Education Needs Assessment for Mekelle City, Ethiopia
01 Jan 2009-
About: The article was published on 2009-01-01 and is currently open access. It has received 4 citation(s) till now. The article focuses on the topic(s): Education policy & Managerial economics.
TL;DR: A lack of information around WASH costing, particularly around software elements as well as a lack of data overall for WASH in school settings as compared to community WASH is shown.
Abstract: Despite the success of recent efforts to increase access to improved water, sanitation, and hygiene (WASH) globally, approximately one-third of schools around the world still lack adequate WASH services. A lack of WASH in schools can lead to the spread of preventable disease and increase school absences, especially among women. Inadequate financing and budgeting has been named as a key barrier for integrating successful and sustainable WASH programs into school settings. For this reason, the purpose of this review is to describe the current knowledge around the costs of WASH components as well as financing models that could be applied to WASH in schools. Results show a lack of information around WASH costing, particularly around software elements as well as a lack of data overall for WASH in school settings as compared to community WASH. This review also identifies several key considerations when designing WASH budgets or selecting financing mechanisms. Findings may be used to advise future WASH in school programs.
Cites background from "Education Needs Assessment for Meke..."
...1 Calculated using number of teachers in Mekelle City, Ethiopia reported in the 2009 Education Needs Assessment Report (2016 teachers) ; 2 Citing: Waterkeyn, 2003 ; 3 Citing: Cairncross, 1992 ; 4 Capacity building on the use of infrastructure and WASH monitoring for teachers, PTAs, and government officials, as well as capital software and direct support....
01 Jun 2014
TL;DR: In this paper, the authors propose a novel approach to solve the problem of homonymity in the context of homophily, and propose a method to solve it using homophysics.
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11 Dec 2015
TL;DR: In this article, the authors explored the experiences of children in Adi-Shumdihun with violent disciplining at home and in the family, and discussed the local discourses used to legitimize the practices, and the responses of relevant actors to the problem of violent discipline.
Abstract: Violent disciplining is one of the most common forms of violence experienced by children in Ethiopia. These practices are threatening the very survival and healthy development of the children involved. This study explores the experiences of children in Adi-Shumdihun with violent disciplining at home and in the family. The local discourses used to legitimize the practices, and the responses of relevant actors to the problem of violent disciplining are also discussed from a Child Rights-Based Approach (CRBA). In doing so, this study follows a qualitative research approach. While children in Adi-Shumdihun are passing through bitter experiences of violent disciplining, such practices are culturally encouraged and legally overlooked at the national and local levels. A CRBA is yet to be introduced to the work of relevant actors in Adi-Shumdihun. The first thing that a CRBA requires is recognizing children as rights-holders. Besides, a CRBA entails the full protection of children from violent disciplining practices. It also requires the establishment of enduring structures that enable the children to equally and actively participate in the decision-making process of the relevant actors.
10 Sep 2014-Science Journal of Education
TL;DR: In this paper, the authors identified key factors affecting output indicator of primary education quality at Lay Gayint Woreda in South Gondar zone and selected the most important variables that are related to output indicator.
Abstract: Background: Ethiopia is one of the countries which placed education at the center of its strategies for development and democratization, with strong policies promoting quality of educational provision and rapid expansion of educational opportunity to previously underserved populations (AUC, 2005; TGE, 1994). Objective: The core objective behind this study is to identify key factors affecting output indicator of primary education quality at Lay Gayint Woreda in South Gondar zone. That is to identify factors which affect output indicator of quality of primary education, the determinant indicators on outcome variable, to select the most important variables that are related to output indicator of quality of primary education in Lay Gayint Woreda. Methods: In this study multiple linear regression model, factor analysis or principal component analysis was used. Conclusion: This study used regression analysis and factor/ principal component analysis and the following results were obtained. From the selected variables the most significance factors are counseling office, job satisfaction of teachers, way of monitoring and evaluation, school leadership and library service, sex, work load at home, time taken to arrive in the school and preschool attendance, schools input and leadership factors and teachers activity have a significance effect on the school output. The variables supportive books at home, head of house hold educational level, house hold size, age of the student, number of students in class, teachers academic qualification, exam condition, laboratory service, availability duplicating machine, toilet and water service in school had not significance effect on the output of schools.
01 Jan 1980
01 Jan 1997
TL;DR: In this paper, a caracteristique individuelles et familiales importantes pouvant permettre de determiner la probabilite pour un enfant de suivre les cours and de terminer sa scolarite a l'ecole primaire en Ethiopia.
Abstract: Cet article cherche a identifier certaines caracteristiques individuelles et familiales importantes pouvant permettre de determiner la probabilite pour un enfant de suivre les cours et de terminer sa scolarite a l'ecole primaire en Ethiopie. Les differences de sexe a la lecture des resultats obtenus sont egalement soulignes. Les donnees ressortant d'une enquete menee dans deux regions du pays viennent etayer les reflexions et les conclusions sur l'ecart entre filles et garcons dans les effectifs scolaires.
01 Jul 2005-Research Papers in Economics
TL;DR: In this paper, the authors argue for wise tradeoffs in the use of resources, a result that will often require reforming the arrangements for service delivery, and strengthen accountability for results at all levels of administration in the education system.
Abstract: With the end of civil war in 1991, Ethiopia's government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, Education in Ethiopia argues for wise tradeoffs in the use of resources a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards such as those for teacher recruitment and school construction to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.
01 Jun 1980-Comparative Education Review
TL;DR: In this paper, a descriptive and exploratory discussion of the participation of women in education in the 3rd world focus is only on participation in schools, where the index used is years of schooling for each sex.
Abstract: In this descriptive and exploratory discussion of the participation of women in education in the 3rd world focus is only on participation in schools. The index used is years of schooling for each sex. It provides measures of utilization. The question is how far do girls go in school compared with boys and what do they study. Attention is directed to the following: participation versus access; literacy and primary schooling across the generations; enrollment rates and wastage around the world (overview of enrollment rates wastage and promotion and retardation early marriage and schooling ambiguities of coeducation womens schooling in Muslim and in Latin American countries); intracountry variations in schooling of girls (spatial diffusions of schooling sex and social selection for schooling and the assessment of progress). The availability of educational options does not ensure their utilization and in the less developed countries (LDCs) this distinction between provision and utilization is basic for policy. Whether schooling of a daughter is considered valuable will be influenced by perceptions of the effects of schooling on jobs on acquisition of a "better" husband on quality of domestic life on the daughters personality development and on the well-being of her children. How girls perform in school compared with boys is affected by the same factors determining initial access. The situation regarding differences in literacy and primary schooling between men and women is presented in tables to illustrate 4 distinctive patterns of change. Sex differentials in schooling among children 6-11 are negligible in European countries and in Latin America although the rates in Latin America are lower. In these regions only small differentials occur for ages 12-17 and sex contrasts continue to be moderate at ages 18-23. In the 3rd world the situation is different. In Asian countries (excluding Japan) the rates for 6-11 year olds are 71 and 50% respectively and for Africa 59 and 43%; at ages 12-17 in Asia 83 and 22% and in Africa 39 and 24%. Everywhere outside the most developed regions intercountry variations in enrollment rates are very large for both sexes as are disparities in those rates. A country can rank quite differently at each level of school for the proportion of girls and countries vary greatly in female shares of pupils. In countries where girls are married at ages 15-19 their enrollments at those ages are lower but there is no simple trade-off between marriage and schooling. It appears that there are common causes for both early marriage and low school attendance. In all aspects of girls schooling the availability of women teachers is salient as both an instrument and a product. The proportion of girls who are in school can vary more among provinces than among countries taken as a whole. The factors affecting educational opportunities are numerous and cross cutting. Possibly the firmest generalization regarding social selectivity in the education of girls is that socioeconomic status of parents has more influence on the schooling of girls than of boys. This influence frequently is greater in rural localities or among disadvantaged ethnic groups than it is in favored segments of the population. Probit and logit models are becoming widely used in many different kinds of studies of educational participation.
01 Jan 2008-Journal of African Economies
TL;DR: In this paper, the authors derived a set of price indexes for urban Ethiopia, using data from four household surveys conducted between 1994 and 2000, and found that the cities of Dire Dawa and Mekelle are the two most expensive cities, while Jimma and Bahir Dar are the least expensive.
Abstract: Poverty is an ongoing issue in Ethiopia. The identification of policy options to address the problem requires that poverty be measured accurately. One of the most important ingredients in the measurement of poverty is price. The magnitude of poverty is affected by how cost of living differences across time and regions are adjusted. This paper derives a set of price indexes for urban Ethiopia, using data from four household surveys conducted between 1994 and 2000. The results indicate that the cities of Dire Dawa and Mekelle are the two most expensive cities, while Jimma and Bahir Dar are the least expensive. The findings also confirm that poverty is high in urban Ethiopia, with poverty head count of over 40%. Poverty estimates and profile derived using poverty lines as cost of living deflators are similar to those obtained from preferred price indexes developed in the study. However, country-level consumer price indexes, which do not adjust for spatial cost of living differences, may result in misleading estimates and poverty profile. This may have implications for the allocation of resources for poverty alleviation purposes. Copyright 2008 The author 2007. Published by Oxford University Press on behalf of the Centre for the Study of African Economies. All rights reserved. For permissions, please email: firstname.lastname@example.org, Oxford University Press.
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