The Study of The Problems and Prospects of Implementing Basic Education in Ethiopia

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Addis Ababa University


The main purpose of the study was to make a diagnostic stUdy on the process of implementing basic education in Ethiopia and detect change in the system, identify the level of the problems, the short coming of the system, the pressing problem which need to be solved and the area in which more efforts and investment are required for improvement. The study was designed to answer four basic questiohs. The questiolls were: 1). What are the extent of coverage and access to basic education? 2) What are the trends and patterns of educational inequality in participation rate? 3) What is the level of internal efficiency of the system? 4) What .;'trategies should be employed to attain basic education? The study utilized a descriptive survey approach and involVes both primary and secondary sources. The ~tatistical data of the 11 regional states and the date obtained through questionnaire and structured interview fro~ Amhara, Oromia and SNNP regions ~7re analyzed using relevant statistical tools. The analysis of data revealed that 1) Coverage and access to basic primary education is limited and dominated by overage children and the two sides of access, provision and utilization, are in red. 2) The trend and pattern of regional disparity in participation rate continued to persist in the usual North-South and the effect was accumulating over time. Concerning the mechanisms of inequality related to gender, inequality is observed in initial participation, in process and out come. 3) The internal efficiency oj the . . system was found to be very low due to high wastage caused by repetition and drop out rates. The low internal efficiency (wastage) is more due to dropout and the holding capacity of the system was decreasing over time. I .f Finally, . the need for norms ar(d standard on which school distribution is based, enforcing: compuls~ry attendance law, reducing opportunity costs, increasing the role I • oftprivate sectors, intensifying literacy ptograms, community sensilizali r.'n, alternative pa~,erns of primary school provision, identifying priority areti zones, building pa1nersh;p and :mobiliz;ng resources ahd creating supportive policy .:nvironment are rechmmended as' interventions for promoting equitable access and efficiency to attain ( basic education and give the broad and some what abstract goal of basic education Jot all a.practiral meaning and substpnce