Educational policies and strategies in Ethiopia.
Attempts to formulate the education sector policies during imperial regime were limitedto a proclamation (1943 and 1948) which deals with the organization and duties andresponsibilities of the ministry of education and its duties. It was made to adapt the Ethiopianeducation to the needs of the country and expands the coverage of the activities in the provision of special training for the sector and education system. (Ministry of Education of Ethiopia, 2004),1.1.2.
Performance of education sector in the Ethiopia
.Education directly improves the productivity and rates of return and earnings of people. Inaddition to this, education has or wide range of indirect effects, which instigate positivechanges in peoples attitudes toward work and society. It make easier to learn new skillsthroughout their lives and hence facilitate their participation in modern economies andsocieties. It also important factor which affects the health
and life expectancy of individuals, because if equips them with the knowledge and the means to present control and directdisease. (Ministry of Education of Ethiopia, 2004).
1.1.3.Education in Oromia Regional states
Regarding to Oromia regional states of Ethiopia, it is one of the regions in the countrywhere both formal and non-formal education do not reach the majority of the population. Theschool in the regions are unevenly distributed and mostly physically and materially anddeteriorated. This deterioration is due to cultural and other constraints there is a higher dropout rate at the lower level which mostly affects girls’ participation in the education of theregion. (Finance and Development Bureau of Oromia, 2005),Education system of Oromia regional state normally consists of formal and non-formaleducation.Formal education comprises of primary, secondary educations, technical and vocationaleducations. The data that recorded in 2005 in Oromia regional bureau of educations showsthat, two teachers training institute (TTI), four teachers training college (TTC), 38 technicaland vocational education training (TTET), of which 36 and 2 are government and non-government centers respectively. Moreover, there are 164 secondary schools, and 4893 primary schools in the Oromia regions. (Regional Education Bureau of Oromia, 2005),
1.3.1 Enrollment of education in Oromia regional state
The enrollment of education in oromia regional education in the
past seven yearsfrom 1987 to 1995 shows increasing in primary education which is 21%(1987) to 66.7% in 1995. Generally, the primary education enrolment ratewas growing at an average rate of about 5.8% per annum. By and large,the current level of enrolment as well as the annual growth rate comparedto the level of 1987 is encouraging. Nonetheless, the level of primaryeducation participation has remained low compared to the achievementsof some of the regional states (Tigray 77.6% and SNNP 67.5%). On theother hand, the gender gap is getting wider growing from 12% in 1987 to31% in 1995. Therefore, it is obvious that what has been achieved overthe past seven years has favored male than female signifying the required