|Title:||Regional Disparities In Primary Schooling Of Eti-Iiopia: Implications For Policy Maign G And Educational Planning|
|???metadata.dc.contributor.*???:||Ayalew Sliibeshi (Ato)|
|Keywords:||Educational Abstract of the MOE showed|
|Publisher:||Addis Ababa University|
|Abstract:||The 1995 Annual Educational Abstract of the MOE showed that the regional disparity in primary schooling ranges between 9 and 86%. This study asked why such high regional gaps are created, how the gaps can be reduced, and what policy changes are required at the national and regional levels. This study was designed to test four major hypotheses. The hypotheses were l) socioeconomically favoured areas have higher development in participation rates than less favoured area. 2) higher provision of educational resources is positively related to higher participation rates; 3) higher level of demand ( manifest motivation )for education is positively related to higher level of participation rates and ; 4) higher level of efficiency is positively related to higher level of participation rates. To test these hypotheses, statistical data were gathered in the field from a total 8 sample Regional States. A total of 100 days ﬁeld study was conducted to gather data from Regional Education, Economic Planning and Development Bureaux of the sample regions. The descriptive research method was employed and statistical tools showing the relationship of the variables and the degree and magnitude of disparity of selected variables were used. The result of the study generally showed that socioeconomically more advanced regions have better participation rates. In the years between 1992/93 and 1995/96, the trend in disparity has shown slight improvements. Of all the socioeconomic variables, over all educational status was found out to be the best predictor of participation rates. Even if the amount of govemment budget remained meagre, regions with better socioeconomic background had better access to primary education. It is noted that the access to primary education is nonequitable and the Afar, Ethiopia Somale, Amhara and Oromiya Regional States are the least in terms of participation at the primary level.The less privileged regions are, thus, found in the North -Westem and Eastem parts of the country. The main conclusions are that (l)participation rate in education is mainly a function of socioeconomic background; (2) the policy of equity in education should be viewed in its socioeconomic context and not as an isolated phenomenon. An equalization strategy in education could be successful if it is integrated or preceded by strategies outside the education sector; ( 2) regional disparities are existent with developments; ( 3) It is wrong to think that capital intensive strategy is the best in bridging the gap between regional disparities.The priority area of policy intervention should be demand for education. In today's Ethiopia, understanding the relative importance of demand is a necessity for designing an eﬁective policy package; (4) most of the root causes of disparities are non- educational. Finally, the main policy and planning interventions recommended are: (1) the need for introducing integrated development approach is not an altemative but also a development reality. Integrating education with basic social service projects is needed; (2) framing a legislative ﬁamework for making primary education compulsory in areas where schools are located is also needed; (3) Of all the major factors, the value that parents attach to education is a major factor in creating the demand for education. So, public sensitization on the beneﬁts of primary education is important to make parents aware and justify the opportunity costs of sending a child to primary schools; and ( 4)the need for introducing ﬂexible school calendar and non conventional primary school system are urgent if the commitments for less privileged regions are to be turned into a reality.|
|Appears in Collections:||Thesis - Educational Planning & Management|
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