Education in Ethiopia : Strengthening the Foundation for Sustainable Progress

Education in Ethiopia : Strengthening the Foundation for Sustainable Progress

With the end of civil war in 1991, Ethiopia's government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary...

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Bibliographic Details
Main Author:	World Bank
Format:	Publication
Language:	English en_US
Published:	Washington, DC 2012
Subjects:	ADDITION ADMINISTRATIVE DATA ADULT EDUCATION AGE GROUP ATTENDING SCHOOL AVERAGE TEACHER SALARY BASIC EDUCATION CHILD LABOR CHILD MALNUTRITION CLASSROOMS COMPLETION RATES COMPOSITION CONSTRUCTION COSTS COST PER STUDENT COUNTRY STUDIES CURRICULUM CURRICULUM CONTENT DATA DECENTRALIZATION DETAILED STRATEGIES DEVELOPMENT GOALS DEVELOPMENT PROGRAM DISTANCE EDUCATION DROPOUT RATES EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT ECONOMIC GROWTH EDUCATION EDUCATION EXPENDITURES EDUCATION FOR ALL EDUCATION POLICY EDUCATION POLICY DEVELOPMENT EDUCATION SECTOR EDUCATION SERVICES EDUCATION SYSTEM EDUCATIONAL ATTAINMENT EDUCATIONAL DEVELOPMENT EDUCATIONAL OPPORTUNITIES EDUCATIONAL POLICIES ENROLLMENT ENROLLMENTS FINANCIAL RESOURCES GENDER PARITY GER GIRLS GOVERNMENT PRIMARY SCHOOLS GROSS ENROLLMENT GROSS ENROLLMENT RATIO HOUSEHOLD INCOME HOUSEHOLD SURVEYS HUMAN DEVELOPMENT INSTRUCTION INSTRUCTIONAL HOURS INSTRUCTIONAL MANAGEMENT KEY ROLE LABOR FORCE LABOR FORCE PARTICIPATION LANGUAGE OF INSTRUCTION LEARNING LEARNING ACHIEVEMENT LEARNING ACHIEVEMENTS LEVEL OF EDUCATION LEVELS OF EDUCATION LOCAL COMMUNITIES MONITORING PROGRESS NEW ENTRANTS NONFORMAL EDUCATION NONGOVERNMENTAL ORGANIZATIONS PARITY PARTICIPATION RATES POLICY DEVELOPMENT POOR COUNTRIES POSITIVE IMPACT POVERTY REDUCTION PRIMARY EDUCATION PRIMARY GROSS ENROLLMENT PRIMARY GROSS ENROLLMENT RATIO PRIMARY GROSS ENROLLMENT RATIOS PRIMARY PUPIL PRIMARY SCHOOL PRIMARY SCHOOL CONSTRUCTION PRIMARY SCHOOL ENROLLMENTS PRIMARY SCHOOL PARTICIPATION PRIMARY SCHOOL-AGE CHILDREN PRIMARY SCHOOLING PRIMARY SCHOOLS PRINTING PRIVATE RATES PUBLIC EDUCATION SPENDING PUBLIC EXPENDITURE PUPILS PUPILTEACHER RATIO RATES OF RETURN REPEATERS REPETITION REPETITION RATES REPORT RETURN TO EDUCATION RETURNS TO EDUCATION RURAL AREAS RURAL SCHOOLS SCHOOL SYSTEM SCHOOL-AGE CHILDREN SCHOOL-AGE POPULATION SCHOOLING SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOLS SECONDARY STUDENTS STUDENT ACHIEVEMENT STUDENT FLOW TEACHER TEACHER CERTIFICATION TEACHER DEPLOYMENT TEACHER TRAINING TEACHERS TEACHING TERTIARY STUDENTS TOTAL COSTS TRANSLATION UNIVERSAL PRIMARY EDUCATION URBAN AREAS URBAN SCHOOLS VOCATIONAL EDUCATION VOCATIONAL TRAINING
Online Access:	http://documents.worldbank.org/curated/en/2005/07/6427938/education-ethiopia-strengthening-foundation-sustainable-progress http://hdl.handle.net/10986/7434

Description
Summary:	With the end of civil war in 1991, Ethiopia's government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, this report argues for wise tradeoffs in the use of resources-a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards-such as those for teacher recruitment and school construction-to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.

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