • Eritrea Education Sector Plan
    ERITREA EDUCATION SECTOR PLAN FEBRUARY 01, 2018 1 October 26, 2017 MAP OF ERITREA NB:This map is solely for the purpose of indicating the location of the administrative regions (Zobas) 2 CONTENTS MAP OF ERITREA ........................................................................................................................ 2 CONTENTS .............................................................................................................................. 3 LIST OF TABLES..................................................................................................................... 7 LIST OF FIGURES ................................................................................................................. 10 ABBREVIATIONS AND ACRONYMS ................................................................................ 11 EXECUTIVE SUMMARY ..................................................................................................... 12 CHAPTER 1 ................................................................................................................................. 22 NATIONAL CONTEXT ......................................................................................................... 22 1.1 Geographic and Demographic Features ....................................................................... 22 1.2 Demographic and Administrative Profile .................................................................... 22 1.3 Macroeconomic Context .............................................................................................
    [Show full text]