1.1 Baseline Survey of UnICEF-Supported Basic Education Programmme (BEP) in Ethiopia with an Evaluative Approach

Client: UNICEF, one of the major development partners of the Ethiopian government.

Objective of the study: The major objective of the study was to carry out a baseline survey with an evaluative approach in order to collect time-series data from 2006- 2010 with the purpose of analyzing and systematically documenting the overall status of the UNICEF-supported Basic Education Programme (BEP) in the nine regions and two administrative cities of the country


Methodology of the Study: BDS-CDR’s study employed both qualitative and quantitative methods. The primary data was collected  from sampled woredas and schools, in all the nine regions and two administrative cities, using focus-group discussions, key informants as well as direct field observation. Secondary data was collected from the Ministry of Education’s Education Statistics Annual Abstract (2005/06-2009/10) and CSA 2007 census


Findings : The study showed that in terms of access to basic education, quality of education and equity, the UNICEF-Supported BEP has contributed significantly to bringing marked improvements. In the woredas targeted by the programme,
enrollment has increased, the quality of education has improved and the gender gap has been eliminated or significantly narrowed. The study further revealed that the communities in the UNICEF-supported woredas saw the programme as timely and directly addressing their current problems concerning access and quality of educatio

1.2 Rapid Assessment of the School Grant Programme (SGP–2009)

Client: The Ministry of Education


Objective of the study: The Ethiopian Government has launched a project designed to improve the quality of education. This project is known as: General Education Quality Improvement Programme (GEQIP).  One of the strategies the government is employing to ensure the success of GEQIP is improving the teaching- learning environment in schools through a scheme known as the School Improvement Programme (SIP).  This is to be achieved by directly granting funds to schools and to Adult Basic Education Centers with which they could create conditions that would enable them to provide quality education. The objective of this assessment is then to review and conduct a SLOT analysis on the disbursement of the School Grant fund at the federal, regional and wereda level and its utilization at the school levels.



1.3 School Grant Annual Review 2010/2011

Client: The Ministry of Education


Objective of the study: The overall objective of the study is to review the implementation of the School Grant Programme (SGP) to ensure the success of the development objective of the General Education Quality Improvement Programme (GEQIP). This objective includes analyzing the views of different stakeholders in the country about the implementation of the SGP and the reform process.


Findings on Projects 2 and 3

Projects 2 and 3 above focused on the same subject, namely the School Grant Programme. Project 2 (SGP 2009) assesses the programme using SLOT Analysis while Project 3 (SGP 2010/2011) evaluated the implementation of the programme. Project 2 revealed that MOFED has disbursed ETB 410, 343, 970 to the nine regions and two administrative cities in the form of a School Grant. The study showed that the disbursement of the fund was not even throughout and consistent. For various reasons, some woredas did not receive the fund at all while others received it late. The main problem stressed under both projects is serious delays in the disbursement of funds. This is caused mainly by the lack of a clear and smooth flow of information among the key stakeholders. Otherwise, the findings in both projects revealed that the School Grant Programme “has been taken as a positive input for raising the quality of education.” To maximize the School


Grant’s contribution to the improvement of the quality of education, the following recommendations are forwarded:
•The people that implement the School Grant Programme must be appropriately trained. The communication network among the stakeholders (from MOFED down to the school level) should be improved so that the disbursement of the funds could be more efficient and disbursement delays could be avoided.
•The community should be better mobilized and involved with the sense of ownership in the implementation of the programme.
•The School Grant Guideline should be made more flexible to give the grant implementers at the school and Adult Basic Education center level the discretion to use some of the fund for projects they believe would contribute to improving the quality of education in their schools.

1.4 The Development of Content- Specific and Pedagogical Standards for Subject Teachers

Sponsor: The Ministry of Education


Objective of the study: The major objective of this project was to develop clearly set national standards for 15 subject-specific teachers, specifically for teachers of: English, Mathematics, MotherTongue, Chemistry, Physics, Biology, Geography, History, Civics, General Business, Economics, Environmental Science, Integrated Sciences and Social Science. The major drive behind the study is a national desire to provide quality education through ensuring that the teachers know well the subject and the students that they are teaching.The standards addressed the country’s philosophy of providing quality education. To this end, critical issues such as the current status of the teaching profession, the teachers’ academic, professional and personal profiles were exhaustively treated so as to arrive at a national standard for each subject teacher’s competency.


Methodology: BDS-CDR assembled a powerful research team of subject teachers expert in their respective subjects. The research team used critical and qualitative techniques to deal with this study. The qualitative approachfocused on document analysis, in- depth interviews, observations and workshops on the required standards. The documents analyzed included:

•National/government publications,
•Relevant documents produced by national and international organizations such as the World Bank, UNESCO, UNICEF and ILO,
•Relevant books and journals and electronic-based articles.
Based on the above sources, critical issues such as the teaching profession and the teacher’s academic, professional and personal profiles were exhaustively treated so as to arrive at national standards of each subject teacher’s competency.


Outcome: National professional standards have been clearly set for 15 kinds of subject on the basis of which subject-teachers would be trained to qualify as teachers.

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