The Study Of The Problems And Prospects Of Implementing Basic Education In Ethiopia

The main purpose of the study was to make a diagnostic stUdy on the process of implementing basicrneducation in Ethiopia and detect change in the system, identify the level of the problems, the short comingrnof the system, the pressing problem which need to be solved and the area in which more efforts andrninvestment are required for improvement.rnThe study was designed to answer four basic questiohs. The questiolls were: 1). What are the extent ofrncoverage and access to basic education? 2) What are the trends and patterns of educational inequality inrnparticipation rate? 3) What is the level of internal efficiency of the system? 4) What .;'trategies should bernemployed to attain basic education?rnThe study utilized a descriptive survey approach and involVes both primary and secondary sources. Thern~tatistical data of the 11 regional states and the date obtained through questionnaire and structuredrninterview fro~ Amhara, Oromia and SNNP regions ~7re analyzed using relevant statistical tools.rnThe analysis of data revealed that 1) Coverage and access to basic primary education is limited andrndominated by overage children and the two sides of access, provision and utilization, are in red. 2) Therntrend and pattern of regional disparity in participation rate continued to persist in the usual North-Southrnand the effect was accumulating over time. Concerning the mechanisms of inequality related to gender,rninequality is observed in initial participation, in process and out come. 3) The internal efficiency oj thern. .rnsystem was found to be very low due to high wastage caused by repetition and drop out rates. The lowrninternal efficiency (wastage) is more due to dropout and the holding capacity of the system wasrndecreasing over time.rnIrn.frnFinally, . the need for norms ar(d standard on which school distribution is based,rnenforcing: compuls~ry attendance law, reducing opportunity costs, increasing the rolernI •rnoftprivate sectors, intensifying literacy ptograms, community sensilizali r.'n, alternativernpa~,erns of primary school provision, identifying priority areti zones, buildingrnpa1nersh;p and :mobiliz;ng resources ahd creating supportive policy .:nvironment arernrechmmended as' interventions for promoting equitable access and efficiency to attainrn(rnbasic education and give the broad and some what abstract goal of basic education Jotrnall a.practiral meaning and substpnce

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