ED/HED/TED/2005/ME/5 Paris, October 2005 Original: English/French UNESCO Institute for Capacity-Building in Africa (IICBA) In the Framework of The UNESCO Teacher Training Initiative in Sub-Saharan Africa Country Report Ethiopia August 2005 UNESCO/IICBA
2 ETHIOPIA COUNTRY MISSION TABLE OF CONTENTS 1. Introduction 2. Structure of the Teacher Education System in Ethiopia 3. Challenges in the Area of Teacher Education 4. Coordination of Ongoing Teacher Education Development Activities 5. Ideas & Recommendations for Designing the Implementation Strategy for UNESCO s Teacher Education Initiative in Ethiopia 1. Introduction The Government of Ethiopia adopted an Education and Training Policy in 1994, focusing on the expansion of access to educational opportunities and quality deemed to be relevant to the needs of the country and in particular, the economy. The Education Sector Development Programme has been developed on the basis of the aforementioned document, including the vision and goals of the Government of Ethiopia. The third phase of ESDP (2005-2011) has been implemented since July 2005. When discussing education in Ethiopia, the large size of the country and the population has to be always considered. Ethiopia is a Federal State consisting of 9 Regional States and 2 City Governments. The population is currently estimated to be 72 million (UNDP 2004). In 2003-2004, the net enrolment ratio in the primary school (grades 1-8) was 68.4 and 22.1 in secondary school (grades 9-10). The amount of schools and teachers in Ethiopia in 2003-2004 are presented in the following tables: Table1. Number of Government and Non-Government Schools in Ethiopia School Level Government Non- Total Government Primary + 12 415 766 13 181 Lower Secondary (1-10) Secondary 506 89 595 (11-12) Total 12 921 855 13 776 Source: Education Statistics Annual Abstract 2003-2004, Ministry of Education
3 Table 2. Number of Teachers at Different School Levels School Level Number of Teachers Pre-primary 4 346 First cycle primary (grades 1-4) 89 874 Second cycle primary (5-8) 53 447 Lower secondary (9-10) 11 033 Upper Secondary/ preparatory (11-12) 3301 Total 162 001 Source: Education Statistics Annual Abstract 2003-2004, Ministry of Education The ESDP has recognized that the capacity of the teacher training system needs to be increased in order to provide the qualified teachers necessary to teach the greatly increased enrolment. It has also identified the need to improve the quality of the teaching force. In 2003-2004, the share of qualified teachers in the first cycle primary education was 96.3%, 56.3% in the second cycle primary and 44.3% in secondary education. All teacher training activities in Ethiopia are coordinated by the Department of Educational Programmes and Teacher Education in the Federal Ministry of Education. Currently, a major teacher education reform (Teacher Development Programme, TDP) is implemented by MOE and jointly funded by six donor countries. There are also other donor-funded activities in the field of teacher education. 2. Structure of the Teacher Education System in Ethiopia All Teacher Education programmes are coordinated by the Federal Ministry of Education. Programmes for primary school teachers and TVET teachers fall under the Teacher Education Department of the General Education sub-sector, training of secondary teachers is coordinated by the Higher Education Department. Ministry of Education also provides guidelines for the training of pre-school teachers. The different teacher training programmes provided in Ethiopia are presented in the following table:
4 Table 3. Teacher Training Programmes in Ethiopia Programme Level Achieved teaching qualification Required education level for entry Duration of Programme Programme provider Certificate Pre-school Ten months Kotebe TTC Private Certificate Diploma Degree First cycle primary Grades 1-4 Second cycle primary grades 5-8 Secondary education 9-12 8 years of primary education + 2 years of secondary education 8 years of primary education + 2 years of secondary education 8 years of primary education + 4 years of secondary education One year institutions TTI/TTC Private institutions Enrolment in 2004 male 5491 female 5481 total 10972 Three years TTC male 12168 female 5879 total 18047 Four years University The private sector is increasingly taking up teacher education for primary levels. Currently 80% of first cycle primary teachers are trained in private institutions (no concise data available at the moment). MoE provides the curriculum and the syllabus for the Teacher Education Institutions and Regions certify the graduates from private institutions. Ministry of Education holds regular meetings with the private institutions to coordinate the activities. There are a lot more challenges in the area of training of pre-school teachers. Currently, there is no responsible body in the Ministry of Education to coordinate teacher training for preprimary education. A recent study on Early Childhood Care and Education (UNESCO 2005) indicates the lack of guidelines and quality assurance as major problems in teacher training.
5 3. Challenges in the Area of Teacher Education According to the Programme Action Plan of ESDP III (May 2005), lack of a sufficient number of qualified teachers is a persistent problem especially in the second cycle primary and in secondary schools. The current teacher training capacity will not be able to meet the needs of the expanding education system. MOE states that supply of teachers is the main constraint on the expansion of primary school enrolment. In addition to the coverage of the education system, quality and relevance are also corner stones of education sector development. Therefore, ESDP III activities related to teacher education are outlined as follows: The government will attach significant priority to pre-service and in-service teacher training. The government will ensure equitable treatment for women, both in their initial recruitment to the teaching profession and in their subsequent access to training opportunities and promotion within the education system. Unqualified and under-qualified teachers recruited for the second cycle primary education will be reduced through distance education and in-service training programs. Training of facilitators for para-teachers (ABEC) will explore linkage with the teacher training institutes. This will enable facilitators to improve their pedagogical performance and to realize desired professional development. This will strengthen quality instruction and enabling the establishment of pedagogical equivalence with that of the formal school system. ABEC teachers will be recruited from the community and get a short initial training program. In recruiting facilitators, priority will be given to females in order to serve as role models to attract more and more female students. The use of non-civil servant teachers is basically a transitional and stop-gap measure. These teachers are necessitated where the supply of teachers cannot cope with the demand, especially in the most remote and pastoral areas. Nevertheless, from quality perspective, hiring qualified teachers is an appropriate response. As a result, the government continues to exert maximum efforts to deploy well-trained teachers to ensure the quality of education at all levels, while continuing using non-civil servant teachers for some times to come. Cluster based local in-service training and distance education models will be strengthened as this has a positive impact for women s participation and to fill the gender gap of women teachers. The teaching approach will be suited to the life style and needs of the communities. The curriculum will be context specific based on the communities needs and aspirations. The government is now developing accelerated training programs through distance education for under-qualified teachers currently teaching to quickly assume teaching positions in the second cycle of primary until all are fully on-stream. By continuing the current trend, it will not be possible to produce enough new teachers to accommodate the planned increase in enrolments. The government will therefore continue to recruit candidates with ten years of schooling, and to provide them with somewhat more extensive pre-service training program in order to equip them for the teaching positions.
6 The government will also explore ways in which the curriculum can be revised to accelerate the production of new teachers and shift a greater share of their preparation to in- service training. For ABEC facilitators, subsequent in-service training will also be provided in summer and distance programs. They will also be provided with supervision services, pedagogical support, and get continued in-service training on a priority basis for new teachers. Over time the government will seek to ensure that all teachers in primary schools have at least 10 years of schooling and full professional training, before they enter into the classroom. The content of pre-service and in-service teacher training programs will be developed to provide teachers to acquire and develop appropriate pedagogical skills that are academically sound, child friendly, and gender sensitive together with individual lifeskills which take into account the current HIV crises. According to Head of Teacher Education Department, MOE, the key challenges for the ESDP III (2005-2010) related to teacher education are the following: 1) Full adoption of Teacher Education System Overhaul (a programme for increasing the quality of pre-service and in-service teacher training) by the Regional Governments and Teacher Education Institutions 2) Changing the focus of teacher training from theoretical to methodological approach to enhance the quality of teachers 3) Consolidation of the Continuous Professional Development (CPD) through cluster schools 4) Research on projections for teacher demand in the future 4. Coordination of Ongoing Teacher Education Development Activities Ministry of Education conducted a study on the Quality and Effectiveness of Teacher Education in Ethiopia in 2002. Based on the recommendations and indicative action plan presented in the study report, a task force was established to produce the National Framework for the Teacher Education System Overhaul (TESO) Programme. TESO consists of five priority programmes that have been implemented since 2003. The programme is an extensive and radical reform of the teacher education system encompassing areas from preservice teacher education to continuing professional development of teachers, the professionalizing of teacher educators, selection for teacher education programmes and organisation and advancing of teacher education system itself. Quality is the core element of the whole programme. Starting in 2003-2004, a group of donors are jointly funding the activities related to teacher education under a Teacher Development Programme (TDP) that includes the components of the TESO, the English Language Improvement Programme (ELIP), and the Leadership and Management Programme (LAMP). Mid-term evaluation of the TDP is to be carried out by the end of 2005. The programme is coordinated by a committee consisting of MoE and TDP partners. A TDP advisor is being recruited to coordinate the programme activities.
7 5. Ideas & Recommendations for Designing the Implementation Strategy for UNESCO s Teacher Education Initiative in Ethiopia a) The key strategies of the third Education Sector Development Programme ESDP III outlines the following key strategies that are closely related to teacher education: 1) In order to improve the quality of education, emphasis will be given to improve the academic qualifications as well as the ethical values of the teaching staff. As parents expect teachers to be professional role models to their children, efforts will be exerted to have teaching staff that is well motivated, disciplined, and endowed with ethical values. 2) Curricula for teachers training programs will be revised and other forms of training for Woreda (district) officials will also pay attention to gender issues and the specific problems that girls and young women encounter in schools. An expanded recruitment and training of female teachers at all levels and increase in representation of women among school directors, supervisors, teacher trainers and Woreda education administrative staff. 3) Regional Education Bureaux and Woreda education offices shall supervise head teachers and teachers to give greater attention to girls education. In line with the 5-year strategy of the Ministry of Education, supporting the programmes for upgrading teachers qualifications, improving the content of civic and ethical education in the pre-service and in-service training of teachers and carrying out capacity building activities for teachers in the area of girls education would therefore be possible entry points for implementing UNESCO s teacher education initiative in Ethiopia. b) Implementation of MoE s strategy for Special Needs Education Special Needs Education / Inclusive Education could also be a possible focus area for the TEI. In a country of 70 million people and 30 million school aged children, less than 1% of children with special needs have access to education. The estimated proportion of children with special needs out of all children is 10-20%. Therefore, expanding and improving SNE has a major role in achieving UPE and EFA in Ethiopia. The Ministry of Education has endorsed a five-year strategy on Special Needs Education that is integrated in ESDP III. The strategy includes the following elements related to teacher education: 1) Planning and implementing orientation programmes in SNE in all pre-service and in-service training programmes 2) Establishment of special needs education programmes in Teacher Education Institutions for itinerant teachers, teachers in special classes/units and in inclusive schools 3) Identification of needs for hiring SNE teachers and establishment of cluster schools 4) Woreda capacity building to provide support to teachers
8 5) Establishing a SNE teacher education programme at diploma level to all regions 6) Continuous training of teachers through the cluster schools 7) Introductory courses and continuous professional support for secondary, TVET and higher education teachers c) Lessons learnt from the 2-year experience of the Teacher Development Programme When planning activities in the framework of the initiative, the following lessons can be drawn from the experience of TDP in Ethiopia: 1) All activities have to be in line with the strategies and objectives of the ESDP for 2005-2010. If possible, the time frame of activities should be aligned with ESDP III. 2) Since most activities related to teacher education and teacher development are combined under the TDP, a close coordination with the programme is required to successfully contribute in the area of teacher education. Co-operation with TDP Coordinating Committee? Financial co-operation? 3) The level of intervention and the comparative advantage of UNESCO have to be carefully considered to reach sustainable impact in the area of teacher education. 4) The funding and implementation structure of UNESCO TEI has to be carefully considered to minimize the burden of stakeholders in terms of additional reporting. The designed structure has to be in line with the amount of funds and volume of the activities. 5) A communication strategy and Monitoring and Evaluation plans have to be created at the initial stage of designing the Teacher Education Initiative (TEI) to ensure effective implementation of the programme from the start. 6) A TDP advisor will shortly be hired to the Ministry of Education. A close collaboration between the advisor and TEI coordinator has to be established. Other issues: 1) A TESO monitoring report to is coming out soon (May 2005, according to MOE ). The report can serve as basis for problem identification and planning of TEI activities. 2) Links to TDP should be created in terms of information sharing and coordination of activities to avoid overlaps. 3) MOE has planned a curriculum revision process of teacher education programmes for 2005-2006. It will be important to follow the process and possibly contribute to the work through TEI activities. 4) The recommendations from UNESCO consultation carried out in 2003 on NATIONAL CAPACITY BUILDING OF LEAD TEACHER TRAINING INSTITUTIONS should be considered when formulating the TEI plans for Ethiopia.
9 REFERENCES: Ministry of Education 2002: The Quality and Effectiveness of Teacher Education in Ethiopia Ministry of Education 2003: The Teacher Development Programme Programme Document MINISTRY of Education 2003a: Teacher Education System Overhaul (TESO) Final. Quality Education. School Improvement. Teacher Development. March 2003. Addis Ababa: MoE. MINISTRY of Education 2003b: Teacher Education System Overhaul (TESO) Handbook. Quality Education. School Improvement. Teacher Development. March 2003. Addis Ababa: MoE. Ministry of Education 2005: ESDP Consolidated National Performance Report 2003/2004. Addis Ababa: MoE Ministry of Education 2005: Education Statistics Annual Abstract 2003/2004. Addis Ababa: MoE K.M. O-Saki 2003, National Capacity Building of Lead Teacher Training Institutions, UNESCO UNESCO Initiative for Teacher Education in Sub-Saharan Africa 2004 (draft)
10 Study Title: NATIONAL CAPACITY BUILDING OF LEAD TEACHER TRAINING INSTITUTIONS Year of Study: January 2003 Author(s): K.M. O-Saki Requesting Organization: UNESCO ABSTRACT Ministry of Education has issued a working paper titled: Teacher Education System Overhaul Programme (2003) proposing changes for the education system. One of the proposals included reforms designed to improve the quality and increase accountability in teacher education. The role of the Teacher Training Institutions is essential in this process. The leading institutions must participate in the discussion and help the other institutions to improve the quality of teacher education. The status of Ethiopian Teacher Education Institutions was assessed by a consultant hired by UNESCO. The consultant carried out visits to five selected institutions in order to assess: - The adherence to national goals and priorities - Observe innovations in the design of curricula and teaching materials, pedagogy and didactics - Library and research plants including ICT infrastructure and connectivity - Working conditions and participation of teachers in their association - Gender equity - Open and distance learning resources The dialogue during the visits aimed at matching recommendations with national plans and at involving teachers associations in the process. Based on the assessments and the dialogues, the aim was to identify urgent needs for funding and to formulate extra budgetary proposals to remedy the needs identified. At the request of the Vice Minister of Education, priority was given to primary teacher training and colleges of teacher education because of their key role in reaching universal primary education.
11 Findings and observations Curriculum and Courses offered by institutions include regular programmes at certificate and diploma levels, summer programmes and distance education programmes for serving teachers and fee-based evening programmes. The drop out rate in regular programmes is around 10% in all colleges. The situation regarding to training and teaching resources varied between institutions. Most institutions had adequate classrooms but other facilities were insufficient. All colleges visited had a student library. Computers were available for academic staff but not for students. Internet connections were not functional in most places. Also science laboratories, play grounds, gymnasiums, language study rooms and facilities for aesthetic studies were poorly equipped or non-existent in most places. Also the instruction given by degree holders was raised as a problem. Teachers with no hands on experience focus on theoretical pedagogy and find it hard to provide pedagogy and didactics appropriate for primary school level. Construction of classrooms, lecture halls and sports fields was either planned in the near future or had already started. Completion of the projects depended on regional funding and fees from the evening training programmes. In order to improve the condition of teacher education, new facilities have to be constructed, more resources have to be allocated to institutions and the competence of the trainers has to be improved. Improving the professional competence should be considered as a priority since it will lead to upgrading the quality of training. The recommended model for improving the quality of training is to have centres of excellence serving as models for other institutions. The four priority training areas were defined to be: 1) Professional development of teachers in pedagogy and didactics and use of ICT 2) Language education 3) Science and maths education and 4) Aesthetics, including fine arts, music and physical education. Recommendations The centres of excellence should be created for the four priority areas in the Teacher Education System Overhaul: 1) Adama Teachers College for professional development of teachers 2) Awasa Teachers College for language education 3) Kotebe Teachers College for science and mathematics 4) Gonder College of Teacher Education for aesthetic education and to serve the northern parts of the country In order to improve training skills in the short term, a 2-3 weeks course on teaching and training strategies should be organised for selected staff from all teacher education colleges.