Education Statistics Annual Abstract, 2009 E.C.

(2016/17)
 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Federal Ministry of Education

Education Management Information System (EMIS) and ICT Directorate
Addis Ababa, Ethiopia
Tel.: +251 111-559705
Fax: +251 111-551093
Website: www.moe.gov.et

A complete set of the annual abstract publication addresses:

• EMIS a d ICT Dire torate, MoE
• MoE e site . oe.go .et
• UNESCO li rary, MoE

For more inquiries or requests, please use the following contact information:
Million Bekele, Acting EMIS & ICT Director, [email protected]
YihunAlemu, GEQIP Training Specialist, [email protected]
Erica Aiazzi, EMIS Expert, [email protected]
Debebe Wordofa, EMIS Expert, [email protected]
LeulsegedAmlaku, EMIS Expert, [email protected]
Sebsib Lemma, EMIS Expert, [email protected]
AmhaBirru, GEQIP IT Specialist,[email protected]

Ministry of Education 1 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Foreword
The Ministry of Education (MoE) is pleased to release its 2009 E.C. (2016/17) Education Statistics Annual
Abstract. This publication reports on all levels of General Education; including Pre-Primary, Primary, Secondary,
Integrated Functional Adult Literacy, Special Needs Education and Teachers in General Education. Data for TVET,
Higher Education and College of Teacher s Education also published in this abstract.

Education is at the centre of the government s policies targeted at achieving middle income country status in the
next decade. The education sector must provide capable citizens with core literacy and numeracy skills and with
the middle- and higher-level capacities needed by the emerging productive sectors. As part of this endeavour,
there is a momentous responsibility on the Ministry of Education to understand the status of education and
training in the country in terms of access, equity, quality, efficiency, relevance and outcomes for students. This
can only be achieved with a strong reporting system, which demands continuous improvement, the capacity of
which is demonstrated by the availability of quality and timely education data and information.

Education performance data and statistics, gathered through routine monitoring and evaluation, are inputs to
planning, decision-making and policy formulation. Ethiopia s Education Management Information System (EMIS)
has grown in strength in recent years. Now, EMIS is available at decentralized levels, and with support from the
respective ICT directorates and offices, are collecting and processing education performance data which can be
used for enhanced service delivery.

This publication is the output of this annual exercise. The 2009 E.C. (2016/17) Education Statistics Annual
Abstract provides the information on which evidence based decision-making depends. The availability of
organized educational statistics for the past several years facilitates the analysis of trends in the education
system over time. These statistics also serve as a measure of the success of education policies, and as a
demonstration that the MoE and the Regional Education Bureaus (REBs) have been achieving their objectives in
regards to General Education.

This publication will help education planners and decision makers, and those entrusted with monitoring and
evaluation, to act in a proper manner in order to achieve key education objectives including increased efficiency
and effectiveness in the system.

Stakeholders in education, such as researchers, publishers, legislative bodies and development partners are
welcome to use the information contained in this publication in their endeavours to improve the delivery of
education in the country. The education statistics in this publication also form the basis for preparing education
indicators reported to UNESCO, which enables Ethiopia to assess its achievement against the requirements of
Education For All (EFA) and the Sustainable Development Goals (SDGs).

Dr. Telaye Gete

Minister, Ministry of Education

Ministry of Education 2 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Contents
Foreword .............................................................................................................................................................2
Acronyms .............................................................................................................................................................6
1. Introduction .....................................................................................................................................................7
1.1 Indicator Table ............................................................................................................................................9
1.2 Summary Tables ....................................................................................................................................... 16
2. Early Childhood Care and Education ............................................................................................................ 19
2.1 Gross Enrolment Rate (GER) .................................................................................................................... 19
2.2 Net Enrolment Rate (NER) ....................................................................................................................... 21
3. Primary Education ........................................................................................................................................ 24
3.1 Apparent Intake Rate ............................................................................................................................... 24
3.2 Net Intake Rate ........................................................................................................................................ 26
3.3 Gross Enrolment Ratio ............................................................................................................................. 28
3.4 Net Enrolment Ratio (NER) ...................................................................................................................... 31
3.5 Gender Parity Index ................................................................................................................................. 35
3.6 Pupil Section Ratio ................................................................................................................................... 35
3.7 Pupil Teacher Ratio .................................................................................................................................. 36
3.8 Repetition Rate and Dropout Rate .......................................................................................................... 38
3.9 Survival Rate to Grade 5 .......................................................................................................................... 40
3.10 Primary Completion Rate ....................................................................................................................... 41
3.11 Number of Primary Schools and Clusters .............................................................................................. 44
3.12 Textbooks and School Facilities ............................................................................................................. 45
4. Secondary Education .................................................................................................................................... 52
4.1 Secondary Gross Enrolment Ratio (GER) ................................................................................................. 52
4.2 Secondary Net Enrolment Rate (NER)...................................................................................................... 56
4.3 Gender Parity Index ................................................................................................................................. 60
4.4 Pupil Teacher Ratio .................................................................................................................................. 61
4.5 Pupil Section Ratio ................................................................................................................................... 62
4.6 Number of Schools ................................................................................................................................... 63
4.7 Textbooks and School Facilities ............................................................................................................... 64
5. Examination Results ..................................................................................................................................... 70
5.1 Grade 8 Examinations .............................................................................................................................. 70
5.2 Grade 10 Examinations ............................................................................................................................ 71
5.3 Grade 12 Examination Results ................................................................................................................. 72
6. Adult and Non Formal Education ................................................................................................................. 74
6.1 Introduction ............................................................................................................................................. 74

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

6.2 The Current Status of Adult and Non-Formal Education in Ethiopia ....................................................... 74
6.3 Enrolment in IFAE Programs .................................................................................................................... 74
6.4 Graduates in IFAE Programs .................................................................................................................... 77
6.5 IFAE Centers ............................................................................................................................................. 78
7. Special Needs Education .............................................................................................................................. 80
7.1 Introduction ............................................................................................................................................. 80
7.2 Enrolment of Pre-Primary Students with Disabilities .............................................................................. 80
7.3 Enrolment of Primary Students with Disabilities ..................................................................................... 82
7.4 Enrolment of Secondary Students with Disabilities ................................................................................. 86
7.5 Number of Teachers Trained in SNE ........................................................................................................ 87
8. Teachers in General Education ..................................................................................................................... 89
8.1 Introduction ............................................................................................................................................. 89
8.2 Distribution of Teachers........................................................................................................................... 89
8.3 Government and Non-Government Distribution of Teachers ................................................................. 91
8.3.1 Government and Non-Government Teachers Distribution in Kindergarten .................................... 92
8.3.2 Government and Non-Government Teachers Distribution in Primary Schools................................ 93
8.3.3 Government and Non-Government Teachers Distribution in Secondary Schools ........................... 93
8.4 Qualification Level of Teachers ................................................................................................................ 94
8.5 Attrition of Teachers ................................................................................................................................ 95
8.5.2 Attrition of Secondary School Teachers................................................................................................ 97
9. Colleges of Teachers Education ................................................................................................................. 101
9.1 Enrolment in CTEs .................................................................................................................................. 101
9.2 Attrition of Prospective Teachers in CTEs .............................................................................................. 102
9.3 Prospective Teachers with Special Needs in CTEs ................................................................................. 103
9.4 Graduates from CTEs ............................................................................................................................. 103
9.5 Staff in CTEs............................................................................................................................................ 104
10. Refugee Education.................................................................................................................................... 107
10.1. Summary Tables .................................................................................................................................. 109
10.2. Enrollment by Level ............................................................................................................................ 112
10.3. Primary Education ............................................................................................................................... 113
10.4. Secondary Education .......................................................................................................................... 120
11. Technical and Vocational Education and Training (TVET) ........................................................................ 124
11.1 Introduction ......................................................................................................................................... 124
12.2 TVET Enrollment .................................................................................................................................. 125
11.3 Share of Female Trainees and Trainers in TVET System ...................................................................... 130
11.4 Graduates in TVET program ................................................................................................................. 132

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

11.5 Trainee-Trainer Ratio (TTR) in TVET ..................................................................................................... 132

12. Higher Education ...................................................................................................................................... 135
12.1 Enrolment in Undergraduate Programs .............................................................................................. 135
12.2 Enrolment in Postgraduate Programs.................................................................................................. 142
12.3 Graduates from Undergraduate Programs .......................................................................................... 147
12.4 Graduates from Postgraduate Programs ............................................................................................. 150
12.5 Academic Staff in Higher Education Institutions ................................................................................. 151
12.6 Pupil-Teacher Ratio (PTR) in Higher Education .................................................................................... 155
Summary......................................................................................................................................................... 156

Ministry of Education 5 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Acronyms
AAGR Average Annual Growth Rate
ABE Alternative Basic Education
AIR Apparent Intake Rate
CSA Central Statistics Agency
CTE College of Teacher Education
C2C Child to Child
EFA Education for All
EGSECE Ethiopian General Secondary Education Certificate Examination
EHEECE Ethiopian Higher Education Entrance Certificate Examination
EMIS Education Management Information System
ESDP V Education Sector Development Program V
GER Gross Enrolment Ratio
GG Gender Gap
GPI Gender Parity Index
HEI Higher Education Institution
IFAL Integrated Functional Adult Literacy
KG Kindergarten
MoE Ministry of Education
MoFEC Ministry of Finance and Economic Cooperation
NER Net Enrolment Ratio
NIR Net Intake Rate
PCR Primary Completion Rate
PSLCE Primary School Leaving Certificate Examination
PSR Pupil Section Ratio
PTR Pupil Teacher Ratio
PTR Pupil Textbook Ratio
REB Regional Education Bureau
SDG Sustainable Development Goal
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific and Cultural Organization

Ministry of Education 6 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

1. Introduction
The Ministry of Education (MoE) collects, processes and integrates education data obtained from Regional
Education Bureaus and city administrations (REBs), government and non-government Higher Education
Institutions (HEIs), Colleges of Teacher Training (CTEs) and regional Technical and Vocational Education and
Training (TVET) Agencies, Bureaus or Commissions. The MoE then analyses these data on learners, educators
and institutions and reports the conclusion of the analysis.

This release contains information on General Education, including; Preprimary, Primary, Secondary, Integrated
Functional Adult Literacy and Special Needs. This abstract contains summary information on a regional level for
these sectors, detailed numerical data is available in an excel annex which can be downloaded from the
Ministry of Education website. For users that require woreda level data, the Regional Education Bureaus
produce regional statistical abstracts; these can be accessed by contacting the relevant REB office.

The achievements of the education system in relation to General Education are highlighted in the indicator
table at the start of the document. Comparisons with previous years and with the targets set in the Education
Sector Development Program (ESDP V) are also shown. For some indicators, historical data is shown so that the
progress that has been made in General Education in Ethiopia can be observed.

This abstract uses an updated population projection for 2008 E.C. (2015/16) issued from the Central Statistical
Agency. These population projections may be inaccurate as they are based on the old census. Many of the
enrolment indicators depend on accurate population data and it is expected that when the new census takes
place, planned for November 2009 E.C. (2017), the indicators are likely to shift in relation to the more accurate
population data.

In this abstract, unlike the previous years publication, educational data in refugees has been incorporated for
the first time.

Ministry of Education 7 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Figure 1.Education and Training System in Ethiopia

Ministry of Education 8 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

1.1 Indicator Table

The indicator table includes the Key Performance Indicators from ESDP V related to General Education and
indicators of other sub sectors. Data is not currently available for every indicator; they have been included in the
table but have not been assessed.

Table 1.1 ESDP V Indicator Table

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)
Access

1 Pre-primary GER female 33 56 44.5  48.3*

2 Pre-primary GER male 35 58 47.1  50.8
3 Grade 1 NIR female** 102 101 91.0  110.8
4 Grade 1 NIR male 109 105 98.0  120.8
Grades 1–4, including ABE, GER 
5 female 131 120 132.7 136.6
Grades 1–4, including ABE, GER 
6 male 143 129 148.8 152.5
Grades 1–4, including ABE, NER 
7 female 104 103 107.7 112.9
Grades 1–4, including ABE, NER 
8 male 112 107 117.9 123.8
9 Grades 5–8, GER female 63 74 71.4  68.91
10 Grades 5–8, GER male 35 75 77.3  73.26
11 Grades 5–8, NER female 50 56 58.5  56
12 Grades 5–8, NER female 49 55 60.9  57.3
Grade 1–8, including ABE, GER 
13 female 98 96 105.7 103.5
Grade 1–8, including ABE, GER 
14 male 105 103 117.0 113.7
Grade 1–8, including ABE, NER 
15 female 90 93 95.5 96.2
Grade 1–8, including ABE, NER 
16 male 95 96 104.1 104.2
17 Grades 9–10, GER female 37 48 45.2  43.4
18 Grades 9–10, GER male 40 50 48.9  46.21
19 Grades 9–10, NER female 21 28 25.1  24.4
20 Grades 9–10, NER male 20 28 24.1  23

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)
Illiterate 15–60 year olds who
have graduated from two-year 
21 IFAE course female 0 47 38.5 4.5
Illiterate 15–60 year olds who
have graduated from two-year 
22 IFAE course male 0 67 35.8 14.9

Students enroled in TVET formal 

23 training (number) 265,745 304,775 302,083 304,139

data not  data not

24 Undergraduate GER female 6 8 available available

data not  data not

25 Undergraduate GER male 13 14 available available

Efficiency
26 Grade 1 dropout rate female 23 17 18.1  17.7
27 Grade 1 dropout rate male 21 15 18.2  18.1
28 Grade 1–8 dropout rate female 11 9 11.9  10.8
29 Grade 1–8 dropout rate male 11 9 11.4  10.6
30 Grade 1–8 repetition rate female 8 6 6.8  6.2
31 Grade 1–8 repetition rate male 9 6 7.5  7.1
32 Survival rate to Grade 5 female 57 62 53.4  57.2
33 Survival rate to Grade 5 male 54 61 53.6  55.8
Completion rate to Grade 8

34 female 47 55 52.2 55.3
35 Completion rate to Grade 8 male 47 55 56.0  53.3
MSEs supported through industry data not data not

36 extension services (Number) 428,529 430,864 available available

Year one undergraduate  75

37 completion rate male - 95 85 
Year one undergraduate

38 completion rate female - 95 93 87
Quality
Pre-primary teachers holding the data not
39 ECCE diploma female 0 2 available 0
Pre-primary teachers holding the data not
40 ECCE diploma male 0 2 available 0

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)
Grades 1–4 teachers 
41 appropriately qualified female 63 77 79.9 79
Grades 1–4 teachers 
42 appropriately qualified male 48 68 66.3 66
Teachers in Grades 1–12 that are data not data not
43 licensed female 0 21 available available
Teachers in Grades 1–12 that are data not data not
44 licensed male 0 21 available available
Primary schools at level three or
above classification – baseline set
45 on internal inspection 21 37 9.8
Secondary schools at level three
or above classification – baseline
46 set on internal inspection 30 42 17.0
Schools (Grade 1–12) access to
broadcast and digital
technologies assisted instruction data not data not
47 (all varieties) 46 63 available available

TVET completers who are data not data not

48 assessed as competent 60 66/66 available available

TVET OS approved in all priority data not data not

49 sectors (Number) 650 738 available available

Academic staff mix in universities

50 (Bachelor: Master s: Doctorate) 27: 58: 15 16: 63: 21 34.5:52.7:12.1  35: 55: 10
Equity
51 GPI in pre-primary (index) 0.95 0.97 0.94  0.95
52 GPI in Grades 1–8 (index) 0.93 0.95 0.90  0.91
53 GPI in Grades 9–12 (index) 0.91 0.94 0.91  0.93
Enrolment rate of children with

54 SNE, Grades 1–8 4 32 7.8 8.1
Enrolment rate of children with 
55 SNE, Grades 9–12 7 22 2.3 1.5

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)
Females as a share of school
leaders (principals and data not data not
56 supervisors) 8 10 available available

Females as a share of students in

57 formal TVET system 51 50 51.3  51.9

Females as a share of
58 undergraduate enrolment 32 36 35.7  34.1
Outcomes
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
59 Afaan Oromo 46 60 available available
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
60 Afaan Somali 74 60 available available
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
61 Amharic 75 60 available available
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
62 Hadiyyisa 24 60 available available
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
63 SiadmuuAfoo 21 60 available available
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
64 Tigrinya 69 60 available available
Grade 2 students reaching Below
Basic or above proficiency in
reading and comprehension data not data not
65 Wolayttatto 50 60 available available

Ministry of Education 12 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)

Grade 2 students reaching Basic

or above proficiency in reading data not data not
66 and comprehension Afaan Oromo 25 40 available available
Grade 2 students reaching Basic
or above proficiency in reading data not data not
67 and comprehension Afaan Somali 61 40 available available
Grade 2 students reaching Basic
or above proficiency in reading data not data not
68 and comprehension Amharic 27 40 available available
Grade 2 students reaching Basic
or above proficiency in reading data not data not
69 and comprehension Hadiyyisa 11 40 available available

Grade 2 students reaching Basic

or above proficiency in reading data not data not
70 and comprehension SiadmuuAfoo 16 40 available available
Grade 2 students reaching 'Basic
or above proficiency in reading data not data not
71 and comprehension Tigrinya 35 40 available available
Grade 2 students reaching Basic
or above proficiency in reading data not data not
72 and comprehension Wolayttatto 32 40 available available
Students assessed reaching basic
or above proficiency in the Early No
Grade Mathematics Assessment assessment data not data not
73 (EGMA) (%) n/a in 2009 available available
Grade 4 students who achieve No
50% and above (composite score) assessment data not data not
74 in NLA female 25 in 2009 available available
Grade 4 students who achieve No
50% and above (composite score) assessment data not data not
75 in NLA male 25 in 2009 available available
Grade 8 students who achieve No
50% and above (composite score) assessment data not data not
76 in NLA female 8 in 2009 available available
Grade 8 students who achieve No
50% and above (composite score) assessment data not data not
77 in NLA male 8 in 2009 available available

Ministry of Education 13 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)
Grade 10 students who achieve No
50% and above (composite score) assessment data not data not
78 in NLA female 23 in 2009 available available
Grade 10 students who achieve No
50% and above (composite score) assessment data not data not
79 in NLA male 23 in 2009 available available
Grade 12 students who achieve No
50% and above (composite score) assessment data not data not
80 in NLA female 34 in 2009 available available
Grade 12 students who achieve No
50% and above (composite score) assessment data not data not
81 in NLA male 34 in 2009 available available
Grade 10 students that score 2.0
or above (pass mark) in Ethiopian 
General Secondary Education
82 Certificate female 64 73 66 69
Grade 10 students that score 2.0
or above (pass mark) in Ethiopian 
General Secondary Education
83 Certificate male 76 81 74 78
Grade 12 students that score 350
or above (pass mark) in Ethiopian
Higher Education Entrance 
Certificate (natural sciences data not
84 stream) female 41 54 available 50
Grade 12 students that score 350
or above (pass mark) in Ethiopian
Higher Education Entrance 
Certificate (natural sciences data not
85 stream) male 51 61 available 65.2
Grade 12 students that score 350
or above (pass mark) in Ethiopian
Higher Education Entrance 
Certificate (social sciences data not
86 stream) female 21 35 available 24.9

Ministry of Education 14 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Direction of
ESDP V Key Performance 2007 2009 2009 target
Target
No. Indicator (all targets are in (2013/14) (2016/17) (2016/17) compared
reached
percentage unless stated) baseline target actual against 2008
(2015/16)
Grade 12 students that score 350
or above (pass mark) in Ethiopian
Higher Education Entrance 
Certificate (social sciences data not
87 stream) male 32 42 available 42.8

University graduates (first

degree) with degree-relevant 
employment within 12 months data not data not
88 after graduation - 80 available available

*Indicator in 2008
**The target NIR female and male is considered as met because the objective of ESDP V is to eventually bring the
NIR below 100%. In 2008 NIR was 110.8% and 120.8%, while in 2009 it is at 91% and 98%, so the goal of lowering
the NIR below 100% has already been reached in 2009. In spite of having achieved the objective of decreasing NIR
in 2009, this indicator (especially for females) is now below the target set for 2009 E.C., therefore in this respect
the target for 2009 could be considered as not met

Table 1.2 Key to Indicator Table

Explanation Symbol
Reached and improving towards target 
Reached and moving away from target 
Reached and remained the same 
Not reached and improving 
Not reached and declining 
Not reached and remained the same 
Comparison against previous years data was not possible -

There are 86 Indicators in the ESDP V Key Performance Indicator table; they are split into five different categories
covering access, efficiency, quality, equity and outcomes. 18 of the indicators have met the target set for 2009
E.C., 30 targets were not met and 40 indicators have not been measured. The majority of the indicators that
have not been measured are in the outcomes section, see chart 1.1.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 1.1 Statuses of Indicators, 2009 E.C. (2016/17)

35

30
Number of Indicators

25

20

15

10

0
Access Efficiency Quality Equity Outcomes
Not Measured 2 1 9 1 28
Not Met 10 11 2 5 2
Met 13 1 1 2 0

Table 1.3 Directions of Indicators, 2009 E.C. (2016/17)

Reached and improving towards target 10

Reached and moving away from target 7
Reached and remained the same 1
Not reached and improving 9
Not reached and declining 19
Not reached and remained the same 2
Not measured 40
Total 88

Chart 1.2 Directions of Indicators, 2009 E.C. (2016/17)

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

1.2 Summary Tables

1.4 Trends in the Population of Ethiopia
Year 2004 E.C. (2011/12) 2005 E.C. (2012/13) 2006 E.C. (2013/14) 2007 E.C. (2014/15) 2008 E.C. (2015/16) 2009 E.C. (2016/17)
Age Range Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
<Age 4 5,449,107 5,257,473 10,706,580 5,599,559 5,410,880 11,010,439 5,428,950 5,255,089 10,684,039 5,303,302 5,308,051 10,611,287 5,560,804 5,395,688 10,956,492 5,525,499 5,340,200 10,865,699
Age 4-6 3,819,645 3,689,353 7,508,998 3,924,540 3,790,416 7,714,956 3,724,824 3,629,802 7,354,626 3,805,523 3,717,419 7,522,942 3,863,471 3,771,952 7,635,423 3,927,120 3,830,632 7,757,752
Age 7-10 4,742,252 4,574,620 9,316,872 4,871,628 4,699,092 9,570,720 4,638,432 4,523,843 9,162,275 4,690,019 4,589,081 9,279,099 4,745,162 4,644,092 9,389,254 4,840,621 4,737,415 9,578,036
Age 11-14 4,315,991 4,171,016 8,487,007 4,432,892 4,283,602 8,716,494 4,436,821 4,301,706 8,738,527 4,513,241 4,398,959 8,912,200 4,550,022 5,502,354 10,052,376 4,589,124 4,492,010 9,081,134
Age 15-16 1,980,797 1,927,301 3,908,099 2,034,277 1,979,082 4,013,358 2,085,838 2,013,547 4,099,385 2,129,835 2,093,771 4,223,606 2,161,498 2,096,265 4,257,762 2,198,746 2,134,722 4,333,468
Age 17-18 1,849,519 1,816,913 3,666,432 1,899,367 1,865,635 3,765,002 1,989,330 1,919,263 3,908,593 2,036,277 1,970,541 4,006,819 2,071,616 2,006,997 4,078,613 2,113,171 2,049,717 4,162,888
Age 19-21 2,476,312 2,491,090 4,967,402 2,555,446 2,570,799 5,126,245 2,790,517 2,713,870 5,504,387 2,887,445 2,789,214 5,676,464 2,924,834 2,839,021 5,763,855 2,989,668 2,893,105 5,882,773
>21 16,638,255 16,619,760 33,258,015 17,081,681 17,057,483 34,139,165 19,053,886 19,343,798 38,397,684 19,768,479 20,144,396 39,912,457 20,346,907 20,748,010 41,094,917 21,124,141 21,501,078 42,625,219
Total 41,271,878 40,547,526 81,819,405 42,399,390 41,656,989 84,056,379 44,148,598 43,700,918 87,849,516 45,134,121 45,011,431 90,144,874 46,224,313 47,004,379 93,228,692 47,308,090 46,978,879 94,286,969

1.5 Enrolment Trends in General Education

Year 2004 E .C (2011/12) 2005 E .C (2012/13) 2006 E .C (2013/14) 2007 E.C. (2014/15) 2008 E.C. (2015/16) 2009 E.C. (2016/17)
Enrolment M F T M F T M F T M F T M F T M F T
Pre-Primary 844,901 777,861 1,622,762 1,045,797 966,676 2,012,473 1,299,263 1,199,097 2,498,360 1,536,794 1,422,009 2,958,803 1,975,381 1,833,917 3,809,298 1,854,583 1,708,742 3,563,325
Primary 8,865,491 8,124,293 16,989,784 9,112,266 8,276,029 17,388,295 9,507,203 8,631,997 18,139,200 9,846,502 8,844,716 18,691,217 10,569,951 9,407,490 19,977,441 11,029,506 9,753,572 20,783,078
First cycle (1-4) 6,022,357 5,402,698 11,425,055 6,301,766 5,611,664 11,913,430 6,635,021 5,904,239 12,539,260 6,787,776 5,993,502 12,781,278 7,236,606 6,344,602 13,581,208 7,201,648 6,286,900 13,488,548
Second Cycle (5-8) 2,843,134 2,721,595 5,564,729 2,810,500 2,664,365 5,474,865 2,872,182 2,727,758 5,599,940 3,058,726 2,851,214 5,909,940 3,333,345 3,062,888 6,396,233 3,827,858 3,466,672 7,294,530
Secondary 960,353 805,658 1,766,011 1,010,821 888,910 1,899,731 1,057,024 941,331 1,998,355 1,109,877 998,238 2,108,115 1,276,046 1,145,117 2,421,163 1,358,168 1,201,009 2,559,177
First cycle(9-10) 775,440 666,786 1,442,226 811,674 729,564 1,541,238 843,479 765,836 1,609,315 879,113 803,228 1,682,341 998,734 910,044 1,908,778 1,074,674 964,461 2,039,135
Second Cycle (11-12) 184,913 138,872 323,785 199,147 159,346 358,493 213,545 175,495 389,040 230,764 195,010 425,774 277,312 235,073 512,385 283,494 236,548 520,042

1.6 Trend in the Number of Teachers by Sector

Year 2004 E.C (2011/12) 2005 E.C (2012/13) 2006 E.C (2013/14) 2007 E.C. (2014/15) 2008 E.C. (2015/16) 2009 E.C. (2016/17)
Level Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Kindergarten 704 11,776 12,480 734 11,905 12,639 4,400 10,737 15,137 1,341 18,365 19,706 1,710 20,924 22,634 1,607 21,860 23,467
Primary 203,676 118,218 321,894 210,816 124,076 334,892 230,413 137,576 367,989 242,329 153,770 396,099 256,528 168,032 424,560 277,407 183,657 461,064
Secondary 50,525 8,824 59,349 55,380 9,759 65,139 59,625 11,362 70,987 68,182 13,750 81,932 75,354 16,114 91,468 80,368 18,562 98,930
Total 254,905 138,818 393,723 266,930 145,740 412,670 294,438 159,675 454,113 311,852 185,885 497,737 333,592 205,070 538,662 359,382 224,079 583,461

Table 1.7 Trends in Primary Enrolment by Region

2004 E.C. (2011/12) 2005 E.C. (2012/13) 2006 E.C. (2013/14) 2007 E.C. (2014/15) 2008 E.C. (2015/16) 2009 E.C. (2016/17)
Region
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 504,632 502,341 1,006,973 515,263 504,812 1,020,075 536,575 520,534 1,057,109 572,982 541,663 1,114,645 590,368 548,530 1,138,898 609,257 557,905 1,167,162
Afar 83,960 65,935 149,895 75,933 57,990 133,923 117,427 92,703 210,130 117,253 85,431 202,684 109,274 86,130 195,404 110,689 89,058 199,747
Amhara 2,010,251 1,991,917 4,002,168 2,006,040 1,976,546 3,982,586 2,066,419 2,020,231 4,086,650 2,182,345 2,099,656 4,282,001 2,230,637 2,115,832 4,346,469 2,318,488 2,182,542 4,501,030
Oromiya 3,321,727 2,959,947 6,281,674 3,403,316 3,011,011 6,414,327 3,528,489 3,099,831 6,628,320 3,740,227 3,257,756 6,997,983 4,183,219 3,609,667 7,792,886 4,316,391 3,710,780 8,027,171
Somali 488,182 341,845 830,027 640,179 460,064 1,100,243 656,812 480,468 1,137,280 465,116 343,761 808,876 512,650 376,793 889,443 522,542 370,509 893,051
Benishangul Gumuz 108,143 85,416 193,559 107,286 85,347 192,633 113,289 90,928 204,217 121,928 98,434 220,362 126,454 102,693 229,147 138,220 111,956 250,176
SNNP 2,009,152 1,798,887 3,808,039 2,026,436 1,810,525 3,836,961 2,225,174 1,981,945 4,207,119 2,292,332 2,033,111 4,325,443 2,458,662 2,173,362 4,632,024 2,651,032 2,338,466 4,989,498
Gambella 59,388 47,780 107,168 56,193 45,996 102,189 60,998 51,394 112,392 62,496 51,151 113,647 63,798 53,601 117,399 62,681 53,080 115,761
Harari 19,471 16,755 36,226 20,359 16,846 37,205 21,091 18,267 39,358 22,668 18,668 41,336 24,290 20,027 44,317 25,299 20,648 45,947
Addis Ababa 227,417 281,769 509,186 227,367 276,510 503,877 240,508 318,136 558,644 233,079 282,836 515,915 232,626 287,244 519,870 233,670 282,115 515,785
Dire Dawa 33,820 30,603 64,423 33,894 30,382 64,276 34,542 30,735 65,277 36,076 32,249 68,325 37,973 33,611 71,584 41,237 36,513 77,750
Total 8,865,491 8,124,293 16,989,784 9,112,266 8,276,029 17,388,295 9,601,324 8,705,172 18,306,496 9,846,502 8,844,716 18,691,217 10,569,951 9,407,490 19,977,441 11,029,506 9,753,572 20,783,078
 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 1.8 Trends in Secondary Enrolment by Region

2004 E.C. (2011/12) 2005 E.C. (2012/13) 2006 E.C. (2013/14) 2007 E.C. (2014/15) 2008 E.C. (2015/16) 2009 E.C. (2015/16)
Region
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 72,908 78,202 151,110 83,731 90,894 174,625 91,924 97,735 189,659 94,053 98,159 192,212 106,227 106,794 213,021 106,028 106,287 212,315
Afar 5,315 2,824 8,139 4,870 2,410 7,280 5,775 3,182 8,957 7,338 3,944 11,282 8,587 4,628 13,215 11,763 6,562 18,325
Amhara 214,985 208,375 423,360 237,247 240,271 477,518 246,007 253,031 499,038 246,007 253,031 499,038 289,198 307,402 596,600 301,423 317,222 618,645
Oromiya 345,011 268,016 613,027 355,229 287,052 642,281 355,324 292,454 647,778 368,146 307,863 676,009 421,232 342,410 763,642 449,305 358,478 807,783
Somali 24,979 10,479 35,458 28,867 14,569 43,436 33,349 15,271 48,620 37,859 18,301 56,160 33,737 17,531 51,268 34,475 17,836 52,311
Benishangul Gumuz 13,159 10,372 23,531 12,754 10,675 23,429 12,918 10,501 23,419 14,384 11,427 25,811 16,631 13,024 29,655 18,375 14,081 32,456
SNNP 191,367 132,208 323,575 204,553 154,803 359,356 217,741 176,465 394,206 245,154 203,530 448,684 302,730 247,541 550,271 343,855 278,206 622,061
Gambella 10,147 5,422 15,569 10,048 6,224 16,272 11,844 6,991 18,835 13,216 8,115 21,331 16,755 10,021 26,776 15,206 9,546 24,752
Harari 3,446 2,854 6,300 4,038 3,444 7,482 3,385 2,803 6,188 3,728 3,212 6,940 3,784 3,448 7,232 3,765 3,410 7,175
Addis Ababa 72,363 81,848 154,211 62,986 73,650 136,636 72,858 78,179 151,037 66,355 81,358 147,713 69,572 85,888 155,460 66,977 83,395 150,372
Dire Dawa 6,673 5,058 11,731 6,498 4,918 11,416 5,899 4,719 10,618 6,419 5,363 11,782 7,593 6,430 14,023 6,996 5,986 12,982
Total 960,353 805,658 1,766,011 1,010,821 888,910 1,899,731 1,057,024 941,331 1,998,355 1,109,877 998,238 2,108,115 1,276,046 1,145,117 2,421,163 1,358,168 1,201,009 2,559,177

Ministry of Education 17 EMIS and ICT Directorate

Education Statistics Annual Abstract, 2009 E.C. (2016/17)
 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

2. Early Childhood Care and Education

Pre-school programs, known as pre-primary education, are delivered through three modalities in Ethiopia. The
first, kindergarten, are predominantly operated by non-governmental organizations (NGOs), communities,
private institutions, and faith-based organizations. The second, non-formal pre-school service is being delivered
mainly through child to child initiatives. The third is the most widespread response of local governments and that
has been the setting up of O class. O-Class is a one-year reception class (nine-month program) based in
government primary schools for children aged 6 years, before formal schooling starts at age 7.

The importance of early childhood care and education (ECCE) is articulated in the Education Sector Development
Program (ESDP V). ECCE is one of the priorities for the education sector because it is one of the inputs to the
overall improvement of the quality of education and may lead to the reduction of drop out and repetition rates
in primary grades. ECCE also leads to higher enrolment in primary education, particularly for girls. Also,
participating in early childhood and care education (ECCE) is a right of every child and it has been considered as
bedrock of education for all (EFA) and the first step in meeting all the other EFA goals. ECCE also has its own
dedicated Sustainable Development Goal, which states that by 2030 ensure that all girls and boys have access
to quality early childhood development, care and preprimary education so that they are ready for primary
education . In order to achieve the above objectives the government has been working to develop a curriculum,
train teachers and provide supervisory support. As a result the enrolment of pre-primary education is increasing
every year, though underreporting remains a persistent issue in kindergarten centers. In order to evaluate the
achievement so far attained by the preprimary education system the Gross Enrolment Rate (GER) and Net
Enrolment Rate (NER) indicators have been calculated.

2.1 Gross Enrolment Rate (GER)

Gross Enrolment Rate (GER) is a ratio obtained by dividing the total enrolment of preprimary students by the
expected official preprimary school age population. Table 2.1 and chart 2.1 below show the data regarding
enrolment of students in each region associated with the official expected population size and calculated result.
The Gender Parity Index of pre-primary education is 0.94.
Table 2.1 Preprimary School Age Population (ages 4-6), Enrolment and GER by Region, 2009 E.C. (2016/17)

Gross enrolment Population age 4-6 GER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 185,393 178,815 364,208 198,229 192,459 390,688 93.5 92.9 93.2
Afar 8,106 7,624 15,730 68,830 65,199 134,029 11.8 11.7 11.7
Amhara 403,245 380,509 783,754 883,539 852,987 1,736,526 45.6 44.6 45.1
Oromiya 514,860 461,746 976,606 1,544,731 1,514,279 3,059,010 33.3 30.5 31.9
Somali 20,047 17,692 37,739 258,455 252,677 511,132 7.8 7.0 7.4
SNNP 597,279 543,508 1,140,787 797,853 781,381 1,579,235 74.9 69.6 72.2
Benishangul-Gumuz 18,519 15,976 34,495 43,725 42,274 85,999 42.4 37.8 40.1
Gambella 4,186 3,792 7,978 15,614 15,146 30,760 26.8 25.0 25.9
Harari 7,561 6,948 14,509 8,228 7,862 16,090 91.9 88.4 90.2
Addis Ababa 87,876 85,064 172,940 94,136 93,069 187,205 93.4 91.4 92.4
DireDawa 7,511 7,068 14,579 13,779 13,298 27,078 54.5 53.2 53.8
National 1,854,583 1,708,742 3,563,325 3,933,667 3,836,322 7,769,989 47.1 44.5 45.9

Ministry of Education 19 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 2.1 GER of Preprimary, 2009 E.C. (2016/17)

The GER for all forms of preprimary education has slightly decreased compared to 2008 E.C. (2015/16), where
the GER was 49%. The gender split of 47.1% for males and 44.5% for females means that the ESDP V target for
2017 has not been reached, the target being 56% for females and 58% for males. This shows that the
achievement is less by 8.9 and 13.5 percentage points for females and males respectively from the target set for
the year. There are wide regional variations with Afar and Ethiopia-Somali only having a GER of 11.7% and 7.4%
respectively. Tigray, Addis Ababa and Harari have above 90% children age 4-6 in preprimary education
Tables 2.2, 2.3 and 2.4 show the split in preprimary enrolment by sector and associated GER indicators.
Nationally the modality that is providing the majority of preprimary education is O class, with a GER of 33.4%,
this has increased from 25% compared to 2007 E.C. The Kindergarten sector is largest in Addis Ababa, with a
GER of 90.8% compared to the national GER of 7.7% for Kindergarten. Tigray has the largest enrolment in Child
to Child provision, at 58.2% GER.
2.1.1 Kindergarten
Table2.2 Kindergarten Enrolment 2009 E.C. (2016/17)

Gross enrolment Population age 4-6 GER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 14,901 14,548 29,449 198,229 192,459 390,688 7.5 7.6 7.5
Afar 1,936 1,604 3,540 68,830 65,199 134,029 2.8 2.5 2.6
Amhara 26,197 24,993 51,190 883,539 852,987 1,736,526 3.0 2.9 2.9
Oromiya 108,753 102,387 211,140 1,544,731 1,514,279 3,059,010 7.0 6.8 6.9
Somali 2,074 1,930 4,004 258,455 252,677 511,132 0.8 0.8 0.8
SNNP 56,794 51,488 108,282 797,853 781,381 1,579,235 7.1 6.6 6.9
Benishngul-Gumuz 1,893 1,785 3,678 43,725 42,274 85,999 4.3 4.2 4.3
Gambella 1,370 1,234 2,604 15,614 15,146 30,760 8.8 8.1 8.5
Harari 3,554 3,339 6,893 8,228 7,862 16,090 43.2 42.5 42.8
Addis Ababa 86,480 83,437 169,917 94,136 93,069 187,205 91.9 89.7 90.8
DireDawa 5,710 5,343 11,053 13,779 13,298 27,078 41.4 40.2 40.8
National 309,662 292,088 601,750 3,933,667 3,836,322 7,769,989 7.9 7.6 7.7

Ministry of Education 20 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

2.1.2 Child to Child

Table 2.3 Child to Child Enrolment 2009 E.C. (2016/17)

Gross enrolment Population age 4-6 GER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 116,240 111,191 227,431 198,229 192,459 390,688 58.6 57.8 58.2
Afar 197 200 397 68,830 65,199 134,029 0.3 0.3 0.3
Amhara 31,434 29,234 60,668 883,539 852,987 1,736,526 3.6 3.4 3.5
Oromiya 31,974 27,567 59,541 1,544,731 1,514,279 3,059,010 2.1 1.8 1.9
Somali 221 145 366 258,455 252,677 511,132 0.1 0.1 0.1
SNNP 3,650 3,448 7,098 797,853 781,381 1,579,235 0.5 0.4 0.4
Benishngul-Gumuz 4,468 4,173 8,641 43,725 42,274 85,999 10.2 9.9 10.0
Gambella 450 432 882 15,614 15,146 30,760 2.9 2.9 2.9
Harari 1,634 1,471 3,105 8,228 7,862 16,090 19.9 18.7 19.3
Addis Ababa 118 106 224 94,136 93,069 187,205 0.1 0.1 0.1
DireDawa 222 274 496 13,779 13,298 27,078 1.6 2.1 1.8
National 190,608 178,241 368,849 3,933,667 3,836,322 7,769,989 4.8 4.6 4.7

2.1.3 0 Class
Table 2.4 Enrolment in 0 Class 2009 E.C. (2016/17)

Gross enrolment Population age 4-6 GER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 54,252 53,076 107,328 198,229 192,459 390,688 27.4 27.6 27.5
Afar 5,973 5,820 11,793 68,830 65,199 134,029 8.7 8.9 8.8
Amhara 345,614 326,282 671,896 883,539 852,987 1,736,526 39.1 38.3 38.7
Oromiya 374,133 331,792 705,925 1,544,731 1,514,279 3,059,010 24.2 21.9 23.1
Somali 17,752 15,617 33,369 258,455 252,677 511,132 6.9 6.2 6.5
SNNP 536,835 488,572 1,025,407 797,853 781,381 1,579,235 67.3 62.5 64.9
Benishngul-Gumuz 12,158 10,018 22,176 43,725 42,274 85,999 27.8 23.7 25.8
Gambella 2,366 2,126 4,492 15,614 15,146 30,760 15.2 14.0 14.6
Harari 2,373 2,138 4,511 8,228 7,862 16,090 28.8 27.2 28.0
Addis Ababa 1,278 1,521 2,799 94,136 93,069 187,205 1.4 1.6 1.5
DireDawa 1,579 1,451 3,030 13,779 13,298 27,078 11.5 10.9 11.2
National 1,354,313 1,238,413 2,592,726 3,933,667 3,836,322 7,769,989 34.4 32.3 33.4

2.2 Net Enrolment Rate (NER)

Net Enrolment Rate (NER) is a ratio obtained by taking the number of appropriate aged enrolment of students in
the preprimary school systems to the expected official preprimary school age population; it combines the data
for Kindergarten, Child to Child and O Class enrolment. Table 2.5 and chart 2.2 below show the data regarding
age specific enrolment of students in each region associated with the official expected population size and NER
result.
Table 2.5 Preprimary NER,2009 E.C. (2016/17)

Enrolment age specific Population age 4-6 NER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 183,004 176,387 355,579 198,229 192,459 390,688 92.3 91.6 91.0
Afar 7,360 6,986 12,710 68,830 65,199 134,029 10.7 10.7 9.5
Amhara 397,611 375,212 685,960 883,539 852,987 1,736,526 45.0 44.0 39.5
Oromiya 494,072 442,608 847,753 1,544,731 1,514,279 3,059,010 32.0 29.2 27.7
Somali 13,083 11,794 21,072 258,455 252,677 511,132 5.1 4.7 4.1
SNNP 572,290 522,159 997,178 797,853 781,381 1,579,235 71.7 66.8 63.1
Benishngul-Gumuz 17,629 15,116 32,421 43,725 42,274 85,999 40.3 35.8 37.7
Gambella 3,556 3,224 6,287 15,614 15,146 30,760 22.8 21.3 20.4
Harari 6,829 6,162 11,962 8,228 7,862 16,090 83.0 78.4 74.3
Addis Ababa 76,869 74,185 125,750 94,136 93,069 187,205 81.7 79.7 67.2
DireDawa 6,464 6,019 11,508 13,779 13,298 27,078 46.9 45.3 42.5
National 1,778,767 1,639,852 3,108,180 3,933,667 3,836,322 7,769,989 45.2 42.7 40.0

Ministry of Education 21 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 2.2 NER of Preprimary, 2009 E.C. (2016/17)

The net enrolment rate as presented in table 2.5 and chart 2.2 is almost similar to the calculated result obtained
for GER in table 2.1, with NER currently at 40% and GER currently at 45.9%. This implies that out of all the
children enrolled in preprimary, the majority are of the appropriate school age for the level. This can also be
observed in chart 2.3.It can be observed that even in the preprimary level gender equity is not observed in
enrolments, with proportionally more males attending than females, with a gender parity index of 0.94 for the
gross enrollment rate. To achieve gender parity at higher levels of education it is highly important that gender
equity is observed in preprimary education.
Chart 2.3 Comparison of GER and NER at Preprimary by Region 2009 E.C. (2016/17)

Nationally the difference between NER and GER at preprimary level is much lower than at primary and
secondary levels. However, within the regions there is a wider variation, with SNNP, Harari, Addis Ababa and Dire
Dawa showing the largest variation. One reason or this could be enrollment of 3 year olds and 7 year olds in
preprimary grades in these regions.

Ministry of Education 22 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 23 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

3. Primary Education
According to the education and training policy for Ethiopia Primary education will be of eight years duration,
offering basic and general primary education to prepare students for further general education and training
(ETP, 1994). Primary education is critical to a nation s development, providing on average the highest public
returns to investment for the state, and is the keystone for later education and economic growth. In Ethiopia,
primary education, defined as eight years in duration, is conducted from grades 1-8. It is implemented in two
cycles, which are known as primary 1st cycle (grades 1-4) and primary 2nd cycle (grades 5-8); According to the
Educational policy of Ethiopia, the official entry age is 7.

Within this perspective the following sub sections are presented to show how the system is functioning and
depicts the achievements through educational performance indicators. These indicators measure the extent to
which children have access to primary levels of education.

3.1 Apparent Intake Rate

This is the percentage of new entrants (irrespective of the age) compared against the population of official
school admission age of 7, in Ethiopia. It provides a rough estimate of access to school and includes over aged
and under aged students in the enrolment.
Table 3.1 Apparent Intake Rate (AIR) by Region and Sex,2009 E.C. (2016/17)

New entrants into grade 1 Population age 7 AIR %

Region
Male Female Total Male Female Total Male Female Total
Tigray 90,677 80,118 170,795 64,112 62,387 126,499 141.4 128.4 135.0
Afar 20,817 17,123 37,940 22,569 21,337 43,906 92.2 80.3 86.4
Amhara 334,819 290,434 625,253 282,571 273,294 555,865 118.5 106.3 112.5
Oromiya 882,234 771,448 1,653,682 495,126 486,236 981,362 178.2 158.7 168.5
Somali 77,865 58,382 136,247 82,032 80,453 162,485 94.9 72.6 83.9
SNNP 501,726 456,111 957,837 255,392 250,818 506,210 196.5 181.8 189.2
Benishngul-Gumuz 22,993 20,041 43,034 14,152 13,709 27,861 162.5 146.2 154.5
Gambella 9,699 8,242 17,941 5,054 4,910 9,963 191.9 167.9 180.1
Harari 4,716 3,975 8,691 2,702 2,589 5,291 174.5 153.5 164.3
Addis Ababa 30,038 35,072 65,110 28,478 28,506 56,984 105.5 123.0 114.3
DireDawa 7,251 6,754 14,005 4,453 4,326 8,779 122.1 118.9 120.5
National 1,982,835 1,747,700 3,730,535 1,258,127 1,229,919 2,488,047 157.6 142.1 149.9
Chart 3.1AIR by Region and Sex, 2009 E.C. (2016/17)

From table 3.1 it can be seen that nationally the AIR is 149.9%, this shows that there are many children who are
not 7 years old enrolling in grade 1. It shows there is a high demand for grade 1 primary classes across the

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

country. The only regions that have an AIR lower than 100% are Afar and Ethiopia-Somali, Moreover, the number
of male children entering grade 1 is much higher than female children. This statistics is likely to be heavily
influenced by inaccurate population estimates.
Table 3.2Apparent Intake Rate (AIR) Trends, 1992 E.C.-2009 E.C.

Year Total % Male % Female %

1992 E.C. (1999-2000) 92 107.7 75.8
1993 E.C. (2000-2001) 99.5 110.1 88.5
1994 E.C. (2001-2002) 94 104 83.6
1995 E.C. (2002-2003) 90.8 100 81.4
1996 E.C. (2003-2004) 109.4 116 102.6
1997 E.C. (2004-2005) 148.7 154.7 142.8
1998 E.C. (2005-2006) 125.9 132.5 119.2
1999 E.C. (2006-2007) 124 130.4 117.4
2000 E.C. (2007-2008) 158.4 165.8 150.8
2001 E.C. (2008-2009) 162.5 169.4 155.4
2002 E.C. (2009-2010) 142.9 150.4 135.2
2003 E.C. (2010-2011) 163.4 171.9 154.5
2004 E.C. (2011-2012) 149.3 156 142.4
2005 E.C. (2012-2013) 143.9 150 137.6
2006 E.C. (2013-2014) 152.9 159.7 145.9
2007 E.C. (2014-2015) 158.4 167.3 149.3
2008 E.C. (2015-2016) 175.8 185.5 165.9
2009 E.C. (2016-2017) 149.9 157.6 142.1
Chart 3.2 AIR trends, 1992 – 2009 E.C.

The trend in AIR over the last 16 years between 1992 E.C. and 2008 E.C. shows an improving picture with more
children enrolling into grade 1 year on year, and a slight decrease between 2008 and 2009. AIR has consistently
been above 100% since 1996 E.C. this implies that more children than the population of 7 year olds have been

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

enrolling into grade 1 for the last 12 years. This will add extra pressure to the education system at the first entry
point for many students and may affect their continuation in the Ethiopian education system after grade 1.

3.2 Net Intake Rate

Net Intake Rate is a similar indicator to AIR, however this indicator only looks at those children who are of the
correct age to enter grade 1. It is the proportion of 7 year olds who enroll in grade 1.
Table 3.3 Net Intake Rate (NIR) by Region and Sex,2009 E.C. (2016/17)

Population age 7 Enrollment Grade 1 age 7 NIR %

Region Male Female Total Male Female Total Male Female Total
Tigray 64,112 62,387 126,499 75,695 69,890 145,585 118.07 112.03 115.09
Afar 22,569 21,337 43,906 9,849 8,392 18,241 43.64 39.33 41.55
Amhara 282,571 273,294 555,865 273,637 247,419 521,056 96.84 90.53 93.74
Oromiya 495,126 486,236 981,362 595,617 529,387 1,125,004 120.30 108.87 114.64
Somali 82,032 80,453 162,485 21,059 15,657 36,716 25.67 19.46 22.60
SNNP 255,392 250,818 506,210 382,497 351,402 733,899 149.77 140.10 144.98
Benisha-gu 14,152 13,709 27,861 14,398 12,754 27,152 101.74 93.04 97.46
Gambela 5,054 4,910 9,963 5,353 4,584 9,937 105.93 93.37 99.74
Harari 2,702 2,589 5,291 3,062 2,613 5,675 113.32 100.93 107.26
Addis Ababa 28,478 28,506 56,984 17,324 16,734 34,058 60.83 58.70 59.77
DireDawa 4,453 4,326 8,779 4,050 3,615 7,665 90.96 83.56 87.31
National 1,258,127 1,229,919 2,488,047 1,402,541 1,262,447 2,664,988 111.48 102.64 107.11
Chart 3.3 NIR by Region and Sex,2009 E.C. (2016/17)

The national NIR is at 107.11% and there are regional differences with SNNP and Tigray having the highest NIR,
at 144.98% and 115.09% respectively. The 2016/17 NIR target is 105% for male and 101% for female, and it
should become 98% for both in 2020. National NIR being 107.11% in 2016/17 shows that, it didn t succeed the
target set for the year; even though there is a significant change compared to last year s value, which was
115.8%.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 3.4 Regional comparisons between AIR and NIR, 2009 E.C. (2016/17)

The comparison between AIR and NIR shows that every region is affected by the issue of children other than the
age of 7 enrolling in grade 1. The NIR in Addis Ababa, Afar and Ethiopia-Somali is too far from the national
average compared to other regions. This is surprising in Addis Ababa, where enrolment tends to be
proportionally higher than other regions; this lower statistics could be due to more accurate birth recording
practices taking place in the urban areas and children giving an accurate age.
Table 3.4 Net Intake Rate (NIR) Trends

Year Male Female Total

2003 E.C. 94.2 88.4 91.3
2004 E.C. 94.6 89.7 92.2
2005 E.C. 97.9 93 95.5
2006 E.C. 108.8 102.3 105.6
2007 E.C. 111.9 103.6 107.8
2008 E.C. 120.8 110.7 115.8
2009 E.C. 111.5 102.6 107.1
Chart3.5 Net Intake Rate (NIR) Trends

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

NIR has been increasing until 2008, but shows a decrease between 2008 and 2009.The inequality between male
and females has also decreased from ten to nine percentage points. The persisting gender difference is however
concerning if equity targets in ESDP V are to be reached as an early age in the education system and it may take
many years to reach equal access to education.

3.3 Gross Enrolment Ratio

The Gross Enrolment Ratio (GER) shows the total number of children that have enrolled in grades 1-8, irrespective
of their age, as a proportion of the school age population (In Ethiopia the official primary school age population is
between 7 and 14). This indicator includes enrolment both in Alternative Basic Education (ABE) centers and
formal primary schools.
Table 3.5 Gross Enrolment Ratio Disaggregated by Region and Sex, Grades 1-8, 2009 E.C. (2016/17)
Gross enrolment Population age 7-14 GER %
Region
Male Female Total Male Female Total Male Female Total
Tigray 609,257 557,905 1,167,162 506,816 493,506 1,000,322 120.2 113.0 116.7
Afar 110,689 89,058 199,747 159,974 142,675 302,649 69.2 62.4 66.0
Amhara 2,318,488 2,182,542 4,501,030 2,028,116 1,988,689 4,016,805 114.3 109.7 112.1
Oromiya 4,316,391 3,710,780 8,027,171 3,809,212 3,751,465 7,560,677 113.3 98.9 106.2
Somali 522,542 370,509 893,051 512,464 465,897 978,361 102.0 79.5 91.3
SNNP 2,651,032 2,338,466 4,989,498 2,023,730 2,002,434 4,026,164 131.0 116.8 123.9
Benishngul-Gumuz 138,220 111,956 250,176 108,106 104,270 212,376 127.9 107.4 117.8
Gambella 62,681 53,080 115,761 40,061 36,984 77,045 156.5 143.5 150.3
Harari 25,299 20,648 45,947 21,186 20,335 41,521 119.4 101.5 110.7
Addis Ababa 233,670 282,115 515,785 183,873 187,803 371,676 127.1 150.2 138.8
DireDawa 41,237 36,513 77,750 36,207 35,368 71,575 113.9 103.2 108.6
National 11,029,506 9,753,572 20,783,078 9,429,744 9,229,426 18,659,170 117.0 105.7 111.4
Chart 3.6 Regional GER for Grades 1-8 Disaggregated by Sex, 2009 E.C. (2016/17)

The GER for grades 1-8 is 111.4%. This shows that nationally there are more children in primary grades than
there are children between 7 and 14. It indicates that children younger than 7 and older than 14 are enrolling
into primary schools. The target for the end of ESDP V in 2020 is 103%.For this to be achieved, more children will
need to be enrolled in the correct grade for their age. There is wide regional variation, with Afar having the
lowest GER at 66%. Gambella, Ethiopia-Somali and Addis Ababa have very high GERs over 135% .It will be very
ambitious for these regions to meet the target set in ESDP V. Addis Ababa is the only region where female GER is
higher than male GER at 145.3% compared to 124.8%.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

As the national primary education is conducted in two cycles, first cycle (G1-G4) and second cycle (G5-G8), it is
also interesting to show the GER statistics for these two cycles separately.
Table 3.6GER for Grades 1-4 and Grades 5-8by Region, 2009 E.C. (2016/17)

GER % grades 1-4 (+ ABE) GER % grades 5-8

Region
Male Female Total Male Female Total
Tigray 139.1 127.4 133.3 101.4 98.7 100.0
Afar 101.6 88.8 95.4 30.2 27.6 29.0
Amhara 135.1 123.3 129.3 88.5 92.1 90.3
Oromiya 153.2 134.4 143.9 68.7 58.6 63.7
Somali 144.0 107.1 125.9 45.4 37.4 41.7
SNNP 164.5 149.3 156.9 80.9 69.9 75.5
Benishngul-Gumuz 157.8 138.4 148.3 90.7 70.0 80.5
Gambella 192.6 174.5 183.8 120.4 110.6 115.8
Harari 156.1 134.4 145.5 77.7 64.2 71.1
Addis Ababa 120.0 143.2 131.7 133.1 155.7 144.6
DireDawa 134.7 124.3 129.6 77.2 67.7 72.5
National 148.8 132.7 140.8 77.3 71.4 74.4
Chart3.7 Regional comparison of GER for Grades 1-4 and 5-8, 2009 E.C. (2016/17)

The comparison between GER for grades 1-4 and grades 5-8 shows that there is a wide discrepancy between the
two cycles. Nationally the first cycle has a GER of 140.8% compared to 74.4% for second cycle. This difference
shows that many 11-14 are enrolled in the first cycle and are not progressing through the education system,
having either repeated or been readmitted into first cycle grades; Or even dropping out after completing Grade
primary grades(4,5,6,7,8). Every region except Addis Ababa shows this trend, with a much higher first cycle GER
compared to second cycle. The high second cycle GER in Addis Ababa shows that children that should have
enrolled into secondary grades are still completing primary school.
The trend of GER over the last 16 years for the two cycles shows that they have both increased. However, the
second cycle GER has been plateau since 1998 E.C. and has only shown a small rate of increase compared to the
first cycle, which shows a fairly constant increase over the time period. This difference in trends highlights the
issue of children repeating first cycle grades or dropping out completely from the education system.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.7 Trends of GER split by Cycle, 1993 E.C. – 2009 E.C.

Grades 1-4 + ABE Grades 5-8

Year
Total Male Female Total Male Female
1993 E.C. (2000-2001) 83 95.3 70.2 30.8 38.3 22.9
1994 E.C. (2001-2002) 84.9 96.2 73.3 36.5 45.4 27.4
1995 E.C. (2002-2003) 84.2 94.6 73.5 42.4 52.5 31.9
1996 E.C. (2003-2004) 86.9 95.2 78.3 47.1 57 36.9
1997 E.C. (2004-2005) 102.7 109.8 95.5 52.5 62 42.6
1998 E.C. (2005-2006) 117.6 123.9 111.2 58.8 67.4 49.8
1999 E.C. (2006-2007) 117.1 122.9 111.2 61.1 68.3 53.7
2000 E.C. (2007-2008) 127.8 133 122.5 60.2 64.8 55.5
2001 E.C. (2008-2009) 122.6 126.7 118.4 63.1 65.6 60.5
2002 E.C. (2009-2010) 118.8 123.2 114.3 65.5 67.4 63.5
2003 E.C. (2010-2011) 124 128.8 119.1 66.1 67.4 64.8
2004 E.C. (2011-2012) 122.6 127 118.1 65.6 65.9 65.3
2005 E.C. (2012-2013) 124.5 129.4 119.4 62.8 63.4 62.2
2006 E.C. (2013-2014) 136.9 143 130.5 64.1 64.7 63.4
2007 E.C. (2014-2015) 140.3 147.6 132.7 66.3 67.8 64.8
2008 E.C. (2015-2016) 144.7 152.5 136.6 71.1 73.3 68.9
2009 E.C. (2016-2017) 140.8 148.8 132.7 74.4 77.3 71.4
Chart 3.8 Trend of GER split by Cycle, 1993 E.C. – 2009 E.C.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 3.9 Gross Enrolment Trend, Grades 1-8, 1988 E.C.-2009 E.C.

3.4 Net Enrolment Ratio (NER)

The NER is similar to the GER and calculates an enrolment ratio. It is different to the GER in that it only takes the
enrolment of the official age-group for a given level of education
i.e. it only looks at the 7 to 14 year olds that are enrolled in primary education. This indicator includes enrolment
in Alternative Basic Education (ABE) centers as well as formal primary schools.
Table 3.9Net Enrolment Rate of Primary (including ABE) Disaggregated by Region and Sex, 2009 E.C.
(2016/17)
Net enrolment Population age 7-14 NER %
Region
Male Female Total Male Female Total Male Female Total
Tigray 562,270 534,884 1,097,154 506,816 493,506 1,000,322 110.9 108.4 109.7
Afar 82,469 69,095 151,564 159,974 142,675 302,649 51.6 48.4 50.1
Amhara 2,126,980 2,038,237 4,165,217 2,028,116 1,988,689 4,016,805 104.9 102.5 103.7
Oromiya 3,918,797 3,413,081 7,331,878 3,809,212 3,751,465 7,560,677 102.9 91.0 97.0
Somali 413,233 294,252 707,485 512,464 465,897 978,361 80.6 63.2 72.3
SNNP 2,318,800 2,072,411 4,391,211 2,023,730 2,002,434 4,026,164 114.6 103.5 109.1
Benishngul-Gumuz 109,673 94,338 204,011 108,106 104,270 212,376 101.4 90.5 96.1
Gambella 47,393 40,250 87,643 40,061 36,984 77,045 118.3 108.8 113.8
Harari 22,062 18,473 40,535 21,186 20,335 41,521 104.1 90.8 97.6
Addis Ababa 185,583 207,581 393,164 183,873 187,803 371,676 100.9 110.5 105.8
DireDawa 32,994 29,426 62,420 36,207 35,368 71,575 91.1 83.2 87.2
National 9,820,254 8,812,028 18,632,282 9,429,744 9,229,426 18,659,170 104.1 95.5 99.9

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 3.10 NER for Grades 1-8 Disaggregated by Region and Sex, 2009 E.C. (2016/17)

The national NER is at 99.9% in 2009 E.C., which shows a decrease from the 2008 net enrollment rate at
100.25%. NER higher than 100% is technically impossible as it would mean having more 7 to 14 year olds
enrolled in schools than there are in the country, and it highlights the issues with having an outdated population
projections and children not recording their age correctly when they enter the school system. Moreover, the
other reason to be mentioned is the fact that children might migrate from one region to another and enrolled in
schools; while their number is not captured in the region s population size. Again there is wide regional variation
with Afar and Ethiopia-Somali having a much lower NER then other regions. Gambella has the largest NER at
118.30% for males. The ESDP V target for NER by 2020 is that NER will be 98%, this has now been surpassed and
ideally it should not be higher than 100% going forward. It is likely that NER will increase above 100% nationally
over the coming years until a more accurate population projection is produced from the Central Statistics
Agency.
The comparison of NER and GER in chart 3.11 shows that nationally there is a difference in 11.1 percentage
points between the two. Ethiopia-Somali, Addis Ababa and Gambella have the largest difference between GER
and NER showing that these regions have the biggest problem of children enrolling in primary grades that are
too old or too young for the these grades.
Chart 3.11 Comparisons of GER and NER for Grade 1-8 by Region, 2009 E.C. (2016/17)

Ministry of Education 32 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

The difference in NER between the two cycles of primary is similar to the GER and shows that the proportion of
11-14 year olds who are enrolled in the appropriate grade is low nationally. Addis Ababa has the highest rate at
96%. Afar and Ethiopia-Somali show the lowest rates at 18.3 % and 26.1% respectively. Many regions have a
large gap between the first cycle and second cycle NER, this indicates that 11-14 year olds are not progressing
through the education system.
Table 3.10NER for Grades 1-4 and Grades 5-8 by Region, 2009 E.C. (2016/17)

Grade 1-4 Grade 5-8

Region
Male Female Total Male Female Total
Tigray 122.8 117.3 120.1 86.3 90.1 88.2
Afar 49.6 45.9 47.8 18.3 18.4 18.3
Amhara 111.8 105.5 108.7 67.9 74.9 71.4
Oromiya 123.6 110.3 117.0 54.6 48.5 51.6
Somali 53.3 40.2 46.9 28.2 23.6 26.1
SNNP 140.8 129.1 135.0 68.2 60.4 64.3
Benishngul-Gumuz 110.7 101.2 106.0 49.9 44.4 47.2
Gambella 113.5 103.5 108.6 57.4 52.6 55.2
Harari 120.6 105.5 113.2 54.8 48.9 51.9
Addis Ababa 88.2 91.6 89.9 91.8 99.2 95.6
DireDawa 104.2 95.0 99.7 53.2 47.4 50.3
National 117.9 107.7 112.9 60.9 58.5 59.7
Chart 3.12 Comparison of NER for Grades 1-4 and Grades 5-8 by Region, 2009 E.C. (2016/17)

The 20 year trend in NER shows a steady increase that in recent years has shown a steeper increase. This steeper
increase could be due to the increasingly inaccurate population projections that are currently being produced by
the CSA as well as a genuine increase in enrolment.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table3.11 NER Trend for Grade 1-8 1988 E.C. – 2009 E.C.

Year Total Male Female

1988 E.C. (1995-1996) 21.6 25.7 17.4
1989 E.C. (1996-1997) 24.9 29.5 20
1990 E.C. (1997-1998) 36 43 28
1991 E.C. (1998-1999) 39.5 46.9 31.9
1992 E.C. (1999-2000) 44 51.2 36.6
1993 E.C. (2000-2001) 48.8 55.7 41.7
1994 E.C. (2001-2002) 52.2 59 45.2
1995 E.C. (2002-2003) 54 60.6 47.2
1996 E.C. (2003-2004) 57.4 62.9 51.8
1997 E.C. (2004-2005) 68.5 73.2 63.6
1998 E.C. (2005-2006) 77.5 81.7 73.2
1999 E.C. (2006-2007) 79.1 82.6 75.5
2000 E.C. (2007-2008) 83.4 86 80.7
2001 E.C. (2008-2009) 83 84.6 81.3
2002 E.C. (2009-2010) 82.1 83.7 80.5
2003 E.C. (2010-2011) 85.3 87 83.5
2004 E.C. (2011-2012) 85.4 86.8 83.9
2005 E.C. (2012-2013) 85.7 87.5 83.9
2006 E.C. (2013-2014) 92.6 95.1 90.1
2007 E.C. (2014-2015) 93.7 96.9 90.5
2008 E.C. (2015-2016) 100.3 104.2 96.2
2009 E.C. (2016-2017) 99.9 104.1 95.5
Chart 3.13 NER Trend for Grades 1-8 1988 E.C. – 2009 E.C.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

3.5 Gender Parity Index

By definition, Gender Parity Index (GPI) measures the equity between girls and boys. It is ratio of female to male
values of a given indicator. GPI in GER, therefore, it can be defined as female gross enrolment ratio divided by
male gross enrolment ratio for all levels. GPI is an important indicator of balanced programs to boost enrolment
and participation of girls in education. No nation has been able to achieve comprehensive basic education
without programs that assist girls. Note that GPI is used to measure the level of equity between boys and girls. In
a situation of equity in enrolment, the gender parity index (GPI) is 1, whereas with highest disparity it is close to
0. The following chart is presented to demonstrate the current situation (2009 E.C. 2016/17 academic year)
regionally and nationally.
The national GPI is currently at 0.90, this means that the target for GPI for this year in the ESDP V of 0.95 has
been missed. It is hoped that by the end of ESDP V GPI will have reached perfect parity and will be at 1
nationally, there is still more work needed in many regions for this to be achieved. The current figures are
influenced by the high result in Addis Ababa of 1.18, which shows that more females are attending school than
males. The lowest GPI is in Ethiopia-Somali at 0.78.
Chart 3.14 Gender Parity Index, Grades 1-8, 2009 E.C. (2016/17)

3.6 Pupil Section Ratio

In Ethiopia in one grade there may be more than one section, for example grade 1 might have three sections so
that class sizes are smaller. Each section has its own classroom so to calculate the pupil section ratio the number
of classrooms in the school can be used as a proxy indicator. Nationally PSR is at 43 for grades 1-8 and it is
higher in the first cycle compared to the second cycle. Ethiopia-Somali and SNNP have the biggest variation
between cycles, and Oromia and Ethiopia-Somali have the highest pupil section ratio at 56 for primary and
secondary cycles combined.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 3.15 Pupil Section Ratios in Primary Schools 2009 E.C. (2016/17)

3.7 Pupil Teacher Ratio

The Pupil-Teacher Ratio (PTR) is one of the common education indicators used to measure the education system
efficiency and quality. The basic assumptions of PTR are;

a) The lower the PTR indicates the better the opportunity for contact between the teacher and pupils and for the
teacher to provide support to students individually and hence a better teaching/learning process, thereby
improving the quality of education;
b) PTR is also used to measure the level of human resource input (teachers).
c) On the other hand, very low PTR may indicate low efficient use or underutilization of teachers.

This indicator is useful for setting minimum standards throughout the country and ensuring a certain level of
equality around the country. In Ethiopia, the standard set for PTR is 50 at primary and 40 at secondary level.
Note that; low or high PTR alone does not explain the quality of education because quality of education depends
on other factors such as mode of delivery, commitment, qualification of teachers, the supply of educational
materials, and other issues.
The national PTR in 2009 E.C. is 43 for grades 1-8, with first cycle having 52 and second cycle with 35. PTR is
highest in Ethiopia-Somali, followed by Afar and Oromia. With the exception of Afar, Oromia and Ethiopia-
Somali, all regions succeed a primary PTR of below 50. Addis Ababa is the only region where the PTR for both
cycles are the same. The trend in PTR has fallen over the last 8 years from 50.4 to 42.7.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 3.16 PTR in Primary schools, 2009 E.C. (2016/17)

Chart 3.17 Trends in PTR

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

3.8 Repetition Rate and Dropout Rate

These rates help to understand how well the education system utilizes limited resources efficiently and in a
timely manner. These rates are commonly used to measure the efficiency of the education system in producing
graduates of a particular education cycle or level. A student has three paths in a particular academic year, i.e.
promotion, repetition or dropout. Repeating a grade means using more resources than allocated to a student;
and leaving school (i.e. a dropout) before completing a particular cycle or level of education also results in a
waste of resources. Overall lower repetition and lower dropout rates at each grade level are indications of the
proper utilization of limited resources. Data concerning repeaters refer to the year before the one in which data
is collected, i.e. in 2009 it is only possible to collect information about students who repeated the grade which
they attended in 2008, and they are therefore repeaters of 2008. This explains why data concerning repetition
and drop-out rate is only available until 2008.
3.8.1 Repetition Rate
This indicator measures the proportion of students who have remained in the same grade for two or more
consecutive years by retaking the grade having either left the grade prematurely or returning for a second or
third time. Any repetition reduces the efficiency of the education system and can also be an indication of high
PTR, unqualified teachers or lack of learning materials. The current national policy requires that promotion is
based on students continuous assessment results for the first three grades of primary. The repetition rate is
slightly higher in males compared to females, following the historic trend. The female repetition rate of 6.8%
and the male repetition rate of 7.5% mean that the ESDP V target for 2017(6%) has not been met.
Chart 3.18 Trends in Repetition Rates, Grades 1-8

It can be seen that repetition rates are highest in grade 8, where students need to pass the grade 8 exam to
successfully complete primary education. Male repetition is higher in every grade compared to females, with an
increased difference between the genders in grades 5, 6 and 7 (see Chart 3.19). The repetition rates both for
male and female in 2008 E.C. are greater than the previous year.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 3.19 Repetition Rates split by Grade, 2008 E.C. (2015/16)

3.8.2 Dropout Rate

The dropout rate is a measure, typically by grade, of those who left formal schooling the previous year. In most
cases it is calculated as the remainder of students after subtracting those who have repeated and those who
have been promoted to the next grade. As many countries have discovered, often students do not completely
dropout, they may join education several years later, or seek out alternative education. Dropout rates have
increased slightly over the last year, and grade 1-8 dropout rates are now at 11.65%. Dropout is much lower
than it was 6 years ago. Dropout is highest in grade 1, at 18%. This means that many children join in grade 1 and
then leave the education system within the next year. Dropout in the rest of the grades is around 9%.
Chart 3.20 Trends in Dropout Rates by Sex, Grade 1-8, 2001 E.C. to 2008 E.C.

Ministry of Education 39 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

3.9 Survival Rate to Grade 5

The survival rate to grade 5 is used to estimate the percentage of students who will complete the first cycle of
primary education. The completion of at least 4 years of schooling is considered as a pre-requisite for a
sustainable level of literacy. Survival rates approaching 100% indicate a high level of retention and low incidence
of dropouts. The reliability of this indicator depends on the consistency of data on enrolment and repeaters both
in terms of coverage overtime and across grades. A synthetic cohort method is applied to calculate this rate by
assuming a group of pupils, typically 1,000 who are enrolled together and proceed to the 5 th grade, sometimes
with repetition up to two times, and sometimes without. The survival rates in 2009 E.C. for females and males
were 53.4 and 53.6 % respectively. The trend in survival rate shows a very slight increase in the last three years,
the ESDPV target of 59 for females and 57 for males has not been reached for either gender and improvements
in the retention of students need to be made.
Chart 3.21 Trends in Survival Rate to Grade 5 by Sex

As shown in Table 3.12 below, the survival rate to grade 5 reaches 84% in Tigray and 80% in Addis Ababa, while
in Gambella, SNNPR, Oromia and Afar the survival rate is less than 50%. Afar has a particularly low survival rate
at 28% for males and 30 for females.
Table 3.12 Survival Rate to Grade 5 by Region, 2009 E.C. (2016/17)
Survival rate to grade five (%)
Region
Male Female Total
Tigray 83 85 84
Afar 28 30 29
Amhara 70 77 74
Oromiya 47 45 46
Somali 58 45 52
Benishangul Gumuz 75 69 72
SNNP 46 45 46
Gambella 48 50 49
Harari 54 48 51
Addis Ababa 83 77 80
Dire Dawa 54 48 51
Total 54 53 53

Ministry of Education 40 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

3.10 Primary Completion Rate

Internationally the PCR is an established measure of the outcomes of an education system. It is used as a way of
comparing internationally the overall access and quality of the education system in a county. It is calculated in
the following way:
New pupils in last grade
Population official age in the last grade

The PCR is highly dependent on the accuracy of the single age population for both points of measurement (for
grade 5, age 11, and for grade 8, age 14) and the accurate measurement of repeaters in each grade. Taking into
account adjustments for Ethiopian approaches to calculation of both values i.e. single age ranges and repeaters,
a steady upward trend in completion rates is important.

The completion rate remains higher for Grade 5 compared to Grade 8 in 2009 E.C., the gap also appears to have
widened to 31 percentage points in 2009 from 16.8 percentage points in 2008. This shows that more children are
moving through grade 5, and there may be a few years lag in grade 8 completion rate responding to
interventions. The ESDP V target for grade 8 completion rate for 2017 is 55%; it can be seen from the figures this
year that this target has been met only for males. Compared to seven years ago, the completion rate for grade
five has increased from 75.6% to 85.2% and the completion rate for grade 8 has increased from 47.8% to 54.1%.
Table 3.13 Trends in Grade 5 and 8 Completion Rates
Grade 5 Grade 8
Year
Male Female Total Male Female Total
2002 E.C. (2009/10) 77.5 73.7 75.6 51.0 44.5 47.8
2003 E.C. (2010/11) 72.0 66.1 69.1 52.5 46.2 49.4
2004 E.C. (2011/12) 74.1 73.4 73.8 52.4 51.9 52.1
2005 E.C. (2012/13) 77.1 75.1 76.1 53.3 52.2 52.8
2006 E.C. (2013/14) 70.7 68.2 69.5 46.7 46.7 46.7
2007 E.C. (2014/15) 62.0 60.0 61.0 51.8 50.9 51.3
2008 E.C. (2015/16) 72.8 69.4 71.2 55.3 53.3 54.3
2009 E.C. (2016/17) 88.7 81.7 85.2 56.0 52.2 54.1
Chart 3.22 Trends in Grade 5 and 8 Completion Rates

Ministry of Education 41 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.13 Male Cohort Analysis, 2009 E.C. (2016/2017)

Flow rates in primary education of ethiopia (grade 1-8) Male

Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Graduates
Summary information

Enrolment 2008 2280865 1811342 1510474 1284935 1075067 874633 732043 651602 604,807
Enrolment 2009 2154797 1827013 1557680 1348996 1114674 938714 797830 696511
Repeaters 2009 169792 130699 102178 96535 87360 60889 58334 57035

Promotion Rate 0.74 0.80 0.83 0.80 0.82 0.85 0.87 0.93
Repetition Rate 0.07 0.07 0.07 0.08 0.08 0.07 0.08 0.09
Drop-Out 0.18 0.12 0.10 0.13 0.10 0.08 0.05 0.00

Year E.C 182 182

2008 1000 1000
Grades Pupil Year
74 Grade 1 1080 74
14 92 Grade 2 866 106
2009 74 744 Grade 3 746 818
Grade 4 669
6 54 Grade 5 583 59
1 14 62 Grade 6 512 76
2010 6 109 598 Grade 7 470 712
Grade 8 450
0 8 40 Tot pupil yr 5376 49
0 1 13 62 77
2011 0 12 128 496 636

1 9 37 47
Number of Year in the cycle (8years)

0 2 18 40 61
2012 1 18 143 396 559

1 11 32 44
3 15 27 46
2013 2 26 147 323 499

2 12 23 36
3 12 13 28
2014 4 33 142 274 453

3 10 22 Graduates 34
3 7 0 10
2015 7 37 142 239 218 425

3 11 21 35
1 2 0 3
2016 9 42 145 132 197

3 13 16
0 0
2017 12 50 45 62

4 4
0 0
16 16 16
196 108 77 83 59 43 21 0
1000 804 696 619 536 477 434 412 412
Survival by grade
80% 70% 62% 54% 48% 43% 41% 41%

Ministry of Education 42 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.14 Female Cohort Analysis, 2009 E.C. (2016/2017)

Flow rates in primary education of ethiopia (grade 1-8) Female

Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Graduates
Summary information

Enrolment 2008 1995846 1582031 1347764 1153861 970862 807763 677315 606948 540,015
Enrolment 2009 1892685 1600740 1360976 1199054 994096 855481 724850 631928
Repeaters 2009 143644 109965 85529 79406 68478 46395 44815 47966

Promotion Rate 0.75 0.81 0.83 0.80 0.83 0.84 0.86 0.89
Repetition Rate 0.07 0.07 0.06 0.07 0.07 0.06 0.07 0.08
Drop-Out 0.18 0.12 0.11 0.13 0.10 0.10 0.07 0.00

Year E.C 181 181

2008 1000 1000
Grades Pupil Year
72 Grade 1 1078 72
13 93 Grade 2 865 106
2009 72 747 Grade 3 744 819
Grade 4 664
5 52 Grade 5 574 57
1 13 64 Grade 6 508 78
2010 5 106 602 Grade 7 458 713
Grade 8 429
0 7 38 Tot pupil yr 5319 46
0 1 13 65 79
2011 0 11 123 500 635

1 8 34 43
Number of Year in the cycle (8years)

0 2 18 39 58
2012 1 17 137 401 556

1 9 28 39
3 13 34 50
2013 2 23 138 334 498

2 10 19 31
3 14 20 36
2014 4 29 134 282 448

2 8 19 Graduates 28
3 9 0 13
2015 6 32 132 243 224 412

2 9 19 30
1 3 0 3
2016 7 35 133 122 175

2 10 13
0 0
2017 9 41 38 50

3 3
0 0
12 12 12
195 107 79 85 55 51 32 0
1000 805 697 619 534 479 428 396 396
Survival by grade
80% 70% 62% 53% 48% 43% 40% 40%

Ministry of Education 43 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

3.11 Number of Primary Schools and Clusters

The total number of primary schools in Ethiopia is 35,838 in 2009 E.C.; this is an increase from 34,867
reported in the 2007 E.C. This means that in one year there are around 971 primary schools were built
across the country. Oromia has the largest number of primary schools at 14,309; naturally acceptable to
serve the larger population accordingly. Oromia has also seen the largest increase in the number of
primary schools, with 456 new schools opening in 2009 E.C. 93% of primary schools are government
owned across Ethiopia. With the exception of Addis Ababa (in which non-government schools are higher
in number than government ones), government shares in the number of schools is by far higher than the
non-government in all regions.
Chart 3.23 Numbers of Primary Schools by Region, 2009 E.C. (2016/17)

Chart 3.24 Primary Schools Split by Ownership, 2009 E.C. (2016/17)

Ministry of Education 44 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

It is also important to look at the number of cluster schools in Ethiopia. Cluster schools allow schools to
share some facilities. Schools are usually grouped into clusters of 5 schools within one woreda. In 2009
E.C. there were 7,840 clusters in Ethiopia, the majority being in Oromia where there are 2,850 clusters.
Chart 3.25 Number of Cluster Schools, 2009 E.C. (2016/17)

3.12 Textbooks and School Facilities

3.12.1 Number of Textbooks
The pupil/textbook ratio is an important assessment of how much access to learning materials children
receive when they go to school. It can be seen that nationally the pupil/textbook ratio for primary
schools is 4.2; this indicates that on average children have access to just 4 textbooks when they go to
school. There is wide regional variation with Harari having the highest pupil/textbook ratio at 7.6.
Ethiopia-Somali and Gambella have the lowest pupil/textbook ratio where there is less than one
textbook per child.
The total number of textbooks in primary schools is over 82 million, with 36% of these textbooks being
classed as language textbooks.

Ministry of Education 45 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.16 Numbers of Textbooks by Subject, 2009 E.C. (2016/17)

Textbooks Number
Arts 297,289
Civics 5,753,256
Esthetics 125,738
Geography 28,185
History 28,721
Languages 32,287,843
Mathematics 17,125,331
Music 795,762
Other 74,159
Physical ed 645,396
Science 19,290,483
Social science 5,677,073
Total 82,129,236
Chart3.26 Pupil/Textbook Ratios, 2009 E.C. (2016/17)

8.0
7.0
6.0
Pupil Textbook Ratio

5.0
4.0
3.0
2.0
1.0
0.0
Benishan Addis
Tigray Afar Amhara Oromiya Somali SNNPR Gambela Harari DireDawa National
gul Ababa
PTR 4.8 3.8 5.3 4.1 0.3 3.4 3.5 0.8 7.6 7.2 5.2 4.2

3.12.2 School Facility Indicators

It can be seen that nationally 11,963 primary schools have electricity available.Although there are
significant differences among regions,this represents about 33% of all primary schools; however this
result might be affected by the low response rate onthe total number of respondents. Among schools
with electricity available, 80% of them use hydropower. 67% of primary schools have radios available,
33% have tape recorders and 11% have video recorders.

Ministry of Education 46 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.17 School Facility Indicators on Electricity and Access to Multimedia Teaching, 2009 E.C.
(2016/17)

Number of non-

tape recorders

tape recorders
radio available
Availability of

Availability of

Availability of
schools with
Hydropower

Number of

Number of

Number of

Number of
Generator

functional

functional
electricity

electricity

recorders

recorders
Region

Biogas

radios

radios
Other

video

video
Solar
Tigray 616 498 80 4 - - 842 1,626 1,183 694 1,277 141 5,556
Afar 128 64 95 3 - 1 39 25 8 63 74 19 76
Amhara 1,565 1,382 171 25 - 5 4,238 17,288 10,922 1,527 2,715 497 1,314
Oromiya 3,633 2,823 725 76 6 10 7,485 17,740 10,149 3,443 4,263 1,176 2,859
Somali 3,633 2,823 725 76 6 10 7,485 17,740 10,149 3,443 4,263 1,176 2,859
SNNP 1,339 1,016 167 27 2 9 3,299 7,521 2,718 2,045 5,779 467 10,631
Benishangul-Gumuz 103 57 102 2 - 1 30 1,006 60 73 182 29 70
Gambella 60 46 33 34 5 8 32 23 11 37 66 30 2
Harari 73 65 12 - - - 20 60 46 46 95 38 374
Addis Ababa 745 723 9 1 - - 628 2,552 557 590 1,514 502 3,252
DireDawa 68 65 13 3 - - 41 96 66 50 111 26 26
National 11,963 9,562 2,132 251 19 44 24,139 65,677 35,869 12,011 20,339 4,101 27,019

3.12.3WASH Facilities
In 2009 E.C. the WASH data shows that 40% of primary schools have access to water supply; Addis
Ababa and Dire Dawa have the highest access at 94% and 80% respectively, while Afar has the lowest at
27%. However, nationally only 33% of schools reported a functional water access. The majority of
schools have water from protected water sources (59%), while 17% of the schools reported to use water
from unprotected sources. Gambella, Amhara, Oromia and Afar reported the highest percentages of
unprotected water sources. Though 33% of schools have functional water supply nationally, only 21% of
schools have enough water to meet the demand. The majority of schools have water available for 5 to 7
days per week, especially in Addis Ababa, Tigray, Benishangul-Gumuz and Amhara. Somali and SNNPR
are the regions with less availability of water. In Addis Ababa, 82% of children with disability can access
to water, whereas nationally only 20% of special needs children can access water. Similarly, only 22% of
schools reported to secure access to water to young children.

Ministry of Education 47 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.18 Water Access in Primary Schools, 2009 E.C. (2016/17)

% Schools with water accessible to

% Schools with water available for
% School with water available for

% School with water available for

% Schools with water accesssible

protected source/functional/5-7
% Schools with functional water
% Schools that have water from

% Schools with sufficient water

% Schools which responded to

% Unprotected water sources

% Schools with treated water

% Schools that responded to

% Protected water sources

for special needs students

water questions and have

less than 2 days/week
those that responded

days/meets demand
5 to 7 days/week

2 to 4 days/week
water questions

young children
for demand
REGION

supply
Tigray 86 44 87 11 39 24 77 11 11 25 28 26 2
Afar 96 27 74 23 26 21 59 25 16 19 20 21 8
Amhara 100 36 73 25 34 24 82 10 8 27 20 23 15
Oromiya 100 38 69 24 28 14 64 20 16 16 16 16 9
Somali 97 41 87 13 37 35 54 8 38 13 29 29 6
Benishangul-Gumuz 98 37 76 21 33 21 78 15 6 15 17 18 10
SNNP 97 39 35 10 34 20 40 27 34 27 18 21 7
Gambella 84 58 58 42 40 37 20 77 3 33 37 36 4
Harari 100 48 92 8 46 42 50 31 19 52 44 55 17
Addis Ababa 97 94 99 0 96 85 77 18 5 78 82 91 68
Dire Dawa 99 80 73 47 43 46 11 55 47 55 22
Total 98 40 59 17 33 21 63 19 18 23 20 22 11
Note: Percentages are calculated based on the number of schools that responded to the water-related
part of the questionnaire.

When we look at the toilet facilities, the majority (83%) of schools in Ethiopia has toilets, and these are
mostly traditional. Nationally, 37% of schools that responded to the toilet-related part of the
questionnaire have improved toilets; this statistics is 90% in Addis Ababa. 34% of schools have toilets
accessible to children with special needs, whereas 46% are accessible to young children. At a regional
level, these percentages are lowest in Afar, where 22% of special needs students and 27% of young
children has access to toilets. Nationally, 65% of schools have solid waste disposal, 61% is free from
open defecation and only 20% has a sewerage system. The detail is given by the table below.
Table 3.19 Toilet Facilities in Primary Schools, 2009 E.C. (2016/17)
% Schools with traditional toilets

% Schools with male and female

% Schools with toilets accessible

% Schools with toilets accessible

% Schools with improved toilets

% Schools with sewage system

% Schools that responded to

% Schools with functioning

% Schools with functioning

% Schools with solid waste

toilets far from each other

for special needs students

% Schools that have toilet

% Schools free from open

menstruation sanitation
toilet, handwash and

for young children

teachers toiletst
students toilets

defecation
questions

disposal
REGION

Tigray 86 70 28 72 62 46 43 35 47 62 15 45
Afar 96 41 21 79 44 34 28 22 27 49 21 49
Amhara 100 80 57 43 71 68 27 29 41 73 15 60
Oromiya 100 89 67 33 82 72 43 38 51 69 14 63
Somali 97 50 45 55 48 44 22 21 23 23 17 21
Benishangul-Gumuz 98 73 30 70 75 53 39 34 42 69 23 63
SNNP 97 93 68 32 89 83 52 30 43 60 33 66
Gambella 84 24 44 56 87 88 88 89 90 91 91 89
Harari 100 77 27 73 71 66 52 37 54 57 35 35
Addis Ababa 97 89 10 90 96 96 75 71 90 60 85 92
Dire Dawa 99 90 28 72 87 66 48 28 53 79 47 73
Total 98 83 63 37 78 70 41 34 46 65 20 61

Ministry of Education 48 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

As table 3.20 shows, access to hand-wash is still limited nationally, with the exception of Addis Ababa;
less than 20% of schools nationally have a functional hand-wash, 49% of schools do not have soap
available and less than 10% of schools reported to have all hand-washes available to special needs
students and young children.

On the other hand, almost half of primary schools have menstruation sanitation available, but only 8%
have a menstruation room and 12% a menstruation pad bin. Overall, more than 80% of schools provide
health and sanitation education, 75% have a WASH budget available and 19% have a WASH committee
and WASH club composed by students. The three tables below describe the detail on hand-wash,
menstruation sanitation and WASH sustainability.

Table 3.20 Hand washes in primary schools, 2009 E.C. (2016/2017)

some handwash

some handwash
% Schools with

% Schools with

% Schools with

% Schools with

% Schools with

% Schools with

% Schools with

% Schools with
% Schools that

accessible for

accessible for

accessible for

accessible for
responded to

special needs

special needs
all handwash

all handwash
soap always
handwash

handwash

handwash
functional
questions

lower age

lower age
available

available
soap not

students

students

children

children
REGION

Tigray 86 26 19 4 29 9 7 10 6
Afar 96 19 15 8 35 8 4 9 4
Amhara 100 15 12 2 45 6 2 8 3
Oromiya 100 14 11 3 62 6 4 7 4
Somali 97 37 28 6 0 2 10 1 9
Benishangul-Gumuz 98 42 30 9 19 8 17 7 13
SNNP 97 44 37 8 53 13 16 15 16
Gambella 84 2 1 0 0 0 0 0 0
Harari 100 54 44 9 23 24 8 27 6
Addis Ababa 97 95 92 52 22 65 20 78 9
Dire Dawa 99 49 46 13 38 21 13 32 10
Total 98 24 19 5 49 9 7 10 7

Table 3.21 Menstruation Sanitation in Primary Schools, 2009 E.C. (2016/17)

improved toilet and

other menstruation
sanitation available

WASH INDICATOR -
percentage Water
menstruation pad
sanitation room
% Schools with

% Schools with

% Schools with

% Schools with

indicator, plus
menstruation

menstruation

handwashing
sanitation

available
REGION

bin

Tigray 28 6 8 15 8
Afar 33 4 3 19 10
Amhara 37 2 7 29 7
Oromiya 37 5 16 29 7
Somali 18 2 0 3 20
Benishangul-Gumuz 28 12 14 6 6
SNNP 93 22 12 35 5
Gambella 0 0 0 0 0
Harari 58 9 15 6 9
Addis Ababa 73 20 26 24 11
Dire Dawa 59 7 18 30 4
Total 46 8 12 27 7

Ministry of Education 49 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 3.22 WASH Sustainability, 2009 E.C. (2016/17)

% Schools with WASH budget

% Schools giving health and

% Schools with WASH Club

% Schools with WASH

% Schools with WASH

Maintenance System
sanitation education

Committee
available
REGION

Tigray 80 85 58 68 40
Afar 49 47 41 45 23
Amhara 89 91 4 3 2
Oromiya 84 72 2 1 1
Somali 50 75 48 48 53
Benishangul-Gumuz 58 48 37 53 24
SNNP 75 56 42 41 43
Gambella - 92 100 100 -
Harari 71 50 29 57 57
Addis Ababa 91 96 82 38 41
Dire Dawa 82 92 73 43 48
Total 81 75 24 19 19

Ministry of Education 50 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 51 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

4. Secondary Education
Secondary education has been implemented in Ethiopia for many years providing for post-primary
education. It is split into two cycles; the first cycle covering grades 9-10 and the second cycle covering
grades 11-12. About 80% of students are enrolled in the first cycle secondary in grades 9-10.

At the end of the first cycle when students complete grade 10 (general secondary education) they take
the national examination (Ethiopian General Secondary Education Certificate Examination). This is used
to certify completion of general secondary education and to select students who qualify for the next
higher level of education called the preparatory level. The preparatory level is the second cycle of
secondary education and prepares students for university education. Those who do not fulfill the criteria
for the preparatory level can be enrolled in colleges of teachers education and technical and vocational
education and training schools (TVET). This section presents various indicators in relation to secondary
level education.

4.1 Secondary Gross Enrolment Ratio (GER)

The Gross Enrolment Ratio shows the total number of children that have enrolled in grades 9-12,
irrespective of their age, as a proportion of the school age population (In Ethiopia the official secondary
school age population is between 15 and 18).

The national GER of secondary grades is 30.01%, this indicates that nationally there are many children
who are not completing primary education and proceeding to secondary education. There are of course
wide regional variations, with Addis Ababa having the highest GER at 80.6%, followed by Gambella and
Tigray with 65.8% and 44.7% respectively. Nationally the GER for males is higher compared to females,
however in Tigray, Amhara and Addis Ababa it can be seen that more females are attending secondary
education than males. Afar and Ethiopia-Somali regions have the lowest enrolment rate in secondary
education.
Table4.1 GER for Grades 9-12, by Region, 2009 E.C. (2016/17)

Population 15-18 Gross enrollment 9-12 GER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 240,281 235,068 475,349 106,028 106,287 212,315 44.1 45.2 44.7
Afar 84,793 66,668 151,461 11,763 6,562 18,325 13.9 9.8 12.1
Amhara 930,842 909,042 1,839,884 301,423 317,222 618,645 32.4 34.9 33.6
Oromiya 1,697,516 1,670,378 3,367,894 449,305 358,478 807,783 26.5 21.5 24.0
Somali 252,177 196,379 448,557 34,475 17,836 52,311 13.7 9.1 11.7
SNNP 921,261 912,115 1,833,376 343,855 278,206 622,061 37.3 30.5 33.9
Benishangul Gumuz 49,121 48,028 97,150 18,375 14,081 32,456 37.4 29.3 33.4
Gambella 19,770 17,862 37,632 15,206 9,546 24,752 76.9 53.4 65.8
Harari 10,110 10,147 20,257 3,765 3,410 7,175 37.2 33.6 35.4
Addis Ababa 87,194 99,436 186,629 66,977 83,395 150,372 76.8 83.9 80.6
DireDawa 18,852 19,316 38,168 6,996 5,986 12,982 37.1 31.0 34.0
National 4,311,918 4,184,439 8,496,357 1,358,168 1,201,009 2,559,177 31.5 28.7 30.1

Ministry of Education 52 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.1 GER for Grades 9-12, by Region2009 E.C. (2016/17)

It is also interesting to look at the split between the first cycle (grades 9-10) and second cycle (grades 11-
12) enrolment. It is expected in the Ethiopian education system that after grade 10, majority of students
(around 80%) will join TVET, TTIs, and other training centers; therefore it is expected that the GER would
drop between the two cycles. As can be seen in the table and chart below this is reflected in the GER
figures, with a national figure of 47.1% for grades 9-10 and 12.5% for grades 11-12. Splitting the data
between regions also shows the high enrolments is in Addis Ababa and Gambella, where GER is over
100% for grades 9-10; this indicates that many of the students in secondary schools in these regions are
not in the correct age grade and are under 15 or over 16.
Table 4.2 GER Split by Cycle, 2009 E.C. (2016/17)

Grades 9-10 Grades 11-12

Region
Male Female Total Male Female Total
Tigray 71.4 76.1 73.7 15.9 13.2 14.6
Afar 18.3 12.9 15.9 9.6 6.8 8.4
Amhara 50.3 56.4 53.3 13.9 12.7 13.3
Oromiya 41.3 33.6 37.5 10.7 8.6 9.6
Somali 17.3 11.4 14.7 10.2 6.8 8.7
SNNP 58.8 47.8 53.4 14.5 12.1 13.3
Benishangul Gumuz 61.2 46.4 53.9 12.7 11.7 12.2
Gambella 114.8 96.0 105.9 38.7 11.0 25.5
Harari 57.9 51.4 54.7 16.2 16.0 16.1
Addis Ababa 107.7 122.9 115.6 47.0 49.7 48.5
DireDawa 55.4 47.3 51.3 19.0 15.3 17.1
National 48.9 45.2 47.1 13.4 11.5 12.5

Ministry of Education 53 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.2 Total GER Split by First and Second Cycle, 2009 E.C. (2016/17)

The trend for GER in secondary schools starts in 1992 E.C. and shows that there has been a large
increase in enrolment in both cycles. The enrolment in grades 9-10 at 1999 E.C. shows an early peak in
male enrolment which then fell with various unspecified reasons. Over the last few years, grade 9-10
trends have been observed as plateau, the latest figures indicate that there has been an increase in
2009 enrolment. The ESDP V targets in relation to grade 9-10 GER for 2009 have not been met, the
target being 50% for male and 48% for females. Grade 11-12 GER also shows a slow increase since 1996
E.C.

Ministry of Education 54 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 4.3 Trends in GER for Grades 9-10 and Grades 11-12, 1992 E.C. – 2009 E.C.
Grade 9-10 Grade 11-12
Year
Total Male Female Total Male Female
1992 E.C. (1999-2000) 12.8 14.4 11.2
1993 E.C. (2000-2001) 14.1 16.1 12.1
1994 E.C. (2001-2002) 17.1 20.4 13.7
1995 E.C. (2002-2003) 19.3 24.0 14.3
1996 E.C. (2003-2004) 22.1 28.2 15.9 3.2 4.5 1.7
1997 E.C. (2004-2005) 27.3 34.6 19.8 3.0 4.3 1.7
1998 E.C. (2005-2006) 33.2 41.6 24.5 3.9 5.7 2.0
1999 E.C. (2006-2007) 37.3 45.7 28.6 5.5 7.3 3.7
2000 E.C. (2007-2008) 37.1 44.4 29.6 5.8 7.8 3.8
2001 E.C. (2008-2009) 38.1 43.7 32.4 6.0 8.5 3.5
2002 E.C. (2009-2010) 39.1 43.5 34.7 7.0 8.9 5.0
2003 E.C. (2010-2011) 38.4 41.8 34.9 8.1 9.4 6.7
2004 E.C. (2011-2012) 36.9 39.1 34.6 8.8 10.0 7.6
2005 E.C. (2012-2013) 38.4 39.9 36.9 9.5 10.5 8.5
2006 E.C. (2013-2014) 39.3 40.4 38.0 10.0 10.7 9.1
2007 E.C. (2014-2015) 39.8 41.3 38.4 10.6 11.3 9.9
2008 E.C. (2015-2016) 45.0 46.2 43.4 12.6 13.4 11.7
2009 E.C. (2016-2017) 47.1 48.9 45.2 11.5 12.5 13.4
Chart 4.3 Trends in GER for Grades 9-10 and Grades 11-12, 1992 E.C. – 2009 E.C.

Ministry of Education 55 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

4.2 Secondary Net Enrolment Rate (NER)

The NER is similar to the GER and calculates an enrolment ratio. It differs from GER in that it only takes
those of the correct school age for those grades, i.e. it only looks at 15 to 18 years old that are enrolled in
secondary education. Nationally the grade 9-12 NER is calculated to be 24.6% and there is a small
difference, 0.5 percentage points, between males and females. Addis Ababa has the highest NER at
63.4%, showing that this is the region with most students enrolled in their correct grade age. Gambella
has the biggest difference between its GER and NER statistic at 32 percentage points. This indicates that in
this region there are many students attending secondary schools that are not in the correct age range.
Nationally the gap between GER and NER is smaller compared to the primary level, indicating that if a
student has enrolled in secondary level they are more likely to be of the correct age range.
Table 4.4 NER for Grades 9-12, 2009 E.C. (2016/17)

Net enrolment Population 15-18 NER %

Region
Male Female Total Male Female Total Male Female Total
Tigray 92,765 97,417 190,182 240,281 235,068 475,349 38.6 41.4 40.0
Afar 6,705 4,203 10,908 84,793 66,668 151,461 7.9 6.3 7.2
Amhara 234,169 269,926 504,095 930,842 909,042 1,839,884 25.2 29.7 27.4
Oromiya 356,748 306,815 663,563 1,697,516 1,670,378 3,367,894 21.0 18.4 19.7
Somali 21,026 11,506 32,532 252,177 196,379 448,557 8.3 5.9 7.3
SNNP 284,321 238,959 523,280 921,261 912,115 1,833,376 30.9 26.2 28.5
Benishangul Gumuz 11,442 11,221 22,663 49,121 48,028 97,150 23.3 23.4 23.3
Gambella 7,262 5,444 12,706 19,770 17,862 37,632 36.7 30.5 33.8
Harari 3,170 3,013 6,183 10,110 10,147 20,257 31.4 29.7 30.5
Addis Ababa 52,520 65,769 118,289 87,194 99,436 186,629 60.2 66.1 63.4
DireDawa 4,907 4,897 9,804 18,852 19,316 38,168 26.0 25.4 25.7
National 1,075,035 1,019,170 2,094,205 4,311,918 4,184,439 8,496,357 24.9 24.4 24.6
Chart 4.4 NER for Grades 9-12, 2009 E.C. (2016/17)

Ministry of Education 56 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.5 Comparisons between GER and NER for Grades 9-12 by Region, 2009 E.C. (2016/17)

Again the split between grades 9-10 and 11-12 shows the expected decrease between the two cycles.
The ESDP V target for NER at grades 9-10 is 28 for both male and female, but this target could not be
met. However, the target has been succeeded in Addis Ababa, Harari, SNNPR and Tigray. On the other
hand, Tigray has the biggest difference in NER between grades 9-10 and grades 11-12 indicating that
many students have left the education system after grade 10, possibly to attend TVET courses.
Table 4.5 Comparison of NER in Grades 9-10 and 11-12 by Region, 2009 E.C. (2016/17)

Grades 9-10 Grades 11-12

Region
Male Female Total Male Female Total
Tigray 53.1 61.5 57.3 11.0 9.7 10.3
Afar 6.8 5.7 6.3 3.3 2.7 3.0
Amhara 21.9 28.7 25.3 7.0 7.1 7.0
Oromiya 17.7 16.7 17.2 5.8 5.3 5.5
Somali 5.9 4.4 5.2 4.0 2.8 3.5
SNNP 34.2 29.7 32.0 9.6 8.4 9.0
Benishngul-Gumuz 17.7 21.1 19.4 5.9 7.6 6.8
Gambella 25.7 21.3 23.6 8.4 4.3 6.4
Harari 28.3 28.7 28.5 12.4 13.4 12.9
Addis Ababa 57.2 65.2 61.3 31.8 33.9 33.0
DireDawa 19.7 22.6 21.1 9.1 8.6 8.9
National 24.1 25.1 24.6 7.6 7.2 7.4

Ministry of Education 57 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.6 Comparison of NER in Grades 9-10 and Grades 11-12 by Region, 2009 E.C. (2016/17)

The trend for NER is shown since 1992 E.C. for grades 9-10 and from 2005 E.C. for grades 11-12. The
grade 9-10 NER trend shows a switch between male and female in 2004, this is the year in which female
NER became higher than male NER and it has remained higher ever since. These are the years in which
females have a higher NER than males. The trend for grade 11-12 is limited by its time period, but it can
be seen there is a small increase over the last 4 years.

Ministry of Education 58 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 4.6 Trends in NER, 1992 E.C. - 2009 E.C.

Grade 9-10 Grade 11-12

Year
Total Male Female Total Male Female
1992 E.C. (1999-2000) 6.8 7 6.6
1993 E.C. (2000-2001) 6.6 7.1 6.1
1994 E.C. (2001-2002) 7.4 8.6 6.2
1995 E.C. (2002-2003) 8.4 10.1 6.7
1996 E.C. (2003-2004) 9.8 12 7.5
1997 E.C. (2004-2005) 11.8 14.2 9.3
1998 E.C. (2005-2006) 13.2 15.5 10.7
1999 E.C. (2006-2007) 14.7 16.8 12.6
2000 E.C. (2007-2008) 13.8 15.4 12.2
2001 E.C. (2008-2009) 13.5 15 11.9
2002 E.C. (2009-2010) 16.4 16.8 16.1
2003 E.C. (2010-2011) 16.3 16.4 16.2
2004 E.C. (2011-2012) 17.3 16.9 17.6
2005 E.C. (2012-2013) 19.4 18.8 20.1 5.4 5.2 5.3
2006 E.C. (2013-2014) 20.2 19.6 20.9 5.5 5.5 5.5
2007 E.C. (2014-2015) 20.7 20.1 21.2 6.0 6.0 6.0
2008 E.C. (2015-2016) 23.7 23.0 24.4 7.4 7.5 7.3
2009 E.C. (2016-2017) 24.6 24.1 25.1 7.4 7.6 7.2
Chart 4.7 Trends in NER for 1992 E.C. -2009 E.C.

Ministry of Education 59 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

4.3 Gender Parity Index

The GPI for grades 9-12 has not met the ESDP 2009 target of 0.94 in all regions and at national level too.
Tigray, Amhara and Addis Ababa have a GPI higher than 0.94. Equity is higher in grades 9-10 compared
to grades 11-12.Gambella has the biggest difference in GPI between the two cycles, dropping to 0.28for
grades 11-12, this shows that many females are leaving secondary school after grade 10 in this region.
GPI is higher for grades 11-12 in Addis Ababa, followed by Harari and BenishangulGumuz showing that
more females in this region continue onto second cycle secondary grades compared to males than other
regions.
Chart4.8 GPI for Secondary Schools by Region, 2009 E.C. (2016/17)

By the end of ESDPV it is hoped that the GPI will be 1 and there will be equal enrolment shares, with
respect to school age population, between both males and females. From the trend over the last 7 years
it can be seen that GPI in grades 9-10 has been flat and has not increased by a substantial amount since
2005. GPI for grades 11-12 has increased more over the time period but also looks like starting to
plateau over the last few years.

Ministry of Education 60 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.9 Trends in GPI, 2002 E.C.-2009 E.C.

4.4 Pupil Teacher Ratio

This indicator is useful for setting minimum standards throughout the country and ensuring a certain
level of equality around the country. In Ethiopia, the standard set for PTR is 40 at secondary level. Note
that; low or high PTR alone does not explain the quality of education because quality of education
depends on other factors such as mode of delivery, commitment, qualification of teachers, the supply of
educational materials, and other issues.
The PTR in secondary grades is 26 in 2009; the PTR in first cycle of secondary is higher compared to the
PTR in second cycle, with the exception of Afar. In Ethiopia-Somali, PTR is disproportionally higher.
Chart 4.10 PTR by Region, 2009 E.C. (2016/17)

50
45
40
Pupil Teacher Ratio

35
30
25
20
15
10
5
0
Benishan Gambell Addis Dire
Tigray Afar Amhara Oromiya Somali SNNP Harari National
gul gu a Ababa Dawa
PTR Grade 9-10 28 34 24 26 45 29 25 30 26 24 22 27
PTR Grade 11-12 20 46 19 22 34 28 21 28 19 20 20 22
PTR Grade 9-12 27 37 23 25 40 29 24 29 24 22 21 26

Ministry of Education 61 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

The trend in PTR shows that it has been decreasing since 2002 E.C. The decrease was largest between
2002 E.C. and 2004 E.C. and since then the change has been slower.
Table 4.7 Trends in PTR by Region, 2009 E.C. (2016/17)

2002 E.C. 2003 E.C. 2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
Region (2013/14
(2009/10) (2010/11) (2011/12) (2012/13) (2014/15) (2015/16) (2016/17)
)
Tigray 41 33 34 31.3 32.5 29.6 29.8 27
Afar 32 0 26 19.8 20.7 50.8 69.6 37
Amhara 36 29 27 27.8 26.5 23.1 24.6 23
Oromiya 39 33 31 29.9 27.4 25.8 25.7 25
Somali 34 21 34 47.4 42.7 44.0 52.3 484
Benishangul Gumuz 31 26 29 19.9 23.8 28.4 24.2 24
SNNP 42 35 34 30.2 31.4 22.9 29.8 29
Gambella 24 23 30 25.6 29.4 30.4 32.9 29
Harari 26 24 23 26.3 21.3 17.8 18.4 24
Addis Ababa 22 26 20 21.5 21.1 20.2 20.0 22
Dire Dawa 24 22 21 18.9 18.1 20.5 23.7 21
National 36 31 29 28.7 27.8 26.4 26.5 26

Chart 4.11 National PTR Trend

4.5 Pupil Section Ratio

Nationally PSR is at 57 for grades 9-12 and it is higher in the first cycle compared to the second cycle.
Gambella has the biggest variation between cycles, with 114 in the first cycle compared to 77 in the
second cycle. This indicates that children in this region are in overcrowded classrooms compared to
children in other regions. PSR is lowest in Addis Ababa indicating that students in this region have better
access to classroom facilities and are in a better conducive learning environment.

Ministry of Education 62 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.12 Pupil Section Ratios by Region, 2009 E.C. (2016/17)

4.6 Number of Schools

Nationally there are 3,393 secondary schools, with over 40% found in Oromia. This is an increase of 237
schools nationallyfrom2008 E.C. Most new primary schools were opened in Oromia and Ethiopia-Somali
region, while most secondary schools are opened in Amhara and Oromia. 89% of schools nationally are
government owned schools, however in Addis Ababa, Harari and Dire Dawa number of non-government
schools are higher than government ones as can be seen from chart 4.14.
Chart 4.13 Numbers of Secondary Schools by Region, 2009 E.C. (2016/17)

Ministry of Education 63 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 4.14 Numbers of Secondary Schools by Region and Ownership,2009 E.C. (2016/17)

4.7 Textbooks and School Facilities

4.7.1 Number of Textbooks
The pupil/textbook ratio is an important assessment of how much access to learning materials children
receive when they go to school. It can be seen that nationally the pupil/textbook ratio for secondary
schools is 10.3; a decrease since 2008, when it was at 11.8.This indicates that on average children has
access to about 10 textbooks when they go to school. There is wide regional variation with Oromia
having the highest pupil/textbook ratio at 14.9. Ethiopia-Somali and Gambella have the lowest
pupil/textbook ratio where there is less than one textbook per student.
The total number of textbooks in secondary schools is 30.5 million.
Table 4.8 Numbers of Textbooks by Subject, 2009 E.C. (2016/17)
Textbooks Number
Technical drawing 447,694
Civics 2,535,713
Computer science/IT 2,719,256
Ethiopian economy 65,988
General Business 251,670
General Economics 207,249
Geography 2,058,362
History 2,133,116
Languages 6,577,982
Mathematics 3,119,018
Sciences 8,855,079
Physical education 1,500,318
Other 53,045
Total 30,524,490

Ministry of Education 64 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart4.15 Pupil/Textbook Ratios by Region, 2009 E.C. (2016/17)

16.0
14.0
12.0
Pupil Textbook Ratio

10.0
8.0
6.0
4.0
2.0
0.0
Benishan Addis
Tigray Afar Amhara Oromiya Somali SNNPR Gambela Harari DireDawa National
gul Ababa
PTR 11.9 3.8 5.2 14.9 0.5 9.2 9.7 1.7 4.0 14.5 13.5 10.3

4.7.2 School Facility Indicators

It can be seen that nationally 68% of secondary schools have electricity available, mostly hydropower;
this is highly dependent on the region. The city administrations of Addis Ababa and Harari have higher
proportions of schools with electricity. About75% of schools have computers available, but only 19%
have an internet lab. Secondary schools in Addis Ababa are the most connected to the internet (67%).
These numbers might be affected by the low response rate in school facilities questions, especially in
some regions.
Table 4.9 School Facility Indicators on Electricity and Multimedia Teaching, 2009 E.C. (2016/17)
Availability of

Hydropower

Generator
electricity

electricity
Region
Biogas

Other
Solar

Tigray 157 138 2 3 - -

Afar 14 12 1 - - -
Amhara 330 305 7 24 - 1
Oromiya 1,044 912 10 122 1 1
Somali 65 9 3 - 1 -
SNNP 431 270 22 32 2 1
Benishangul-Gumuz 35 23 6 6 5 -
Gambella 15 10 3 1 1 2
Harari 15 15 - - - -
Addis Ababa 201 190 4 - - -
DireDawa 16 12 - 1 - -
National 2,323 1,896 58 189 10 5

Ministry of Education 65 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

functional (VSAT)

Number of video
Computers used

Computers used

video recorders
plasma screens

(VSAT) Satellite

administration
Availability of

Availability of

Availability of

Availability of
computers in
Satellite Dish

for teaching

internet lab

internet lab
Number of

Number of

Number of

Number of
computers

computers
functional

functional
Region

recorders
Dish

for
Tigray 1,017 96 42 145 3,522 367 3,356 32 897 5 13
Afar 41 8 1 11 219 39 125 5 5 7 5
Amhara 8,610 297 195 458 14,644 6,728 16,808 170 13,612 100 377
Oromiya 7,249 611 403 1,094 19,776 28,716 24,188 182 20,673 220 878
Somali 91 50 27 46 208 24 175 22 1 23 -
SNNP 3,021 226 150 439 9,799 5,197 10,917 70 2,091 29 48
Benishangul-Gumuz 6,438 32 10 44 339 2,331 1,038 10 782 9 56
Gambella 23 6 7 14 41 21 77 6 39 2 -
Harari 81 8 5 15 403 200 271 8 199 7 6
Addis Ababa 2,075 118 46 197 13,432 7,088 8,392 143 13,261 88 172
DireDawa 105 9 3 14 243 1,808 982 6 813 6 14
National 28,751 1,461 889 2,477 62,626 52,519 66,329 654 52,373 496 1,569
4.7.3 WASH Facilities
Nationally, 63% of the schools that responded to water-related questions reported to have water, the
majority (92%) having a protected source of water, whereas 36% of schools have enough water to meet
water demand, and more schools have water available 5 to 7 days per week than 2 to 4 or less than 2
days. 39% of schools reported to secure access to water to special needs students; in Gambella and
Addis Ababa this percentage raises to 76%.
In general, 22% of schools meet the water indicator, having a protected and functional source of water
with availability for 5 to 7 days per week.
Table 4.10 Water Access in Secondary Schools, 2009 E.C. (2016/17)
% School with water available

% School with water available

% Unprotected water sources

% Schools with treated water

% Schools that responded to

to water questions and have

accesssible for special needs

% Schools which responded

from those that responded

% Protected water sources

% Schools that have water

% Schools with functional

% Schools with sufficient

available for less than 2

source/functional/5-7
% Schools with water

% Schools with water

days/meets demand
for 5 to 7 days/week

for 2 to 4 days/week
water for demand
water questions

water supply

days/week

protected
students
REGION

Tigray 84 71 100 0 62 37 39 13 6 44 42 3
Afar 18 83 100 0 50 50 33 0 17 50 33 0
Amhara 100 68 92 8 64 38 48 9 7 53 43 27
Oromiya 99 59 92 8 55 29 36 13 8 27 35 20
Somali 92 50 88 12 54 45 10 3 11 49 37 5
Benishangul-Gumuz 97 44 77 23 35 15 25 7 3 18 22 75
SNNP 97 59 91 9 54 33 29 23 14 0 33 11
Gambella 78 90 95 5 83 86 19 57 0 79 76 14
Harari 100 81 93 7 88 44 31 44 13 38 38 19
Addis Ababa 96 99 96 4 97 80 76 16 5 68 76 64
Dire Dawa 100 91 100 0 86 55 55 27 5 36 50 45
Total 96 63 92 8 59 36 38 15 9 30 39 22
Note: Percentages are calculated based on the number of schools that responded to the water-related
part of the questionnaire.
Toilets can be found in 90% of secondary schools in Ethiopia, with the majority being improved toilets
and only 25% of schools reporting to have traditional toilets. However, there are significant regional

Ministry of Education 66 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

variations with Afar and Somali having 33% and 58%, respectively, of schools with toilets. In overall, the
majority of students and teachers toilets are reported as functional and 64% of schools have female
and male toilets far from each other. More than half of schools that reported on their toilet situation
have a solid waste disposal system in place, and 50% has sewerage system. Nationally, 54% of schools
are free from open defecation. Regional variations are significant with Afar having only 17% of schools
free for open defecation and Gambella and Addis Ababa more than 90%. The table below shows the
detail on toilet facilities.
Table 4.11 Toilet Facilities in Secondary Schools, 2009 E.C. (2016/17)
% Schools that responded to

female toilets far from each

accessible for special needs

% Schools with functioning

% Schools with functioning

% Schools with solid waste

% Schools with traditional
% Schools that have toilet

% Schools free from open

% Schools with improved

% Schools with male and

menstruation sanitation

% Schools with sewage

% Schools with toilets
toilet, handwash and

teachers toiletst
students toilets

defecation
students

disposal
REGION

system
toilets

toilets

other
Tigray 84 78 7 19 77 62 57 37 64 30 49
Afar 18 33 - 50 50 33 50 17 33 33 17
Amhara 100 95 15 53 94 88 61 50 81 36 77
Oromiya 99 92 33 44 82 71 62 40 56 58 30
Somali 92 58 7 8 50 50 25 21 28 18 25
Benishangul-Gumuz 97 74 4 32 72 50 50 28 63 17 61
SNNP 97 92 35 53 95 93 71 45 68 45 71
Gambella 78 71 12 45 95 93 98 100 100 100 98
Harari 100 100 6 38 94 69 63 38 75 75 75
Addis Ababa 96 92 1 9 97 96 86 65 69 87 94
Dire Dawa 95 90 5 5 90 76 67 48 86 57 76
Total 96 90 25 42 86 79 64 44 64 50 54
As far as hand-washes are concerned, very few schools (8%) reported to have soap always available,
although 32% of schools reported to have a functional hand-wash. Hand-washes are always available for
special needs students in 17% of schools whereas 9% of schools have only some hand-wash available for
special needs students.
On the other hand, Harari and Addis Ababa have the highest menstruation sanitation available, with
81% and 84%, respectively, of schools providing menstruation sanitation, whereas nationally only 45%
of schools provide menstruation sanitation. Most secondary schools in Ethiopia (78%) provide health
and sanitation education in secondary schools and 43% provide menstruation education for girls (see
the table below).

Ministry of Education 67 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table4.12 Sanitation in Secondary Schools, 2009 E.C. (2016/17)

% Schools with menstruation

% Schools with menstruation

% Schools with menstruation

% Schools that responded to

% Schools with all handwash

percentage Water indicator,

% Schools with soap always

accessible for special needs

% Schools with handwash
% Schools with functional

plus improved toilet and

handwash accessible for
% Schools with soap not

menstruation sanitation

handwashing available
special needs students

% Schools with other

% Schools with some
handwash questions

sanitation available

WASH INDICATOR -
sanitation room
handwash

available

available

students
REGION

pad bin
Tigray 84 32 28 5 37 12 8 1 0 1 0 0
Afar 18 17 0 0 0 0 0 33 17 0 17 0
Amhara 100 31 25 3 37 16 4 56 6 21 30 13
Oromiya 99 34 24 4 62 12 7 31 7 7 17 15
Somali 92 42 30 12 0 3 14 2 2 0 0 8
Benishangul-Gumuz 97 35 26 1 40 1 13 28 8 7 13 6
SNNP 97 49 38 11 53 21 14 72 32 17 24 7
Gambella 78 2 2 0 0 0 0 2 2 0 0 0
Harari 100 69 50 25 19 31 0 81 19 56 6 22
Addis Ababa 96 98 94 41 29 60 19 84 23 33 28 9
Dire Dawa 95 48 43 5 38 19 10 19 10 0 10 20
Total 96 41 32 8 49 17 9 45 13 12 19 11
Table4.13 WASH Sustainability in Secondary Schools, 2009 E.C. (2016/17)
% Schools with

% Schools with

% Schools with

% Schools with
and sanitation

education for
menstruation

Maintenance
giving health

WASH Club
Committee
education
% Schools
REGION

System
WASH

WASH
girls

Tigray 80 60 100 80 60
Afar - - - - -
Amhara 90 63 - 34 25
Oromiya 70 48 - 35 28
Somali 52 66 - 57 70
Benishangul-Gumuz 60 55 90 60 40
SNNP 82 - 59 50 45
Gambella 61 5 100 98 2
Harari 45 73 - 36 18
Addis Ababa 86 76 83 40 38
Dire Dawa 70 60 70 50 30
Total 78 43 32 43 34

Ministry of Education 68 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 69 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

5. Examination Results
According to the Ethiopian education and training policy, a regional examination is given at grade 8 to
certify completion of primary education. The first national examination, the Ethiopian General
Secondary Education Certificate Examination (EGSECE), is given at grade 10 to certify the completion of
general secondary education and to select students that qualify for preparatory education. Similarly, a
second national examination, the Ethiopian Higher Education Entrance Certificate Examination (EHEECE)
will be given at grade 12 to place students in higher education institutions.

5.1 Grade 8 Examinations

It can be seen that nationally 88% of students achieve a mark that allows them to be promoted and to
proceed on to secondary school. Nationally more males get promoted compared to females, however in
Tigray, Ethiopia-Somali, Benishangul-Gumuz and Dire Dawa proportionally more females are promoted
out of those who sat for the exam.(Note: The data is of 2008 E.C. since the 2009 E.C. data is not ready
at the time of this release)
Table 5.1 Grade 8 Examination Results 2008 E.C. (2015/16)

Registered for Exam Sat for Exam Promoted % Promoted

Region
Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 55,472 55,588 111,060 53,768 54,692 108,460 49,376 50,602 99,978 92% 93% 92%
Afar 3,882 2,148 6,030 3,530 2,025 5,555 3,198 1,823 5,021 91% 90% 90%
Amhara 151,487 164,024 315,511 143,640 156,247 299,887 123,379 135,803 259,182 86% 87% 86%
Oromiya 201,768 175,387 377,155 193,617 164,725 358,342 184,491 154,199 338,690 95% 94% 95%
Somali 17,554 9,340 26,894 16,613 8,195 24,808 14,101 7,414 21,515 85% 90% 87%
Benishangul Gumuz 10,398 6,669 17,067 9,652 6,357 16,009 7,205 5,399 12,604 75% 85% 79%
SNNP - - - 154,775 132,588 287,363 135,334 110,605 245,939 87% 83% 86%
Gambella 9,341 6,358 15,699 7,988 5,504 13,492 6,657 4,589 11,246 83% 83% 83%
Harari - - - 1,401 1,173 2,574 1,260 1,151 2,411 90% 98% 94%
Addis Ababa 28,713 38,354 67,067 27,566 37,179 64,745 20,908 24,846 45,754 76% 67% 71%
Dire Dawa - - - 2,775 2,342 5,117 2,139 1,920 4,059 77% 82% 79%
Total 478,615 457,868 936,483 615,325 571,027 1,186,352 548,048 498,351 1,046,399 89% 87% 88%
Note: Data for SNNP and Harari are of 2007 E.C.
Chart 5.1 Promotion Rate by Region, 2008 E.C. (2015/16)

120%

100%

80%
Percentage Promoted

60%

40%

20%

0%
Benisha
Gambell Addis Dire
Tigray Afar Amhara Oromiya Somali ngul SNNP Harari Total
a Ababa Dawa
Gumuz
Male 92% 91% 86% 95% 85% 75% 87% 83% 90% 76% 77% 89%
Female 93% 90% 87% 94% 90% 85% 83% 83% 98% 67% 82% 87%

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

5.2 Grade 10 Examinations

A total of1,183,242 students sat for grade 10 exam in 2009 E.C., from which 47% of them were females.
Table 5.2 shows the exam results by grade in each region, while the full list of exam results are available
in the annex.
Table 5.2 Grade 10 Results by Region, 2009 E.C. (2016/17)

Region < 1.86 = 1.86 = 2.00 = 2.14 = 2.29 = 2.43 = 2.57 = 2.71 = 2.86 = 3.00 = 3.14 = 3.29 = 3.43 = 3.57 = 3.71 = 3.86 = 4.00

Tigray 25,125 10,892 11,065 10,052 8,386 7,022 5,815 5,109 4,450 4,185 3,201 2,343 1,555 1,079 786 788 1,222
Afar 2,207 1,068 1,192 1,074 906 632 399 261 132 118 85 66 56 30 10 4 5
Amhara 42,848 22,948 25,290 24,685 23,129 21,046 19,321 17,946 17,394 17,134 14,854 10,225 6,859 4,857 3,603 3,133 4,171
Oromia 73,713 38,297 42,392 40,888 36,520 30,772 25,874 21,690 17,806 15,180 11,422 8,145 5,426 3,716 2,794 2,162 2,902
Somali 1,149 552 688 879 853 1,039 1,212 1,223 1,394 1,500 1,560 1,523 1,321 874 864 671 282
Benishan
gul-
Gumuz 4,201 1,813 1,770 1,567 1,235 933 683 611 475 403 262 172 128 78 49 46 47
SNNP 71,964 37,891 40,644 37,585 30,229 22,524 16,567 12,346 9,809 7,712 5,474 3,773 2,691 2,020 1,420 1,324 2,174
Gambella 3,888 1,418 1,431 1,277 990 740 549 404 246 195 101 66 44 29 20 18 3
Harari 374 205 183 222 194 171 143 149 100 97 122 74 71 65 50 39 75
Addis
Ababa 5,731 3,026 3,505 3,768 3,957 3,806 3,750 3,326 3,091 3,055 2,832 2,695 2,445 2,355 2,067 1,991 4,249
Dire
Dawa 988 461 503 431 366 294 244 231 210 201 155 146 145 124 84 79 166
Abroad 5 1 3 5 10 14 31 39 42 36 37 40 37 16 9 10 11
Total 232,193 118,572 128,666 122,433 106,775 88,993 74,588 63,335 55,149 49,816 40,105 29,268 20,778 15,243 11,756 10,265 15,307

Table 5.3 and Chart 5.2 below show the trend over the last 8 years for those that have achieved the pass
mark. As can be seen from the trend, the percentage of students achieving the pass mark fell to a low of
53.6% in 2006 E.C. but has since recovered in spite of a slight decrease between 2008 and 2009 E.C.
Table 5.3 Trends in Grade 10 Examination Results, 2002 E.C.-2009 E.C. (2009/10-2016/17)

Total Scored >=2.0 Total Sat for exam Percent

Year
Male Female Total Male Female Total Male Female Total
2002 E.C. 206,641 120,860 327,501 296,629 229,279 525,908 69.7 52.7 62.3
2003 E.C. 229,087 145,689 374,776 311,247 252,193 563,440 73.6 57.8 66.5
2004 E.C. 212,521 137,093 349,614 283,711 236,235 519,946 74.9 58 67.2
2005 E.C. 283,783 179,478 463,261 417,941 338,696 756,637 67.9 53 61.2
2006 E.C. 282,214 183,558 465,772 461,919 406,498 868,417 61.1 45.2 53.6
2007 E.C. 382,216 282,088 664,304 522,855 468,131 990,986 73.1 60.3 67.0
2008 E.C. 421,707 339,054 760,761 538,248 491,534 1,029,782 78.3 69.0 73.9
2009 E.C. 466371 366106 832477 627,752 555,490 1,183,242 74.3 65.9 70.4
Chart 5.2 Trends in Grade 10 Examination Results, 2002 E.C.-2009 E.C. (2009/10-2016/17)

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

5.3 Grade 12 Examination Results

In 2009 E.C. 97.55% of students received a score over 200. This is a slight decline on the same statistics
for 2007, where 99% of students received over 200, but a small increase since the 97.4% of 2008.
41.27% of students received over 350, which is the pass mark for the grade 12 examination. This shows
a decline since the 49.5% achieved in 2008.
Table 5.4Grade 12 Examination Results,2009 E.C. (2016/17)

Cumulative
Score Number Score Number
<= 200 6,992 >= 0 285,628
201-225 10,163 > 200 278,636
226-249 16,651 > 225 268,473
250-275 25,686 > 249 251,822
276-300 32,150 > 275 226,136
301-325 37,821 > 300 193,986
326-349 38,296 > 325 156,165
350-375 38,063 > 349 117,869
376-400 29,152 > 375 79,806
401-425 21,367 > 400 50,654
426-450 13,614 > 425 29,287
451-475 7,602 > 450 15,673
476-500 4,033 > 475 8,071
501-525 2,259 > 500 4,038
526-550 1,046 > 525 1,779
551-575 501 > 550 733
576-600 187 > 575 232
601-700 45 > 600 45

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 73 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

6. Adult and Non Formal Education

6.1 Introduction
In several countries of the world Adult and Non-formal Education has been given for adults who are over
15 and under 60. Governments have used Adult and Non-formal Education to assist development in
other sectors of the economy. A literate population is a precondition for any nation to become
competitive within a global economy. Therefore, an Adult and Non-Formal Education program has been
used to combat illiteracy and focuses on literacy, numeracy and life skills training. This is to enable adult
learners to develop problem solving abilities and to change their mode of life. Moreover, Integrated
Functional Adult Education/IFAE/enhances the participation of communities in the national
development and poverty reduction struggle and makes adult learners more productive and self- reliant.
The IFAE program empowers communities to utilize their money in a better planned way. It also has
positive impacts on children s school enrolment and gender issues and also initiates adult learners to
use new technologies and inputs according to their livelihoods.

6.2 The Current Status of Adult and Non-Formal Education in Ethiopia

The Government of Ethiopia starting from the inception of Adult and Non-Formal Education, particularly
the IFAE program, has worked for the expansion and quality of the program. Prior to this the
government knew that without a significant increase in the adult literacy rate Ethiopia would not be able
to achieve middle-level income status within a foreseeable time period. Therefore, the IFAE program
was developed and the program was delivered to the illiterate adults. Increasing adult literacy rates will
support to achieve all development goals.
Accordingly, the Ministry of Education developed and published the National Adult and Non-Formal
Education Strategy which focuses on Integrated Functional Adult Education (IFAE), and contains the IFAE
Curriculum Framework, IFAE Implementation guidelines and IFAE Facilitators Training Manual. IFAE is a
two year program designed for illiterate adults. Based on the C.S.A. 2004 E.C abstract, there were
around 20.4 million illiterate adults in the country. The Ministry of Education planned in ESDP IV to
decrease this number by 95% at the end the plan period. This planned target was not successfully
achieved, although good progress was made. Out of the 20.4 million illiterate adults around 12 million
adults are able to write, read and perform simple arithmetic through participating in IFAE program
during the ESDP IV period. ESDP V s goal for the academic year 2009 E.C. is 47% female graduates and
67% male graduates from all students enrolled in Year 2.

6.3 Enrolment in IFAE Programs

In 2009 E.C. there are 5,479,633 adults taking part in Integrated Functional Adult Education programs.
The majority of these adults are enrolled in year 1, with 55%. Nationally there are more males enrolled
in IFAE, with 54%. Regionally, Amhara has the highest number of enrolled adults in IFAE with 37.5% of all
those enrolled being in this region. In Tigray, Ethiopia-Somali, SNNP, Gambella and Addis Ababa there
are more females enrolled than males; and in Addis Ababa female enrolment constitutes 73% of the
total. In every region there are more adults enrolled in year 1 compared to year 2, Oromia has the
largest difference between the two different levels, this shows that there may be many adults who are
dropping out and not completing the course. The majority of people enrolling are aged between 25-60
years nationally, with 63% of students falling within this age range.

Ministry of Education 74 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 6.1 Adult (ages 15-60) Participants in IFAE Program by Region and Sex, 2009 E.C. (2016/17)
Level 1 Level 2 Total Percentage
Region
Male Female Total Male Female Total Male Female Total Male Female
Tigray 102,803 118,655 221,458 103,454 112,140 215,594 206,257 230,795 437,052 47.2 52.8
Afar 7,653 5,436 13,089 3,995 3,208 7,203 11,648 8,644 20,292 57.4 42.6
Amhara 570,883 467,049 1,037,932 601,902 417,740 1,019,642 1,172,785 884,789 2,057,574 57.0 43.0
Oromiya 493,313 374,610 867,923 326,072 231,941 558,013 819,385 606,551 1,425,936 57.5 42.5
Somali 3,479 3,938 7,417 1,430 1,667 3,097 4,909 5,605 10,514 46.7 53.3
SNNP 387,097 431,976 819,073 300,349 313,856 614,205 687,446 745,832 1,433,278 48.0 52.0
Benishangul-Gumuz 17,204 21,541 38,745 9,200 8,805 18,005 26,404 30,346 56,750 46.5 53.5
Gambella 233 299 532 160 144 304 393 443 836 47.0 53.0
Harari 4,026 3,098 7,124 2,577 1,467 4,044 6,603 4,565 11,168 59.1 40.9
Addis Ababa 2,654 7,572 10,226 1,738 4,300 6,038 4,392 11,872 16,264 27.0 73.0
DireDawa 3575 2788 6,363 2143 1463 3,606 5,718 4,251 9,969 57.4 42.6
National 1,592,920 1,436,962 3,029,882 1,353,020 1,096,731 2,449,751 2,945,940 2,533,693 5,479,633 53.8 46.2

Chart 6.1 Adult Enrolments by Region and Sex, 2009 E.C. (2016/17)

Chart 6.2 Adult Enrolment by Region and Year/Level of participation, 2009 E.C. (2016/17)

Ministry of Education 75 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 6.3 Number Enrolled in IFAE by Age and Sex, 2009 E.C. (2016/17)

The trend in IFAE enrolment shows that since 2003 E.C. enrolment have been increased as the program
has been rolled out across the country, but enrolment has decreased between 2008 E.C. and 2009 E.C.
In general, male enrolment has remained consistently higher than female every year.
Table 6.2 Adult Enrolment Trend in IFAE Program by Region and Sex, 2009 E.C. (2016/17)

Year Gender Tigray Afar Amhara Oromiya Somali Ben. Gumz SNNP Gambella Harari Addis Ababa Dire dewa National
M 20 227 1,133 175,045 2,265 1,200 11,451 193 - 6,309 - 197,843
2003EC (2010/11) F 57 110 511 110,679 2,362 1,148 7,734 188 - 13,778 - 136,567
T 77 337 1,644 285,724 4,627 2,348 19,185 381 - 20,087 - 334,410
M 54,192 1,460 168,219 814,415 3,191 226,348 2,609 8,510 - 3,007 - 1,281,951
2004EC (2011/12) F 39,588 1,742 56,432 526,233 2,341 165,527 2,339 14,780 - 1,301 - 810,283
T 93,780 3,202 224,651 1,340,648 5,532 391,875 4,948 23,290 - 4,308 - 2,092,234
M 95,942 8,663 741,755 883,183 18,017 11,580 340,146 1,616 - 6,780 8,938 2,116,620
2005EC (2012/13) F 78,030 5,868 304,868 559,734 28,925 9,117 292,315 1,728 - 12,751 5,856 1,299,156
T 173,972 14,531 1,046,623 1,442,917 46,942 20,697 632,461 3,344 - 19,495 14,794 3,415,776
M 143,251 13,872 1,575,365 1,324,858 94,521 13,845 518,640 568 9,132 17,968 10,286 3,722,306
2006EC (2013/14) F 132,966 9,554 944,633 962,724 149,416 14,273 524,117 979 6,652 31,304 7,386 2,784,004
T 276,217 23,426 2,519,998 2,287,582 243,937 28,118 1,042,757 1,547 15,784 49,272 17,672 6,506,310
M 234,672 17,976 1,619,239 920,262 4,923 32,283 572,611 270 8,395 8,828 8,145 3,427,604
2007EC (2014/15) F 270,085 13,290 983,657 654,562 7,288 31,844 569,336 627 4,211 22,453 5,452 2,562,805
T 504,757 31,266 2,602,896 1,574,824 12,211 64,127 1,141,947 897 12,606 31,281 13,597 5,990,409
M 241,080 10,054 1,670,499 1,054,735 4,779 35,196 706,820 857 8,939 7,387 8,346 3,748,692
2008EC (2015/16) F 264,399 8,754 1,276,490 795,589 6,420 33,578 736,624 674 6,012 19,990 5,843 3,154,373
T 505,479 18,808 2,946,989 1,850,324 11,199 68,774 1,443,444 1,531 14,951 27,377 14,189 6,903,065
M 206,257 11,648 1,172,785 819,385 4,909 26,404 687,446 393 6,603 4,392 5,718 2,945,940
2009EC (2016/17) F 230,795 8,644 884,789 606,551 5,605 30,346 745,832 443 4,565 11,872 4,251 2,533,693
T 437,052 20,292 2,057,574 1,425,936 10,514 56,750 1,433,278 836 11,168 16,264 9,969 5,479,633

Ministry of Education 76 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 6.4 National Adult Enrolment Trend

6.4 Graduates in IFAE Programs

After completing the two year program those adults who have met the course criteria graduate from the
IFAE program. In 2009 E.C. over 1 million adults graduated from the program with a slight increase
compared to 2008 E.C. graduates, which were 1,008,982. It would appear that many of the adults who
start the course do not complete the course. With the exception of SNNP, Benishangul-Gumuz and Addis
Ababa, in other regions and nationally, there are more male graduates compared to female.
Table 6.3 Graduates from IFAE Programs, 2009 E.C. (2016/17)

Graduates
Region
Male Female Total
Tigray - - -
Afar 1,035 714 1,749
Amhara 267,079 179,567 446,646
Oromiya 121,581 89,813 211,394
Somali 1,010 1,478 2,488
SNNP 164,923 173,457 338,380
Benishangul-Gumuz 3,589 3,920 7,509
Gambella - - -
Harari 812 516 1,328
Addis Ababa 1,498 4,873 6,371
DireDawa 212 207 419
National 561,739 454,545 1,016,284
Note: Data for Tigray and Gambella was not available at the time of release

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 6.5 Graduates in IFAE Programs, 2009 E.C. (2016/17)

Note: Data for Tigray and Gambella was not available at the time of release

6.5 IFAE Centers

There are81,298 IFAE centers across Ethiopia, 31% of these can be found in regular school compounds
and 33% in other centers.
Table 6.4 Adults' Learning Centers (IFAE Centers) by Region and Type, 2009 E.C. (2016/17)
Type IFAL Centers
Region
ABE Center Regular school compound Farmers association Health Center Edre Center IFAL Center Other
Tigray 202 1,938 285 36 35 2,988 1,778
Afar 152 422 48 12 10 138 84
Amhara 1,739 12,236 1,352 139 1,314 4,671 7,855
Oromiya 1,309 4,989 1,002 318 1,972 2,388 3,923
Somali 179 73 1 6 2 31 78
SNNP 1,283 5,129 1,637 459 2,013 2,125 13,041
Benishangul-Gumuz 225 319 110 11 66 26 23
Gambella 17 1 59 - - 1 -
Harari 20 70 8 1 26 51 116
Addis Ababa 51 287 6 3 62 131 115
DireDawa 5 37 8 - - 2 49
National 5,182 25,501 4,516 985 5,500 12,552 27,062

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 79 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

7. Special Needs Education

7.1 Introduction
Special needs education is the education of students with special needs in a way that addresses the
students individual differences and needs. Ideally, this process involves the individually planned and
systematically monitored arrangement of teaching procedures, adapted equipment and materials.
While inclusive education refers to an education system that is open to all learners, regardless of
poverty, gender, ethnic background, language, disabilities and impairments. Inclusion emphasizes that
all children and students can learn. It requires identifying barriers that hinder learning and reducing or
removing these barriers in schools, vocational training centers, higher education, teacher education, and
education management.

It also gives emphasis on groups of learners at risk of marginalization, exclusion or underachievement.

The educational environment must be adjusted to meet the needs of all learners (UNESCO, 2005). That
means, Inclusive Education is based on an assumption that all children can learn if they are given the
right learning environment and support. It is about practical changes of the school and its system
including the attitude of the school community, the teaching style or instructional adaptation,
educational provisions, curriculum modification and physical adaptation of the school environment to
cater for all children with diverse backgrounds and abilities (MoE, 2012).

Access to education is a human right recognized in Principle of Universal Primary Education (UPE),
Education for All (EFA) 2015 goals, and UN Conventions on the Rights of Persons with Disabilities (CRPD)
that Ethiopia ratified. The Federal Democratic Republic of Ethiopia (FDRE) constitution and the Special
Needs/Inclusive Education Strategy of the MoE also clearly stipulate the rights of students with special
needs to participate at all education levels. The MoE s commitment to inclusive education is clearly
stated in the ESDP V document and there are specific plans that target the increasing enrolment of SNE
students into the Ethiopian education system. In the 2008 school census new categories were
introduced into the SNE section and updated categories are shown in tables of the following years, for
the detailed categories please see the excel annex that relates to this section.

The following analysis shows the current educational situation of students with different disabilities. It
deals with three major points; enrolment of children with special educational needs (SEN) at all levels of
education, the number of trained teachers in SNE/inclusive education and the institutional capacity of
schools in addressing the academic and social needs of children with SEN. When interpreting this data it
should be noted that the understanding of disability and special needs within the education system is an
evolving area and it is likely that some children with special needs have not been recorded in the data or
have been miss recorded under an incorrect disability category. Gross Enrolment Ratios have been
calculated for each sector, the population figures for this calculation have been based on the same
assumption used in ESDP V that 15% of the population would be classed as having special needs based
on a World Health Organization estimate.

7.2 Enrolment of Pre-Primary Students with Disabilities

Pre-primary education is essential for all children particularly for students with disabilities. In pre-
primary education they learn different skills which are important for their primary education and future
life such as Brail reading and writing, reading and mobility for Blind students, Sign language for deaf and
different life skills for students with intellectual disability. They of course learn other important aspects

Ministry of Education 80 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

of preprimary education, including social skills, communication skills, cognitive skills and motor skills,
skills which all children attending preprimary education acquire.
Table 7.1 National Enrolment of Students with Disabilities in Kindergarten, 2009 E.C. (2016/17).
(Note: The total in the second table refers to the sum of students with all types of disability (autism,
multi-disability, partial disability and severe disability)).

Partial Mental
Communicati

Partial Vision
Female Impairement
Female on Difficulty
Hearing and
Disability of

Disability of

Disability of
Movement

Movement

Behavioral
Vision and

Vision and

and Social
Difficulty

Difficulty
Learning
Female Problem

Problem

Problem
Physical
Hearing

Hearing
Autism

Partial

Partial

Partial

Partial

Partial
Multi-

Multi-

Multi-
Region
Female

Female

Female

Female

Female

Female

Female

Female
Male

Male

Male

Male

Male

Male

Male

Male

Male

Male

Male
Tigray 2 - 1 2 2 3 - - 5 1 8 4 3 2 - 1 11 14 5 2 6 2
Afar - - - - - - - - - - - - 1 # 3 5 - 1 1 - - -
Amhara - - - 1 7 2 - - 12 4 24 21 - 3 27 20 23 16 4 4 6 7
Oromiya 3 1 15 10 14 20 5 4 22 13 29 31 21 14 22 20 78 48 48 25 31 26
Somali - - - - - 2 1 - - - - - 3 1 - - - - - - 1 -
SNNP 1 - 3 - - 1 - - 135 97 116 88 62 38 143 116 80 49 64 50 127 112
Benishangul-Gumuz - - - - - - - - - - - - - # - - - - - - - -
Gambella - - - - - - - - - - - - - # - - - - - - - -
Harari 1 1 - 1 - 1 - - 19 14 14 10 3 1 17 21 4 4 - - 11 6
Dire Dawa 11 9 - - 5 3 - - - - 7 2 7 2 - - 6 3 1 - 5 5
Addis Ababa 49 17 16 5 60 45 - 1 498 237 336 191 41 35 818 588 269 180 134 102 236 188
Total 67 28 35 19 88 77 6 5 691 366 534 347 141 96 1,030 771 471 315 257 183 423 346

Severe Vision
Communicati

Female Impairement
on Difficulty
Behavioral
and Social

Female Difficulty
Learning
Female Problem

Female Problem

Female Problem

Problem
Physical
Hearing

Mental
Severe

Severe

Severe

Severe

Severe

Severe

Total
Region
Female

Female

Female
Male

Male

Male

Male

Male

Male

Male

Male
Tigray - - 1 1 - 2 - - 3 5 2 1 - - 49 40
Afar 7 - - - - - - - - - - - - - 12 6
Amhara 5 1 8 5 1 - 4 3 14 6 2 5 1 - 138 98
Oromiya 7 6 18 13 12 11 6 21 16 20 24 17 4 - 375 300
Somali - - - - 2 1 - - - - - - - - 7 4
SNNP 30 16 4 3 13 4 3 5 15 7 17 13 9 1 822 600
Benishangul-Gumuz - - - - - - - - - - - - - - - -
Gambella 3 - 2 - - - 6 6 3 - - 1 - - 14 7
Harari 18 5 18 9 - 1 21 10 - 2 - 4 - - 126 90
Dire Dawa 13 7 8 11 5 - 22 14 10 3 8 2 1 1 109 62
Addis Ababa 73 44 67 29 38 26 161 137 73 32 51 42 7 4 2,927 1,903
Total 156 79 126 71 71 45 223 196 134 75 104 85 22 6 4,579 3,110

As table 7.1 shows, the participation of students with SNE attending preprimary grades is 7,689. SNNP
and Addis Ababa have the highest number of SNE students in preprimary grades and there are more
boys attending than girls, with a GPI of 0.7. This GPI statistic is much lower than the total preprimary GPI
of 0.94. The recorded data shows that the most common disability amongst preprimary students is that
students with partial learning problems.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

The Gross Enrolment Rate has been calculated; and nationally for preprimary it is 0.7%, this is an
estimate based on assumptions related to the population with special needs. The national figure of 0.7%
shows that there are many hundreds of thousands of children with disabilities that are not attending
preprimary education.
Table 7.2 Gross Enrolment Rate for Kindergarten with SNE, 2009 E.C. (2016/17)

Population age 4-6 Population with SNE age 4-6 Number of students with SNE GER
Region
Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 198,229 192,459 390,688 29,734 28,869 58,603 49 40 89 0.2 0.1 0.2
Afar 68,830 65,199 134,029 10,325 9,780 20,104 12 6 18 0.1 0.1 0.1
Amhara 883,539 852,987 1,736,526 132,531 127,948 260,479 138 98 236 0.1 0.1 0.1
Oromiya 1,544,731 1,514,279 3,059,010 231,710 227,142 458,852 375 300 675 0.2 0.1 0.1
Somali 258,455 252,677 511,132 38,768 37,902 76,670 7 4 11 0.0 0.0 0.0
SNNP 797,853 781,381 1,579,235 119,678 117,207 236,885 822 600 1,422 0.7 0.5 0.6
Benishangul-Gumuz 43,725 42,274 85,999 6,559 6,341 12,900 - - - - - -
Gambella 15,614 15,146 30,760 2,342 2,272 4,614 14 7 21 0.6 0.3 0.5
Harari 8,228 7,862 16,090 1,234 1,179 2,414 126 90 216 10.2 7.6 8.9
Addis Ababa 94,136 93,069 187,205 14,120 13,960 28,081 2,927 1,903 4,830 20.7 13.6 17.2
DireDawa 13,779 13,298 27,078 2,067 1,995 4,062 109 62 171 5.3 3.1 4.2
National 3,933,667 3,836,322 7,769,989 590,050 575,448 1,165,498 4,579 3,110 7,689 0.8 0.5 0.7
Note: Population with SNE has been calculated by taking 15% of the total population based on work from
the World Health Organization

7.3 Enrolment of Primary Students with Disabilities

According to the data collected and shown in the following tables, the total number of students with
special education needs who are attending their primary schools is 219,039 in 2009 E.C (2016/17). In
first cycle (Grades 1-4) the number of SEN students is 150,736, which shows a decrease from the
156,903 students enrolled in 2008.In the upper primary level (Grades 5-8) it is 68,303, which shows an
increase from the 67,283 students enrolled in 2008. It can be seen that there is a large decrease in the
number of SEN students between the first cycle and second cycle indicating that many SEN students are
not progressing through the education system and likely to be a high dropout and repetition rate within
this group of students.
Similar to kindergarten, the most prevalent disability reported in primary education is partial learning
problem. Under reporting remains a large problem in Ethiopia-Somali, Afar and Gambella where the
reported figures are proportionally very small compared to other regions.

Ministry of Education 82 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 7.3 Enrolment of Children with Special Needs Education in Primary Education, Grades 1-4, 2009
E.C. (2016/17)

Severe Learning Problem

Partial Learning Problem

Multi-Disability of Vision

Multi-Disability of Vision
Severe Hearing Problem
Partial Hearing Problem

Severe Mental Difficulty

Other Multiple Disablity

Partial Mental Difficulty

Hearing and Movement

Severe Communication
Partial Communication
Severe Vision Problem

Severe Behavioral and

Partial Vision Problem

Partial Behavioral and

Multi-Disability of
and Movement
Severe Physical

Social Problem

Social Problem
Partial Physical
Impairement

Impairement

and Hearing
Difficulty

Difficulty
Gender

Autism

Total
Region

M 908 91 731 326 641 355 1,992 512 1,323 349 858 322 913 332 114 23 46 50 - 9,886
Tigray F 776 84 518 246 437 264 1,438 362 1,127 289 647 287 829 288 81 12 35 37 - 7,757
M 14 2 17 15 18 2 21 - 1 - 2 - - - 1 1 - - - 94
Afar F 13 1 4 4 11 - 8 - 2 - - - - - 1 - - - - 44
M 493 543 593 1,071 449 145 1,692 521 421 73 402 76 585 206 97 16 156 24 - 7,563
Amhara F 417 353 446 936 278 126 1,255 416 306 65 295 63 530 166 75 17 156 24 - 5,924
M 2,149 3,040 2,359 853 1,724 554 3,847 470 1,131 333 948 241 2,478 333 263 39 331 80 - 21,173
Oromiya F 1,622 2,936 1,750 610 1,030 374 2,874 309 632 229 628 174 2,295 305 247 23 311 79 - 16,428
M 6 4 9 10 21 15 11 12 5 3 - 1 - - - - 2 - - 99
Somali F 3 - 3 10 14 5 7 11 6 5 - 2 - - - - 2 - - 68
M 7,233 666 4,534 1,053 2,865 754 3,377 472 3,486 552 5,065 913 7,569 815 221 239 125 56 1,458 41,453
SNNP F 5,939 453 3,678 818 2,048 538 2,612 466 2,752 467 4,402 871 6,679 687 208 185 138 65 1,379 34,385
M 176 12 176 30 199 50 186 34 111 6 32 12 112 55 51 2 41 27 - 1,312
Ben.-Gumuz F 166 5 167 14 193 41 178 13 107 4 30 9 95 38 56 - 38 32 - 1,186
M 72 9 51 23 63 5 15 7 8 7 4 5 25 25 10 - 13 - - 342
Gambella F 37 10 54 12 38 5 12 11 7 3 5 2 10 10 4 1 15 - - 236
M 51 - 22 5 7 - 46 2 9 8 41 - 33 3 29 3 - - - 259
Harari F 25 3 17 6 4 - 32 1 3 2 27 - 16 - 22 1 - - - 159
M 32 2 27 26 40 4 43 1 28 2 54 7 180 12 32 - - 25 - 515
Dire Dawa F 29 2 17 21 20 6 21 - 23 - 43 13 164 8 26 - - 6 - 399
M 108 4 32 19 10 1 48 11 30 15 63 47 266 113 - 2 2 - - 771
Addia Ababa F 120 - 33 12 18 4 25 4 18 12 37 29 250 111 1 7 1 1 - 683
M 11,242 4,373 8,551 3,431 6,037 1,885 11,278 2,042 6,553 1,348 7,469 1,624 12,161 1,894 818 325 716 262 1,458 83,467
Total F 9,147 3,847 6,687 2,689 4,091 1,363 8,462 1,593 4,983 1,076 6,114 1,450 10,868 1,613 721 246 696 244 1,379 67,269
T 20,389 8,220 15,238 6,120 10,128 3,248 19,740 3,635 11,536 2,424 13,583 3,074 23,029 3,507 1,539 571 1,412 506 2,837 150,736
Table 7.4 Enrolments of Children with Special Needs Education in Primary Education, Grades 5-8,
2009 E.C. (2016/17)
Severe Learning Problem
Partial Learning Problem

Multi-Disability of Vision

Multi-Disability of Vision
Severe Hearing Problem
Partial Hearing Problem

Severe Mental Difficulty

Other Multiple Disablity

Partial Mental Difficulty

Hearing and Movement

Severe Communication
Partial Communication
Severe Vision Problem

Severe Behavioral and

Partial Vision Problem

Partial Behavioral and

Multi-Disability of
and Movement
Severe Physical

Social Problem

Social Problem
Partial Physical
Impairement

Impairement

and Hearing
Difficulty

Difficulty
Gender

Autism

Total
Region

M 692 81 470 163 502 227 756 202 545 184 580 213 577 141 101 16 27 10 - 5,487
Tigray F 611 64 345 133 311 174 558 141 426 164 480 172 506 137 85 23 19 9 - 4,358
M 15 1 6 6 10 1 8 - 7 - 4 - 1 - - - - - - 59
Afar F 5 - 1 1 5 1 4 2 1 - 1 - 1 - - - - - - 22
M 264 293 192 167 239 63 334 45 235 30 259 52 188 48 62 5 41 7 - 2,524
Amhara F 242 148 156 175 170 62 232 43 162 20 137 33 152 44 40 2 36 9 - 1,863
M 1,041 191 988 373 840 279 1,268 151 416 109 485 139 698 142 95 9 124 31 - 7,379
Oromiya F 773 161 618 237 586 205 961 93 177 64 280 79 612 197 90 5 77 28 - 5,243
M - - - - - - - - - - - - - - - - - - - -
Somali F - - - - - - - - - - - - - - - - - - - -
M 4,042 303 2,149 472 1,496 355 1,450 249 1,617 296 3,173 566 3,431 314 173 97 52 26 780 21,041
SNNP F 3,345 233 1,803 402 1,072 312 1,142 196 1,336 255 2,479 448 3,123 319 144 80 36 22 705 17,452
M 139 5 140 19 145 26 84 10 46 6 19 2 16 12 3 - 8 8 - 688
Ben.-Gumuz F 128 5 122 7 135 14 74 4 35 5 14 2 11 3 4 2 12 7 - 584
M 42 9 33 4 20 9 3 6 4 2 2 2 4 9 - - 8 - - 157
Gambella F 32 6 22 15 20 3 4 17 2 3 4 1 5 8 - - 8 - - 150
M 26 1 16 3 3 1 8 2 5 6 56 - - 1 24 - - 1 - 153
Harari F 17 - 4 - 1 1 5 1 1 1 28 - - 1 20 - - - - 80
M 26 1 27 20 11 3 7 - 11 - 27 12 16 - - - - - - 161
Dire Dawa F 22 1 8 12 7 3 6 - 1 - 18 14 17 - - - - - - 109
M 87 4 13 9 12 - 30 1 20 6 110 21 104 9 - 2 - 5 - 433
Addia Ababa F 118 2 17 9 21 - 13 - 15 11 49 11 74 14 1 4 - 1 - 360
M 6,374 889 4,034 1,236 3,278 964 3,948 666 2,906 639 4,715 1,007 5,035 676 458 129 260 88 780 38,082
Total F 5,293 620 3,096 991 2,328 775 2,999 497 2,156 523 3,490 760 4,501 723 384 116 188 76 705 30,221
T 11,667 1,509 7,130 2,227 5,606 1,739 6,947 1,163 5,062 1,162 8,205 1,767 9,536 1,399 842 245 448 164 1,485 68,303

Ministry of Education 83 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 7.5 Enrolments of Children with Special Needs Education in Primary Education, Grades 1-8,
2009 E.C. (2016/17)

Severe Hearing Problem

Severe Mental Difficulty

Partial Hearing Problem

Partial Mental Difficulty

Hearing and Movement

Other Multiple Disablity

Severe Communication
Partial Communication
Severe Vision Problem

Severe Behavioral and

Partial Vision Problem

Partial Behavioral and

Vision and Movement

Vision and Hearing
Multi-Disability of

Multi-Disability of

Multi-Disability of
Severe Learning
Partial Learning
Severe Physical
Partial Physical

Social Problem

Social Problem
Impairement

Impairement

Difficulty

Difficulty

Problem

Problem
Gender

Autism

Total
Region

M 1,600 172 1,201 489 1,143 582 2,748 714 1,868 533 1,438 535 1,490 473 215 39 73 60 - 15,373
Tigray F 1,387 148 863 379 748 438 1,996 503 1,553 453 1,127 459 1,335 425 166 35 54 46 - 12,115
M 29 3 23 21 28 3 29 - 8 - 6 - 1 - 1 1 - - - 153
Afar F 18 1 5 5 16 1 12 2 3 - 1 - 1 - 1 - - - - 66
M 757 836 785 1,238 688 208 2,026 566 656 103 661 128 773 254 159 21 197 31 - 10,087
Amhara F 659 501 602 1,111 448 188 1,487 459 468 85 432 96 682 210 115 19 192 33 - 7,787
M 3,190 3,231 3,347 1,226 2,564 833 5,115 621 1,547 442 1,433 380 3,176 475 358 48 455 111 - 28,552
Oromiya F 2,395 3,097 2,368 847 1,616 579 3,835 402 809 293 908 253 2,907 502 337 28 388 107 - 21,671
M 6 4 9 10 21 15 11 12 5 3 - 1 - - - - 2 - - 99
Somali F 3 - 3 10 14 5 7 11 6 5 - 2 - - - - 2 - - 68
M 11,275 969 6,683 1,525 4,361 1,109 4,827 721 5,103 848 8,238 1,479 11,000 1,129 394 336 177 82 2,238 62,494
SNNP F 9,284 686 5,481 1,220 3,120 850 3,754 662 4,088 722 6,881 1,319 9,802 1,006 352 265 174 87 2,084 51,837
M 315 17 316 49 344 76 270 44 157 12 51 14 128 67 54 2 49 35 - 2,000
Ben.-Gumuz F 294 10 289 21 328 55 252 17 142 9 44 11 106 41 60 2 50 39 - 1,770
M 114 18 84 27 83 14 18 13 12 9 6 7 29 34 10 - 21 - - 499
Gambella F 69 16 76 27 58 8 16 28 9 6 9 3 15 18 4 1 23 - - 386
M 77 1 38 8 10 1 54 4 14 14 97 - 33 4 53 3 - 1 - 412
Harari F 42 3 21 6 5 1 37 2 4 3 55 - 16 1 42 1 - - - 239
M 58 3 54 46 51 7 50 1 39 2 81 19 196 12 32 - - 25 - 676
Dire Dawa F 51 3 25 33 27 9 27 - 24 - 61 27 181 8 26 - - 6 - 508
M 195 8 45 28 22 1 78 12 50 21 173 68 370 122 - 4 2 5 - 1,204
Addia Ababa F 238 2 50 21 39 4 38 4 33 23 86 40 324 125 2 11 1 2 - 1,043
M 17,616 5,262 12,585 4,667 9,315 2,849 15,226 2,708 9,459 1,987 12,184 2,631 17,196 2,570 1,276 454 976 350 2,238 121,549
Total F 14,440 4,467 9,783 3,680 6,419 2,138 11,461 2,090 7,139 1,599 9,604 2,210 15,369 2,336 1,105 362 884 320 2,084 97,490
T 32,056 9,729 22,368 8,347 15,734 4,987 26,687 4,798 16,598 3,586 21,788 4,841 32,565 4,906 2,381 816 1,860 670 4,322 219,039

ESDP V has a key performance indicator of Gross Enrolment Rate in such a way that by 2009 E.C. the
primary GER for SNE students would be32%, as can be seen from table 7.6 the calculated GER for 2009
E.C. is 7.8%. This is much lower than the target and there needs to be improvement in the reporting of
special needs information and improvements in the population estimates for those with special needs.
Chart 7.1 shows the wide regional variations that currently exist within Ethiopia in relation to GER of
SNE. SNNPR has the highest GER for grades 1-4 at 25.3 and Tigray for grades 5-8 at 13.1. The GER for
grades 1-4 is higher in every region than for grades 5-8, reinforcing the fact that it is harder for SNE
students to progress through the education system.

Ministry of Education 84 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 7.6 Gross Enrolment Rate for primary Grades for Students with Disabilities, 2009 E.C.
(2016/17)
GER 1-4 GER 5-8 GER 1-8
Region
Male Female Total Male Female Total Male Female Total
Tigray 26.0 21.0 23.5 14.4 11.8 13.1 20.2 16.4 18.3
Afar 0.7 0.4 0.6 0.5 0.2 0.4 0.6 0.3 0.5
Amhara 4.7 3.8 4.3 1.8 1.3 1.5 3.3 2.6 3.0
Oromiya 7.3 5.8 6.6 2.6 1.9 2.3 5.0 3.9 4.4
Somali 0.2 0.2 0.2 - - - 0.1 0.1 0.1
SNNP 27.5 23.1 25.3 13.8 11.5 12.6 20.6 17.3 18.9
Benishangul-Gumuz 15.9 14.8 15.4 8.6 7.6 8.2 12.3 11.3 11.8
Gambela 11.4 8.3 9.9 5.2 5.6 5.4 8.3 7.0 7.7
Harari 16.2 10.3 13.3 9.7 5.3 7.5 13.0 7.8 10.5
Addis Ababa 5.1 4.5 4.8 3.5 2.8 3.1 4.4 3.7 4.0
DireDawa 19.3 15.3 17.3 5.8 4.0 4.9 12.4 9.6 11.0
National 11.5 9.5 10.5 5.5 4.5 5.0 8.6 7.0 7.8
Note: Population with SNE has been calculated by taking 15% of the total population based on work from
the World Health Organization
Chart 7.1 Gross Enrolment Rate for SNE Students in Primary Education, 2009 E.C. (2016/17)

Ministry of Education 85 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

7.4 Enrolment of Secondary Students with Disabilities

Table 7.7 Enrolment of Students with Special Needs Education in Secondary Education, 2009 E.C.
(2016/17)

Severe Learning Problem

Partial Learning Problem

Multi-Disability of Vision

Multi-Disability of Vision
Severe Hearing Problem

Severe Mental Difficulty

Partial Hearing Problem

Partial Mental Difficulty

Hearing and Movement

Other Multiple disablity

Severe Communication
Partial Communication
Severe Vision Problem

Severe Behavioral and

Partial Vision Problem

Partial Behavioral and

Multi-Disability of
Severe Physical

and Movement
Partial Physical

Social Problem

Social Problem
Region

Impairement

Impairement

and Hearing
Difficulty

Difficulty
Gender

Autism

Total
M 304 83 148 54 212 77 190 33 217 125 494 111 92 7 3 - - - - 2,150
Tigray F 279 33 122 45 167 52 150 28 148 96 462 76 84 3 1 1 1 - - 1,748
M 17 - 9 - 11 - 7 1 3 - 15 - 5 12 8 - - - - 88
Afar F 7 - 2 - 3 - 2 - 3 - 3 - 2 3 2 - - - - 27
M 208 211 88 57 207 86 54 9 64 35 267 110 209 72 127 - 2 3 - 1,809
Amhara F 180 94 59 41 124 49 30 4 39 17 165 84 156 42 138 2 3 2 - 1,229
M 1,048 189 130 67 244 101 83 35 65 11 170 16 155 34 - - 1 2 - 2,351
Oromiya F 983 129 88 34 158 70 42 22 29 4 114 7 132 31 - - 2 1 - 1,846
M - - - - - - - - - - - - - - - - - - - -
Somali F - - - - - - - - - - - - - - - - - - - -
M 1,579 120 748 135 932 210 398 66 863 154 1,640 358 1,423 213 72 70 24 30 248 9,283
SNNP F 1,093 61 632 98 608 156 305 40 715 145 1,317 261 1,400 213 39 51 15 16 339 7,504
M 107 5 57 10 57 37 21 5 25 5 24 1 2 4 10 3 - 5 - 378
B/Gu F 37 - 22 2 27 4 17 4 3 - 6 1 - - 2 - - 1 - 126
M 1 - 5 - - - - - - - - - - - - - - - - 6
Gambella F 1 - - 1 1 - 3 - 1 - - - - - - - - - - 7
M - 3 - 2 1 - 2 - 3 - 1 - - - - 1 - - - 13
Harari F 2 1 2 5 1 - - - - - - - - - - - - - - 11
M 2 5 10 - 11 1 - 2 - - - - - - - - - - - 31
Dire Dawa F 3 1 3 - 3 2 1 - - - - - - - - - - - - 13
M 6 3 2 - 4 2 - - 1 - 26 19 - 36 - - - - - 99
Addis Ababa F 6 2 1 - 8 2 - - 2 - 12 17 - 18 - - - - - 68
M 3,272 619 1,192 325 1,679 514 755 151 1,241 330 2,637 615 1,886 378 220 74 27 40 248 16,203
F 2,591 321 931 225 1,099 335 547 98 939 262 2,079 446 1,774 310 182 54 21 20 339 12,573
Total T 5,863 940 2,123 550 2,778 849 1,302 249 2,180 592 4,716 1,061 3,660 688 402 128 48 60 587 28,776

28,776 students with SEN are currently attending secondary school, which shows an increase from the
18,969 student enrolled in 2008. Out of the total number of students with SEN 12,573 are females and
16,203 are males. The number of children with special education needs who are currently attending
schools is expected to exceed this figure as there is a lack of available data from some regions on
students with SEN, such as Ethiopia-Somali and Afar. The most common disability reported is a visually
impairment, with 24% of SNE students at secondary level having this disability.
ESDP V has a key performance indicator of Gross Enrolment Rate in that by 2009 E.C. the secondary GER
for SNE students would be22%, as can be seen in table 7.8below the calculated GER for 2009 E.C. is
2.3%. Though the target did not meet, the GER has increased since 2008, it was at 1.5%. Regionally,
SNNP has the highest GER at 6.1% followed by Tigray with 5.5%. In general, under reporting is having a
large impact on the calculated figures for secondary SNE students.

Ministry of Education 86 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 7.8 Gross Enrolment Rate for Secondary Schools for Students with Disabilities, 2009 E.C.
(2016/17)
Population 15-18 Population with SNE age 15-18 Number of students with SNE GER
Region
Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 240,281 235,068 475,349 36,042 35,260 71,302 2,150 1,748 3,898 6.0 5.0 5.5
Afar 84,793 66,668 151,461 12,719 10,000 22,719 88 27 115 0.7 0.3 0.5
Amhara 930,842 909,042 1,839,884 139,626 136,356 275,983 1,809 1,229 3,038 1.3 0.9 1.1
Oromiya 1,697,516 1,670,378 3,367,894 254,627 250,557 505,184 2,351 1,846 4,197 0.9 0.7 0.8
Somali 252,177 196,379 448,557 37,827 29,457 67,284 - - - - - -
SNNP 921,261 912,115 1,833,376 138,189 136,817 275,006 9,283 7,504 16,787 6.7 5.5 6.1
Benisha-gu 49,121 48,028 97,150 7,368 7,204 14,572 378 126 504 5.1 1.7 3.5
Gambela 19,770 17,862 37,632 2,966 2,679 5,645 6 7 13 0.2 0.3 0.2
Harari 10,110 10,147 20,257 1,517 1,522 3,039 13 11 24 0.9 0.7 0.8
Addis Ababa 87,194 99,436 186,629 13,079 14,915 27,994 99 68 167 0.8 0.5 0.6
DireDawa 18,852 19,316 38,168 2,828 2,897 5,725 31 13 44 1.1 0.4 0.8
National 4,311,918 4,184,439 8,496,357 646,788 627,666 1,274,453 16,208 12,579 28,787 2.5 2.0 2.3

7.5 Number of Teachers Trained in SNE

Table 7.9 Number of Teachers Qualified for SNE by Sex, 2009 E.C. (2016/17)

Number of teachers qualified for SNE Total Number Porportion of

teachers
Region of teachers in
Male Female Total qualified for
primary
SNE
Tigray 315 248 563 33,568 0.02
Afar 6 11 17 2,573 0.01
Amhara 490 363 853 124,217 0.01
Oromiya 463 491 954 150,737 0.01
Somali 1 - 1 9,547 0.00
Benishangul-Gumuz 12 47 59 6,369 0.01
SNNP 119 215 334 105,926 0.00
Gambella 8 30 38 2,828 0.01
Harari 1 1 2 1,769 0.00
Addis Ababa 237 155 392 21,191 0.02
Dire Dawa 9 3 12 2,339 0.01
National 1,661 1,564 3,225 461,064 0.01

Table 7.9 shows that only 1% of primary school teachers are qualified (degree qualification) for Special
Needs Education. The proportion of teachers with degree qualification in Special Needs Education is
similar across regions, and highest in Tigray and Addis Ababa at 2%. As the collected data indicates,
nationally the number of male SNE trained teachers is higher than female SNE trained teachers.

Ministry of Education 87 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 88 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

8. Teachers in General Education

8.1 Introduction
Analysis of the teaching population of Ethiopia was undertaken on both at regional and national level
focusing the split between government and non-government schools, their distribution based on
qualification and their number that have left the profession in 2009 E.C. ESDP V aims to transform
teaching into a profession of choice and to ensure that teachers are of a high quality who are
appropriately qualified.

8.2 Distribution of Teachers

There are 583,461 teachers in kindergarten, primary and secondary schools across Ethiopia. 23,467
teachers work in kindergarten; 461,064 in primary schools and 98,930 in secondary schools. Across all
sectors the majority of teachers are male at 61.6%.However in kindergarten schools this is reversed with
93% of teachers being female. Oromia, Amhara and SNNPR have the greatest number of teachers, with
the majority working in primary schools. Addis Ababa has the highest proportion of kindergarten
teachers, with 25% of all teaching staff in the region working in this sector. Across all regions, except
Ethiopia-Somali, the proportion of teachers in secondary schools stays fairly constant, with a range
between 16%-22% of the teaching population working in the secondary sector. In Ethiopia-Somali only
1% of teachers work in secondary schools, this low figure might be due to under reporting of teachers in
this region. Chart 8.2 shows the regional split in where the most teachers are working; Oromia and
Amhara have the most teachers to serve the larger population in these regions.
Table 8.1 Number of Teachers across all sectors, 2009 E.C. (2016/17)
Kindergarten Primary school Secondary school Total
Region
Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 16 791 807 17,068 16,500 33,568 6,265 1,705 7,970 23,349 18,996 42,345
Afar 24 62 86 1,931 642 2,573 447 47 494 2,402 751 3,153
Amhara 56 1,678 1,734 67,191 57,026 124,217 20,452 6,501 26,953 87,699 65,205 152,904
Oromiya 647 6,679 7,326 88,906 61,831 150,737 27,123 4,906 32,029 116,676 73,416 190,092
Somali 35 7 42 8,512 1,035 9,547 96 12 108 8,643 1,054 9,697
Benishangul-Gumuz 8 101 109 4,397 1,972 6,369 1,153 187 1,340 5,558 2,260 7,818
SNNP 446 2,638 3,084 74,033 31,893 105,926 17,749 3,766 21,515 92,228 38,297 130,525
Gambella 50 75 125 2,208 620 2,828 757 90 847 3,015 785 3,800
Harari 15 214 229 983 786 1,769 247 54 301 1,245 1,054 2,299
Addis Ababa 271 9,331 9,602 10,659 10,532 21,191 5,535 1,224 6,759 16,465 21,087 37,552
Dire Dawa 39 284 323 1,519 820 2,339 544 70 614 2,102 1,174 3,276
National 1,607 21,860 23,467 277,407 183,657 461,064 80,368 18,562 98,930 359,382 224,079 583,461

Ministry of Education 89 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 8.1 Gender Split of Teachers by Sector, 2009 E.C. (2016/17)

Chart 8.2 Regional split of Teachers by Sector, 2009 E.C. (2016/17)

Table 8.2 shows the split of teachers between the different cycles within primary and secondary schools
in Ethiopia. It can be seen that the majority of teachers in Ethiopia are in the first cycle of primary
education, with 79% of teachers in this cycle. In every region there are more primary teachers in the first
cycle of primary compared to second cycle.

Ministry of Education 90 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 8.2 Number of Teachers by Cycle, 2009 E.C. (2016/17)

1 To 4 5 To 8 Undefined 9 To 10 11 To 12
Region
Male Female Male Female Male Female Male Female Male Female
Tigray 7,080 9,715 9,908 4,873 80 1,912 4,787 1,517 1,478 188
Afar 859 311 674 212 398 119 316 36 131 11
Amhara 31,716 39,136 35,346 17,692 129 198 14,852 5,688 5,600 813
Oromiya 40,749 41,037 46,298 17,901 1,859 2,893 20,426 4,337 6,697 569
Somali 7,185 875 1,327 160 - 56 6 40 6
Benishangul-Gumuz 2,401 1,366 1,996 606 890 166 263 21
SNNP 33,306 17,685 33,968 9,848 6,759 4,360 13,962 3,313 3,787 453
Gambella 1,131 355 1,077 265 599 76 158 14
Harari 474 491 507 292 2 3 171 44 76 10
Addis Ababa 3,844 6,034 5,938 3,344 877 1,154 3,455 902 2,080 322
Dire Dawa 814 551 705 269 388 57 156 13
National 129,559 117,556 137,744 55,462 10,104 10,639 59,902 16,142 20,466 2,420

8.3 Government and Non-Government Distribution of Teachers

The majority of teachers in Ethiopia work in government schools, with 518,542 teachers, or 89% of
the teaching staff working in these institutions. At the kindergarten level the inverse is true, with
90% of teachers working in non-government institutions, see chart 8.3. Table 8.3 shows the number
of teachers in government schools.
Table 8.3 Teachers’ Distribution in Government and Non-Government by Region, 2009 E.C. (2016/17)
Govt NonGov
REGION
Male Female Male Female
Tigray 22,440 17,816 909 1,180
Afar 2,309 674 93 77
Amhara 86,407 62,895 1,292 2,310
Oromiya 109,756 63,780 6,920 9,636
Somali 8,116 988 527 66
Benishangul-Gumuz 5,474 2,150 84 110
SNNP 80,930 30,315 11,298 7,982
Gambella 2,825 662 190 123
Harari 959 702 286 352
Addis Ababa 8,412 8,523 8,053 12,564
Dire Dawa 1,652 757 450 417
National 329,280 189,262 30,102 34,817

Ministry of Education 91 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 8.3 Number of Teachers in Government and Non-Government Schools by Sex, 2009 E.C.
(2016/17)

8.3.1 Government and Non-Government Teachers’ Distribution in

Kindergarten
Teachers in the kindergarten sector tend to be in non-government institutions, with the exception of
Ethiopia-Somali. This is especially true in Gambella, where there is no government teacher in
kindergarten.
Chart 8.4 Proportional shares of Kindergarten Teachers by Government and Nongovernment
Ownership, 2009 E.C. (2016/17)

Ministry of Education 92 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

8.3.2 Government and Non-Government Teachers’ Distribution in

Primary Schools
Teachers in primary schools tend to be in government institutions, with 93% of teachers working in
government schools. This is especially true in Amhara and Benishangul where more than 98% of
teachers are in government primary schools. Addis Ababa has a nearly equal split between government
(52%) and non-government (48%) primary schools going against the trend.
Chart 8.5 Proportional shares of Primary Teachers by Government and Nongovernment Ownership,
2009 E.C. (2016/17)

8.3.3 Government and Non-Government Teachers’ Distribution in

Secondary Schools
The majority of secondary school teachers work in government institutions, with 95% of teachers
working in these institutions. This is especially true in Benishangul where only 9 teachers work in
non-government institutions, Afar and Gambella where 15 and 16 teachers work in non-government
secondary schools respectively. Addis Ababa has the highest proportion of non-government
teachers in secondary schools, with 35%.

Ministry of Education 93 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 8.6 Proportional shares of Secondary Teachers by Government and Nongovernment Ownership,
2009 E.C. (2016/17)

8.4 Qualification Level of Teachers

The qualification level of teachers is an important aspect of improving the quality of education within
the country. Primary level teachers should have at least a diploma level qualification and secondary level
teachers should have at least a degree level qualification. Nationally it can be seen that there are more
teachers without the appropriate qualifications in grades 1-4 of primary schools, with 73% of teachers
appropriately qualified. The ESDP V KPI in relation to the qualification of teachers is in relation to grades
1-4 only, the 2017 indicator for this has been met nationally only for women, as more than 68% of
female teachers in grades 1-4 are appropriately qualified. Regionally not every region has met this
target, with Ethiopia-Somali, Afar, Oromia and SNNP falling short of the 2017 ESDP V target.

Ministry of Education 94 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 8.7 Percentages of Appropriately Qualified Teachers, 2009 E.C. (2016/17)

8.5 Attrition of Teachers

The attrition of teachers gives us information about the number of teachers that have left the education
system each year and their reasons for doing so. The attrition rate is calculated by dividing the number
of teachers leaving the system with the total number of teachers for that year.
8.5.1 Attrition of Primary School Teachers
The national attrition rate for primary school teachers in 2009 E.C. is3%; this is lower than the figure for
2008 E.C., which was 4.4%. The ESDP V target for attrition is that it will fall to 2% by the end of the plan
in 2020, so if the decrease in attrition continues by 1% per year, the target will be reached. The 3%
statistics hides a large regional variation in attrition, with Gambella and Addis Ababa having a higher
attrition rate compared to other regions, as can be seen in chart 8.8. Male attrition rate tends to be
higher than female one, showing that the retention of male teachers in schools is harder to achieve
compared to females in primary schools. Data for Ethiopia-Somali were not available for this analysis.

Ministry of Education 95 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 8.4 Number of Active Teachers and Number of Teachers left Teaching in Primary Schools, 2009
E.C. (2016/17)

Total Attrition Total number of Teachers Attrition (%)

Region
Male Female Total Male Female Total Male Female Total
Tigray 385 127 512 17,068 16,500 33,568 2% 1% 2%
Afar 129 31 160 1,931 642 2,573 7% 5% 6%
Amhara 1,100 524 1,624 67,191 57,026 124,217 2% 1% 1%
Oromiya* 1,873 1,069 2,942 88,906 61,831 150,737 2% 2% 2%
Somali - - - 8,512 1,035 9,547
SNNP 2,897 1,222 4,119 74,033 31,893 105,926 4% 4% 4%
Benishngul-Gumuz 21 13 34 4,397 1,972 6,369 0% 1% 1%
Gambella 182 45 227 2,208 620 2,828 8% 7% 8%
Harari 26 26 52 983 786 1,769 3% 3% 3%
Addis Ababa 949 612 1,561 10,659 10,532 21,191 9% 6% 7%
DireDawa 60 36 96 1,519 820 2,339 4% 4% 4%
National 7,622 3,705 11,327 277,407 183,657 461,064 3% 2% 3%
Chart 8.8 Attrition Rates of Primary School Teachers, 2009 E.C. (2016/17)

As chart 8.9 and table 8.5 show the most given response as to why a teacher was leaving a school was
changing the profession , at 57% followed by retirement , with 22% of all respondents giving this
reason for leaving the school they were teaching in.

Ministry of Education 96 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 8.5 Reasons given by Primary Teachers for Leaving the Profession, 2009 E.C. (2016/17)
Death Changing the Profession Prolonged Sickness Retirement Total Attrition
Region
Male Female Male Female Male Female Male Female Male Female Total
Tigray 18 7 315 94 6 3 46 23 385 127 512
Afar 11 1 109 25 4 - 5 5 129 31 160
Amhara 64 51 798 375 50 23 188 75 1,100 524 1,624
Oromiya* 118 61 1,211 646 110 74 434 288 1,873 1,069 2,942
Somali - - - - - - - - - - -
SNNP 370 176 1,000 434 746 325 781 287 2,897 1,222 4,119
Benishngul-Gumuz 2 9 6 4 5 6 2 21 13 34
Gambella 50 7 3 3 3 3 126 32 182 45 227
Harari 1 1 17 15 1 3 7 7 26 26 52
Addis Ababa 31 20 823 484 25 22 70 86 949 612 1,561
DireDawa 4 5 41 21 3 3 12 7 60 36 96
National 669 329 4,326 2,103 952 461 1,675 812 7,622 3,705 11,327

Chart 8.9 Reasons given by Primary Teachers for Leaving the Profession, 2009 E.C. (2016/17)

8.5.2 Attrition of Secondary School Teachers

The attrition rate in secondary schools is slightly higher than primary schools, with 4%, and decreasing
since 2008, when it was at 5.7%. Gambella has the highest regional attrition rate, with 10% of teachers
leaving teaching in this region. The attrition rate at national level is at 4% for both males and females.
Because the number of male teachers in secondary schools is significantly higher than that of female
teachers, most of the teachers leaving the secondary school sector are male in absolute figures. No data
was available for Ethiopia-Somali and Benishangul-Gumuz.

Ministry of Education 97 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 8.6 Number of Active Teachers and Number of Teachers left Teaching in Secondary Schools,
2009 E.C. (2016/17)
Total Attrition Total number of Teachers Attrition (%)
Region
Male Female Total Male Female Total Male Female Total
Tigray 126 24 150 6,265 1,705 7,970 2% 1% 2%
Afar 26 5 31 447 47 494 6% 11% 6%
Amhara 364 67 431 20,452 6,501 26,953 2% 1% 2%
Oromiya 1,129 193 1,322 27,123 4,906 32,029 4% 4% 4%
Somali - - - 96 12 108
SNNP 1,147 333 1,480 17,749 3,766 21,515 6% 9% 7%
Benishngul-Gumuz - - - 1,153 187 1,340
Gambella 75 7 82 757 90 847 10% 8% 10%
Harari 6 1 7 247 54 301 2% 2% 2%
Addis Ababa 517 93 610 5,535 1,224 6,759 9% 8% 9%
DireDawa 21 4 25 544 70 614 4% 6% 4%
National 3,411 727 4,138 80,368 18,562 98,930 4% 4% 4%

Chart 8.10 Attrition Rates of Secondary School Teachers by Region, 2009 E.C. (2016/17)

The most common reason given by teachers leaving the school was changing the profession , with 56% of
male teachers and 46% of female teachers giving this response. This shows that approximately the same
proportion of male teachers leave the teaching profession in primary and secondary schools, while
proportionately more women tend to leave the teaching profession in primary schools.

Ministry of Education 98 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 8.7 Reasons given by Secondary School Teachers for Leaving the Profession, 2009 E.C. (2016/17)
Death Changing the Profession Prolonged Sickness Retirement Total Attrition
Region
Male Female Male Female Male Female Male Female Male Female Total
Tigray 5 1 96 16 4 2 21 5 126 24 150
Afar 1 19 5 5 1 26 5 31
Amhara 20 4 287 43 7 2 50 18 364 67 431
Oromiya 30 6 471 110 439 29 189 48 1,129 193 1,322
Somali - - - - - - - - - - -
SNNP 363 83 536 83 164 84 84 83 1,147 333 1,480
Benishngul-Gumuz - - - - - - - - - - -
Gambella 7 - 54 5 11 - 3 2 75 7 82
Harari - - 5 1 - - 1 - 6 1 7
Addis Ababa 16 1 427 71 17 2 57 19 517 93 610
DireDawa 2 17 3 2 1 21 4 25
National 444 95 1,912 337 647 119 408 176 3,411 727 4,138

Chart 8.11 Reasons given by Secondary School Teachers for Leaving the Profession, 2009 E.C.
(2016/17)

Ministry of Education 99 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 100 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

9. Colleges of Teachers’ Education

Colleges of teachers education (CTEs) are basically designed to equip prospective teachers with the
necessary knowledge, attitude, behaviors and skills they require to perform their tasks effectively in
the classroom/school and to the wider community at large. To assess, therefore, the capacities and
quality of services at CTEs, the Ministry of Education collects educational data on annual basis. In line
with this, the 2009 E.C CTEs data collection was organized to collect data on students, academic and
administrative staff from all colleges of teachers education in the country.

As of 2009 E.C. (2016/17), there are 36 colleges of teachers education throughout the country. CTEs
are providing a three years education and training in teaching and award a diploma through regular,
summer and extension (evening and weekend) programs. There are above 20 different departments or
streams in most CTEs that are categorized under two modalities; New Modality, Linear and Cluster
Modality.

The questionnaire response for 2009 E.C. is almost similar to that of the previous year s collection,
with a return of completed data from 26 CTEs out of a total of 36; which is only 1 less than the 2008
E.C. collection (which was 27). For those CTEs that didn t return the 2009 E.C. questionnaire, the 2008
figure was used so that the national figure could be generated accordingly.

9.1 Enrolment in CTEs

In 2009 E.C. (2016/17), the total enrolment of CTEs in all programs (regular, extension and summer)
was 257,247. This has an increment by 21.5% from the 2008 E.C. data. The gender shares of
enrollment across all programs has seen comparable, 59% are male and 41% female. The highest
proportion of the enrollment is in summer programs, which was around 38% of the total enrollment.
Chart 9.1 shows the detail of the enrollment data split by program and sex.
Chart 9.1 Enrolments by Program and Sex, 2009 E.C. (2016/17)

300,000
250,000
200,000
Number Enroled

150,000
100,000
50,000
-
Regular Extention Summer Total
Male 33,493 58,644 58,671 150,808
Female 29,985 37,692 38,762 106,439
Total 63,478 96,336 97,433 257,247

Chart 9.2 below also shows the eight years trend in enrollment. The chart shows that enrolment in
CTEs has increased since 2002 E.C. with the exceptional decrease in 2006 and 2007 E.C. It should also
be clear that, even the data have been seen increasing there is still a problem of getting the perfect
result since all CTEs couldn t submit their data as required.

Ministry of Education 101 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 9.2 Trends in Prospective Teachers’ Enrolment, 2002 E.C.-2009 E.C. (2009/10-2016/17)

Number of Prospective Teachers 600,000

500,000

400,000

300,000

200,000

100,000

-
2002 2003 2004 2005 2006 2007 2008 2009
E.C. E.C. E.C. E.C. E.C. E.C. E.C. E.C.
Total 142,935 164,501 173,517 175,142 170,160 169,382 211,734 257,247
Female 57,769 67,415 73,913 70,340 69,503 67,070 85,414 106,439
Male 85,166 97,086 99,604 104,802 100,657 102,311 126,320 150,808

9.2 Attrition of Prospective Teachers in CTEs

Similar to that of enrollment, data was collected on the attrition of prospective teachers within CTEs.
Though there are many reasons for attrition, the questionnaire was designed to incorporate six major
reasons of attrition as shown in the chart below.
Chart 9.3 below shows the attrition amount that prospective teachers left the CTE system with
different reason. It can be seen from the chart that academic dismissal , followed by dropouts , is
the reason with the highest figure, i.e. 1,739, from which 53% were females.
Chart 9.3 Attrition of Prospective Teachers by Reason and Sex, 2009 E.C. (2016/17)

2000
Number of Prospective Teachers

1800
1600
1400
1200
1000
800
600
400
200
0
Academic
Withdrawals Dropouts Transfers Out Transfers In Readmissions
Dissmisals
Male 826 182 579 67 43 124
Female 913 238 560 46 30 179
Total 1739 420 1139 113 73 303

Ministry of Education 102 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

9.3 Prospective Teachers with Special Needs in CTEs

The survey tool also includes enrollment data with special needs. So, data was collected from CTEs on
the number of prospective teachers enrolled with special needs. The categories used were limited to
blind, deaf, physically disabled/challenged and other ; which is basically not aligned to the more
comprehensive categories of disabilities used in the general education questionnaires.
From Chart 9.4 it can be seen that there are a total of 203prospective teachers enrolled in 2009 E.C.
with special needs in all CTEs, from which Physically Challenged and Blind constitute the highest
figure, 44% each.
Chart 9.4 Prospective Teachers Enrolled with Special Needs, 2009 E.C. (2016/17)

100
Number of Prospective Teachers

90
80
70
60
50
40
30
20
10
0
Physically
Blind Deaf Others
Challenged
Male 46 4 70 10
Female 43 3 20 7
Total 89 7 90 17

9.4 Graduates from CTEs

In 2009 E.C. the total number of graduates in all programs was 48,570, which has an increment of 6%
from the 2008 E.C. data. The summer program took the largest share of the graduates both in the
previous and this year. The number of female graduates in all programs in this year was 39%, which is
almost the same to that of the previous year. The chart below shows graduates by program and sex.
Chart 9.5 Graduates by Program and Sex, 2009 E.C. (2016/17)

60,000
50,000
Number of graduates

40,000
30,000
20,000
10,000
-
Regular Extension Summer Total
Male 9,344 7,816 12,702 29,862
Female 7,087 4,805 6,816 18,708
Total 16,431 12,621 19,518 48,570

Ministry of Education 103 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

When we look at the trend in the number of graduates, it can be seen that the total number of
graduates has increased slightly compared to 2008 E.C. however this is not a large increment as has
been seen in the trend of enrolment.
Chart 9.6 shows the trend in the number of graduates over the last 8 years, and the values didn t show
any uniform increment or decrement in the number of graduates.
Chart 9.6 Trends in the Number of Graduates, 2002 E.C.-2009 E.C. (2009/10-2016/17)

120,000
Number of Graduates

100,000

80,000

60,000

40,000

20,000

-
2002 2003 2004 2005 2006 2007 2008 2009
E.C. E.C. E.C. E.C. E.C. E.C. E.C. E.C.
Total 27,761 26,802 33,232 43,890 45,566 43,041 45,714 48,570
Female 10,119 10,804 13,671 18,928 18,440 17,173 17,850 18,708
Male 17,642 15,998 19,561 24,962 27,126 25,868 27,865 29,862

9.5 Staff in CTEs

In the 2009 E.C. data, both the academic and technical staffs of CTEs in the country were counted as
2,712 from which 185 of them are technical staffs. The female shares are only 10% in the academic
staffs and 23% in the technical staffs. This share is almost the same with the 2008 E.C data. The chart
below shows the staff distribution by qualification and sex
Chart 9.7 Numbers of Staff by Qualification and Sex, 2009 E.C. (2016/17)

1800
1600
Number of Staffs

1400
1200
1000
800
600
400
200
0
M F M F M F M F M F M F
Diploma Bachelors Masters M.D/D.V PhD Others
Academic 644 111 1603 143 0 0 3 0 20 3
Technical 134 39 6 3 3 0 0 0 0 0 0 0

Ministry of Education 104 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Considering the academic staffs, the trend over the last 8 years is shown in Chart 9.8. The trend shows
a steady increase in the number of teachers in CTEs over this time period, with the exception of this
year. The proportion of female academic staff in CTEs has remained very low, roughly at an average of
8% over the time period.
Chart 9.8 Trends in Academic Staff, 2002 E.C.-2009 E.C. (2009/10-2016/17)

6,000
Number of Academic Staffs

5,000

4,000

3,000

2,000

1,000

-
2002 2003 2004 2005 2006 2007 2008 2009
E.C. E.C. E.C. E.C. E.C. E.C. E.C. E.C.
Total 1,865 1,956 2,033 2,044 2,146 2,330 2,570 2,527
Female 157 165 165 158 179 181 243 257
Male 1,708 1,791 1,868 1,886 1,967 2,149 2,328 2,270

Ministry of Education 105 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 106 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

10. Refugee Education

Ethiopia is a State party to the 1951 Convention relating to the Status of Refugees, and its 1967
Protocol, as well as to the 1969 Organization of African Union (OAU) Convention Governing the Specific
Aspects of Refugee Problems in Africa. The Government of has also enacted a national Refugee
Proclamation in 2004. The Government of Ethiopia has re-affirmed its commitment to protection of
refugees and provision of basic services including education when it made milestone pledges at the
Leaders Summit in New York in 2016. The government pledged to increase the enrolment of refugee
children without discrimination and within available resources.

Ethiopia has a long history of hosting refugees and currently provides protection to over 850,000
refugees from 24 countries, with the majority originating from South Sudan, Ethiopia-Somali, Eritrea,
Sudan, Yemeni and other countries. Children of school-age population constitute 44% of the refugee
population. As of December 2016, the number of school-age going refugee children in Ethiopia was
3443301 out of which 177,745 were enrolled in 174 schools in or around refugee camps. The enrolment
ratio of refugee children was 51% overall - 45% of girls and 58% of boys.

Ethiopia has been implementing National Refugee Education Strategy 2015-2018, which adopted the
global Refugee Education Strategy 2012 – 2016, and aligned along with MoE s Education Sector
Development Plan IV (ESPDP IV) 2010/11 – 2014/15. ARRA, UNHCR, humanitarian and development
partners have been making concerted efforts to enhance refugees access to all level of education.
These efforts include opening up new and/or expanding of school facilities and employment of
additional teachers to enable enrolment of 51% school-age children. Improving the quality and
relevance of education by more inclusion of refugee education in the national systems, planning and
implementation have been other areas of focus in the past few years.

Moreover, as part of the effort to track progresses towards the target set in the national strategy, ARRA
and UNHCR have been collaborating with the Ministry of Education that helped in adaptation and
implementation of Education Management Information System (EMIS) since December 2016. The
customized EMIS for refugee education, which works along the national MoE s EMIS processes, has now
captured key education indicators for preschool, primary and secondary schools and becomes one of
the important tools for planning and monitoring of education progresses. Resolute effort among
education partners in Ethiopia, was also seen in development of the a joint Education Cannot Wait
project proposal, that won about USD 13.5 million for improving access to quality education for refugees
in Ethiopia, with focus on South Sudanese and Sudanese refugees and their host communities.

Efforts to establish strong linkage between national and refugee education systems has been producing
positive results in some key areas. Among these key areas is MoE s supports refugee education program
in administration of placement examination and assessment of core learning competency targeting
children and young refugees who could not present education certificates from their countries of
origins.

1
This data does not include refugee students in urban centers, who are enrolled in over 166 government schools in
Addis Ababa and other major cities. Over 20,000 refugees are residi g i Addis A a a a d refugee stude ts
enrollment is believed to have been captured through the national EMIS.

Ministry of Education 107 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Provision of education for refugees is massively challenging due in part to the continuing influx of
refugees, the trauma which children may have experienced as a result of displacement, differences in
curriculum and language instruction, and educational delays due to lack of schools or insecurity in their
countries of origin. Despite significant efforts to increase access to quality education for refugee children
in Ethiopia, challenges still remain in the areas of access, quality, equity and safe-learning environment.
About 49% school-age children are still out of school; classrooms and teachers as well as education
materials are in short supply and the majority of the refugee schools still don t fulfill the minimum
standards of a safe learning environment. On average a teacher is for 80 students, a classroom (in
double shift) serves 103 students and only 56% of the teachers are qualified to teach at primary school
level.

Global Education Strategy (2012-2016) envisioned to achieve 100% of program use data and related
impact monitoring to inform and adapt education program planning by the end of 2016. In its National
Refugee Education Strategy (2015-2018), Ethiopia also underscored the importance of implementing
Education Management Information System (EMIS) for measuring progress of refugee education. The
Strategy recognizes the significance of partnership with Ministry of Education (MoE) and other
stakeholders for the establishment of EMIS for refugee education.

In August 2014, UNHCR and ARRA have initiated collaboration with MoE s department of EMIS and ICT
to operationalize EMIS in the context of refugee education. With the support of MoE capacity building
training was organized for over 250 staff of ARRA, UNHCR, and NGOs partners through 2015 and 2016.
The training helped in introduction of theoretical framework and practical application of EMIS for
refugee education. The next step was to customize the EMIS Questionnaires and Software so as to fit
the context of refugee education while ensuring synchronization of EMIS for refugees with the national
EMIS system of the MoE. EMIS customization also involved simplification of the system to meet the
current needs and addresses future challenges in education data collection, verification, analysis and
dissemination and management.

The publication of EMIS for refugee education came at a time when the Government made milestone
pledges to increase enrollment ratio for refugees in Ethiopia from approximately 148,361 students to
212,800 students. These include increasing refugee enrolment for preschool from 46,276 to 63,000;
primary school enrolment from 96,700 to 137,000; secondary school enrolment from 3,785 to 10,300;
and increasing refugee enrolment in higher education from 1,600 to 2,500. The EMIS will track trends
and target set in the pledges and National Refugee Education. As refugee education used EMIS data for
the first, this sub-sector does not show trends in this publication.

This publication of EMIS for refugee education as sub-sector within the national MOE s Education
Annual Statistical Abstract is the first of its kind in Ethiopia; and perhaps in the East African region.
ARRA, UNHCR, UNICEF and all education stakeholders are grateful to the support provided by the
Ministry of Education towards this end.

Ministry of Education 108 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

10.1. Summary Tables

Table 10.1 Refugee School Age Population in 2016/17

Age 3-6 Age 7-10 Age 11-14 Age 15-18 Age3-18

Location
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total

Samara 1,645 1,658 3,303 2,115 2,053 4,168 1,650 1,652 3,302 1,061 1,041 2,102 6,471 6,404 12,875
Assosa 3,989 3,780 7,769 3,466 3,229 6,695 2,989 2,571 5,560 3,030 1,797 4,827 13,474 11,377 24,851
Dollo
16,894 16,949 33,843 22,622 22,579 45,201 17,052 16,470 33,522 10,482 9,255 19,737 67,050 65,253 132,303
Ado
Gambell
24,275 24,469 48,744 21,959 21,372 43,331 16,747 14,862 31,609 11,606 9,960 21,566 74,587 70,663 145,250
a
Jigjiga 1,758 1,764 3,522 1,783 1,727 3,510 2,451 2,476 4,927 1,712 1,630 3,342 7,704 7,597 15,301
Shire 1,485 1,298 2,783 1,220 1,106 2,326 2,174 1,072 3,246 3,559 1,836 5,395 8,438 5,312 13,750
All 50,046 49,918 99,964 53,165 52,066 105,231 43,063 39,103 82,166 31,450 25,519 56,969 177,724 166,606 344,330
The school age range largely follows MOE s classification of school-age for education sub-sectors, except
in the preschool-age where age 3 is included as school-age population for Early Childhood Care and
Education (ECCE).
Location in the above refers to names of UNHCR Sub-Offices and/or ARRA Zonal Coordination Offices.
So, the name locations are offices responsible for administration and coordination of refugee camps
under their domain.
Chart 10.1 School Age Population Distribution by Sub-Offices, 2016/17

General Education School Age Population

Samara

Age 15-18

Age 11-14

Age 7-10

Age 3-6

2500 1500 500 500 1500 2500

Male Female

Ministry of Education 109 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

General Education School Age Population

Assosa

Age 15-18

Age 11-14

Age 7-10

Age 3-6

4000 2000 0 2000 4000

Male Female

General Education School Age Population

Dollo Ado (Ethiopia Somali Region)

Age 15-18

Age 11-14

Age 7-10

Age 3-6

25000 15000 5000 5000 15000 25000

Male Female

General Education School Age Population

Gambella

Age 15-18

Age 11-14

Age 7-10

Age 3-6

25000 15000 5000 5000 15000 25000

Male Female

Ministry of Education 110 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

General Education School Age

Population
Jigjiga

Age 15-18

Age 11-14

Age 7-10

Age 3-6

2500 1500 500 500 1500 2500

Male Female

General Education School Age PopulationAge

Shire

Age 15-18

Age 11-14

Age 7-10

Age 3-6

2500 1500 500 500 1500 2500

Male Female

Ministry of Education 111 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 10.2 Number and Type of Schools by School-Age Population, 2016/17

Number of School and school age population

Population
Sub-Office ECCE Primary ABE/ALP Secondary
Age 3-18
Samara 12875 3 4 2

Assosa 24851 16 5 2 4

Dollo 132303 16 19 12 1

Gambella 145250 27 21 6 5

Jigjiga 15301 14 3 3

Shire 13750 4 4 3

Total 344330 80 56 20 18

10.2. Enrollment by Level

Table 10.3 Gross Enrollment Ratio (GER) in Early Childhood Care and Education (ECCE)

Age 3-6 Enrollment in ECCE GER (%)

Location GPI
Male Female Total Male Female Total Male Female Total
Samara 1645 1658 3303 616 518 1134 37.4 31.2 34.3 0.83
Assosa 3989 3780 7769 3875 3714 7589 97.1 98.3 97.7 1.01
Dollo Ado 16894 16949 33843 8112 6933 15045 48 40.9 44.5 0.85
Gambella 24275 24469 48744 14244 13164 27408 58.7 53.8 56.2 0.92
Jigjiga 1758 1764 3522 1363 1508 2871 77.5 85.5 81.5 1.10
Shire 1485 1298 2783 842 852 1694 56.7 65.6 60.9 1.16
All 50046 49918 99964 29052 26689 55741 58.1 53.5 55.8 0.92
Overall GER in ECCE was 59% with considerable variations across camps. For instance sub-office Assosa
coordinating four camps in Benishangul-Gumuz Regional State have achieved GER of 97.7% while the
ECCE GER in two camps under Samara in Afar region was only 34.3%. Majority of the 80 ECCE schools in
the camps are community-based run schools largely supported by national and international Non-
Governmental Organizations. 96.7% of teachers at ECCE are from refugee communities.

Ministry of Education 112 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 10.2 Gross Enrollment Ratios in ECCE

10.3. Primary Education

Table 10.4 GER in Primary School

GPI
Population Age 7-14 Enrollment in Primary GER
Location Male Female Total Male Female Total Male Female Total
Samara 3765 3705 7470 1024 561 1585 27.2 15.1 21.2 0.56
Assosa 6455 5800 12255 9173 6349 15522 142.1 109.5 126.7 0.77
Dollo Ado 39674 39049 78723 16310 11918 28228 41.1 30.5 35.9 0.74
Gambella 38706 36234 74940 35139 21765 56904 90.8 60.1 75.9 0.66
Jigjiga 4234 4203 8437 3886 3749 7635 91.8 89.2 90.5 0.97
Shire 3394 2178 5572 4264 2428 6692 125.6 111.5 120.1 0.89
All 96228 91169 187397 69796 46770 116566 72.5 51.3 62.2 0.71

The overall GER in primary education including students enrolled in Alternative Basic Education (ABE) is
62.2%. The camp/site variation in GER is considerable – Assosa camps have the highest GER (126/.7%)
while Samara has GER of 21.2%.

Ministry of Education 113 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 10.3 Refugee Gross Enrollment Ratios in Primary, 2016/17

Gross Enrollement Ratio in Primary

140.0

120.0

100.0
GER %

80.0

60.0

40.0

20.0

0.0
Samara Assossa Dollo Ado Gambella Jigjiga Shire All

Male Female Total

Table 10.5 Gross Enrolment Ratios by Cycle

GER 1-4 GER 5-8

SUB OFFICE
Male Female Total Male Female Total
Samara 37.2 22.6 30.0 14.4 5.8 10.1
Assosa 168.3 144.0 156.6 111.7 66.1 90.6
Dollo Ado 54.3 44.8 49.5 23.7 10.9 17.4
Gambella 102.8 79.6 91.4 75.0 32.0 54.8
Jigjiga 134.6 128.8 131.8 60.6 61.6 61.1
Shire 178.9 121.6 151.6 95.8 101.0 97.5
All 86.6 68.8 77.8 55.1 28.0 42.2
As the table above shows GER decreases from 77.8 in in first cycle primary school to 42.2% in second
cycle or upper primary grades.

Ministry of Education 114 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 10.4 GER by Cycle in Primary Schools

GER by cycle in Primary

160.0

140.0

120.0

100.0

80.0

60.0

40.0

20.0

0.0
Samara Assossa Dollo Ado Gambella Jigjiga Shire All

Grade 1-4 Grade 5-8

Chart 10.5Gender Parity Index in Refugee primary education, 2016/17

Primary Gender Parity Index

All

Shire

Jigjiga

Gambella

Dollo Ado

Assossa

Samara

0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.00

Ministry of Education 115 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 10.6 Over-Age Enrollment in 1st cycle (Grade 1-4), 2016/17

Population of 7-10 Overage Enrollment Over Age GER

Sub Office
Male Female Total Male Female Total Male Female Total
Samara 2115 2053 4168 276 146 422 13.05 7.11 10.12
Assosa 3466 3229 6695 2763 2006 4769 79.72 62.12 71.23
Dollo Ado 22622 22579 45201 3040 2255 5295 13.44 9.99 11.71
Gambella 21959 21372 43331 9422 7496 16918 42.91 35.07 39.04
Jigjiga 1783 1727 3510 537 499 1036 30.12 28.89 29.52
Shire 1220 1106 2326 1119 418 1537 91.72 37.79 66.08

All 53165 52066 105231 17157 12820 29977 32.27 24.62 28.49

As the table above shows some 28.5% of the students enrolled in first cycle primary school are over-
aged for their grades. The majority of refugee children in Ethiopia are known to have come from
countries where access to education has been challenging due to lack of or inaccessibility of schools
owing to internal conflicts, distance or limited school facilities. For instance, in central or southern
Ethiopia-Somali, formal education has been collapsed for more than 20 years and some refugees have
accessed formal education in refugee camps first time in decades. Therefore, over-age enrollment in
lower primary grades is expected in refugee camps. To make schooling appropriate for some over-aged
children alternative basic education was introduced in refugee schools that have contributed to
accelerated education of over-aged children.
Table 10.7 Net Enrollment Ratio in Primary Education, 2016/17

Enrollment of Age Group7-

Population of Age 7-14 14 NER (1-8)
Location Male Female Total Male Female Total Male Female Total
Samara 3765 3705 7470 824 476 1300 21.9 12.8 17.4
Assosa 6455 5800 12255 5200 4405 9605 80.6 75.9 78.4
Dollo Ado 39674 39049 78723 13838 10661 24499 34.9 27.3 31.1
Gambella 38706 36234 74940 23999 16721 40720 62.0 46.1 54.3
Jigjiga 4234 4203 8437 3666 3540 7206 86.6 84.2 85.4
Shire 3394 2178 5572 2799 1819 4618 82.5 83.5 82.9
All 96228 91169 187397 50326 37622 87948 52.3 41.3 46.9

Ministry of Education 116 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 10.6 Net Enrollment Ratios in Primary Education, 2016/17

NER in Primary
100.0

90.0

80.0

70.0

60.0

50.0

40.0

30.0

20.0

10.0

0.0
Samara Assossa Dollo Ado Gambella Jigjiga Shire All

Male Female Total

The overall net enrollment ratio is 46% and likewise in GER indicator, Samara has the lowest NER while
Jijiga has the highest NER in primary education.

Table 10.8 Primary Completion Ratio, 2016/17

Age 14 Grade 8 Primary Completion Ratio

Location
Male Female Total Male Female Total Male Female Total
Afar 316 332 648 40 14 54 12.7 4.2 8.3
Assosa 719 574 1293 302 108 410 42.0 18.8 31.7
Dollo Ado 3455 3298 6753 337 133 470 9.8 4.0 7.0
Gambella 4500 3857 8357 2649 583 3232 58.9 15.1 38.7
Jigjiga 561 562 1123 268 323 591 47.8 57.5 52.6
Shire 615 261 876 322 173 495 52.4 66.3 56.5
Total 10166 8884 19050 3918 1334 5252 38.5 15.0 27.6
As one of the key educational efficiency indicators, the EMIS has also captured the primary school
completion ratio for the first time. As shown in Table 10.8 above, the average completion ratio for
refugee primary school in 2016/17 academic year was 27.6%. As the data indicates, primary schools in
Dollo Ado camps in South-western part of Ethiopia Ethiopia-Somali region have the lowest completion
ratio of 7% as compared to 52.6% for same population group of Ethiopia-Somalis who are residing in
three camps in Jigjiga area. The refugees in Jigjiga area, who have been in Ethiopia for much longer than
the refugees in Dollo Ado, have had better educational opportunity in Ethiopia.

Ministry of Education 117 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 10.9 Student Section Ratio in primary Schools, 2016/17

Enrollment in refugee Schools Number of Sections Students Section ratio

Location
(1-4) (5-8) (1-8) (1-4) (5-8) (1-8) (1-4) (5-8) (1-8)
Samara 1231 231 1462 26 6 32.0 47:1 39:1 46:1
Assosa 9869 5040 14909 100 67 167.0 99:1 75:1 89:1
Dollo Ado 13984 5831 19815 157 79 236.0 89:1 74:1 84:1
Gambella 35040 17316 52356 270 118 388.0 130:1 147:1 135:1
Jigjiga 4625 3010 7635 50 40 90.0 93:1 75:1 85:1
Shire 3527 3165 6692 49 39 88.0 72:1 81:1 76:1
Total 68276 34593 102869 652 349 1001.0 105:1 99:1 103:1

As shown in the above table, refugee primary schools have on average 103 children learning in a
classroom meant for 50 students. In Samara, where there is lowest GER and NER, student-classroom
ratio was 46:1 as compared to enormously overcrowded classrooms in Gambella camps where student-
classroom ratio was 135:1. Gambella camps by then was receiving many new refugee influxes on daily
basis where the school expansion could not keep pace with increasing population size.
Table 10.10 Pupil-Teacher Ratio in Primary Schools, 2016/17

Primary Education Pupil-Teacher Ratio

SUB OFFICE (1-4) (5-8) (1-8)
Samara 46:1 77:1 49:1
Assosa 91:1 66:1 81:1
Dollo Ado 65:1 42:1 56:1
Gambella 123:1 82:1 106:1
Jigjiga 71:1 51:1 62:1
Shire 58:1 75:1 65:1
All 90:1 65:1 80:1

In refugee primary schools a teacher teaches on average 80 students. This indicates shortage of teachers
for refugee primary schools.

Ministry of Education 118 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 10.7 Pupil-Teachers Ratio in Primary Education by Cycle, 2016/17

Pupil Teacher Ratio

140
123
120
106
100 91 90
Number if pupil

81 82 80
77 75
80 71
66 65 65 65
62
56 58
60 49 51
46
42
40

20

0
Samara Assossa Dollo Ado Gambella Jigjiga Shire Total
Achsentitel

(1-4) (5-8) (1-8)

Table 10.11 Summary of Qualification of Teachers in Primary School, 2016/17

Below Secondary TTI Certificate Diploma BA/BSC/BED MSC/MA Grand

Secondary or Above Total
Location Male Female Male Female Male Female Male Female Male Female Male
Samara 19 10 1 30
Assosa 15 78 6 6 28 3 45 2 1 184
DolloAddo 79 12 25 4 1 169 22 41 3 356
Gambella 15 5 252 19 17 1 72 4 98 8 3 494
Jijiga 3 3 19 3 2 58 13 18 5 124
Shire 14 2 18 3 29 4 32 1 103
Total 112 20 407 34 44 4 366 46 235 19 4 1291

As shown in Table 10.11 above, only 55.6% of teachers have minimum qualification to teach at primary
school level while 44.4% of the teachers in refugee primary schools were unqualified.

Ministry of Education 119 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 10.8Numbers of Teachers in Primary School by Nationality (Ethiopian vs Non-Ethiopian),

2016/17

From Chart 10.8 above, it is observable that majority of the teachers in primary schools are
refugees/Non-Ethiopians (62%) and only 38% are Ethiopians. Although majority of the refugees
teachers (70%) did not have the minimum qualification, the large numbers of teachers from the refugee
community have helped in the use and implementation of mother-tongue as medium of instruction in
majority of the schools.

10.4. Secondary Education

Table 10.12 Gross Enrollment of Refugee Students in Secondary Schools, 2016/17

(9-10) (11-12) (9-12)

Location
Male Female Total Male Female Total Male Female TOTAL
Samara 69 15 84 18 3 21 87 18 105
Assosa 306 42 348 30 1 31 336 43 379
Dollo Ado 160 48 208 179 26 205 339 74 413
Gambella 2011 440 2451 236 19 255 2247 459 2706
Jigjiga 645 413 1058 275 170 445 920 583 1503
Shire 186 136 322 4 6 10 190 142 332
Total 3377 1094 4471 742 225 967 4119 1319 5438

As Table 10.12 shows, the enrollment of refugees in secondary school is minimal, only 5,438 out of the
possible 56,969 school-age population for the sub-sector. However, it is also important to note that
overwhelming majority of the secondary school-age population are either still attending education at

Ministry of Education 120 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

primary school level, or dropped out of primary or never been to school at all. The high over-age
students in primary school also indicate that there are limited secondary school-age populations who
have may have completed primary education and qualify for secondary education.
Table 10.13 GER and GPI of Refugee Students in Secondary Schools, 2016/17

Secondary School GER GPI

Location (9-10) (11-12) (9-12) (11- (9-
Male Female Total Male Female Total Male Female Total (9-10) 12) 12)
Samara 12.1 2.7 7.5 3.7 0.6 2.1 8.2 1.7 5.0 0.2 0.2 0.2
Assosa 18.4 4.2 13.0 2.2 0.1 1.4 11.1 2.4 7.9 0.2 0.1 0.2
Dollo Ado 2.7 0.9 1.9 3.9 0.7 2.4 3.2 0.8 2.1 0.3 0.2 0.2
Gambella 29.6 7.6 19.5 4.9 0.5 2.8 19.4 4.6 12.5 0.3 0.1 0.2
Jigjiga 67.3 43.2 55.2 36.5 25.2 31.2 53.7 35.8 45.0 0.6 0.7 0.7
Shire 12.6 19.7 14.8 0.2 0.5 0.3 5.3 7.7 6.2 1.6 2.7 1.4
Total 19.5 7.7 14.1 5.3 2.0 3.8 13.1 5.2 9.5 0.4 0.4 0.4

The average enrollment ratio for secondary school for refugees was about 10% - the highest enrollment
ratio being in Jigjiga campus (45%) as compared to the same population group of Ethiopia-Somalis
residing in Dollo Ado camps (2.1). This data also correlates to the primary school completion ratio
whereby Dollo Ado has the lowest.
Chart 10.9 Gross Enrollment Ratios in Secondary Education, 2016/17

GER in Secondary Education

60.0

50.0

40.0

30.0

20.0

10.0

0.0
Samara Assossa Dollo Ado Gambella Jigjiga Shire Total

Male Female Total

Ministry of Education 121 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 10.14 Student Section Ratios for Secondary Schools by Camp, 2016/17

SUB OFFICE CAMP (9-10) (11-12) (9-12)

Assosa Sherkole 55:1 55:1
Dollo Ado Bokolmanyo 104:1 103:1 103:1
Gambella Jewi 76:1 76:1
Gambella Kule 124:1 124:1
Gambella Pugnido I 80:1 124:1 88:1
Gambella Tierkidi 93:1 93:1
Jigjiga Sheder 49:1 65:1 52:1
Shire Mai-Aini 21:1 10:1 20:1
Shire Shimelba 63:1 63:1

The average student classroom ratio in secondary schools in the refugee camps is 63:1. Two secondary
schools namely Bokolmanyo in Dollo Ado and Kule in Gambella had severe shortage of classrooms
compared to other schools in refugee camps.
Table 10.15 Pupil-Teacher Ratios by Cycle in Secondary Education, 2016/17

SUB OFFICE CAMP (9-10) (11-12) (9-12)

Assosa Sherkole 18 18
Dollo Ado Bokolmanyo 26 29 28
Gambella Jewi 38 38
Gambella Kule 124 0 109
Gambella Pugnido I 57 82 62
Gambella Tierkidi 74 74
Jigjiga Sheder 24 16 22
Shire Mai-Aini 7 10 7
Shire Shimelba 18 18
Chart 10.10 Pupil-Teacher Ratios in Secondary Schools by Camp, 2016/17.

Teacher Student Ratio in Secondary

140 124
120 109
100
82
74 74
80
57 62
60
38 38
40 26 29 28 24
18 18 16 22 18 18
20 7 10 7
0
0
Sherkole Bokolmanyo Jewi Kule Pugnido I Tierkidi Sheder Mai-Aini Shimelba

(9-10) (11-12) (9-12)

Ministry of Education 122 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 123 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

11. Technical and Vocational Education

and Training (TVET)
11.1 Introduction
TVET are "those aspects of the educational process involving, in addition to general education, the
study of technologies and related sciences, and the acquisition of practical skills, attitudes,
understanding and knowledge related to occupations in various sectors of economic and social life"
(UNESCO and ILO, 2002). TVET can be regarded as a means of preparing for different occupations,
which will lead to effective participation in the world of work. It also implies lifelong learning and
preparation for responsible citizenship. In its broadest definition TVET includes technical education,
vocational education, vocational training, on-the-job training or apprenticeship training, which can
be delivered in a formal or non-formal way.

The Ethiopian National TVET Strategy replaces an older version, the Ethiopian Education and training
policy, which was first adopted in 2002. It reflects an important paradigm shift in recent years which
places quality and relevance of TVET as its priority. Global experience has shown that the mere
expansion of TVET does not solve the problems of unemployment and low productivity of the
economy. TVET has to respond to the needs of the labor market and create a competent, motivated
and adaptable workforce capable of driving economic growth and development. The strategy was
developed with the involvement of a broad range of stakeholders from both the private and public
sectors. It defines the major principles of TVET development in the coming years. TVET development
relies on an outcome-based system, which depends upon the cooperation, dedication and trust of its
stakeholders.

Ethiopia is committed to participating in the competitive global market economy. This requires
technical and professional citizens trained in the ability to learn and in specific occupations. Hence,
Technical Vocational Education and Training (TVET) are often at the center of Ethiopia s education
strategy, which is aimed at the development of marketable entrepreneurial skills. Ethiopia is putting in
place, in part via TVET, a comprehensive human resource development program. TVET provides
training on market oriented programs based on the demands of industry for various target groups,
such as: graduates of grade 10, school leavers, people who are in employment, school drop outs and
marginalized groups in the labor market.

The overall objective of the National TVET Strategy aligns with the ESDP V and aims to create a
competent, motivated, adaptable and innovative workforce in Ethiopia. The workforce will be able to
contribute to poverty reduction and social and economic development through facilitating demand-
driven, high quality technical and vocational education and training, relevant to all sectors of the
economy, at all levels and available to all people. Therefore, this Education and Training statistical
annual abstract presents the overall enrolment, completion, competency and Industry Extension
Services achievements and staff , institutions and other information of the TVET sector in 2009 E.C.
(2016/17).However only four regions (Tigray, Amhara, Oromia and Harari) sent the 2009 E.C. data
timely, the remaining seven regions didn’t send their current data. The national figure, therefore,
may not be represented as expected.

Ministry of Education 124 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

12.2 TVET Enrollment

The total enrolment in TVET has fallen from a total of 346,160 (in 2007 E.C.) to 302,083 (in 2009 E.C.).
The total enrolment, of 302,083, is still much smaller than the expected number of students who should
be enrolled in the program. Even though the number of institutions and enrollment/intake has
increased in the latest year, it is expected to be higher in order to achieve GTP 2. As can be seen from
Table 11.1 below, in the year 2009 E.C (2015/16), female trainees constitute 51.3 percent of the total
enrolment; this indicates that female participation in TVET sector is balanced at the national level. As
can be seen from Table 11.1 below, in the year 2009 E.C (2016/17), female trainees constitute 51.32
percent of the total enrolment; this indicates that female participation in TVET sector is balanced at the
national level. The Average Annual Growth Rate for female participation also shows a positive growth,
exceeding the male AAGR over the last five years. In contrast, this figure incorporates only the four
regions (Tigray, Amhara, Oromia and Harari) 2009 E.C. data; since other regions did not respond to the
annual questionnaire, we have used the previous years data for these regions, and this will definitely
affect the quality of the national data.
Table 11.1 TVET Enrolment Trends by Sex

2005 E.C 2006 E.C 2007 E.C 2008 E.C 2009 E.C
Sex (2012/13) (2013/14) (2014/15) (2014/15) (2015/16) AAGR (%)
Male 116,457 115,942 164,658 146,163 147,066 6.01
Trainees

Female 122,427 122,107 181,502 157,976 155,017 6.08

Total 238,884 238,049 346,160 304,139 302,083 6.04
% Female 51.25 51.29 52.43 51.94 51.32 0.03
The chart below also shows the gender wise enrollment trend across the last five consecutive years
(from 2005 E.C. to 2009 E.C.)
Chart 11.1 TVET Enrolment Trends by Sex

Table 11.2 and Chart 11.2 below show that, the total number of enrolment in 2009 E.C. (2016/17), in all
regions, is 302,083. The table illustrates that, from the 2009 E.C. data, the largest shares of enrollment
are taken by Amhara and Oromia. On the other hand, Ethiopia-Somali, Gambella and Afar constitute
the bottom three lowest enrollment shares. Regarding the gender enrollment shares at the national

Ministry of Education 125 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

level, based on 2008 E.C. data, Amhara, Harari and Oromia performed best with percentage female
enrollment of 56.4%, 52.8% and 50.7% respectively.
Moreover, compared to the total female enrollment shares at national level, Amhara scored the larger
female enrolment exceeding the total national female enrollment value, 51.3%, whereas Harari and
Oromia have a good proportion in female enrollment with the current data
Table 11.2 TVET Enrolment by Region, Level and Sex 2009 E.C. (2016/17)

Level I Level II Level III Level IV Level V level I-V % of

REGION
M F M F M F M F M F M F T Female
Tigray 2265 2397 4689 4239 1828 1607 3719 3602 689 676 13,190 12,521 25,711 48.7
Afar* 187 160 444 230 209 126 150 132 - - 990 648 1,638 39.6
Amhara 876 1101 11802 15474 7997 10509 13258 15517 1392 1591 35,325 44,192 79,517 55.6
Oromia 6856 5951 16624 16740 6810 7164 8138 7490 297 218 38,725 37,563 76,288 49.2
Somali* 441 377 752 385 270 267 1,098 1,061 - - 2,561 2,090 4,651 44.9
Benishangul-Gumuz* 1,180 1,594 847 1,269 597 810 330 641 6 18 2,960 4,332 7,292 59.4
SNNP* 4,599 4,589 13,037 12,865 4,297 4,328 3,930 4,627 633 499 26,496 26,908 53,404 50.4
Gambella* 598 604 477 241 61 78 2 9 - - 1,138 932 2,070 45.0
Harari 582 564 1027 967 747 838 434 407 86 6 2,876 2,782 5,658 49.2
Addis Ababa* 3,326 4,845 6,867 4,587 5,398 5,721 4,460 5,154 58 61 20,109 20,368 40,477 50.3
Dire Dawa* 14 28 471 523 643 944 1,196 1,133 372 53 2,696 2,681 5,377 49.9
National 20,924 22,210 57,037 57,520 28,857 32,392 36,715 39,773 3,533 3,122 147,066 155,017 302,083 51.3
*Afar, Ethio-Somali, Benishangul-Gumuz and Gambella regions data from 2007 E.C (2014/15); SNNP, Addis Ababa and Dire Dawa data from 2008 E.C. (2015/1
Chart 11.2 TVET Enrolment by Region and Sex, 2009 E.C. (2016/17)

Regarding the enrollment shares in the government and non-government TVET centers, the total share
of the government owned centers exceeds that of the total non-government almost by six fold as seen
from Table 11.3. Proportionally, non-government institutions enrolled more female students compared
to government institutions, with 62% of those enrolled in non-government institutions being female
while the government institutions have 50% female enrolment share. With respect to regional totals,
the Amhara region performs the best for female TVET enrollment shares both from the government and
non-government institutions, with 55% and 69% shares respectively. On the other hand, Afar constitutes
the lowest female enrollment share among all regions with 39% female share in government and 40% in
the non-government institutions. The female and male total shares at national and regional level are
shown in Table 11.3.

Ministry of Education 126 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 11.3 Government and Non-Government Enrolment by Region and Sex, 2009 E.C. (2016/17)

Government+Non-
Government Non-Government Government
REGION Male Female Total Male Female Total Male Female Total
Tigray 13,190 12,521 25,711 - 13,190 12,521 25,711
Afar 680 442 1,122 310 206 516 990 648 1,638
Amhara 33,416 40,889 74,305 1,616 3,596 5,212 35,032 44,485 79,517
Oromia 36,457 35,506 71,963 1,916 2,409 4,325 38,373 37,915 76,288
Somali 2,203 1,707 3,910 358 383 741 2,561 2,090 4,651
Benishangul-Gumuz 1,504 1,932 3,436 1,456 2,400 3,856 2,960 4,332 7,292
SNNP 24,601 23,052 47,653 1,895 3,856 5,751 26,496 26,908 53,404
Gambella 755 538 1,293 383 394 777 1,138 932 2,070
Harari 1,514 1,116 2,630 1,351 1,677 3,028 2,865 2,793 5,658
Addis Ababa 14,478 10,971 25,449 5,631 9,397 15,028 20,109 20,368 40,477
Dire Dawa 2,167 1,608 3,775 529 1,073 1,602 2,696 2,681 5,377
National 130,965 130,282 261,247 15,445 25,391 40,836 146,410 155,673 302,083
*Afar, Ethiopia-Somali, Benishangul-Gumuz and Gambella regions data from 2007 E.C (2014/15), SNNP, Addis
Ababa and Dire Dawa data from 2008 E.C. (2015/16)

As shown in Table 11.3 above, in all regions except Harari, with an outstanding non-government share
of 53.5%, the share of non-government enrolment in all regions is below 40% whereas the non-
government share in the 2009 E.C. (the four regions) data is below 10%.
The chart below also shows how much the government TVET institutions are higher than the non-
government ones at national level, which is almost by six times.

Chart 11.3 Percent Share of Enrolment by ownership at the National level, 2009 E.C. (2016/17)

14%

Government
Non-Government

86%

Similarly, Chart 11.4 shows the total TVET enrollment shares of the government and non-government
institutions by region.

Ministry of Education 127 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 11.4 Share of Enrolment by Ownership and Region, 2009 E.C. (2016/17)

Concerning the enrollment shares by levels, Table 11.4 displays the data across regions. Based on the
table at the national level, the largest number of enrollment is registered under level II, with 37.9%, and
level V is of the smallest enrollment amount, with 2.2% (with an increment of 0.5 percentage points
from last year). On the regional level, though all regions have smallest value in level V, Tigray with 5.3%
constitute the maximum shares under level V enrollment with current data. Looking at the other levels,
Gambella constitutes the maximum enrollment share in level I, SNNP in level II, Dire Dawa in level III and
Ethiopia-Somali in level IV with their percent shares 58.1, 48.5, 29.5, and 46.4 respectively.
(Note: the comparison also included regions with 2007 and 2008 E.C. data)
Table 11.4 Share of Enrolment by Level and Region, 2009 E.C. (2016/17)

Enrolment shares by level (in %)

Region
I II III IV V
Tigray 18.1 34.7 13.4 28.5 5.3
Afar 21.2 41.1 20.5 17.2 0.0
Amhara 2.5 34.3 23.3 36.2 3.8
Oromia 16.8 43.7 18.3 20.5 0.7
Ethiopia-Somali* 17.6 24.4 11.5 46.4 0.0
Benishangul-Gumuz 38.0 29.0 19.3 13.3 0.3
SNNP 17.2 48.5 16.2 16.0 2.1
Gambella 58.1 34.7 6.7 0.5 0.0
Harari 20.3 35.2 28.0 14.9 1.6
Addis Ababa 20.2 28.3 27.5 23.8 0.3
Dire Dawa 0.8 18.5 29.5 43.3 7.9
National 14.3 37.9 20.3 25.3 2.2
*Afar, Ethiopia-Somali, Benishangul-Gumuz and Gambella regions data are of 2007 E.C (2014/15),
whereas SNNP, Addis Ababa and Dire Dawa regions data are from 2008 E.C. (2015/16)
The chart below also shows the enrollment shares of levels in each region and the national share.

Ministry of Education 128 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 11.5 Share of Enrolment by Level and Region, 2009 E.C. (2016/17)

120.0

Enrolment by Level (in %)

100.0

80.0 Levels

60.0 I

40.0 II
III
20.0
IV
0.0
V

Table 11.4 and Chart 11.5 above show that enrolment at level II shares the largest proportion of total
national enrolment in TVET sector at 37.9%. This is compared to enrolment at level V, which has the
lowest share of enrolment at 2.2%. Specifically, in Afar, Gambella, and Ethiopia-Somali regions there
are no enrolled trainees at level V (considering 2007 E.C. dat). In contrast to this, the Tigray region
(with the current data) has the highest enrolment at level V at 5.3%.
Table 11.5 Trainers by Rank, Region, and Sex, 2009 E.C. (2016/17)

No. of trainers by Level of Rank % of Share of level of Rank (%)

n
ti o

A B C Not Ranked Total No.of Trainers Female

tu

Not
sti

REGION TOTAL trainers A B C

i

M F M F M F M F M F Ranked
In

Tigray 22 510 95 1,017 156 1,541 513 28 28 3,096 792 3,888 20.4 15.6 30.2 52.8 1.4
Afar 6 40 5 134 23 3 1 177 29 206 14.1 0.0 21.8 76.2 1.9
Amhara 92 175 79 2,344 527 4,799 1,156 154 21 7,472 1,783 9,255 19.3 2.7 31.0 64.3 1.9
Oromia 253 209 33 1,100 175 4,643 1,275 39 43 5,991 1,526 7,517 20.3 3.2 17.0 78.7 1.1
Somali 11 58 9 190 44 5 1 253 55 307 17.7 0.0 21.9 76.1 2.0
Benishangul-Gumuz 11 7 3 80 19 255 87 7 2 349 112 461 24.3 2.3 21.6 74.2 2.0
SNNP 74 100 61 376 159 1,178 709 150 1,654 1,079 2,733 39.5 5.9 19.6 69.0 5.5
Gambella 8 18 2 58 10 1 0 77 13 90 14.0 0.0 22.5 75.6 2.0
Harari 9 68 6 306 62 56 14 16 12 446 94 540 17.4 13.7 68.1 13.0 5.2
Addis Ababa 90 117 65 616 207 791 291 451 53 1,975 616 2,591 23.8 7.0 31.8 41.8 19.5
Dire Dawa 6 23 8 149 14 195 15 367 37 404 9.2 7.7 40.3 52.0 0.0
National 582 1,209 350 6,104 1,336 13,840 4,137 704 312 21,857 6,135 27,992 21.9 5.6 26.6 64.2 3.6

*Afar, Ethiopia-Somali, Benishangul-Gumuz and Gambella regions data are of 2007 E.C (2014/15),
whereas SNNP, Addis Ababa and Dire Dawa regions data are from 2008 E.C. (2015/16)

Ministry of Education 129 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 11.6 TVET Trainers by Rank and Region, 2009 E.C. (2015/17)

Table 11.5 and Chart 11.6 above show that, in 2009 E.C. (2016/17) there are 582 TVET institutions in
the country under government and non-government ownership, which is the same to that of the
previous year. This is due to the non-reporting regions. These institutions have a total of 27,992
trainers, out of which 22% are female. It is noted that there has been growth in the number of
trainers from last year by 15.8%. Oromia had the largest number of trainers in the TVET Sector
followed by, Amhara, Tigray and Addis Ababa. In contrast, Gambella, Harari, Afar, Ethiopia-Somali and
Benishangul-Gumuz have the lowest number of trainers.

In addition to sufficient trainers, qualified trainers to the required level are a vital device to enhance
the quality of education and training. According to national standards, TVET programs at levels I-V
require trainers with minimum C level rank. Table 11.5 and Chart 12.6 above show the proportions of
trainers by rank at national and Regional level. Nationally, out of the total number of trainers 64.2%
have C level rank, followed by 26.6% having a B rank and 5.6% having an A level rank and 3.6%
trainers reported as having no rank.

11.3 Share of Female Trainees and Trainers in TVET System

The share of female trainees and trainers is an important indicator of balanced programs to enhance
enrolment and participation of females in TVET institutions (or in short in relation to access measures
disaggregated by gender). Share of gender is considered here as it is used to highlight the level of
equity between boys and girls in the education system. The following table and chart is presented to
demonstrate the current situation of female participation in 2009 E.C. (2016/17) academic year
regionally and nationally.

Ministry of Education 130 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 11.6 Share of Female Trainees and Trainers by Region, 2009 E.C. (2016/17)

Trainees % of Female Trainers % of Female

REGION Male Female Trainees Male Female trainers
Tigray 13,190 12,521 48.7 3,096 792 20.4
Afar 990 648 39.6 177 29 14.1
Amhara 35,325 44,192 55.6 7,472 1,783 19.3
Oromia 38,725 37,563 49.2 5,991 1,526 20.3
Somali 2,561 2,090 44.9 253 55 17.7
Benishangul-Gumuz 2,960 4,332 59.4 349 112 24.3
SNNP 26,496 26,908 50.4 1,654 1,079 39.5
Gambella 1,138 932 45.0 77 13 14.0
Harari 2,876 2,782 49.2 446 94 17.4
Addis Ababa 20,109 20,368 50.3 1,975 616 23.8
Dire Dawa 2,696 2,681 49.9 367 37 9.2
National 147,066 155,017 51.3 21,857 6,135 21.9
*Afar, Ethiopia-Somali, Benishangul-Gumuz and Gambella regions data are of 2007 E.C (2014/15),
whereas SNNP, Addis Ababa and Dire Dawa regions data are from 2008 E.C. (2015/16)
Chart 11.7Shares of Female Trainees and Trainers by Region, 2009 E.C. (2016/17)

As shown in Table 11.6 and Chart 11.7 above, at the national level, share of female trainees and
trainers are 51.3% and 21.9% respectively. This shows that female trainee s participation in the sector
has had good improvement compared with female trainers. Benishangul-Gumuz and Amhara have the
highest female trainee participation in the sector. On the other hand, the status of regions regarding
share of female trainer s is under 40%, especially, Dire Dawa, Afar and Gambella have the lowest
share of female trainer s compared with other regions at 9.2%,14.1% and 14% respectively.

Ministry of Education 131 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

11.4 Graduates in TVET program

Graduates, or completers, are those who completed their training in their field of study at TVET
institutions, typically those that have been awarded a certificate in each level of the program. (Note:
The table below refers to graduates in 2008, as graduates data in 2009 were not collected)
Table 11.7 Completers or Graduates by Level, Region and Sex, 2008 E.C. (2015/16)

LEVEL Share of
I II III IV V I-V female
Region M F M F M F M F M F M F Total (%)
Tigray 1,315 1,185 3,126 2,935 1,325 1,590 1,135 1,868 61 74 6,962 7,652 14,614 52
Afar 86 68 13 1 218 163 317 232 549 42
Amhara 1,791 1,731 8,195 9,591 3,199 6,359 3,666 5,923 522 467 17,373 24,071 41,444 58
Oromia 1,907 2,179 5,641 5,069 2,084 2,044 1,621 2,415 46 26 11,299 11,733 23,032 51
Somali
Benishangul-Gumuz
SNNP 1,986 2,408 5,387 5,123 3,366 2,965 688 1,022 314 323 11,741 11,841 23,582 50
Gambella 67 61 12 23 27 10 16 17 122 111 233 48
Harari 297 550 686 711 685 609 499 628 35 12 2,202 2,510 4,712 53
Addis Ababa 2,602 3,050 3,015 2,811 2,042 2,431 1,840 2,535 42 21 9,541 10,848 20,389 53
Dire Dawa 274 157 685 492 137 206 171 323 63 34 1,330 1,212 2,542 48
National 10,239 11,321 26,833 26,823 12,878 16,215 9,854 14,894 1,083 957 60,887 70,210 131,097 54
* Afar and Gambella regions data from 2007 E.C (2014/15)
Note: Benishangul-Gumuz and Ethiopia-Somali Data with blank indicate that no data was available.
Table 11.7above shows that in the TVET program at the national level and at all levels there are 131,097
students that have graduated from government and non-government institutions in 2008 E.C.
(2015/16). Out of which 54% are female trainees.

11.5 Trainee-Trainer Ratio (TTR) in TVET

It is difficult to measure quality with a list of quantitative indicators. However pupil/teacher ratios can
be used as an indicator that can infer quality of teaching. Hence, trainers are people whose professional
activity involves the transfer of knowledge and skills to trainees enrolled in a TVET institution. The
Trainee Trainer Ratio (TTR) is the average number of regular trainees during the year divided by the total
number of regular trainers of the program year.
As noted in the table and chart below, The Trainee-Trainer Ratio (TTR) in TVET program has positively
decreased from 19 to 11 from 2005 E.C. (2012/13) to 2009 E.C. (2016/17).
Table 11.8 Trend of Trainee-Trainer Ratio (TTR) In TVET Program, 2009 E.C. (2016/17)

2005 E.C 2006 E.C 2007 E.C 2008 E.C 2009 E.C
(2012/13) (2013/14) (2014/15) (2015/16) (2015/16)
Enrolment (Trainees) 238,884 238,049 352,144 304,139 302083
Trainers 12,779 12,779 21,830 24,179 27992
Trainee-trainer ratio 19 19 16 13 11

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Char 11.8 Trend of Trainee-Trainer Ratio (TTR) In TVET Program, 2009 E.C. (2016/17)

Chart 11.9below shows that at the national level TTR is 11 for the year 2009 E.C (2016/17). TTR in
Gambella, Benishangul-Gumuz, Addis Ababa and SNNP is relatively high, and low in Tigray, Afar and
Amhara.
Chart 11.9 Trainee Trainer Ratios by Region, 2009 E.C. (2016/17)

Ministry of Education 133 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Ministry of Education 134 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

12. Higher Education

Higher Education in Ethiopia includes education programs which are offered as undergraduate degree
for three, four or more years and specialized degrees such as Master s and PhD programs. The focus
areas of higher education institutions are teaching learning, research and community service. The
higher education data has been collected from 38 Government higher education institutions (35 are
accountable to the Ministry of Education and others are Ethiopian Civil Service University,
KotebeMetropolitan University and Oromia State University) and accredited Non-Government higher
education institutions.
The 2009 E.C. (2015/16) higher education data collection process has been challenged by poor
response especially from non-government institutions. From Government institutions, questionnaire
responses were received from 33 out of 38 universities and from 98 Non-Government institutions only
35 submitted the completed questionnaire. Data from 2008 E.C. was used for those
universities/institutions that did not respond. Thus, the figures shown are an underestimate of the
true situation of higher education in Ethiopia. The higher education data contains lots of attributes in
its data collection tool; however the abstract contains the most basic ones such as students enrolment
(graduate and under graduate), number of graduates, academic staff (both Ethiopians and Expatriates)
and student-teacher ratios.

12.1 Enrolment in Undergraduate Programs

In 2009 E.C, a significant number of students got admission for the undergraduate programs.
Completion of this program is certified by awarding a bachelor's degree. The degree of Doctor of
Medicine (MD) and the degree of Doctor of Veterinary Medicine (DVM) are also classified under
undergraduate programs and are included in the data. In the mentioned academic year, there were
788,033 students enrolled in all programs both in Government and Non-Government institutions.
Table 12.1 Enrolments in Undergraduate by Program, 2009 E.C. (2016/17)
Non-
Non-
Program Sex Government Total Government
Government
(in %)
Male 255,657 19,821 275,478 7.2
Regular Female 137,131 23,371 160,502 14.6
Total 392,788 43,192 435,980 9.9
Male 68,143 14,773 82,916 17.8
Extension Female 40,124 16,097 56,221 28.6
Total 108,267 30,870 139,137 22.2
Male 104,251 507 104,758 0.5
Summer Female 37,138 241 37,379 0.6
Total 141,389 748 142,137 0.5
Male 23,624 19,828 43,452 45.6
Distance Female 13,231 14,096 27,327 51.6
Total 36,855 33,924 70,779 47.9
Male 451,675 54,929 506,604 10.8
Total Female 227,624 53,805 281,429 19.1
Total 679,299 108,734 788,033 13.8

Ministry of Education 135 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 12.1 Enrolments in Undergraduate by Program, 2009 E.C. (2016/17)

450,000
400,000
350,000
300,000
250,000
Enrollment

200,000
150,000
100,000
50,000
-
Femal Femal Femal Femal
Male Total Male Total Male Total Male
e e e e
Regular Extension Summer Distance
Government 255,6 137,1 392,7 68,14 40,12 108,2 104,2 37,13 141,3 23,62 13,23
Non-Government 19,82 23,37 43,19 14,77 16,09 30,87 507 241 748 19,82 14,09

Table 12.1 and Chart 12.1 above, show that in the year 2009 E.C. (2016/17) the total undergraduate
enrolment (government and non-government) in all programs is 788,033 of which 281,429 (35.7%)are
females. From these, private institutions coveronly 13.8%. It can also be seen from the table and chart
that undergraduate enrolment is highest in regular programs and lowest in distance programs. The
share of the regular program from the total undergraduate enrolment is 55.3%.
Table 12.2 Enrolments in Regular Undergraduate by Year, 2009 E.C. (2016/17)

Year 6 and
Ownership Year 1 Year 2 Year 3 Year 4 Year 5 above Total
Government 125,140 99,260 89,218 44,545 31,951 2,674 392,788
NonGovernment 16,337 12,532 10,280 3,535 397 111 43,192
Total 141,477 111,792 99,498 48,080 32,348 2,785 435,980
%NonGovernment 11.55 11.21 10.33 7.35 1.23 3.99 9.91
Chart 12.2 Enrolments in Regular Undergraduate by Year, 2009 E.C. (2016/17)

1200
1000
Regular Enrollment

800
600
400
200
0
Female 1 0 0 0
0 86 25 58 4
0 0 879 210 163 100

Ministry of Education 136 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.2 and Chart 12.2 above, show that in the year 2009 E.C. (2016/17) from the total
undergraduate enrolment (government and Non-Government), the percentage of Non-Government
undergraduates enrolled in years I, II,III,IV, V and year VI and above is 11.55, 11.21, 10.33, 7.35, 1.23
and 3.99 respectively. It can also be seen from the table and the chart that, undergraduate enrolment
in year I contains approximately one-third (32.5%) of all enrolment in the programs, which is an
indication for the problem of completion.
Table 12.3 Trends in Undergraduate Enrolment in Government and Non-government Institutions by
Program and Sex, 2009 E.C. (2016/17)

Program
2005 E.C. 2006 E.C.
Sex 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Regular Male 222,846 232,645 263,883 274,180 275,478
Female 94,953 102,433 145,655 150,766 160,502
Total 317,799 335,078 409,538 424,946 435,980
Extension Male 50,605 50,423 80,827 85,822 82,916
Female 29,251 29,782 50,169 51,817 56,221
Total 79,856 80,205 130,996 137,639 139,137
Summer Male 67,118 78,527 74,062 93,246 104,758
Female 20,912 24,115 27,473 30,480 37,379
Total 88,030 102,642 101,535 123,726 142,137
Distance Male 47,138 51,960 57,199 59,667 43,452
Female 21,025 23,688 29,760 32,788 27,327
Total 68,163 75,648 86,959 92,455 70,779
Male 387,707 413,555 475,971 512,915 506,604
Total Female 166,141 180,018 253,057 265,851 281,429
Total 553,848 593,573 729,028 778,766 788,033
Chart 12.3.1 Trends in Undergraduate Enrolment in Government and Non-government institutions by
Program

500,000
450,000
400,000
350,000
300,000
Enrollment

250,000
200,000
150,000
100,000
50,000
-
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
Regular 317,799 335,078 409,538 424,946 435980
Extension 79,856 80,205 130,996 137,639 139137
Summer 88,030 102,642 101,535 123,726 142137
Distance 68,163 75,648 86,959 92,455 70779

Ministry of Education 137 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 12.3.2 Trends in Undergraduate Enrolment in Government and Non-government Institutions by

Sex
600,000

500,000

400,000
Enrolment

300,000

200,000

100,000

-
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Male 387,707 413,555 475,971 512,915 506,604
Female 166,141 180,018 253,057 265,851 281,429

Chart 12.3.3 Trends in Undergraduate Enrolment-Government and Non-Government by Programs and

Sex
300,000

250,000

200,000
Enrollment

2005 E.C.

150,000 2006 E.C.

2007 E.C.
100,000
2008 E.C.
50,000
2009 E.C.
-
Male Female Male Female Male Female Male Female
Regular Extension Summer Distance

From Table 12.3 and Charts 12.3.1, 12.3.2 and 12.3.3 above, it can be seen that undergraduate
enrolment in regular programs has been increasing significantly for the last five years and has the
largest share of all the program types, similarly enrolment in distance programs has increased slightly
for the last three years, except of the decline in this year. The total enrolment in all programs (regular,
evening, summer and distance) has also increased substantially for the period, with enrolment
increasing by 42.3% from 2005 E.C. However, there remains a large gender gap in enrolment in higher
education; with only 35.7% of those enrolled in 2009 E.C. being female though this figure is larger by
1.6 percentage points from last year s value.

Ministry of Education 138 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.4 Long term Trend in Undergraduate Enrolments in Government and Non-Government
Institutions in all Programs

Academic Year Male Female Total

1996 E.C. (2003/04) 44,657 11,415 56,072
1997 E.C. (2004/05) 105,013 33,146 138,159
1998 E.C. (2005/06) 130,835 43,066 173,901
1999 E.C. (2006/07) 150,530 52,869 203,399
2000 E.C. (2007/08) 199,684 63,317 263,001
2001 E.C. (2008/09) 219,300 89,792 309,092
2002 E.C. (2009/10) 286,758 133,629 420,387
2003 E.C. (2010/11) 326,769 120,924 447,693
2004 E.C. (2011/12) 355,006 139,104 494,110
2005 E.C. (2012/13) 387,707 166,141 553,848
2006 E.C. (2013/14) 413,556 180,018 593,574
2007 E.C. (2014/15) 475,971 253,057 729,028
2008 E.C. (2015/16) 512,915 265,851 778,766
2009 E.C. (2016/17) 506,604 281,429 788,033
Chart 12.4 Long term Trend in Undergraduate Enrolments in Government and Non-Government
Institutions
800,000

700,000

600,000
Enrolment

500,000
Male
400,000
Female
300,000
Total
200,000

100,000

-
1997
1996

1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009

Table 12.4 and Chart 12.4 show the long term figures for undergraduate enrolment. A large increase has
been observed from 1996 E.C. to 2009 E.C., with an annual average enrolment growth rate of 26.1%.
Female enrolment has big increment over the time period showing that progress is being made in
narrowing gender gap in enrolment.

Ministry of Education 139 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.5 Undergraduate Enrolments in Government Institutions by Program, Sex and Band, 2009
E.C. (2016/17)

Band
Band 2: Band 6:
Band 1: Band 3: Band 4: Band 5:
Natural Social
Engineeri Medicine Agricultu Business
Program Sex and Sciences
ng & and re and and Total
Computati &
Technolo Health Life Economic
onal Humaniti
gy Sciences Sciences s
Sciences es
Male 125,171 22,646 27,288 20,795 33,047 26,710 255,657
Regular Female 49,657 18,447 14,130 15,046 19,158 20,693 137,131
Total 174,828 41,093 41,418 35,841 52,205 47,403 392,788
Male 16,917 2,531 7,404 1,108 34,644 5,539 68,143
Extension Female 4,478 984 5,909 545 24,186 4,022 40,124
Total 21,395 3,515 13,313 1,653 58,830 9,561 108,267
Male 11,476 39,042 3,272 7,642 3,663 39,156 104,251
Summer Female 3,157 12,009 1,277 1,205 1,347 18,143 37,138
Total 14,633 51,051 4,549 8,847 5,010 57,299 141,389
Male - 2,669 786 533 10,332 9,304 23,624
Distance Female - 823 217 101 5,957 6,133 13,231
Total - 3,492 1,003 634 16,289 15,437 36,855
Male 153,564 66,888 38,750 30,078 81,686 80,709 451,675
Total Female 57,292 32,263 21,533 16,897 50,648 48,991 227,624
Total 210,856 99,151 60,283 46,975 132,334 129,700 679,299
Chart 12.5 Undergraduate Enrolments in Government Institutions by Program, Sex and Band, 2009
E.C. (2016/17)

140,000

120,000

100,000 Band Band 1: Engineering &

Technology
Enrolment

80,000 Band Band 2: Natural and

Computational Sciences
Band Band 3: Medicine and Health
60,000
Sciences
Band Band 4: Agriculture and Life
40,000 Sciences
Band Band 5: Business and
20,000 Economics
Band Band 6: Social Sciences &
- Humanities
Male

Male

Male

Male
Female

Female

Female

Female

Regular Extension Summer Distance

Table 12.5 and Chart 12.5 above show that in 2009 E.C. (2016/17), Band 1 (Engineering and Technology)
had the highest number of enrolment with 31% share out of the total undergraduate enrolment, and
83% of these shares were in regular programs. Band 4 has the lowest proportion of students enrolled at

Ministry of Education 140 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

7% of all those enrolled. Ratio of enrollment in natural science to that of social science is 61:39 (last year
it was 62:38). Thus it needs some improvement to achieve 70: 30 proportions.
Table 12.6 Undergraduate Enrolments in Non-Government Institutions by Program, Sex and Band,
2009 E.C. (2016/17)

Band
Band 2: Band 6:
Band 1: Band 3: Band 4: Band 5:
Natural Social
Engineeri Medicine Agricultu Business
Program Sex and Sciences
ng & and re and and Total
Computati &
Technolo Health Life Economic
onal Humaniti
gy Sciences Sciences s
Sciences es
Male 5,673 102 4,703 223 8,971 149 19,821
Regular Female 3,038 52 7,189 97 12,854 141 23,371
Total 8,711 154 11,892 320 21,825 290 43,192
Male 3,585 16 3,551 53 7,461 107 14,773
Extension Female 2,012 8 4,574 49 9,329 125 16,097
Total 5,597 24 8,125 102 16,790 232 30,870
Male 277 230 507
Summer Female 127 114 241
Total 404 - - - 344 - 748
Male 104 684 14,471 4,569 19,828
Distance Female 49 202 12,035 1,810 14,096
Total 153 - - 886 26,506 6,379 33,924
Male 9,639 118 8,254 960 31,133 4,825 54,929
Total Female 5,226 60 11,763 348 34,332 2,076 53,805
Total 14,865 178 20,017 1,308 65,465 6,901 108,734
Chart 12.6 Undergraduate Enrolments in Non-Government Institutions by Program, Sex and Band

16,000

14,000 Band Band 1: Engineering &

12,000 Technology
Band Band 2: Natural and
10,000
Enrolment

Computational Sciences
8,000 Band Band 3: Medicine and Health
6,000 Sciences
Band Band 4: Agriculture and Life
4,000
Sciences
2,000 Band Band 5: Business and
- Economics
Male

Male

Male

Male
Female

Female

Female

Female

Band Band 6: Social Sciences &

Humanities

Regular Extension Summer Distance

Table 12.6 and Chart 12.6 above show that in 2009 E.C. (2016/17) the total number of undergraduate
students enrolled in all programs in Non-Government institutions is 108,734, which has a decrement of
8.3 percentage points from last year s data. Band 5 (Business and Economics) have the highest number

Ministry of Education 141 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

of students enrolled with 60.2% share out of the total enrolment. On the other hand, distance
program contributes the highest enrolment share in Non-Government institutions, with 31.2%
enrolled in this program. Band 2 (Natural and computational sciences) has the lowest enrollment with
only 0.2% of students being enrolled in this field. As compared to 70:30 ratios, private enrolment
status is 33:67 which is very far from the national target.

12.2 Enrolment in Postgraduate Programs

The postgraduate program is a specialized program offered under schools of graduate studies to
students who already have been awarded a bachelor s or first degree. Completion of this program is
certified by awarding either a Master s degree, or equivalent, or a PhD degree.
Table 12.7 Trends in Postgraduate Enrolment in Government and Non-Government Institutions, 2009
E.C. (2016/17)

2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Male 20,060 20,871 23,129 34,398 53,937
Masters Female 5,043 5,246 7,337 9,706 10,943
Total 25,103 26,117 30,466 44,104 64,880
Government
Male 2,809 2,922 2,755 2,444 3,075
PhD Female 356 370 380 281 294
Total 3,165 3,292 3,135 2,725 3,369
Male 2,339 2,433 4,820 2,779 2,438
Non-Government Masters Female 697 725 1,866 1,913 1,658
Total 3,036 3,158 6,686 4,692 4,096
Male 25,208 26,226 30,704 39,621 59,450
Female 6,096 6,341 9,583 11,900 12,895
Grand Total
Total 31,304 32,567 40,287 51,521 72,345
Female (in % 19.5 19.5 23.8 23.1 17.8
Chart 12.7.1 Trends in Postgraduate Enrolment Government and Non-Government Institutions

70,000

60,000

50,000
Enrolment

40,000
Government Masters .
30,000 Government PhD .

20,000 Non-Government Masters .

10,000

-
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)

Ministry of Education 142 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 12.7.2 Trends of Postgraduate Enrolment in Government and Non-Government Institutions by

Sex

70,000

60,000

50,000
Enrolment

40,000
Male
30,000
Female
20,000

10,000

-
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)

Chart 12.7.3 Trends of Postgraduate Enrolment in Government and Non-Government Institutions by

Ownership

60,000

50,000

40,000
Enrolment

2005 E.C. (2012/13)

30,000
2006 E.C. (2013/14)
20,000 2007 E.C. (2014/15)

10,000 2008 E.C. (2015/16)

2009 E.C. (2016/17)
-
Male Female Male Female Male Female
Masters PhD Masters
Government Non-Government
As can be seen in Table 12.7 and Charts 12.7.1, 12.7.2 and 12.7.3 above, there has been a significant
enrolment increase in both postgraduate programs (Masters and PhD) in the past five years and total
enrolment has been increased by a total of 41,041 in 2009 E.C. (2016/17) compared to the first data,
2005 E.C. (2012/13), and by 20,824 when compared to last year s data. Total enrolment increased by
more than double in the past four years. When we are looking at the distribution of enrolments, only
5.6% are enrolled in Non-Government institutions, though they didn t have PhD program, and the total
percentage of female postgraduate students is 17.8%. This highlights that there remains high gender
gap in higher education postgraduate programs though the percent share of female enrolment has
been increased from the last year.

Ministry of Education 143 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.8 Long term Trends in Postgraduate Enrolment in Government and Non-Government
Institutions
Academic Year Male Female Total
1996 E.C. (2003/04) 2,388 172 2,560
1997 E.C. (2004/05) 3,274 330 3,604
1998 E.C. (2005/06) 5,746 639 6,385
1999 E.C. (2006/07) 6,349 708 7,057
2000 E.C. (2007/08) 6,652 703 7,355
2001 E.C. (2008/09) 8,979 1,146 10,125
2002 E.C. (2009/10) 12,569 1,703 14,272
2003 E.C. (2010/11) 17,368 2,782 20,150
2004 E.C. (2011/12) 20,478 5,182 25,660
2005 E.C. (2012/13) 25,208 6,096 31,304
2006 E.C. (2013/14) 26,266 6,341 32,607
2007 E.C. (2014/15) 30,704 9,583 40,287
2008 E.C. (2015/16) 39,621 11,900 51,521
2009 E.C. (2016/17) 59,450 12,895 72,345
Chart 12.8 Long term Trends in Postgraduate Enrolment in Government and Non-Government
Institutions by Sex

80,000
70,000
60,000
Enrolment

50,000
40,000
30,000 Male
20,000 Female
10,000 Total
-

Table 12.8 and Chart 12.8 show a large improvement in enrolment in postgraduate programs over the
last 14 years, with total enrolment increasing by almost 28 times over the time period, while the
enrolment increases by 40% from the previous year s data. Similar to undergraduate enrolment, the
majority of the increment is in male enrolment and gender gap is wide in postgraduate programs too.

Ministry of Education 144 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.9 Postgraduate Students Enrolled in Government Institutions by Program, Sex and Band,
2009 E.C. (2016/17)

Band
Band 2: Band 6:
Band 1: Band 3: Band 4: Band 5:
Natural Social
Engineeri Medicine Agricultu Business
Program Sex and Sciences
ng & and re and and Total
Computati &
Technolo Health Life Economic
onal Humaniti
gy Sciences Sciences s
Sciences es
Male 5,635 2,635 4,215 2,985 2,660 3,980 22,110
Regular Female 988 576 1,109 586 731 979 4,969
Total 6,623 3,211 5,324 3,571 3,391 4,959 27,079
Male 1,670 352 1,469 1,029 6,404 2,487 13,411
Extension Female 262 45 313 150 1,591 707 3,068
Total 1,932 397 1,782 1,179 7,995 3,194 16,479
Male 905 6,751 285 476 944 11,110 20,471
Summer Female 126 668 30 62 95 1,804 2,785
Total 1,031 7,419 315 538 1,039 12,914 23,256
Male - - - 93 770 157 1,020
Distance Female - - - 7 346 62 415
Total - - - 100 1,116 219 1,435
Male 8,210 9,738 5,969 4,583 10,778 17,734 57,012
Total Female 1,376 1,289 1,452 805 2,763 3,552 11,237
Total 9,586 11,027 7,421 5,388 13,541 21,286 68,249

Chart 12.9 Postgraduate Students Enrolled in Government Institutions by Program, Sex and Band,
2009 E.C. (2016/17)

12,000
Band Band 1: Engineering &
10,000 Technology
Enrolment

8,000 Band Band 2: Natural and

6,000 Computational Sciences
4,000 Band Band 3: Medicine and Health
2,000 Sciences
- Band Band 4: Agriculture and Life
Male

Male

Male

Male
Female

Female

Female

Female

Sciences
Band Band 5: Business and
Economics
Regular Extension Summer Distance

From Table 12.9 and Chart 12.9, it is shown that Social Science and Humanities (Band 6) have the
highest number of postgraduate students, with 31.2% of postgraduate students studying these
subjects, which is followed by Business and Economics (Band 5) students with 19.8% enrolment shares.
On the other hand, Agriculture and Life Sciences (Band 4) are the least studied with only 7.9% of
students enrolled in these fields.

Ministry of Education 145 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.10 Postgraduate Students in Non-Government Institutions by, Program, Sex and Band, 2009
E.C. (2016/17)

Band
Band 2: Band 6:
Band 1: Band 3: Band 4: Band 5:
Natural Social
Engineeri Medicine Agricultu Business
Program Sex and Sciences
ng & and re and and Total
Computati &
Technolo Health Life Economic
onal Humaniti
gy Sciences Sciences s
Sciences es
Male 242 9 252 8 1,287 66 1,864
Regular Female 50 4 198 4 957 76 1,289
Total 292 13 450 12 2,244 142 3,153
Male 112 462 574
Extension Female 74 295 369
Total - - 186 - 757 - 943
Male 242 9 364 8 1,749 66 2,438
Total Female 50 4 272 4 1,252 76 1,658
Total 292 13 636 12 3,001 142 4,096
Chart 12.10 Postgraduate Students in Non-Government Institutions by, Program, Sex and Band, 2009
E.C. (2016/17)

1,400
Band Band 1: Engineering &
1,200 Technology
1,000 Band Band 2: Natural and
Computational Sciences
Enrolment

800
Band Band 3: Medicine and Health
600 Sciences
Band Band 4: Agriculture and Life
400 Sciences
200 Band Band 5: Business and
Economics
-
Band Band 6: Social Sciences &
Male Female Male Female
Humanities
Regular Extension

Table 12.10 and Chart 12.10 show that the majority of postgraduate students in Non-Government
institutions enrolled in the field of Business and Economics (Band 5), with 73.3% enrolment share
followed by Medicine and Health Sciences (Band 3) with 15.5% enrolment (last year the second largest
enrolment share was taken by Engineering and Technology (Band 1) with 13.7%). Again, there were no
data reported in postgraduate students studying Natural and Computational Sciences in non-
government institutions last year, but 13 students reported this year registered for this field, which is
higher than those enrolled in Agriculture and Life Sciences (with 12 students registered in Agriculture
and Life Sciences constituting the least enrolment share).

Ministry of Education 146 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

12.3 Graduates from Undergraduate Programs

Undergraduate graduates are those who successfully completed their study at higher education
institutions, and have been awarded a bachelor s or first degree.
Table 12.11 Graduates in Undergraduate Programs by Ownership and Sex, 2009 E.C. (2016/17)
Non-
Program Sex Government Total
Government
Male 62,336 3,126 65,462
Regular Female 27,418 3,815 31,233
Total 89,754 6,941 96,695
Male 9,122 2,552 11,674
Extension Female 5,072 2,734 7,806
Total 14,194 5,286 19,480
Male 10,362 - 10,362
Summer Female 3,708 - 3,708
Total 14,070 - 14,070
Male 5,622 1,405 7,027
Distance Female 3,684 744 4,428
Total 9,306 2,149 11,455
Male 87,442 7,083 94,525
Total Female 39,882 7,293 47,175
Total 127,324 14,376 141,700
Chart 12.11.1 Graduates in Undergraduate Programs by Ownership and Sex, 2009 E.C. (2016/17)

140,000

120,000
No of Graduates

100,000

80,000

60,000

40,000

20,000

-
Male Female Total
Government 87,442 39,882 127,324
Non-Government 7,083 7,293 14,376

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 12.11.2 Graduates in Undergraduate by Program, Ownership and Sex, 2009 E.C. (2016/17)

70,000

60,000

50,000
No of Graduates

40,000

30,000 Government
Non-Government
20,000

10,000

-
Male Female Male Female Male Female Male Female
Regular Extension Summer Distance

As noted in Table 12.11 and charts 12.11.1 and 12.11.2 above, there are a total of 141,700 graduates
in undergraduate programs with a bachelor s degree in 2009 E.C. of whom 47,175 are females
accounting 33.3% of all graduates. In addition, it can be observed that 127,324 (89.9%) of the
undergraduate graduates are from government institutions. The number of graduates in this year
much higher than last year s, with an increment of 11.3 percentage points.
Table 12.12 Trends in Number of Undergraduate Graduates in Government and Non-Government
Institutions

Program
Sex 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Regular Male 39,497 53,447 51,798 54,024 65,462
Female 14,820 16,302 19,357 25,336 31,233
Total 54,317 69,749 71,155 79,360 96,695
Extension Male 6,278 6,906 7,805 7,762 11,674
Female 3,721 4,093 4,226 4,725 7,806
Total 9,999 10,999 12,031 12,487 19,480
Summer Male 5,774 6,352 12,671 12,582 10,362
Female 1,551 1,706 3,771 4,789 3,708
Total 7,325 8,058 16,442 17,371 14,070
Distance Male 4,917 5,408 4,642 10,405 7,027
Female 2,515 2,767 3,297 7,652 4,428
Total 7,432 8,175 7,939 18,057 11,455
Male 56,466 72,113 76,916 84,773 94,525
Total Female 22,607 24,868 30,651 42,502 47,175
Total 79,073 96,981 107,567 127,275 141,700

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 12.12.1 Trends in Number of Undergraduate Graduates in Government and Non-Government

Institutions by Sex

100,000
90,000
80,000
70,000
No of Graduates

60,000
50,000
40,000
30,000
20,000
10,000
-
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Male 56,466 72,113 76,916 84,773 94,525
Female 22,607 24,868 30,651 42,502 47,175

Chart 12.12.2 Trends in Number of Undergraduate Graduates in Government and Non-Government

Institutions by Program and Sex

70,000

60,000

50,000
No of Graduates

2005 E.C. (2012/13)

40,000
2006 E.C. (2013/14)
30,000 2007 E.C. (2014/15)
20,000 2008 E.C. (2015/16)
2009 E.C. (2016/17)
10,000

-
Male Female Male Female Male Female Male Female
Regular Extension Summer Distance

Table 12.12, Charts 12.12.1 and 12.12.2 above show the trend in undergraduate graduates by program
for the last five years. There is a steady increase in the overall undergraduate graduates for the past five
years, increasing by 79.2% over the time period. The greatest increase in the number of female
graduates was observed between 2007 E.C. and 2008 E.C. growing by 38.7% while female graduates
noticeably increasing for the entire period. On the other hand, regular and extension graduates
dramatically increase between 2008 and 2009 E.C. while a significant decrement has been observed in
summer and distance programs within this period.

Ministry of Education 149 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

12.4 Graduates from Postgraduate Programs

Postgraduate graduates are those who have completed their study in higher education institutions and
have been awarded a Master s, or second degree, and PhD, or third degree.
Table 12.13 Graduates in Postgraduate Programs, 2009 E.C. (2016/17)

No of Graduates
Male 11,358
Masters Female 2,312
Total 13,670
Gevernment
Male 2,446
PhD Female 360
Total 2,806
Male 912
Non-Government Masters Female 628
Total 1,540
Male 14,716
Female 3,300
Grand Total
Total 18,016
Female (in %) 18.3
Table 12.13 shows that 18,016 students graduate in postgraduate programs both from Government
and Non-Government institutions in 2009 E.C. and government institutions contribute 16,476 (91.5%).
In addition, 15.6% of the total postgraduate graduates are from PhD program, which is around seven
times higher than the previous year s number (it was 2.5%). It can also be seen from the table that,
18.3% of the graduates are female, which is almost the same figure with last year s data. The overall
number of graduates in this year has been increased by 72% from the last year s data.
Table 12.14 Trends in Number of Postgraduate Graduates in Government and Non-government
Institutions

2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Male 5095 6369 8595 7107 11358
Masters Female 865 1081 1608 1481 2312
Total 5960 7450 10203 8588 13670
Gevernment
Male 64 67 424 239 2446
PhD Female 70 13 61 24 360
Total 134 80 485 263 2806
Male 309 386 1111 1146 912
Non-GovernmentMasters Female 84 105 366 471 628
Total 393 491 1477 1617 1540
Male 5,468 6,822 10,130 8,492 14,716
Female 1,019 1,199 2,035 1,976 3,300
Grand Total
Total 6,487 8,021 12,165 10,468 18,016
Female (in 15.7 14.9 16.7 18.9 18.3

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Chart 12.13 Trends in Number of Postgraduate Graduates in Government and Non-government

Institutions

16000
14000
12000
No of Graduates

10000
2005 E.C. (2012/13)
8000
2006 E.C. (2013/14)
6000
2007 E.C. (2014/15)
4000
2008 E.C. (2015/16)
2000
2009 E.C. (2016/17)
0
Male Female Total Male Female Total Male Female Total
Masters PhD Masters
Gevernment Non-Government

The trend in the number of postgraduate graduates for the last seven years is shown in Table 12.14
and Chart 12.13 above. It can be seen from the table and chart that there was a continuous increment
in postgraduate graduates for the last six years with the exception from 2003 to 2004 E.C. However, it
has been seen that the 2008 E.C. data has been decreased from the 2007 E.C. data by 14.2% while this
year s data has been increased by 72% from last year s (2008 E.C.) data.

12.5 Academic Staff in Higher Education Institutions

Academic staffs in this context mean, both Ethiopian and Expatriate. The data presented below
calculates the academic staff of HEIs with respect to their qualification, citizenship and field of study
(Band).
Table 12.15 Trends in Number of Academic Staff in Higher Education Institutions

2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17)
Male 18,141 18,171 21,547 23,196 24,857
Ethiopian
Female 1,910 2,218 2,443 3,259 3,904
Total 20,051 20,389 23,990 26,455 28,761
Goverment
Male 1,611 1,587 937 1,241 1,659
Expatriate Female 237 225 141 196 211
Total 1,848 1,812 1,078 1,437 1,870
Male 1,597 1,626 2,042 2,025 1,755
Ethiopian Female 373 389 478 517 319
Total 1,970 2,015 2,520 2,542 2,074
Non-Goverment
Male 27 27 46 59 24
Expatriate Female 9 9 4 3 5
Total 36 36 50 62 29
Male 21,376 21,411 24,572 26,521 28,295
Grand Total Female 2,529 2,841 3,066 3,975 4,439
Total 23,905 24,252 27,638 30,496 32,734

Ministry of Education 151 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.15 above shows the trends in the number of higher education academic staff for the last six
years. The number has increased substantially from a total of 20,822 in the year 2004 E.C. (2011/12) to
a total of 32,734 in the year 2009 E.C. (2016/17), which is a 57.2% increment over the period.
Compared to last year s data, the current data (2009 E.C.) has been increased by 7.3%.
Table 12.16 Academic Staff in Higher Education Institutions by Level of Qualification, Sex, Ownership
and Citizenship, 2009 E.C. (2016/17)

Government Non-Government

Qualification Sex Ethiopian Expatriate Ethiopian Expatriate Total

Male 6,974 5 485 4 7,468
Bachelors Female 1,682 3 137 - 1,822
Male 1,643 8 21 - 1,672
M.D/D.V.M Female 314 - 7 - 321
Male 13,019 691 1,058 10 14,778
Masters Female 1,593 120 157 5 1,875
Male 2,641 890 115 7 3,653
PhD Female 219 83 6 - 308
Male 403 33 51 3 490
Speciality Female 45 3 6 - 54
Male 26 27 1 - 54
Sub-Speciality Female 2 1 - - 3
Male 151 5 24 - 180
Others Female 49 1 6 - 56
Male 24,857 1,659 1,755 24 28,295
Total Female 3,904 211 319 5 4,439
Total 28,761 1,870 2,074 29 32,734
Table 12.16 shows that in 2009 E.C. (2016/17), the total number of academic staffs in Government and
Non-Government HEIs are 30,631 and 2,103 respectively. The total number of Ethiopian academic staff
is 30,835 out of which 28,761 are in Government. The share of female academic staffs is 13.6% from
which 12.6% are from Government side. Concerning expatriate staffs, 216 (0.7%) out of the total staffs
are females from which only 5 of them are from the Non-Government institutions.

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 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.17 Government Full Time Academic Staff by Qualification, Sex, Citizenship and Band, 2009
E.C.(2016/17)
Band 1: Band 2: Natural Band 3: Band 4: Band 5: Band 6: Social
Engineering & and Medicine Agriculture Business Sciences &
Technology Computational and Health and Life and Humanities
Nationality Qualification Sex Sciences Sciences Sciences Economics Total
Male 3,820 389 1,258 420 419 668 6,974
Bachelors Female 675 143 347 192 124 201 1,682
Male 92 129 878 343 79 122 1,643
M.D/D.V.M Female 6 8 199 74 9 18 314
Male 2,535 2,500 1,772 1,571 1,673 2,968 13,019
Masters Female 265 222 266 224 229 387 1,593
Male 559 502 324 295 227 734 2,641
PhD Female 43 28 32 30 15 71 219
Etiopian Male - - 363 40 - - 403
Speciality Female - - 45 - - - 45
Male - - 25 1 - - 26
Sub-Speciality Female - - 2 - - - 2
Male 7 5 58 9 14 58 151
Others Female 2 - 17 2 1 27 49
Male 7,013 3,525 4,678 2,679 2,412 4,550 24,857
Female 991 401 908 522 378 704 3,904
Total Total 8,004 3,926 5,586 3,201 2,790 5,254 28,761
Male 1 - 1 1 - 2 5
Bachelors Female - 1 - - - 2 3
Male 1 - 7 - - - 8
M.D/D.V.M Female - - - - - - -
Male 540 24 73 16 19 19 691
Masters Female 63 5 41 - 4 7 120
Male 304 182 61 78 154 111 890
PhD Female 20 19 13 4 15 12 83
Expatriate Male 8 3 14 3 - 5 33
Speciality Female - - 3 - - - 3
Male 18 1 3 2 - 3 27
Sub-Speciality Female 1 - - - - - 1
Male 1 - - - 4 - 5
Others Female 1 - - - - - 1
Male 873 210 159 100 177 140 1,659
Female 85 25 57 4 19 21 211
Total Total 958 235 216 104 196 161 1,870
Grand Total 8,962 4,161 5,802 3,305 2,986 5,415 30,631
Table 12.17 shows that there are 28,761 (from which 13.4% are females) Ethiopian and 1,870 (from
which 11.3% are females) Expatriate working as full time academic staffs in Government HEIs.

Ministry of Education 153 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Table 12.18 Non- Government Full Time Academic Staff by Qualification, Sex, Citizenship and Band,
2009 E.C. (2016/17)
Band 1: Band 2: Natural Band 3: Band 4: Band 5: Band 6: Social
Engineering & and Medicine Agriculture Business and Sciences &
Technology Computational and Health and Life Economics Humanities
Nationality Qualification Sex Sciences Sciences Sciences Total
Male 112 2 143 8 208 12 485
Bachelors Female 18 1 59 3 52 4 137
Male - - 20 1 - - 21
M.D/D.V.M Female - - 7 - - - 7
Male 206 5 335 10 459 43 1,058
Masters Female 15 - 88 1 42 11 157
Male 22 2 15 1 66 9 115
PhD Female 1 - 4 - 1 - 6
Etiopian Male - - 51 - - - 51
Speciality Female - - 6 - - - 6
Male - - 1 - - - 1
Sub-Speciality Female - - - - - - -
Male 2 - 11 - 11 - 24
Others Female 1 - 3 - 2 - 6
Male 342 9 576 20 744 64 1,755
Total Female 35 1 167 4 97 15 319
Total 377 10 743 24 841 79 2,074
Male 2 - 2 4
Bachelors Female - - - -
Male - - - -
M.D/D.V.M Female - - - -
Male 3 1 6 10
Masters Female 1 1 3 5
Male 1 - 6 7
PhD Female - - - -
Expatriate Male - 3 - 3
Speciality Female - - - -
Male - - - -
Sub-Speciality Female - - - -
Male - - - -
Others Female - - - -
Male 6 - 4 - 14 - 24
Female 1 - 1 - 3 - 5
Total Total 7 - 5 - 17 - 29
Grand Total 384 10 748 24 858 79 2,103
Table 12.18 shows that, in 2009 E.C. (2016/17), there are 2,074 (15.4% of them are females) Ethiopian
and 29 (17.2% of them are female) Expatriate full time academic staffs in Non-Government HEIs. It can
also be noted that majority of the staffs are in the field of Business and Economics, accounting 40.8%
of the total staffs followed by Medicine and Health Sciences, with 35.6%.
Higher education quality enhancement needs highly committed and qualified academic staff.
Academic staff with a full time contract in a HEI should have enough time to actively participate in

Ministry of Education 154 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

teaching, learning, research, community service, student support and the realization of good
governance at institutional level. In this regard, part-time academic staffs are too low in the
Government institutions compared to the Non-Governments. The following table shows the
composition of part-time academic staffs of Non-Government HEIs by sex and band. This helps for
comparison of full time and part-time academic staffs in higher education institutions. The share of
Government institutions is not considered due to negligible number of part-time staffs.
Table 12.19 Part-Time Academic Staff of Non-Government Institutions by Sex and Band, 2009 E.C.
(2016/17)

Male Female Total

Band 1: Engineering & Technology 110 23 133
Band 2: Natural and Computational Sciences 10 2 12
Band 3: Medicine and Health Sciences 368 107 475
Band 4: Agriculture and Life Sciences 7 7
Band 5: Business and Economics 356 19 375
Band 6: Social Sciences & Humanities 0
Grand Total 851 151 1002

The above table shows that in 2009 E.C. (2016/17) the total number of part- time academic staffs in
Non-Government HEIs is 1,002 which are almost double of the previous year s data.

12.6 Pupil-Teacher Ratio (PTR) in Higher Education

The Pupil Teacher Ratio (PTR) in higher education is difficult to calculate without the concept of a full-
time equivalent (FTE) student and full-time-equivalent teaching staffs. This occurs because not all
students attend on a full-time-equivalent basis and so the actual number of students in a class would
be lower than indicated in enrolment figures. Secondly, non-government higher education institutions
often employ part-time teaching staffs which make it more difficult to calculate an accurate PTR. The
available numbers reported show only fulltime academic staff, so the contributions to teaching of
part-time teaching staffs are not taken into consideration.
Despite these problems, the following table shows a rough comparison of regular undergraduate
students and the full time academic staff in government and non-government institutions for 2009 E.C.
(2016/17).
Table 12.20 Pupil-Teacher Ratio (PTR): Undergraduate Regular Degree Programs, 2009 E.C. (2016/17)

Government Non-Government Total

Under Graduate Regular Enrolment 392,788 43,192 435,980
Full Time Teachers 30,631 2,103 32,734
PTR 12.8 20.5 13.3
As can be seen in table 12.20 above, the Pupil-Teacher-Ratio (PTR) for higher education undergraduate
program is much better in Government institutions than Non-Government, showing few numbers of
students per teacher in the Government institutions.

Ministry of Education 155 EMIS and ICT Directorate

 Education Statistics Annual Abstract, 2009 E.C. (2016/17)

Summary
This document focuses on the coverage of the education system in Ethiopia, with particular emphasis
on general education. The document tried to cover the most prevalent key performance indicators
reflecting the status of the Ethiopian education system with respect to ESDP V and SDG 2 in all sectors
of the system.
The abstract categorized the ESDP V indicators in to five groups (Access, Efficiency, Quality, Equity and
Outcomes) and return their result of the year 2009 E.C. (2016/17) against the ESDP V baseline and
target. General Education, the document s main focus area, covered more than half of the entire
content reflecting the statistical result and the corresponding interpretation of the 2009 E.C. (2016/17)
Ethiopian education status including pre-primary education, primary education (including Alternative
Basic Education), secondary education, and Adult and Non Formal Education.
From the total of 88 key performance indicators reflected in this document, 48 of them have been
measured and their status has been explained. From those indicators which are not able to be
measured, 30 of them (75%) are outcome indicators which are mainly from EGMA and NLA.
The EMIS and ICT Directorate of the Ministry of Education of Ethiopia, responsible for the publication
of this abstract in an annual basis, use a software tool for the educational data encoding, repository
and report generation. With its limited capacity of the software, experts of the directorate use their
maximum effort to incorporate additional indicators in consultation with regional and other concerned
experts every year and customize the software tool accordingly.
Despite continued efforts to sensitize many of the indicators assumed to be the most representatives
of the education sectors of the country, some institutions/school do not only give incomplete
information about their schools but also unable to respond in the scheduled time, if not responding at
all, so that making the expected national figure less than expected. This stems from factors including
poor record keeping system of some regions/zones/woredas, skill gap among the data workers across
regions, an extremely high turnover rate of experts, low response rate, less follow up and monitoring,
and the like.
With all the aforementioned and related challenges, the abstract has been released every year in its
soft copy format through the Ministry s web site, in addition to be placed in the UNESCO library of
MoE and the EMIS and ICT Directorate s office for reference.

Ministry of Education 156 EMIS and ICT Directorate