Whose Influence and Whose Priorities? The Design of Ethiopia’s General Education Quality Improvement Programme - Equity (GEQIP-E)
In Ethiopia, strong political will for improving the quality of education with equity is found at the highest level of government, which in turn is reflected in the government’s education policy and plans. While this is important, a question arises as to whether it is sufficient for ensuring real progress. Ambitious intentions are translated into action only through the stakeholders working within the system, which particularly requires the involvement of those at the local level.
Like many countries globally, Ethiopia’s primary schools are facing a learning crisis. Yet, it would be wrong to assume that improving education access and quality has not been a priority in Ethiopia.
Last week, I was privileged to join a gathering of around 800 experts and advocates in London at the Global Disability Summit. The Summit has marked a step change in the commitment to promoting the importance of better data and evidence to inform policy and practice.
A Rising Tide of Access: What Consequences for Inclusive Learning and Sustainable Development in Ethiopia?
Primary enrolment has expanded dramatically in Ethiopia over the past 20 years, with the net enrolment rate for primary education increasing from 44% in 2001 to 93% in 2015. Growth has been particularly high in the emerging regions and among more disadvantaged groups who were previously left behind; this has also been accompanied by impressive poverty reduction across the country.