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CHAPTER ONE
1. INTRODUCTION1.1 Background of the study
Even though the history of education in Ethiopia dates as far back as the introduction of Christianity in Ethiopia during Ezana in 3300A.D, the first attempt to open school of European stylewas for the first time made by the Jesuit in the 16th century. This attempt was not continued due to theoutstanding of Jesuits following the removal of emperor Susinyos. Toward the end of the 19th century,several factors accentuated the need for modern education. The establishment of strong centralgovernment and permanent urban seats of modern development of modern sector economy likemanufacturing activities, establishment of foreign embassies of Adwa, are, among others, the mainfactors that have contributed for the development of modern education in Ethiopia. Modern educationhas started at the beginning of the 20th century and officially commenced in 1908 with opening of Menelik 1
st
School in Addis Ababa. (Ministry of education, 2004),Ethiopian education in general has two systems of main sub-sectors that are institutionally separate:-1. formal educational sub-sector, which consist of academic and technical and training at primary,secondary and tertiary level ; and2. Non-formal education which includes:-Technical vocational skills trained and extensive contact for youth and adults. Between 1962 and 1994the general education in Ethiopia divided into three these are:-
•
 primary school (grade1-6)
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 junior secondary school (grade7-8)
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senior secondary school (grade9-12)Education reforms in 1994 revised the structure so that it now cons in 1994 revised the structure andmodify the previous system of education so after 1994 consists of primary education (grade1-8) whichalso consists of first cycle (grade 1-4) which aims at achieving the functional literacy and the second1
 
cycles (grade5-8) prepares students for further education, general secondary education and training,and second cycles of the secondary education (grade11-12), that prepares student for higher education.
1.1.1. Educational policies and strategies in Ethiopia.
Attempts to formulate the education sector policies during imperial regime were limited to a proclamation (1943 and 1948) which deals with the organization and duties and responsibilities of theministry of education and its duties. It was made to adapt the Ethiopian education to the needs of thecountry and expands the coverage of the activities in the provision of special training for the sector andeducation 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)Primary school enrollment increased from about 957,300 in 1974/75 to nearly 2,450,000in 1985/86. There were still variations among regions in the number of students enrolled and adisparity in the enrollment of boys and girls. Nevertheless, while the enrollment of boys morethan doubled, that of girls more than tripled. Urban areas had a higher ratio of childrenenrolled in schools, as well as a higher proportion of female students, compared with ruralareas. (Ministry of Education, 2004)The number of junior secondary schools almost doubled, with fourfold increases in Gojam,Kefa, and Welega. Most junior secondary schools were attached to primary schools. Thenumber of senior secondary schools almost doubled as well, with fourfold increase in Arsi,Bale, Gojam, Gonder, and Welo. The prerevolutionary distribution of schools had shown a
2
 
concentration in the urban areas of a few administrative regions. In 1974/75 about 55 percentof senior secondary schools were in Eritrea and Shewa, including Addis Ababa. In 1985/86 thefigure was down to 40 percent. Although there were significantly fewer girls enrolled at thesecondary level, the proportion of females in the school system at all levels and in all regionsincreased from about 32 percent in 1974/75 to 39 percent in 1985/86
.
(Ministry of education,2006)1.1.3. Education in Oromia Regional states
Regarding to Oromia regional states of Ethiopia, it is one of the regions in the country where bothformal and non-formal education do not reach the majority of the population. The school in the regionsare unevenly distributed and mostly physically and materially and deteriorated. This deterioration isdue to cultural and other constraints there is ahigher dropout rate at the lower lower level which mostly affects girls’ participation in the education of the region. (Finance and Development Bureau of Oromia, 2005), Education system of Oromia regionalstate normally consists of formal and non-formal education.Formal education comprises of primary, secondary educations, technical and vocational educations.The data that recorded in 2005 in Oromia regional bureau of educations shows that, two teacherstraining institute (TTI), four teachers training college (TTC), 38 technical and vocational educationtraining (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.(RegionalEducation Bureau of Oromia,2005), Education in Aweday town
1.1.3.1 Performance of education in oromia regional state
As can be seen from the trend of growth of number of educational facilities stated in the previoussection, tremendous efforts were made to improve access to education facilities over the past sevenyears (1987-1995 E.C). According to the available data in this regard the number of primary schoolshas increased from 4069 to 4893. Likewise, the number of secondary schools has also increased from108 to 164, which is a commendable achievement over a shorter period of time. This generallyindicates that on an average the regional government has been constructing and putting in operation3
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Tages Abo

Really thank you for the works which are related to my area of interest, what if you ad the instruments: questionaire, interview ....questions....Jabaadu abe...

reply02 / 03 / 2012
Damtew

This is Mr. Damtew from Addis Ababa, Ethiopia. I appreciate your work. To drop a line of comment on the work, it would be good if you attach the tool you used; the likes of questionnairs, interview guide, or whatever it is. Good Job. Gurbaannana Jabaadhu ...

reply10 / 17 / 2009
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