I.

The Ethiopian Education System

1. Background informa1on
Enrollment - 2001 E.C. (2008/09) Kg - 292,641 Male 149,988 Female 142,653 ABE - 780,342 Male 422,512 Female 357,830 Primary
1-8 - 15,553,142 Male - 8,196,498 Female 7,356,644 GER - 94.2% NER - 83% GPI - 0.93 1-4 - 10,588,652 Male - 5,570,497 Female - 5,018,155 GER - 122.6.2% NER - 88.7% GPI - 0.93 5-8 - 4,964,490 Male - 2,626,001 Female - 2,338,489 GER - 63.1% NER - 44.0% GPI - 0.92

Enrollment Secondary (9-12) 1,587,585

9-10 - 1,382,325
Male 803,389 Female 578,936 GER - 38.1% NER 13.5% Male 146,547 Female 58,713 GER 6.0%

11-12 - 205,260

TVET 308,501

Higher EducaGon 319,217

Male - 228,279 Female - 90,938

Male 165,910 Female 142,591

Changes in the number of Enrollment over the past ve years

16,000,000 14,000,000 12,000,000 10,000,000 8,000,000 6,000,000 4,000,000 2,000,000 0
Kindergarten Primary (1-8) Secondary (9-12) TVET Higher Education

11,448,641 13,474,674 14,014,008 15,340,786 15,553,142

1997 E.C 2004/05 1998 E.C 2005/06 1999 E.C 2006/07 2000 E.C 2007/08 2001 E.C 2008/09

953,217 1,190,106 1,398,881 1,501,363 1,587,585

106,336 123,557 191,151 229,252 308,501

141,763 180,117 210,456 270,356 320,827

153,280 186,728 219,068 263,465 292,641

Teachers
KG - 13,763 ABE - 26,090 (Facilitators) Primary - 270,594 Secondary - 37,333 TVET - 9,052 Higher Educa1on 11,028

Changes in the number of Teachers over the past ve years

253,629 270,594 280,000 225,319 203,039
2004/05 1997 E.C 2005/06 1998 E.C 2006/07 1999 E.C 2007/08 2000 E.C 2008/09 2001 E.C

230,000 171,079

180,000

130,000

13,763

17,641

20,795

28,183

33,736

37,333

80,000

9,794

9,010

9,052

8,355

7,271

8,017

4,957

6,134

7,094

30,000

4,584

-20,000

Kindergarten

Primary

Secondary

TVET

Higher Education

4,847

4,848

8,355

11,028

Ins1tu1ons
KG - 2,893 ABE - 9,235 (Centers) Primary - 25,212 Secondary 1,197

TVET - 458
Higher Educa1on - 72
Public - 23 Private - 49

Changes in the number of Ins1tu1ons over the past ve years

30,000
25,212

25,000
20,660 19,412

23,354

1997 E.C 2004/05 1998 E.C 2005/06 1999 E.C 2006/07 2000 E.C 2007/08 2001 E.C 2008/09

15,000

10,000

1,497

1,794

2,313

5,000

2,740

2,893

16,513

20,000

1,087

706

835

952

1,197

388

458

199

264

458

23

40

55

61

0
Kindergarten Primary Secondary TVET Higher Education

72

Components (Subsectors)
General Educa1on Technical Voca1onal Educa1on and Training (TVET) Higher Educa1on

Structure of the Ethiopian EducaGon System 8 - 4 3

II. Finance

 Total Educa1on Expenditure is

5.0% GDP 0.4% donors 0.1% community (o budget) 21% - 23% of total government expenditure 55-60% General Educa1on

Responsibili1es
Universi1es , Higher Educa1on and professional Ins1tu1ons as well as policy and strategy Central government Colleges, TVET ins1tu1ons and regional Ed.P and strategy Regions General Educa1on Woredas

Source
Block grant to Regional state Internally generated Regional Resources + Block grant Region Woreda Ins1tu1ons

 Recurrent Expenditure
By Regional and lower levels of government is the

largest

Capital spending by the central government is the next highest O budget resources from the community and external donors are mainly spent on school expansion and improvement

Structure of Public Educa1on Spend, 2003-08

0.25%

0.50%

0.57% Federal Recurrent 1.39% Federal Capital Region Recurrent

2.05%

Region Capital O - Budget

EducaGon Expenditure by Level of Government

Mln Birr
10000 8000 6000 4000 2000 0 03/04 04/05 Regional 05/06 Federal 06/07 07/08

III. Assessment

How assessment is done to measure educa1onal improvement

Regional Na1onal Examina1ons Purpose
Grade 10 Grade 12 Grade 8

Cer1ca1on Placement Iden1fy diculty level of curriculum contents

Percentage of Students who achieved passing scores in the EGSECE Grade 10 Examina1on by year and Gender

Na1onal learning Assessment

Purpose to nd out
How much students learning improved How much students prole are met Problems of equity

Grades 4, 8, 10 and 12 Done every 4 years We have done 3 Na1onal LA for grades 4 and 8 one for 10 and 12

Findings
Student low learning achievement Wide varia1ons between groups and within groups (gender, geographic, home background) Proles were not fully achieved at each level Varia1ons among subjects (lowest in the science par1cularly physics) Forma1ve and Summa1ve Evalua1on

IV. English Language and USAID/ TLMP

United States Agency for Interna3onal Development Africa Educa3on Ini3a3ve

Textbooks and Learning Materials Program (TLMP) Ethiopia

 Collabora3ve Partners: USAID Alabama A&M University Ministry of EducaGon - Ethiopia

TLMP
Addresses the shortage of learning materials in many African countries by partnering the countries with American Minority Serving Ins1tu1ons (MSI) Aims to achieve: one textbook per child. culturally based content gender equity capacity building, and sustainability.

 The New English Syllabus

English The new English Syllabus was produced by the General Educa1on Curriculum Framework Development Department (GECFDD) of the Ministry of Educa1on in April 2008. It gives a clear outline of the Objec1ves, Competencies, Content/Language Items, Suggested Learning Ac1vi1es and Resources, and Assessment Criteria for each unit.

 Writers from USA write the textbooks and teachers guides in collabora1on with Ethiopian partners. Completed: Grades 1, 6, 7, and 8 Students Books and Teacher Guides. Camera ready copy of Grade 2 Students Book and Teachers Guide. Working on : Grades 3 and 4 Students Book and Teachers Guides.

Features of the new student textbooks

A CommunicaGve, Learner-centered Approach to Teaching and Learning

Learner-centered:
The English introduced The ac1vi1es through - is meaningful which they learn have a real purpose and - relevant to them as context. individuals and for their social interac1on with others.

 The main focus of the primary textbooks: - developing students oral communica1on skills - the language they learn is func1onal, relevant, and realis1c - the vocabulary and structures are appropriate - take into account dierent learning styles visual, auditory, physical, musical, individual, interpersonal, etc.

 Students natural curiosity and appe1te for discovery are s1mulated by

handling talking about real objects interpre1ng pictures.

Students are given the opportunity to

be crea1ve Play have fun, enjoy the language and learning it through games, songs, and stories.

Communica1ve
The focus is on the skills of listening, speaking, reading, and wri1ng, in that order. Vocabulary items and structures or grammar are integrated into the prac1ce of these four skills Ac1vi1es are suggested through which the students can communicate with each other in a variety of ways: pairs, groups, and whole class.

Full color illustra1ons.

Color is used throughout the student books for grades 1 and 2.

Connects to Mother-tongue
The grades 1 and 2 books aim to foster in students a posi1ve aitude to language and language learning by helping them to discover links between their mother tongue and English. This is a departure from former classroom prac1ce, in which mother tongue was eec1vely banned from the English classroom.

Main Features of the Teachers Guide

much thicker than previous guides. have been produced in sucient numbers for all teachers to have their own guide. Guidance is given to even the least experienced teacher

Help for the Teacher

Each unit starts with a list of the Learning Outcomes Teachers are given a full descrip1on of resources Teachers are provided with instruc1ons for games and answers to all the ques1ons/puzzles.

Assessment
At the beginning of each unit, teachers are given some sugges1ons for summa1ve assessment Encouraged to do forma1ve assessment during the lessons. Review lessons which give teachers another opportunity to judge their students progress.

Posi1ve reinforcement
Perhaps the most important aitudinal and pedagogical change this new approach requires of teachers is that they reinforce the posi1ve in their students by praising them for the things they do right instead of discouraging them by correc1ng every single error.

Pilot studies
Pilot studies on experimental and control group Pilot study instruments include:

 Two or three units from the students books and teachers guides taught in regular 1metable slot. Interviews with teachers in experimental and control group Interviews with students (boys and girls) from each class. Wrimen surveys competed by each teacher. Interview with the school director.

Classroom observa1ons Student surveys Pre-test Post-test Follow-up observa1ons Textbook and teacher guide evalua1on form Student and teacher focus groups

Revisions Aner Pilot Study

Mee1ngs with experimental group teachers, writers and regional experts Revisions made, based upon the feedback and pilot study results and nalize books. Revised text edited for formaing and grammar and punctua1on.

And Finally
Bids are procured for prin1ng in-country

Teacher Training
USAID Ethiopia has funded training for about 20,000 grades 6, 7, and 8 English teachers and 25,000 grades 1 and 2English teachers is expected that training will be given to grades 3 and 4 teachers once the books are nished.

Results
Through collabora1on between Albama A & M University and the Ministry of Educa1on, Ethiopia and with the assistance of USAID Washington and Ethiopia, new Grades 1, 6, 7, and 8 English textbooks and teachers guides are in the hands of over 3.2 million students in Ethiopia. 2 million grade 2 books are to be printed this year. Teachers trained to teach from the new books.