2 - 3 - 04 - MoE Ethiopia - en PDF

Triennale
on Education and Training in Africa

(Ouagadougou, Burkina Faso, February 2012)

Promoting critical knowledge, skills and qualifications for

sustainable development in Africa: How to design and
implement an effective response through education and
training systems

Sub-theme 2
Lifelong technical and vocational
skills development for sustainable
socio-economic growth in Africa

Integrating basic education, life and vocational skills within
a system approach for adult and non-formal education:
Experiences, lessons learnt and outlook from an Ethiopian perspective

by dvv international on behalf of the technical team to promote integrated functional adult education
in Ethiopia. The team is composed by focal persons from the Ethiopian Federal Ministry of
Education (MoE) and of counterparts from dvv international, who is a technical partner to the
Government of Ethiopia in adult education related affairs. In this context, and during a process of
continuous cross-checking of issues with MoE, notably with H.E. State Minister Fuad Ibrahim, the
program manager of the integrated women empowerment program (IWEP), Sonja Belete and the
Regional Director of dvv international program for East Africa/Horn of Africa, Gerhard Quincke
have compiled the present contribution. Key inputs for the elaboration of the Master Plan came from
several local consultants under the coordination of Ivon Laberge.
Working Document
PLEASE DO NOT DISSEMINATE
DOC 2.3.04
Original Version in English

This document was prepared by ADEA for its Triennale Meeting (Ouagadougou, Burkina Faso,
2012). The views and opinions expressed in this volume are those of the authors and should not be
attributed to ADEA, to its members or affiliated organizations or to any individual acting on behalf of
ADEA.
The document is a working document still in the stages of production. It has been prepared to serve as
a basis for discussions at the ADEA Triennale Meeting and should not be disseminated for other
purposes at this stage.
Association for the Development of Education in Africa (ADEA) 2012
Association for the Development of Education in Africa (ADEA)

African Development Bank (AfDB)
Temporary Relocation Agency (ATR)
13 avenue du Ghana
Sub-theme 2: Lifelong technical and vocational skills development for sustainable

socioeconomic growth in Africa - 2/28-

ADEA 2012 Triennale on Education and Training in Africa Integrating basic education, life and vocational skills within a system approach
for adult and non-formal education: Experiences, lessons learnt and outlook from an Ethiopian perspective
BP 323
1002 Tunis Belvdre
Tunisia
Tel: +216/ 71 10 39 86
Fax: +216/ 71 25 26 69
adea@afdb.org

Table of Contents

ACRONYMS AND ABBREVIATIONS ..................................................................................1

1. ABSTRACT........................................................................................................................3
2. EXECUTIVE SUMMARY ................................................................................................3
3. INTRODUCTION AND MAIN CHALLENGES..............................................................5
4. ETHIOPIAs RESPONSE TO THE CHALLENGE ..........................................................7
5. KEY FEATURES OF THE ETHIOPIAN APPROACH ...................................................8
5.1 Data-base, policy- and intervention planning framework ............................................9
5.2 From adult literacy to integrated functional adult education (including literacy,
numeracy, life-skills and context-bound vocational and business skills).........................11
5.3 A specific governance model for the Adult Education System ..................................12
5.4 The approach towards capacity development for AE.................................................13
5.5 Empowerment of women via education & occupation - oriented training: Description
of a pilot program and lessons learnt for the whole approach in Ethiopia .......................14
3. CONCLUSIONS ..............................................................................................................21
4. BIBLIOGRAPHY.............................................................................................................24

List of Tables
Table 1: Main areas of skills development and IGAs in the IWEP........................................19

List of Figures
Figure 1: Example of an illustrated regional AE planning sheet ( snapshot ) where the
population dynamics can be understood as well which kind of infrastuctural
assets, unseful for AE are available.........................................................................11
Figure 2: IWEP partner modality mode..................................................................................16
Figure 3: IWEP key concept ...................................................................................................17


ACRONYMS AND ABBREVIATIONS

ADLI Agriculture Development led Industrialization
AE Adult Education
dvv German Adult Education Association (Deutscher Volkshochschulverband)
ESDP Education Sector Development Plan
FAL Functional Adult Literacy
GoE Government of Ethiopia
GTP Growth and Transformation Plan
IFAE Integrated Functional Adult Education
IGA Income generating activity
IWEP Integrated Women Empowerment Program
Kebele Smallest administrative unit in Ethiopia (village/community)
MoE Ministry of Education
NAES National Adult Education Strategy
NAEB National Adult Education Board
REB Regional Education Bureau(x)
Woreda Administrative unit (more or less comparable to a district)



ACKNOWLEDGEMENTS
The Federal Ethiopian Ministry of Education is pleased to present herewith the outcomes of a long
process of program- and system development work.
This process has taken on board the experience of several years of practical work in the field and it is
still far from being concluded. Reacting to the questions raised by ADEA during their preparatory
meeting to the triennale in March 2011, a comprehensive presentation of the Ethiopian experience
to promoting critical knowledge, skills and qualifications for sustainable development through the
development of a system approach to adult and non formal education is delivered herewith.
The Ethiopian National Adult Education Strategy is now moving from a sheer strategy to a reality
reaching increasingly out to more and more beneficiaries all over the country. This has become
possible because the Government has made the sub sector a priority in its new 5 year development
plan. But it was also due to the efforts of
- The focal persons for adult and non formal education in the Regional Education Bureaux;
- Focal persons and decision makers in the befriended line ministries, who signed a memorandum of
understanding with MoE to implement the National Adult Education Strategy together;
- Ministerial staff in charge of for adult and non formal education federal MoE;
- The dvv international teams implementing two adult/non formal education programs in Ethiopia.
It is fair to mention that the immense collection of data, background information and the elaboration
of alternative scenarios for targeting persons and financing the corresponding interventions was only
possible, because the consultative team for the elaboration of the Master Plan namely, Zewdu Gebre-
kidan, Behar Hussein and Samuel Asnake and guided/coordinated by Ivon Laberge worked almost
three months to put all bits and pieces together. Thanks is rendered also to Richard Preissler, who
assisted the technical team constituted by MoE/dvv international and the partners in the regions to
come up with an implementable framework for planning, monitoring and evaluation of all steps being
undertaken already or still to be undertaken in the course of the years 2011 - 2014.
Last but not least, it is worth noting that it is due to the support of
- The Federal German Ministry for Cooperation and Economic Development (BMZ), funding the
technical partnership of the MoE with dvv international;
- The Government of the Kingdom of the Netherlands, which has been funding the Integrated
Women Empowerment Program through its Embassy in Ethiopia and with dvv international as
implementing agency
that this contribution to this triennales sub theme Lifelong technical and vocational skills
development for sustainable socio-economic growth in Africa could be elaborated.


1. ABSTRACT
1. Ethiopia is undergoing a structural reform of almost all components of its educational system
including a TVET sector reform and the massive expansion of higher education. Driven by its
specific socio-demographic situation (more than 30 Million persons older than 15 are illiterate),
the Government made adult education a priority. The strategic framework includes the National
Adult Education Strategy and the draft master plan for Adult Education, which is part of the
Education Sector Development Program (ESDP) IV. The practical approach is functional, geared
to the specific needs observed in the respective constituencies of the adult learners, combining the
provision of
- literacy and numeracy skills;
- life skills, awareness on issues related to health, family planning, environmental protection,
- elements of civic education for the development of the constituencies of the learners;
- vocational skills geared towards improved livelihoods and adding value to local resources;
- business skills to handle gainful occupations, micro credits and participate in economic life.
2. In the course of the realization of pilot interventions in many regions over the last few years, a lot
of very useful experience has been made and suggest lessons with regard to the
- appropriate modes of delivery to achieve quality adult education;
- conceptual approaches which have lead to positive results;
- system requirements geared to the specific need of the target groups and to the federal way of
administration;
- inter-ministerial and cross-sectorial way of utilizing scarce resources for the common goal;
- governance and the financing of an integrated adult education system;
- key obstacles that still need to be overcome in order to make positive experience collected in
many more or less pilot projects a common standard all over the country.
2. EXECUTIVE SUMMARY
3. The socio-demographic and socio-economic situation of Ethiopia is characterized by a steady
growth of the population. With an adult illiteracy rate of close to 70%, it is clear that the country


can reach neither the MDG nor its own development targets unless the situation of those who are
15 years old or older (this is the official definition of an adult in Ethiopia) can be addressed. The
overall target group to be reached by interventions of integrated functional adult education (IFAE)
is estimated to be 36 million persons, a majority of them being female.
4. In order to catch up to the level of the MDG, and in order to reach the ambitious targets set there,
Ethiopia is undergoing a structural reform of almost all components of its educational system incl.
a TVET sector reform and the massive expansion of higher education. Driven by its new Growth
and Transformation Plan, which integrates the Education Sector Development Program (ESDP)
IV, the Government of Ethiopia has now declared adult education, (Integrated Functional Adult
Education) a priority. A strategic framework is created with a National Adult Education Strategy
(since 2008) and a Master plan for Adult Education, which is part of ESDP IV (since 2010) The
practical approach is functional and geared to the specific needs observed in the respective
constituencies of the adult learners. It can combine the provision of
- Literacy and numeracy skills;
- Life skills, awareness on issues related to health, family planning, environmental protection,
- Elements of civic education for the development of the constituencies of the learners;
- Vocational skills geared towards improved livelihoods and adding value to local resources;
- Business skills to handle gainful occupations, micro credits and participate in economic life
5. Considering the experience gathered in pilot programs, the lessons learnt in Ethiopia suggest that
Adult learners need functional approaches geared to an effective improvement of their
livelihoods. Otherwise, they will simply drop out.
The combination of basic education (literacy and numeracy) with micro- and small enterprise
development tools (incl. micro-finance) is very attractive, especially for women;
Prerequisites to make such integrated approaches successful, include
- well-conducted market assessments;
- continuous research and activation of new, innovative income generating options geared to the
living conditions of the specific target groups along all possible value chains;
- the promotion of facilities/environments for the development of micro- and small enterprises
including further education/training, facilities for micro-finance and business advisory services;
The implementation experience so far is best at local level (proximity to the grassroots);
6. The conclusion is that Integrated functional adult education can help to boost local economic
development in many ways (more efficient agriculture, introducing crafts, and promoting
innovations, pushing proto-industrialization processes along specific value chains in line with the
locally available resource base, making decentralization processes work) .
7. The experience in Ethiopia, to which the new approach and policy framework for adult and non
formal education try to respond, suggests therefore a horizontal and vertical integration of all
agencies and persons involved in the development of livelihoods in its widest sense. Under the
umbrella of a specific mechanism for the governance of such an integrated adult education
system, available resources can be utilized in an effective and efficient way. With an overall
political and development strategic framework highlighting integrated functional adult education
prominently and providing in principle for linkages, equivalences and pathways (from access to
further education until preparation for micro-finance) - prospects appear very good concept wise.
8. The approach presented has been field tested especially (but not only) in a pilot program directed
to illiterate women. Pilot initiatives focused on model woredas, the district-like local governan-
ce level in Ethiopia. Around 40 model woredas - at least one in a region and some of them
operational since almost three years are earmarked to demonstrate in the course of the further


pursuit of ESDP IV, how integrated functional adult education can work. Further scaling up is
envisaged through a capacity development approach which includes exchange between model
woredas and others and a gradual adaptation of the model elsewhere (which has already been
decided by one region).
9. The medium- to long term vision is to continue implementing what is described in the document
presented and to make the adult education system increasingly professional and self-sustainable.
Whereas the duration of the current ESDP IV is until the end of 2015, the Master Plan will
provide guidance for a period of up to 10 years, until 2020.
10. Whereas the conceptual and strategic framework in Ethiopia appears to be on the right path and
whereas many activities are presently on the way to be put it into practice, the following key
issues and challenges remain to be addressed:
The availability of well-qualified facilitators supported by a professional back-stopping system
(and the respective allocation of resources);
A professional, decentralized and cross-sectorial AE system needs specific and innovative
governance arrangements to boost outreach, quality and impact. These arrangements are on the
way, but time and resources are needed, until a nationwide coverage in a country as big as
Ethiopia can be achieved;
The creation of literate (post-literacy) environments is essential to promote a culture of lifelong
learning and to safeguard the sustainability of the efforts;
11. The impact, the Ethiopian AE system - under continuous construction - will have on sustainable
development depends therefore on several factors: To which extent can
The awareness among education system managers and within the society for life-long learning and
the inclusion of the specific needs of adults and out of school youth be raised?
available human, infrastructural and financial resources of other ministries, CSOs and private
sector be made part of the integrated, cross-sectorial approach?
Financial resources be mobilized to meet the ambitious quantitative targets without compromising
on quality?
Human resources be found and adequately be prepared to provide the desired quality services?
Transaction costs between local, regional and federal level be minimized?
3. INTRODUCTION AND MAIN CHALLENGES

12. The circumstances for the design of the Ethiopian System of Education and Training are
characterized by a couple of factors which called for the elaboration of something new: An
integrated system for adult and non formal education, where basic education, life and vocational
skills go together to improve livelihoods and lay the base for economic development. ESDP IV
describes these factors as follows:


13. Geographic and demographic features

Out of Ethiopia's total land suitable for agriculture, only 22% is cultivated - to 96% by small -
holder farming of only around 0.5 hectare per capita;
The population is growing rapidly (average annual rate between 1994/5 and 2000: 2.6%).
Currently, Ethiopia is the second most populous country in Africa, after Nigeria. According to
the 2000 census, the population was estimated at 78 million in 2009/10.
The proportion of the population under age 15 has declined from 49.8 percent in 2004/5 to 45.0
percent in 2007/8. Life expectancy at birth for the whole population is 46.1 (47.5 for females and
44.7 for males);
About 84 percent of the population inhabits rural areas. 65 million of the population lives in the
highland temperate part of the country while approximately 12 million inhabit the lowland that
covers 60% of the country's landmass. The main occupation in the highland is farming, while the
lowland is mostly occupied by pastoral population.
14. Key features of the administrative system: Ethiopias federal government is committed to
decentralization that provides each region with autonomy accompanied by fiscal decentralization.
The country is structured into nine administrative regions and two chartered city administrations,
over 800 Woredas and sub-cities and thousands of Kebeles (the lowest administrative unit).
15. The productive base and recent labor market- and socio-economic indicators
With a 50% share of total GDP, generating about 90% of export earnings and supplying about
70% of the countrys raw material requirement for agro-based large and medium sized industries,
agriculture remains the main major driver of the economy and a source of income for the
majority;
Analyzing employment by sector, Ethiopian rural areas are dominated by employment in
agriculture, which is nonetheless following a declining trend, shifting from 96.6 per cent in 1994
to 88.1 per cent in 1999. Employment in services shows an increasing pattern, especially in
wholesale and retail trade, and hotels and restaurants. The manufacturing sub-sector has also
been growing. The decline in work in agriculture has been compensated by an increase of
womens employment in the above-mentioned sectors;
The government strategy to invest heavily in infrastructure and social services as a way of jump-
starting strong, private sector led growth had created rapid expansion in domestic demand and
contributed to overall GDP growth in the last several years;
Economic activities have shown encouraging results over the last fifteen years. The Government
is committed to achieving economic stability and keeping inflation low. Average real GDP
growth rates of over 10 percent were registered between 1996 and 2008/2009. This recent growth
translated in an increase in GDP per capita income, from US$102 in 2000/1 to US$ 220 in
2007/8;
The proportion of people below the poverty line at national level measured by the poverty head
count index declined from 44.2% in 1992 to 38.7% in 2004/05. Much of the decline in national
poverty is attributed to improvements in rural areas. The significant decrease in rural poverty is
attributed to the wide-ranging and multi-faceted pro-poor programs that have been implemented
in rural areas such as extension programs to support commercialization of smallholder
agriculture, the Food Security Program, and the recent Productive Safety Net Program among
others. There has however been a relative increase in income inequality in urban Ethiopia as
measured by the increase in the Gini Coefficient from 0.38 in 1992 to 0.44 in 2004/05.


16. Considering all these factors, the main challenges for the education sector (in the language of
ESDP IV) include:
Geographic circumstances and the fact that a large majority of the Ethiopian population lives in
rural areas and in fairly dispersed communities poses specific problems:
- ensuring equitable access to education ;
- the organization of the school system for the pastoral and semi-pastoralist groups ;
- the relevance of the curriculum for the highly diverse population groups ;
Resources which are scarce for the education system in the light of continued high population
growth and the ambitions to achieve education for all and expand secondary education ;
With a clear policy option for decentralization to the regional and woreda levels, competence
levels of local actors and the extent to which the upper levels can provide support are limiting
factors for the success of the system;
A conscious application of science, technology and innovation, which is imperative to build
national capacities in order to achieve the countrys development goals. This requires unfolding
commitment to increasing the overall level of education of the population and a focus on science
and technology education. In order to reach that emphasis is laid on
- further expansion of access to high-quality basic education ;
- special efforts to improve the overall literacy level of the population ;
- expanded human resource development by training competent innovative people with special
attention to engineering, technology and natural sciences, by high quality science and
mathematics curricula at primary and secondary schools and the recently adopted policy of
the 70:30 university intake ratio in favor of science & technology.
17. The elaboration of the Education sector development program (ESDP) has been inspired by this
new direction: Maintaining the momentum of expanding quality general education, tertiary
education institutions and TVET schools shall be strengthened to promote quality human resource
development.
18. This case study presented to the triennale describes how Ethiopia, under the leadership of its
Ministry of Education and in collaboration with a formally constituted network of stakeholders is
currently implementing a cross-sectorial holistic approach towards adult and non-formal
education geared to improve the livelihoods of more than 30 million women and men in the
respective regions. Experience so far is presented and aspects are highlighted with regard to the
rolling out of positive practice all over the country. A more detailed description of the state of
adult education policy in Ethiopia is not presented, since there is a publication of Tebeje Molla,
which undertakes at the same time an investigation of the potential of lifelong learning
perspective to revitalize the sub-system . Tebeje Molla suggests a wider conceptualization of
adult education policies and practices and a meaningful linkage between formal and non-formal
educational settings. In addition, the Portrait of adult education in Ethiopia written by Bernd
Sandhaas provides all background information required to understand history, present
circumstances and development perspectives for the system.
4. ETHIOPIAs RESPONSE TO THE CHALLENGE

19. The national development policy has taken the specific need to address the needs of the
population older than 15 years (which is by definition considered to be adult thus including the
significant number of out-of-school youth) on board. This is embedded in an overall strategic
framework as follows:


Ethiopias development strategy is summarized as the Agricultural-Development-Led

Industrialization (ADLI). In this long-term strategy, agriculture is playing a leading role in the
growth of the economy. Its broad objectives are to modernize agriculture and improve its
efficiency and productivity, ensure food security, create employment opportunities and enhance
the countrys foreign exchange earnings with the aim to promote the development of a vibrant
industrial sector and accelerate overall economic growth. ADLI is supplemented by sector-
specific strategies in areas such as health, education, ICT, population, industry, etc.
In the framework of ADLI, Ethiopia has been implementing two sets of macro-economic
programs since 2002/3 designed to accelerate the reduction of poverty in a sustained manner. The
central objectives of these national strategies are to address the human development needs and
achieving the Millennium Development Goals (MDGs) by 2015. These were
- the Sustainable Development and Poverty Reduction Program (SDPRP) (1995 to 2004/05)
focusing on accelerating progress mainly in education and health, expanding infrastructure,
opening the economy, building institutions and further devolution of governance to Woredas;
- the Plan for Accelerated and Sustained Development to End Poverty (PASDEP) (2005/6 to
2009/10) intended to consolidate achievements of SDPRP but with a broad strategic focus on
poverty alleviation through diversified pro-poor growth by linking aid management, govern-
ment developments program and attainment of the MDGs in a single unified framework.
The present medium- to long-term vision, the Growth and Transformation Plan (GTP), which is
also inspiring educational reforms, is to transform Ethiopia within 15 years into a middle-income
country (to see Ethiopia become a country where a democratic rule, good governance and social
justice reign upon the involvement and free-will of its peoples, and once extricating itself from
poverty becomes a middle-income economy with a per capita income of 1.000 USD by 2018).
20. The education-sector related policy framework, is described in detail in the Education Sector
Development Program (ESDP) No. IV (2010), which highlights five core priorities for the
education system to be addressed in the coming five years :
- Quality and internal efficiency: ensuring student completion and achievement ;
- Equity in access: reaching the marginalized and unreached ;
- Adult Education (with specific attention to Functional Adult Literacy) ;
- Strengthen the focus on sciences and TVET ;
- Improving management capacities.
ESDP IV is the key reference point also for the donor community and its education sector tech-
nical working group. The bulk of the development assistance goes to the general education sector,
especially through the multi-donor -general education quality improvement program (GEQIP).
Further important programs concentrate on TVET and Higher Education. Adult and non-formal
education has not been a very prominent area for donor support so far. But ESDP IV envisages to
allocate a 8,8% (!) share of the education budget to this sub-sector.
Further relevant policy documents with regard to the topic of this study and which are integral
parts of ESDP IV include the National Adult Education Strategy (which dates back to 2008) and
Learning for Life: Master Plan for Adult Education (2010) (see below).
5. KEY FEATURES OF THE ETHIOPIAN APPROACH

21. In line with prior presentations in the context of the preparatory work for the upcoming triennale,
key features are highlighted below in the language of the master plan. The title of the document
is Learning for Life: A Master Plan for Adult Education in Ethiopia 2010-2020 and though it


is still a draft, it has already become an integral part of ESDP IV. Both documents permanently
refer to the National Adult Education Strategy formulated in 2008.
The research-work refered to and conducted beforehand is mainly the study work, which
underpinned the elaboration of the draft Master Plan for Adult Education, which took place
between November 2009 and Mai 2010. The output was intensively discussed with MoE/GoE
and then became part of ESDP IV. This study included desk work as well as missions to the
various regions of Ethiopia and very essential it was done in collaboration with all regional
education bureaux. Further study work, less reflected in this paper includes a series of technical
papers edited by the regional office East Africa/Horn of Africa of dvv international and market
research and business opportunity identification work which are continuously conducted at local
levels. All orientations refered to in ESDP IV/Master Plan build on field tests in pilot model
Woredas (districts). This work took place with the support of the German and the Dutch
Governments through dvv international, which assumed the role of a technical partner of MoE.
How this was done is described in detail using the exemplary case of the integrated women
empowerment program in chapter 5.5.
5.1 Data-base, policy- and intervention planning framework

22. Learning for Life: A Master Plan for Adult Education in Ethiopia 2010-2020 is a holistic
framework that reviews the major challenges and opportunities in adult education provision in
Ethiopia and that presents a shared strategic direction for adult education over the next 10 years.
Through the Master Plan, the Ministry of Education and the Regional Education Bureaus, along
with their many partners, will strive to provide good quality adult education by rationally using
existing resources and mobilizing new ones, and by strengthening planning, governance and
financial management practices.
23. The Master Plan has been developed through a systematic and comprehensive participatory
process. Under the guidance of the Ministry of Education and the co-facilitation of dvv
international, a team of consultants conducted a systematic collection of data and information
from multiple sources. This data and information was reviewed and analyzed and the conclusions
were put forward in a draft document to key multi-sectoral stakeholders. Members of the
Regional Education Bureaus, NGO representatives, officials from various ministries, academics,
and representatives of the non-profit and private sectors provided advice and critical feedback.
Through dialogue this group put forward recommendations to the many challenges of improving
equitable access to relevant quality adult education services to Ethiopians
24. The strategies in the Master Plan build on a number of basic principles.
- Adult education as part of the lifelong learning continuum: Learning begins at birth and continues
throughout life and occurs in formal, non-formal and informal settings. It takes into account the
new strategies put forward in early childhood education and the significant contributions of
technical and vocational education and institutions of higher learning to filling the learning
continuum.
Many partners contribute to adult education: Within the context of a decentralized government
arrangement, the Master Plan recognizes the leadership role of the Ministry of Education and
acknowledges that adult education is not the sole responsibility of any one group. Government
ministries and institutions, universities, TVETs, non-governmental organizations and the private
sector all have a significant role to play and thus builds on existing initiatives and structures.
Already five federal-level ministries (Agriculture and Rural Development, Health, Women Affairs,
Youth and Sport, Labor and Social Affairs) had signed a memorandum of understanding with the
MoE, which when implemented, will enhance coordination and collaboration. It recognizes and


respects the roles and responsibilities of each partner and stakeholder, whether they operate at the
international, national, regional, woreda, kebele or community level.
Links to existing strategic plans and to policy directions: The Master Plan is integrated into the
various strategies for development and policy directions taken by the Government of Ethiopia.
First and foremost, it is directly aligned with the GTP and ESDP strategies and is designed to
contribute to the realization of Ethiopias development and educational goals. Secondly, it
contributes to the implementation of the direction provided in the NAES.
Programs must be learner-centered: In the NAES, adult learners are defined as persons who are 15
years and older. The Master Plan recognizes that adult learners bring a wealth of knowledge and
experiences to a learning experience that must be embraced and celebrated. From this perspective,
adult learners cannot be taught in the same way as children. Moreover, given Ethiopias cultural
and linguistic diasporas and the various economic realities of adults in the diverse geographical
regions of the country, special consideration must be given to the specific needs of learners in their
respective contexts and environments.
Focus on access to quality learner-centered programs: The Master Plan recognizes that learners
face many barriers to accessing programs. Relevance of the programs and proximity to the service
delivery site are two of the most significant factors affecting participation. From this perspective it
is important to offer programs in the community where the learner lives and to link them to
livelihoods issues that emanate from the immediate community context.
Building a quality adult education framework: Although programs should be community-based,
they must also be linked to the overall adult education structures at all geographic and
administrative levels.
25. In spite of the insufficient coverage of the AE sector by the MIS of the MoE, working data were
assessed (see tables in Annex No. 1) and presented in an way that they could serve as a AE
planning tool not only for the federal Ministry of Education, but also to the line ministries
involved and to all offices concerned in the various regions. The data covered the demographic
situation, considered foreseeable trends and correlated estimated figures of the target population
for interventions per region and age group. These figures were associated with estimates of
potential costs based on unit costs de-rived from internationally acceptable benchmarks. Thus the
GoE, which was supported by experts for the UNESCO IIEP, was to be put into the position to
obtain a realist picture of the real dimensions of the costs of an integrated approach towards AE
for all. In addition, the draft master plan provided several scenarios on target group selection,
program duration and unit costs as a decision-making tool as the financial means called for
eventual limitations in terms of outreach or intervention standards.
26. A graphical presentation of the potential structures useful for the delivery of integrated
functional adult education measures was launched at the same time (see figure No. 1) and was
meant as an illustration of present and potential resources which the regions could use.


Figure 1: Example of an illustrated regional AE planning sheet ( snapshot ) where the population dynamics
can be understood as well which kind of infrastructural assets, useful for AE are available
27. In the course of the year 2011, an approach towards comprehensive intervention planning has
been applied, starting at the Woreda levels of each region. Woreda adult education plans are
discussed and approved at the respective regional levels by appropriate corresponding bodies
(inter-ministerial adult education boards, see below). The Federal level approves the overall set of
regional adult education plans and provides advice and backstopping, M & E and assists as well in
the process of education and upgrading of adult educators, trainers and system management
personnel.
5.2 From adult literacy to integrated functional adult education

(including literacy, numeracy, life-skills and context-bound
vocational and business skills)
28. ESDP IV is committed to an integrated approach. This includes :
A focus on integrated functional adult literacy: It is recognized that the high levels of illiteracy in
the adult population in Ethiopia is a barrier to achieving its development goals. This is why the
NAES puts a special focus on integrated Functional Adult Literacy (FAL). In general terms, FAL
builds on indigenous knowledge and seeks to link writing, reading and numeracy skills to
livelihoods and skills training in areas such as agriculture (including off-farm activities), health,
civics, cultural education, etc. Such an approach requires delivery by various governmental and


non-governmental service providers in multiple settings and also ensures that literacy skills
development is meaningful to the learners. As studies show that relevance and utility are key
factors to accelerated skills acquisition and increase the likelihood that participants will want to
expand their knowledge base through other learning opportunities, the Master Plan builds on
integration: FAL programs must be integrated to livelihoods and life skills to be successful. .
Programs must be targeted: Programs must consider the special needs of pastoralists, agro-
pastoralists, sedentary highlanders and urban dwellers. It must further recognize the needs of
different age groups (especially young people) and people with special needs (visually impaired,
handicapped, etc). Also given Ethiopias cultural and linguistic diversity, these two components
must also be taken into consideration. But first and foremost, given the high illiteracy rates of
women, special provisions must be made to recruit women and programs must be designed to meet
their special needs in their particular community contexts.
A close linkage between FAL and nonformal vocational education and training (VET), which
must be geared towards for gainful occupations. Under Ethiopian circumstances, where a TVET
sector is under way and a comprehensive qualification framework is being applied, this linkage is
in principle easy to be realized. Thus, the adult education system can be incorporated into an
overall approach, with pathways from the non formal to the formal education and training system.
Environment-conscious education for sustainable development. Maintaining sustainable land ma-
nagement and agricultural production system is a question of survival for the growing Ethiopian
population. This means innovations not only for increased productivity, but also for the use of
renewable energies (e.g. biogas), recycling, water-saving technologies (e.g. rain water harvesting
schemes), erosion-protective new methods in agriculture (e.g. drip irrigation). All these aspects can
be addressed in responsive adult education programs and be linked with literacy, numeracy and
business skills. Approaches have been field-tested (not only) in the context of the integrated
women empowerment program described more in detail below and are ready for replication.
Livelihood skills e.g. via health-related education (incl. child care, reproductive health and
HIV/AIDS-sensitization) can well be linked to FAL especially, when as is the case in Ethiopia -
health agents, familiar with respective local languages and cultures are available. This big potential
for synergy is still to be fully tapped.
Basic business skills training is a component, without which more or less freshly literate adults
will hardly achieve to create a sustainable gainful occupation, especially in an urban or semi-urban
environment.
5.3 A specific governance model for the Adult Education System

29. With the aim of creating an efficient institutional system for adult and non-formal education, the
subsequent analytical considerations, assumptions and pre-requisites have been retained in the
master plan for adult education:
Under the federal system of government, education is a shared responsibility of the federal-,
regional state- and woreda governments. The relationship between the federal and regional state
governments is not hierarchical. Accordingly, MoE has no direct and line authority over the
Regional Education Bureaus (REBs). It has the responsibility of initiating and enforcing policy
matters and promulgating laws to be implemented by sector offices in the regions.
MoE gives technical and policy support to regional states and manages university education.
Regional state and woreda councils and their sub-units, for example, regional/state education
bureaus and woreda education offices have a mandate for other levels and types of formal and non-


formal education programs. Woreda education offices are responsible for primary, secondary edu-
cation in their locality as well as non-formal education for adults, youth and out of school children.
In the past, although adult education is part of the mandate of the MoE and the REB, there has
been little recognition of adult education in national planning documents (ex. ESDP II and ESDP
III). The adult education structure is not represented on the organizational chart in the MoE
Education Statistical Abstract. That being said, there is a new enthusiasm for adult education,
especially since the acceptance of the NAES.
For all intent and purpose, adult education equates largely to Functional Adult Literacy (FAL).
With a view to recognize the contribution of different line ministries to adult education and to
promote work in a collaborative and coordinated manner, the MoE has signed a MoU with five
line ministries. The NAES strategy calls for the creation of a National Adult Education Board
(NAEB), which includes the line ministries that signed the MoU. This NAEB has been created on
paper, but has yet to be fully operationalized. Further, an inter-ministerial Technical Committee
should be created, as per the MoE three-year action plan.
The NAEB does not include the other key stakeholders in AE, such as NGOs and international
donor groups (which provide a significant percentage of AE activities). The chair of the NAEB
should create a key stakeholder roundtable, which would allow for improved coordination of NGO
activities and facilitate the mobilization of further funding for AE.
A structure similar to the NAEB should be created and operationalized at the regional level as
well. Regional Education and Training Boards do already exist in some regions. Yet, today and in
practical terms, these REBs are mostly preoccupied with formal education and in most regions,
pay little attention to adult education. A regional roundtable on adult education should be created
that includes major NGOs and private sector representatives. The role of this roundtable would be
to facilitate planning, to share information, to ensure collaboration and to mobilize resources.
Such roundtables could further be emulated to the other levels.
There are currently excellent examples of coordinated structures at the regional, woreda, kebele
and community levels. Best practice examples should be collected and shared through the above
structures.
Technical experts must support these structures, at all levels. Recently, at the national level, the
MoE has created an adult education coordination unit.
To support the full implementation of the Master Plan, during the first three years this unit should
be further supported by a team of three people with expertise in areas such as curriculum
development, evaluation and monitoring, data collection and reporting, community mobilization.
This team of experts would develop the structures, tools, resources and materials for each section
of the plan, as well as provide technical support to the regions. Training would be provided in the
use of these tools (also see section on training).
Structurally, AE curriculum development capacity should be brought into the AE coordination unit
at the federal level of MoE.
2.4 The approach towards capacity development for AE

30. Here, all kinds of governmental, but also non-governmental practitioners and/or multiplicators
for system- and institution management as well as trainers and supervisors are addressed. With
the goal of establishing an effective training strategy for adult education facilitators, coordinators
and administrators/supervisors, the Master Plan provides for the aspects listed below. In addition
to that, the results of evaluations of the MoE/dvv international interventions in the field by the


teams lead by Prof. Agneta Lind and Dr. Rogier vant Rood (both 2010) provided useful
recommendations, which the MoE/dvv international technical team will strive to consider as
much as possible. The detailed analytical considerations, assumptions and prerequisites include:
- There are three types of workers in adult education that require training facilitators,
coordinators and administrators/supervisors.
- A description of the roles and responsibilities of facilitators, coordinators and administrators
and supervisors who will work in the field of integrated FAL does not exist so far.
- Adult education workers require a special training since adults have needs that are different
from other education service providers.
- Past anecdotal evidence suggests a high turnover of facilitators in adult education programs at
all levels. Efforts must be made to reduce turnover. Strategies such as recognition of adult edu-
cation as a specialized field of intervention, with appropriate certification and remuneration (or
other incentives) minimally at the same level as primary school teachers must be considered.
- Universities currently provide specialized programs for adult educators at the undergraduate
and graduate levels. Some ministries provide training in specialized areas such as TVET,
agriculture and health to workers who will then provide training to adults. Further, NGOs and
faith-based organizations provide training to facilitators who work with adults.
- A standardized training strategy for adult educators, coordinators and administrators of adult
programs does not exist so far.
- There does not currently exist a standardized training in integrated FAL, although some key
stakeholders provide training in their respective program approaches.
- International best practices for FAL establish a ratio of between 1:30 facilitator/learner ratio.
- Given the scope of the emerging need for facilitators of integrated FAL (especially if the pro-
posed targets are to be met), teachers, informal TVET instructors, agricultural trainers, health
workers and others will need to be mobilized. They will require training in integrated FAL.
- Given the proposed development of standards in integrated FAL and the articulation of a
general curriculum framework, there are foundational elements that are shared amongst all
providers of adult education services.
- With a view to improve the quality of adult education provision, with a focus on integrated
FAL, it is recommended within the context of the Master Plan, that a comprehensive training
strategy for adult education facilitators, coordinators and administrators/supervisors be
developed and implemented. This strategy would take into account the shared needs for
foundational training as well as provide opportunities for topic specific training in areas related
to facilitators, coordinators and administrators/supervisors. Details on the proposed content and
approach to the training strategy are provided in Section II of the Technical Report.
- Training of curriculum writers in integrated FAL is an important priority area.
5.5 Empowerment of women via education & occupation - oriented

training: Description of a pilot program and lessons learnt for the
whole approach in Ethiopia
31. In the last few years, the Dutch funded integrated women empowerment program (IWEP)
implemented by dvv international in collaboration with governmental and non-governmental
stakeholders in the regions has been serving as a kind of laboratory for the field-testing of
approaches and for the practical application of management arrangements needed for the
comprehensive way in which integrated functional adult education for better livelihoods is
envisaged to be put into practice. Whereas the approach always bearing in mind a gender-
differentiated assessment, realization and development perspective will be used also for male
target groups further on (specific experience has already been collected), IWEP deserves to be
presented here more at length because of its comparatively broad scale of implementation:


Overview of the Integrated Womens Empowerment Program (IWEP)

32. Being a pilot program by nature, IWEP is part of the bilateral agreement between the
Government of Ethiopia and dvv internationals Regional Office for East Africa/Horn of Africa.
IWEP strives to promote an integrated approach that combines three traditionally separate
components namely functional adult literacy education (through methods such as FAL and
Reflect), livelihoods skills/non-formal vocational training and entrepreneurial support (business
skill training and economic support via small scale credit, etc). These components are not new as
ingredients of women empowerment programs, the challenge is, to deliver them in an integrated
manner to the target group namely poor, illiterate adult women and by so doing developing a
model that can be up-scaled throughout Ethiopia. IWEP is currently reaching more than 22.000
women in 6 of Ethiopias eleven regions (9 regions and 2 city administrations) with plans to scale
up to 28.000 within the next few months. The program is funded by the Royal Netherlands
Embassy and started actual implementation in June 2008 and will be completed in December
2012. It is implemented with a number of governmental and non-governmental partners.
It is the integrated nature of IWEP that requires the bringing together of a variety of stakeholders
across sectors (horizontally) as well as vertically from community to district (woreda) to zones,
regions and finally the federal level. IWEP partners are therefore selected from a range of role-
players at each level with structures mirroring each other across vertical lines. The IWEP Partner
Modality can be depicted as follows:


Figure 2: IWEP partner modality mode (Sonja Belete (IWEP Partner Guideline, 2009)
Technical Partner
Education Office
Primary Partner, e.g.

NGO/Women Affairs
IWEP Program
Implementation IWEP Target
Technical Partner Group
unit Trade&industry office
(dvv international) (Women)
Technical Partner
Agriculture/TVET
Office

33. In order to deliver IWEPs three key components (literacy, skills training and entrepreneurship
support) to the target group, the program relies on clusters of partners at community-, district-
(wore-da) and regional levels to co-operate and integrate their implementation activities. These
clusters of partners as depicted in the partner modality above work together right from IWEPs
inception in an area by planning and budgeting together during an integrated orientation and
planning workshop. Regional and woreda steering committees where all partners are represented
provide fora for future planning, coordination and regular monitoring and evaluation.
Furthermore, technical teams are formed to train community facilitators and supervise and follow-
up the progress of the women groups on literacy, skills training and business development. A
technical team will comprise typically of experts from the Education, Agriculture, Women Affairs
and TVET Offices as well as experts/staff from local NGOs. Center Management Committees
play a coordinating role at community level. Recently these structures have been transformed
within the governments new directive to form integrated adult education boards and technical
teams at woreda and regional levels. Other sectoral partners such as Health also came on board.
34. Each partner has a specific role and responsibility to fulfill. dvv international should not be
perceived as a financial, but rather as a technical partner. IWEPs Central Program Implementa-
tion Unit (CPIU) and Regional Coordination Units (RCUs) provide technical support in the form
of Training of Trainers workshop in the various methodologies and approaches that IWEP uses. It
also provides technical backstopping and advisory services to partner organizations. A number of
materials and these are made available to partner organizations in several local languages was
developed. The workshops and materials have contributed to build the expertise of government
and NGO staff in adult literacy, market assessments, business skills training, business develop-
ment support services, etc. IWEP differentiates between primary and technical partner organiza-
tions in order to create an implementation modality that can provide the three key skill elements
to the target group through different sectoral partner organizations. Primary partners are usually
partner organizations that have women groups in the communities with whom they are already
working in one or more of IWEPs key components. Primary partners are usually local NGOs or
Women Affairs Offices but can also include Education Offices or TVET centers depending on the
context and situation. Typically, the subsequent technical partners play the following roles:
Education bureaux/offices: Support in literacy-related interventions;
Trade and Industry (MSE) bureaux/offices: Support on market assessments and business skill
training;
Agricultural & rural development bureaux/offices including their DAs (development agents):
Provision of a) business skills training including market assessments, b) technical skill training
e.g in their Farmer Training Centers; c) business development/support services (BDS).


TVET bureaux/offices: Technical skill training in Community Skill Training Centers (CSTCs).
Women affairs bureaux/offices: Support on women group mobilization and orientation and
oversight/monitoring.
Conceptual Understanding and Frameworks

35. In order to guide IWEPs implementation and create mutual understanding amongst partners, a
number of conceptual frameworks have been developed. The Integration Framework shows for
example the interpretation of the concept of integration across IWEPs 3 key components,
starting with a conceptual understanding and moving to how Ethiopias current policies and
strategies embrace integration of these concepts. The framework also explores institutional
integration between government, NGOs, different sectors and levels of structures and how that
will translate into program design and ultimately implementation on the ground. As IWEP
develops best practices and models during its implementation, the chart below will be populated
with approaches, methodologies and examples and ultimately become an overall model for
implementing such a program.
Figure 3: IWEP key concept (S. Belete, IWEP Partner Guideline, 2009)
IWEP Key Concepts

Literacy Skills Training Entrepreneurship Support
Levels of Integration
Conceptual Linkages
Policy and Strategy
Institutional
Programmatic design and
implementation
Impact for target group
36. IWEP delivers literacy, technical/vocational skills training and entrepreneurship support (in the
form of business skills training and access to revolving credit/start-up capital) in a non-formal
setting to women. The overall goal is to improve the womens livelihood. Livelihood in IWEPs
context is understood according to the wider definition as put forward by Chambers and others
namely that A livelihood comprises the capabilities, assets (including both material and social
resources) and active-ties required for a means of living. This wider definition also relates to the
livelihoods framework adopted by a number of international agencies, including the IWEP and
looks at livelihoods within a wider system approach. A livelihood is therefore understood not only
from the individuals perspective but considers also all the influences and factors in the
environment of the individual.
37. Considering the basic skill level of the women such as their lack of or limited ability to perform
literacy and numeracy tasks and other basic skills such as problem solving, accessing
opportunities, etc. a non-formal learning environment seems to fit the target group better. It has
the advantage to be delivered in the location where the women live and according to the time they
have available. The emphasis is on practical skills for direct and immediate use. Differentiation is
made in IWEP between:
- Literacy and numeracy skills with the emphasis on the use of the skill by the learner;
- Life skills which relates to basic skills such as problem solving, hygiene and sanitation, etc.
which is covered by the topics in the literacy program;


- Technical/vocational skills which relates to income generating activities such as weaving,

pottery, sheep fattening, etc.;
- Business skills namely skills to run a business (basic book keeping, competitor assessment etc).
Addressing skills development: An integrated system approach

John Oxenham et al. refer in their study conducted 2002 to 5 categories of programs that combine
livelihoods training (including technical/vocational training) with literacy and basic life skills. Some
start with literacy, others with livelihoods and some run the two components parallel while others
attempt to integrate literacy and livelihoods training. One can therefore differentiate between mostly
literacy-led or livelihoods-led programs. During the IWEP start-up and conceptua-lization phase,
attempts were made to test these different approaches by using the 5 categories to design entry points
for IWEP partners in the different regions to start the program. This was useful since some partners
had already established women groups while others formed new groups. It was however soon
discovered that more than anything else, the reality on the ground determine the implementation
approach and that full integration of literacy and livelihoods skills training needs to take into
consideration a number of factors such as:
The literacy component of the program needs a longer time period, namely a minimum of 2 years.
Within a program with a specified time frame, it is best to start with the literacy sooner than later.
Although topics related to health, family, problem solving, the environment, etc. are of interest to
the women and they appreciate the new basic skills and knowledge they acquire alongside the
literacy skills, the burden of poverty makes them impatient to start with the technical skills
training and engage in business.
Time is a major factor, not only in terms of the womens time to attend classes, but implementing
partners often do not have enough experts and time to handle all the IWEP program components
simultaneously. Supervisors are for example engaged in follow-up support and supervision of
women group facilitators with literacy while at the same time having to oversee the conducting of
market assessments and designing relevant skills training program with technical partners.
In the interest of integration it is important not to allow for specialization of experts in either
literacy or livelihoods, but to bring experts from different sector offices together for training on all
IWEPs key components.
38. Based on these considerations and on other factors and realities, IWEP designed an overall pro-
gram cycle, incorporating a literacy and livelihoods cycle that can be synchronized. Most women
groups therefore started with the literacy component on topics identified during local situation
analysis exercises and using either the FAL or Reflect approach. Women were also oriented in all
IWEPs components and started saving immediately so as to build up complimentary capital for
IWEPs available Women Entrepreneurship Fund which can be utilized after the skills training.
Facilitators have been trained and continued with literacy classes 2-3 times a week while experts
from government sector offices such as Trade and Industry, Agriculture, TVET and primary
partners (NGOs and Women Affair Offices) received training in IWEPs market assessment
approach which draws heavily on the value chain analysis. These experts worked together in
teams and conducted market assessments for each operational woreda/district, where IWEP was
going to involve. The reports served experts to identify the most feasible Income Generating
Activities for women and the kind of technical skills training required to engage in these
activities. These activities are identified based on a list of criteria such as competition, availability
of raw material, start-up capital required, skills training needed, etc. The skill level of the women
is also considered and the fact that they lack basic skills such as literacy and numeracy.


39. The results of the market assessments then have to be shared with the women who usually have
their own pre-determined ideas on the kind of business they want to engage in. Conflict often
arise between what the experts consider to be viable income generating activities and what the
women want to engage in. The womens preferences are usually based on a different set of
criteria such as:
- Choosing IGAs they are familiar with and saw others do successfully in their community.
- IGAs with minimal risk; often these are already saturated and the market demand may be low.
40. It is therefore important to ensure an alignment between the actual market assessment results
and the womens business interest. IWEP designed a complimentary guideline to its market
assessment manual to assist the experts to facilitate a dialogue process using PRA tools such as
matrix ranking to share the market assessment results with the women and discuss their own
interests at length. This finally leads to a consensus and women are grouped according to the IGA
they will engage in. The market assessment exercise and alignment with the womens interest
therefore directly determines the kind of skills training that will be conducted and who will be the
best role-player/partner to do so. Experts liaise with other members of the woreda technical team
to compile skills training plans that will enable the women to start these businesses. Most often it
is the woreda agriculture or TVET offices that will conduct the skills training, while in
exceptional cases private individuals are brought on board.
41. When designing the skills training plans it is important that all primary and technical partners
work together. Factors that have to be taken into consideration include:
The number of women that will require a specific skills training. It is not cost-effective to conduct
training courses for a few individuals, at the same time market saturation should be considered.
Who will conduct the training and do they have the necessary experts and equipment?.
Where will the training be conducted, e.g. in nearby Farmer Training or Community Training
Centers. The fact that the women cannot leave their households for an extended period of time to
attend training needs to be considered. Most training is therefore conducted in centers within
walking distance to the womens homesteads.
The number of days the training will need. In IWEPs experience most courses last between 2-6
days. The skills training should ideally also not interrupt the attendance of the literacy classes and
at the same time consider womens already heavy work load.
Considering the womens limited literacy skill, course content has to be very practical so that it can
be memorized (sometimes with pictures and basic words) and applied immediately.
42. Once women have attended the skills training they are eager to take loans from their group and
start their business. It is therefore important to incorporate topics on business skills training as
early as possible into the literacy program so that women gain this knowledge and can start their
business having analysed their competitors, being aware of profit calculations, etc. IWEP has
worked closely with partners to integrate the contents of its business skills training manual with
the literacy program and facilitators have been trained so that currently women receive this as
integrated skill package where business concepts are linked to literacy and numeracy in a variety
of local languages. Business Development Support Services (BDS) are rendered by technical
partners who visit the women groups on a monthly basis to follow-up on the success of their
businesses and identify gaps and further training needs. These BDS related topics will also be
included in the literacy curriculum in the future.
Achievements so far


43. The majority of IWEPs target group live in rural areas and this context determined the results
of the market assessments. When it comes to Addis Ababa and other semi-urban areas, a marked
difference in the selected IGAs and skills training required can be observed. Areas on the outskirts
of the city also allow for urban gardening, poultry, vegetable and mushroom production, etc. The
table below gives some examples of the IGAs the women engage in and the skills training
conducted by IWEPs technical partners:
Table 1: Main areas for skills training/income generating activities in the IWEP
Rural Context Urban Context
Sheep and goat rearing and fattening Fast Food Preparation (Often for the large
Crop Production number of construction workers in the city)
Poultry Juice making and small restaurants
Pottery Laundry services
Vegetable growing Beauty Salons, etc.
Handicraft production Bakery
Cattle and dairy farming, etc.
44. From partner reports and IWEPs mid-term review and internal monitoring processes, it has
been observed that:
Women started saving within their groups and together with IWEPs Women Entrepreneurship
Fund managed to take out loans and start businesses. The pay-back rate on loans has been more
than 90%. In some districts, women are already taking their third round of loans from the
revolving credit fund in order to expand their existing businesses or start new second businesses.
Women started to engage in a number of income-generating activities after receiving technical
skills training combined with business skills training. They often start within a group and as their
confidence grows, they start a second business on their own as an individual. Many report marked
improvement in livelihood beyond subsistence farming.
They report functional use of their literacy and numeracy skills and examples of using literacy
and numeracy for business calculations, in clinics, at the grinding mill, etc. give encouraging
evidence.
Women reported changes in lifestyle such as having more decision-making power at home and
the ability to discuss issues with their husbands as well as changes in practicing harmful
traditional practices. In some woredas IWEP women have become models for health extension
programs and other government services due to the integrated nature of the program.
45. On institutional level, various government sectors have realized that the approach can work and
IWEP has been awarded by regional governments. Accordingly, the governments approach to
implement Integrated Functional Adult Education in Ethiopia, builds significantly on the
experience gathered so far. In the regions, Tigray for instance decided to up-scale the IWEP
approach from the original 4 pilot woredas to all woredas. In general, institutional integration and
modalities piloted by IWEP have been largely adopted and adapted. Apart from impacting on the
lives of many women, a clear influence on the process of building an inclusive AE system in
Ethiopia is observed.
Lessons learnt: Creating an enabling environment for skills develop-

ment targeting marginalized groups
46. As observed during the programs implementation and also corresponding well with the litera-
ture and experiences elsewhere in Africa and beyond, skills training can definitely be a


mechanism to expand opportunities for marginalized groups. The context in which it occurs and
the way it is designed matters. Some of the lessons learnt (especially through the implementation
of the IWEP) are:
The entry point for relevant skills training is a well-conducted market assessment which considers
all factors including the target groups skill level and interest. Marginalized groups have specific
context and needs that have to be taken into consideration when designing skill training programs
and often complimentary skill programs such as literacy, numeracy and other basic life skills have
to be incorporated with technical skills training. Skill training has to be designed in a way that the
target group can use the skill immediately after the training and often pictures and demonstration
methods have to be used extensively to compensate for a lack of literacy skill.
Skill training providers have to be available in close proximity of the target group and equipped
with experts, equipment and time available to conduct the training. A non-formal approach seems
to be better suited to the needs of these groups.
Other supporting mechanisms and services have to be available, e.g. access to start-up capital and
other resources such as land, etc. In IWEPs case woreda administrators have been most
supportive and allocated land for crop production, additional access to start-up capital, etc. and
this enabled the women to actually start their businesses after the skill training.
Integration and cooperation amongst institutions are vital for an integrated skill development
program. Sector offices often operate in silos but bringing experts together in technical teams and
steering committees transcend the barriers and focus on the needs of the target group as whole
rather than the specific sector program. Integration can be promoted by joint planning,
implementation and monitoring throughout the program cycle.
Programs have to be embedded within governments existing frameworks, policies and strategies
to promote ownership and sustainability.
To raise marginalized groups opportunities beyond basic income levels, linkages have to be
made with the private sector and different industries to which they can supply products or
services.
Weak infrastructure and access to different markets coupled with womens often limited mobility
due to family responsibilities or cultural constraints also limit their opportunities.
Business development and other follow-up support services should be made available in local
languages to ensure sustainability of the program.
New innovative income generating options for marginalized target groups should be researched
and as much as possible value chain linkages should be established in order to ensure better
income for poor target groups. Market saturation and high levels of competition in concentrated
areas remain big challenges in Ethiopia and elsewhere in Africa.
3. CONCLUSIONS
47. Technically, the experience gathered and the lessons learnt in Ethiopia suggest that
Adult learners need functional approaches geared to an effective improvement of their livelihoods.
Otherwise, they will simply drop out.
The combination of basic education (literacy and numeracy) with micro- and small enterprise
development tools (incl. micro-finance) is very attractive, especially for women;


Prerequisites to make such integrated approaches successful, include

- well-conducted market assessments;
- continuous research and activation of new, innovative income generating options geared to the
living conditions of the specific target groups along all possible value chains;
- the promotion of facilities/environments for the development of micro- and small enterprises
including further education/training, facilities for micro-finance and business advisory services;
The implementation experience so far is best at local level (proximity to the grassroots);
48. Integrated functional adult education can help to boost local economic development in many
ways (more efficient agriculture, introducing crafts, promoting innovations, pushing proto-
industrialization processes along specific value chains in line with the locally available resource
base, making decentralization processes work);
49. The experience in Ethiopia, to which the new approach and policy framework for adult and non
formal education try to respond, suggests therefore a horizontal and vertical integration of all
agencies and persons involved in the development of livelihoods in its widest sense. Under the
umbrella of a specific mechanism for the governance of such an integrated adult education
system, available resources can be utilized in an effective and efficient way. With an overall
political and development strategic framework highlighting integrated functional adult education
prominently and providing in principle for linkages, equivalences and pathways (from access to
further education until preparation for micro-finance) - prospects appear very good concept wise.
50. The following key issues and challenges remain to be addressed:

The availability of well-qualified facilitators supported by a professional back-stopping system
(and the respective allocation of resources);
A professional, decentralized and cross-sectorial AE system needs specific and innovative
governance arrangements to boost outreach, quality and impact, which Ethiopia is beginning to
establish. According to the plans this system will now allow for a scaling up of the field tested
approaches around an expansion of the number of model woredas from to around 40 - at least
one in a region. Some of them are operational since almost three years and earmarked to
demonstrate in the course of the further pursuit of ESDP IV, how integrated functional adult
education can work. Yet, the process to roll IFAE out nationwide, will take time and money.
The creation of literate (post-literacy) environments is essential to promote a culture of life-
long learning and to safeguard the sustainability of the efforts;
51. The impact, the Ethiopian AE system - under continuous construction - will have on sustainable
development depends therefore on several factors: To which extent can
the awareness among education system managers and within the society for life-long learning
and the inclusion of the specific needs of adults and out of school youth be raised?
available human, infrastructural and financial resources of other ministries, CSOs and private
sector be made part of the integrated, cross-sectorial approach?
financial resources be mobilized to meet the ambitious quantitative targets without com-
promising on quality?
human resources be found and adequately be prepared to provide the desired quality services?
transaction costs between local, regional and federal level be minimized?




4. BIBLIOGRAPHY
1. Belete, Sonja: Integrated Womens Empowerment Programme (IWEP): Guideline for Partner
Organisations. Addis Ababa, 2009 (on behalf of dvv international)
2. Federal Government of Ethiopia: Growth and Transformation Plan (GTP), (Addis Ababa 2010)
3. Federal Government of Ethiopia, Federal Ministry of Education:

- National Adult Education Strategy (2008)
- FAL Implementation Guideline (2010)
- FAL Curriculum Framework (2011)
- Learning for Life: Master Plan for Adult Education in Ethiopia 2010/11- 2019/20. Federal
MoE/dvv international Regional Office East/Horn of Africa (2010, unpublished).
Education Sector Development Programme (ESDP IV) (2010)
4. IWEP Partner reports, 2009-2010.

5. Interviews with Woreda Technical Team Members (July 2011): Adami Tulu Woreda, Oromia
Regional State, Ethiopia: TVET: Sintayehu Nanu, Agriculture and Rural Development: Hussein
Mohammed, Women, Children and Youth Affairs: Gemeda Tefo.
6. Lind Agneta; Taregegn, Fitsum; Rausch, Friederike; Hailegeorgis, Tamene: Assessment of the
outcomes, lessons learnt and the way forward (on behalf of the dvv/MoE program for the
promotion of adult education 2008 2010), December 2010 (unpubished);
7. Africa Union: Meeting of the Bureau of the Conference of Ministers of Education in the African
Union. (2007) Strategy to Revitalize Technical and Vocational Education (TVET) in Africa.
8. Molla, Tebeje: Widening Access to Education in Ethiopia: Opportunities with the Lifelong
Learning Perspective,
9. Oxenham, J., Diallo, A.H., Katahoire, A.R., Petkova-Mwangi, A. and Sall, O. (2002) Skills
and Literacy Training for Better Livelihoods. Africa Region: The World Bank.
10. Sandhaas, Bernd:

- Integrated Womens Empowerment Programme (IWEP): Literacy Education, Skills Training
and Entrepreneurship Support for Poor Women Project Proposal. Addis Ababa 2006 (on
behalf of dvv international Regional office East Africa/Horn of Africa.
- A portrait of adult education in Ethiopia, Addis Ababa 2009 (unpublished)
11. Sinafikish Tsegaye Legesse; Rogier A. van t Rood (PhD): Mid-term review IWEP 12/2010 (on
behalf of dvv/MoE, unpublished)


2 - 3 - 04 - MoE Ethiopia - en PDF

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

2 - 3 - 04 - MoE Ethiopia - en PDF

Caricato da

Copyright:

Formati disponibili

Triennale

on Education and Training in Africa

Promoting critical knowledge, skills and qualifications for

PLEASE DO NOT DISSEMINATE

Original Version in English

Association for the Development of Education in Africa (ADEA) 2012

Association for the Development of Education in Africa (ADEA)

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

ACRONYMS AND ABBREVIATIONS ..................................................................................1

Figure 2: IWEP partner modality mode..................................................................................16

Figure 3: IWEP key concept ...................................................................................................17

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

ACRONYMS AND ABBREVIATIONS

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

3. INTRODUCTION AND MAIN CHALLENGES

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

13. Geographic and demographic features

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

4. ETHIOPIAs RESPONSE TO THE CHALLENGE

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Ethiopias development strategy is summarized as the Agricultural-Development-Led

5. KEY FEATURES OF THE ETHIOPIAN APPROACH

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

5.1 Data-base, policy- and intervention planning framework

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

5.2 From adult literacy to integrated functional adult education

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

5.3 A specific governance model for the Adult Education System

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

2.4 The approach towards capacity development for AE

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

5.5 Empowerment of women via education & occupation - oriented

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Overview of the Integrated Womens Empowerment Program (IWEP)

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Primary Partner, e.g.

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Conceptual Understanding and Frameworks

IWEP Key Concepts

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

- Technical/vocational skills which relates to income generating activities such as weaving,

Addressing skills development: An integrated system approach

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Lessons learnt: Creating an enabling environment for skills develop-

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Prerequisites to make such integrated approaches successful, include

50. The following key issues and challenges remain to be addressed:

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

3. Federal Government of Ethiopia, Federal Ministry of Education:

4. IWEP Partner reports, 2009-2010.

10. Sandhaas, Bernd:

Sub-theme 2: Lifelong technical and vocational skills development for sustainable

Potrebbero piacerti anche