Education and Training Policy.am.En

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Directory
1. Introduction................................................... ................................................ ................................................ 1
2. Origins of the Education and Training Policy................................... ................................................ ...... 1
3. IMPORTANCE AND OBJECTIVES OF THE POLICY ............................................ ................................................ ............. 4
4. Main issues and directions of the policy ................................................ .... 7
5. Key Outcome Areas of the Policy................................................. ................................................ ............ 14
6. The authority to issue policy and the scope of the policy. ................................................ 16
7. Policy Implementation Strategies................................................. ................................................ ..... 17
8. RELATED POLICIES ................................................... ................................................ ............................... 20
9. Definition of basic terms................................................... ................................................ ............................ 23

Education and training policy
1. Introduction
To ensure the development and prosperity of a country, to develop trust and good relations between citizens
Also, education and training play an important role in ensuring the rule of law and good governance. this
In order to achieve results, the quality and appropriateness of education and training must be closely related to economic and social development
It should be implemented in conjunction. According to this principle, by linking education and training with development, our country
Education and training policy to accelerate development1986 It has been designed and implemented. In this
According to policy, education sector development program divided every five years in the last twenty eight years.
When taxes are implemented in connection with the country's promised education for all and the Millennium Development Goals
They have been.
Based on this, increasing the accessibility of education by expanding education and training in all areas of the country
It was possible. In this way, the economy has contributed by providing the manpower it needs
There were gaps in terms of quality and variety. In addition, the curriculum is not practical
From the point of view of producing entrepreneurial citizens, encouraging technology and innovation, and indigenous people
By incorporating knowledge into the education system and applying it, it is broad in terms of ensuring national benefits
Gaps have been confirmed by education and training roadmaps.
Therefore, the policy is based on the challenges, shortcomings and the global changes of the sector
The policy needs to be revised. This policy evaluates the level of the education and training sector
The main problems of the sector and the obstacles of the existing policy will be solved by the new policy, implementation
It is designed to show the key outcomes expected when the strategies and policies are implemented.
2. Origins of the education and training policy
Education and training to accelerate the development of our country by linking education and training with development
Policy by1986 It has been designed and implemented. Divided every five years according to this policy
Education sector development programs that the country has promised for education for all and the development of the century
They have been implemented in connection with goals. Accordingly, in the field of general education
Results have been recorded by ensuring access and equity, but they are old enough to go to school
There are still children who have not started school, problems of academic competence and those with special needs
In particular, the rate of participation in education of the disabled and young adults is low. The quality of education
It is declining and can be cited as evidence that most students at all levels
The result of education that is set on the policyThey could not achieve 50 percent or more results. system
The education is packed with theory, does not respond to the existing conditions of the country, and does not use indigenous knowledge.
It is not included, it is not regularly checked, and it does not sufficiently educate citizens with morals and good manners.
There was no preparation for entrepreneurship and international competitiveness. Teachers are also qualified
They have limitations in understanding and helping students and bringing them to the required level of competence
Even the schools are not suitable for learning, they do not have the necessary resources and the education
They are not supported by modern technology.
In order to provide medium-level skilled personnel in the field of technical and vocational education and training in the world
The best practices are compiled and a strategy based on the actual situation of the country is put into practice
From policy, strategy, organization and operation, implementation as well as finance.
Due to related problems, it was not possible to modernize the economy, especially agriculture.
Training institutions in such a way as to ensure access to technical and vocational education and training
They are not organized. He did not pay attention to agriculture, which is the economic base of the country, and updated this to
Industry could not support the transition. Various industrial and economic sectors combined
A system to train middle-level professionals who have appropriate qualifications and skills for their fields
It is not stretched. Establishing professional standards that properly consider national needs and implementing cooperative training
The result of implementing a system that is compatible with the current situation of our country
Unable to register.
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Although the results have been recorded through the expansion of access to higher education, most of the institutions
The fact that they did not meet the required standards and lacked many infrastructures in education and training
Having a negative impact on the quality and relevance of the system, without the economy allowing it70:30 formula
The application of science and social science education and training, supported by practice
Due to the lack of education and the lack of a strong quality and relevance controller, the quality and relevance
Unable to secure. On the other hand, research and research activities that are important for quality as well
Limitations have been observed in terms of community service benefiting the society. Generally speaking
Higher education institutions are supported by technology, linked with the industry and consider the current situation of the country.
They could not make education and training a reality.
When we look at it from the point of view of educational leadership, most of it is at every level, from the federal to the school
Because the existing educational structure lacks the responsibility, transparency and accountability of educational leadership and professionals
Managing the education and training system properly did not lead to better results. For this professional capacity
The lack of competition and lack of effectiveness of the training system is degrading the quality of education
It was one of the reasons for him to come.
In addition, the government has spent a lot of resources to expand access to higher education in the past years
It was the main source of finance for the sector. This has had a positive role in expanding access
However, the financing of the general education sector and the technical and vocational education and training sector has not been affected.
Therefore, it is necessary to establish alternative sources of income and financing in the future.
The basis of the grace of the environment that enables universities to make the human resources they produce effective
Although it is believed that they are engaged in training, universities in the country all types of education
Inefficient use of resources has occurred. Therefore, the natural resources that have universities
Expanding the infrastructure based on the mission of producing quality manpower.
The resource allocation system used for the implementation of teaching and learning activities should be customized.
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Therefore, by examining the current education and training system in all sectors and levels
A system that can respond to the existing conditions and create a competitive citizen should be established.
3. The importance and objectives of the policy
3.1 The importance of policy reform
The following are the basic reasons for revising the existing education and training policy
they are;
➢ Our education and training system is packed with theory and due attention to practical education
Since it was not given.
➢ Supported by technology in higher education institutions, linked to the industry and existing in the country
Not providing appropriate education and training and accordingly not providing adequate and appropriate manpower
And because the trained/graduated citizens are not entrepreneurs;
➢ The education and training sectors that have been implemented so far are the basis for the economic development of the country
Since there was a gap in terms of facilitating transition and productivity;
➢ Economic sectors and the education and training sector in the preparation of human resources in coordination
For not working.
➢ Establishing professional standards that properly consider national needs and enabling the implementation of cooperative training
For not setting up a system that is compatible with the current situation of our country.
➢ Globally growing technology and knowledge-based economic competition
Formulating a policy that makes it competitive globally by developing effective human resources
Because it's important.
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➢ Incorporating indigenous knowledge in the development of national human resources
Enhancing their contribution to the country by formulating an education and training policy that is in line with knowledge
Because it's important.
➢ Human resources produced by universities and technical and vocational training institutions in the country
The policy of education and training to contribute to the basis of their natural grace and mission
To improve by testing and form in such a way as to bring about the desired growth and development at the national level
Because it is important.
3.2 Policy philosophy, principles and objectives
3.2.1 Philosophy of education and training
Ethiopia's philosophy of education and training is derived from the national needs and actual situation
Accordingly, a multidisciplinary philosophy of education and training (Eclectic) is followed and made the main goal
Raised with good morals; Their self-confidence developed. using technology; For themselves
It is to create modern and problem-solving Ethiopian citizens who strive for the prosperity of their country.
3.2.2 Policy principles
The implementation of the education and training policy is based on the following principles;
➢ Quality and relevance;Providing quality lifelong education and training to all citizens;
➢ Decentralization;Following a decentralized education and training system;
➢ Transparency and Responsiveness;That policies and strategies are clear and responsive to problems
verify,
➢ Free from politics and religion.Education and training free from political and religious interference
give away,
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➢ Results oriented;The education and training system is a result-oriented education and training system
to follow
➢ Modern technology and competitiveness;Modern technology and the education and training system
Based on competitiveness,
3.2.3 The main objectives of the policy
➢ Quality education and training, especially from pre-primary to secondary level, free and compulsory
By supporting education with appropriate technology and providing it to all, the individual's intellectual, physical,
To promote social, spiritual and good values,
➢ Education and training from individual and social importance as well as change and development of economic sectors
connect with
➢ Through the education and training system, those who strengthen the construction of the state and peace among the citizens
Those who are dedicated to the construction of the state by including the values that are in the middle, and the ethics and
To produce competent citizens with values of peace,
➢ Developing a multi-faceted economy that responds to existing conditions and moving it to a higher level
To grow qualified citizens who can grow the economy and compete internationally.
➢ Those who enrich the good culture of Ethiopia; Those who love the people and the country, who accept the majority,
Those who respect human rights, who stand for human security and equality, for justice, for peacekeeping,
Those who are educated in ethical, moral and democratic culture, who know the history of their country, for their country.
To produce complete citizens who stand for unity,
➢ Self-confident, seeking the truth, standing up for the truth, through rational analysis and discussion
Believers, competent in their profession, entrepreneurs, innovators, beauty
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Admirers, for science and technology as well as for the spread, establishment and development of indigenous knowledge
Those who work hard In this way, those who improve their research and reasoning skills and stand up for the law
making citizens,
➢ Making education and training suitable and appropriate for the environment, to know and consider the environment
Those who have the ability to understand, reason and evaluate, analyze and change and appreciate
making citizens,
4. The main issues and directions of the policy
The main problems and challenges that are testing the education and training sector and may face in the future
To solve and fill gaps in the existing education and training policy and new ones
The following key policy issues and directions have been identified to include views.
4.1 Qualification framework for education and training
➢ National qualification framework for skills from various fields of education and training and work experience
They will have it.
4.2 Level of education and training
➢ Level of education to be able to achieve the educational objectives of the country; General education pre
First level (of5-year-olds and 6-year-olds), elementary (grades 1 to 6); Intermediate level
(Classes 7 and 8) and Secondary (Classes 9 to 12).
➢ Pre-primary education for four-year-old children in other options
A system will be developed for them to learn.
➢ First class entry ageIt will be 7 years.
➢ Eight levels of technical and vocational training (from level1- level 8) will have.
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➢ Minimum of undergraduate degree4 years, 2 years for master's degree and 4 years for Ph.D
It will be a year.
➢ Decentralized education and training is implemented at all levels of education and training.
4.3 Language of education and training
➢ Students will be taught at least three languages.
➢ Mother tongue as a form of education and as a language of instruction from pre-primary level
It will be given from the beginning and the class level where it will be given will be decided by the regions and implemented
It will be done.
➢ English language as a form of educationIt is given from 1st grade. In the work of teaching language
It will start to be used depending on the regions and it will be compulsoryIt will be implemented from 9th grade.
The details are determined by law.
➢ One more local language of the student/parent's choice among the federal working languages
It was decided by considering the education structure at each levelIt will be taught from 3rd to 10th grade.
➢ One more foreign languageIt will be taught as an optional subject from 9th grade onwards.
➢ Formal technical and vocational training is given in English and is short and community oriented
Trainings can be given in local or foreign languages according to the needs of the trainee.
4.4 Free and compulsory education
➢ The government provides pre-primary education b5-year-old and 6-year-old children are free for two years
It makes education compulsory.
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➢ Children in7 years old to start elementary school and from 1st to 6th grade as free and compulsory
It will be given.
➢ Secondary education will be made free and compulsory.
➢ Secondary education fromClasses 9 to 12 will be provided free of cost.
4.5 Education and training curriculum
4.5.1 General education
➢ The curriculum of general education is designed in a quality manner based on indigenous knowledge, vocational and
It includes color education and practical education and is integrated with production and practice
It will be delivered with the help of technology by developing a realistic curriculum.
➢ Secondary education in9th and 10th classes in the form of general education and in 11th and
It will be organized and given in different focus areas in 12th classes.
➢ Teacher Education and Training Curriculum
It will be adapted and adapted to education and supported by technology.
➢ Students with special talents and talents, disabilities and special learning needs
An accommodating curriculum will be developed and implemented.
➢ Vocational and technology education from pre-primary level in proportion to their age
It will be given.
➢ Practical education from1st to 6th grades independently, from 7th grade in citizenship education
It will be included.
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➢ Adult education in a way that improves the basic and universal life of the adult
Education and training will be provided on an intern basis.
➢ The curriculum will be updated regularly based on research.
4.5.2 Technical training
➢ Following the value chain analysis of technical and vocational training, the industry, vocational
Including unions, employer associations, highly experienced professionals and trainers
It will be prepared.
➢ Technical and vocational training curriculum and training equipment based on professional level
Institutions designed by the center are linked and related to the existing conditions of their areas and implemented
They will be made to do it.
➢ Technical and Vocational Training Curriculum Preparation and Review Industrial Professional Trainers and
It will involve professional associations.
➢ Technical and Vocational Training Curriculum Vocational Qualification Units, General Qualification Units and
It will include 21st century skills and entrepreneurship.
➢ Technical and vocational training curriculum includes environmental protection, sustainable development and occupational health and
It will include security.
➢ Technical and vocational training using alternative cooperative training models depending on the type of profession
It varies at least70% to be task-oriented and cooperation with industry and training institutions
It will be given.
➢ Vocational training will be focused on short courses.
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➢ Vocational training intern will be made to follow the training method.
➢ Adapted to the experience and level of competitiveness of technical and vocational training institutions, natural
They will focus on training programs based on grace, mission and field of focus.
➢ Professional ethics related to each professional field of trainees in technical and vocational training institutions
A course will be offered.
4.5.3 Higher education
➢ Higher education programs offered in the country from national and international development and growth
Also, quality and appropriate educational programs adapted to the needs of the labor market.
Taxes will be opened based on the needs of sectors and industries.
➢ All students spend at least twenty percent of their time at the university in industry or
A procedure will be developed where they will receive practical education related to the professional field they are training.
➢ In each professional field, a professional ethics course will be given in connection with the program.
➢ The educational programs of higher education institutions with the accumulated experience and level of competitiveness
Aligned, natural grace, mission and focus ((differentiation) will be focused on.
➢ To strengthen the national and international competitiveness of government higher education institutions
A system will be developed for them to transition to autonomy.
4.6 Level of teachers/coaches and leaders of education and training institutions
➢ The level of education of teachers, coaches and educational leaders who are engaged in every sector and every level
It will be from certificate to doctorate degree. Details are determined by policy.
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➢ Professional series for teachers, coaches and educational leaders to improve their skills
A reform program as well as a professional license and renewal system will be established; This is from their level of development
It will be linked to.
4.7 Research technology transfer and community service
➢ Studies and research conducted by educational and training institutions combined with technology transfer
They will be linked and functional in order to bring about social change.
➢ Universities in research, technology transfer and community service delivery
Area and Development Corridor (cluster) will be prioritized.
➢ Research and community service activities, depending on the mission of the institutions, at least institutions
their budget5% will be allocated to support them; The details are determined by law.
➢ Adapt the programs of education and training institutions to the needs of the industry and make them competitive
Technical and vocational training institutions, university, research to increase the productivity
Institute and industry will be linked.
4.8 Financing of education and training
➢ Effective, accountable and balanced decentralized education finance will be established.
➢ The cost of higher education is covered by the government and students, and the share that is covered by the government and
The share to be covered by students and the details of the system by which students pay are determined by law.
➢ Technical and vocational training sector based on research in terms of its contribution to the economy
It will be provided with appropriate budget support by the government.
➢ Technical and vocational training trainees will be included in the cost sharing system.
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➢ The mechanism by which industries/employers provide financial support for technical and vocational education and training
It stretches.
➢ The operating system for educational and training institutions to cover their expenses by generating internal revenue
It stretches.
➢ A national education and technical training fund will be established.
4.9 Education and Training Evaluation System
➢ Completion of primary education (6th grade) exam will be prepared and given at state level.
➢ Completion of secondary education (8th grade) exam according to the standard issued by the Ministry of Education
Based on this, the work of preparing and managing the exam will be done by the states.
➢ Completion of secondary education nationwide12th class exam in color and vocational education
Areas of focus will be prepared and delivered in two forms.
4.9.2 Technical and vocational education and training
➢ Those who want to complete 12th grade and join the world of work in the career they have chosen in the 2nd level
A competency assessment will be prepared based on education.
➢ Technical and vocational training competency evaluation is given in the industry and the industry should also be evaluated
Where this is not possible, the competency assessment should be conducted at cluster assessment centres, mobile assessment centers and
It will be given using simulation.
➢ The competency assessment will be inclusive of the disabled and vulnerable sections of society.
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➢ To promote the competence and professional ethics of industry experts to participate in the assessment process on a sustainable basis.
Acknowledgment and Renewal of Validity License (Licensing and Re-licensing) system
It stretches.
➢ The transition from one level to another level is evaluated in the institution and in any case
Only trainees who want to enter the world of work will take the national competency assessment.
➢ An exit exam will be given in all higher education and training programs.
➢ International recognition of higher education programs (accreditation) to enter the system
It will be done.
4.9.4 Minimum Passage or Transfer Result
➢ Minimum transfer of students/trainees from class to class or from level to level
average scoreIt will be 50% or more.
5. Key outcomes of the policy
5.1 Fair, inclusive and accessible education and training
Using different options to make education and training fair, inclusive and accessible, and the private sector
By increasing participation, building and expanding standard education and training institutions, education and
By supplementing the resources of training institutions, by increasing the capacity of executive and executive bodies at all levels, the country
By making it inclusive of knowledge, by strengthening the cooperation and coordination system, with sufficient budget and promotion.
Fair, inclusive and accessible education and training by making it accessible and empowering them to be problem solvers
It will be confirmed.
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5.2 In the labor market, there is a demand for human resources
By ensuring the quality of education and training at all levels, all students and trainees at the international level
Improve the curriculum of education and training that makes them competitive and what the economy needs
By providing education and training, evaluation of education and training, examination and evaluation system,
In education and training inspection, teachers and trainers as well as leaders in evaluation
By verifying, increasing the quality and relevance of research works, enriching languages and students
By improving teachers' use of language, supplementing laboratory resources, researchers
By increasing research capacity and implementing problem-solving research and research, education and training
By making the system inclusive of indigenous knowledge, by strengthening mutual and international cooperation and connection
Quality and relevant manpower will be provided for the labor market.
5.3 Science, Technology and Entrepreneurship Expansion
Developing technologies by understanding the benefits of technology transfer in education and training institutions;
By transferring to enterprises, making them competitive and working to build technological capacity.
By understanding and building the capacity to copy technology, based on the blessings of the environment
By doing analysis, identifying technologies, developing, adapting and applying, education and
Research capacity in the field of training by properly following the scientific approach and providing solutions.
The institutes develop indigenous knowledge and skills, promote innovation and technology transfer, science,
Mathematics, technology, engineering and art subjects are given special attention in the curriculum
By including, empowering students and trainees, increasing the country's economy, science and technology
Education and vocational training from pre-primary level in an appropriate way by qualified teachers
Trainers in various science and technology laboratories required for the education and training system;
By providing education and training using workshops and other materials, science, technology and work
Creativity will flourish.
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5.4 Community and environmental development
By supporting community service and industrial extension, what is done for the local community
By increasing the support of knowledge and skills, charitable services and environmental development and protection, as well as from the country
By benefiting citizens with knowledge and skills, based on the blessings of development in different areas
Provided education and training as well as professional support, carried out in education and training institutions
Research and study activities based on the development needs of the local community and the local community
By enabling enterprises to benefit, sustainable local development is ensured.
5.5 Strong education and training system and enforcement capacity
Implementation capacity in the field of education and training based on this policy and other legal frameworks
By building, making education and training institutions competitive, the head of education and training institutions
Making them independent, doing service improvement works, human resource capacity building works
By working, increasing access to institutional infrastructure, a strong education and training system and
Builds enforcement capacity.
6. The authority to make policy and the scope of the policy
This education and training policy is the brainchild of the Ministry of Education and the Ministry of Employment and Skills
It will be prepared and approved by the Council of Ministers.
This policy applies to pre-primary, primary (1st-6th grades), intermediate level (7th and 8th
classes), secondly (from9th to 12th grades), in adult education and training institutions, in vocational schools
Training institutions (from level1 to level 8), in education and training colleges, higher education institutions
(universities), education and training institutions and training in industry (short and
formal trainings) will be implemented.
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7. Policy implementation strategies
7.1 Policy enforcement agencies
This policy will have the following main executive bodies.
➢ Ministry of Science, Technology and Innovation offices and institutions run at the national level
Coordinating technology research and study to facilitate the teaching and learning process
By expanding digitalization, expanding ICT infrastructure, technological innovation and education
They help to have a technology-based education system by linking it with the training.
As well as technological and creative works generated by research and education in educational and training institutions
They put them to good use.
➢ Offices and institutions of the Ministry of Social and Human Resource Development, educational and training institutions
They create a comfortable environment for students and trainees who do on-the-job training
In the era of health, culture, tourism, indigenous, etc. Based on knowledge and skills
To have a curriculum and professional ethics to be properly included in education and training
They do. Languages used in education and training Eligible for education and training
that they are They work to develop languages so that languages can be used for education and training. Children,
Activities to increase the participation of women and citizens with special needs in education and training
By working, giving immigrants and returnees access to education and training
They are expected to play their part.
➢ Those who lead and coordinate and implement the agricultural, manufacturing and other service sectors
Institutions in various fields of education and training institutions in their mission and focus areas
Based on this, they create a comfortable environment for them to practice and practice.
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➢ Federal and regional education and training quality assurance authorities in the policy
Education quality, level, professional level, professional conduct and other control and monitoring activities
They perform.
7.2 Legal frameworks to implement the policy
To implement the key result areas of this policy, the Technical and Vocational Training Act, the high
Education Proclamation, Education and Training Cost Sharing Regulation, Education and Training Institutions Income Generation
Regulation of Enterprises, Regulation of Establishment of Universities and other decrees in force
Revise as necessary. Also, national education and training qualification framework, general education
Proclamation, University Autonomy Proclamation and other important proclamations and regulations are prepared and implemented
will be done.
7.3 Policy Implementation Programs
To ensure equitable, inclusive and accessible education and training:Educational infrastructure and
Education and training infrastructure and facility program will be implemented to develop facilities
This program is mainly to build educational infrastructure and infrastructure at all levels of education
Developments to complete the facilities to provide services and comfortable learning
It involves creating an atmosphere. In addition to teaching and learning, for research and society
Service and infrastructure and facilities for education and training industry
It includes
To produce a competent and desirable workforce in the labor market:Quality of general education
Reform, higher education quality improvement and technical and vocational education and training quality and relevance improvement
Programs will be implemented. This program is mainly a general education curriculum
To improve, to improve the competence of teachers and educational leaders, to improve school programs;
To improve the national standard of general education, to improve and enrich language skills, lifetime
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To improve the education of adults, to improve the competence of higher education teachers and educational leaders;
To improve the mission focus area of universities, to improve research activities, in technical and professional fields
Education and training, preparation and revision of professional standards and procedures, qualifications of trainers and managers.
It includes measures to improve and improve the competency assessment system.
To promote science, technology and entrepreneurship:Technology transfer of education and training institutions
An upgrade program will be implemented. Expansion of incubation centers to achieve this programme;
Improving technology research and transfer, foreign employment training, education and training institutions, etc
Improving industry linkages, expanding enterprise development (enterprise development) to be carried out
it will be.
To promote community and local development:Community Service and Area Development Program
It will be done. For this, indigenous knowledge and skills improvement and transfer and development extension
Work related to service improvement is carried out by this program.
Building a strong education and training system and enforcement capacity:Education and training institutions
Capacity building and competitiveness program will be implemented. Thus, educational and training institutions are autonomous,
Related to service improvement, human resource capacity building and institutional infrastructure capacity building
Tasks are executed by this program.
7.4 Monitoring and evaluation system to ensure the effective implementation of the policy
The education and training policy implementation sector has the necessary resources and sufficient personnel for the development and growth of the country.
From providing quality, inclusive and competitive education and training, employment and technology
In terms of encouraging innovation and helping community development and accelerating local development
The results of the education and training policy are regularly monitored and evaluated. Monitoring and support
The work will focus on implementation programs and projects based on the policy.
This is to achieve the key result areas of the policy and to ensure that current measures are taken
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Also to ensure that there is sufficient and compelling reason to make a policy revision as necessary
Enables. In general, the following monitoring and evaluation systems to implement this education and training policy
They will be implemented.
➢ Coordinating between federal, state, education and training institutions and other structures in the sector
The support in which all parties participated in the procedure followed and it is implemented in a consistent manner
Monitoring includes standards and performance indicators and is based on international evaluation indicators
A scanned document will be generated.
➢ Monitoring and evaluation of short, medium and long-term plan performance in the sector; this
A standardized and technologically supported monitoring and evaluation system will be developed to enable implementation;
A strong organization will be made complete with skilled manpower.
➢ Mid-term evaluation of the results of the education and training policy every three years
By doing so, they will be used as resources for the improvement of further works. The results of the policy
In education and training, stakeholders and communities in an inclusive information gathering method as well
It is done based on various national and international research activities.
➢ To evaluate the annual performance of education and training from school to national level
A system will be developed for the education and training conference.
➢ When the policy is necessary, based on research and considering national and international experiences
It will be improved.
8. Related Policies
Others that help to implement the main policy issues and directions identified in the education and training sector
The relevant policies are as follows.
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8.1 Production sectors and infrastructure policies
Agricultural and rural development by ensuring food security and food safety so that they do not pose a health risk and in health
In order to prevent the loss of education due to defects and better results for students in their studies
It will make them register and to have a link between education and industry in the production industry policy
To do and education and training human resource development from the industries educated manpower and skills
Ensures compliance with requirements. Centralization policy in education and training institutions
Contributing to the development of essential infrastructure for drinking water and sanitation
it will be. Electricity policy for educational institutions at all levels of electricity and other energy options
The construction policy will contribute significantly to the provision of infrastructure
Established in all levels of educational institutions by supporting design and quality control activities.
It helps them develop.
8.2 Social and human development policies
Health sector policy by improving citizens' health and maternal and child health services, system
All by improving food, disease prevention and control, and personal hygiene and environmental health care
A child of school age plays a major role in getting an education. Social
Protection policy for shelter, food, medicine and other treatment for the vulnerable sections of society
Provides access to services, educational institutions, and awareness of women's policy related to education.
He will be responsible for creating and educating mothers to send their children to school. of youth
Policy that can make young people benefit from education, cognitive creation works, psychology
It will contribute by providing services and children's policy to ensure that children get nutritious food
To ensure access to basic child health services and health services for vulnerable children;
From doing awareness activities to make them become users of education and in general
It will play a significant role in developing attitudes and culture. Sports policy by informing the community
For the education and training sector by making physically and mentally developed citizens
It will contribute. Cultural policies such as traditional practices that make education and training ineffective
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It is the responsibility to eliminate activities such as early marriage, to strengthen socio-cultural institutions
The responsibility comes to help them make an impact, film policy by raising public awareness, at the national level
Unnecessary actions of foreign countries by making the films that are shown to protect the values of the country
It will eliminate problems in education.
8.3 Science, Technology and Innovation Policy
Science, technology and innovation policy supporting scientific research and education and training
Equipment, helping to improve the supply of resources, scientific, research and research carried out in educational institutions
and putting creativity into practice as well as important science, technology and innovation
Providing adequate infrastructure, educational information management through digital technology
Supporting and updating the quality of education for all and working around science and technology
It allows for the coordination of components. Ethiopia's quality policy is both domestic and foreign
It will have a role in maintaining and verifying the standards of imported educational resources and equipment.
8.4 Judicial and Administrative Policies
By making peace police to develop peace infrastructure in schools and higher education institutions
Clubs and forums should be stopped, working together to establish or expand procedures, trainings.
The physical, mental and environmental freedom and security of citizens by coordinating with universities
By securing, ensuring peaceful and fair thinking and practice, education and training policy without any
The problem of peace makes it practical. The effectiveness of civil service policy for the education and training sector
Support for organization and operation and a system that encourages education professionals
It contributes by stretching. Foreign relations policy to attract and develop investment in the education sector
Partners will play an important role in helping fundraise for education.
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9. Basic terminology
In this education and training policy, unless the context dictates otherwise;
➢ Philosophy of education and trainingIt means the basis of the country's education and training
It is indicative.
➢ Strategy It is a strategy used to implement the education and training policy.
➢ Principle It is the basic guideline that we follow to implement the education and training policy.
➢ Level of education and trainingmeans the system designed to achieve the objectives of education and training;
Education is a level of distribution.
➢ Pre-primary educationmeans fromThe overall development of children aged 4 to 6 years
It is the level of education where they are prepared and laid the foundation for primary education.
➢ Primary educationmeans fromChildren's Reading, including 1st through 6th grade levels;
Computing: knowing and protecting the environment, etc. Basic knowledge and skills
As a part of basic education, they will develop good moral character
It is a curriculum.
➢ Intermediate educationmeans students ofTeaching 7th and 8th grade for next
Secondary education is the level of education at which you are ready to transition.
➢ Secondary education means from9th grade includes the 12th grade and the 9th grade
and theThe 10th grade is where the middle school education continues to be strengthened
11th and 12th grade education is divided into different areas of focus to prepare students for higher education
It is the level of education that makes them job ready.
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➢ Adult educationIt means that the content and teaching methods are formal or informal
Even if it is a way, adults can develop their skills, enrich their knowledge or technical and professional
A program designed to enhance their skills in formal, evening and distance education
It is the process of education and reception that they go through.
➢ General educationIt means pre-primary, primary; Middle and high school education
When it is a program; It also includes adult education.
➢ Technical and vocational trainingThat is, through formal and informal education and training systems
By providing education and training in the types of occupations and levels from second to third degree
For work by enhancing knowledge, skills and professional ethics and ensuring professional competence assessment
It is a field of education and training.
➢ Professional levelIt means that it is a professional level prepared by professionals in the world of work, and people in the world of work
It refers to the skills they must have in order to be effective.
➢ ApprenticeIt means that the education and training system can respond to changing occupational requirements and
It is the ability to accommodate the diverse needs of groups of different types and sizes.
➢ Short trainingIt means that trainees are qualified for work in terms of knowledge, skills and attitudes.
Technical and vocational training institutions to get a promotion or earn extra income
One of the qualification units that are prepared based on the professional level and given in one level
It's a short-term training program that contains some of them.
➢ Evaluation in the institutionMeans for technical and vocational training for the level of completion of one level
Before moving on to the next level, the competency assessment given by the institutions themselves at the institution level
is it.
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➢ Professional qualificationIt means that the knowledge, skills and skills that are prepared based on the professional level
It is a process of measuring attitude and ensuring that it is suitable for the job.
➢ Outcome-based assessmentIt means considering how, when and where the professional qualification was obtained
It is a practice that is judged only on the presence of the professional qualification without entering.
➢ Cooperative trainingIt means technical and vocational training institutions and direct with the profession
Supported by practice given in related industries or enterprises
It is a training system that involves training.
➢ TechnologyIt means using resources and machinery to produce a product or service
Technical, business management, marketing knowledge and skills, institutional organization,
It is the knowledge and skill to understand the operating system and work culture.
➢ Technology transferTo ensure scientific and technological development, knowledge, skills,
Technology, production method, production equipment and samples from the producer to the user
It is the process of transferring and using technologies, working and upgrading to new practices.
➢ Industry extension service support That means micro and small enterprises as well
Organization of complete information by identifying intermediate industries based on needs, training and
This includes consulting, technology development, marketing and best practice selection and transfer
It's support.
➢ Indigenous knowledge and skillsThat is, special professions that have lived in a community for a long time
Knowledge and skills, information that is used by the community and transmitted informally
Rather than written texts, it means that they are spoken through oral tradition and not written down.
➢ General or supporting units of competenceIt means the basic training for technical and vocational training trainees
It means supporting supporting units of competence.
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➢ Higher educationIt means that after high school, color and professional knowledge, skills, morals and
It has undergraduate and graduate programs that will help you improve your skills
It is the level of education.
➢ Education and training managementThat is, in accordance with the policy of education and training
Organized to implement the structure of education and training by coordinating the resources and the appropriate process
It is a body that provides leadership at every level to achieve results.
➢ Management of education and trainingIt means education and training policy at all levels
Appropriate human, material and financial resources for educational and training institutions to implement
It is an operating system that is organized to make daily activities effective.
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Table of Contents
1. Introduction................................................... ................................................ .......................................... 1
2. Basic Assumptions of the Education and Training Policy ........................................ ................................ 1
3. The Importance and Objectives of the Policy........................................ ................................................ 4
4. Core Issues and Directions of the Policy........................................ ................................................ ....... 6
5. Key Output (Performance) Areas of the Policy ...................................... ............................................... 12
6. Policy Issuing Authority and Scope of the Policy ........................................ ........................................... 13
7. The Policy Implementation Strategies ............................................ ................................................ .. 14
8. Related Policies................................................... ................................................ ................................... 17
9. Definitions of Terms................................................... ................................................ .............................. 19

Education and Training Policy
1. Introduction
Education and training are key instruments that play a crucial role in fostering the development and
prosperity of a country, building trust and positive relations between citizens, and ensuring the rule of
law as well as good governance. The quality and relevance of education and training must be directly
linked to the socio-economic development goals of the nation. Given this fundamental principle and its
contributions to national development, the Government of Ethiopia has been pursuing the
implementation of the Education and Training Policy promulgated in 1994. Based on the Policy, it has
been possible to implement five education sector development programs, divided into five -year period
each, with a view to meeting the country's commitment to "Education for All" and the Millennium
Development Goals.
The policy had considerable contributions to expand access to education and training and supply human
resources to the economy in all regions of the country. However, there have been serious gaps in the
quality and profile of graduates. As evidenced in the findings of the national Education and Development
Roadmap, serious hurdles in advancing technology and innovation and incorporating indigenous
knowledge in the curriculum—which often lacked practical orientation with a resultant effect of
diminished benefits to the nation—had been identified.
Given the challenges and shortcomings of the policy and recent international developments in the sector, it
has become imperative to revise the Education and Training Policy. Thus, this revised policy has been
developed to address the implementation snags of the old policy, offer implementation strategies and outline
key outputs through a closer analysis of the sector.
2. Basic Assumptions of the Education and Training Policy
The Government of Ethiopia issued an Education and Training Policy in 1994 with the aim of fostering the
overall development of the country through education and training. Based on the Policy, the education
sector was guided by a series of five-year Education Sector Development Programs, which were designed
and implemented to achieve educational goals of the nation and meet the country's commitment
towards, among others, "Education for All" and the Millennium Development Goals.
1
Despite remarkable achievements registered in terms of access and equity in general education, some
outstanding challenges, such as school-aged children with no access to education; internal weaknesses in
efficiency and effectiveness; and low participation rate of special needs students, particularly people with
disabilities and adults, remain a clear manifestation of the system. The quality of education has also been
reported to have declined over time as evidenced by the failure of most students at various levels to acquire
the minimum passing mark of 50% as set out in the Policy.
The curricula at all levels were predominantly theoretical, non-responsive to current national demands,
and lacked indigenous knowledge and regular review. The curricula also lacked moral principles and
sound values to shape the social and psychological outlook of students. It was also inadequate in
preparing students for entrepreneurship and international competitiveness. Teachers were also found to
be incompetent with limitations in supporting students to achieve the required level of proficiency.
Schools lacked a conducive environment for learning as they were devoid of the requisite educational
resources, including modern technology—now deemed paramount for enhancing the learning process.
Over the years, tremendous efforts have been made to benchmark best world practices and adapting
relevant strategies to produce mid-level skilled manpower in the field of technical and vocational
education and training. However, due to challenges related to policy, strategy, organization and
operation, implementation and finance, such efforts failed to modernize the economy, especially the
agricultural sector. The technical and vocational education and training institutions were not organized
to ensure access to quality technical and vocational education and training. The sector failed to provide
adequate attention to the agricultural sector, which is the backbone of the national economy, and
enhance the transition to industrial economy. The various industrial and economic sectors were not
coordinated to produce mid-level professionals with appropriate competencies, qualifications and skills.
Similarly, a national qualifications framework and a system for implementation of cooperative training—
manifestations of national training needs—were missing.
Although results in expanding access to higher education have been encouraging, the majority of the
institutions failed to meet the required standards and lacked commensurate infrastructure—adversely
impacting the quality and relevance of the national education and training system. Furthermore, the
introduction and implementation of a policy that privileges science and technology programs against
social sciences and humanities, at a ratio of 70:30, without regard to the labor market needs; the lack of
2
practice-oriented education (practicum); and the absence of a robust regulatory agency to ensure quality
and relevance, have had detrimental effects on the entire education system. Furthermore, serious
limitations in research outputs and community services—critical components of educational quality were
evident. In general, higher education institutions have failed to provide education and training programs
that are supported by technology, linked to industry, and relevant to the current national needs.
The lack of accountability and transparency in terms of challenges of educational leadership adversely
affected the overall effectiveness of the system. The absence of merit-based and competitive
appointments of educational leaders has been one of the main factors for the deterioration of the quality
of education.
In the past several years, the government has been allocating huge financial resources to expand access to
higher education in all the regions of the country. Although this has had a positive impact in promoting access,
it has strained the budgetary allocation to general education and the technical and vocational education and
training sub-sectors. Therefore, it is extremely important to identify alternative sources of funding and put in
place a robust financing system.
Although it is established that universities can bring about appreciable positive impact in the production
of highly qualified and competent graduates through effective utilization of natural resources in their
respective localities, virtually all universities in the country have been offering similar programs without
particular focus on their comparative advantages. . More precisely, the programs that Ethiopian
universities offer have not been differentiated based on their specific conditions, resulting in undue
wastages of resources. To overcome such challenges and help universities make an effective use of
natural resources in their area as well as discharge their responsibilities to produce qualified human
resources, it is important to put in place a system of resource allocation that contributes positively
towards the attainment of their mission , expansion of their infrastructure and enhancement of the
quality of teaching and learning.
Therefore, it has become imperative to critically review the current education and training system and respond
to the challenges documented at all levels with a view to creating a new system that is capable of producing
competent and qualified citizens.
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3. The Importance and Objectives of the Policy
3.1 The need to revise the policy

• whereas the existing system of education and training is excessively theory-laden and pays little
attention to practical applications;
• whereas higher education institutions' failure in offering education and training that are relevant,
technology-supported, and industry linked, has led to shortages of sufficient and competent human
resources and graduates without entrepreneurship skills;
• whereas the deficiency of the existing education and training system in enhancing the
transformation and productivity of key sectors of the economy is recognized;
• whereas proper coordination between the economic and education and training sectors on the
preparation of required human power is lacking;
• whereas gaps in establishing qualification standards and schemes for implementing cooperative trainings
that adequately mirror the national need and concrete reality of the country are recognized;
• whereas the need to develop a policy to boost the country's international competitiveness through the
ever-growing technology that fosters a knowledge-based economic competitiveness at a global level is
acknowledged;
• whereas the imperative to formulate an education and training policy that integrates indigenous
knowledge with modern knowledge to enhance their contribution towards the national development
process has been advanced; and
• whereas the need to evaluate and improve the existing education and training policy with a view to
creating a system that enables universities and technical and vocational education institutions to
offer programs based on their relative advantages and effective utilization of natural resources in
their localities to bring about the desired national development and growth has been well
recognized; it has thus become an imperative to revise the existing Education and Training Policy.
4
3.2 The philosophy, principles and objectives of the policy
3.2.1 Philosophy of education and training

Ethiopia's philosophy of education and training stems from national interests and objectives
conditions prevailing in the country. The country follows a flexible and eclectic philosophy of
education and training that aims to create citizens who are ethical, self-confident, problem solvers,
technology savvy, passionate towards national prosperity and skillful in addressing various challenges.
3.2.2 Principles of the policy

The implementation of the Education and Training Policy is based on the following principles:
• Quality and relevance -Providing all citizens with relevant and quality education and the
opportunity for lifelong education and training;
• Decentralization -Adopting devolved education and training systems;
• Transparent and responsive -Ensuring that policies and strategies are clear and responsive to
challenges;
• Free from politics and religion -Providing education and training free from political and
religious interference;
• Result oriented -Following a result-oriented education and training system; and
• Modern technology and competitiveness -Implementing the education and training system driven
by modern technology and competitiveness.
3.2.3. Main objectives of the policy
• to provide quality, free and compulsory education and training to all, especially from pre-primary
to middle level, supporting it with appropriate technology and cultivating the cognitive, physical,
social, spiritual and ethical values and capacities of individuals;
• to link education and training with individual and social benefits as well as the development and
transformation of economic sectors;
• to nurture competent citizens of high morality who, through the education and training system,
advance state building and peaceful relations among citizens;
5
• to develop competent citizens who can respond to current national needs, and endeavor to
transform the country's development, as well as produce internationally competitive citizens;
• to nurture mature citizens who accept pluralism, love their country, respect human rights, stand for
social well-being, equality, justice and peace; enrich the diverse cultures of Ethiopia; pursue ethical,
moral and democratic cultures; impart good knowledge on national history; and stand for national
unity;
• to cultivate citizens who are self-confident, seek and stand for truth, appreciate logic and
dialogue, competent in their profession, entrepreneurial and innovative, value aesthetic
sensibility, stand up for the rule of law, strive for the advancement of science and technology as
well as indigenous knowledge with a view to the development of research and analytical skills;
and
• to render the educational and training policy responsive and relevant to the local surroundings by
cultivating citizens with abilities and skills to understand, analyze, assess, and change.
4. Core Issues and Directions of the Policy
The following key policy issues and directions have been identified to respond to the major problems and
challenges of the education and training sector and address the gaps identified in the previous education
and training policy as well as incorporate new perspectives in the new policy.
4.1 Education and training qualification framework

A national qualifications framework shall be developed for various professions in the education and
training sector and from work experiences.
4.2 Level of education and training

To achieve the country's educational aims and goals, the education and training structures are divided
into the following levels:
• General Education will include Pre-Primary (5- and 6-year-olds), Primary (Grades 1 to 6);
Junior or Middle level (Grades 7 and 8) and Secondary level (Grades 9 to 12);
• Pre-Primary education for four-year-old children will be designed using alternative educational
provision approaches;
• The entry age for first grade will be 7 years;
6
• Technical and vocational training shall have eight levels (from Level 1 to Level 8).
• Higher education shall have a minimum of 4 years for an undergraduate degree, 2 years for a master's
degree and 4 years for a Ph.D. degree.
• A decentralized education and training system will be applied across all levels of education and
training.
4.3 Language of education and training
• Students shall learn at least three languages.
• The mother tongue shall be taught as a subject and language of instruction beginning from Pre-
Primary level. The grade level at which it ends as a subject and language of instruction shall be
determined by the Regional States.
• English shall be offered as a subject beginning from Grade 1; the grade level at which it will be
used as a language of instruction shall be determined by the Regions. However, it shall be used
as the language of instruction in all regions beginning from Grade 9. Further details shall be
issued in directives.
• Students shall learn one additional local language among the federal working languages from Grade
3 to Grade 10, based on students'/parents' choices, and depending on the educational structure at
each level.
• An additional foreign language shall be offered as an optional subject from Grade 9 onwards.
• Formal technical and vocational training shall be given in English, while short and community-
based trainings can be given in local or foreign languages, depending on the choices of the
trainees.
4.4 Free and compulsory education

• The Government shall provide two years of free and compulsory pre-primary education for 5-
and 6-year-old children.
• Children shall start primary education at the age of 7; and education shall be free and
compulsory for all from Grade 1 to Grade 6.
• Junior (middle-level) education shall be free and compulsory.
• Secondary education shall be free from Grade 9 to Grade 12.
7
4.5 Curriculum of education and training

• High-quality, practice-oriented, and technology-supported curricula for general education shall be
designed by incorporating indigenous knowledge, moral and ethical values, vocational and academic
subjects.
• Secondary education shall be organized in the form of general education from Grade 9 to Grade 10;
and in Grades 11 and 12 different focus areas shall be provided.
• Teacher education and training curricula shall be developed, aligned with the curricula and level of the
subject that the trainees will be teaching, supported by technology.
• Curricula that address students with special educational needs, including special talents and
gifts, disabilities and special learning needs, shall be developed.
• Vocational and technical education shall be prepared and provided in an age-appropriate
manner, beginning with Pre-Primary level.
• Moral education shall be taught from Grade 1 to Grade 6 as an independent subject and shall be
incorporated in citizenship education beginning in Grade 7.
• Adult education shall be provided as a flexible component of education and training in a manner that
improves the fundamental and holistic life of the person.
• The curricula shall be regularly reviewed based on research.
4.5.2 Technical and vocational training

• Technical and vocational training shall be prepared following occupational standards and value
chain analysis in collaboration with industry, professional associations, employers' associations, highly
experienced professionals and trainers.
• Technical and vocational training curricula shall be developed and training tools determined
centrally based on the level of the occupational standards; and institutions shall adapt and
implement them on the objective reality of their local contexts and needs.
• The preparation and revision of technical and vocational training curricula shall be done with the
participation of industrial practitioners, vocational trainers and professional associations.
8
• Technical and vocational training curricula shall involve vocational units of competence, general
units of competence, and 21Stcentury skills and entrepreneurship.
• Technical and vocational training curricula shall include environmental protection, sustainable
development and occupational health and safety.
• Technical and vocational training shall be offered using alternative training models, depending on the
type of profession, but shall be at least 70% practical and delivered in collaboration with industries and
training institutions.
• Technical and vocational training shall focus on short-term trainings, in addition to the regular training
courses.
• Technical and vocational training shall follow flexible training methods.
• Technical and vocational training institutions shall emphasize on training programs aligned with their
long training expertise and level of competitiveness, local resources, and mission and field of focus.
• Trainees in technical and vocational training institutions shall receive professional ethics courses
related to their fields.
4.5.3 Higher Education

• Higher education programs shall be launched based on national and international development
needs, human resource demands of the labor market, and the needs of the sectors and industry,
taking quality and relevance into account.
• A system of internship and practicum shall be designed to place students to spend at least 20% of
their academic programs in relevant industries.
• Professional ethics courses related to the field of studies shall be offered to all students.
• Higher education institutions shall focus on educational programs that are aligned with their
accumulated expertise and level of competitiveness, local resources, and mission and field of
focus (ie, differentiation).
• A system shall be in place for public higher education institutions to become autonomous to
enhance their national and international competitiveness.
9
4.6. Levels of teachers/trainers and leaders of education and training institutions
• The education levels of teachers, trainers and educational leaders, engaged in various fields and
levels, shall be from certificate to doctorate degrees. Further details shall be issued in directives.
• A continuous professional development program as well as a professional licensing and renewal
system shall be developed for teachers, trainers and educational leaders to improve their
competencies, which will be linked to their career progress.
4. 7 Research, technology transfer and community service
• Studies and research conducted by educational and training institutions shall be combined with
technology transfer and implemented to bring about social transformation.
• Universities shall conduct research, technology transfer and community service in collaboration with
primarily the local communities and development corridors of their areas.
• Although the nature of research and community service shall be determined by their missions,
universities shall be expected to allocate at least 5% of their budget to support research and
community service activities. Further details shall be issued in directives.
• Programs offered in educational and training institutions shall be aligned with the needs of
industry to promote competitiveness and productivity; this shall be done through establishing
strong links among technical and vocational training institutes, universities, research institutes,
and industry.
4.8 Financing of education and training

• There shall be an effective, accountable and decentralized education financing system.
• The cost of higher education shall be covered by the government and students; further details
shall be issued in directives.
• Appropriate budget shall be allocated to the technical and vocational training sector based on
research in terms of its contribution to the economy.
• Trainees of technical and vocational training shall be included in the cost sharing system.
• A system to provide financial support for technical and vocational education and training by
industries/employers shall be established.
• A system to generate internal revenues by education and training institutions shall be
established.
10
• A national education and technical and vocational training fund shall be established.
4.9 Education and training assessment system

• Primary Education Completion (Grade 6) Examination shall be prepared and administered at a
regional level.
• Middle-Level Education Completion (Grade 8) Examination shall be prepared and administered by
Regions based on national standards issued by the Ministry of Education.
• National Secondary School Completion (Grade 12) Examination shall be given in the academic
and vocational education focus areas.
4.9.2 Technical and vocational education and training

• A competency assessment shall be carried out for students who prefer to join the world of work
after completing Grade 12 based on their fields of study at secondary education.
• Technical and vocational training competency assessment shall be offered by industry; and in
cases where industry cannot provide the assessment, the competency assessment shall be
effected through cluster assessment centers, mobile assessment centers, and simulations.
• The competency assessment shall be inclusive and responsive to vulnerable groups of society
and people with disabilities.
• A licensing and re-licensing system shall be put in place to ensure competence and professional ethics
of industry assessors in a sustainable manner.
• The transition of trainees from one level to another shall be validated through an assessment
performed in the institution; and only trainees who prefer to enter the world of work at any level shall
take a national competency assessment.
• An exit examination shall be administered in all higher education and training institutions.
• Higher education programs shall be included in the international accreditation system.
11
4.9.4. Pass mark

• The minimum average score required to promote students/trainees from one grade to another or
from one level to another is 50%.
5. Key Output (Performance) Areas of the Policy
5.1 Equity, inclusive and accessible education and training

Education and training shall be fair, inclusive and accessible to all through engaging the private sectors,
employing various alternatives, building and expanding education and training institutions that meet the
required standards, supplying resources for education and training institutions, developing the capacity of
executives at all levels, integrating indigenous knowledge, strengthening a system of collaboration and
coordination, allocating sufficient budget, and putting in place an incentive system to produce problem solving
learners.
5.2 Qualified and competent workforce in the labor market
Efforts shall be made to make all students and trainees globally competitive through the provision of
quality education and training at all levels, reviewing curricula for relevance to the economy, employing
proper assessment and evaluation, designing effective assessment system, setting up strong education
and training inspection mechanisms; promoting professional competence of teachers, trainers and
leaders through regular competence assessment procedures, and developing quality and relevant
research activities. Furthermore, through developing languages, improving language competence of
students and teachers, equipping laboratories with appropriate inputs, promoting research capacity of
researchers, and implementing problem-solving research, integrating indigenous knowledge in various
curricula, strengthening national, regional and international collaborations and partnerships, and
ensuring quality and relevance of education and training, higher education and training institutions
supply qualified and competent workforce to meet the labor market needs.
5.3 Science, technology and entrepreneurship expansion
Science, technology and entrepreneurship (job creation) shall be advanced through developing
technologies and transferring them to enterprises and industries to build their capacity and
competitiveness; developing their capacity to identify, develop, adapt and expand technologies that
meet local and environmental needs; scoping and analyzing local resources; offering appropriate
solutions to problems on the basis of scientific approaches; developing indigenous
12
knowledge and skills; enhancing innovation and technology transfer; giving special attention to science,
mathematics, technology, engineering and arts and incorporating them in the curricula; developing the
economy to empower students and trainees, and providing age-appropriate vocational training at all levels
beginning with Pre-Primary by qualified teachers and trainers using various appropriate science and
technology laboratories, workshops and other materials.
5.4 Community and Local Development

Efforts shall be made to benefit local communities and enterprises through the provision of community-
wide services and championing industrial extension; enhancing knowledge and skills to support local
communities; providing voluntary services to environmental development and protection as well as
enabling citizens to benefit from indigenous knowledge and skills; providing professional support and
education and training based on local developmental needs and resources; and conducting research on
local problems to seek solutions.
5.5 Strong education and training system and implementation capacity
Robust education and training system and execution capacity shall be developed based on this policy
and other legal frameworks to enhance the competitiveness of the education and training institutions,
granting autonomy to education and training institutions by building human resource capacity,
improving service quality and expanding access to the infrastructure of institutions.
6. Policy Issuing Authority and Scope of the Policy
This Education and Training Policy has been formulated by the Ministry of Education and Ministry of
Labor and Skills and shall be effective following its approval by the Council of Ministers.
This Policy shall be applicable to all Pre-Primary, Primary (Grades 1 to 6), Middle School (Grades 7 and 8),
and Secondary (Grades 9 to 12) education; adult education and training; technical and vocational training
institutions (Levels 1 to 8); education and training colleges; higher education institutions (universities);
and educational training institutions and industries (that provide short-term and formal training).
13
7. The Policy Implementation Strategies
7.1 Executive bodies of the policy

This policy will have the following main executive bodies.
• Ministry of Science, Technology and Innovation and affiliated institutions shall provide support to
the education system through coordinating national research activities on technology;
expanding digitalization to facilitate the teaching and learning process; expanding ICT
infrastructure; and connecting technological innovation with education and training. The Ministry
and related institutions shall spearhead the development and marketing of innovations and
technological works generated through research in educational and training institutions.
• Offices and institutes of the Ministry of Social Affairs and Human Resource Development shall
create a conducive environment for internship students and trainees drawn from education and
training institutes. They ensure that the curricula at various levels involve relevant health-,
culture-, and tourism-related and indigenous knowledge and skills, and that professional ethics
are properly adhered to. They also confirm that appropriate language use is exercised in the
curricula suitable for education and training; and develop languages for use in education and
training. They work to ensure the inclusion of children, women and citizens with special needs to
raise their participation in education and training, and create opportunities for refugees and
returnees to access education and training services.
• Institutions that lead, coordinate and implement agricultural, manufacturing and other service
sectors shall create a conducive environment for education and training institutions with
different missions and goals to make education and training task-oriented and practice-based.
• Federal and regional education and training quality assurance authorities shall carry out
supervisory roles in ensuring the quality and standards of education, professional standards,
professional ethics and other expectations enshrined in the Policy.
7.2 Legal frameworks to implement the policy
To enact the key performance areas of this policy, proclamations that are under implementation, ie,
Technical and Vocational Training Proclamation, Higher Education Proclamation, Education and Training
Cost Sharing Regulation, Education and Training Institutions Revenue Generating
14
Enterprises' Regulation, Universities Establishment Regulation, and other applicable proclamations and
regulations, as amended, shall serve as legal frameworks for the implementation of this Policy.
Moreover, National Education and Training Qualification Framework, General Education Proclamation,
University Autonomy Proclamation and other important proclamations and regulations shall be ratified
and implemented.
7.3 Policy implementation programs
To ensure fair, inclusive and accessible education and training:Education and Training Infrastructure
and Facilities Program shall be implemented to develop educational infrastructure. It shall include
educational and training infrastructure and facilities for research and community service, and be
conducive to teaching and learning processes. Moreover, the Program shall include infrastructure and
facilities that link or create links between education and training institutions and industry.
To produce competent and labor market-driven workforce:Quality and Relevance Enhancement
Program shall be implemented to improve the quality and relevance of general education, higher
education and technical and vocational education and training. This program is mainly meant to advance
the general education curriculum; improve teachers' and educational leadership competencies, school
programs, the national standard of general education; and develop language skills; improve lifelong
learning of adults; develop competencies of higher education teachers and educational leadership;
reorient the mission and focus areas of universities; improve research undertakings; develop and revise
technical and vocational education and training for occupational standards and curriculum; and improve
competency assessment and evaluation system.
To promote science, technology and entrepreneurship:Education and Training Institutions'
Technology Transfer Improvement Program shall be established and implemented. To ensure its
success, the creation and expansion of incubation centers, advancement of research on technology and
technology transfer, effecting training for foreign employment, and strengthening linkages between
education and training institutions and industries, and consolidating enterprise development shall be
carried out.
To promote community and local development:Community Service and Local Development Program
shall be implemented. To this end, works related to the improvement and transfer of indigenous
15
knowledge and skills and promotion of development extension services will be the focus areas of this
program.
To create a robust education and training system and implementation capacity:Education and
Training Institutions' Capacity Building and Competitiveness Program shall be established and
implemented. Thus, activities related to ensuring autonomy of education and training institutions,
improving service delivery of institutions, building human resources capacity, and developing
infrastructure of institutions will be carried out by this Program.
7.4 Monitoring and evaluation system to ensure effective implementation of the Policy
The implementation of the Education and Training Policy shall be regularly monitored and evaluated in
terms of its ability to produce qualified and sufficient manpower for the development and transformation
of the country; to deliver quality, inclusive and competitive education and training; to enhance job
creation and technological innovation; to support and accelerate community and local development. The
Policy Monitoring and Evaluation, and the support rendered to educational and training institutions
thereof shall focus on the status of the implementation of programs and projects intended to execute the
Policy. This will enable the Ministry to ensure that key outcome areas are achieved and that timely and
appropriate actions are taken, and, when necessary, undertake policy review based on valid and
compelling reasons. In general, the following monitoring and evaluation systems shall be considered to
implement this Education and Training Policy.
• A document detailing the support and monitoring of standards and performance indicators, which
parallel international evaluation indicators, that states coordinated actions to be carried out by Federal
and Regional Governments, education and training institutions and other sectoral structures shall be
crafted for consistent application at all levels across the system.
• Short, medium and long-term performance monitoring and evaluation of the education and
training sector shall be conducted in the sector with reference to the plan. To this end, a
standardized and technologically supported monitoring and evaluation system will be developed.
A strong organization with competent and skilled manpower shall be set up.
• A mid-term evaluation of the outcomes of the Education and Training Policy shall be conducted every
three years, the results of which are used as input for the improvement of future activities.
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• Data on the evaluation of the Policy to generate valid, reliable and trustworthy evidence shall be
gathered from various sources using robust research approaches involving stakeholders and
communities in the education and training sector.
• In order to evaluate the annual performance of the education and training system, a regular
education and training conference shall be convened from school to national level.
• As deemed necessary, the policy shall be revised based on research taking into consideration
national and international experiences.
8. Related Policies
The following policies are identified as playing key roles in achieving the policy issues and directions
stated thereof in the education and training sector.
8.1 Production sectors and infrastructure policies

Agricultural and rural development ensure food security and food safety and consequently counter
threats to educational wastages and health-related problems which adversely affect learning and its
outcomes. The Policy on Manufacturing Industries will serve as a foundation to link education and
training institutions and industries, which will help align human resource development and the labor
market demand, as well as produce competent citizens with skills required by industry. Water
Development Policy plays its part in terms of expanding the necessary infrastructure for potable water
and sanitation at all levels of the education and training institutions. Electricity Policy contributes greatly
to the provision of electricity and other energy alternatives to educational and training institutions at all
levels; and Construction Policy helps education and training institutions at all levels to have uniform
infrastructure by supporting the design and supervision as well as control of infrastructure development.
8.2 Social and human resource development policies
The Health Sector Policy will play a significant role in improving the healthcare of citizens and maternal and
child medical services, nutrition, disease prevention and control, personal and communal hygiene and thus
have a significant role in ensuring school-aged children to stay at school and pursue education. Social
Protection Policy is designed to promote the provision of shelter, food, medicine and medical services to
vulnerable groups in educational institutions. Women Policy is intended to raise awareness
17
of mothers to send their children to school. Youth Policy contributes towards providing educational
activities and counseling services to young people to benefit from education. Child Policy helps to ensure
that children get a balanced diet and access basic pediatric health services; raise public awareness so that
vulnerable children be provided with healthcare and education services and, in general, enhance the
awareness and culture of support to children's growth and development. Sport Policy contributes to the
education and training sector by encouraging society to take part in physical activities, and helps to
produce physically and mentally fit citizens. Cultural Policy helps to deal with traditionally harmful
practices such as early marriages which adversely affect education and training; and strengthens the
responsibility of socio-cultural institutions to make the requisite impact. Film Policy helps to raise public
awareness, ensure the protection and preservation of established national values in featured films, and
help counter the unintended negative cultural influences of foreign entities on education.
8.3 Science, technology and innovation policy
Science, Technology and Innovation Policy helps education and training institutions in deciphering and
translation of science, research and innovation results into actions through supporting scientific
research, provision of educational and training resources and inputs to institutions; developing science,
technology and innovation infrastructure and educational information management systems; supporting
education and training institutions in digitizing their information management; and enhancing
technology to expand access to quality education for all. It ensures that a coordinated system is in place
for those stakeholders working in the field of science and technology. The Ethiopian Quality Policy
intends to play a role in maintaining and ensuring standards of educational resources and equipment
produced both domestically and abroad.
8.4 Judicial and administrative policies
Peace Policy enables the establishment of mechanisms and infrastructure for the realization of peace in
schools and higher education institutions, working collaboratively with these institutions, through the
establishment of student clubs and forums; establishing operational mechanisms for joint coordination
for training in schools, colleges and universities; protecting the physical and mental well-being of
members of the school community as well as building a healthy school environment for the security of
citizens, and promoting a healthy behavior for peace and rational thoughts. Civil Service Policy strives
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to support the designing and effective implementation of a functional education and training sector that
encourages education professionals. Foreign Relations Policy plays a major role in attracting investment and
mobilizing finance from development partners to the education sector.
9. Definitions of Terms
In this Education and Training Policy, unless the context dictates otherwise:
Adaptabilityrefers to the ability of an education and training system to respond to changing
occupational requirements and to accommodate the diverse needs of different groups.
Adult educationrefers to the provision of education, both formal and non-formal, in which adults go
through various educational modalities including regular, evening, online and/or distance education
program designed to develop their competencies, enrich their knowledge and/or improve their technical
and professional skills.
Assessment by institutionsrefers to a competency assessment administered to trainees by the
institutions themselves to determine their technical and vocational competency levels before the trainees
are promoted from one level to the next.
Collaborative trainingrefers to a system of training provided jointly by technical and vocational
training institutions and industries or enterprises that is directly related to a specific profession
emphasizing on hands-on, practical training.
Education and training leadershiprefers to the body that provides leadership at every level of the
educational system to achieve the intended goals through coordinating resources and processes of the
education and training structure to implement the Education and Training Policy.
Education and training managementis an operational system of the education and training
institutions at all levels organized to run the day-to-day activities of the education and training
processes through coordinating appropriate human, material, financial, and other resources to
effectively and efficiently implement the Education and Training Policy.
General educationrefers to educational level that involves pre-primary, primary, middle and high school
education programs, as well as adult education.
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General or supporting units of competencerefers to units of competencies provided to trainees to
support the core training provided by technical and vocational training.
Higher educationrefers to a post-secondary level of education that includes undergraduate and
graduate programs that further develop academic and vocational knowledge, skills, ethics, and
competencies of learners.
Indigenous knowledge and skillsrefers to special professional knowledge and skills that have
existed in a community for a long time, and used by the community and are transmitted from
generation to generation formally and informally pre-dominantly through oral exchanges and
demonstrations.
Industry extension service supportrefers to a support that includes organizing and providing complete
information, training and advice, technology development, marketing and transfer of best practices to
micro and small enterprises and medium industries based on their needs.
Level of education and trainingrefers to the level into which the curriculum is divided to achieve the
objectives of education and training.
Middle (Junior) educationrefers to educational level which includes Grades 7 and 8 where students
are prepared for the transition to secondary education.
Philosophy of education and trainingrefers to the foundation and direction of the country's
education and training.
Pre-primary educationrefers to the level of education where children between 4 and 6 years of age are
prepared for primary education by emphasizing their overall development.
Primary educationrefers to the level of education from Grades 1 to 6; where children acquire
reading, arithmetic, understanding and protecting the environment, etc. It is an educational level
where basic education is provided to help children acquire basic knowledge and skills as well as
develop good moral character.
20
Principlerefers to a basic guideline that we follow to implement the Education and Training
Policy.
Professional competency assessmentrefers to a process of assessing knowledge, skills and
behavior based on professional standards to ascertain that trainees are professionally qualified for
the world of work.
Professional levelrefers to professional qualification level prepared by professionals in the labor
market that demonstrates the required skills and knowledge people should have in order to be
successful in the world of work.
Secondary educationrefers to educational level of Grades 9 to 12, which are further divided into
two sub-levels, where the first sub-level includes Grades 9 and 10, where general areas of education
are provided to strengthen the second sub-level that includes Grades 11 and 12, where different
focus areas, both academic and vocational, will be offered to students to get prepared for higher
education and the world of work.
Short-term trainingrefers to a training program that is prepared by technical and vocational training
institutions focusing on selected units of a profession, to help trainees become competent in their
profession so that they can create their own businesses to generate income in specialized areas through
acquiring detailed and relevant knowledge , skills and attitudes.
Strategyrefers to the strategy used to implement the Education and Training Policy.
Performance-based assessmentrefers to assessment undertaken to make sure that the individual
has the required professional competence, without considering how, when and where it was
acquired.
Technical and vocational trainingstands for the program of regular and non-formal education
that prepares trainees for the world work by providing education and training at different levels of
education and training systems, ie, from secondary to tertiary (or Ph.D.) level, enhancing their
knowledge , skills and professional ethics through professional qualification assessment.
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Technology transferrefers to the process of transferring knowledge, skills, technology, production
methods, production equipment and samples from the producer to the user and using, working
and upgrading technologies to new practices to ensure scientific and technological progress.
Technologyrefers to using resources and machinery to make a product or provide a service that requires
technical, managerial, operational, marketing capabilities, knowledge and skills, as well as understanding
institutional organization, operating system and work culture.
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1. Introduction................................................... ................................................ ................................................ 1

2. Origins of the Education and Training Policy................................... ................................................ ...... 1

3. IMPORTANCE AND OBJECTIVES OF THE POLICY ............................................ ................................................ ............. 4

4. Main issues and directions of the policy ................................................ .... 7

5. Key Outcome Areas of the Policy................................................. ................................................ ............ 14

7. Policy Implementation Strategies................................................. ................................................ ..... 17

8. RELATED POLICIES ................................................... ................................................ ............................... 20

9. Definition of basic terms................................................... ................................................ ............................ 23

They have been.

Gaps have been confirmed by education and training roadmaps.

2. Origins of the education and training policy

They are not supported by modern technology.

From policy, strategy, organization and operation, implementation as well as finance.

They could not make education and training a reality.

It was one of the reasons for him to come.

Expanding the infrastructure based on the mission of producing quality manpower.

3. The importance and objectives of the policy

3.1 The importance of policy reform

Since it was not given.

And because the trained/graduated citizens are not entrepreneurs;

Since there was a gap in terms of facilitating transition and productivity;

For not working.

➢ Globally growing technology and knowledge-based economic competition

Because it's important.

➢ Incorporating indigenous knowledge in the development of national human resources

Because it's important.

3.2 Policy philosophy, principles and objectives

3.2.1 Philosophy of education and training

3.2.2 Policy principles

➢ Decentralization;Following a decentralized education and training system;

3.2.3 The main objectives of the policy

To promote social, spiritual and good values,

To produce competent citizens with values of peace,

To produce complete citizens who stand for unity,

Believers, competent in their profession, entrepreneurs, innovators, beauty

4. The main issues and directions of the policy

4.1 Qualification framework for education and training

They will have it.

4.2 Level of education and training

(Classes 7 and 8) and Secondary (Classes 9 to 12).

➢ Pre-primary education for four-year-old children in other options

A system will be developed for them to learn.

➢ First class entry ageIt will be 7 years.

4.3 Language of education and training

➢ Students will be taught at least three languages.

The details are determined by law.

4.4 Free and compulsory education

It makes education compulsory.

➢ Secondary education will be made free and compulsory.

➢ Secondary education fromClasses 9 to 12 will be provided free of cost.

4.5 Education and training curriculum

4.5.1 General education

It will be delivered with the help of technology by developing a realistic curriculum.

It will be organized and given in different focus areas in 12th classes.

➢ Teacher Education and Training Curriculum

It will be adapted and adapted to education and supported by technology.

An accommodating curriculum will be developed and implemented.

Education and training will be provided on an intern basis.

➢ The curriculum will be updated regularly based on research.