Enhancing Quality and Inclusive Education

This program focuses on enhancing quality and inclusive education in the Oromiya region of Ethiopia. 

From a report: "Despite progress towards education enrolment rates over the past two decades, the quality of education provision delivered to children in Ethiopia remains beset with challenges that negatively impact learning. Early Grade Reading Assessments (EGRA) found that 66% of Grade 2 and Grade 3 students lacked functional reading skills (more than 20-25 words per minute) (USAID, 2016). Without adequate reading skills, students are more likely to repeat a grade (further straining an already overburdened education system) or dropout of school (undermining their employability in which 70% of the population is under 30 years of age) (USAID, 2018). These established connections demonstrate that improving the quality of education will have long lasting ripple effects. Without a focus on reading skills and student achievement, Ethiopia’s goal to become a middle-income country by 2025 cannot be attained (USAID, 2018). Children’s reading skills are undermined by the lack of trained and qualified teachers. In the Oromiya Region, 32% of teachers in Grade 1-4 do not have the appropriate levels of training and qualifications, compared to only 5% of teachers in Grade 5-8 (USAID, 2018). This indicates a significant gap in qualification level between the two primary cycles.

Changes to teaching pedagogy are required to address this issue and they are vital as research shows teacher quality is the most important variable influencing pupil achievement (OECD, 2005). Yet evidence indicates that teachers spent 75% of their time in the classroom using teacher-oriented activities and only 11% of their time using student-centred activities (Frost & Little, 2014). Limited resources also negatively affect learning and results in many students failing to acquire basic reading skills that would allow them to learn other subjects and advance beyond primary school. In Oromiya there is a pupil textbook ratio of just 4:1 a pupil teacher ratio of 65:1 (versus 55:1 nationally) and a low secondary enrolment rate under 30% (versus 35% nationally) (Education Statistics Annual Abstract, 2016).

Oromiya is one of the most marginalised regions of Ethiopia. The area is characterised by socio-cultural practices, perpetuating negative attitudes toward girls’ education, exposure to early marriage, high levels of gender-based violence (GBV), and stigma attached to girls who become pregnant. All of which serve to restrict girls’ access to schooling or mean they are more likely to drop out of education. This leads to high levels of out-of-school girls and creates barriers to girls attending and staying in education, resulting in a gender parity index for Grades 1-8 of 0.91 (World Bank, 2015), and only 30% of girls transitioning to secondary school (UNESCO, 2012). The impact of limited education opportunities for girls is substantial. If all women in Ethiopia were to complete primary school, the under-5 mortality rate would fall by over 40 deaths per 1,000 live births for both rich and poor households (Gakidou, 2013). Oromiya region also faces significant challenges relating to the standard of primary school facilities and a lack of upgrades that act as key barriers to attendance and retention at school, particularly for girls. 24% of primary schools in the region are using water from unprotected sources; only half have toilets accessible for young children; just 14% have handwashing facilities; and only 37% have menstruation sanitation available (Education Statistics Annual Abstract, 2016).

A needs assessment conducted by Right To Play in the region confirmed these challenges and identified other issues that negatively affect learning, such as teacher absenteeism, bullying and harassment (RTP 2019). All children in focus group discussions reported having free sessions during the week because of teacher absenteeism. High out of school rates for children in Ethiopia (14.4% nationally, 17.5% girls) demonstrate the impact of these barriers (UNESCO, 2019). Similar issues affect children with disabilities in the region as enrollment rates drop by 50% between Grade 1 and Grade 5, demonstrating significant challenges for children with disabilities to retain in school and complete primary education (Education Statistics Annual Abstract, 2016). There remains inadequate identification and assessment of children with disabilities, a lack of teachers trained on inclusive education, limited educational resources and assistive devices, and high levels of stigma (ACPF, 2014). Only 6% of primary schools have hand wash facilities accessible for children with disabilities; 16% have water accessible for children with disabilities; and 38% have toilets accessible for children with disabilities (Education Statistics Annual Abstract, 2016). Girls with disabilities face specific barriers that hinder their continued education. They are subjected to double discrimination based on their disability status and their gender and results in lower literacy and education rates for women and girls with disabilities. They are much less likely to be enrolled in school (GPI for Grade 1-4 is 0.77), are more vulnerable to abuse than boys and are less likely to be given the necessary support to access and remain in education (Education Statistics Annual Abstract, 2016), (ACPF, 2014). The impact of this exclusion feeds into wider levels of discrimination against people with disabilities, particularly in remote areas, as they have limited access to basic services and are among the poorest and most vulnerable people in the country.Many of the issues affecting the quality of primary education also affect pre-primary education. Enrolment rates are only 30%, despite Government efforts to expand access to pre-primary education. There are also issues regarding the quality of education offered, a lack of qualified pre-primary teachers and limited resources available for pre-primary education (ESDP V, 2015/16-2019/20). (7,606/8,000 – 32,000 including figures and tables)."