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),
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