The Addis Ababa JRM Report
November 2007
ESDP Joint Review Mission 2007
The Addis Ababa JRM Report
Secondary Education and TVET
Final Draft 16.11.2007
Anders Wirak, Regional Team Leader
Abebe Basazinew
Hailu Kassa
Davetta Samuels
Andualem Tenaw
Richard Webber
Addis Ababa November 2007
Table of Content
List of Graphs 3
List of Tables 3
List of Abbreviations 4
Guide to Ethiopian Calendar Years 4
1 INTRODUCTION 5
1.1 The Joint Review Mission 5
1.2 Objectives and approach taken 5
2 ADDIS ABABA 6
2.1 General information 6
2.2 The development policy of the region 7
2.3 Objectives and strategies for TVET in the region 8
3 PERFORMANCE 9
A Findings 9
3.1 Access 9
3.2 Quality 14
3.3 Efficiency 18
3.4 Equity 21
3.5 Community participation 22
3.6 Management issues 23
3.7 Financial issues 25
3.8 Capacity building 26
3.9 Successes, constraints and coping mechanisms 28
B. Conclusions and recommendations 28
3.10 Conclusions 28
3.11 Recommendations 29
4 DEMAND ORIENTATION AND TUNING 30
4.1 Mechanisms for tuning 30
4.1.1 Through curricula 30
4.1.2 Through official/institutionalized mechanisms 31
4.1.3 Through own initiatives 31
4.2 Quality of linkages and preparation of students of the public education system 32
4.2.1 General Secondary – TVET 32
4.2.2 Preparatory – Higher Education 34
4.3 Quality of linkages and preparation of students in the private and non-formal education system 36
4.3.1 Private TVET 36
4.3.2 CSTCs 36
4.4 Preparation of students for study and career choice 37
4.4.1 General Secondary students 37
5 SUCCESSES, STRENGTHS AND CONSTRAINTS 37
6 CONCLUSIONS AND RECOMMENDATIONS 38
Annex 1 Guidelines for the JRM 39
Annex 2 List of persons met and itinerary 41
Annex 3 Goals, Objectives and Strategies for Education in Addis Ababa 43
Annex 4 Key Performance Indicators of ESDP III 1998–2002E.C. (2005/10) 47
Annex 5 ESDP 3 sector performance indicators – National level results and targets 49
Annex 6 Addis Ababa ESDP III Projected Capital Expenditure 51
Annex 7 Addis Ababa ESDP III Projected Recurrent Expenditure 53
List of Graphs
Graph 1 Addis Ababa Grade 9-10 GER (Source: MOE) 10
Graph 2 Addis Ababa Grade 9-12 PTR 14
Graph 3 Certified Grade 9-12 Teachers Addis Ababa 1998 E.C. 14
Graph 4 Expenditure for textbooks last years 15
List of Tables
Table 1 Selected Education statistics Secondary, Addis Ababa 9
Table 2 Addis Ababa G9-10 GER 1997-2005 (Gregorian Calendar) 11
Table 3 Government schools, enrolment, GER, and some indicators Grade 9-10 1997-1999 E.C. 11
Table 4 Total enrolment and GER (Grade 9-10) Addis Ababa 1998 E.C. 11
Table 5 Governmental schools, Enrolment and some indicators, Grade 11-12 1997-1999 E.C. 11
Table 6 Total enrolment and GER (Grade 11-12) Addis Ababa 1998 11
Table 7 Governmental and Private schools and evening classes, Grade 9-12 1997-1999 E.C. 12
Table 8 Number of Grade 9-10 education institutions in Addis Ababa 12
Table 9 Number of Grade 11-12 education institutions in Addis Ababa 12
Table 10 Students in Government TVET schools (10+1)(10+2) and (10+3) 1995-1999 E.C. 13
Table 11 Trainees at Government “non-formal” TVET (CSTCs) 1997-1999 E.C. 13
Table 12 Pupil/Teacher Ratio Grade 9-12 Addis Ababa 1996-2006 14
Table 13 Teachers in Addis Ababa and qualifications 15
Table 14 Teachers participating in Summer In-Service Programs Addis Ababa 15
Table 15 Addis Ababa Grade 9-12 PSR 19
Table 16 Addis Ababa Pupil Section Ratio, Grade 9-12, 1995 to 2006 (G.C.) 19
Table 17 Section 2: GPA Grade 9-12 Test Scores 2005/06 19
Table 18 Ethiopia 12 GPA Scores 1998 19
Table 19 Addis Ababa Grade 12 GPA Scores 1998 20
Table 20 Enrolment, drop-outs and repeaters 1999, Addis Ababa (E.C.) 20
Table 21 Capital and Recurrent Cost by Sub-Programs (000) Addis Ababa 25
List of Abbreviations
ABE Alternative Basic Education
ADB African Development Bank
ARM Annual Review Mission (under ESPD)
BESO Basic Education System Overhaul
BOFED Bureau of Finance and Economic Development
CSTC Community Skills Training Center
E.C. Ethiopian Calendar
ECBP Engineering Capacity Building Program
EFY Ethiopia Fiscal Year
EMIS Education Monitoring and Information System
ESDP Education Sector Development Programme
GER Gross Enrollment Rate
GPA Grade Point Average
JRM Joint Review Mission
MDG Millennium Development Goals
MOE Ministry of Education
NFE Non formal education
NGO Non government organizations
OVC Orphans and vulnerable children
PTA Parent Teacher Associations
PTR Pupil Teacher Ratio
REB Regional Education Bureau
SIP School Improvement Programme
SSR Student Section Ratio
TEI Teacher Education Institutions
TTC Teacher Training College
TTI Teacher Training Institute
TVET Technical and Vocational Education Training
WEO Woreda Education Office
WOFED Woreda Office for Finance and Economic Development
Guide to Ethiopian Calendar Years
This report includes reference both to the Gregorian and Ethiopian Calendar. When the latter is meant the abbreviation (E.C.) is added. The correspondence between Ethiopian and Gregorian Calendars is presented below
Gregorian Calendar / Ethiopian Calendar / Gregorian Calendar / Ethiopian Calendar1997/98 / 1990 / 2003/04 / 1996
1998/99 / 1991 / 2004/05 / 1997
1999/00 / 1992 / 2005/06 / 1998
2000/01 / 1993 / 2006/07 / 1999
2001/02 / 1994 / 2007/08 / 2000
2002/03 / 1995 / 2008/09 / 2001
1 INTRODUCTION
1.1 The Joint Review Mission
Within the framework of the goals, strategies and targets set for the national ESDPs, Addis Ababa City Administration Education Bureau has prepared and implemented their regional ESDPs since 1990 (E.C) (1997/98). The first covered five years. The second ESDP was a three year programme in order to start the third ESDP in a synchronized way with the general national education programme in Ethiopia. The review of the second ESDP showed tremendous and encouraging results, particularly in terms of increased access. The third ESDP covers the period from 2005/06 to 2009/10. Hence this is the first Joint Review Mission (JRM) of the third ESDP period.
The ESDP stakeholders at Federal level (in particular MOE and main donors) are defining the framework for JRMs and Annual Review Meetings (ARMs). These are instruments where all main parties in the education sector together assess performance and decide on next years main directions of the education sector. Since the start of the first ESDP, all together 10 JRMs have been held.
1.2 Objectives and approach taken
The current JRM team covering both Dire Dawa and Addis Ababa, decided to prepare separate reports for the two towns. Combining them in one report, as previously has been the case, was not considered to be practical. The Guidelines for this year’s JRM states that the mission will only cover part of the objectives that normally are set for the JRMs. Hence field visits and data collection would be concentrated around the theme of “Post-Primary Education and the transition to world of work” and on the tuning between First and Second Cycle Secondary, TVET and Higher Education. The scope of this JRM will therefore be on these elements as well as the Secondary education system and TVET’s relationship to the “world of work”.
The aim therefore was to assess whether post-Primary education (leaving out tertiary education) prepares its graduates sufficiently for the post-school life. According to the Guidelines the JRM shall in particular scrutinize how far the education system is demand driven and (if not) how this could be improved.
The JRM in Addis Ababa used the checklists which were prepared in advance. In addition to interviews with officials, representatives from various organizations and firms, principals, teachers and students some efforts were made to make visual inspections of the institutions visited. Due to the specific objectives of this mission, there were less educational institutions covered, and more institutions representing the “world of work” and society at large. After a couple of days, the JRM team found that more emphasis was needed in order to capture the “performance part” of the mandate; that is to describe the education system and progress made in accordance with ESDP guidelines and targets.
Unnecessary to say perhaps; the JRM did not have sufficient time to undertake thorough assessments of all aspects mentioned in the Guidelines. One limiting factor was that nobody were able to find previous years’ Addis Ababa report, and hence the 2007 JRM was not in a position to build on, or compare with former JRM studies.
All people interviewed were kind enough to set aside time for the team, and as far as the team could judge they spoke freely and openly about both positive and critical issues. More than that, all informants showed genuine interest in the questions raised. The JRM appreciate this and takes this opportunity to thank all involved for all assistance rendered. No body mentioned – no one forgotten.
Both for Dire Dawa and Addis Ababa it is unfortunate that most of the emphasis was given to the cities and little to the rural areas. Both town borders encompass rural areas, which have their own challenges. It is quite clear that in order to describe education in Addis Ababa also the surrounding rural areas need to be included.
It needs to be mentioned that the contents of this report is organized in strict accordance with guidelines provided for the JRM. This is a requirement made by the overall JRM team leader so that the final report can be assembled and organized in a systematic way. But it also means that certain peculiarities appear in this report. For instance there will be some headings without, or with very little contents. And there will be instances where contents do not fully correspond to the heading. This relates for instance to presentation of quality of TVET, which is covered under several chapters, and not only under the main heading of quality in the performance part (first part) of the report.
2 ADDIS ABABA
2.1 General information
The Ethiopian Federal State strongly emphasizes the importance of Education for All (EFA). As one of the Ethiopian Millennium Goals proclaimed when Ethiopia started its 2000 millennium (EMDG) all children are to enroll school - now. Implementation of this goal will imply enormous efforts by the education sector.
With a population estimated to be 2.9 million in 2005 the Educational activities in Addis Ababa are plentiful, varied and comprehensive. Some brief facts will reveal this: There are all together 681 Kindergartens, of which 6 are Governmental. There are 75,938 children in Kindergarten, constituting 41,8% of the age group. Children/room rate is 27, and the children/employee rate is 19, but these figures hide very large variations. There are 523 Primary schools whereof 93 are Governmental. Currently there are 385,512 pupils in Primary. GER for Primary is 117, indicating that there are many over aged pupils in the primary classes. Pupil/section rate is 51, again this is hiding large variations. (Further facts about other levels of education are included in the access part and in annexes of this report.)
Addis Ababa has already gone a long way to achieve its EMDG. In every Town Kebelle (Township) special censuses have been undertaken to identify children out of school. The Kebelles have reported to the next level in the city organization; the Sub-City, which again have compiled results and reported to Educational and City authorities. In one of the Sub-Cities; Bole, which has got about 400,000 inhabitants, 3,000 children were found to be out of schools.
Systematically then, the approach has been to identify why these children are not attending school, and, in close cooperation between Government, the civil society and NGOs provisions have been made to support uniforms, food, school equipment for those in need, or to give other needed support. The EMDG is a brave and important effort, and if a developing country will be able to obtain such an aims, it must be Ethiopia. The JRM to Addis Ababa found well qualified, hard working staff at all levels in the education system which is mobilized to obtain the aims.
All informants to this JRM team were well aware of the risk that increased emphasis on access might impact negatively on quality of the training provided. It has been the policy in this country for several years to focus on access for all, as education has been considered a Human Right. This report shows that many activities, programs and projects are in place to follow up on quality, equity, participation, good management and all the other issues. And quality will come, – but first, now, Bole Sub-City and all other Sub-Cities, Addis Ababa and the whole country, will be involved in an urgent effort to reaching the EFA target within the Ethiopian Calendar year 2000.
2.2 The development policy of the region
As the capital of the Federal Democratic Republic of Ethiopia the Constitution (Article 49) gives Addis Ababa special status, and stipulates that its residents shall have a full measure of self-government, but makes its Administration responsible to the Federal Government (Ministry of Federal Affairs oversees the administration of Addis Ababa). The Region has an elected council (with 92 members), and is represented in the House of Peoples’ Representatives. Although Addis Ababa is not a regional state, it functions like regions in many aspects of planning, budgeting and service delivery.[1]
The region is divided into 10 sub-cities and 99 Kebeles. Parts of two sub-cities are rural. The economy of the City mostly depends on industry, trade, large and small-scale factories run by the government and private investors. Handicrafts and cottage industries are numerous and play an important role for the development of the region. Commerce and tourism are growing and some agriculture is practiced in the surrounding Kebeles.
Growing urbanization, industrialization and population influx put continuous pressure on the civic administration. Economic condition is low, social services are minimal. The magnitude and intensity of the problems are beyond the financial means of the region to alleviate them.
With regard to strategic development framework and development framework and action plans for Addis Ababa, the current government policy strives to create a strategic planning system that puts emphasis on involving the private sector and other actors. This approach, as a continuous process, demands that government play a developmental and facilitating role through developing realistic implementation mechanisms and management tools to help in mobilizing the limited resource for the development of critical infrastructure and services[2].