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ETHIOPIA
Activity Data Sheet
>> AFR Regional Overview >> Ethiopia Overview PROGRAM: ETHIOPIA
TITLE AND NUMBER: Quality and Equity Improved in an Expanded System of Primary Education, 663-003
STATUS: Ends in FY 2001
PLANNED FY 2001 OBLIGATION AND FUNDING SOURCE: None
PROPOSED FY 2002 OBLIGATION AND FUNDING SOURCE: None
INITIAL OBLIGATION: FY 1995 ESTIMATED COMPLETION DATE: FY 2001Summary: When the Basic Education System Overhaul (BESO) project was initiated in 1994, only 20% of the eligible boys and girls were enrolled in the Ethiopian primary schools, with the enrollment of girls being much lower than that of boys. Fifty percent of the students who enrolled in primary school dropped out before completing third grade, in contrast to the average 70% in sub-Saharan countries and 79% for USAID-assisted countries. Quality suffered because teachers and school directors were largely untrained; the curriculum was too complex, lacked a focus on basic literacy and numeracy, and was largely irrelevant to rural life. Education was also severely under-funded with almost no resources available for textbooks, or new or rehabilitated schools. The system lacked the analytic and planning capabilities needed to maximize results from limited resources.
The purpose of this strategic objective, therefore, is to improve the quality and equity of primary education in an expanded system by improving education sector policy, financing, and decentralized administration, and improving the supply of critical inputs such as teachers, curricula, and books. Activities will concentrate on: improving the primary school environment and fostering increased learning, particularly for girls; providing more effective school-level inputs in a more efficient manner; improving the quality and equity of pre-service teacher training; strengthening the decentralized management and administration of primary education; and improving sector financing through increased and better utilized budgets.
Key Results: In CY 1999/2000, female gross enrollment rates have overtaken the planned targets for BESO focus regions, with Tigray reaching 61.2% (target - 48%) and the Southern Nations, Nationalities and Peoples Region (SNNPR) at 41.9% (target - 34%). Female grade repetition rates in roughly 80% of the 600 primary schools in Tigray and 53% of the 700 schools in the SNNPR participating in the community-schools grants program fell below the national Grade 4 average of 11%. The quality of instructional materials developed by the curriculum centers of the program's focus regions (the SNNPR and Tigray Region) are appropriate to today's Ethiopian students, with a recent assessment showing 50% of the instructional materials focused on current student learning needs. This is a substantial improvement from a 5% baseline in 1995/96.
Performance and Prospects: Performance over the last year continues to be encouraging despite the decline in the national education budget, from 18% to roughly 14.5%, due to the two year's conflict between Eritrea and Ethiopia. The Government has recently pledged top priority to the education sector, with an estimated allocation of 19% of the national budget. Activities in the two focus regions and the Ministry of Education are proceeding as planned.
The over 1,400 schools involved in the BESO community-school grants program (CSGP) have made their school environments conducive to female students, and established closer relationships between participating schools and communities. In-service training has continued in 301 site-based model schools in the two regions to the benefit of thousands of teachers. The system of monitoring and evaluating textbooks is now effective in the BESO focus regions, with excellent information flow from teachers to curriculum developers. This signals a shift in the thinking of curriculum developers about what is important in textbooks, and presenting the information in way better adapted to teaching and learning.
Planning and implementation capacity in the focus regions has increased in the level of implementation of last year's plan. Statistical yearbooks, commonly released one full year after the end of the school year, are now produced within two months after the school year ends. During the past five years, BESO has continued emphasizing the development and use of a contingency planning and financial simulation model. The Ministry of Education and regions have adopted this model, using it to develop their five-year sector development plan.
Possible Adjustments to Plans: All on-going activities not completed by the end of FY 2001 will be subsumed under SO 9, Quality and Equity in Primary Education System Enhanced.
Other Donor Programs: The United States is the largest bilateral donor in basic education. Other donors supporting primary education include the World Bank (school and teacher training institution construction); UNICEF and Sweden (recurrent costs); and Germany, Norway and Ireland (recurrent costs and some construction). Donors, who had put their support on hold due to the border conflict, are slowly resuming support since the signing of the peace agreement between Eritrea and Ethiopia.
Principal Contractors, Grantees or Agencies: Academy for Educational Development, World Learning, Inc., and Tigray Development Association (an Ethiopian NGO).
FY 2002 Performance Tables
Performance Measures:
Indicator FY97 (Actual) FY98 (Actual) FY99 (Actual) FY00 (planned) FY00 (actual) FY01 (Plan) Indicator 1: Gross enrollment ratio of primary education (Grades 1-8) by gender: SNNPR - total 40.9 47.9 49.2 45.0 59.8 62.0 Indicator 2: Female share of Grade 4 enrollment in focus regions: SNNPR 32.0 28.6 32.0 38.0 32.0 39.0 Indicator 3: Gross enrollment ratio of primary education (Grades 1-8) by gender: Ethiopia - total 31.4 42.0 45.8 39.0 51.0 53.0 Indicator 4: Gross enrollment ratio of primary education (Grades 1-8) by gender: Tigray - total 47.0 56.1 58.4 52.0 63.5 65.0 Indicator 5: Percent of CSGP assisted schools with female repetition rate less than 11%* in Grade 4: SNNPR 33.0 52.3 52.2 38.0 53.0 55.0 Indicator 6: Percent of CSGP assisted schools with female repetition rate less than 11%* in Grade 4: Tigray 36.8 67.0 68.0 42.0 80.0 82.0 Indicator 7: Share of national education budget out of total government budget 16.0 16.1 17.8 18.0 14.5 14.5 Indicator 8: Female share of Grade 4 enrollment in focus regions: Tigray 45.2 46.7 46.0 49.0 47.0 50.0 Indicator Information:
Indicator Level
(S) or (IR)Unit of Measure Source Indicator Description Indicator 1: SO Percent Regional Education Bureaus Gross Enrollment ratio = total enrollment of all ages (male/female) in primary education divided by the total school age (male/female) population. The school age for primary education in Ethiopia is considered to be between 7 and 14. Indicator 2: SO Percent Regional Education Bureaus Total Female enrollment in grade 4 divided by total grade 4 enrollment. Indicator 3: SO Percent Regional Education Bureaus Gross Enrollment ratio = total enrollment of all ages (male/female) in primary education divided by the total school age (male/female) population. The school age for primary education in Ethiopia is considered to be between 7 and 14. Indicator 4: SO Percent Regional Education Bureaus Gross Enrollment ratio = total enrollment of all ages (male/female) in primary education divided by the total school age (male/female) population. The school age for primary education in Ethiopia is considered to be between 7 and 14. Indicator 5: SO Percent Regional Education Bureaus, TDA & WLLI * 11% mark reflects national level repetition rate for Grade 4 in 1995/96. Indicator 6: SO Percent Regional Education Bureaus, TDA & WLLI * 11% mark reflects national level repetition rate for Grade 4 in 1995/96. Indicator 7: IR Percent MOE/MOF Total national education budget divided by total government budget excluding debt. Indicator 8: SO Percent Regional Education Bureaus Total Female enrollment in grade 4 divided by total grade 4 enrollment. NB:
1. We are not reporting performance indicator for FY 2002 because SO 663-003 will be enfolded into SO 663-009 in FY 2002.
2. New targets will be set for the new SO in FY 2002
U.S. Financing
(In thousands of dollars)
Obligations Expenditures Unliquidated Through September 30, 1999 14,000 DA 13,303 DA 697 DA 33,543 CSD 4,105 CSD 29,438 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 19,000 DFA 18,707 DFA 293 DFA Fiscal Year 2000 1,000 DA 435 DA 13,319 CSD 5,133 CSD 0 ESF 0 ESF 0 SEED 0 SEED 0 FSA 0 FSA 0 DFA 18 DFA Through September 30, 2000 15,000 DA 13,738 DA 1,262 DA 46,862 CSD 9,238 CSD 37,624 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 19,000 DFA 18,725 DFA 275 DFA Prior Year Unobligated Funds 0 DA 0 CSD 0 ESF 0 SEED 0 FSA 0 DFA Planned Fiscal Year 2001 NOA 0 DA 0 CSD 0 ESF 0 SEED 0 FSA 0 DFA Total Planned Fiscal Year 2001 0 DA 0 CSD 0 ESF 0 SEED 0 FSA 0 DFA Future Obligations Est. Total Cost Proposed Fiscal Year 2002 NOA 0 DA 0 DA 15,000 DA 0 CSD 0 CSD 46,862 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 19,000 DFA
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Last Updated on: May 29, 2002 |
