Federal Ministry of Education

Education Management Information System (EMIS) and ICT Executive Office

Addis Ababa, Ethiopia
Tel.: +251 111-400-311
Fax: +251 111-561-600
Website: www.moe.gov.et
Email: [email protected]

A complete set of the annual abstract publication can be found in the following addresses:
• EMIS and ICT Directorate, MoE
• MoE website (www.moe.gov.et)

For more inquiries or requests, please use the following contact addresses:
Name Position Email
Sebsib Lemma EMIS and ICT Executive Officer [email protected]
Debebe Wordofa EMIS Expert [email protected]
Leulseged Amlaku EMIS Expert [email protected]
Aziza Abrar EMIS Expert [email protected]
Yihun Alemu EMIS Training Specialist (GEQIP) [email protected]
Alembante Mulu IT Specialist (GEQIP [email protected]
 ESAA 2022/23 (2015 E.C.)

Foreword
The Federal Democratic Republic of Ethiopia, Ministry of Education, is pleased to release the 2021/22 Academic
Year Education Statistics Annual Abstract. This annual abstract publication covers all levels of General Education;
including Pre-Primary, Primary, Secondary, Adult and Non-Formal Education (ANFE), Special Needs Education,
Colleges of Teachers Education and Refugee Education.

Education and training are at the center of the Ethiopian government policies targeted at achieving middle
income economy status in less than a decade. The general education sector must prepare competent young
citizens with core academic knowledge and hands-on skills to feed the higher learning institutions, the TVET
sector, and the world of work.
As part of this endeavor, the Ministry of Education has a momentous responsibility to keep accurate records
and monitor the development status of education and training in the country in terms of access, equity, quality,
efficiency, relevance, and learning outcomes. This can only be achieved with a strong and reliable
documentation and reporting system, which demands continuous capacity improvement that guarantees the
availability of quality and timely education data and information.

Education performance data and statistics, gathered through continuous monitoring and evaluation, are inputs
to planning, decision-making and policy formulation. Currently, Education Management Information System
(EMIS) which is available at decentralized levels, with support from the respective ICT offices, has been collecting
and processing education performance data which can be used for enhanced service delivery.

This Education Statistics Annual Abstract provides information on General Education so that evidence-based
discussion and decision making can be undertaken for future interventions. Previous educational statistics were
used to analyze trends in the educational system overtime. This abstract can also serve to measure the success
of our education and training policy.

Stakeholders in education, such as researchers, publishers, legislative bodies, and development partners are
welcome to use the information contained in this education statistical annual abstract in their endeavors to
improve the delivery of education and training in the country. The education statistics in this publication also
form the basis for preparing education indicators to be reported to UN agencies, which enables Ethiopia to
assess its achievement against the requirements of the Education Sector Development Plan and Sustainable
Development Goals.

Berhanu Nega (Professor)

Minister

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Contents
Foreword .......................................................................................................................................................... i
Acronyms ....................................................................................................................................................... vi
1. Introduction ................................................................................................................................................ 1
1.1. Objective ............................................................................................................................................. 1
1.2. Vision and Mission .............................................................................................................................. 1
1.3. Indicator Table .................................................................................................................................... 3
1.4. Summary Tables.................................................................................................................................. 5
2. Early Childhood Development and Education ............................................................................................ 7
2.1. Gross Enrolment Ratio (GER) in Pre-Primary Education ..................................................................... 8
2.1.1. Kindergarten ...................................................................................................................... 9
2.1.2. Child to Child .................................................................................................................... 10
2.1.3. “O” Class .......................................................................................................................... 11
2.1.4. Accelerated School Readiness (ASR)................................................................................ 11
2.1.5. Pre-Primary Enrollment in Pastoralist Areas ................................................................... 12
2.2. Net Enrolment Ratio (NER) in Pre-Primary Education ...................................................................... 12
2.2.1. Kindergarten .................................................................................................................... 13
2.2.2. Child to Child .................................................................................................................... 14
2.2.3. “O” Class .......................................................................................................................... 14
2.2.4. Accelerated School Readiness (ASR)................................................................................ 15
3. Primary and Middle Level Education ........................................................................................................ 16
3.1 Apparent Intake Rate ........................................................................................................................ 17
3.2 Net Intake Rate ................................................................................................................................. 19
3.3 Gross Enrolment Ratio in Primary and Middle Level Education ....................................................... 22
3.3.1 Enrollment in Pastoralist Areas ........................................................................................ 24
3.4 Net Enrolment Ratio in Primary and Middle Level Education .......................................................... 25
3.5 Gender Parity Index .......................................................................................................................... 28
3.6 Pupil Section Ratio (PSR) in Primary and Middle Level Education.................................................... 29
3.7 Pupil Teacher Ratio in Primary and Middle Level Education ............................................................ 30
3.8 Repetition and Dropout Rates .......................................................................................................... 31
3.8.1 Repetition Rate ................................................................................................................. 32
3.8.2 Dropout Rate .................................................................................................................... 32
3.9 Survival Rate to Grade 7 ................................................................................................................... 34
3.10 Completion Rates............................................................................................................................ 37
3.11 Number of Schools and Clusters ..................................................................................................... 38

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3.12 Textbooks........................................................................................................................................ 39
3.13 School Facilities ............................................................................................................................... 40
3.13.1 Electricity and Multimedia.............................................................................................. 40
3.13.2 Library and Pedagogical Centers .................................................................................... 40
3.13.3 WASH Facilities ............................................................................................................... 41
3.13.4 School Feeding ................................................................................................................ 42
4. Secondary Level Education ....................................................................................................................... 44
4.1 Gross Enrolment Ratio (GER) in Secondary Education ..................................................................... 44
4.1.1. Enrollment in Pastoralist Areas ....................................................................................... 46
4.2 Net Enrolment Ratio (NER) in Secondary Education ........................................................................ 46
4.3 Gender Parity Index .......................................................................................................................... 48
4.4 Pupil Teacher Ratio in Secondary Education .................................................................................... 49
4.5 Pupil Section Ratio in Secondary Education ..................................................................................... 50
4.6 Number of Schools............................................................................................................................ 51
4.7 Textbooks.......................................................................................................................................... 52
4.8 School Facilities ................................................................................................................................. 52
4.8.1 Electricity and Multimedia................................................................................................ 52
4.8.2 Library and Laboratory ..................................................................................................... 53
4.8.3 WASH Facilities ................................................................................................................. 54
4.9 Grade 12 Examination ...................................................................................................................... 55
5. Adult and Non-Formal Education.............................................................................................................. 56
5.1 The Current Status of Adult and Non-Formal Education in Ethiopia ................................................ 56
5.2 Enrolment in Adult Basic Education Programs ................................................................................. 57
5.3 Enrolment Trend in Adult Basic Education ....................................................................................... 57
5.4 Enrollment of Adult Basic Education for Students with SENs........................................................... 58
5.5 Enrolment in Accelerated Education Program (AEP) ........................................................................ 58
5.6 Graduates in ANFE Programs ............................................................................................................ 59
5.7 “Education Light” Assessment System ............................................................................................. 60
5.8 Adult Basic Education Centers .......................................................................................................... 61
5.9 Facilitators......................................................................................................................................... 62
6. Special Needs Education ........................................................................................................................... 63
6.1 Enrolment of Pre-Primary Students with SENs ................................................................................. 64
6.2 Enrolment of Primary and Middle Students with SENs .................................................................... 65
6.3 Enrolment of Secondary Students with SENs ................................................................................... 67
6.4 Teachers with SENs ........................................................................................................................... 68
7. Teachers in General Education ................................................................................................................. 70

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7.1 Distribution of Teachers ................................................................................................................... 70

7.2 Government and Non-Government Distribution of Teachers .......................................................... 71
7.2.1 Government and Non-Government Teachers’ Distribution in Kindergarten ................... 71
7.2.2 Government and Non-Government Teachers’ Distribution in Primary Schools .............. 72
7.2.3 Government and Non-Government Teachers’ Distribution in Middle Schools ............... 72
7.2.4 Government and Non-Government Teachers’ Distribution in Secondary Schools .......... 73
7.3 Qualification Level of Teachers ......................................................................................................... 74
7.3.1 The Qualification of Pre-Primary (KG) Teachers ............................................................... 74
7.3.2 The Qualification of Primary Teachers ............................................................................. 75
7.3.3 The Qualification of Middle School Teachers ................................................................... 75
7.3.4 The Qualification of Secondary Teachers ......................................................................... 76
7.4 Attrition of Teachers ......................................................................................................................... 77
7.4.1 Attrition of Teachers in Primary and Middle Schools ....................................................... 77
7.4.2 Attrition of Teachers in Secondary Schools ...................................................................... 78
7.5 School Leaders and Supervisors ....................................................................................................... 79
7.5.1 School Leaders and Supervisors in Primary and Middle Schools ..................................... 79
7.5.2 School Leaders and Supervisors in Secondary Schools .................................................... 80
7.6 Qualified School Leaders and Supervisors ........................................................................................ 81
8. Colleges of Teachers’ Education ............................................................................................................... 83
8.1 Enrolment in CTEs ............................................................................................................................. 83
8.2 Attrition of Prospective Teachers in CTEs ......................................................................................... 85
8.3 Diploma Prospective Teachers with SENs in CTEs ............................................................................ 86
8.4 Graduates from CTEs ........................................................................................................................ 86
8.5 Staff in CTEs ...................................................................................................................................... 87
8.5.1 Academic and Technical Staff ........................................................................................... 87
8.5.2 Administrative Staff .......................................................................................................... 89
8.6 Staff Attrition .................................................................................................................................... 89
9. Refugee Education .................................................................................................................................... 91
9.1 Introduction ...................................................................................................................................... 91
9.2 Summary Tables................................................................................................................................ 93
9.3 Early Childhood Care and Education (ECCE) ..................................................................................... 94
9.4 Primary and Middle Education ......................................................................................................... 95
9.4.1 Apparent Intake Rate (AIR) ............................................................................................... 95
9.4.2 Net Intake Rate (NIR) ........................................................................................................ 96
9.4.3 Gross Enrollment Ratio (GER) in Primary and Middle Education ..................................... 96
9.4.4 Net Enrollment Ratio (NER) in Primary and Middle Education ........................................ 98

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9.4.5 Pupil Section and Pupil Teacher Ratios............................................................................. 99

9.4.6 Internal Efficiency ........................................................................................................... 100
9.5 Secondary Education ...................................................................................................................... 102
9.5.1 Gross and Net Enrollment Ratios in Secondary Education ............................................. 102
9.5.2 Pupil Section and Pupil Teacher Ratios........................................................................... 103
9.6 Special Needs Education ................................................................................................................. 104
9.6.1 Enrolment of Students with SENs in ECCE ...................................................................... 104
9.6.2 Enrolment of Students with SENs in Primary and Middle Level ..................................... 104
9.6.3 Enrolment of Student with SENs in Secondary Level ..................................................... 105
9.7 Teachers in Refugee Education....................................................................................................... 105
Executive Summary ..................................................................................................................................... 107

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Acronyms
AAGR Average Annual Growth Rate
ABE Alternative Basic Education
AIR Apparent Intake Rate
AEP Accelerated Education Program
ALFA Accelerated Learning For Africa
ALP Accelerated Learning Program
ANFE Adult and Non-Formal Education
ARRA Agency for Refugee and Returnee Affairs
ASR Accelerated School Readiness
CSA Central Statistics Agency
CRC Cluster Resource Center
CTE College of Teacher Education
CTE Career and Technical Education (in Secondary Education)
C-to-C Child to Child
CRPD Conventions on the Rights of Persons with Disabilities
CRRF Comprehensive Refugee Response Framework
ECCE Early Childhood Care and Education
ECDE Early Childhood Development and Education
ECW Education Cannot Wait
EFA Education for All
EGSECE Ethiopian General Secondary Education Certificate Examination
EHEECE Ethiopian Higher Education Entrance Certificate Examination
EMIS Education Management Information System
ESDP VI Education Sector Development Program VI
GCR Global Compact for Refugees
GER Gross Enrolment Ratio
GG Gender Gap
GPI Gender Parity Index
IFAE Integrated Functional Adult Education
KG Kindergarten
MLC Minimum Learning Competency
MoE Ministry of Education
MoF Ministry of Finance
MoH Ministry of Health
MSE Micro and Small Enterprises
NER Net Enrolment Ratio
NIR Net Intake Rate
NNP National Nutrition Program
OOSS Over-aged Out of School Students
PCR Primary Completion Rate
PPE Personal Protective Equipment
PSLCE Primary School Leaving Certificate Examination
PSR Pupil Section Ratio
PTR Pupil Teacher Ratio
REB Regional Education Bureau
SDG Sustainable Development Goal
SF School Feeding
SFP School Feeding Program
SHN School Health and Nutrition
SNE Special Needs Education
SEN Special Education Needs
TPR Textbook to Pupil Ratio
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific and Cultural Organization
UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations International Children’s Emergency Fund
UPE Universal Primary Education

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1. Introduction
The Education Statistics Annual Abstract 2022/23 provides performance data and statistics measuring Ethiopia’s
progress against educational priorities set out in the Education Sector Development Program VI (2020/21 –
2024/25 G.C).

The publication reports on all levels of General Education; Pre-primary, Primary, Middle, Secondary, Adult and
Non-Formal Education, Special Needs Education, Colleges of Teachers’ Education (CTE), and Refugee Education.

1.1. Objective
The main objective of the abstract is to provide annual statistical information in the Ethiopian education system
to support the process of evidence-based decision making.
In line with the above main objective, the abstract also aimed to:

• Provide insight into the current status of education and training in Ethiopia;
• Indicate progress against the Education Sector Development Program VI (ESDP VI)
targets; and
• Provide education planners, policy makers, administrators and other stakeholders in the
education sector with data and evidence to improve the delivery of education and
training in the country.

1.2. Vision and Mission

Below are the vision and mission of the FDRE Ministry of Education
Vision:
Sustainably building an education and training system that ensures quality and equitable education for all
citizens and that continuously produces a competent and competitive workforce fueling the country’s economic
development.
Mission:
Ensuring effective, quality and equitable education and training system through building the implementation
capacity of the education sector at all levels, designing and regulating standards of efficiency, expanding
standardized education throughout the country, as well as complementing and leveraging education sector
development interventions with strategic communications and public awareness.
Note:
▪ In this report, unless otherwise stated, data in the tables and figures refer to the data for both
Government and Non-Government schools
▪ In this edition, due to the previous conflict in the northern part of Ethiopia, teaching-learning is not yet
started in Tigray region and hence DATA FROM TIGRAY REGION IS NOT INCLUDED.

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Figure 1. Education and Training System in Ethiopia

KG1
KG2
Pre-Primary
KG3/C-to-C/ASR/"O"-
Class

Grade 1 ABE 1
Grade 2 ABE 2
ABE
Grade 3 ABE 3
Primary
Grade 4 ABE 4
Grade 5
Grade 6

Primary School Leaving Certificate Examination Adult Basic Education

Adult and
Grade 7 Non-Formal and Life Non-
Middle
Grade 8 Long Education Formal
Education
Middle School Leaving Certificate Examination Post Literacy

Grade 9 General
Grade 10 Education
Secondary
Natural Science
Grade 11 (With 5 CTE*)
Grade 12 Social Science
(With 3 CTE*)
* CTE refers Career and Technical Education
Ethiopian Higher Education Entrance Certificate Examination

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1.3. Indicator Table

The indicator table below outlines progress against Key Performance Indicators (KPIs) set out in ESDP VI related
to General Education and other sub-sectors.
Table 1.1 ESDP VI Indicator Table

2018/19 2022/23 2022/23

ESDP VI Key Performance Indicator (all targets are in percentage
No. baseline Target Actual
unless stated)
(F/M) (F/M) (F/M)
ACCESS
1 Pre-primary GER 40/41 60/60 48.6/51.4
2 Grade 1 NIR 88/97 92/98 99.8/112.2
3 Grades 1–6, including ABE, GER 109/121 106/114 100.6/110.0
4 Grades 1–6, including ABE, NER 91/105 97/103 90.0/98.1
5 Grades 7–8, GER 106/118 104/112 65.1/66.6
6 Grades 7–8, NER 93/102 95/101 46.7/46.5
7 Grades 9–12, GER 30/34 45/48 44.0/43.6
8 Grades 9–12, NER 25/26 41/43 33.9/32.0
Pastoralist
9 Pre-Primary GER 12.7/14 39.1/39.8 15.1/16.8
10 Primary GER 84.7/106.4 93.8/100 92.3/112.9
11 Primary NER 65.7/82.3 77.1/88.1 69.9/86.3
12 Middle School GER 42.2/48.6 54.6/60.6 41.0/49.4
13 Middle School NER 16.1/17.1 35.8/36.4 16.4/19.7
14 Secondary GER 18/24 33.6/37.4 30.6/37.5
15 Secondary NER 45275 27.9/30 17.7/19.7
INTERNAL EFFICIENCY
16 Grade 1 dropout rate 25/25 19/19 21/22
17 Grade 1–6 dropout rate 18/17 14/13 15/17
18 Grade 1–6 repetition rate 6/6 3/3 2/2
19 Grade 7–8 dropout rate 12/12 9/9 12/17
20 Grade 7–8 repetition rate 5/5 2/2 3/3
21 Completion rate to Grade 6 79/86 85/90 70/73
22 Completion rate to Grade 8 60/64 69/72 61/61
23 Survival rate to Grade 7 31/29 43/41 39/34
QUALITY
24 Textbook/Learner ratios, Pre-Primary (KG) DNA 1:1 NA1
25 Textbook/Learner ratios, Primary DNA 1:1 NA1
26 Textbook/Learner ratios, Middle DNA 1:1 NA1
27 Student Textbook utilization ratio, Primary DNA 100 NA

1
Textbook related indicators do not have data because the new curriculum is underway for printing and distribution

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2018/19 2022/23 2022/23

ESDP VI Key Performance Indicator (all targets are in percentage
No. baseline Target Actual
unless stated)
(F/M) (F/M) (F/M)
28 Student Textbook utilization ratio, Middle DNA 100 NA
29 Digitized secondary schools teaching and learning materials 0 100 NA
30 Qualified Pre-primary teachers - - 65.0/7.9
31 Qualified Primary and Middle school teachers - - 34.5/46.5
32 Qualified Secondary school teachers - - 19.2/74.9
33 Licensed Teachers in Pre-Primary DNA 35 NA
34 Licensed Teachers in Primary and Middle 24.1 45 NA
35 Licensed Teachers in Secondary 24.1 45 NA
36 Appropriately qualified school leaders, Pre-Primary 0 DNA NA
37 Appropriately qualified school leaders, Primary and Middle 11.2/55.2 15.8/70.7 4.8/64.5
38 Appropriately qualified school leaders, Secondary 6.8/56 9.3/75 3.7/52.6
39 Qualified school supervisors, Primary and Middle 5/72.8 18.3/72.8 5.4/82.9
40 Qualified school Supervisors, Secondary (Total) 90 100 73.6
41 Licensed school leaders, Pre-Primary 0 35 NA
42 Licensed school leaders, Primary and Middle DNA 70 NA
43 Licensed school leaders, Secondary DNA 70 NA
44 Percentage of Pre-Primary schools at level 3 and above 5 30 NA
45 Percentage of Primary and Middle schools at level 3 and above 11 30 13.5
46 Percentage of Secondary schools at level 3 and above 11 30 30.6
47 Percentage of schools with digitized laboratory DNA 95 NA
EQUITY
48 GPI in Pre-Primary (index) 0.95 0.98 0.95
49 GPI in Primary (index) 0.91 0.94 0.91
50 GPI in Middle (index) 0.97 1.0 0.98
51 GPI in Secondary (index) 0.87 0.9 1.01
52 Gross Enrolment rate of children with SENs, Pre-Primary 1.2/1.5 6.8/7 3.1/3.8
53 Gross Enrolment rate of children with SENs, Grades 1-8 9.7/12.3 18.8/19.8 10.5/13.0
54 Gross Enrolment rate of children with SENs, Grades 9-12 2.4/3.2 7.6/8.2 3.7/4.3
55 Number of female graduates in youth and adult life-skills education 1,997,123 3,887,336 970,329
Refugee Education
56 Pre-primary GER 58.6/63.7 72.9/75.8 37.6/39.1
57 Primary 1-8 GER 54.9/78.6 66.6/85.3 44.1/57.7
58 Secondary 9-12 GER 7.2/17.2 33.1/41.4 7.4/21.1
Number of youth and adult aged 15 years old participated in life-
59 skills education program 4,438,051 7,952,193 NA

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1.4. Summary Tables

Below are summary tables displaying trends of the most common educational attributes.

1.4.1 Population trend in Ethiopia

2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) 2014 E.C. (2021/22) 2015 E.C. (2022/23) AAGR
Age Range Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
<Age 4 5,561,379 5,370,604 10,931,983 5,579,635 5,387,252 10,966,887 5,592,604 5,398,587 10,991,191 5,961,603 5,783,245 11,744,848 5,958,719 5,778,578 11,737,297 1.74 1.85 1.79
Age 4-6 4,003,640 3,891,521 7,895,161 4,025,237 3,909,340 7,934,577 4,045,504 3,926,341 7,971,845 4,288,478 4,180,757 8,469,236 4,298,434 4,189,516 8,487,951 1.79 1.86 1.83
Age 7-10 5,050,900 4,930,543 9,981,443 5,135,263 5,010,583 10,145,846 5,206,072 5,076,937 10,283,009 5,466,139 5,349,398 10,815,537 5,487,531 5,366,682 10,854,213 2.09 2.14 2.12
Age 11-14 4,641,287 4,534,657 9,175,944 4,710,806 4,604,319 9,315,125 4,802,794 4,695,440 9,498,234 5,035,737 4,949,166 9,984,903 5,115,926 5,025,844 10,141,770 2.46 2.60 2.53
Age 15-16 2,274,666 2,223,271 4,497,937 2,278,730 2,227,337 4,506,067 2,283,918 2,232,483 4,516,401 2,288,499 2,249,607 4,538,106 2,341,278 2,305,317 4,646,595 0.72 0.91 0.82
Age 17-18 2,187,085 2,120,935 4,308,020 2,232,890 2,175,880 4,408,770 2,263,182 2,214,801 4,477,983 2,232,974 2,201,949 4,434,923 2,237,251 2,207,023 4,444,274 0.57 1.00 0.78
Age 19-21 3,114,096 3,019,520 6,133,616 3,172,320 3,079,445 6,251,765 3,227,713 3,136,394 6,364,107 3,198,518 3,159,115 6,357,633 3,229,507 3,199,613 6,429,120 0.91 1.46 1.18
>21 22,607,441 23,022,437 45,629,878 23,377,216 23,810,311 47,187,527 24,164,503 24,615,643 48,780,146 24,188,780 24,515,071 48,703,850 24,831,121 25,161,829 49,992,949 2.37 2.25 2.31
Total 49,440,494 49,113,488 98,553,982 50,512,097 50,204,467 100,716,564 51,586,290 51,296,626 102,882,916 52,660,728 52,388,308 105,049,036 53,499,767 53,234,402 106,734,169 1.99 2.03 2.01

1.4.2 Gross Enrolment Trend in General Education

2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) 2014 E.C. (2021/22) 2015 E.C. (2022/23)
Level/Sub-Sector Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Pre-Primary 1,673,057 1,543,149 3,216,206 1,874,556 1,725,040 3,599,596 1,528,585 1,406,083 2,934,668 1,849,179 1,698,585 3,547,764 2,102,019 1,939,896 4,041,915
Primary and Middle (G1-8) 10,654,351 9,392,006 20,046,357 10,824,941 9,594,211 20,419,152 9,753,392 8,694,105 18,447,497 10,125,068 9,094,832 19,219,900 10,064,213 9,116,197 19,180,410
First Cycle/Primary (G1-4/G1-6)* 6,790,649 5,935,065 12,725,714 6,823,394 5,979,788 12,803,182 8,131,254 7,196,113 15,327,367 8,494,549 7,554,829 16,049,378 8,483,696 7,596,493 16,080,189
Second Cycle/Middle (G5-8/G7-8)** 3,863,702 3,456,941 7,320,643 4,001,547 3,614,423 7,615,970 1,622,138 1,497,992 3,120,130 1,630,519 1,540,003 3,170,522 1,580,517 1,519,704 3,100,221
Secondary (G9-12) 1,526,653 1,293,482 2,820,135 1,874,201 1,592,771 3,466,972 1,858,824 1,681,500 3,540,324 1,988,937 1,878,526 3,867,463 1,889,487 1,879,700 3,769,187
Total 13,854,061 12,228,637 26,082,698 14,573,698 12,912,022 27,485,720 13,140,801 11,781,688 24,922,489 13,963,184 12,671,943 26,635,127 14,055,719 12,935,793 26,991,512
* First cycle (G1-4) becomes Primary (G1-6) starting from 2013 E.C.
** Second cycle (G5-8) becomes Middle (G7-8) starting from 2013 E.C.

1.4.3 Trend in the Number of Teachers for General Education

2011 E.C. (2017/18) 2012 E.C. (2019/20) 2013 E.C. (2020/21) 2014 E.C. (2020/21) 2015 E.C. (2020/21)
Level/Sub-Sector Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Kindergarten 8,742 33,834 42,576 2,608 32,893 35,501 2,333 26,565 28,898 2,665 32,975 35,640 9,266 62,705 71,971
Primary and Middle 309,668 220,298 529,966 316,554 221,042 537,596 307,948 208,455 516,403 315,921 225,048 540,969 306,918 205,847 512,765
Secondary 93,912 22,433 116,345 102,733 25,008 127,741 103,735 25,298 129,033 111,218 28,492 139,710 113,125 28,446 141,571
Total 412,322 276,565 688,887 421,895 278,943 700,838 414,016 260,318 674,334 429,804 286,515 716,319 429,309 296,998 726,307

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Table 1.4.4 Gross Enrolment Trend in Primary and Middle Education (Grades 1-8) by Region
2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) 2014 E.C. (2021/22) 2015 E.C. (2022/23) AAGR
Region Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 583,612 550,226 1,133,838 554,156 539,409 1,093,565 - -
Afar 102,829 81,340 184,169 100,796 78,435 179,231 108,593 84,468 193,061 111,653 87,306 198,959 116,474 91,530 208,004 3.16 2.99 3.09
Amhara 2,225,054 2,067,370 4,292,424 2,108,987 1,997,022 4,106,009 1,932,759 1,884,257 3,817,016 1,893,067 1,903,606 3,796,673 1,891,318 1,890,169 3,781,487 -3.98 -2.22 -3.12
Oromia 4,416,565 3,724,268 8,140,833 4,515,047 3,841,103 8,356,150 4,299,435 3,678,686 7,978,121 4,517,475 3,887,343 8,404,818 4,492,255 3,915,522 8,407,777 0.43 1.26 0.81
Somali 541,588 391,971 933,559 621,672 444,262 1,065,934 629,046 464,608 1,093,654 706,803 518,463 1,225,266 688,014 538,977 1,226,991 6.17 8.29 7.07
Benishangul-Gumz 137,682 114,937 252,619 135,159 112,911 248,070 127,371 106,571 233,942 127,084 106,089 233,173 130,172 107,606 237,778 -1.39 -1.63 -1.50
SNNP 2,253,810 2,039,902 4,293,712 2,374,969 2,140,911 4,515,880 1,686,296 1,511,607 3,197,903 1,418,079 1,291,077 2,709,156 1,426,021 1,313,200 2,739,221 -10.81 -10.43 -10.63
Gambella 62,973 56,059 119,032 67,705 60,387 128,092 71,061 63,698 134,759 71,008 63,360 134,368 74,462 65,155 139,617 4.28 3.83 4.07
Harari 28,680 22,665 51,345 31,002 24,587 55,589 29,753 24,305 54,058 31,152 25,902 57,054 31,754 26,522 58,276 2.58 4.01 3.22
Addis Ababa 258,563 306,159 564,722 271,997 317,665 589,662 262,767 293,874 556,641 287,489 326,726 614,215 296,179 309,488 605,667 3.45 0.27 1.77
Dire Dawa 42,995 37,109 80,104 43,451 37,519 80,970 42,552 38,690 81,242 44,964 38,993 83,957 46,425 40,347 86,772 1.94 2.11 2.02
Sidama - - 563,759 543,341 1,107,100 565,576 552,041 1,117,617 535,202 532,803 1,068,005
SWEP - - - 350,718 293,926 644,644 335,937 284,878 620,815
Total 10,654,351 9,392,006 20,046,357 10,824,941 9,594,211 20,419,152 9,753,392 8,694,105 18,447,497 10,125,068 9,094,832 19,219,900 10,064,213 9,116,197 19,180,410 -1.41 -0.74 -1.10

Table 1.4.5 Gross Enrolment Trend in Secondary Education (Grades 9-12) by Region
2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) 2014 E.C. (2021/22) 2015 E.C. (2022/23) AAGR
Region Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 107,650 101,755 209,405 109,378 107,819 217,197 - -
Afar 9,900 5,754 15,654 12,454 7,769 20,223 13,769 8,629 22,398 16,181 11,549 27,730 18,799 12,867 31,666 17.39 22.29 19.26
Amhara 366,737 377,016 743,753 440,059 454,296 894,355 465,349 517,498 982,847 487,022 566,094 1,053,116 446,630 552,138 998,768 5.05 10.01 7.65
Oromia 584,333 435,794 1,020,127 740,081 548,946 1,289,027 718,330 572,462 1,290,792 754,109 629,449 1,383,558 709,926 626,050 1,335,976 4.99 9.48 6.98
Somali 45,216 25,637 70,853 55,672 32,947 88,619 62,330 40,011 102,341 69,237 47,283 116,520 76,312 56,005 132,317 13.98 21.57 16.90
Benishangul-Gumz 21,660 15,855 37,515 23,997 17,702 41,699 23,823 19,135 42,958 26,463 23,092 49,555 26,076 23,642 49,718 4.75 10.50 7.29
SNNP 292,456 225,087 517,543 376,527 302,411 678,938 340,286 297,032 637,318 294,472 265,972 560,444 289,288 274,857 564,145 -0.27 5.12 2.18
Gambella 15,434 10,260 25,694 18,576 12,462 31,038 20,859 16,087 36,946 24,624 18,912 43,536 26,888 16,294 43,182 14.89 12.26 13.86
Harari 4,525 3,629 8,154 5,133 3,836 8,969 6,263 4,938 11,201 7,400 6,107 13,507 7,373 6,221 13,594 12.98 14.42 13.63
Addis Ababa 71,902 86,548 158,450 83,821 97,247 181,068 86,959 106,372 193,331 103,005 124,472 227,477 108,402 137,572 245,974 10.81 12.28 11.62
Dire Dawa 6,840 6,147 12,987 8,503 7,336 15,839 10,125 8,709 18,834 12,562 10,745 23,307 13,195 11,182 24,377 17.85 16.14 17.05
Sidama - - 110,731 90,627 201,358 118,181 103,371 221,552 104,631 99,429 204,060
SWEP - - - 75,681 71,480 147,161 61,967 63,443 125,410
Total 1,526,653 1,293,482 2,820,135 1,874,201 1,592,771 3,466,972 1,858,824 1,681,500 3,540,324 1,988,937 1,878,526 3,867,463 1,889,487 1,879,700 3,769,187 5.48 9.79 7.52

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2. Early Childhood Development and Education

Preschool programs, known as pre-primary education, are delivered through four modalities in Ethiopia:

Kindergarten (3 years): Predominantly operated by Non-Governmental Organizations (NGOs),

communities, private institutions, and faith-based organizations. Among the four modalities,
children who attend kindergarten are most likely to be sufficiently prepared for primary.
Child to Child (1 year): Older children play with younger siblings or other children in the
neighborhood, supervised by qualified teachers, to teach basic skills such as counting,
differentiating colors, and identifying letters before joining primary school.
‘O’ Class (1 year): Reception class based in Government primary schools for children aged 6,
before starting Primary education at age 7.
Accelerated School Readiness (ASR) (2 to 3 months): Children with no access for schooling in
either of the above modalities will be coached before joining Primary education.

The Government of Ethiopia through the Ministry of Education has embarked on the development of Pre-
Primary Sub Sector largely since the launching of the National ECCE Policy Framework (2010).
Since the introduction of the National ECCE Policy Framework (2010), there has been a noticeable improvement
in the quality of ECCE services in the country. Enrolment and uptake of ECCE has drastically increased and
generally awareness about the need for supporting ECCE has been done and getting proper attention in most
of the country.
However, despite relatively encouraging trends over the last ten years, holistic child development has not
reached the desired level for a variety of reasons. Beside this, inequalities and disparities in access also persist
in regions between rural and urban settings. For better operationalization and alignment with the global ECD
strategic recommendations and the current national documents, the Ministry of Education, Health, Women and
Social Affairs have together, and with consideration to the feedback of senior leadership, revised the policy
framework as ECDE in 2023 to achieve quality early childhood development and education services that
promote holistic development and give every child the best start in life.
Following this, the Ethiopian government has made it clear in the revised Education and Training Policy of 2023
that it will provide 2 years of free and compulsory education for 5 and 6-year-old children, while for a 4-year-
old children Pre-Primary education to be taken as optional. However, currently some regions are opening
additional classes for children who have reached age 4 and are providing a full 3-year Pre-Primary education.
To strengthen early childhood education program, Ministry of Education is devoted to ensuring that all children
going to Pre-Primary school have access and equal opportunity to education, regardless of their social class,
ethnicity, background or physical disabilities. The sector annually tracks progress towards Pre-Primary’s access
and equity through major indicators; such as Enrolment, GER, NER, GPI and Regional distribution of ECDE centers
and enrollments in ‘O’ Class, Child to Child, Accelerated School Readiness (ASR) and Kindergarten.
The importance of ECDE is recognized by the inclusion of a specific indicator under Sustainable Development
Goal 4; in line with this, one of the focus areas/indicators under the SDG is “Early childhood development and
universal Pre-Primary education” (SDG 4, Target 4.1).

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“By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary
education so that they are ready for primary education”.
In order to achieve the ECDE objectives, Ministry of Education has developed a curriculum, trained teachers and
provided supervisory support. As a result, Pre-Primary enrolment is increasing every year.

2.1. Gross Enrolment Ratio (GER) in Pre-Primary Education

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Pre-primary GER Female 40 60 48.6

Pre-primary GER Male 41 60 51.4

Pre-Primary GPI (index) 0.95 0.98 0.95

Pre-Primary Gross Enrolment Ratio (GER) calculates the number of students enrolled in Pre-Primary education,
regardless of age, expressed as a percentage of the official Pre-Primary school-age population (ages 4-6). This
shows GER is the general level of participation in Pre-Primary education, regardless of whether students are of
the correct school age or not.
Nationally, 50.0% of children are enrolled in Pre-Primary classes from the expected school age population,
which shows an increase by 6 percentage points from the previous year’s result. However, the ESDP target
has been missed in both sexes.
Table 2.1 and Chart 2.1 show the enrolment of Pre-Primary students in each region compared with the official
school age population. Enrolment in Pre-Primary significantly increased this year compared to last year. The
Gender Parity Index (GPI) is 0.95, which also shows an increment by 0.1 from the previous year but less than the
ESDP target of the year.
Table 2.1 Pre-Primary Gross Enrolment, GER and GPI by Region and Sex, 2022/23
Gross Enrollment School Age Population (4-6) GER (%)
Male Femle Total Male Femle Total Male Femle Total GPI
Afar 17,000 15,089 32,089 70,467 66,933 137,400 24.1 22.5 23.4 0.93
Amhara 448,661 433,960 882,621 819,604 784,570 1,604,174 54.7 55.3 55.0 1.01
Oromia 799,522 715,396 1,514,918 1,639,829 1,593,562 3,233,391 48.8 44.9 46.9 0.92
Somali 27,351 22,378 49,729 279,622 272,546 552,168 9.8 8.2 9.0 0.84
Benishangul-Gumz 13,644 12,325 25,969 47,445 45,698 93,143 28.8 27.0 27.9 0.94
SNNP 408,896 377,453 786,349 677,110 681,081 1,358,190 60.4 55.4 57.9 0.92
Gambella 11,888 10,950 22,838 17,337 16,897 34,234 68.6 64.8 66.7 0.95
Harari 9,085 8,030 17,115 8,659 8,232 16,891 104.9 97.5 101.3 0.93
Addis Ababa 160,057 150,145 310,202 113,338 112,257 225,595 141.2 133.8 137.5 0.95
Dire Dawa 10,075 9,256 19,331 15,699 15,194 30,893 64.2 60.9 62.6 0.95
Sidama 133,659 128,443 262,102 235,830 227,122 462,952 56.7 56.6 56.6 1.00
SWEP 62,181 56,471 118,652 166,093 164,598 330,691 37.4 34.3 35.9 0.92
National 2,102,019 1,939,896 4,041,915 4,091,033 3,988,689 8,079,723 51.4 48.6 50.0 0.95

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Regionally, Afar and Somali perform the least enrollment ratio, with a GER of just 23.4% and 9.0% respectively;
this figure is greater than last year for Somali but less than from last year for Afar. Harari and Addis Ababa
showed commendable achievement, with a GER of 101.3% and 137.5% respectively; with significant increment
compared to last year.
Chart 2.1 GER of Pre-Primary by Region and Sex, 2022/23
160.0

140.0

120.0

100.0
GER (%)

80.0

60.0

40.0

20.0

0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
ul-Gumz Ababa
Male 24.1 54.7 48.8 9.8 28.8 60.4 68.6 104.9 141.2 64.2 56.7 37.4 51.4
Femle 22.5 55.3 44.9 8.2 27.0 55.4 64.8 97.5 133.8 60.9 56.6 34.3 48.6
Total 23.4 55.0 46.9 9.0 27.9 57.9 66.7 101.3 137.5 62.6 56.6 35.9 50.0

According to ESDP VI, those who complete three years of Kindergarten are more likely to be better prepared to
join Primary school than a child who has received one year of ‘O’ Class or Child to Child and ASR Instructions.
Although ESDP VI suggests that alternative modalities are improving in quality, it is likely that those able to
access three years of Pre-Primary education are likely to be better prepared for Primary level education.
Tables 2.2, 2.3, 2.4 and 2.5 show Pre-Primary enrolment by modality and the associated GER. Nationally “O”
class contributes the majority of Pre-Primary enrollment, with a GER of 85.8%; though the GER has been
decreased by 12.8 percentage points from last year. In Kindergarten, Addis Ababa out performs the highest
proportion of children enrolled, with a GER of 134.9%. On the other hand, though all regions perform less than
1% in C2C GER, Benishangul-Gumz has the largest enrolment rate in the provision for this modality, with a GER
of 0.7%. In “O” class modality, SNNP performs the highest, with a GER of 149.6% followed by Amhara and
Gambella.

The majority of children in Ethiopia enroll in ‘O’ class modality, while enrollment in Kindergarten concentrated
primarily in Addis Ababa.

2.1.1. Kindergarten
Kindergarten is a three-year program for 4 to 6-year-old children, nursery at the age of 3-4, lower kindergarten
at the age of 4-5 and upper kindergarten at the age of 5-6. This program has its own curriculum, trained teachers,
administrative staff, and school compounds. Most of the Kindergarten schools are operated by Non-
Governmental organizations such as communities, private institutions, and religious organizations. The program
is limited for the private sector and urban areas, and hence attendance in this modality is low compared to the
Government owned “O” classes.

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Table 2.2 Kindergarten Gross Enrolment and GER by Region and Sex, 2022/23
Gross Enrollment School Age Population (4-6) GER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 4,351 3,989 8,340 70,467 66,933 137,400 6.2 6.0 6.1
Amhara 61,547 59,424 120,971 819,604 784,570 1,604,174 7.5 7.6 7.5
Oromia 560,188 503,865 1,064,053 1,639,829 1,593,562 3,233,391 34.2 31.6 32.9
Somali 2,602 2,420 5,022 279,622 272,546 552,168 0.9 0.9 0.9
Benishangul-Gumz 3,224 3,180 6,404 47,445 45,698 93,143 6.8 7.0 6.9
SNNP 67,375 60,389 127,764 677,110 681,081 1,358,190 10.0 8.9 9.4
Gambella 3,712 3,349 7,061 17,337 16,897 34,234 21.4 19.8 20.6
Harari 5,126 4,601 9,727 8,659 8,232 16,891 59.2 55.9 57.6
Addis Ababa 157,381 147,014 304,395 113,338 112,257 225,595 138.9 131.0 134.9
Dire Dawa 6,429 6,076 12,505 15,699 15,194 30,893 41.0 40.0 40.5
Sidama 28,247 26,370 54,617 235,830 227,122 462,952 12.0 11.6 11.8
SWEP 6,159 5,734 11,893 166,093 164,598 330,691 3.7 3.5 3.6
National 906,341 826,411 1,732,752 4,091,033 3,988,689 8,079,723 22.2 20.7 21.4

2.1.2. Child to Child

Normally elder brothers or sisters play with their younger siblings and neighborhood children. This can serve as
a teaching and learning setting. Therefore, child-to-child is part of the early childhood education system by
which students of grade 5 or more can support and assist children of age 4-6 in the preparation of primary
schooling. The play becomes learning to count numbers, differentiate colors and identify letters. The main aim
of the Child-to-Child initiative is to better prepare young children for Primary school. It is considered and
believed that such informal modality is an effective low-cost way of improving school readiness.
Table 2.3 Child to Child Gross Enrolment and GER by Region and Sex, 2022/23
Gross Enrollment School Age Population (4-6) GER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 244 260 504 70,467 66,933 137,400 0.3 0.4 0.4
Amhara 465 517 982 819,604 784,570 1,604,174 0.1 0.1 0.1
Oromia 851 803 1,654 1,639,829 1,593,562 3,233,391 0.1 0.1 0.1
Somali 115 107 222 279,622 272,546 552,168 0.0 0.0 0.0
Benishangul-Gumz 337 286 623 47,445 45,698 93,143 0.7 0.6 0.7
SNNP 680 630 1,310 677,110 681,081 1,358,190 0.1 0.1 0.1
Gambella - - - 17,337 16,897 34,234 0.0 0.0 0.0
Harari - - - 8,659 8,232 16,891 0.0 0.0 0.0
Addis Ababa 14 14 28 113,338 112,257 225,595 0.0 0.0 0.0
Dire Dawa - - - 15,699 15,194 30,893 0.0 0.0 0.0
Sidama - - - 235,830 227,122 462,952 0.0 0.0 0.0
SWEP 1,001 862 1,863 166,093 164,598 330,691 0.6 0.5 0.6
National 3,707 3,479 7,186 4,091,033 3,988,689 8,079,723 0.1 0.1 0.1

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2.1.3. “O” Class

“O” Class is a one-year program in the Ethiopian early childhood education system which is annexed to primary
schools where children enrolled at age 6 and stay for a year until they join Primary schools. O-Classes serve as a
reception year prior to Grade 1, and this modality is the highest coverage in Pre-Primary education.
SNNP, Amhara, Gambela, Sidama and Harari has the largest enrolment rate in “O” Class provision, with a GER
greater than 100%. Whereas Somali and Addis Ababa show the list performance with a GER of 24.3% and 5.9%
respectively.
Table 2.4 “O” Class Gross Enrolment and GER by Region and Sex, 2022/23
Gross Enrollment School Age Population (Age 6) GER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 12,123 10,572 22,695 23,505 22,293 45,798 51.6 47.4 49.6
Amhara 385,079 372,560 757,639 275,555 263,795 539,350 139.7 141.2 140.5
Oromia 236,986 209,106 446,092 541,682 527,006 1,068,688 43.8 39.7 41.7
Somali 24,540 19,763 44,303 92,141 89,939 182,080 26.6 22.0 24.3
Benishangul-Gumz 9,947 8,735 18,682 15,686 15,112 30,798 63.4 57.8 60.7
SNNP 338,258 313,902 652,160 217,381 218,667 436,047 155.6 143.6 149.6
Gambella 8,176 7,601 15,777 5,732 5,580 11,312 142.6 136.2 139.5
Harari 3,849 3,335 7,184 2,876 2,732 5,608 133.8 122.1 128.1
Addis Ababa 2,095 2,267 4,362 37,310 37,158 74,468 5.6 6.1 5.9
Dire Dawa 3,538 3,090 6,628 5,169 4,997 10,166 68.4 61.8 65.2
Sidama 102,860 99,436 202,296 75,711 72,919 148,631 135.9 136.4 136.1
SWEP 54,796 49,697 104,493 53,323 52,846 106,168 102.8 94.0 98.4
National 1,182,247 1,100,064 2,282,311 1,346,071 1,313,044 2,659,115 87.8 83.8 85.8

2.1.4. Accelerated School Readiness (ASR)

ASR is a two to three months’ program to prepare children for primary education. It usually takes place in
summer vacation and/or in the months of September and October. This is the modality with the lowest
enrollment share next to C2C.
Table 2.5 ASR Gross Enrolment and GER by Region and Sex, 2022/23
Gross Enrollment School Age Population (Age 6) GER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 282 268 550 23,505 22,293 45,798 1.2 1.2 1.2
Amhara 1,570 1,459 3,029 275,555 263,795 539,350 0.6 0.6 0.6
Oromia 1,497 1,622 3,119 541,682 527,006 1,068,688 0.3 0.3 0.3
Somali 94 88 182 92,141 89,939 182,080 0.1 0.1 0.1
Benishangul-Gumz 136 124 260 15,686 15,112 30,798 0.9 0.8 0.8
SNNP 2,583 2,532 5,115 217,381 218,667 436,047 1.2 1.2 1.2
Gambella - 5,732 5,580 11,312 0.0 0.0 0.0
Harari 110 94 204 2,876 2,732 5,608 3.8 3.4 3.6
Addis Ababa 567 850 1,417 37,310 37,158 74,468 1.5 2.3 1.9
Dire Dawa 108 90 198 5,169 4,997 10,166 2.1 1.8 1.9
Sidama 2,552 2,637 5,189 75,711 72,919 148,631 3.4 3.6 3.5
SWEP 225 178 403 53,323 52,846 106,168 0.4 0.3 0.4
National 9,724 9,942 19,666 1,346,071 1,313,044 2,659,115 0.7 0.8 0.7

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2.1.5. Pre-Primary Enrollment in Pastoralist Areas

In Pastoral area, the livelihood of communities is based on pastoralist way of life, characterized by moving from
one place to another and have a strong reliance on livestock, presents unique challenges that must be addressed
to ensure the provision of quality education for these communities.
In line with this, the Ethiopian Government gives due attention for the pastoralist and semi pastoralist
communities. Accordingly, the constitution of Federal Republic of Ethiopia in article 89 sub article 4 stipulates
that ‘Government shall provide special assistance to Nations, Nationalities, and Peoples least advantaged in
economic and social development.’
Ministry of Education has been developed Pastoralist education Strategy and Provides Special support for
Emerging Regions (Afar, Somali, Benishangul- Gumz and Gambela) and also for pastoral woredas in (Oromia,
SNNP and South West Ethiopia) regions.
The table below shows the enrollment shares of pastoralist areas/woredas of the three regions (Oromia, SNNP
and SWEP) against the total regional enrollment.
Table 2.6 Enrolment Share in Pastoralist Areas for Pre-Primary Education by Region and Sex, 2022/23
Gross Pastoralist Enrollment Gross Regional Enrollment Pastoralist Share (%)
Region Male Female Total Male Female Total Male Female Total
Oromia 68,079 56,421 124,500 799,522 715,396 1,514,918 8.5 7.9 8.2
SNNP 7,008 6,767 13,775 408,896 377,453 786,349 1.7 1.8 1.8
SWEP 6,611 5,014 11,625 62,181 56,471 118,652 10.6 8.9 9.8
Total 81,698 68,202 149,900 1,270,599 1,149,320 2,419,919 6.4 5.9 6.2

2.2. Net Enrolment Ratio (NER) in Pre-Primary Education

Net Enrolment Ratio (NER) calculates the number of students enrolled within the official school age for that
level (4-6 years old). It combines the data from Kindergarten, Child to Child, “O” Class and ASR enrolments.
The majority of children enrolled in Pre-Primary education are not in the appropriate school age for the level,
as it shows a significant difference between GER and NER
Tables 2.1, 2.6 and Chart 2.2 below show the data regarding age specific enrolment of students with the official
school age population size and the corresponding NER. The Pre-Primary NER results are 36.3% for Female and
38.5% for Male students which shows a significant difference from the corresponding GER, 48.6% and 51.4%
respectively. This implies that there is a significant number of over and under aged children enrolled at Pre-
Primary level; hence, the sector should give proper attention to narrow the gap between GER and NER and at
the same time improving GPI.
NER has been significantly increased from the previous year in both sexes and the total NER has been increased
from the previous year by 8.9 percentage points.

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Table 2.7 Pre-Primary Net Enrolment and NER by Region and Sex, 2022/23
Net Enrollment (Ages 4-6) School Age Population (4-6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 10,929 9,819 20,748 70,467 66,933 137,400 15.5 14.7 15.1
Amhara 253,720 245,216 498,936 819,604 784,570 1,604,174 31.0 31.3 31.1
Oromia 700,578 627,226 1,327,804 1,639,829 1,593,562 3,233,391 42.7 39.4 41.1
Somali 21,525 17,300 38,825 279,622 272,546 552,168 7.7 6.3 7.0
Benishangul-Gumz 9,921 8,940 18,861 47,445 45,698 93,143 20.9 19.6 20.2
SNNP 258,675 237,865 496,540 677,110 681,081 1,358,190 38.2 34.9 36.6
Gambella 7,252 6,321 13,573 17,337 16,897 34,234 41.8 37.4 39.6
Harari 6,529 5,851 12,380 8,659 8,232 16,891 75.4 71.1 73.3
Addis Ababa 152,163 141,713 293,876 113,338 112,257 225,595 134.3 126.2 130.3
Dire Dawa 8,395 7,751 16,146 15,699 15,194 30,893 53.5 51.0 52.3
Sidama 109,681 105,089 214,770 235,830 227,122 462,952 46.5 46.3 46.4
SWEP 36,658 32,901 69,559 166,093 164,598 330,691 22.1 20.0 21.0
National 1,576,026 1,445,992 3,022,018 4,091,033 3,988,689 8,079,723 38.5 36.3 37.4

Chart 2.2 NER of Pre-Primary Education by Region and Sex, 2022/23

160.0

140.0

120.0

100.0
NER (%)

80.0

60.0

40.0

20.0

0.0
Benishangu Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
l-Gumz Ababa
Male 15.5 31.0 42.7 7.7 20.9 38.2 41.8 75.4 134.3 53.5 46.5 22.1 38.5
Femle 14.7 31.3 39.4 6.3 19.6 34.9 37.4 71.1 126.2 51.0 46.3 20.0 36.3
Total 15.1 31.1 41.1 7.0 20.2 36.6 39.6 73.3 130.3 52.3 46.4 21.0 37.4

Similar to the gross enrollment, “O” class has the largest share in the net enrollment among the four modalities.
The NER in each modality is presented in the tables below.

2.2.1. Kindergarten
Table 2.8 Kindergarten Net Enrolment and NER by Region and Sex, 2022/23
Net Enrollment (Ages 4-6) School Age Population (4-6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 3,890 3,576 7,466 70,467 66,933 137,400 5.5 5.3 5.4
Amhara 60,141 58,174 118,315 819,604 784,570 1,604,174 7.3 7.4 7.4
Oromia 549,014 493,261 1,042,275 1,639,829 1,593,562 3,233,391 33.5 31.0 32.2
Somali 1,735 1,586 3,321 279,622 272,546 552,168 0.6 0.6 0.6
Benishangul-Gumz 3,098 3,080 6,178 47,445 45,698 93,143 6.5 6.7 6.6
SNNP 64,654 57,825 122,479 677,110 681,081 1,358,190 9.5 8.5 9.0
Gambella 2,797 2,395 5,192 17,337 16,897 34,234 16.1 14.2 15.2
Harari 4,541 4,068 8,609 8,659 8,232 16,891 52.4 49.4 51.0
Addis Ababa 150,936 140,532 291,468 113,338 112,257 225,595 133.2 125.2 129.2
Dire Dawa 5,416 5,171 10,587 15,699 15,194 30,893 34.5 34.0 34.3
Sidama 27,245 25,365 52,610 235,830 227,122 462,952 11.6 11.2 11.4
SWEP 6,097 5,676 11,773 166,093 164,598 330,691 3.7 3.4 3.6
National 879,564 800,709 1,680,273 4,091,033 3,988,689 8,079,723 21.5 20.1 20.8

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2.2.2. Child to Child

Table 2.9 Child to Child Net Enrolment and NER by Region and Sex, 2022/23
Net Enrollment (Ages 4-6) School Age Population (4-6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 84 63 147 70,467 66,933 137,400 0.1 0.1 0.1
Amhara 396 441 837 819,604 784,570 1,604,174 0.0 0.1 0.1
Oromia 836 787 1,623 1,639,829 1,593,562 3,233,391 0.1 0.0 0.1
Somali 71 70 141 279,622 272,546 552,168 0.0 0.0 0.0
Benishangul-Gumz 337 286 623 47,445 45,698 93,143 0.7 0.6 0.7
SNNP 627 579 1,206 677,110 681,081 1,358,190 0.1 0.1 0.1
Gambella - - - 17,337 16,897 34,234 0.0 0.0 0.0
Harari - - - 8,659 8,232 16,891 0.0 0.0 0.0
Addis Ababa 14 14 28 113,338 112,257 225,595 0.0 0.0 0.0
Dire Dawa - - - 15,699 15,194 30,893 0.0 0.0 0.0
Sidama - - - 235,830 227,122 462,952 0.0 0.0 0.0
SWEP 1,001 862 1,863 166,093 164,598 330,691 0.6 0.5 0.6
National 3,366 3,102 6,468 4,091,033 3,988,689 8,079,723 0.1 0.1 0.1

2.2.3. “O” Class

Table 2.10 “O” Class Net Enrolment and NER by Region and Sex, 2022/23
Net Enrollment (Age 6) School Age Population (Age 6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 6,924 6,146 13,070 23,505 22,293 45,798 29.5 27.6 28.5
Amhara 192,620 185,980 378,600 275,555 263,795 539,350 69.9 70.5 70.2
Oromia 150,575 133,033 283,608 541,682 527,006 1,068,688 27.8 25.2 26.5
Somali 19,651 15,580 35,231 92,141 89,939 182,080 21.3 17.3 19.3
Benishangul-Gumz 6,418 5,514 11,932 15,686 15,112 30,798 40.9 36.5 38.7
SNNP 193,052 179,170 372,222 217,381 218,667 436,047 88.8 81.9 85.4
Gambella 4,455 3,926 8,381 5,732 5,580 11,312 77.7 70.4 74.1
Harari 1,947 1,748 3,695 2,876 2,732 5,608 67.7 64.0 65.9
Addis Ababa 1,213 1,167 2,380 37,310 37,158 74,468 3.3 3.1 3.2
Dire Dawa 2,979 2,580 5,559 5,169 4,997 10,166 57.6 51.6 54.7
Sidama 82,230 79,511 161,741 75,711 72,919 148,631 108.6 109.0 108.8
SWEP 29,560 26,363 55,923 53,323 52,846 106,168 55.4 49.9 52.7
National 691,624 640,718 1,332,342 1,346,071 1,313,044 2,659,115 51.4 48.8 50.1

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2.2.4. Accelerated School Readiness (ASR)

Table 2.11 ASR Net Enrolment and NER by Region and Sex, 2022/23
Net Enrollment (Age 6) School Age Population (Age 6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 31 34 65 23,505 22,293 45,798 0.1 0.2 0.1
Amhara 563 621 1,184 275,555 263,795 539,350 0.2 0.2 0.2
Oromia 153 145 298 541,682 527,006 1,068,688 0.0 0.0 0.0
Somali 68 64 132 92,141 89,939 182,080 0.1 0.1 0.1
Benishangul-Gumz 68 60 128 15,686 15,112 30,798 0.4 0.4 0.4
SNNP 342 291 633 217,381 218,667 436,047 0.2 0.1 0.1
Gambella - - - 5,732 5,580 11,312 0.0 0.0 0.0
Harari 41 35 76 2,876 2,732 5,608 1.4 1.3 1.4
Addis Ababa - - - 37,310 37,158 74,468 0.0 0.0 0.0
Dire Dawa - - - 5,169 4,997 10,166 0.0 0.0 0.0
Sidama 206 213 419 75,711 72,919 148,631 0.3 0.3 0.3
SWEP - - - 53,323 52,846 106,168 0.0 0.0 0.0
National 1,472 1,463 2,935 1,346,071 1,313,044 2,659,115 0.1 0.1 0.1

The difference between GER and NER in Pre-Primary at national level is almost similar to the previous year.
There is a wide variation across regions; Amhara, SNNP, Gambella and Harari show the largest variation in which
the gap between GER and NER is beyond 20%. One reason for this could be enrollment of under and over aged
children in Pre-Primary grades in the regions.
Chart 2.3 Comparison of GER and NER in Pre-Primary Education by Region, 2022/23
160.0

140.0

120.0
GER and NER (%)

100.0

80.0

60.0

40.0

20.0

0.0
Benishangu Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
l-Gumz Ababa
GER 23.4 55.0 46.9 9.0 27.9 57.9 66.7 101.3 137.5 62.6 56.6 35.9 50.0
NER 15.1 31.1 41.1 7.0 20.2 36.6 39.6 73.3 130.3 52.3 46.4 21.0 37.4

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3. Primary and Middle Level Education

The current Education system of Ethiopia consists of 6 grades in Primary level (Grades 1-6) and 2 grades in
Middle level education (Grades 7-8).

The official age for Primary and Middle school is 7 to 14 years old. As outlined in the Education and Training
Roadmap of Ethiopia (2019) and according to the General Education new curriculum framework,

“Primary education has six years’ duration and Middle school with 2 years, offering basic and general
primary education to prepare students for further general secondary education and training”.

The official school age for primary school is 7 to 12 and middle school is 13 to 14 years old. Since the introduction
of Education Training and Policy in 1994, the government has steadily increased its share of primary education
through the construction of new schools, availing facilities to schools and carrying out standardized inspections.
For this and related reasons, the highest numbers of learners have been engaged in primary schools compared
to any other level of education. Primary Education is basic for citizens to participate in all round socio economic
and political activities of the country thereby contributing to the holistic development and thus takes the largest
share of government spending on education in Ethiopia. The Ministry of Education annually collects data on the
status of General Education, from which Primary and Middle Level Education is the major part, as a whole. This
part thus gives a detailed analytical view of the status of Primary and Middle Education in Ethiopia based on key
indicators of access/coverage, equity, quality, and internal efficiency.
Primary education is critical to a nation’s development, providing the highest public returns to investment for
the state, and is the keystone for later education and economic growth. Access to primary education has seen
considerable improvements through the construction of new schools which have reduced the distance children
need to travel to attend school (ESDP VI, 2021).
The national Alternative Basic Education (ABE) strategy developed in 2006 also aimed to establish new ABE
centers, and to transform existing centers into regular schools. Alternative education provision responds to
differing needs and contexts, improving the enrolment and participation of students in pastoralist and semi
pastoralist areas. Hence, indicator analysis for primary education includes their corresponding ABE levels.
In this section the results of the basic educational performance indicators of the academic year, 2022/23 (2015
E.C.) has been measured and compared against the target set by ESDP VI. The indicators measure the extent to
which children have access to Primary and Middle levels of education, and the extent to which education
provision is efficiently delivered, with what quality, and by what level of equitable access.

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3.1 Apparent Intake Rate

Apparent Intake Rate (AIR) is the percentage of new entrants to grade 1 (irrespective of age) compared against
the population age of 7. It provides the rate of enrolled students who are under or over the official school
admission age.
The data shows that there is a high demand for Grade 1, as seen from the long-term trend too, with students
enrolling over or under the official school admission age of 7 is beyond 100% nationally.
Table 3.1 shows that national AIR is 144.7%, with an increment of 8.9 percentage points from last year. This
might indicate that students are not enrolling with their correct school admission age. However, there are still
a large number of children, regardless of the official school age, enrolling in Grade 1 and there is a high demand
for this grade level across the country. Among the regions, only Addis Ababa and South West Ethiopian People
(SWEP) have AIR scores below 100%, indicating more likely to register children with their official school
admission age compared to other regions. Gambella region has scored exceptionally the highest AIR, 226.1%,
followed by Oromia and Harari.
Table 3.1 Apparent Intake Rate (AIR) by Region and Sex, 2022/23
School Age Population (Age 7) New Entrants to Grade 1 (All Age) AIR%
Region Male Female Total Male Female Total Male Female Total GPI
Afar 23,477 22,237 45,714 30,032 23,148 53,180 127.9 104.1 116.3 0.81
Amhara 276,184 264,308 540,492 353,388 315,793 669,181 128.0 119.5 123.8 0.93
Oromia 535,224 521,379 1,056,603 981,518 854,726 1,836,244 183.4 163.9 173.8 0.89
Somali 90,968 88,905 179,873 158,399 98,353 256,752 174.1 110.6 142.7 0.64
Benishangul-Gumz 15,572 15,014 30,586 27,536 21,385 48,921 176.8 142.4 159.9 0.81
SNNP 210,837 212,386 423,224 267,390 242,750 510,140 126.8 114.3 120.5 0.90
Gambella 5,699 5,550 11,249 13,649 11,783 25,432 239.5 212.3 226.1 0.89
Harari 2,862 2,717 5,579 4,893 4,171 9,064 171.0 153.5 162.5 0.90
Addis Ababa 36,588 36,682 73,270 26,473 28,597 55,070 72.4 78.0 75.2 1.08
Dire Dawa 5,108 4,940 10,048 7,733 6,806 14,539 151.4 137.8 144.7 0.91
Sidama 73,433 70,825 144,257 111,600 106,462 218,062 152.0 150.3 151.2 0.99
SWEP 51,718 51,328 103,046 55,903 44,677 100,580 108.1 87.0 97.6 0.81
National 1,327,670 1,296,271 2,623,941 2,038,514 1,758,651 3,797,165 153.5 135.7 144.7 0.88

Chart 3.1 AIR by Region and Sex, 2022/23

300.0
250.0
200.0
AIR (%)

150.0
100.0
50.0
0.0

Male Female Total

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Since 2003/04, Grade 1 enrollment rates were above 100%, with notable fluctuations over time.
Table 3.2 and Chart 3.2 show the trend in AIR over the last 10 years, from 2006 E.C (2013/14) to 2015 E.C
(2022/23). In general, there is a high rate of children enrolling in Grade 1 over time, although there are some
notable fluctuations, in particular between 2015/16 and 2018/19 showing a total decrease by 39.2% in the
period. AIR has consistently been above 100% since 2003/04 (see the previous years’ editions) which implies
that more children have been enrolling into grade 1 than the national population of age 7 for the last 20 years.
Table 3.2 Apparent Intake Rate (AIR) Trend, 2013/14-2022/23
AIR (%)
Male Female Total
2006 E.C. (2013/14) 159.7 145.9 152.9
2007 E.C. (2014/15) 167.3 149.3 158.4
2008 E.C. (2015/16) 185.5 165.9 175.8
2009 E.C. (2016/17) 157.6 142.1 149.9
2010 E.C. (2017/18) 144.2 129.8 137.1
2011 E.C. (2018/19) 144.3 128.7 136.6
2012 E.C. (2019/20) 147.7 133.1 140.5
2013 E.C. (2020/21) 115.6 102.1 109.0
2014 E.C. (2021/22) 143.3 128.2 135.8
2015 E.C. (2022/23) 153.5 135.7 144.7
Chart 3.2 AIR trend, 2013/14-2022/23
200.0

180.0

160.0

140.0

120.0
AIR (%)

100.0

80.0

60.0

40.0

20.0

-
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)

Male Female Total

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3.2 Net Intake Rate

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Grade 1 NIR Female 88 92 99.8

Grade 1 NIR Male 97 98 112.2

Net Intake Rate is a similar indicator to AIR, but it looks only at those children who have the official age to enter
grade 1. It is the proportion of 7-year-olds who enrolled in grade 1.
The national target of NIR for Grade 1 has been met in both sexes; Amhara, Oromia and Sidama scored
beyond the target of the year in both sexes.
Table 3.3 shows that the total NIR is 106.1% at national level; with 13.5 percentage points increment from last
year. Oromia, Somali and Sidama scored above the national NIR, whereas the NIR in Afar, Addis Ababa and SWEP
are far below the national figure.
Table 3.3 Net Intake Rate (NIR) by Region and Sex, 2022/23
School Age Population (Age 7) New Entrants to Grade 1 (Age 7) NIR%
Region Male Female Total Male Female Total Male Female Total
Afar 23,477 22,237 45,714 18,100 13,764 31,864 77.1 61.9 69.7
Amhara 276,184 264,308 540,492 298,489 272,904 571,393 108.1 103.3 105.7
Oromia 535,224 521,379 1,056,603 658,812 582,911 1,241,723 123.1 111.8 117.5
Somali 90,968 88,905 179,873 132,208 76,570 208,778 145.3 86.1 116.1
Benishangul-Gumz 15,572 15,014 30,586 15,832 12,353 28,185 101.7 82.3 92.2
SNNP 210,837 212,386 423,224 201,119 183,119 384,238 95.4 86.2 90.8
Gambella 5,699 5,550 11,249 4,939 4,415 9,354 86.7 79.5 83.2
Harari 2,862 2,717 5,579 2,588 2,247 4,835 90.4 82.7 86.7
Addis Ababa 36,588 36,682 73,270 18,468 18,152 36,620 50.5 49.5 50.0
Dire Dawa 5,108 4,940 10,048 4,962 4,343 9,305 97.1 87.9 92.6
Sidama 73,433 70,825 144,257 93,535 88,692 182,227 127.4 125.2 126.3
SWEP 51,718 51,328 103,046 41,162 33,948 75,110 79.6 66.1 72.9
National 1,327,670 1,296,271 2,623,941 1,490,214 1,293,418 2,783,632 112.2 99.8 106.1

In general, NIR Figures show that most regions share problems on less intake of children enrolling Grade 1 by
their official school admission age, compared to the AIR results.

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Chart 3.3 NIR by Region and Sex, 2022/23

160.0
140.0
120.0
100.0
80.0
NIR (%)

60.0
40.0
20.0
0.0

Male Female Total

Trends over time show that NIR has started to decrease and below 100% since 2017/18. However, the
persisting gender divide is not closing at a sufficient rate, though the target for this year has been met in both
sexes.
From 2013/14 to 2015/16, there was a continuous increase in NIR, but then started to decrease from 2015/16.
In general, the persistent gender gap and slow speed of progress is a high concern if equity targets are to be
reached.
Table 3.4 Net Intake Rate (NIR) Trend, 2013/14-2022/23
NIR (%)
Male Female Total
2006 E.C. (2013/14) 108.8 102.3 105.6
2007 E.C. (2014/15) 111.9 103.6 107.8
2008 E.C. (2015/16) 120.8 110.7 115.8
2009 E.C. (2016/17) 111.5 102.6 107.1
2010 E.C. (2017/18) 102.6 93.8 98.3
2011 E.C. (2018/19) 96.5 88.2 92.4
2012 E.C. (2019/20) 99.8 92.1 96.0
2013 E.C. (2020/21) 76.2 69.0 72.6
2014 E.C. (2021/22) 96.8 88.3 92.6
2015 E.C. (2022/23) 112.2 99.8 106.1

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Chart 3.4 NIR Trend, 2013/14-2022/23

140.0

120.0

100.0

80.0
NIR (%)

60.0

40.0

20.0

0.0
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)

Male Female Total

When we compare AIR and NIR across regions, it shows that all regions are affected by children outside of the
Primary school admission age enrolling in Grade 1. Chart 3.5 below shows this comparison.
Chart 3.5 Regional comparisons between AIR and NIR, 2022/23
250.0

200.0
AIR and NIR (%)

150.0

100.0

50.0

0.0
Addis Dire
Afar Amhara Oromia Somali Benishan SNNP Gambella Harari Sidama SWEP National
Ababa Dawa
gul-Gumz
AIR 116.3 123.8 173.8 142.7 159.9 120.5 226.1 162.5 75.2 144.7 151.2 97.6 144.7
NIR 69.7 105.7 117.5 116.1 92.2 90.8 83.2 86.7 50.0 92.6 126.3 72.9 106.1

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3.3 Gross Enrolment Ratio in Primary and Middle Level Education

ESDP V Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Primary Grades 1–6, including ABE, GER Female 109 106 100.6

Primary Grades 1–6, including ABE, GER Male 121 114 110.0

Middle Grades 7–8, GER Female 106 104 65.1

Middle Grades 7–8, GER Male 118 112 66.6

Gross Enrolment Ratio (GER) calculates the total number of children that enrolled in a given grade range
irrespective of their age as a percentage of the school age population. This indicator includes enrolment in
Alternative Basic Education (ABE) and in Primary education.
As shown in Table 3.5 below, the comparison between Primary and Middle levels education, the GER of Primary
level (Grades 1-6) is 105.4% and for the Middle level (Grades 7-8) it is 65.9% indicating that many students could
not transit to the Middle level education, either because they are repeating grades or dropping out from the
education system. Compared from last year, the GER for Primary almost the same (last year result was 105.9)
while for Middle level it has been decreased by 2.7 percentage points. Table 3.5 and Chart 3.6 show the regional
comparison of GER between Primary and Middle level education.
There is a wide variation between Primary and Middle level GER, indicating a low transition between the two
levels.
Table 3.5 Comparisons of GER for Primary and Middle Level Education by Region and Sex, 2022/23

GER (%)
Primary Middle
Region Male Female Total Male Female Total
Afar 75.1 62.9 69.2 25.8 19.9 22.9
Amhara 90.2 90.9 90.6 63.9 75.3 69.5
Oromia 124.1 110.6 117.4 65.4 58.6 62.1
Somali 117.8 94.0 106.0 45.1 36.5 40.8
Benishangul-Gumz 120.2 102.1 111.3 72.8 64.0 68.5
SNNP 100.8 90.9 95.8 74.2 69.8 72.0
Gambella 174.5 157.6 166.2 151.9 132.9 142.5
Harari 154.8 135.3 145.3 100.0 87.3 93.8
Addis Ababa 115.1 116.7 115.9 109.8 114.2 112.1
Dire Dawa 127.6 115.0 121.4 92.3 78.0 85.2
Sidama 110.0 112.1 111.0 75.3 79.8 77.5
SWEP 96.7 80.7 88.7 71.6 65.7 68.7
National 110.0 100.6 105.4 66.6 65.1 65.9

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Chart 3.6 Comparisons of GER for Primary and Middle Level Education by Region, 2022/23
180.0
160.0
140.0
120.0
GER (%)

100.0
80.0
60.0
40.0
20.0
-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama SWEP National
gul-Gumz Ababa Dawa
Primary 69.2 90.6 117.4 106.0 111.3 95.8 166.2 145.3 115.9 121.4 111.0 88.7 105.4
Middle 22.9 69.5 62.1 40.8 68.5 72.0 142.5 93.8 112.1 85.2 77.5 68.7 65.9

Enrolment of Children outside of the official school age continues to persist throughout Primary and Middle
level education (Grades 1-8), similar to the Pre-Primary level, in Seven regions. However, the national figure
of the total GER value is below 100 for Grades 1-8.
The GER for Grades 1-8 is 96.1% for this year, which shows a decrease by 1.1 percentage points from last year.
The result also shows a wide regional variation in GER, with Afar having the lowest GER (57.8%), while Gambella
is the region with very high GER (160.5%). On the other hand, Amhara, Harari Sidama and Addis Ababa are the
regions where female GER is higher than male.
Table 3.6 Gross Enrolment Ratio by Region and Sex, Grades 1-8, 2022/23

School Age Population (7-14) Gross Enrolment (G1-8) GER (%)

Region Male Female Total Male Female Total Male Female Total
Afar 184,901 174,677 359,578 116,474 91,530 208,004 63.0 52.4 57.8
Amhara 2,255,350 2,169,703 4,425,053 1,891,318 1,890,169 3,781,487 83.9 87.1 85.5
Oromia 4,078,377 3,984,918 8,063,295 4,492,255 3,915,522 8,407,777 110.1 98.3 104.3
Somali 682,751 669,734 1,352,485 688,014 538,977 1,226,991 100.8 80.5 90.7
Benishangul-Gumz 119,645 115,797 235,442 130,172 107,606 237,778 108.8 92.9 101.0
SNNP 1,503,565 1,525,157 3,028,723 1,426,021 1,313,200 2,739,221 94.8 86.1 90.4
Gambella 44,048 42,966 87,014 74,462 65,155 139,617 169.0 151.6 160.5
Harari 22,463 21,478 43,941 31,754 26,522 58,276 141.4 123.5 132.6
Addis Ababa 259,955 266,539 526,494 296,179 309,488 605,667 113.9 116.1 115.0
Dire Dawa 38,966 38,052 77,018 46,425 40,347 86,772 119.1 106.0 112.7
Sidama 523,677 508,598 1,032,274 535,202 532,803 1,068,005 102.2 104.8 103.5
SWEP 368,821 368,587 737,408 335,937 284,878 620,815 91.1 77.3 84.2
National 10,082,519 9,886,206 19,968,725 10,064,213 9,116,197 19,180,410 99.8 92.2 96.1

The trend shows the GER value for Grades 1-8 was over 100% from the year 2014/15-2019/20, but over the
past three years, the result has been declining to a realistic value while the gender gap is still wider.
Table 3.7 and chart 3.7 below show the trend in GER for Primary and Middle level education (Grades 1-8) for
the last ten years. The GER trend for Grades 1-8 shows a straight incremental pattern from 2013/14 E.C. to
2016/17, and then declined. However, the gender gap has increased from 5.8, in 2012/13, to 6.8 percentage
points in this year, though the gap has decreased from year to year.

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Table 3.7 Trend in Gross Enrollment Ratio for Grades 1-8, 2013/14 – 2022/23
GER (Grades 1-8)
Male Female Total
2006 E.C. (2013/14) 98.2 92.4 95.3
2007 E.C. (2014/15) 104.8 97.8 101.3
2008 E.C. (2015/16) 113.7 103.5 108.7
2009 E.C. (2016/17) 117.0 105.7 111.4
2010 E.C. (2017/18) 115.0 103.5 109.3
2011 E.C. (2018/19) 109.9 99.2 104.6
2012 E.C. (2019/20) 109.9 99.8 104.9
2013 E.C. (2020/21) 99.7 90.6 95.1
2014 E.C. (2021/22) 101.4 92.8 97.2
2015 E.C. (2022/23) 99.8 92.2 96.1
Chart 3.7 GER Trend, Grades 1-8, 2013/14 – 2022/23

140.0

120.0

100.0
GER (%)

80.0

60.0

40.0

20.0

-
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)

Male Female Total

3.3.1 Enrollment in Pastoralist Areas

In addition to the four emerging regions (Afar, Somali, Benishangul-Gumz, Gambella) considered as pastoralist
and Semi-Pastoralist areas, data should also be presented for the pastoralist areas of Oromia, SNNP and SWEP
to provide special support to the communities in the areas.
There are 63 pastoralist woredas in these regions, as reported in 2015 E.C. (2022/23, from which 45 are in
Oromia, 7 in SNNP and 11 in SWEP. The table below shows the enrollment shares of pastoralist areas/woredas
of the three regions (Oromia, SNNP and SWEP) against the total regional enrollment.

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Table 3.8 Enrolment Share in Pastoralist Areas for Primary and Middle Education by Region and Sex,
2022/23
Gross Pastoralist Enrollment Gross Regional Enrollment
(Grades 1-8) (Grades 1-8) Pastoralist Share (%)
Region Male Female Total Male Female Total Male Female Total
Oromia 464,238 354,951 819,189 4,492,255 3,915,522 8,407,777 10.3 9.1 9.7
SNNP 35,024 29,142 64,166 1,426,021 1,313,200 2,739,221 2.5 2.2 2.3
SWEP 47,830 27,995 75,825 335,937 284,878 620,815 14.2 9.8 12.2
Total 547,092 412,088 959,180 6,254,213 5,513,600 11,767,813 8.7 7.5 8.2
Note: Enrollment in the above table includes ABE

3.4 Net Enrolment Ratio in Primary and Middle Level Education

ESDP V Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Primary Grades 1–6, including ABE, NER Female 95 97 90.0

Primary Grades 1–6, including ABE, NER Male 105 103 98.1

Middle School Grades 7–8, NER Female 93 95 46.7

Middle School Grades 7–8, NER Male 102 101 46.5

The Net Enrolment Ratio (NER) is a measure of students’ enrolment who are in the official age group for the
given level of education, i.e., in Ethiopia context; it only looks at 7 to 12 years’ old that are enrolled in Primary
and 13 to 14 years’ old in Middle level education. This indicator includes enrolment of Alternative Basic
Education (ABE) in addition to Primary level.
Similar to the GER, the difference in NER between the two levels, Primary for Grades 1-6 and Middle level of
Grades 7-8, shows that the proportion of 13-14 years’ old who are enrolled in the appropriate grade is too low
nationally. Addis Ababa has the highest rate at 88.9% in Middle level, while Afar and Somali show the lowest
Middle level NER at 11.9% and 16.5% respectively.
A huge gap appears in NER between the two levels in most regions; this might indicate that children with age
ranges from 13 to 14 are not progressing through the education system.

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Table 3.9 Comparison between NER of Primary and Middle Level Education by Region and Sex, 2022/23
NER (%)
Primary Middle
Region Male Female Total Male Female Total
Afar 60.0 50.3 55.3 13.2 10.4 11.9
Amhara 79.9 80.8 80.3 42.5 52.0 47.2
Oromia 112.8 101.0 107.0 45.9 42.0 44.0
Somali 92.1 72.6 82.4 18.5 14.5 16.5
Benishangul-Gumz 92.5 80.6 86.7 28.6 28.6 28.6
SNNP 92.2 83.1 87.6 58.0 55.3 56.6
Gambella 88.2 79.2 83.7 41.4 36.0 38.7
Harari 128.2 114.3 121.4 49.4 47.5 48.5
Addis Ababa 104.0 103.4 103.7 86.9 90.7 88.9
Dire Dawa 108.6 98.6 103.7 49.2 44.3 46.8
Sidama 106.2 108.0 107.1 69.3 73.5 71.4
SWEP 85.5 72.5 79.0 52.0 49.0 50.5
National 98.1 90.0 94.1 46.5 46.7 46.6
Chart 3.8 Comparison of NER for Primary and Middle Level Education by Region, 2022/23
140.0

120.0

100.0
NER (%)

80.0

60.0

40.0

20.0

-
Benishangu Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
l-Gumz Ababa
Primary 55.3 80.3 107.0 82.4 86.7 87.6 83.7 121.4 103.7 103.7 107.1 79.0 94.1
Middle 11.9 47.2 44.0 16.5 28.6 56.6 38.7 48.5 88.9 46.8 71.4 50.5 46.6

On the other hand, the national NER for Primary and Middle level (Grades 1-8) is 83.3%, which shows a 5.4
percentage points decrement from last year.
Looking at the regional variation, Afar is the only region scoring below 50% while Harari and Addis Ababa scored
above 100% NER. An NER higher than 100% is technically impossible as it would mean there are more children
in a range of 7 to 14 years’ old enrolled in schools than there are in the country, and it highlights the issue of
population projections and/or inaccurate recording of students' age when they start schooling. Children
migrating across regions and enrolling in new schools can also affect NER since they are not captured in the
region’s population size.

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Table 3.10 Net Enrollment Ratio by Region and Sex, Grades 1-8, 2022/23
School Age Population (7-14) Net Enrolment (G1-8) NER %
Region Male Female Total Male Female Total Male Female Total
Afar 184,901 174,677 359,578 89,729 70,860 160,589 48.5 40.6 44.7
Amhara 2,255,350 2,169,703 4,425,053 1,597,163 1,600,438 3,197,601 70.8 73.8 72.3
Oromia 4,078,377 3,984,918 8,063,295 3,953,706 3,465,032 7,418,738 96.9 87.0 92.0
Somali 682,751 669,734 1,352,485 511,105 394,754 905,859 74.9 58.9 67.0
Benishangul-Gumz 119,645 115,797 235,442 92,318 78,867 171,185 77.2 68.1 72.7
SNNP 1,503,565 1,525,157 3,028,723 1,270,812 1,170,905 2,441,717 84.5 76.8 80.6
Gambella 44,048 42,966 87,014 33,867 29,554 63,421 76.9 68.8 72.9
Harari 22,463 21,478 43,941 24,444 21,010 45,454 108.8 97.8 103.4
Addis Ababa 259,955 266,539 526,494 297,963 306,208 604,171 114.6 114.9 114.8
Dire Dawa 38,966 38,052 77,018 36,779 32,521 69,300 94.4 85.5 90.0
Sidama 523,677 508,598 1,032,274 512,789 509,477 1,022,266 97.9 100.2 99.0
SWEP 368,821 368,587 737,408 287,659 247,483 535,142 78.0 67.1 72.6
National 10,082,519 9,886,206 19,968,725 8,708,334 7,927,109 16,635,443 86.4 80.2 83.3

Trends over time show a steady increase in NER for Grades 1-8, with slight ups and downs in some years,
however the NER value for this year is the smallest since 2013/14.
The long-term trend in NER shows a steady increase until 2015/16, then after the figures decline with values
below 100% in each year, with the exception of 2017/18.
Table 3.11 Trend in Net Enrollment Ratio for Grades 1-8, 2013/14 – 2022/23
NER (Grades 1-8)
Male Female Total
2006 E.C. (2013/14) 95.1 90.1 92.6
2007 E.C. (2014/15) 96.9 90.5 93.7
2008 E.C. (2015/16) 104.2 96.2 100.3
2009 E.C. (2016/17) 104.1 95.5 99.9
2010 E.C. (2017/18) 104.6 95.4 100.1
2011 E.C. (2018/19) 98.9 90.5 94.7
2012 E.C. (2019/20) 99.3 91.3 95.3
2013 E.C. (2020/21) 90.2 82.6 86.4
2014 E.C. (2021/22) 92.3 85.0 88.7
2015 E.C. (2022/23) 86.4 80.2 83.3
Chart 3.9 NER Trend for Grades 1-8, 2013/14 – 2022/23
120.0

100.0

80.0
NER (%)

60.0

40.0

20.0

0.0
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)

Male Female Total

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Comparison between GER and NER further highlights the issue of children enrolling in Primary and Middle
schools (Grades 1-8) at the age above and below the official age range.
The comparison of GER and NER in Chart 3.10 nationally shows a difference of 12.8 percentage points, which
shows a significant increase in the gap from last year. Gambella exceptionally shows a gap more than double
between the two rates, whereas Sidama and Addis Ababa have almost similar GER and NER values.
Chart 3.10 Comparisons between GER and NER for Grades 1-8 by Region, 2022/23
180.0
GER and NER, Grades 1-8 (%)

160.0
140.0
120.0
100.0
80.0
60.0
40.0
20.0
-
Benishangu Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
l-Gumz Ababa
GER 57.8 85.5 104.3 90.7 101.0 90.4 160.5 132.6 115.0 112.7 103.5 84.2 96.1
NER 44.7 72.3 92.0 67.0 72.7 80.6 72.9 103.4 114.8 90.0 99.0 72.6 83.3

3.5 Gender Parity Index

ESDP V Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

GPI in Primary (index) 0.91 0.94 0.91

GPI in Middle (index) 0.97 1.0 0.98

Gender Parity Index (GPI) measures the relative access to education/participation of girls and boys. It is the ratio
of female to male values of a given indicator. GPI in GER, therefore, can be defined as female gross enrolment
ratio divided by male gross enrolment ratio for each level. GPI is an important indicator of balanced programs
to boost enrolment and participation of girls in education. It is paramount to make programs assisting girls to
achieve comprehensive basic education at national level. In a situation of seamless equity in enrolment, the
Gender Parity Index (GPI) is 1, whereas with highest disparity it is close to 0.
The National GPI target has been missed in both levels this year, though the Middle level GPI has a slight
decline from the target. On the other hand, female share is more than males in the ratio yielding a GPI value
greater than 1 in three regions, Amhara, Addis Ababa and Sidama in the Primary level.
Chart 3.11 presents the regional and national GPI levels. The national GPI is currently 0.91 for Primary and 0.98
for Middle. The Primary GPI is exactly similar from last year while the GPI of Middle level education shows an
increment of 0.02, though the national target in both levels missed. On the other hand, the national GPI for
Primary and Middle (Grades 1-8) is 0.92.

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Chart 3.11 Gender Parity Index for Primary and Middle Level Education by Region, 2022/23

GPI Primary GPI Middle

1.02 Sidama 1.06

1.01 Addis Ababa 1.04

1.01 Amhara 1.18

0.91 National 0.98

0.90 Gambella 0.87

0.90 SNNP 0.94

0.90 Dire Dawa 0.84

0.89 Oromia 0.90

0.87 Harari 0.87

0.85 Benishangul-Gumz 0.88

0.84 Afar 0.77

0.83 SWEP 0.92

0.80 Somali 0.81

3.6 Pupil Section Ratio (PSR) in Primary and Middle Level Education
In Ethiopia there may be more than one section in one grade; Each section can be considered as a classroom for
a given grade; however, the same classroom may be used for two or more different sections in shifting systems.
Hence, the number of sections in the school can be used as a proxy indicator to calculate the pupil classroom
ratio. Nationally PSR is at 50.1 for Grades 1-8, which is slightly better than last year, which was 53.5. Larger PSR
implies a less conducive learning environment.
PSR is higher in Primary compared to Middle school at national level, with 51.5 and 44.3 respectively. However,
the ratio shows a significant improvement from last year. Oromia shows the largest variation between the two
levels, similar to last year. On the contrary, Gambella shows an exceptionally large variation between the two
levels with Middle level PSR is greater than Primary by 14.4.
Chart 3.12 Pupil Section Ratios (PSR) by Region and Level of Education, 2022/23
80.0

70.0

60.0

50.0
PSR

40.0

30.0

20.0

10.0

0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
ul-Gumz Ababa
G1-6 29.1 38.3 59.4 65.7 50.2 56.5 59.5 50.6 37.7 44.7 61.0 42.3 51.5
G7-8 19.7 40.3 44.5 57.4 46.9 50.8 73.9 47.8 37.5 41.2 57.9 35.6 44.3
G1-8 27.6 38.6 56.6 64.4 49.6 55.4 62.2 50.1 37.7 44.0 60.4 40.9 50.1

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3.7 Pupil Teacher Ratio in Primary and Middle Level Education

Pupil-Teacher Ratio (PTR) is commonly used to measure efficiency and quality in the education system. The basic
assumptions are:
1. Lower PTR indicates better opportunities for contact between the teacher and pupils, and for teachers
to provide support to students individually, and hence a better teaching/learning process will be in place
which improves the quality of education.
2. PTR is also used to measure the level of human resource input (teachers).
3. On the other hand, very low PTR may also indicate low efficient use or underutilization of teachers.
This indicator is useful for setting minimum standards throughout the country and ensuring a certain level of
equality throughout the country. In Ethiopia, the standard set for PTR is 50 at Primary and Middle level and 40
at Secondary level.
Note that; low or high PTR alone does not guarantee the level of quality education, which also depends on
various factors such as mode of delivery, teacher commitment and motivation, qualification level of teachers,
supply of educational materials, and so on.
All regions achieved a PTR of below 50 in all levels, with the exception of Somali; and Oromia scored beyond
50 in Primary PTR. The PTR for Middle level is below 25 in all regions (except Somali). The discrepancy for
Primary and Middle levels and the low ratio value in most regions for Middle level is due to incompleteness
in counting teachers by their level of teaching (either Primary or Middle).
The national PTR for this year is 36.4 for Grades 1-8. PTR is 43.4 for Primary and 20.0 for Middle school at
national level, which shows an improvement for Primary from last year. PTR is highest in Somali, 75.7, and lowest
in Addis Ababa, 19.7, for Grades 1-8.
Chart 3.13 Pupil Teacher Ratio (PTR) by Region and Grade Level, 2022/23
90.0
80.0
70.0
60.0
50.0
PTR

40.0
30.0
20.0
10.0
0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP National
ul-Gumz Ababa
G1-6 44.3 30.4 56.4 78.3 42.3 46.3 37.0 36.0 21.9 38.4 38.1 31.5 43.4
G7-8 13.8 17.7 24.1 62.9 17.7 17.9 23.5 17.0 14.6 19.6 18.2 13.7 20.0
G1-8 35.3 26.6 47.3 75.7 34.5 36.0 32.7 30.2 19.7 32.7 32.1 25.4 36.4

PTR trends over time have been improved and lowered from 47.0 in 2013/14 E.C. to 36.4 this year at national
level. As Chart 3.14 shows, the 10 years’ trend indicates that PTR has been improved for Grades 1-8.

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Chart 3.14 Trends in PTR for Grades 1-8, 2013/14-2022/23

50.0
45.0
40.0
35.0
30.0
PTR

25.0
20.0
15.0
10.0
5.0
0.0
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)
PTR G1-8 47.0 46.4 45.6 42.7 43.0 39.0 37.0 34.8 34.6 36.4

3.8 Repetition and Dropout Rates

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Grade 1 dropout rate Female 25 19 21

Grade 1 dropout rate Male 25 19 22

Grade 1-6 dropout rate Female 18 14 15

Grade 1-6 dropout rate Male 17 13 17

Grade 7-8 dropout rate Female 12 9 12

Grade 7-8 dropout rate Male 12 9 17

Grade 1-6 repetition rate Female 6 3 2

Grade 1-6 repetition rate Male 6 3 2

Grade 7-8 repetition rate Female 5 2 3

Grade 7-8 repetition rate Male 5 2 3

Repetition and dropout rates measure how well the education system utilizes limited resources efficiently in a
timely manner. These measures are commonly used to assess the efficiency of the education system in
producing students who have completed a particular education level.

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A student in a particular academic year may be promoted from grade to grade, or repeating a grade or dropout
from a grade. Repeating a grade requires more resources than allocated to a student; and leaving school (i.e.,
dropout) before completing a particular level/grade of education also results in a wastage of resources. Overall,
lower repetition and lower dropout rates at each grade level are indications of the effective utilization of
resources.
Data concerning repeaters and dropout refer to one year previous to the year in which the data is collected, i.e.,
in 2022/23 it is only possible to collect information about students who repeated the grade which they attended
in 2021/22, and they are therefore “repeaters of 2021/22.” This explains why data concerning repetition and
dropout rate are only available one year back from the publication year.

3.8.1 Repetition Rate

This indicator measures the proportion of students who remain in the same grade for two or more consecutive
years, by retaking the grade after either leaving the grade prematurely, or returning for a second or third time.
Any repetition reduces the efficiency of the education system, and can also be one indication of high PTR,
unqualified teachers or lack of learning materials.
In this year, the ESDP VI target on repetition has been achieved in both sexes for Primary level, but failed to
achieve for Middle level.
The repetition rate for both sexes is 2% in Primary level and 3% in Middle level, this is to mean that the ESDP VI
target for the year has been met for both sexes in Primary level but not in Middle. Statistically we use repeaters
and re-admitters in the same sense for calculation purposes, since both are cause for wastage of resources in
the teaching-learning for the same grade.
The repetition rate for all regions, Grades 1-8, is between 0.1% and 4.9%; the rate is above 4% in Amhara,
Benishangul-Gumuz, Harari and Dire Dawa. The national average of repetition rate is 2.9% for Grades 1-8, 2%
for Primary and 3% for Middle level.

3.8.2 Dropout Rate

Dropout rate is a measure of those who have left formal schooling with different reasons. In most cases it is
calculated as the remainder of students after subtracting those who have repeated/re-admitted and those who
have been promoted to the next grade. It has been revealed in many countries that, often students do not
completely dropout, they may join education several years later, or seek out alternative education.
This year, the dropout rate for Grades 1-8 has been increased from last year nationally. The increment also
seen in Primary and Middle levels.
At national level, dropout rate is 16% in Primary and 15% in Middle levels. Afar has the highest dropout rate in
Primary, with 20.5%, and Dire Dawa in Middle level, with 26%.

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Chart 3.15 Dropout Rates for Grades 1-8 by Region and Sex, 2021/22
25.0

20.0
Dropout Rate (%)

15.0

10.0

5.0

0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Male 19.6 12.3 19.8 16.3 18.5 16.7 7.2 10.2 0.9 10.9 21.4 16.9
Female 19.7 7.8 18.7 9.5 18.5 14.5 9.4 10.3 5.0 11.7 18.9 14.6
Total 19.6 10.0 19.3 13.4 18.5 15.7 8.3 10.3 2.2 11.3 20.2 15.8

Chart 3.16 Trends in Dropout Rates for Grades 1-8 Nationally, 2012/13 – 2021/22
20.0
18.0
16.0
14.0
Dropout Rate (%)

12.0
10.0
8.0
6.0
4.0
2.0
0.0
2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C.
(2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22)
Male 7.8 9.9 10.0 11.4 10.9 17.7 14.0 15.2 14.1 16.9
Female 6.9 10.0 10.2 11.9 11.4 17.3 13.0 13.7 12.2 14.6
Total 7.8 9.9 10.1 11.7 11.1 17.5 13.9 14.5 13.2 15.8

The ESDP VI target of dropout rate has been missed in both levels.
Chart 3.17 Dropout Rates for Primary Level by Region and Sex, 2021/22
25.0

20.0
Dropout Rate (%)

15.0

10.0

5.0

0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Male 20.4 12.3 19.8 14.7 19.4 15.9 7.6 9.9 2.0 13.1 21.1 16.9
Female 20.7 8.6 18.9 8.4 19.9 14.2 8.2 10.8 8.3 13.7 18.8 15.1
Total 20.5 10.5 19.4 12.0 19.7 15.1 7.8 10.3 5.3 13.4 20.0 16.0

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Dropout is higher in Primary level, compared to Middle level nationally.

Chart 3.18 Dropout Rates for Middle Level by Region and Sex, 2021/22
30.0

25.0
Dropout Rate (%)

20.0

15.0

10.0

5.0

0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Male 14.2 12.4 20.0 27.3 14.0 20.1 6.2 11.7 11.6 12.0 22.5 17.1
Female 12.3 4.9 17.2 17.9 11.6 16.0 13.7 8.1 5.4 12.7 19.3 12.3
Total 13.4 8.4 18.7 23.4 12.9 18.1 9.7 10.1 8.2 12.4 20.9 14.9

Furthermore, nationally, Dropout is highest in Grade 1, at 21%, followed by Grade 5 with 15.5%.
Chart 3.19 Dropout Rate by Grade and Sex Nationally, 2021/22

25.0

20.0
Dropout Rate (%)

15.0

10.0

5.0

0.0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Male 21.9 12.7 13.2 15.3 16.9 16.1 14.9 19.7
Female 20.8 11.4 12.0 13.2 14.0 13.3 12.8 11.3
Total 21.4 12.1 12.6 14.3 15.5 14.8 13.9 15.6

3.9 Survival Rate to Grade 7

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Survival rate to Grade 7 Female 31 43 39

Survival rate to Grade 7 Male 29 41 34

The survival rate to grade 7 is used to estimate the percentage of students who completes the Primary education
of Grades 1-6. Survival rates approaching 100% indicate a high level of retention and low incidence of dropouts.

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The reliability of this indicator depends on the consistency of data on enrolment and repeaters/re-admitters in
terms of coverage overtime and across grades.
A “Reconstructed Cohort Method” is applied to calculate this rate by assuming a group of pupils, typically 1,000,
who are enrolled together at Grade 1 and proceed to the 7th grade, sometimes with repetition/readmission up
to two times, and sometimes without.
The survival rates for Grade 7 in this year is calculated to be 39% and 34% for females and males respectively.
This value is significantly decreased from last year.
There are three key rates used by educational planners to analyze the flow of pupils through the education
system; Promotion, Repetition and Dropout rates. These are the three paths of student flow from grade to grade
and they characterize the degree of efficiency of the education system in producing graduates. Consequently,
these rates are also used for evaluation, monitoring and projection of the efficiency of students’ flow in an
education system.
The table below shows the national student flow rate result generated by using enrollment data on pupils by
grade for two consecutive years; 2021/22 and 2022/23, and repeater and re-admitters data by grade for the
year 2021/22.
Table 3.12 National Student Flow Rates by Grade and Sex, 2021/22
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Male
Promotion Rate 0.75 0.84 0.84 0.82 0.80 0.81 0.82 0.77
Repetition Rate 0.03 0.03 0.03 0.03 0.03 0.03 0.03 0.03
Dropout Rate 0.22 0.13 0.13 0.15 0.17 0.16 0.15 0.20
Female
Promotion Rate 0.76 0.86 0.86 0.84 0.83 0.84 0.85 0.85
Repetition Rate 0.03 0.03 0.02 0.03 0.03 0.02 0.03 0.03
Dropout Rate 0.21 0.11 0.12 0.13 0.14 0.13 0.13 0.11
Total
Promotion Rate 0.76 0.85 0.85 0.83 0.81 0.83 0.83 0.81
Repetition Rate 0.03 0.03 0.03 0.03 0.03 0.03 0.03 0.03
Dropout Rate 0.21 0.12 0.13 0.14 0.15 0.15 0.14 0.16

Using the result shown in the table above, the reconstructed cohort analysis can be generated for male, female
and total.
According to the total cohort, 195 pupils who started schooling eight years before graduate without repeating
any one grade during their stay in school.

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Chart 3.20 Reconstructed Cohort Analysis for Total (Male + Female), 2021/22
Grades 1 2 3 4 5 6 7 8 Pupil-Years/Grade
Enrolment 2014 3,850,669 2,689,731 2,589,139 2,384,884 2,137,976 1,860,933 1,699,446 1,470,858 Grade Pupil-Year
Enrolment 2015 3,865,191 3,057,325 2,403,061 2,309,060 2,087,659 1,823,508 1,614,790 1,485,431 1 1030
Repeaters 2015 111,216 78,996 65,000 63,639 64,832 47,524 46,822 47,015 2 803
Readmitted 2015 97,121 63,458 53,051 47,952 42,619 34,158 29,545 21,750 3 700
4 610
Promotion rate 0.76 0.85 0.85 0.83 0.81 0.83 0.83 0.77 5 522
Repetition rate 0.03 0.03 0.03 0.03 0.03 0.03 0.03 0.03 6 436
Dropout rate 0.21 0.12 0.13 0.14 0.15 0.15 0.14 0.20 7 371
8 319
Year in E.C. Total 4791
2014 1000 214 Output 244
29 757 Pupil-Years Per Grade PYG 19.6
2015 29 6 757 92 Input/Output Ratio IOR 2.5
1 22 22 643 Coefficient of Efficiency CE 40.8%
2016 1 0 44 5 643 81
1 1 37 16 546
2017 2 0 54 7 546 78
2 1 45 15 453
2018 3 0 60 9 453 70
3 2 50 14 369
2019 4 1 64 10 369 55
Pupil-Year wasted = 2835 3 2 52 9 305
2020 (PYW = TPY - (8 x output) 5 1 61 9 305 42 Graduates
4 2 51 8 254
2021 6 1 59 8 254 51 195
5 2 49 8
2022 7 1 57 12 44
Dropouts by Grade Survival by Grade 5 2
2023 7 2 6
221 97 88 87 81 65 52 65
1000 779 682 594 506 425 361 309 244

Survival (%) 78 68 59 51 43 36 31 24

Chart 3.20 is the result from the reconstructed cohort analysis of total (sum of male and female) which shows
the number of pupils who eventually graduate from the final (Primary and Middle school) grade, i.e., grade 8,
and promoted to the next higher grade; i.e., grade 9, though our focus for this particular cohort is those
promoted to Middle level, i.e., survival to grade 7. Hence, from a 1,000 cohort of pupils, 361 of them (36%) are
able to survive to Grade 7.
According to the cohort, 195 pupils who started schooling eight years before graduate without repeating any
one grade during their stay in school, whereas another 44 pupils graduated after repeating once, and 6 pupils
graduated after repeating twice during their stay in Primary and Middle school (Grades 1-8). The total number
of graduates for the cohort is 244; In other words, about 24% of pupils who started the cohort eight years ago
were eventually able to complete eight years of education and eligible to continue schooling in the next level.
The table below shows survival rates by grade disaggregated by gender nationally based on the reconstructed
cohort analysis.
Table 3.13 Survival Rates (%) by Grade and Sex, 2021/22
Grades
Sex 2 3 4 5 6 7 8 Graduates (%)
Male 77.4 67.2 58.1 49.0 40.4 33.7 28.5 23.0
Female 78.6 69.3 60.8 52.6 45.0 38.8 33.7 30.0
Total 77.9 68.2 59.4 50.6 42.5 36.1 30.9 24.4

The cohort produces the above rates of survival at each grade in the period. In addition to this, from a cohort of
1,000 pupils, the system produces only 24.4% of graduates in the period.

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3.10 Completion Rates

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Completion rate to Grade 6 Female 79 85 70

Completion rate to Grade 6 Male 86 90 73

Completion rate to Grade 8 Female 60 69 61

Completion rate to Grade 8 Male 64 72 61

Internationally the Primary Completion Rate (PCR) is an established measure of the outcomes of an education
system. It is used as a way of comparing the overall access and quality of the education system in a county. It is
calculated in the following way:
New pupils in last grade
Population of official age in the last grade
Completion rate is highly dependent on the accuracy of the single age population for both points of
measurement (for grade 6, age 12, and for grade 8, age 14) and the accurate measurement of repeaters in each
grade. Taking into account adjustments for Ethiopian approaches to calculation of both values i.e., single age
ranges and repeaters, a steady upward trend in completion rates is important.
Completion rates are higher in Grade 6 than in Grade 8, similar to last year. The ESDP VI target of the year
has been missed for both levels.
Chart 3.21 Trends in Grade 8 Completion Rates, 2013/14-2022/23
80.0

70.0

60.0
Completion Rate

50.0

40.0

30.0

20.0

10.0

0.0
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)
Male 46.7 51.8 55.3 56.0 59.4 64.4 73.0 71.7 64.3 61.4
Female 46.7 50.9 53.3 52.2 55.9 59.7 68.0 67.8 61.9 60.5
Total 46.7 51.3 54.3 54.1 57.7 62.1 71.0 69.8 63.1 61.0

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Back to ten years ago, the completion rate for Grade eight has increased from 46.7% to 61.0% this year. Since
Grade 6 completion rate is one of the new indicators in the current ESDP VI and the new education road map,
it is not possible to talk on its trend, however the rate has been given in Table 3.14 by region.
Table 3.14 Completion Rate for Grade 6 by Region and Sex, 2022/23
Population Age 12 New Entrants to Grade 6 Complation Rate (Grade 6)
Region Male Female Total Male Female Total Male Female Total
Afar 22,916 21,632 44,548 7,018 5,698 12,716 30.6 26.3 28.5
Amhara 284,232 273,939 558,171 183,311 203,146 386,457 64.5 74.2 69.2
Oromia 499,086 488,280 987,366 380,622 337,575 718,197 76.3 69.1 72.7
Somali 82,923 81,476 164,399 49,870 39,481 89,351 60.1 48.5 54.4
Benishangul-Gumz 14,686 14,243 28,929 11,190 9,440 20,630 76.2 66.3 71.3
SNNP 177,908 181,082 358,990 135,118 127,715 262,833 75.9 70.5 73.2
Gambella 5,418 5,288 10,706 6,952 6,398 13,350 128.3 121.0 124.7
Harari 2,786 2,663 5,449 2,966 2,533 5,499 106.5 95.1 100.9
Addis Ababa 30,740 31,823 62,563 32,991 35,309 68,300 107.3 111.0 109.2
Dire Dawa 4,764 4,680 9,444 4,337 3,746 8,083 91.0 80.0 85.6
Sidama 61,964 60,386 122,349 49,312 51,237 100,549 79.6 84.8 82.2
SWEP 43,640 43,762 87,403 29,794 26,067 55,861 68.3 59.6 63.9
National 1,231,063 1,209,254 2,440,317 893,481 848,345 1,741,826 72.6 70.2 71.4

3.11 Number of Schools and Clusters

The total number of Primary and Middle level schools (schools with Grades 1-8) for this year is 37,051, with an
increment of 559 schools from last year. Oromia has the largest number of primary schools with 15,167;
naturally acceptable to serve the larger population accordingly. 91.7% of primary schools are government
owned across the country, with the exception of Addis Ababa in which Non-Government primary schools are
higher in number than Government owned.
Chart 3.22 Primary and Middle Schools (Grades 1-8) by Region
(a) Number of schools, 2022/23 (b) Primary School Distribution2

2
The school map covers only 82% of the total Primary and Middle schools

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Chart 3.23 Number of Primary and Middle Schools by Region and Ownership, 2022/23
100% 247 111 15 46
52
Number of Primary and Middle Schools

1,269 439 38 3,083

90% 23
246
80% 54

70%
543
60%
50% 9,357 2,037 586 1,497
758 13,898 4,101 33,968
268
40% 70
1,052
30% 87

20%
257
10%
0%

Government Non-Government

Cluster schools play an important role by allowing neighboring schools to share facilities. In 2022/23, there
are 7,047 cluster schools in the country.
Schools are usually grouped into clusters of 5 or more in woredas for better coordination and sharing of
resources. In 2022/23 there are 7,047 cluster schools throughout the country, the majority being in Oromia
where there are 2,862 clusters.
Chart 3.24 Number of Cluster Schools by Region, 2022/23
3,500
Number of Cluster Schools

2,862
3,000

2,500

2,000
1,575
1,500 1,188
1,000
302 323 367
500 146
28 92 111 24 29
-

3.12 Textbooks
For this academic year, the textbook for the new curriculum is not completely printed and distributed to regions;
and hence the data could not be incorporated in this edition. However, the Ministry of Education and regional
education bureaus are rigorously working on the printing and delivery of the textbooks to make them ready for
the 2016 E.C. academic year.

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According to the general education curriculum change, in the 2015 E.C. academic year;
▪ At primary level, the student text book and teacher's guide were accessible to students and teachers for
selected subjects and selected grade levels in most regions, though the coverage was not successful
according to the plan.
▪ At the middle level, the student text book and teacher's guide were accessible better than the primary
level but not yet satisfactory.

3.13 School Facilities

3.13.1 Electricity and Multimedia
Nationally, only 27.7% of Primary and Middle schools have access to electricity among the total respondent
schools; however, there are significant differences between regions. Among schools with electricity available,
85.6% of them use hydropower, followed by Solar. Those that do not respond for the source of electricity
accounts to 4.5% which shows a significant decrement from last year.
On the other hand, radios are available in 26.8% of Primary and Middle schools, with a significant decrease from
last year.
Table 3.15 Electricity and Access to Multimedia Teaching for Primary and Middle Schools by Region,2022/23
Availability of Electricity Source of Electricity (If "Yes") Radios

Functional Radios (Number)

Number of Resspondent

Availability (Number of
Schools with Electricity

Not Answered
Hydroelectric
Generator

Schools)
Schools

Biogaz

Other
Solar

Region
Afar 758 107 77 3 27 18 2
Amhara 9,604 2,051 3 22 1,628 79 319 1,173 17,483
Oromia 15,166 4,441 1 61 3,855 503 18 3 6,663 15,500
Somali 2,006 63 26 37 2
Benishangul-Gumz 552 115 6 95 14 8 8
SNNP 4,513 1,631 3 19 1,417 141 2 49 809 2,142
Gambella 294 84 3 60 18 1 2 29 74
Harari 90 68 63 3 2 19 21
Addis Ababa 799 744 3 705 1 35 549 2,741
Dire Dawa 123 82 2 76 3 1 51 183
Sidama 1,298 473 1 6 415 30 2 19 463 1,630
SWEP 1,543 303 3 270 27 3 60 607
National 36,746 10,162 8 151 8,698 822 23 460 9,844 40,391

3.13.2 Library and Pedagogical Centers

Other facility indicators include the availability of library, laboratory and pedagogical center. Among the
respondent schools, only 39.2% have functional libraries. Similarly, 11% of schools reported having a functional
laboratory and 41.4% with a functional pedagogical center. The table below shows the details of such facilities.

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Table 3.16 Library, Laboratory and Pedagogical Center by Region, 2022/23

Availability of Library Laboratory Pedagogycal Center

Schools with Functional

Availability (Number of

Availability (Number of

Functional Pedagogical
Functional Laboratory
Availablity(Number of
Resspondent Schools

(Number of Schools)

Center (Number of
Number of

Schools)

Schools)

Schools)
schools)

Library
Region
Afar 758 65 33 39 19 65 31
Amhara 9,604 4,113 3,446 2,658 1,125 4,242 3,828
Oromia 15,166 8,751 6,501 1,354 787 8,228 7,500
Somali 2,010 22 3 4 3
Benishangul-Gumz 552 118 93 23 19 211 172
SNNP 4,513 2,647 2,106 1,437 972 2,418 1,802
Gambella 294 61 37 16 11 36 24
Harari 90 52 42 37 18 41 27
Addis Ababa 799 757 734 681 624 723 682
Dire Dawa 123 81 71 50 22 76 68
Sidama 1,298 738 695 404 256 468 393
SWEP 1,543 782 625 232 144 812 666
National 36,750 18,187 14,386 6,931 3,997 17,324 15,196

3.13.3 WASH Facilities

Nationally, among schools responding to water item questions, 36.2% have access to functional water supply.
From the type of water supply, “Pipeline water” accounts the largest score with 31% of the total respondent
schools, followed by “Protected well/spring” and “Contained rain water”.
Table 3.17 Water Access in Primary and Middle Schools by Region, 2022/23
Availability of Water Water Supply Type Accessible to-
Protected well/spring
Contained rain water
Resspondent Schools

Children with Special

(Number of Schools)
Schools With Water

Schools With Water

Needs (Number of
Supply Functional

Tanker truck/cart

Young Children
Pipeline water

Surface water
Unprotected
well/spring
Number of

Undefined

Schools)
Supply

Region
Afar 101 45 31 3 34 1 1 1 1 4 25 30
Amhara 2,183 1,152 774 129 319 453 104 37 65 45 545 727
Oromia 11,516 5,227 4,153 444 3,451 537 217 339 239 2,468 2,885
Somali 621 183 67 10 49 1 115 8 10 42
Benishangul-Gumz 317 123 98 2 73 42 4 2 44 67
SNNP 2,609 1,155 875 36 959 91 19 17 17 16 703 817
Gambella 175 110 62 8 73 21 3 2 3 47 57
Harari 52 34 30 2 22 4 2 4 23 31
Addis Ababa 675 668 640 1 637 10 2 2 1 15 601 640
Dire Dawa 119 98 89 84 7 2 1 4 61 80
Sidama 934 471 328 20 421 16 3 9 2 335 348
SWEP 971 285 200 8 171 65 17 14 10 127 161
National 20,273 9,551 7,347 663 6,293 1,247 373 424 449 102 4,989 5,885

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In 2022/23, 20,273 schools, 55% of the total Primary and Middle level schools, responded to the toilet type of
questions. Among the schools responding to the toilet item, 92.5% reported to have functional toilets. On the
other hand, 72% of the functional toilets are “Improved” type and the remaining 28% are “Traditional”.
Moreover, 69% of schools also reported to have functional teachers’ toilets.
Table 3.18 Toilet Facilities in Primary and Middle Schools by Region, 2022/23
Student Toilet Toilet Type Improved Toilet Type Handwash Teachers Toilet

Schools with Separate Boys

Accessible to Children with

Fuunctionality (Number of
Number of Resspondent

Schools with Functional

Schools with Functional

Schools with Different

Availability (Number of

Teachers Toilet From

Not cemented Toilets
Accessible to Young

Composite Toilets
Cemented Toilets

Pour flush Toilets

Teachers Toilets
and Girls Toilet

Students Toilet
Special Needs

Traditional
Improved
Children

Schools)

Schools)
Schools

Toilets

Region
Afar 101 77 42 38 39 59 18 40 3 16 28 17 58 43
Amhara 2,183 1,798 953 554 884 413 1,385 36 63 17 297 509 391 1,413 983
Oromia 11,516 11,035 5,546 2,381 2,802 11,035 4,581 90 4,402 1,962 2,785 2,528 7,443 5,189
Somali 621 297 61 25 28 15 282 8 1 2 4 18 14 147 53
Benishangul-Gumz 317 261 105 65 104 62 199 33 2 4 23 95 65 146 105
SNNP 2,609 2,526 1,955 1,212 1,574 872 1,654 497 64 105 206 1,110 902 2,130 1,936
Gambella 175 102 62 52 52 49 53 21 4 3 21 70 43 84 66
Harari 52 48 30 22 28 10 38 3 7 42 31 36 29
Addis Ababa 675 655 626 566 617 378 277 145 10 3 220 652 612 664 637
Dire Dawa 119 112 83 66 72 53 59 22 11 20 78 61 102 84
Sidama 934 913 795 525 616 302 611 252 18 16 16 349 326 885 788
SWEP 971 920 754 294 415 262 658 153 11 68 30 319 243 842 758
National 20,273 18,744 11,012 5,800 7,231 13,510 5,234 5,791 274 4,623 2,822 6,055 5,233 13,950 10,671

3.13.4 School Feeding

School feeding is the traditional term for programs that provide food for children through school. It can take
two different forms: providing school meals or snacks to be eaten during school hours or distributing dry take
home food rations to pupils at the end of each month or school term if they attended school regularly. This is
an emerging social safety net and child development program for children living in poverty and food insecurity
in developing countries, but it is dated back to the middle of the twentieth century in the high-income countries.
School Feeding Program (SFP) has been officially launched in Ethiopia in 1994 with an initial pilot project
covering 40 schools in Tigray, Amhara, Afar and Oromia regions. It was implemented as an important safety net
for expanding children’s access to education and to ensure equity of Primary and Middle school children (Grades
1 to 8) in food insecure districts. Currently, Ethiopia is implementing a large-scale national school feeding
program targeting all regions of the country. The program targets the government's pre-primary and primary
schools. In 2022/2023 academic year, 6.9 million Pre-Primary and Primary school children have received school
meal services. The number of students reached has almost tripled when compared with a year before due to
the start of an extensive school feeding program in Oromia region in 2022 that reached over 5 million children.
The government of Ethiopia recognizes the impact that poor health and nutrition can have on children’s ability
to learn and on their school attendance in general. Hence, the government incorporated SFP in various policies,
strategies, programs and initiatives of the country such as social protection policy, food and nutrition policy,
National Nutrition Program (NNP), School Health and Nutrition (SHN) strategy, ESDP (IV-VI) and others. Recently,
separate National School Feeding Policy Framework and Implementation Strategy, Home-Grown School Feeding
Guidelines and Standards and National Food and Personal Hygiene Protocol for SFP has been developed to

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provide guidance for the implementation of effective and sustainable national school feeding program in the
country.
According to the data collected and shown in the table below, the total number of students who are benefiting
in 2022/23 is 6,771,094 from13,462 schools with school feeding program nationally.
Table 3.19 School Feeding Beneficiaries by Region, 2022/233

Number of SF Beneficiaryies Supported by

Government Total Number Schools
Schools and of No of with
Region With SFP community NGOs Beneficiaries Cooks Garden
Afar 755 29,448 117,885 147,333 1,507 16
Amhara 510 81,543 157,221 238,764 1,530 1,818
Oromia 10,495 5,107,333 160,285 5,267,618 31,455 2,099
Somali 228 800 70,185 70,985 684 -
Benishangul-Gumz 5 1,346 200 1,546 15 -
SNNP 461 154,642 77,304 231,946 1,383 230
Gambella 14 10,768 9,512 20,280 75 8
Harari 67 36,804 - 36,804 593 35
Addis Ababa 835 701,000 - 701,000 2,600 -
Dire Dawa 24 7,607 1,075 8,682 72 10
Sidama 21 - 32,154 32,154 106 20
SWEP 47 5,184 8,798 13982 141 5
National 13,462 6,136,475 634,619 6,771,094 40,161 4,241

Oromia has the highest beneficiary share, with 77.8% followed by Addis Ababa city administration, with 10.3%
share. Addis Ababa provide school meal service to significant number of pupils across all public schools in the
city. Among schools with school feeding, there are 40,161 cooks.

3 The data in this table is provided by the School Infrastructure and Services desk of MoE

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4. Secondary Level Education

Secondary education covers from Grade 9 to 12. The official secondary school age is from 15 to 18
years old.
Currently, with the new Education Road Map, Grades 9 and 10 are the level in which General Courses
will be given to all students; starting from Grade 11, students are able to choose either Natural or
Social Science Stream for their future learning.
Students take a national exam (Ethiopian General Secondary Education Certificate Examination) at
Grade 12, which certifies completion of secondary general education, and selects students who qualify
for university level of education.
Secondary school enrolment has expanded rapidly in the past 20+ years; and enrollment has increased with an
average annual growth rate of 7.5% in the last five years.
Secondary education offers grades 9 through 12 and covers students between the ages of 15 and 18. It offers a
wide range of subjects and prepares students for higher education and the world of work. More specifically,
with the new Education Road Map, students at this level will learn all subjects in common as “General Education”
and will split into Social and Natural science streams at Grade 11. The Natural Science stream will provide five
CTEs (Career and Technical Education) and the Social Science stream will give three CTEs in which students will
graduate with a full technical skill in their chosen CTE.
This level of education is quite pivotal in ensuring the continuity and sustainability of all government efforts and
hence the government continues to implement different strategies to address the numerous challenges
associated with provision of quality and inclusive education, since the level is the entry point to higher education
and for future career.
This section presents various indicators of secondary level education with respect to the ESDP VI targets.

4.1 Gross Enrolment Ratio (GER) in Secondary Education

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Grades 9–12, GER Female 30 45 44.0

Grades 9–12, GER Male 34 48 43.6

The GER calculates the total number of children that have enrolled in Grades 9-12, irrespective of their age, as
a proportion of the corresponding school age population.
Transition from primary to secondary education is low nationally as the GER for Secondary is shown to be
much lower than Primary and Middle, with notable regional disparities.
The national GER of secondary education (Grade 9-12) for this year is 43.8%; this indicates that transition from
Primary and Middle schools to secondary education is low. GER has decreased by 1.8 percentage points from
last year. Regional differences are notable, with Gambella and Addis Ababa scored above 100% while Somali
and Afar have a GER below 30%. Nationally the GER for females is higher than males for this year.

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Table 4.1 Gross Enrollment Ratio by Region and Sex, Grades 9-12, 2022/23
School Age Population (15-18) Gross Enrolment (G9-12) GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 79,573 69,778 149,351 18,799 12,867 31,666 23.6 18.4 21.2
Amhara 970,686 951,525 1,922,211 446,630 552,138 998,768 46.0 58.0 52.0
Oromia 1,872,390 1,838,530 3,710,920 709,926 626,050 1,335,976 37.9 34.1 36.0
Somali 238,714 212,607 451,321 76,312 56,005 132,317 32.0 26.3 29.3
Benishangul-Gumz 55,427 53,460 108,887 26,076 23,642 49,718 47.0 44.2 45.7
SNNP 607,294 629,675 1,236,969 289,288 274,857 564,145 47.6 43.7 45.6
Gambella 21,637 20,042 41,679 26,888 16,294 43,182 124.3 81.3 103.6
Harari 10,930 10,645 21,575 7,373 6,221 13,594 67.5 58.4 63.0
Addis Ababa 92,326 101,953 194,279 108,402 137,572 245,974 117.4 134.9 126.6
Dire Dawa 19,652 19,368 39,020 13,195 11,182 24,377 67.1 57.7 62.5
Sidama 211,514 209,979 421,494 104,631 99,429 204,060 49.5 47.4 48.4
SWEP 148,968 152,175 301,142 61,967 63,443 125,410 41.6 41.7 41.6
National 4,329,111 4,269,736 8,598,848 1,889,487 1,879,700 3,769,187 43.6 44.0 43.8

Chart 4.1 GER by Region and Sex, Grades 9-12, 2022/23

160.0

140.0

120.0

100.0
GER (%)

80.0

60.0

40.0

20.0

0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama SWEP National
gul-Gumz Ababa Dawa
Male 23.6 46.0 37.9 32.0 47.0 47.6 124.3 67.5 117.4 67.1 49.5 41.6 43.6
Female 18.4 58.0 34.1 26.3 44.2 43.7 81.3 58.4 134.9 57.7 47.4 41.7 44.0
Total 21.2 52.0 36.0 29.3 45.7 45.6 103.6 63.0 126.6 62.5 48.4 41.6 43.8

GER trend in Grades 9-12 indicates a steady increase over the past eight years, except this year but the gender
gap is minimized compared to last year.
Chart 4.2 below shows the trend in GER for Secondary education for the last nine years. The GER trend shows a
straight incremental pattern for the period except the current year with a slight decrement from last year.
On the other hand, the gender gap has seen minimized to a percentage less than 1 for the first time in a decade.

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Chart 4.2 Trends in GER for Grades 9-12, 2014/15-2022/23

50.0
45.0
40.0
35.0
30.0
GER

25.0
20.0
15.0
10.0
5.0
0.0
2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)
Male 27.5 30.1 31.5 32.6 34.2 41.5 43.8 46.6 43.6
Female 25.0 27.9 28.7 28.9 29.8 36.2 40.3 44.6 44.0
Total 26.3 29.0 30.1 30.7 32.0 38.9 42.1 45.6 43.8

4.1.1. Enrollment in Pastoralist Areas

Similar to Pre-Primary, Primary and Middle level education, enrollment of Secondary level students in pastoralist
areas has been collected and presented in the table below.
The total share of pastoralist students in Secondary level is lower compared to Pre-Primary and Primary and
Middle level education, with 4.3%
Table 4.2 Enrolment Share in Pastoralist Areas for Secondary Education by Region and Sex, 2022/23

Gross Pastoralist Enrollment Gross Regional Enrollment

(Grades 9-12) (Grades 9-12) Pastoralist Share (%)
Region Male Female Total Male Female Total Male Female Total
Oromia 43,261 28,181 71,442 709,926 626,050 1,335,976 6.1 4.5 5.3
SNNP 4,779 4,838 9,617 289,288 274,857 564,145 1.7 1.8 1.7
SWEP 4,197 2,351 6,548 61,967 63,443 125,410 6.8 3.7 5.2
Total 52,237 35,370 87,607 1,061,181 964,350 2,025,531 4.9 3.7 4.3

4.2 Net Enrolment Ratio (NER) in Secondary Education

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Grades 9–12, NER Female 25 41 33.9

Grades 9–12, NER Male 26 43 32.0

NER calculates the enrolment of children who are of the official school admission age for the given level of
education. At secondary level, this calculates the proportion of 15 to 18 years’ old that are enrolled in secondary
education.
Children enrolled in secondary education are more likely to be the correct age compared to Primary and
Middle education, though enrollment rate is too low from the expected school age population.

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Nationally, NER for Grades 9-12 is 32.9%, which slightly decreases from last year. More remarkably female NER
is greater than male nationally. Addis Ababa has the highest NER at 96.2% while all other regions have NER of
less than 50%.
Table 4.3 Net Enrollment Ratio by Region and Sex, Grades 9-12, 2022/23
School Age Population (15-18) Net Enrolment (G9-12) NER %
Region Male Female Total Male Female Total Male Female Total
Afar 79,573 69,778 149,351 12,259 8,846 21,105 15.4 12.7 14.1
Amhara 970,686 951,525 1,922,211 330,125 434,266 764,391 34.0 45.6 39.8
Oromia 1,872,390 1,838,530 3,710,920 524,637 484,726 1,009,363 28.0 26.4 27.2
Somali 238,714 212,607 451,321 39,372 29,756 69,128 16.5 14.0 15.3
Benishangul-Gumz 55,427 53,460 108,887 14,865 16,531 31,396 26.8 30.9 28.8
SNNP 607,294 629,675 1,236,969 223,156 218,624 441,780 36.7 34.7 35.7
Gambella 21,637 20,042 41,679 11,264 7,908 19,172 52.1 39.5 46.0
Harari 10,930 10,645 21,575 5,364 4,453 9,817 49.1 41.8 45.5
Addis Ababa 92,326 101,953 194,279 83,015 103,835 186,850 89.9 101.8 96.2
Dire Dawa 19,652 19,368 39,020 9,325 8,431 17,756 47.5 43.5 45.5
Sidama 211,514 209,979 421,494 82,065 78,129 160,194 38.8 37.2 38.0
SWEP 148,968 152,175 301,142 47,995 50,772 98,767 32.2 33.4 32.8
National 4,329,111 4,269,736 8,598,848 1,383,442 1,446,277 2,829,719 32.0 33.9 32.9

Chart 4.3 NER by Region and Sex, Grades 9-12, 2022/23

120.0

100.0

80.0
NER (%)

60.0

40.0

20.0

0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama SWEP National
gul-Gumz Ababa Dawa
Male 15.4 34.0 28.0 16.5 26.8 36.7 52.1 49.1 89.9 47.5 38.8 32.2 32.0
Female 12.7 45.6 26.4 14.0 30.9 34.7 39.5 41.8 101.8 43.5 37.2 33.4 33.9
Total 14.1 39.8 27.2 15.3 28.8 35.7 46.0 45.5 96.2 45.5 38.0 32.8 32.9

The ESDP VI target has been missed for both sexes, with female NER better than that of male. Harari and Dire
Dawa, however, are the two regions that met the target in both sexes in addition to Addis Ababa.
Nationally the gap between GER and NER is higher in Secondary than Primary and Middle level, indicating that
students enrolled in Secondary level are more likely to be overaged than in Primary and Middle level.

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Chart 4.4 Comparisons between GER and NER for Grades 9-12 by Region, 2022/23
140.0

120.0

100.0
GER and NER (%)

80.0

60.0

40.0

20.0

-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama SWEP National
gul-Gumz Ababa Dawa
GER 21.2 52.0 36.0 29.3 45.7 45.6 103.6 63.0 126.6 62.5 48.4 41.6 43.8
NER 14.1 39.8 27.2 15.3 28.8 35.7 46.0 45.5 96.2 32.8 32.9 18.7 32.9

4.3 Gender Parity Index

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

GPI in Grades 9-12 (index) 0.87 0.9 1.01

The ESDP VI target of GPI for secondary education has been successfully met with the score beyond the ideal
value, 1.0.
The GPI for Grades 9-12 is 1.01 nationally, with 0.11 points beyond the target. The national GPI has increased
from last year by 0.05 points and the value is beyond 1.0, showing more females than males are enrolled in the
level with respect to their population size.
GPI exceeds the ideal value, 1.0, for the first time since 2015/16 and shows a steady increase from 2018/19.
Chart 4.5 GPI for Secondary Schools by Region, 2022/23

Amhara 1.26
Addis Ababa 1.15
National 1.01
SWEP 1.00
Sidama 0.96
Benishangul-Gumz 0.94
SNNP 0.92
Oromia 0.90
Harari 0.87
Dire Dawa 0.86
Somali 0.82
Afar 0.78
Gambella 0.65

0.00 0.20 0.40 0.60 0.80 1.00 1.20 1.40

GPI National target

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As seen from the chart above, the GPI of Amhara and Addis Ababa has a great impact on the result of the
national figure, since the remaining regions are all below the national figure. In Amhara and Addis Ababa,
equity is beyond the perfect value, 1, meaning that female enrollment rate is higher than that of males.

4.4 Pupil Teacher Ratio in Secondary Education

This indicator is useful for setting minimum standards and ensuring a certain level of equality throughout the
country. Low PTR indicates a better learning environment in which monitoring and support to students is
believed to be easy for teachers. In Ethiopia, the standard set to PTR is 40 for secondary level.
The national PTR of secondary schools is 26.6 in this year, in which Addis Ababa scored the lowest PTR, with 1
teacher for around 21 students. It should be noted that the number of Non-Government schools in Addis Ababa
is exceptionally higher than Government owned schools, this will have a significant impact on students per
teacher.
In general, with respect to the data for the year, all regions and the national figure are in a good PTR in which
the result tells us that the ratio is better than the standard set for the level.
Chart 4.6 PTR of Secondary Education by Region, 2022/23

Somali 45.7

Afar 45.2

Harari 31.5

Gambella 30.8

Sidama 30.1

Oromia 29.7

Dire Dawa 29.2

National 26.6

Amhara 24.7

Benishangul-Gumz 24.4

SNNP 24.1

Addis Ababa 21.3

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0
PTR

The national trend in PTR shows that it has been improving since 2013/14 to 2018/19. The improvement, that
means the smallest ratio, was highest in 2018/19 in the last 10 years, and since then it goes up until this year.
However, the ratio is good throughout the period. The smaller the PTR shows the better the distribution of
teachers with respect to students. The table below shows the PTR trend in the last 10 years.

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Table 4.4 PTR Trends in Secondary Education by Region, 2013/14 – 2022/23

2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
Region
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)
Afar 20.7 50.8 60.6 37.0 34.0 19.4 21.9 23.2 28.3 45.2
Amhara 26.5 23.1 24.6 23.0 22.0 23.0 24.8 25.6 25.2 24.7
Oromiya 27.4 25.8 25.7 25.0 25.0 28.0 33.8 32.7 32.3 29.7
Somali 42.7 44.0 52.3 40.0 40.0 49.8 35.1 39.7 38.1 45.7
Benishangul-Gumz 23.8 28.4 24.2 24.0 20.0 22.8 23.3 23.7 24.4 24.4
SNNP 31.4 22.9 29.8 29.0 32.0 21.7 25.2 24.3 25.0 24.1
Gambella 29.4 30.4 32.9 29.0 23.0 25.7 28.5 29.0 30.8 30.8
Harari 21.3 17.8 18.4 24.0 18.0 19.0 19.2 21.8 24.7 31.5
Addis Ababa 21.1 20.2 20.0 22.0 23.0 18.3 18.9 18.0 20.8 21.3
Dire Dawa 18.1 20.5 23.7 21.0 20.0 19.9 23.7 25.3 29.6 29.2
Sidama 32.2 33.1 30.1
SWEP 23.8 20.2
National 27.8 26.4 26.5 26.0 26.0 24.2 27.1 27.4 27.7 26.6

Chart 4.7 National PTR Trend, Grades 9-12, 2013/14 – 2022/23

29.0

28.0

27.0

26.0
PTR

25.0

24.0

23.0

22.0
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)
National 27.8 26.4 26.5 26.0 26.0 24.2 27.1 27.4 27.7 26.6

4.5 Pupil Section Ratio in Secondary Education

Nationally, in 2022/23, PSR is at 60.2 for Grades 9-12, this shows a huge difference from last year, which was
77.9.
PSR is lowest in Addis Ababa followed by Harari and SWEP, indicating that students in these regions have better
access to classroom facilities and are in a better conducive learning environment. On the other hand, PSR is
highly inflated in Somali and Gambella, with 94.0 and 90.9 respectively. One major reason for this overstated
value might be the condition in which a large number of students with a very low number of sections has been
filled at the time of encoding.

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Chart 4.8 Pupil Section Ratios in Secondary Education by Region, 2022/23

Somali 94.0

Gambella 90.9

Sidama 75.2

Afar 71.3

National 60.2

SNNP 59.1

Benishangul-Gumz 58.5

Amhara 57.9

Dire Dawa 57.8

SWEP 52.8

Harari 50.9

Addis Ababa 47.9

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
PSR

4.6 Number of Schools

The total number of secondary schools for this year is 3,733, with an increment of 97 schools from last year.
With respect to ownership, Government schools, similar to primary, took the highest share with 89.1%. In Addis
Ababa and Dire Dawa, Non-Government schools are higher in number than Government.
Chart 4.9 Numbers of Secondary Schools by Region, 2022/23
1,600
1,366
1,400
Number of Secondary Schools

1,200
1,000
800 685
613
600
400 265 235 179
200 92 73 120
55 18 32
-

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Chart 4.10 Numbers of Secondary Schools by Region and Ownership, 2022/23

100% 3 21 2 2 5
110 22 41 408
Number of Secondary Schools

90% 22
80% 8
70% 153 19
60%
50% 52 664 90 71 174
1,256 243 572 3325
40% 98
30% 10
20% 82 13
10%
0%

Government Non-Government

4.7 Textbooks
Similar to the Primary and Middle level, the textbook and teachers guide for the new curriculum were not
printed and distributed, accordingly;
▪ The pilot implementation was being carried out in selected secondary schools in all regions and city
administrations, but the student textbooks and teachers' guides were not distributed to students and
teachers.

4.8 School Facilities

4.8.1 Electricity and Multimedia
In 2022/23, 69.7% of secondary schools responded to having access to electricity nationally, with the majority
of the source being hydropower. Harari and Addis Ababa have higher proportions of schools with electricity,
with above 90% coverage.
Concerning the availability of multimedia teaching, computers are available in 62.4% of schools. Secondary
schools in Addis Ababa are the most connected, proportionally, to the internet (33%), followed by Dire Dawa
and Harari. Whereas internet availability nationally covers only 11% of the total respondent schools.

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Table 4.5 School Facility Indicators on Electricity and Multimedia Teaching, 2022/23
Availability of Electricity Source of Electricity (If "Yes") VSAT Dish Computer Internet

Computers used for Admin

Computers acceessing the

Number of Resspondent

Availability (Number of

Availability (Number of

Availability (Number of
Schools with Electricity

Functional (Number of

Functional (Number of

Computers used for

Internet (Number)
Not Answered
Hydroelectric

Computers)
Generator

Teaching
Schools)

Schools)

Schools)

Schools)
Schools

Biogaz

Other
Solar
Region
Afar 53 30 29 1 7 18 294 290 4 2 60
Amhara 685 435 1 18 370 11 8 27 152 26 255 14,118 24,661 10,393 91 3,868
Oromia 1,366 1,052 81 941 28 2 521 143 1,099 30,648 36,369 7,386 164 2,756
Somali 257 61 16 43 1 1 6 27 936
Benishangul-Gumz 85 43 10 31 1 1 20 1 44 498 9,541 59 1 21
SNNP 607 460 1 29 397 20 1 12 220 53 436 11,990 8,031 3,436 44 8,921
Gambella 62 22 14 2 6 11 1 16 151 357
Harari 18 17 15 2 4 15 267 432 30 3 39
Addis Ababa 235 217 207 1 9 99 26 195 8,313 4,661 28,241 78 3,334
Dire Dawa 28 17 17 10 2 17 799 4,023 1,011 6 3,664
Sidama 120 92 2 85 1 4 32 5 57 1,584 377 261 10 2,334
SWEP 179 130 14 104 12 46 4 126 2,383 1,713 383 3 12
National 3,695 2,576 2 170 2,253 77 12 62 1,128 261 2,305 71,981 90,098 51,561 402 25,009

4.8.2 Library and Laboratory

Other facility indicators include the availability of library, laboratory and pedagogical center. Among the
respondent schools for the availability of libraries, 66.1% have functional libraries. On the other hand, functional
laboratory is below 40% nationally, with Biology 34.6%, Chemistry 35.9% and Physics lab 31.9%; whereas 54.2%
of the respondent schools reported to have a functional pedagogical center. The table below shows the details
of such facilities.
Table 4.6 Library, Laboratory and Pedagogical Center by Region, 2022/23
Availability of Library Laboratory by Stream (Measured in Number of Schools) Pedagogycal Center

Biology Chemistry Physics

With Technical asistant

With Technical asistant

With Technical asistant

Schools with Functional

Availability (Number of

Functional Pedagogical
Availablity(Number of
Resspondent Schools

Center (Number of
With Sufficient

With Sufficient

With Sufficient
Equiped (with

Equiped (with

Equiped (with
Number of

Functional

Functional

Functional
materials)

materials)

materials)
Chemicals

Chemicals

Chemicals

Schools)

Schools)
schools)

Library

Region
Afar 53 26 17 4 3 3 1 4 3 3 1 4 3 3 1 15 15
Amhara 685 449 396 356 277 286 217 365 277 288 217 331 249 257 208 296 296
Oromia 1,366 1,216 1,043 276 161 162 144 269 168 171 168 236 150 145 121 741 741
Somali 257 44 22 8 9 7 8 8 8 7 7 9 7 8 7 15 15
Benishangul-Gumz 85 42 28 4 3 3 5 4 5 5 5 3 4 4 4 34 34
SNNP 607 535 453 312 188 188 210 343 209 217 251 283 167 162 187 452 452
Gambella 62 20 6 2 4 4 3 3 4 5 4 2 4 4 3 10 10
Harari 18 17 17 16 11 12 10 16 11 12 11 15 10 10 11 12 12
Addis Ababa 235 224 220 178 171 169 152 186 175 172 159 181 173 168 153 205 205
Dire Dawa 28 17 13 21 16 17 15 22 17 18 15 21 17 17 15 18 18
Sidama 120 108 103 79 60 61 59 87 62 62 64 73 54 56 56 78 78
SWEP 179 151 124 21 10 10 17 20 11 9 14 19 9 8 10 126 126
National 3,695 2,849 2,442 1,277 913 922 841 1,327 950 969 916 1,177 847 842 776 2,002 2,002

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4.8.3 WASH Facilities

Nationally, among the respondent schools, 59.8% of them reported to have functional water supply. Majority
of schools, 56.9%, have “Pipeline water” followed by “Protected well/spring”.
Table 4.7 Water Access in Secondary Schools, 2022/23
Availability of Water Water Supply Type Accessible to-

Protected well/spring
Contained rain water
Resspondent Schools

Children with Special

(Number of Schools)
Schools With Water

Schools With Water

Needs (Number of
Supply Functional

Tanker truck/cart

Young Children
Pipeline water

Surface water
Unprotected
well/spring
Number of

Undefined

Schools)
Supply

Region
Afar 7 3 3 3
Amhara 263 199 166 23 83 56 10 12 7 8 124 199
Oromia 1,203 843 736 16 757 30 11 12 17 535 843
Somali 119 71 51 5 17 1 48 16 71
Benishangul-Gumz 52 24 18 2 15 6 1 8 24
SNNP 414 258 216 2 234 16 6 181 258
Gambella 30 21 13 1 16 2 1 1 11 21
Harari 14 11 10 9 2 7 11
Addis Ababa 179 177 177 1 170 2 1 3 157 177
Dire Dawa 24 22 22 22 19 22
Sidama 90 72 64 65 6 1 55 72
SWEP 136 60 42 50 9 1 35 60
National 2,531 1,761 1,515 50 1,441 127 25 27 72 19 1,148 1,761

On the other hand, 95% of secondary schools responded to have functional students’ toilets, with the majority
being improved toilets. 80.4% of schools have functional teachers’ toilet, and among these 88% are separated
from students’ toilet.
Table 4.8 Toilet Facilities in Secondary Schools, 2022/23
Student Toilet Toilet Type Improved Toilet Type Handwash Teachers Toilet
Schools with Separate Boys

Accessible to Children with

Fuunctionality (Number of
Number of Resspondent

Schools with Functional

Schools with Functional

Schools with Different

Availability (Number of

Teachers Toilet From

Not cemented Toilets
Composite Toilets
Cemented Toilets

Pour flush Toilets

Teachers Toilets
and Girls Toilet

Students Toilet
Special Needs

Traditional

Undefined

Undefined
Improved

Schools)

Schools)
Schools

Toilets

Region
Afar 7 5 2 3 2 2 1 2 1 3 2
Amhara 263 247 205 130 133 50 64 15 3 29 86 111 97 213 195
Oromia 1,203 1,173 834 432 1,045 128 705 25 315 539 467 941 796
Somali 119 82 20 20 20 57 5 1 19 7 4 56 20
Benishangul-Gumz 52 41 23 6 21 19 1 9 1 11 19 12 26 21
SNNP 414 403 339 241 244 142 17 96 3 1 43 101 224 178 357 336
Gambella 30 22 14 6 3 14 5 1 1 1 14 9 19 16
Harari 14 14 11 7 12 1 1 2 1 2 7 11 9 11 9
Addis Ababa 179 175 171 145 87 36 52 27 39 21 176 175 176 174
Dire Dawa 24 22 21 17 12 3 7 2 2 8 22 21 22 21
Sidama 90 89 83 67 45 41 3 40 2 2 1 60 57 86 81
SWEP 136 133 123 60 69 57 7 37 1 1 30 56 44 125 122
National 2,531 2,406 1,846 1,134 1,693 550 163 937 34 3 435 284 1,240 1,073 2,035 1,793

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4.9 Grade 12 Examination

The 2014 E.C. Ethiopian Higher Education Entrance Certificate Examination (EHEECE) result were not ready at
the time of the 2014 E.C. ESAA publication; hence this edition contains the summary of the exam statistics for
the two consecutive years, 2014 E.C. and 2015 E.C.
The total number of examinees are 896,520 in 2014 E.C. (2021/22) and 845,099 in 2015 E.C. (2022/23). From
which only 3.2% have scored 50% and above in 2015 E.C. (2022/23) to join the Ethiopian higher education
institutions.
Table 4.9 Grade 12 Exam Statistics By Stream, 2021/22 and 2022/23

Total Number of Students Sat

Scored 50% and above Remark
for the Exam
2014 E.C. 2015 E.C.
Stream 2014 E.C. 2015 E.C. Number % Number %
Natural Science 339,642 356,878 22,974 6.8 19,017 5.3 >= 350
Social Science 556,878 488,221 7,060 1.3 8,250 1.7 >=300 and >=250 for Blind
Total 896,520 845,099 30,034 3.3 27,267 3.2
In both years, the pass rate of students in the natural science stream is by far better than that of the social
science. However, the pass rate of students in the social science stream of this year are better than last year.
Table 4.10 Grade 12 Exam Statistics By Sex, 2021/22 and 2022/23
Total Number of Students Sat Scored 50% and above
for the Exam 2014 E.C. 2015 E.C.
Sex 2014 E.C. 2015 E.C. Number % Number %
Male 485,393 447,567 20,438 4.2 18,383 4.1
Female 411,127 397,532 9,596 2.3 8,884 2.2
Total 896,520 845,099 30,034 3.3 27,267 3.2
On the other hand, male students achieved better than female in both years, though their pass rate decreased
from last year.

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5. Adult and Non-Formal Education

Adult and Non-Formal Education (ANFE) has paramount important in playing an indispensable role in
educational as well as economic development of a nation. Cognizant to this, the Ethiopian government
has given strong emphasis in the area of Adult and Non-Formal Education.
Adult and Non-Formal Education strives to enrich adults’ capabilities and enhance their knowledge,
improve technical and professional qualifications or turn themselves in a new direction and bring about
changes in their attitudes and behaviors in the personal development and participation in balanced and
independent social, economic and cultural development.
In several countries of the world, including Ethiopia, Adult and Non-formal Education programs have
been given for adults who are over 15 years of age.

The ANFE programs empower communities to utilize their own resources in a better planned way. It also
initiates adult learners to use new technologies and contributes for their livelihoods.
Through Adult and Non-Formal education, the learners are able to augment their experiences and develop skills
and abilities. Apart from development of knowledge and skills, individuals are able to generate awareness in
terms of their rights and duties, which are required to turn into effectual citizens of a country.
Provision of Adult and Non-Formal Education /ANFE/ programs improves the participation of communities in
the national development and poverty reduction struggle and makes adult learners more productive and self-
reliant

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

Adult and Non-Formal education has gone several structural changes from its inception with different naming
and erratic emphasis till recent times. Starting from 2015 E.C, it is organized as Adult and Non-Formal Education
Chief Executive Office (CEO) with two Desks, Adult Basic Education and Non-Formal and Lifelong Education,
under the CEO. It should also be noted that, in addition to adult basic education program, currently there are
various programs incorporated under the Adult and Non-Formal Education, including Distance Education
(Grades 7-12), Evening School (Grades 1-12), Accelerated Education Program and Skill Training Program.
The Ethiopian government has been exerting maximum effort to ensure equitable access of the ANFE programs
to youth and adult learners. This is because the Government of Ethiopia starting from the inception of Adult and
Non-Formal Education, has worked for the expansion and quality of the program. Prior to this, the government
knew that without a significant increase in the adult literacy rate, Ethiopia would not be able to achieve middle-
level income status within a foreseeable time period. Therefore, the Basic adult Literacy program was designed
and delivered to the illiterate adults aged 15-60 years old. Increasing adult literacy rates will support the
development goals of the country.
It is clear that, adult basic education, by equipping recipients with essential literacy and numeracy skills, yields
high rates on investment, thereby enhancing labor productivity.
Adult Basic Literacy is a one-year program designed for illiterate adults aged 15-60.

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Based on the CSA 2016/17 abstract, there were around 21,047,152 (Male 7,289,109 and Female 13,758,043)
illiterate adults (aged 15 to 60) in the country. Out of these illiterate adults, a total of 3,604,546 adults
completed/graduated the two years IFAE program for the last five years, from 2016/17 to 2020/21. In the
coming ESDP VI plan, around 19.8 million illiterate adults need to join the program.

5.2 Enrolment in Adult Basic Education Programs4

In 2022/23 there are 4,151,321 participants in the Adult Basic Education Program, of which the female share is
43.7%. The enrollment includes those assessed in Education Light program.
Regionally, Oromia has the highest number of total enrollments with 64.7% of the national share, followed by
SNNP and Amhara. Gambella has no enrollment reported for this year. In Somali, Benishangul-Gumz, Addis
Ababa and Sidama, there are more females than males.
Adults assessed in education light accounts 19% of the total enrollment.
Table 6.1 Enrolment in Adult Basic Education by Region and Sex, 2022/23
Assessed in Enrollment in Adult
Education Light Basic Education Total Regional Female
Region Male Female Male Female Male Female Total Share (%) Share (%)
Afar 863 708 4,371 3,340 5,234 4,048 9,282 0.2 43.6
Amhara 43,890 18,304 298,848 173,886 342,738 192,190 534,928 12.9 35.9
Oromia 385,593 232,291 1,152,827 917,253 1,538,420 1,149,544 2,687,964 64.7 42.8
Somali - - 26,512 26,825 26,512 26,825 53,337 1.3 50.3
Benishangul-Gumz 819 824 9,439 10,326 10,258 11,150 21,408 0.5 52.1
SNNP 41,375 39,008 278,079 274,798 319,454 313,806 633,260 15.3 49.6
Gambella - - - - - 0.0
Harari 446 276 1,958 1,109 2,404 1,385 3,789 0.1 36.6
Addis Ababa 1,202 4,249 1,215 5,500 2,417 9,749 12,166 0.3 80.1
Dire Dawa 1,320 522 4,812 3,199 6,132 3,721 9,853 0.2 37.8
Sidama 9,270 9,586 37,638 45,255 46,908 54,841 101,749 2.5 53.9
SWEP 1,177 1,262 44,877 36,269 46,054 37,531 83,585 2.0 44.9
National 485,955 307,030 1,860,576 1,497,760 2,346,531 1,804,790 4,151,321 43.5

5.3 Enrolment Trend in Adult Basic Education

The trend shows that the enrollment was at the pick in 2015/16, since then it drastically decreased until
2020/21. In this year, enrollment goes up to more than 4 million and this is mainly because of the addition of
adults assessed in Education Light, and the highest number enrolled in Oromia.
In general, male enrolment has remained consistently higher than female every year.

4 In this edition, Adult figures of Oromia is provided by the Oromia REB

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Chart 5.1 National Adult Basic Education Enrolment Trend, 2013/14-2022/23

8,000,000
7,000,000
6,000,000
Enrollment

5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C. 2014 E.C. 2015 E.C.
(2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21) (2021/22) (2022/23)
Male 3,722,30 3,427,60 3,748,69 2,945,94 2,650,14 1,745,08 1,530,09 1,150,83 1,265,96 2,346,53
Female 2,784,00 2,562,80 3,154,37 2,533,69 2,290,92 1,525,31 1,343,67 987,533 984,061 1,804,79
Total 6,506,31 5,990,40 6,903,06 5,479,63 4,941,06 3,270,40 2,873,76 2,138,37 2,250,02 4,151,32

5.4 Enrollment of Adult Basic Education for Students with SENs

The EMIS tool also includes adult enrollment data for participants with special educational needs.
Accordingly, a total of 30,091 adults are enrolled in 2022/23 with special educational needs nationally in Adult
Basic Education, from which 47.5% are females; Regionally, SNNPR has the highest number of enrolled adults
with SENs, scoring 71.3% of the national figure.
Table 6.2 Enrollment of Adult Students with SENs by Region and Sex, 2022/23
Region Male Female Total
Afar 26 7 33
Amhara 256 93 349
Oromia 1,835 1,335 3,170
Somali 3 11 14
Benishangul-Gumz 190 180 370
SNNP 10,982 10,471 21,453
Gambella - - -
Harari 42 43 85
Addis Ababa 45 151 196
Dire Dawa 68 37 105
Sidama 473 448 921
SWEP 1,881 1,514 3,395
National 15,801 14,290 30,091

5.5 Enrolment in Accelerated Education Program (AEP)

Accelerated Education program is primarily designed for those who can’t get primary education by the
conventional schools due to various reasons; mainly of poverty, man-made and natural factors, etc. This
program is organized for those over-aged out of school students with 9 years old and above. The program is a
Non-Formal education opportunity that enables over-aged out of school students (OOSS) to complete more

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than one grade level in one year and later join the conventional schools. To keep the quality of the program,
comprehensive and continuous evaluation criteria are in place. At the end of the program, careful evaluation
and promotion systems shall be established.
A total of 43,109 Over-aged Out of School Students have been enrolled in the Accelerated Education Program
in the year 2022/23 in two modalities, ALFA and ALP. This enrollment is by far greater than last year; this is due
to a large number of enrollments has been registered in Oromia region.
Table 6.3 Enrolment in AEP by Region, Sex and Owner/Program, 2022/23
ALFA ALP Total
Region Male Female Male Female Male Female Total
Afar 150 124 150 124 274
Amhara 81 54 119 78 200 132 332
Oromia 1,772 195 10,250 9,391 12,022 9,586 21,608
Somali - - -
Benishangul-Gumz 36 28 36 28 64
SNNP 801 1,202 430 899 1,231 2,101 3,332
Gambella - - -
Harari 2 7 2 7 9
Addis Ababa 524 722 151 284 675 1,006 1,681
Dire Dawa 9 16 9 16 25
Sidama 5,615 6,092 1,336 1,351 6,951 7,443 14,394
SWEP 829 561 829 561 1,390
National 9,819 9,001 12,286 12,003 22,105 21,004 43,109

5.6 Graduates in ANFE Programs

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Number of female graduates in youth 1,997,123 3,887,336 970,329

and adults’ life-skills education

After completing a one-year program, adults who have met the course evaluation criteria will graduate from
the Adult Basic Education program.
In 2022/23, 2,184,691 adults graduated from the program, this figure is by far increased from last year mainly
due to a large number of graduates reported from Oromia region. However, the actual value for the year is
too far from the ESDP VI target.
Among the graduates, 44.4% are females. Oromia has the highest number of Graduate adults in the program
with 94.8% of the national figure. In Benishangul Gumz, Addis Ababa, Sidama and SWEP regions there are more
females than male graduates.

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Table 6.3 Graduates from Adult Basic Education Programs by Region and Sex, 2022/23
Graduates Female Regional
Region Male Female Total Share (%) Share (%)
Afar 881 807 1,688 47.8 0.1
Amhara 18,828 8,645 27,473 31.5 1.3
Oromia 1,152,827 917,253 2,070,080 44.3 94.8
Somali - -
Benishangul-Gumz 479 566 1,045 54.2 0.0
SNNP 29,394 28,438 57,832 49.2 2.6
Gambella - -
Harari 249 231 480 48.1 0.0
Addis Ababa 373 1,483 1,856 79.9 0.1
Dire Dawa 370 165 535 30.8 0.0
Sidama 10,097 11,311 21,408 52.8 1.0
SWEP 864 1,430 2,294 62.3 0.1
National 1,214,362 970,329 2,184,691 44.4

5.7 “Education Light” Assessment System

On the basis of the research made in Ethiopia, there are many people who have been mistakenly categorized as
illiterates. However, though these citizens did not join the conventional schools, through their personal efforts
or the support of others, could read religious books, keep records of events using different signs, engage in
business and calculate their expenditures and incomes; and do more other daily activities related with and could
be covered under the basic education programs. These citizens, as indicated above, conventionally are labeled
as illiterates. But, in reality they are literates; meaning they can read, write and count numbers. This wrong
categorization of citizens as illiterates has created wrong pictures and given distorted messages about the ratio
of adult basic literacy in the country.
To overcome this irony of literacy in the country, an evaluation called “Education Light” has been introduced as
a system. The system is set in place to assess youth and adults who can read, write and calculate numbers; or
individuals, who, through different opportunities, got skills to read, write and compute numbers. After they are
assessed, on the basis of their results, recognition will be given to these citizens.
Table 6.4 below shows that, a total of 1,437,195 youth and adults have been enrolled in the Education Light
assessment system, of which, the share of female participants is about 35% nationally. There is a wide regional
variation in the assessment program, with Afar, Benishangul-Gumz, Harari and Dire Dawa having the lowest
share of participant (0.1% each), while Oromia is the region with the largest number of participants, 87.8%.

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Table 6.4 Youth and Adults Assessed in “Education Light” by Region and Sex, 2022/23

Youth and Adults Assessed in

Education Light Female Regional
Region Male Female Total Share (%) Share (%)
Afar 863 708 1,571 45.1 0.1
Amhara 43,890 18,304 62,194 29.4 4.3
Oromia 837,532 424,562 1,262,094 33.6 87.8
Somali - - - 0.0
Benishangul-Gumz 819 824 1,643 50.2 0.1
SNNP 41,375 39,008 80,383 48.5 5.6
Gambella - - - 0.0
Harari 446 276 722 38.2 0.1
Addis Ababa 1,202 4,249 5,451 77.9 0.4
Dire Dawa 1,320 522 1,842 28.3 0.1
Sidama 9,270 9,586 18,856 50.8 1.3
SWEP 1,177 1,262 2,439 51.7 0.2
National 937,894 499,301 1,437,195 34.7

5.8 Adult Basic Education Centers

In 2022/23, there are 30,227 reported centers nationally, with an increment of 6,718 centers from last year.
Among the centers, the majority of them are found in regular school compounds, with 52.3% of the total number
of centers. Among the types of centers, “Others” constitute the second proportion next to “Regular School
Compound”. “Others” include centers such as “Kebele Hall”, “Private Houses”, “Religious Institutions”,
“Shed/Das”, etc.
Table 6.5 ANFE Learning Centers by Region and Type, 2022/23
Association
ABE Center

Edir Center

Compound
FAL Center

Farmers

Regular

Others
Center
Health

School

Total
Region
Afar 17 1 2 1 1 53 34 109
Amhara 456 70 92 134 3 3,277 652 4,684
Oromia 1,340 516 1,213 732 299 9,399 2,084 15,583
Somali 9 263 5 277
Benishangul-Gumz 6 2 26 262 13 309
SNNP 478 391 256 760 139 1,849 2,256 6,129
Gambella - -
Harari 14 20 18 29 81
Addis Ababa 20 7 20 1 173 23 244
Dire Dawa 17 8 24 54 103
Sidama 5 1 78 1 150 1,048 1,283
SWEP 66 343 97 156 4 319 440 1,425
National 2,414 1,342 1,683 1,915 448 15,787 6,638 30,227

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5.9 Facilitators
Teachers in the Adult Basic Education program, also termed as Facilitators, are of many types. It ranges from
‘ANFE Expert” to “Volunteer” facilitators, including experts from agriculture and health.
In 2022/23, there are 50,789 Facilitators reported across the country; from which 35.8% are females. Oromia
took the largest share with 79% of the total Facilitators, followed by SNNP and Amhara.
Regarding the level of qualification, the highest number of Facilitators are “Grade 9-10”, which accounts 35.6%
of the total, followed by “BA and Above”.
Table 5.5 Facilitators in Adult Basic Education by Region, Sex and Level of Qualification, 2022/23

Below Grade 8 Grade 8 Grade 9-10 Grade 11-12 Grade 12 TTI Certificate Diploma BA and Above Not reported Grand Total Female
Region Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total Share (%)
Afar 7 9 10 4 3 4 1 13 1 8 2 58 4 62 6.5
Amhara 48 51 54 42 569 601 53 57 48 69 25 29 210 233 37 42 64 56 1,108 1,180 2,288 51.6
Oromia 9,166 5,069 4,647 3,027 366 53 28 518 995 318 9,747 5,114 817 322 25,766 14,421 40,187 35.9
Somali 7 3 4 - - 14 - 14 0.0
Benishangul-Gumz 1 3 3 120 76 7 2 2 8 14 11 22 24 5 4 6 5 180 133 313 42.5
SNNP 116 52 61 31 1,120 471 131 53 460 188 100 77 1,202 530 139 68 123 71 3,452 1,541 4,993 30.9
Gambella - - - - -
Harari 3 1 7 2 2 2 2 11 4 32 16 6 7 31 3 94 35 129 27.1
Addis Ababa 5 1 8 6 34 3 22 11 38 11 23 38 85 42 28 9 27 121 270 391 69.1
Dire Dawa 2 33 5 2 28 9 32 3 4 3 - 102 19 121 15.7
Sidama 6 4 16 4 258 90 13 3 143 46 87 17 345 159 16 7 26 22 910 352 1,262 27.9
SWEP 14 2 5 315 108 11 1 25 5 10 8 392 77 24 12 15 5 811 218 1,029 21.2
National 199 116 152 89 11,604 6,456 4,871 3,167 1,065 407 322 697 3,281 1,446 10,020 5,282 1,102 513 32,616 18,173 50,789 35.8

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6. Special Needs Education

The educational environment must be adjusted to meet the needs of all learners (UNESCO, 2005). That
means, Inclusive Education is based on an assumption that all children can learn if they are given the right
learning environment and support.
Special needs education is a type of education which provides appropriate modifications in curricula,
educational resources, medium of communication or the learning environment in order to cater for individual
differences in learning. This may include everything from special schools, through special classes, to inclusive
education.
Special Needs Education provides additional support for short or long periods, for those who encounter
problems in learning (students with difficulties, disabilities, giftedness, etc.) for a variety of reasons
sometimes during their educational career.
Inclusive Education is an approach whereby students with special educational needs regardless of age, form
of disability, gender, religion or culture are provided with appropriate education within regular schools.
An inclusive school for all must put flexibility and variation at the center, structurally as well as in terms of
content, with the goal of offering every individual a relevant education and optimal opportunities for
development (UNESCO,2005).

Inclusive education requires identifying barriers that hinder learning and reducing or removing these barriers in
schools, vocational training centers, higher education, teacher education, and education management. It
involves a particular emphasis on those groups of learners who may be at risk of marginalization, exclusion or
underachievement (UNESCO 2005).
Inclusive education is also about practical changes of the school and its system including the attitude of the
school community, modifications in content, instructional and assessment methods. Physical adaptation and
support system in schools have been established to cater children with special educational needs (Special
Needs/Inclusive Education Strategy, MoE, 2022).
The identification and assessment of students in school is important to get reliable data on students with special
educational needs. The availability of precise data is useful for planning of the education of these students
Access to education is a human right recognized in the Universal Declaration of Human Right and UN
Conventions on the Rights of Persons with Disabilities (CRPD) and Sustainable Development goals (SDG) that
Ethiopia ratified.
The Ethiopian Constitution accepts the international declarations and conventions, and states education as a
human right. In line with the international declarations, conventions and statements, it establishes the universal
right to education, emphasizes the need to allocate resources and provide assistance to disadvantaged groups.
Special Needs/Inclusive Education Strategy of the MoE also clearly states the rights of students with special
educational needs to get access at all education levels. To increase enrolment and benefit of students with
disabilities, targets are set in ESDP VI.

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This section provides insight on the enrollment/access of students with different types of disabilities at Pre-
Primary, Primary and Middle, and Secondary levels. When interpreting this data, it should be noted that the
understanding of disability and special educational needs within the education system is an evolving area and it
is likely that some children with special educational needs have not been recorded in the data or have been miss
recorded under an incorrect disability category.

6.1 Enrolment of Pre-Primary Students with SENs

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Gross Enrolment rate of Students with SENs, 1.2 6.8 3.1

Pre-Primary Female

Gross Enrolment rate of Students with SENs, 1.5 7.0 3.8

Pre-Primary Male

Pre-primary education is essential for all children particularly for students with disabilities. In pre-primary
education they learn different skills which are important for their primary education and future life such as
Braille reading and writing, mobility, sign language and different life skills. Of course, they learn other important
aspects of Pre-Primary education including social skills, communication skills, cognitive skills, motor skills and
skills which all children attending pre-primary education should acquire.
The population figures in the calculation of Gross and Net Enrollment Ratios have been based on the same
assumption used in ESDP VI that 15% of the population live with disabilities based on a World Health
Organization estimate. Pre-Primary Education includes all the four modalities (KG, O-Class, C2C and ASR).
Table 6.1 Pre-Primary GER for Students with SENs by Region and Sex, 2022/23
Population with SENs (Ages 4-6) Students with SENs GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 10,570 10,040 20,610 162 143 305 1.5 1.4 1.5
Amhara 122,941 117,686 240,626 2,120 1,687 3,807 1.7 1.4 1.6
Oromia 245,974 239,034 485,009 3,001 2,351 5,352 1.2 1.0 1.1
Somali 41,943 40,882 82,825 3 7 10 0.0 0.0 0.0
Benishangul-Gumz 7,117 6,855 13,971 150 113 263 2.1 1.6 1.9
SNNP 101,566 102,162 203,729 9,360 8,666 18,026 9.2 8.5 8.8
Gambella 2,601 2,535 5,135 75 58 133 2.9 2.3 2.6
Harari 1,299 1,235 2,534 212 141 353 16.3 11.4 13.9
Addis Ababa 17,001 16,839 33,839 5,786 3,267 9,053 34.0 19.4 26.8
Dire Dawa 2,355 2,279 4,634 196 108 304 8.3 4.7 6.6
Sidama 35,375 34,068 69,443 733 663 1,396 2.1 1.9 2.0
SWEP 24,914 24,690 49,604 1,430 1,376 2,806 5.7 5.6 5.7
National 613,655 598,303 1,211,958 23,228 18,580 41,808 3.8 3.1 3.4

GER in Pre-Primary, though significant improvement shown from last year, missed the ESDP VI target of the
year in both sexes.

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The Gross Enrolment Ratio nationally for Pre-Primary is 3.4%, which shows an increment by 0.7% compared
with last year’s result. This is a result based on assumptions related to the population with special educational
needs. The national figure shows that thousands of children with disabilities are not yet attending Pre-Primary
education, or not intently recorded.
With respect to type of disability, “Learning Difficulty” is the highest figure with 22.7% of the total, followed by
“Visual Impairment” and “Intellectual difficulty”. The table below shows the detailed enrollment figure by type
of disability.
Table 6.2 Pre-Primary Enrollment of Students with SENs by Region, Sex and Types, 2022/23
Hearing Impairment Visual Impairment Physical Disability Intellectual Difficulty Learning Difficulty Behavioral and Social Problems Communication Difficulty Multiple Disability Autism

Some Difficulty

Some Difficulty

Some Difficulty

Some Difficulty

Visual Problem
Some difficulty

Some difficulty

Communicatio

Communicatio
Some Physical

on Intelectual

Behavior and

problem and
on Behavior

Socialization

Socialization

and Physical
Disability on
Difficulty on

Difficulty on

Difficulty on

Difficulty on
on Learning
on hearing

Intelectual

Vision and
on Vission

Total
Disability

Disability

Disability

Disability
Learning
Physical

physical
Hearing

Hearing
A lot of

A lot of

A lot of

A lot of
Severe
Blind
Deaf

and

on

n
Region M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T
Afar 24 11 5 4 25 28 - 2 16 21 6 9 20 17 8 9 2 3 6 6 22 17 - - 11 9 16 6 - - - - - - 1 1 162 143 305
Amhara 147 121 87 85 154 150 29 35 107 82 152 87 354 294 263 225 175 144 37 31 225 149 37 35 252 189 64 35 3 1 6 5 2 - 26 19 2,120 1,687 3,807
Oromia 255 215 72 54 276 276 29 34 230 157 120 69 433 299 139 93 458 388 110 94 245 171 50 51 316 231 49 40 6 10 13 17 49 50 151 102 3,001 2,351 5,352
Somali - 1 - - 1 2 - - - 1 - - - 1 - - - - - - 1 2 - - - - - - - - 1 - - - - - 3 7 10
Benishangul-Gumz 20 12 - 2 22 13 - - 10 12 3 3 27 19 1 4 17 12 19 9 8 17 3 4 11 4 5 1 - - - - - - 4 1 150 113 263
SNNP 1,323 1,303 92 76 1,874 1,786 41 32 865 729 104 110 842 672 234 234 1,366 1,318 524 547 627 481 257 295 715 566 297 291 14 38 38 43 19 24 128 121 9,360 8,666 18,026
Gambella 6 4 3 3 24 25 - - 21 7 - - 3 1 3 2 3 8 - - 4 3 2 - 3 2 - - 1 - - - 1 3 1 - 75 58 133
Harari 16 9 3 6 23 10 - 3 14 10 1 6 27 25 19 9 39 26 7 3 24 11 1 2 15 13 6 3 - - 8 1 - - 9 4 212 141 353
Addis Ababa 84 47 68 59 499 465 20
26 289 185 85 48 555 321 218 111 1,387 877 213 108 709 269 259 150 815 377 171 77 8 4 14 8 9 9 383 126 5,786 3,267 9,053
Dire Dawa 18 15 5 1 22 15 - 2 17 7 12 6 46 17 3 4 12 10 3 4 14 11 3 2 21 11 4 2 - - 1 1 - - 15 - 196 108 304
Sidama 94 88 19 15 110 115 9 10 55 41 18 9 80 68 16 14 130 117 37 42 45 48 2 4 73 49 9 6 1 1 10 14 - - 25 22 733 663 1,396
SWEP 68 56 4 5 92 77 3 4 42 34 12 6 176 140 29 38 372 372 208 237 143 126 66 74 130 128 50 44 2 1 12 10 6 6 15 18 1,430 1,376 2,806
National 2,055 1,882 358 310 3,122 2,962 131 148 1,666 1,286 513 353 2,563 1,874 933 743 3,961 3,275 1,164 1,081 2,067 1,305 680 617 2,362 1,579 671 505 35 55 103 99 86 92 758 414 23,228 18,580 41,808

6.2 Enrolment of Primary and Middle Students with SENs

ESDP VI Indicator 2018/19 2022/23
2022/23 Actual
Baseline Target

Gross Enrolment rate of students 9.7 18.8 10.5

with SENs, Grades 1-8 Female

Gross Enrolment rate of students 12.3 19.8 13.0

with SENs, Grades 1-8 Male

According to the data collected and shown in the table below, the total number of students with special
educational needs who are attending Primary and Middle schools (Grades 1-8) in 2022/23 are 352,410, showing
a significant increment from last year, by 13.7 percentage points.

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Table 6.3 GER in Primary and Middle Level for Students with SENs by Region and Sex, 2022/23

Population with SENs (Ages 7-14) Students with SENs GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 27,735 26,202 53,937 1,913 1,347 3,260 6.9 5.1 6.0
Amhara 338,303 325,455 663,758 30,079 22,132 52,211 8.9 6.8 7.9
Oromia 611,757 597,738 1,209,494 43,023 32,012 75,035 7.0 5.4 6.2
Somali 102,413 100,460 202,873 382 189 571 0.4 0.2 0.3
Benishangul-Gumz 17,947 17,370 35,316 4,603 3,000 7,603 25.6 17.3 21.5
SNNP 225,535 228,774 454,308 59,242 49,850 109,092 26.3 21.8 24.0
Gambella 6,607 6,445 13,052 1,034 789 1,823 15.6 12.2 14.0
Harari 3,369 3,222 6,591 1,873 1,206 3,079 55.6 37.4 46.7
Addis Ababa 38,993 39,981 78,974 14,399 12,616 27,015 36.9 31.6 34.2
Dire Dawa 5,845 5,708 11,553 1,371 929 2,300 23.5 16.3 19.9
Sidama 78,551 76,290 154,841 7,598 6,717 14,315 9.7 8.8 9.2
SWEP 55,323 55,288 110,611 30,559 25,547 56,106 55.2 46.2 50.7
National 1,512,378 1,482,931 2,995,309 196,076 156,334 352,410 13.0 10.5 11.8

From the data indicated in the table above, the GER of students with special educational needs in Primary and
Middle schools is 11.8%, with a 1.4 percentage points increment from last year.
Note that, enrollment in Primary and Middle levels include students with SENs in ABE
Though enrollment increases significantly from last year, the ESDP VI target for the year has been missed for
both sexes
Similar in Pre-Primary level, “Learning Difficulty” is the highest figure with 23.3% of the total figure, followed by
“Visual Impairment” and “Behavioral and Social Problems”. The table below shows enrollment figure by
disability type.
Table 6.4 Primary and Middle Level Enrollment of Students with SENs by Region, Sex and Types, 2022/23
Hearing Impairment Visual Impairment Physical Disability Intellectual Difficulty Learning Difficulty Behavioral and Social Problems Communication Difficulty Multiple Disability Autism
A lot of Difficulty
on Behavior and

on Behavior and
A lot of Difficulty

A lot of Difficulty

A lot of Difficulty

Hearing problem
Communication

Communication
Severe Physical

Some Difficulty

Some Difficulty

Some Difficulty

Some Difficulty

Visual Problem
Some difficulty

Some difficulty

Some Physical

on Intelectual

on Intelectual

Socialization

Socialization

and physical

and Physical
Disability on
on Learning

on Learning

Total
on hearing

Vision and
on Vission

Disability

Disability

Disability

Disability
Hearing
Blind
Deaf

on

on

Region M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T
Afar 235 154 38 46 348 240 22 25 167 123 52 44 131 74 56 36 222 174 85 67 187 110 111 87 160 104 64 42 6 1 8 4 10 6 11 10 1,913 1,347 3,260
Amhara 1,956 1,606 1,892 1,722 1,679 1,454 793 685 1,369 1,075 3,705 894 5,140 3,950 2,029 1,661 2,831 2,478 675 581 2,804 1,929 1,087 983 2,271 1,725 1,430 1,001 79 64 71 81 123 105 145 138 30,079 22,132 52,211
Oromia 4,947 3,682 1,164 899 6,023 4,426 620 542 4,049 2,590 1,163 777 6,251 4,056 1,176 763 7,098 6,584 1,125 990 3,461 2,423 811 604 3,323 2,198 792 571 197 187 424 411 283 207 116 102 43,023 32,012 75,035
Somali 115 48 14 9 65 21 15 4 84 44 16 10 33 23 23 18 1 6 - - 3 1 - - 3 3 9 2 - - - - - - 1 - 382 189 571
Benishangul-Gumz 429 285 67 57 746 503 53 26 438 276 111 96 610 436 111 88 564 433 99 74 741 310 144 97 349 215 75 56 11 14 14 5 20 9 21 20 4,603 3,000 7,603
SNNP 7,413 6,305 1,065 801 10,636 8,800 389 378 3,903 2,758 1,041 834 4,681 3,711 1,289 984 10,197 9,494 3,581 3,183 5,769 4,801 2,192 1,861 3,871 3,154 1,554 1,360 242 193 285 302 376 316 758 615 59,242 49,850 109,092
Gambella 149 132 70 38 225 169 32 20 172 109 41 44 75 55 37 24 25 32 16 18 61 40 20 20 34 23 37 26 13 15 13 8 7 11 7 5 1,034 789 1,823
Harari 207 128 27 21 294 247 42 33 130 67 29 11 223 174 83 71 181 117 16 14 354 152 52 27 79 54 106 46 2 2 13 9 27 27 8 6 1,873 1,206 3,079
Addis Ababa 1,133 1,241 246 254 4,868 5,274 202 142 415 395 157 127 547 406 163 87 2,450 1,929 638 544 1,964 1,059 542 400 456 311 154 80 10 14 45 32 16 22 393 299 14,399 12,616 27,015
Dire Dawa 151 96 43 51 220 156 13 14 107 54 32 13 131 78 52 29 212 179 27 23 140 66 73 55 131 84 23 8 2 2 1 1 1 2 12 18 1,371 929 2,300
Sidama 1,017 958 239 194 1,389 1,152 135 86 663 577 251 203 734 640 162 159 838 844 161 177 742 669 272 203 641 551 173 120 19 21 25 25 37 36 100 102 7,598 6,717 14,315
SWEP 1,423 1,095 199 167 1,601 1,208 139 107 945 636 330 230 2,383 1,960 712 579 8,429 7,749 3,561 3,272 4,245 3,358 2,438 1,892 2,480 1,982 1,172 915 97 70 66 44 89 58 250 225 30,559 25,547 56,106
National 19,175 15,730 5,064 4,259 28,094 23,650 2,455 2,062 12,442 8,704 6,928 3,283 20,939 15,563 5,893 4,499 33,048 30,019 9,984 8,943 20,471 14,918 7,742 6,229 13,798 10,404 5,589 4,227 678 583 965 922 989 799 1,822 1,540 196,076 156,334 352,410

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6.3 Enrolment of Secondary Students with SENs

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Enrolment rate of students with SENs, 2.4 7.6 3.7

Grades 9-12 Female

Enrolment rate of students with SENs, 3.2 8.2 4.3

Grades 9-12 Male

A total of 51,736 students with special educational needs are currently attending secondary level of education.
This shows an increment of around 12% from last year.
Table 6.5 GER in Secondary Level for Students with SENs by Region and Sex, 2022/23

Population with SENs (Ages 15-18) Students with SENs GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 11,936 10,467 22,403 299 250 549 2.5 2.4 2.5
Amhara 145,603 142,729 288,332 5,511 4,954 10,465 3.8 3.5 3.6
Oromia 280,859 275,780 556,638 4,389 3,148 7,537 1.6 1.1 1.4
Somali 35,807 31,891 67,698 386 398 784 1.1 1.2 1.2
Benishangul-Gumz 8,314 8,019 16,333 479 322 801 5.8 4.0 4.9
SNNP 91,094 94,451 185,545 7,333 5,763 13,096 8.0 6.1 7.1
Gambella 3,246 3,006 6,252 271 174 445 8.3 5.8 7.1
Harari 1,640 1,597 3,236 37 24 61 2.3 1.5 1.9
Addis Ababa 13,849 15,293 29,142 3,234 3,288 6,522 23.4 21.5 22.4
Dire Dawa 2,948 2,905 5,853 72 57 129 2.4 2.0 2.2
Sidama 31,727 31,497 63,224 1,163 862 2,025 3.7 2.7 3.2
SWEP 22,345 22,826 45,171 4,992 4,330 9,322 22.3 19.0 20.6
National 649,367 640,460 1,289,827 28,166 23,570 51,736 4.3 3.7 4.0

According to ESDP VI, the GER target of secondary education for students with special educational needs is 7.6
and 8.2 percent for females and males respectively for the year 20212/23. As can be seen in the above table,
the calculated GER for both sex in this year is far from the target.
From Table 6.5, Addis Ababa and SWEP have the highest GER at 22.4% and 20.6% respectively; whereas the rest
of the regions perform below 10%.
With respect to type of disability, “Behavioral and Social Problems” is the highest figure with 20.7% of the total,
followed by “Visual Impairment” and “Learning Difficulty”. The table below shows enrollment figure by disability
type.

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Table 6.6 Secondary Level Enrollment of Students with SENs by Region, Sex and Types, 2022/23
Hearing Impairment Visual Impairment Physical Disability Intellectual Difficulty Learning Difficulty Behavioral and Social Problems Communication Difficulty Multiple Disability Autism

on Behavior and
A lot of Difficulty

A lot of Difficulty

A lot of Difficulty

Hearing problem
Communication

Communication
Severe Physical

Some Difficulty

Some Difficulty

Some Difficulty

Some Difficulty

Visual Problem
Some difficulty

Some difficulty

Some Physical

on Intelectual

on Intelectual

Behavior and
Socialization

Socialization

and physical

and Physical
Disability on
Difficulty on
on Learning

on Learning
Total
on hearing

Vision and
on Vission

Disability

Disability

Disability

Disability
Hearing
A lot of
Blind
Deaf

on

on
Region M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T
Afar 37 39 2 2 85 86 3 7 15 10 4 - 36 17 20 8 9 4 64 53 4 4 13 15 7 5 299 250 549
Amhara 234 185 239 251 421 469 469 319 357 302 138 98 343 282 84 53 879 1,013 132 128 1,117 936 336 240 541 539 144 60 13 15 5 8 14 12 45 44 5,511 4,954 10,465
Oromia 487 323 206 143 730 632 87 74 656 403 201 135 325 193 59 28 555 533 54 36 559 336 69 53 325 196 39 25 4 12 6 5 19 18 8 3 4,389 3,148 7,537
Somali 16 9 1 2 350 374 5 2 1 - 4 5 9 6 386 398 784
Benishangul-Gumz 47 42 12 7 143 94 10 5 84 49 12 5 48 45 3 - 3 2 1 - 25 21 41 26 38 15 8 7 4 2 - 1 - 1 479 322 801
SNNP 769 554 182 130 1,557 1,228 81 70 718 514 193 155 453 375 76 41 778 670 369 374 965 725 321 234 532 425 197 167 25 22 44 21 30 29 43 29 7,333 5,763 13,096
Gambella 32 17 21 9 51 36 10 10 42 22 11 4 7 6 1 3 32 27 - 3 36 12 26 23 1 - - 2 1 - 271 174 445
Harari 4 2 9 8 8 4 6 5 4 4 3 1 2 - 1 - 37 24 61
Addis Ababa 198 223 127 94 970 1,300 62 49 146 138 25 15 58 53 14 11 239 230 82 97 808 632 180 161 230 202 49 23 4 3 11 16 1 5 30 36 3,234 3,288 6,522
Dire Dawa 5 5 8 8 16 20 3 2 10 3 8 - 3 6 5 - 4 9 7 3 3 1 72 57 129
Sidama 150 104 45 18 214 143 22 13 130 114 48 34 102 91 7 2 68 56 6 6 197 135 30 34 98 79 17 10 16 15 5 4 5 1 3 3 1,163 862 2,025
SWEP 228 187 26 15 381 307 9 1 262 178 54 28 362 297 29 23 912 921 660 622 941 790 343 227 576 559 153 133 5 3 11 11 28 20 12 8 4,992 4,330 9,322
National 2,207 1,690 878 687 4,926 4,693 756 550 2,431 1,740 695 474 1,745 1,374 296 170 3,480 3,456 1,304 1,266 4,727 3,655 1,324 979 2,387 2,056 615 430 70 71 86 69 97 86 142 124 28,166 23,570 51,736

In general, under-reporting of children with SENs is partaking in a large impact on the calculated figures of GER
in all levels of general education, though the figure has been improved from year to year.

6.4 Teachers with SENs

Teachers with disabilities are valuable and realistic role models for all students and bring unique qualities to the
classroom, including a passion for inclusive education and creative methods of instruction. However, prejudicial
barriers to success often restrict these teachers with disabilities from access to our classrooms, undermining
the inclusion movement present in most special needs education programs and schools today.
The research findings of Cambridge University also suggests that teachers with disabilities can be highly
empathetic and skilled at differentiating their teaching and learning methods to suit all students. By definition,
they also help to make schools more inclusive and promote positive attitudes towards people with disabilities.
When we think about inclusive classroom or integrated classroom in mainstream school, it is commonly believed
that role models are essential for strong and positive identity construction. Towards this end, children with
disabilities deserve to see successful teachers with disabilities in classrooms and schools. Thus, this section
provides insight on data collected and organized based on three types of disabilities (Blind, Deaf and Physical
disability) in the country. Hence the availability of consolidated data is used for the preparation of sustainable
planning, assistive technologies, monitoring, evaluating and reporting system as well as helps to design program,
projects and make decisions.

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Table 6.7 Primary and Middle Level Teachers with Disabilities by Region, Sex and Types, 2022/23
Blind Deaf Physical Disability Total
Region Male Female Male Female Male Female Male Female Total
Afar 18 7 13 1 31 8 39
Amhara 72 67 7 4 99 54 178 125 303
Oromia 86 57 21 17 258 113 365 187 552
Somali 207 68 207 68 275
Benishangul Gumz 3 2 1 20 3 23 6 29
SNNP 95 70 29 12 136 73 260 155 415
Gambella 1 1 1
Harari 2 2 2 1 3 4 7 7 14
Addis Ababa 103 95 29 36 22 15 154 146 300
Dire Dawa 8 4 4 7 1 19 5 24
Sidama 40 10 2 1 11 4 53 15 68
SWEP 36 23 10 46 16 92 39 131
National 670 405 104 72 615 285 1,389 762 2,151
The above table shows that half of the total number of Primary and Middle level teachers with SENs are “Blind”,
and the other 42% have “Physical Disability”.
Table 6.8 Secondary Level Teachers with Disabilities by Region, Sex and Types, 2022/23
Blind Deaf Physical Disability Total
Region Male Female Male Female Male Female Male Female Total
Afar 1 1 2 - 2
Amhara 21 5 1 12 5 34 10 44
Oromia 47 14 4 2 108 24 159 40 199
Somali 13 1 14 - 14
Benishangul Gumz 2 1 5 7 1 8
SNNP 67 19 9 1 51 5 127 25 152
Gambella 1 1 - 1
Harari 3 1 1 5 - 5
Addis Ababa 81 37 2 1 21 1 104 39 143
Dire Dawa 2 2 4 - 4
Sidama 9 3 2 1 4 15 4 19
SWEP 23 5 1 4 28 5 33
National 269 84 20 5 211 35 500 124 624
Similarly, around 57% of Secondary level teachers with disabilities are “Blind”, followed by “Physical Disability”
with 39% as shown in the table above. On the other hand, among the total number of teachers reported with
disabilities, 20% of them are females.

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7. Teachers in General Education

ESDP VI aims to transform teaching into a profession of choice and to ensure that teachers are of a high
quality that is appropriately qualified. Accordingly, this section of the Abstract focuses on the issue of teachers
and teachers’ qualification in detail.
The analysis of teachers in this edition is backed to the previous qualification levels. So, the minimum
qualification requirement is Certificate for Pre-Primary, Diploma for Primary, and First Degree for Middle and
Secondary levels.
The analysis of the teaching workforce has been carried out covering the ownership of schools (Government
and Non-Government), teachers’ distribution based on qualification, female shares as school leaders, as well
as the extent of attrition.

7.1 Distribution of Teachers

Nationally, there is a total of 752,580 teaching force across all levels; Kindergarten, O-Class, Primary, Middle and
Secondary schools in Ethiopia, without the workforce from Tigray region. Out of this, 42% are females.
The majority of teachers are male across all levels, with the exception of Kindergarten. In Primary, Middle and
Secondary schools, 64.2% of the teaching force is male, whereas in Kindergarten schools this is reversed in
which 87% of teachers being females.
Oromia, Amhara and SNNP have the highest number of teachers. In addition, Oromia has the highest proportion
of Kindergarten teachers, with 40% of all Kindergarten teaching staff in the country, followed by Addis Ababa,
Amhara and SNNP.
Table 7.1 Number of Teachers across all levels by Region and Sex, 2022/23
Kindergarten O-Class Primary Middle Secondary Total
Region Male Female Male Female Male Female Male Female Male Female Male Female Total
Afar 61 272 132 116 2,642 888 1,081 383 600 101 4,516 1,760 6,276
Amhara 852 5,349 2,626 8,788 47,368 52,339 27,381 14,963 29,976 10,405 108,203 91,844 200,047
Oromia 4,432 24,455 1,042 3,151 69,199 56,220 37,163 12,121 37,407 7,524 149,243 103,471 252,714
Somali 51 94 130 53 7,877 2,019 1,660 398 2,586 312 12,304 2,876 15,180
Benishangul-Gumz 52 290 86 407 2,951 1,745 1,644 550 1,661 377 6,394 3,369 9,763
SNNP 937 4,286 1,939 3,575 27,237 21,002 20,336 7,108 18,735 4,681 69,184 40,652 109,836
Gambella 145 182 145 91 1,897 852 973 299 1,278 125 4,438 1,549 5,987
Harari 82 504 43 101 696 640 384 212 334 97 1,539 1,554 3,093
Addis Ababa 1,926 23,873 107 190 8,794 12,707 5,843 3,127 9,295 2,247 25,965 42,144 68,109
Dire Dawa 112 602 50 96 1,082 764 609 196 705 131 2,558 1,789 4,347
Sidama 500 2,213 738 1,235 16,178 7,005 8,046 1,872 5,519 1,262 30,981 13,587 44,568
SWEP 116 585 432 1,000 9,310 6,667 6,567 1,770 5,029 1,184 21,454 11,206 32,660
National 9,266 62,705 7,470 18,803 195,231 162,848 111,687 42,999 113,125 28,446 436,779 315,801 752,580

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7.2 Government and Non-Government Distribution of Teachers

As expected, the majority of teachers work in Government schools, accounting for 86.9%. Table 7.2 below
presents the quantitative distribution of teachers across Government and Non-Government schools.
Table 7.2 Distribution of Teachers across all levels by Ownership, Sex and Region, 2022/23
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 4,161 1,425 5,586 355 335 690 4,516 1,760 6,276
Amhara 105,486 85,572 191,058 2,717 6,272 8,989 108,203 91,844 200,047
Oromia 137,291 81,909 219,200 11,952 21,562 33,514 149,243 103,471 252,714
Somali 11,262 2,587 13,849 1,042 289 1,331 12,304 2,876 15,180
Benishangul-Gumz 6,228 3,050 9,278 166 319 485 6,394 3,369 9,763
SNNP 64,970 35,258 100,228 4,214 5,394 9,608 69,184 40,652 109,836
Gambella 3,997 1,247 5,244 441 302 743 4,438 1,549 5,987
Harari 1,278 896 2,174 261 658 919 1,539 1,554 3,093
Addis Ababa 15,446 18,580 34,026 10,519 23,564 34,083 25,965 42,144 68,109
Dire Dawa 1,890 899 2,789 668 890 1,558 2,558 1,789 4,347
Sidama 28,228 10,587 38,815 2,753 3,000 5,753 30,981 13,587 44,568
SWEP 21,017 10,479 31,496 437 727 1,164 21,454 11,206 32,660
National 401,254 252,489 653,743 35,525 63,312 98,837 436,779 315,801 752,580

Chart 7.1 Distribution of Teachers across all levels by Ownership and Region, 2022/23
250,000

200,000
Number of Teachers

150,000

100,000

50,000

-
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama SWEP
ul-Gumz Ababa
Government 5,586 191,058 219,200 13,849 9,278 100,228 5,244 2,174 34,026 2,789 38,815 31,496
Non-Government 690 8,989 33,514 1,331 485 9,608 743 919 34,083 1,558 5,753 1,164

7.2.1 Government and Non-Government Teachers’ Distribution in Kindergarten

At national level, there are 71,971 teachers in Kindergartens, most of which are found in Non-Government
schools. The total number of KG teachers this year is more than double of last year; one reason is the large
number of new Pre-Primary schools opened in the country, especially in Oromia.
In Somali, there is no Government teacher reported, and data reporting problems observed in most regions in
filling Kindergarten data. The majority of Kindergarten teachers are concentrated in Oromia and Addis Ababa,
covering 76% of the national figure.

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Table 7.3 Distributions of Teachers in Kindergartens by Region, Sex and Ownership, 2022/23
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 10 41 51 51 231 282 61 272 333
Amhara 56 436 492 796 4,913 5,709 852 5,349 6,201
Oromia 1,884 7,812 9,696 2,548 16,643 19,191 4,432 24,455 28,887
Somali - - - 51 94 145 51 94 145
Benishangul-Gumz 4 17 21 48 273 321 52 290 342
SNNP 31 127 158 906 4,159 5,065 937 4,286 5,223
Gambella 7 - 7 138 182 320 145 182 327
Harari - 7 7 82 497 579 82 504 586
Addis Ababa 653 6,604 7,257 1,273 17,269 18,542 1,926 23,873 25,799
Dire Dawa 1 1 2 111 601 712 112 602 714
Sidama 6 29 35 494 2,184 2,678 500 2,213 2,713
SWEP 2 12 14 114 573 687 116 585 701
National 2,654 15,086 17,740 6,612 47,619 54,231 9,266 62,705 71,971

7.2.2 Government and Non-Government Teachers’ Distribution in Primary Schools

At national level, there are a total of 358,079 teachers in Primary schools. The share of Government schools is
about 92%. The share of teachers in each of the regional states logically corresponds to the overall student
population of the states.
Table 7.4 Distributions of Primary Teachers by Region, Sex and Ownership, 2022/23
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 2,455 806 3,261 187 82 269 2,642 888 3,530
Amhara 46,102 51,167 97,269 1,266 1,172 2,438 47,368 52,339 99,707
Oromia 62,988 52,148 115,136 6,211 4,072 10,283 69,199 56,220 125,419
Somali 7,255 1,881 9,136 622 138 760 7,877 2,019 9,896
Benishangul-Gumz 2,870 1,705 4,575 81 40 121 2,951 1,745 4,696
SNNP 25,213 20,113 45,326 2,024 889 2,913 27,237 21,002 48,239
Gambella 1,734 764 2,498 163 88 251 1,897 852 2,749
Harari 601 513 1,114 95 127 222 696 640 1,336
Addis Ababa 4,892 7,628 12,520 3,902 5,079 8,981 8,794 12,707 21,501
Dire Dawa 844 536 1,380 238 228 466 1,082 764 1,846
Sidama 14,693 6,369 21,062 1,485 636 2,121 16,178 7,005 23,183
SWEP 9,106 6,564 15,670 204 103 307 9,310 6,667 15,977
National 178,753 150,194 328,947 16,478 12,654 29,132 195,231 162,848 358,079

7.2.3 Government and Non-Government Teachers’ Distribution in Middle Schools

There are a total of 154,686 teachers in Middle level schools, from which 27.8% are females. Similar to Primary
level schools, the share of Government schools is by far higher than Non-Government. It should be noted that,
as the Primary and Middle schools are in the same compound in most of the cases, teachers may teach in both
Primary and Middle schools but are counted based on the number of periods they are teaching (in
Primary/Middle).

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Table 7.5 Distributions of Middle School Teachers by Region, Sex and Ownership, 2022/23
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 990 368 1,358 91 15 106 1,081 383 1,464
Amhara 27,057 14,837 41,894 324 126 450 27,381 14,963 42,344
Oromia 35,421 11,518 46,939 1,742 603 2,345 37,163 12,121 49,284
Somali 1,450 364 1,814 210 34 244 1,660 398 2,058
Benishangul-Gumz 1,619 544 2,163 25 6 31 1,644 550 2,194
SNNP 19,577 6,957 26,534 759 151 910 20,336 7,108 27,444
Gambella 860 272 1,132 113 27 140 973 299 1,272
Harari 348 185 533 36 27 63 384 212 596
Addis Ababa 3,488 2,261 5,749 2,355 866 3,221 5,843 3,127 8,970
Dire Dawa 490 162 652 119 34 153 609 196 805
Sidama 7,641 1,744 9,385 405 128 533 8,046 1,872 9,918
SWEP 6,501 1,735 8,236 66 35 101 6,567 1,770 8,337
National 105,442 40,947 146,389 6,245 2,052 8,297 111,687 42,999 154,686

Based on the new Education Road Map, the previous Primary education (Grades 1-8) is categorized by Primary
(Grades 1-6) and Middle (Grades 7-8). And hence the total number of teachers for Grades 1-8 will be the sum
of the two levels.
7.2.4 Government and Non-Government Teachers’ Distribution in Secondary Schools
There are 141,571 Secondary school teachers nationally. In Addis Ababa the proportion of teachers in Non-
Government is the highest of all regions, covering half of the total Non-Government workforce.
It can be noted in Table 7.6 below that the majority of teachers, 80%, are males. The share is similar across
regions with regard to the proportion of male and female teachers.
Table 7.6 Distributions of Secondary School Teachers by Region, Sex and Ownership, 2022/23
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 582 101 683 18 - 18 600 101 701
Amhara 29,674 10,365 40,039 302 40 342 29,976 10,405 40,381
Oromia 36,028 7,388 43,416 1,379 136 1,515 37,407 7,524 44,931
Somali 2,444 304 2,748 142 8 150 2,586 312 2,898
Benishangul-Gumz 1,649 377 2,026 12 - 12 1,661 377 2,038
SNNP 18,235 4,625 22,860 500 56 556 18,735 4,681 23,416
Gambella 1,259 123 1,382 19 2 21 1,278 125 1,403
Harari 286 90 376 48 7 55 334 97 431
Addis Ababa 6,337 1,938 8,275 2,958 309 3,267 9,295 2,247 11,542
Dire Dawa 505 117 622 200 14 214 705 131 836
Sidama 5,166 1,232 6,398 353 30 383 5,519 1,262 6,781
SWEP 4,979 1,178 6,157 50 6 56 5,029 1,184 6,213
National 107,144 27,838 134,982 5,981 608 6,589 113,125 28,446 141,571

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7.3 Qualification Level of Teachers

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Pre-primary (KG) teachers holding Certificate and above Female - - 65.0

Pre-primary (KG) teachers holding Certificate and above Male - - 7.9

Primary and Middle teachers appropriately qualified Female - - 34.5

Primary and Middle teachers appropriately qualified Male - - 46.5

Secondary teachers appropriately qualified Female - - 19.2

Secondary teachers appropriately qualified Male - - 74.9

The qualification level of teachers is an important aspect of improving the quality of education in a country. In
this edition, starting last year, the minimum qualification level for Kindergarten teachers was changed to a
Certificate, while Primary level teachers require a Diploma. For Middle and Secondary school teachers, at least
a Bachelor/First Degree is expected for them to be a teacher for the levels.
7.3.1 The Qualification of Pre-Primary (KG) Teachers
Nationally, most of the teachers in Pre-Primary are appropriately qualified for the level, with 72.9% of them
have Certificate and above.
When we look at the percentage of qualified teachers gender wise, qualified female teachers score above their
male counterparts, as they do in the total number of teachers for the level.
Table 7.7 Qualified Pre-Primary (KG) Teachers by Region and Sex, 2022/23
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 47 201 248 14.1 60.4 74.5
Amhara 443 4,238 4,681 7.1 68.3 75.5
Oromia 3,099 18,606 21,705 10.7 64.4 75.1
Somali 43 73 116 29.7 50.3 80.0
Benishangul-Gumz 30 252 282 8.8 73.7 82.5
SNNP 551 3,298 3,849 10.5 63.1 73.7
Gambella 123 143 266 37.6 43.7 81.3
Harari 42 343 385 7.2 58.5 65.7
Addis Ababa 804 16,981 17,785 3.1 65.8 68.9
Dire Dawa 63 427 490 8.8 59.8 68.6
Sidama 384 1,807 2,191 14.2 66.6 80.8
SWEP 65 393 458 9.3 56.1 65.3
National 5,694 46,762 52,456 7.9 65.0 72.9

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7.3.2 The Qualification of Primary Teachers

Nationally, most of the teachers who are teaching in Primary schools are appropriately qualified,94.3%, for the
level as the minimum qualification level required is Diploma.
When we look at the percentage of qualified teachers, qualified male teachers score above female as opposed
to the Pre-Primary level.
Table 7.8 Qualified Primary Teachers by Region and Sex, 2022/23
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 1,283 603 1,886 36.3 17.1 53.4
Amhara 45,342 49,927 95,269 45.5 50.1 95.5
Oromia 65,096 54,219 119,315 51.9 43.2 95.1
Somali 4,184 1,141 5,325 42.3 11.5 53.8
Benishangul-Gumz 2,686 1,586 4,272 57.2 33.8 91.0
SNNP 26,633 20,629 47,262 55.2 42.8 98.0
Gambella 1,690 789 2,479 61.5 28.7 90.2
Harari 611 580 1,191 45.7 43.4 89.1
Addis Ababa 8,497 12,048 20,545 39.5 56.0 95.6
Dire Dawa 926 677 1,603 50.2 36.7 86.8
Sidama 16,115 6,930 23,045 69.5 29.9 99.4
SWEP 8,914 6,566 15,480 55.8 41.1 96.9
National 181,977 155,695 337,672 50.8 43.5 94.3
7.3.3 The Qualification of Middle School Teachers
The percentage of qualified teachers in Middle Level schools is by far lower than Primary teachers nationally.
The minimum qualification level for Middle school teachers is Bachelor/First degree.
Table 7.9 Qualified Middle School Teachers by Region and Sex, 2022/23
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 291 126 417 19.9 8.6 28.5
Amhara 4,972 2,720 7,692 11.7 6.4 18.2
Oromia 36,614 11,983 48,597 74.3 24.3 98.6
Somali 339 92 431 16.5 4.5 20.9
Benishangul-Gumz 446 184 630 20.3 8.4 28.7
SNNP 6,355 2,762 9,117 23.2 10.1 33.2
Gambella 197 67 264 15.5 5.3 20.8
Harari 114 89 203 19.1 14.9 34.1
Addis Ababa 4,424 2,302 6,726 49.3 25.7 75.0
Dire Dawa 267 119 386 33.2 14.8 48.0
Sidama 1,225 574 1,799 12.4 5.8 18.1
SWEP 1,036 397 1,433 12.4 4.8 17.2
National 56,280 21,415 77,695 36.4 13.8 50.2

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The table below further elucidates the qualification level of Primary and Middle school teachers (Grades 1-8) in
general. Since the qualification required for the two levels is different, the figure reflects neither Diploma
teachers nor Degree teachers, but rather the combination of the two.
Table 7.10 Qualified Primary and Middle (Grades 1-8) Teachers by Region and Sex, 2022/23
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 1,574 729 2,303 31.5 14.6 46.1
Amhara 50,314 52,647 102,961 35.4 37.1 72.5
Oromia 101,710 66,202 167,912 58.2 37.9 96.1
Somali 4,523 1,233 5,756 37.8 10.3 48.2
Benishangul-Gumz 3,132 1,770 4,902 45.5 25.7 71.1
SNNP 32,988 23,391 56,379 43.6 30.9 74.5
Gambella 1,887 856 2,743 46.9 21.3 68.2
Harari 725 669 1,394 37.5 34.6 72.2
Addis Ababa 12,921 14,350 27,271 42.4 47.1 89.5
Dire Dawa 1,193 796 1,989 45.0 30.0 75.0
Sidama 17,340 7,504 24,844 52.4 22.7 75.1
SWEP 9,950 6,963 16,913 40.9 28.6 69.6
National 238,257 177,110 415,367 46.5 34.5 81.0
Percentage of qualified teachers in general for Primary and Middle (Grades 1-8) is 81.0% as shown above
nationally. Oromia is the region with nearly all teachers for the level are qualified.
7.3.4 The Qualification of Secondary Teachers
Out of the total number of teachers teaching in Secondary (Grades 9-12) schools, teachers who fulfill the
qualification for the level, First Degree and above, are 94.1%. This assures that almost all Secondary school
teachers have at least First Degree.
Note that, in all levels, the ESDP VI target and baseline could not compared against the actual result because
the qualification levels have been revised and modified after the values set by ESDP VI.
Table 7.11 Qualified Secondary Teachers by Region and Sex, 2022/23
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 529 91 620 75.5 13.0 88.4
Amhara 28,894 10,052 38,946 71.6 24.9 96.4
Oromia 36,168 7,339 43,507 80.5 16.3 96.8
Somali 1,978 237 2,215 68.3 8.2 76.4
Benishangul-Gumz 1,502 350 1,852 73.7 17.2 90.9
SNNP 17,439 4,441 21,880 74.5 19.0 93.4
Gambella 812 78 890 57.9 5.6 63.4
Harari 305 88 393 70.8 20.4 91.2
Addis Ababa 9,002 2,176 11,178 78.0 18.9 96.8
Dire Dawa 573 108 681 68.5 12.9 81.5
Sidama 5,082 1,224 6,306 74.9 18.1 93.0
SWEP 3,798 1,023 4,821 61.1 16.5 77.6
National 106,082 27,207 133,289 74.9 19.2 94.1

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7.4 Attrition of Teachers

Attrition can be used as one important piece of evidence about the number of teachers that have left the
education system each year and their reasons for doing so, and it will be an input for the extent to which the
gap in the teaching workforce is. The attrition rate is calculated by dividing the number of teachers leaving the
system by the total number of teachers for that year.
7.4.1 Attrition of Teachers in Primary and Middle Schools
The national attrition rate for Primary and Middle school teachers in 2022/23 is 1.1% with a 0.3 percentage
points decrease from last year. Attrition rate is higher in male teachers than female. Afar, Gambella and Harari
scored the highest attrition rate among all regions, whereas in Somali and Addis Ababa there is no teachers’
attrition recorded for the year.
Table 7.12 Attrition of Teachers in Primary and Middle Schools by Region and Sex, 2022/23
All Primary and Middle
Total Attrition Teachers Attrition Rate (%)
Region Male Female Total Male Female Total Male Female Total
Afar 277 108 385 3,723 1,271 4,994 7.4 8.5 7.7
Amhara 567 390 957 74,749 67,302 142,051 0.8 0.6 0.7
Oromia 1260 723 1983 106,362 68,341 174,703 1.2 1.1 1.1
Somali 0 0 0 9,537 2,417 11,954 0.0 0.0 0.0
Benishangul-Gumz 73 20 93 4,595 2,295 6,890 1.6 0.9 1.3
SNNP 1013 429 1442 47,573 28,110 75,683 2.1 1.5 1.9
Gambella 178 65 243 2,870 1,151 4,021 6.2 5.6 6.0
Harari 98 64 162 1,080 852 1,932 9.1 7.5 8.4
Addis Ababa 0 0 0 14,637 15,834 30,471 0.0 0.0 0.0
Dire Dawa 74 39 113 1,691 960 2,651 4.4 4.1 4.3
Sidama 161 69 230 24,224 8,877 33,101 0.7 0.8 0.7
SWEP 65 17 82 15,877 8,437 24,314 0.4 0.2 0.3
National 3,766 1,924 5,690 306,918 205,847 512,765 1.2 0.9 1.1
Among the reasons for leaving the teaching profession, the highest figure is categorized under “Other” (with
reasons not among the list). Apart from “Other”, “Change/Left teaching profession” is the top ranked reason for
leaving the profession, followed by “Death”.
The table below shows the detailed data on reasons for leaving the teaching profession at Primary and Middle
level.

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Table 7.13 Reasons for Leaving the Profession in Primary and Middle School Teachers, 2022/23
Reason
Change/Left teaching Prolonged
profession Death Ethical Problem Political Post Sickness Retirement Other Total Attrition
Region Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total
Afar 95 38 28 8 8 0 4 0 10 1 1 0 131 61 277 108 385
Amhara 118 72 79 54 5 2 20 7 5 6 51 37 289 212 567 390 957
Oromia 222 136 232 164 59 21 44 9 44 31 168 112 491 250 1260 723 1983
Somali 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Benishangul-Gumz 24 7 16 3 2 0 11 2 0 2 2 0 18 6 73 20 93
SNNP 245 119 51 20 67 30 71 14 31 27 148 47 400 172 1013 429 1442
Gambella 55 22 33 11 17 7 24 6 14 6 0 0 35 13 178 65 243
Harari 10 7 9 3 30 4 7 7 3 3 12 21 27 19 98 64 162
Addis Ababa 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Dire Dawa 32 18 3 3 7 1 2 1 3 1 3 5 24 10 74 39 113
Sidama 60 30 13 7 9 3 9 0 13 6 26 13 31 10 161 69 230
SWEP 27 5 8 0 3 0 6 1 1 0 5 2 15 9 65 17 82
National 888 454 472 273 207 68 198 47 124 83 416 237 1,461 762 3,766 1,924 5,690

7.4.2 Attrition of Teachers in Secondary Schools

The attrition rate in secondary schools is summarized in Table 7.14 below. It has been found that the national
attrition rate is about 1.4%, with a 0.1 percentage points increment from last year. The highest attrition rate is
registered as 9.0% in Gambella, followed by Afar with 8.3%. The lowest attrition rate is observed in Amhara and
SWEP, with far below 1% while there is no attrition recorded in Somali.
Table 7.14 Attrition of Teachers in Secondary Schools by Region and Sex, 2022/23

Total Attrition All Secondary Teachers Attrition Rate (%)

Region Male Female Total Male Female Total Male Female Total
Afar 49 9 58 600 101 701 8.2 8.9 8.3
Amhara 87 26 113 29,976 10,405 40,381 0.3 0.2 0.3
Oromia 456 108 564 37,407 7,524 44,931 1.2 1.4 1.3
Somali 0 0 0 2,586 312 2,898 0.0 0.0 0.0
Benishangul-Gumz 51 12 63 1,661 377 2,038 3.1 3.2 3.1
SNNP 397 106 503 18,735 4,681 23,416 2.1 2.3 2.1
Gambella 108 18 126 1,278 125 1,403 8.5 14.4 9.0
Harari 16 3 19 334 97 431 4.8 3.1 4.4
Addis Ababa 305 75 380 9,295 2,247 11,542 3.3 3.3 3.3
Dire Dawa 28 4 32 705 131 836 4.0 3.1 3.8
Sidama 111 36 147 5,519 1,262 6,781 2.0 2.9 2.2
SWEP 31 7 38 5,029 1,184 6,213 0.6 0.6 0.6
National 1,639 404 2,043 113,125 28,446 141,571 1.4 1.4 1.4
The reasons for attrition in secondary school teachers have also been explored. Similar to Primary and Middle
there are a significant number of undisclosed reasons which are categorized under “Other”.
Among the disclosed reasons, “Change/Left teaching profession” took the largest share, with 5.2%, followed by
“Retirement” at national level. This national pattern is reflected across the regions as well. The information
provided in Table 7.15 further elucidates the above narration.

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Table 7.15 Reasons for Leaving the Profession in Secondary Teachers, 2022/23
Reason
Change/Left teaching Prolonged
profession Death Ethical Problem Political Post Sickness Retirement Other Total Attrition
Region Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total
Afar 19 5 1 0 5 0 0 0 0 0 1 0 23 4 49 9 58
Amhara 40 9 5 1 4 1 3 5 0 0 17 8 18 2 87 26 113
Oromia 97 15 35 7 19 3 32 12 20 10 97 28 156 33 456 108 564
Somali 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Benishangul-Gumz 10 3 2 0 1 0 0 0 0 0 3 0 35 9 51 12 63
SNNP 106 33 18 6 7 0 63 14 10 3 80 17 113 33 397 106 503
Gambella 5 2 77 15 4 0 3 0 2 0 0 0 17 1 108 18 126
Harari 8 3 0 0 2 0 1 0 0 0 1 0 4 0 16 3 19
Addis Ababa 107 24 3 1 14 0 7 0 7 2 18 11 149 37 305 75 380
Dire Dawa 8 1 2 1 6 0 0 0 1 0 3 0 8 2 28 4 32
Sidama 28 9 4 0 2 0 4 0 8 1 14 3 51 23 111 36 147
SWEP 18 2 1 0 0 0 3 0 0 0 2 2 7 3 31 7 38
National 446 106 148 31 64 4 116 31 48 16 236 69 581 147 1,639 404 2,043

In general, compared to last year, total attrition and attrition rate of teachers has decreased in Primary and
Middle and increased in Secondary levels.

7.5 School Leaders and Supervisors

Along with aiming to ensure that teachers are of a high quality that is appropriately qualified, schools (at all
levels) should also be managed by properly qualified and trained leaders.
In addition to the focus on trained manpower, females should penetrate the gender gap in the participation of
educational leadership, as their representation is currently increasing in the executive branch of the
Government.
In order to bridge the gap of accessing up-to-date information/data for policy makers, planners and researchers,
different Development Partners are supporting the country in developing Preliminary Gender Profile to assess
the situation of women and gender equality in Ethiopia and to consequently identify key areas of comprehensive
gender profile in regions. Such a Gender Profile assessment will help the Government to empower females in
bringing them to leadership and filling the gap in equity.
7.5.1 School Leaders and Supervisors in Primary and Middle Schools
In 2022/23, the total number of school leaders (principals and vice principals) in Primary and Middle level are
43,658, from which only 6.7% of them are females.

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Table 7.16 School Leaders in Primary and Middle Education by Region and Sex, 2022/23

Principals Vice Principals CRC Supervisors Total

Region Male Female Male Female Male Female Male Female Total
Afar 325 62 42 3 38 3 405 68 473
Amhara 8,673 630 1,057 32 1,906 108 11,636 770 12,406
Oromia 13,187 1,280 3,754 65 2,545 149 19,486 1,494 20,980
Somali 1,400 21 329 17 266 18 1,995 56 2,051
Benishangul-Gumz 423 55 32 5 76 2 531 62 593
SNNP 4,059 213 1,761 29 1,003 56 6,823 298 7,121
Gambella 210 16 76 8 63 5 349 29 378
Harari 61 15 46 11 18 5 125 31 156
Addis Ababa 598 186 709 111 200 110 1,507 407 1,914
Dire Dawa 103 11 43 9 7 2 153 22 175
Sidama 1,209 68 1,110 29 293 14 2,612 111 2,723
SWEP 1,330 42 199 4 298 8 1,827 54 1,881
National 31,578 2,599 9,158 323 6,713 480 47,449 3,402 50,851
On the other hand, there are 7,193 cluster supervisors reported in Primary and Middle schools, in which the
female share is below 7%.
7.5.2 School Leaders and Supervisors in Secondary Schools
Similarly, the table below shows the data on the number of principals, vice principals and supervisors in
Secondary schools. It shows that there are 6,875 principals and vice principals reported in secondary schools
across the country, from which the female share is below 8%.
Table 7.17 School Leaders in Secondary Education by Region and Sex, 2022/23

Principals Vice Principals Supervisors Total

Region Male Female Male Female Male Female Male Female Total
Afar 42 3 10 3 6 2 58 8 66
Amhara 560 62 514 84 171 28 1,245 174 1,419
Oromia 1244 27 1,161 144 364 16 2,769 187 2,956
Somali 156 4 73 3 33 2 262 9 271
Benishangul-Gumz 73 2 19 8 36 1 128 11 139
SNNP 564 18 587 56 194 11 1,345 85 1,430
Gambella 61 1 42 4 26 2 129 7 136
Harari 15 3 19 6 10 3 44 12 56
Addis Ababa 213 19 328 42 75 16 616 77 693
Dire Dawa 23 2 35 7 1 - 59 9 68
Sidama 112 3 198 22 40 1 350 26 376
SWEP 150 3 134 16 56 1 340 20 360
National 3,213 147 3,120 395 1,012 83 7,345 625 7,970
The total number of supervisors in secondary schools this year is slightly increased from last year, however the
female share is still less than 8%.

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7.6 Qualified School Leaders and Supervisors

ESDP VI Indicator 2018/19 2022/23 2022/23
Baseline Target Actual

Primary and Middle School Leaders appropriately qualified Female 11.2 15.8 4.8

Primary and Middle School Leaders appropriately qualified Male 55.2 70.7 64.5

Secondary School Leaders appropriately qualified Female 6.8 9.3 3.7

Secondary School Leaders appropriately qualified Male 56.0 75.0 52.6

Percentage of qualified Primary and Middle School Supervisors Female 5.0 18.3 5.4

Percentage of qualified Primary and Middle School Supervisors Male 72.8 72.8 82.9

Percentage of qualified Secondary School Supervisors (Total) 90 100 73.6

The qualification level of school leaders and supervisors is also an important aspect of improving the quality of
education and leadership in a country. The minimum qualification required for school leaders and supervisors
is First Degree for Primary and Middle level and Masters Degree for Secondary level. The tables below show the
level of qualification of school leaders and supervisors in Primary and Middle and Secondary education.
Table 7.18 Qualified School Leaders and Supervisors in Primary and Middle Education by Region and Sex,
2022/23
Number of Qualified School Leaders and Supervisors Qualified (%)
Principals Vice Principals CRC Supervisors School Leaders CRC Supervisors
Region Male Female Male Female Male Female Male Female Total Male Female Total
Afar 126 38 29 1 21 1 35.9 9.0 44.9 51.2 2.4 53.7
Amhara 7,061 476 760 7 1,718 81 75.3 4.6 79.9 85.3 4.0 89.3
Oromia 9,479 962 2,457 39 2,410 139 65.3 5.5 70.7 89.5 5.2 94.6
Somali 201 4 69 3 114 11 15.3 0.4 15.7 40.1 3.9 44.0
Benishangul-Gumz 331 37 29 2 68 2 69.9 7.6 77.5 87.2 2.6 89.7
SNNP 2,758 159 1,178 11 893 51 64.9 2.8 67.7 84.3 4.8 89.1
Gambella 99 7 38 1 32 1 44.2 2.6 46.8 47.1 1.5 48.5
Harari 32 12 20 4 18 4 39.1 12.0 51.1 78.3 17.4 95.7
Addis Ababa 510 144 633 87 161 79 71.3 14.4 85.7 51.9 25.5 77.4
Dire Dawa 79 8 33 4 7 - 67.5 7.2 74.7 77.8 - 77.8
Sidama 836 46 647 9 270 13 61.4 2.3 63.7 87.9 4.2 92.2
SWEP 670 29 102 2 253 7 49.0 2.0 51.0 82.7 2.3 85.0
National 22,182 1,922 5,995 170 5,965 389 64.5 4.8 69.3 82.9 5.4 88.3

The percentage is calculated based on the total number of school leaders and supervisors presented in the
previous section. The female share in both school leaders and supervisors are too low in all levels of education
nationally and across the regions.

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Table 7.19 Qualified School Leaders and Supervisors in Secondary Education by Region and Sex, 2022/23
Number of Qualified School Leaders and Supervisors Qualified (%)
Principals Vice Principals Supervisors School Leaders Supervisors
Region Male Female Male Female Male Female Male Female Total Male Female Total
Afar 14 0 3 1 1 1 29.3 1.7 31.0 12.5 12.5 25.0
Amhara 385 31 298 41 131 19 56.0 5.9 61.9 65.8 9.5 75.4
Oromia 856 16 729 77 330 13 61.5 3.6 65.1 86.8 3.4 90.3
Somali 15 1 5 - 3 1 8.5 0.4 8.9 8.6 2.9 11.4
Benishangul-Gumz 42 1 11 1 18 - 52.0 2.0 53.9 48.6 - 48.6
SNNP 323 10 267 22 161 10 48.2 2.6 50.8 78.5 4.9 83.4
Gambella 22 0 8 - 8 - 27.8 - 27.8 28.6 - 28.6
Harari 6 2 3 1 4 - 20.9 7.0 27.9 30.8 - 30.8
Addis Ababa 150 13 223 26 20 2 62.0 6.5 68.4 22.0 2.2 24.2
Dire Dawa 12 1 12 2 - - 35.8 4.5 40.3 - - -
Sidama 67 1 74 5 33 1 42.1 1.8 43.9 80.5 2.4 82.9
SWEP 63 1 27 3 49 1 29.7 1.3 31.0 86.0 1.8 87.7
National 1,955 77 1,660 179 758 48 52.6 3.7 56.3 69.2 4.4 73.6

From the figures above, it has been seen that there is a huge gap in female leaders and supervisors. Afar, Soamli,
Gambella and Harari reported a lower figure compared to their number of schools, and there is no supervisor
reported by Dire Dawa.

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8. Colleges of Teachers’ Education

Colleges of teachers’ education (CTEs) are basically aimed at equipping prospective teachers with the
necessary knowledge, attitude, behaviors and skills they require to perform their tasks effectively in the
classroom/school and to the wider community at large.
Currently there are 39 colleges of teachers’ education throughout the country. CTEs provide three years’
education and training in teaching and award a diploma through regular, summer and extension (evening
and weekend) programs.
There are above 20 different departments or streams in most CTEs that are categorized under three
modalities; New Modality, Linear Modality and Cluster Modality.
Currently, CTEs are preparing themselves for the provision of Degree programs, with 5 colleges of teachers’
education has been started the program in teaching to fulfill the gap in qualified teacher so that successfully
accomplish the ESDP VI target in line with the new Education Road Map.

To assess the capacities and quality of services at CTEs, the Ministry of Education collects educational data on
an annual basis. With this, the 2022/23 CTEs data has been organized and collected on students, academic and
administrative staff from all colleges of teachers’ education in the country.
The response rate for this year is similar to the previous year’s collection, with a return of completed data from
34 CTEs out of a total of 37, with the exception of CTEs from Tigray. For those CTEs that didn’t return the
questionnaire, the 2022/23 figure was used so that the national figure could be generated accordingly.

8.1 Enrolment in CTEs

The total diploma enrolment in all programs (regular, extension and summer) for this year is 13,706, which is
below one-third of last year. There is a steady decline in enrollment starting from the year 2010 E.C. (2017/18).
Moreover, CTEs are not registering first year students due to many reasons; some of them are in the process of
upgrading the current diploma programs to degree. Moreover, prospective teachers are currently joining CTEs
by taking an entrance exam, which may decrease the number of trainees joining the colleges as before.
Table 8.1 and Chart 8.1 show the diploma enrollment data disaggregated by program, year and sex. The gender
share in the total enrollment shows that 66.9% are females. The highest proportion of enrollment is in Extension
programs, constituting 62.9%, followed by Summer and Regular programs with 21.6% and 15.5% respectively.
Table 8.1 Diploma Enrolments by Program, Year and Sex, 2022/23
Year I Year II Year III Year IV Total
Program Male Female Male Female Male Female Male Female Male Female Total
Regular 557 503 346 433 249 34 0 0 1,152 970 2,122
Extension 100 263 877 2,716 648 775 913 2,328 2,538 6,082 8,620
Summer 84 224 170 1,219 388 451 210 218 852 2,112 2,964
Total 741 990 1,393 4,368 1,285 1,260 1,123 2,546 4,542 9,164 13,706
/Note: Extension=Evening + Weekend/

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Chart 8.1 Diploma Enrolments by Program and Sex, 2022/23

16,000
14,000
12,000
Enrollment

10,000
8,000
6,000
4,000
2,000
0
Regular Extension Summer Total
Male 1,152 2,538 852 4,542
Female 970 6,082 2,112 9,164
Total 2,122 8,620 2,964 13,706

With respect to modality, the majority of prospective teachers enrolled under New Modality, constituting 83.9%
of the total enrollment, followed by Cluster and Linear Modalities with 10.74% and 5.4% respectively.
Table 8.2 Diploma Enrolments by Program, Modality and Sex, 2022/23
Program
Regular Extension Summer Total
Modality MaleFemale Male Female Male Female Male Female Total
Cluser Modality 230 21 322 518 262 119 814 658 1,472
Linear Modality 194 98 136 74 178 57 508 229 737
New Modality 957 789 859 985 2,129 5,778 3,945 7,552 11,497
Total 1,381 908 1,317 1,577 2,569 5,954 5,267 8,439 13,706
Chart 8.2 below also shows enrollment trends in the last ten years. The chart shows that enrolment has been
started to decrease from 2017/18 onwards. It should also be clear that, there was still a problem of getting the
exact result since all CTEs couldn’t submit their data as required.
Chart 8.2 Trends in Diploma Prospective Teachers’ Enrolment, 2011/12-2022/23

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On the other hand, enrollment in degree program has been significantly increased from last year. The gender
share in the total enrollment shows that 41.3% are female, which shows a slight gender gap with respect to
equity. The highest proportion of enrollment shown in summer programs, constituting 46.3%, followed by
Regular and Extension programs.
Table 8.3. Degree Enrollment by Program and Sex, 2022/23
Year I Year II Year III Year IV Year V Total
Program
Male Female Male Female Male Female Male Female Male Female Male Female Total
Regular 2,772 2,942 1,136 135 - - - - - - - - 3,908 3,077 6,985
Summer 2,833 1,990 1,888 1,013 - - - - - - - - 4,721 3,003 7,724
Extention 1,168 799 - - - - - - - - - - 1,168 799 1,967
National 6,773 5,731 12,504 1,148 - - - - - - - - 9,797 6,879 16,676
Table 8.4 below shows that the total number of prospective teachers enrolled in certificate program for Pre-
Primary school in all modalities is 1,473; from which 45.3 % are females. The highest proportion of the
enrollment is in summer programs, which is 70.9%, followed by Regular and Extension programs.
Table 8.4 Certificate Enrollment by Program and Year, 2022/23
Year I Year II Total
Program Male Female Male Female Male Female Total
Regular 13 168 80 91 93 259 352
summer 53 17 645 329 698 346 1,044
Extention 14 63 0 0 14 63 77
Total 80 248 725 420 805 668 1,473

8.2 Attrition of Prospective Teachers in CTEs

Data also collected on attrition of prospective teachers in CTEs. Though there are many reasons for attrition,
the questionnaire was designed to incorporate eight major reasons believed to be the most common.
Table 8.5 and Chart 8.3 below show the number and reason of diploma prospective teachers left the CTEs. It
can be seen from the table and chart that “Dropouts” is the reason with the highest figure, 43.3% of the total
attrition, unlike the previous years’ reason in which “Academic Dismissals” was at the top. Attrition has slightly
increased this year.
Table 8.5 Attrition of Diploma Prospective Teachers by Program, Reason and Sex, 2022/23
Regular Extension Summer Total
Reasons for attrition Male Female Male Female Male Female Male Female Total
Academic Dismissals 34 41 2 1 2 14 38 56 94
Complete dismissal 22 12 1 3 3 25 16 41
Discipline Dismissals 3 3 3 3 6
Withdrawals 153 80 2 153 82 235
Dropouts 152 164 1 152 165 317
Transfers to other institute 1 1 5 6 1 7
Transfers from other institute 0 0 0
Readmissions 17 15 1 17 16 33
Total 382 316 7 6 5 17 394 339 733

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Chart 8.3 Attrition of Diploma Prospective Teachers by Reason and Sex, 2022/23

8.3 Diploma Prospective Teachers with SENs in CTEs

The survey tool also includes enrollment data with Special Educational Needs. Accordingly, data collected from
CTEs on the number of prospective teachers enrolled with special educational needs. The data has been
collected in four different categories; Blind/Vision problem, Deaf/Hearing problem, Physically Challenged and
“Others.
Chart 8.5 below show a total of 49 prospective teachers are enrolled in 2022/23 with special education needs
nationally in all programs, of which 20 (40.8%) females; from which “Physically Challenged” has the largest
share, with 24.5%. However, the data used in this analysis has been subjected to a very low response rate.
Chart 8.4 Prospective Teachers with SENs, 2022/23

8.4 Graduates from CTEs

In 2022/23 the total number of Diploma graduates in all programs is 7,236, which started decreasing from 2012
E.C. The summer program took the largest share, with 50.1% of the total graduates. With respect to modality,
more than 71% of the graduates are from “Linear Modality” and “New Modality” constitutes the lowest share.
The number of female graduates in all programs in this year is 58.6%.

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Table 8.6 Diploma Graduates by Program, Modality and Sex, 2022/23

Program
Regular Extension Summer Total
Modality Male Female Male Female Male Female Male Female Total
Cluser Modality 636 98 341 137 62 35 1,039 270 1,309
Linear Modality 451 438 411 402 811 2,667 1,673 3,507 5,180
New Modality 129 51 127 391 27 22 283 464 747
Total 1,216 587 879 930 900 2,724 2,995 4,241 7,236
When we look at the trend in the number of graduates, the total number has significantly increased for long
period with the exception of 2014/15. However, the data has been started declining from 2019/20 onwards due
to the decrease in enrollment by the reason mentioned before.
Chart 8.5 shows the trend in the number of graduates over the last ten years, with a steady increment before
2014/15 and starting declining from 2019/20.
Chart 8.5 Trends in the Number of Diploma Graduates, 2013/14-2022/23
100,000
90,000
80,000
No of Graduates

70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
(2006 E.C.) (2007 E.C.) (2008 E.C.) (2009 E.C.) (2010 E.C.) (2011 E.C.) (2012 E.C.) (2013 E.C.) (2014 E.C.) (2015 E.C.)
Male 27,126 25,868 27,865 29,862 34,933 50,033 37,967 24,442 16,756 2,995
Female 18,440 17,173 17,850 18,708 24,995 36,330 26,044 18,950 12,783 4,241
Total 45,566 43,041 45,714 48,570 59,928 86,363 64,011 43,392 29,539 7,236

8.5 Staff in CTEs

8.5.1 Academic and Technical Staff
In 2022/23 both the academic and technical staff of CTEs nationally are 3,225, which shows a 6.6 percentage
points decrement from last year. Among the academic staffs, the female share is only 12.3%. The chart below
shows the staff distribution by qualification and sex.

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Chart 8.6 Numbers of Staff by Qualification and Sex, 2022/23

3,000

2,500
Number of Staffs

2,000

1,500

1,000

500

0
Male Female Male Female Male Female Male Female Male Female Male Female Male Female
Diploma Bachelors M.D/D.V Masters PhD Others Total
Academic 30 1 468 80 148 40 1,913 237 108 16 0 0 2,667 374
Technical 57 8 85 25 5 0 2 1 1 0 0 0 150 34

When we look at the academic staff, the trend over the last ten years is shown in Chart 8.7 and it shows a steady
increase over the time period, with the exception of 2016/17 and the last two years. The proportion of female
academic staff has remained very low.
Chart 8.7 Trends in Academic Staff, 2013/14-2022/23
4,000
3,500
No of Academic Staffs

3,000
2,500
2,000
1,500
1,000
500
-
2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
(2006 E.C.) (2007 E.C.) (2008 E.C.) (2009 E.C.) (2010 E.C.) (2011 E.C.) (2012 E.C.) (2013 E.C.) (2014 E.C.) (2015 E.C.)
Male 1,967 2,149 2,328 2,270 2,495 2,834 2859 3119 2787 2667
Female 179 181 243 257 299 324 360 404 397 374
Total 2,146 2,330 2,570 2,527 2,794 3,158 3,219 3,523 3,184 3,041

Academic rank is also an equivalent way to measure the extent for the staff quality in addition to qualification.
Majority of the academic staffs are “Lecturers”, with more than 76% of the total, followed by “Assistant
Lecturer” and “Assistant Professor”. Below is the staff summary by their academic rank.

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Table 8.7 Academic and Technical Staff by Rank and Sex, 2022/23
Academic Staff Technical Staff
Number Rank Number
Rank Male Female Total Male Female Total
Graduate Assistant I 54 5 59 Technical Assistant 26 9 35
Graduate Assistant II 88 16 104 Senior Technical Assistant 65 17 82
Assistant Lecturer 346 56 402 Chief Technical Assistant I 30 6 36
Lecturer 2,039 279 2,318 Chief Technical Assistant II 27 4 31
Assistant Professor 125 15 140 Others 0
Associate Professor 7 1 8 Total 148 36 184
Professor -
Others 10 10
Total 2,669 372 3,041

8.5.2 Administrative Staff

Together with academic and technical staff, administrative staffs are playing an important role for the full
functioning of CTEs. In this academic year, the total number of administrative staffs in all CTEs are 3,953; with
the female share of 51.5%. From the total administrative staffs, 47% are Diploma and above. The chart below
shows the staff distribution by qualification and sex.
Chart 8.8 Administrative Staff by Qualification and Sex, 2022/23

8.6 Staff Attrition

Similar to prospective teachers, data also collected on attrition of Academic, Technical and Administrative staffs
in CTEs. In this academic year, the total staff attrition accounts to 175.
Table 8.8 below shows the attrition of staffs that left CTEs with different reasons. It can be seen from the table
that “Resignation” is higher both in Academic and Administrative Staffs. There is no attrition reported in
Technical Staffs this year.

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Table 8.8 Staff Attrition by Reason and Sex, 2022/23

Academic Technical Administrativ Total
Reasons for attrition Male Female Male Female Male Female MaleFemale Total
Government Appointment 8 3 0 0 9 7 17 10 27
Transfer to other Higher Education Institutions
10 2 0 0 3 1 13 3 16
Transfer to other gov't Agencies 6 0 0 5 4 11 4 15
Resignation 25 7 0 0 15 8 40 15 55
Retirement 15 0 0 17 4 32 4 36
Death 7 2 0 0 1 2 8 4 12
Discipline 5 0 0 0 8 1 13 1 14
Other 0 0 0 0 0 0 0 0 0
Total 76 14 0 0 58 27 134 41 175

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9. Refugee Education
According to UNHCR Ethiopia Monthly Statistics for May 2023, “Ethiopia is the third-largest refugee-hosting
country in Africa, with 916,436 refugees and asylum-seekers. The majority originate from South Sudan,
Somalia and Eritrea.”
Ethiopia has a long history hosting refugees based on the 1951 Convention on the Status of Refugees and its
1967 Protocol, and the Convention on Governing the Specific Aspects of Refugee Problems in Africa in 1969.
The Ministry of Education calculates that more than 46.8%of them are children in the age of schooling.
Education data in the academic year (2022/23) a total of 168,269 (Male 96,858 and Female 71,411) refugee
students enrolled in the different levels of General Education; from ECCE 40,339 (Male 20,862 and Female
19,477), primary 114,076 (Male 65,458 and Female 48,618) and secondary 13,854 (Male 10,538 and Female
3,316).

9.1 Introduction
In its recent policy reforms, the Government of Ethiopia in February 2019 enacted the new Proclamation No.
1110/2019 that provides refugees with access to ECCE and primary education in the same circumstances as
nationals. Regarding secondary education, tertiary education, technical and vocational education, as well as
adult and non-formal education, the Proclamation aims to meet the standards set out in the 1951 Refugee
Convention with a remit to refugee access to basic elementary education. The government's efforts to integrate
refugee’s education in the national system is reflected in the development of the Education Sector Development
Plan Schedule IV (ESDP VI, 2020/21-2024/25) and the continued use of the national curriculum in all camps-
based schools. In May 2019, the Government Refugee Agency, then ARRA and now renamed as Refugees and
Returnees Service (RRS) signed Memorandum of Understanding (MoU) with MoE that outlines the principles,
technical and coordination arrangements between the two government entities with a long-term aim of
facilitating joint efforts on the integration of refugee education.
In 2016, at the Leaders’ Summit in New York, Ethiopia reaffirmed its commitment to the protection of refugees
and the provision of basic services including education. There, the Government promised to continue improving
the enrolment of all refugee children, without any discrimination, by adopting the Comprehensive Refugee
Response Framework (CRRF). This is also in line with the UNHCR’s Global Education Strategy 2030: “A Strategy
for Refugee Inclusion and UNHCR Ethiopia Refugee Education Strategy towards Inclusion 2020-2025.
The implementation at the federal and regional level of the Global Compact for refugees (GCR)/(CRRF) in
Ethiopia and the adoption of the 2017 Djibouti Declaration on Education for Refugees, Returnees, IDPs, and
Host Communities’ (as IGAD member state) have strengthened these commitments and have paved the way for
gradual inclusion of refugee education into the national education system reflected in the government policies,
plans, budgets, and the Education Management Information System (EMIS).
All these efforts include opening new and expanding old schools’ facilities; expanding the teacher force;
including refugee education in the national system, planning and policies to improve the quality and the
relevance of the refugee education. Concerted efforts from education partners in Ethiopia also contributed to
launch of projects including Education Cannot Wait (ECW) for improving access to education by refugee and
host community children and youth in Gambella and Benishangul-Gumz regions targeting both refugees and

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host community through the construction of inclusive secondary schools, and in-service and pre-service training
of refugee’s teachers in government teacher’s colleges
To have a better understanding of the challenges, UNHCR and RRS had worked closely with the Ministry of
Education to integrate refugee education into the national and sub-national EMIS. The customization of EMIS
for refugee education began in 2016, which resulted in the first publication that comprises refugee data on the
Annual Education Abstract for the 2016/2017 academic year.
Efforts to establish strong linkage between national and refugee education systems has been producing positive
results in some key areas. Among these key areas include MoE supports on the refugee education program in
administration of placement examination and assessment of core learning competencies targeting children and
young refugees who could not present education certificates from their countries of origin. With support from
development partners, the Regional Education Bureaus in refugee-hosting regions have extended key quality
enhancing initiatives to refugee schools including national standards assessments, supportive inspection and
supervision, and capacity development of refugee schools to develop school improvement plans. National
Colleges of Teacher Education (CTE) have included refugee teachers into accelerated training and upgrading
programmers.
Therefore, this abstract is the 7th of its kind for refugee education. The Education Sector Annual Abstract
2022/23 (ESAA) continues capturing key indicators in the refugee’s population at different levels of education:
pre-primary, primary and secondary. Moreover, it will be important to include time comparisons on how the
provision of education in the refugee camps has evolved and possibly tertiary education data as well.
Multiple challenges still remain in refugee education when compared to the MoE standards. Challenges persist
in the areas of access, quality of education, equity, teacher’s quality and supply and safe-learning environment.
Despite increasing the share of students enrolled, close to 60% of the school-age children are still out of school.
Majority of the schools in camps lack adequate infrastructure, WASH facilities, and qualified teachers. Education
materials like textbooks and other learning supplies are in short supply. The majority of the refugee schools still
don’t fulfill the minimum standards of a safe learning environment as per the government REB/MoE standards.
The recent refugee influx from the neighboring Somalia in Lassanod into the Doollo Zone of Somali Regional
State of Ethiopia and the influx from Sudan into Amhara through Metama, Benishangul-Gumuz through kumruk
and Gambella are present additional education needs.
As stipulated in the National Refugee Education Strategy (2020-2025), the importance of EMIS for measuring
progress of refugee education is a top priority for inclusion of refugee education in the national system. The
Strategy recognizes the significance of partnership with MoE and other stakeholders converge more
meaningfully towards sustainable refugee inclusion in the national system.
The inclusion of refugee education data in the National Statistical Abstract for the sixth time is the result of a
collaborative engagement between the MoE, the Refugees and Returnee Services (RRS), UNHCR, and UNICEF,
and it marks an important milestone in the integration of refugee education into the national education system.

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9.2 Summary Tables

Compared to May 2022, the school-age population increased from 423,609 to 429,258 in June 2023 (Not
including Shire). However, it is estimated that the age structure of the refugee population was modified. While
in the previous year the school-age population represented approximately 48.7% the refugee population, this
year the share is estimated at 46.8 %.
Table 9.1 Refugee school age population, 2022/23

Table 9.2 Trends in the School Age Population, by Age Range, 2018/19-2022/2023

Table 9.3 Number of Schools and Sections by level and Location, 2022/23

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9.3 Early Childhood Care and Education (ECCE)

ESDP VI Indicator 2018/19 2022/23 2022/23

Baseline Target Actual

Pre-Primary GER Female 58.6 72.9 37.6

Pre-Primary GER Male 63.7 75.8 39.1

In refugee education, Pre-primary Gross Enrolment Ratio (GER) calculates the number of students enrolled in
pre-primary education, regardless of age, expressed as a percentage of the official pre-primary school-age
population (ages 3-6). This shows the general level of participation in pre-primary education, regardless of
whether students are of the correct school age.
Table 9.4 Gross Enrollment Ratio in ECCE, 2022/23

Note: there is no GER report for Jigjiga due to un-response.

Chart 9.1 Gross Enrollment Ratios in ECCE, 2022/23

According to Table 9.4 and Chart 9.1, the overall GER in ECCE was 38.4% with considerable variations across the
host regions. Assosa performed a GER of 59.9%, which is by far larger than Semera which is 6.1%. The overall
GER in ECCE has been decreased by 4.2 percentage points compared with the 2021/2022 academic year as
shown in the chart below. GPI for this year is 0.96, has also decreased from the previous year, which was 1.

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Note that; Majority of the ECCE schools in the camps are community-based schools largely supported by
national and international Non-Governmental Organizations.
Chart 9.2 GER trends in ECCE, 2018/19-2022/23

From the above Chart 9.2, trends in the GER of ECCE shows from 2018/19 to 2019/20, there was a steady
increment. But then it started to decrease from 2020/21.

9.4 Primary and Middle Education

ESDP VI Indicator 2018/19 2022/23 2022/23

Baseline Target Actual

Primary (Grades 1-8) GER Female 54.9 66.6 44.1

Primary (Grades 1-8) GER Male 78.6 85.3 57.7

9.4.1 Apparent Intake Rate (AIR)

Apparent Intake Rate (AIR) is the percentage of new entrants to grade 1 (irrespective of age) compared against
the population age of 7. It provides the rate of enrolled students who are under or over the official school
admission age.
Table 9.5 AIR by Host Region and Sex, 2022/23
School Age Population (Age 7) Apparent Intake (All Age) AIR (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 1,063 981 2,044 160 167 327 15.1 17.0 16.0 1.13
Assosa 1,512 1,373 2,885 1,275 1,160 2,435 84.3 84.5 84.4 1.00
Dollo Ado 3,750 3,691 7,441 2,510 2,110 4,620 66.9 57.2 62.1 0.85
Jigjiga 712 692 1,404 296 322 618 41.6 46.5 44.0 1.12
Gambella 8,013 7,802 15,815 6,284 6,012 12,296 78.4 77.1 77.7 0.98
Dabat 305 344 649 585 627 1,212 191.8 182.3 186.7 0.95
Total 15,355 14,883 30,238 11,110 10,398 21,508 72.4 69.9 71.1 0.97

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Chart 9.3. AIR by Host Region and Sex, 2022/23

From the above table and chart, one can see the overall refugee apparent intake rate is 71.1% and the
achievement for Dabat were far from the overall average and much higher than the rest of the hosting regions.
This might be due to overage students. Semera achieves the lowest AIR, this implies there needs an immediate
intervention to address the problem in Semera refugee camps. GPI is the highest result in Semera, Jigjiga and
Assosa with above 1, and lowest in Dolo Ado with 0.85.
9.4.2 Net Intake Rate (NIR)
Net Intake Rate is a similar indicator to AIR, but it only looks at those children who are of the correct age to
enter grade 1. It is the proportion of 7-year-old children who enroll in grade 1.
Table 9.6 NIR by Host Region and Sex, 2022/23
School Age Population (Age 7) Net Intake (Age 7) NIR (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 1,063 981 2,044 53 48 101 5.0 4.9 4.9 0.98
Assosa 1,512 1,373 2,885 1,059 918 1,977 70.0 66.9 68.5 0.95
Dollo Ado 3,750 3,691 7,441 1,128 904 2,032 30.1 24.5 27.3 0.81
Jigjiga 712 692 1,404 190 164 354 26.7 23.7 25.2 0.89
Gambella 8,013 7,802 15,815 4,237 3,872 8,109 52.9 49.6 51.3 0.94
Dabat 305 344 649 87 95 182 28.5 27.6 28.0 0.97
Total 15,355 14,883 30,238 6,754 6,001 12,755 44.0 40.3 42.2 0.92
As shown in the table above, the average NIR is 42.2% with large regional disparities, in which Assosa scored
68.5% while Semera 4.9%.
9.4.3 Gross Enrollment Ratio (GER) in Primary and Middle Education
Gross Enrolment Ratio (GER) calculates the total number of children that enrolled in a given grade range
irrespective of their age as a percentage of the school age population.
Based on the new education road map, Primary education covers Grades 1-6 and Middle level is Grades 7-8.
GER is significantly higher in Primary than Middle level education, which shows many children are unable to
continue their education to Middle level.

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Table 9.7 GER in Primary Level by Host Region and Sex, 2022/23

The overall Primary (Grade 1-6) GER for the academic year 2022/23 is 54%, with the highest GER scored by
Assosa with 104.6% and the lowest was 7.6% in Semera.
Table 9.8 GER in Middle Level by Host Region and Sex, 2022/23

The analysis shows that the GER at Middle level for the academic year 2022/23 is 40.9% showing a 0.5
percentage points decrement from last year. The table above shows that Jigjiga scored the highest and Semera
the lowest.
There is a gap in GPI between Primary and Middle level education. GPI in primary is 0.81, whereas the index is
0.59 in Middle level showing male enrollment is highly in favor in Middle level than Primary.
Table 9.9 GER for Grades 1-8, 2022/23

Apart from the results shown in Primary and Middle level education, the GER for Grades 1-8 is shown to be 76%,
with GPI decrement by 0.03 from last year

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Trends in the GER of Primary and Middle education (Grades 1-8) show a steady increment for the first three
years of the period. However, the GPI trend shows an up and down in the last four years, with an exceptional
increase of this year.
Chart 9.4 Trends in GER and GPI for Grades 1-8, 2017/18-2022/23

9.4.4 Net Enrollment Ratio (NER) in Primary and Middle Education

The Net Enrolment Ratio (NER) is a measure of students’ enrolment who are in the official age group for the
given level of education, i.e., in Ethiopia context, it only looks at 7 to 14 years’ old that are enrolled in Primary
and Middle education. Similar to the GER, NER is higher in Primary than Middle schools, with a gap of 21.7
percentage points.
Table 9.10 NER in Primary Level by Host Region and Sex, 2022/23

Table 9.10 above shows that the total NER for Primary education is 39.5%. Though there is a big difference
between GER and NER in Primary schools, the gender gap is lower in NER than GER. The highest NER is in
Assosa(63.9%) and the lowest is in Semera (5.3%).
For Middle level, as shown in Table 9.11, the total NER is calculated to be below 16.8% with a maximum score
of 52.5% in Jigjiga.

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Table 9.11 NER in Middle Level by Host Region and Sex, 2022/23

In addition to Primary and Middle levels, it will be good to see the NER of Grades 1-8, and it has been seen from
the table below that total NER is 40.9 % with notable variations across Host Regions.
Table 9.12 NER for Grades 1-8, 2022/23

9.4.5 Pupil Section and Pupil Teacher Ratios

Among the important indicators to measure efficiency and quality in the education system is calculating the
ratios between students and the corresponding class rooms and teachers. Lower Pupil-Section and Pupil-
Teacher ratios are signs for a better quality of teaching-learning, apart from other factors such as qualification
of teachers, supply of education materials and the like.
The total PSR for 2022/23 academic year in Primary and Middle levels (Grades 1-8) is 78.3, showing higher
increment from last year.
Children in Semera and Dolo Ado are in a better learning environment compared to other locations, with PSR of
71.2 and 70.1 respectively.
Chart 9.5 PSR in Primary and Middle Schools (Grades 1-8) by Location, 2022/23

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Pupil-Teacher ratio for Primary level this year is 63, which is higher than the National standard, set to be 50. PTR
is low in Semera with 25, and highest in Dabat with 119 and 76 in Gambella, indicating a shortage of teachers in
Dabat and Gambella compared to the rest four Host regions. The table below shows PTR by levels of education.
Table 9.13 PTR by Levels of Education and Location, 2022/23

In the Middle level (Grades 7-8) PTR of this year is 35, Which is a positive indication for quality education. PTR
is low in Semera with 12, and highest in Assosa with 51, indicating above the standard set for the level and
showing a shortage of teachers in Assosa compared to the rest of the Host regions.
On the other hand, PTR of Grades 1-8 in this year is 55, which is a bit higher than last year. PTR in Grades 1-8 is
low in Semera with 22, and highest in Dabat with 119.
9.4.6 Internal Efficiency
In this section we evaluate the efficiency of refugee education by tracing pupils’ flow through the education
system, which will help us to clearly identify where exactly the problem of wastage in the education system lays,
by applying the Reconstructed Cohort Analysis. To apply this method, we organized enrollment data on pupils
by grade for two consecutive years; 2014 E.C. (2021/22) and 2015 E.C. (2022/23) academic year, and repeater
and re-admitters data by grade for the latter year, 2015 E.C. (2022/23).
The three rates, Promotion, Repetition and Dropout rates are the key to show paths of student flow from grade
to grade and they characterize the degree of efficiency of the education system of producing graduates. The
table below shows the overall flow rate of refugee students
Table 9.14 Flow Rate for Refugee Education (Grades 1-8), 2021/22
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Male
Promotion Rate 0.84 0.97 0.96 0.96 0.93 0.92 0.86 0.63
Repetition Rate 0.02 0.02 0.03 0.03 0.03 0.03 0.04 0.05
Dropout Rate 0.14 0.01 0.00 0.01 0.04 0.05 0.09 0.32
Female
Promotion Rate 0.76 0.94 0.97 0.85 0.82 0.80 0.73 0.36
Repetition Rate 0.02 0.02 0.03 0.03 0.03 0.04 0.03 0.05
Dropout Rate 0.21 0.04 0.00 0.11 0.15 0.16 0.23 0.59
Total
Promotion Rate 0.80 0.96 0.97 0.92 0.89 0.87 0.81 0.53
Repetition Rate 0.02 0.02 0.03 0.03 0.05 0.04 0.04 0.05
Dropout Rate 0.18 0.01 0.00 0.05 0.06 0.09 0.15 0.42

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As shown above, the total dropout rate of refugee students was high at grade 8 and grade 1; 42% and 18%
respectively. Which implies the majority of the wastage lies at the beginning and final grade of the Primary and
Middle level education.
Using the above result, in order to further investigate the efficiency of refugee education in Ethiopia, the
reconstructed cohort analysis was applied.
The result presented below in Chart 9.6 shows the reconstructed cohort analysis of total (sum of male and
female) number of pupils who eventually graduate from the final primary school grade i.e., grade 8 and
promoted to the next higher grade; i.e., grade 9. According to the cohort, 227 pupils who started schooling eight
years back graduate without repeating any one grade during their stay in school. Another 65 and 11 pupils
graduated after repeating once and twice respectively during their stay in school. The total number of graduates
for the cohort are 302. In other word, about 30% of pupils who started the cohort eight years ago were
eventually able to complete eight years of education and eligible to continue schooling in the next level.
Chart 9.6 Reconstructed Cohort Analysis for Total (Male + Female)
Grades 1 2 3 4 5 6 7 8 Pupil-Years/Grade
Enrolment 2014 20,270 12,838 14,972 13,568 14,010 12,848 11,089 9,681 Grade Pupil-Year
Enrolment 2015 22,052 16,537 12,973 14,912 13,644 12,883 11,605 9,470 1 1023
Repeaters 2015 450 312 499 420 721 476 429 462 2 839
Readmitted 2015 127 394 3 835
4 833
Promotion rate 0.80 0.96 0.97 0.92 0.89 0.87 0.81 0.53 5 811
Repetition rate 0.02 0.02 0.03 0.03 0.05 0.04 0.04 0.05 6 745
Dropout rate 0.18 0.01 0.00 0.05 0.06 0.09 0.15 0.42 7 674
8 574
Year in E.C. Total 6333
2014 1000 177 Output 302
22 800 Pupil-Years Per Grade PYG 20.9
2015 22 4 800 11 Input/Output Ratio IOR 2.6
0 18 19 770 Coefficient of Efficiency CE 38.2%
2016 0 0 37 1 770 5
0 1 36 26 745
2017 1 0 61 0 745 34
1 2 59 23 688
2018 3 0 83 4 688 43
3 3 76 35 609
2019 6 0 112 7 609 57
Pupil-Year wasted = 3913 5 6 99 23 530
2020 (PYW = TPY - (8 x output) 11 1 121 11 530 79 Graduates
10 4 106 21 431
2021 14 2 126 19 431 183 227
12 5 102 21
2022 17 3 123 52 65
Dropouts by Grade Survival by Grade 14 6
2023 20 9 11
181 12 5 38 52 70 101 245
1000 819 807 808 770 718 648 547 302

Survival (%) 82 81 81 77 72 65 55 30

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9.5 Secondary Education

ESDP VI Indicator 2018/19 2022/23 2022/23

Baseline Target Actual

Secondary GER Female 7.2 33.1 7.4

Secondary GER Male 17.2 41.4 21.1

As has been done in Primary and Middle level education, Gross and Net enrollment rates are the fundamental
measures of access in secondary education.
9.5.1 Gross and Net Enrollment Ratios in Secondary Education
The total GER in secondary level for this academic year is 14.6%, which is a 0.6 percentage point increment from
last year. According to Table 9.15 below, only 13,854 of the 94,661 pupils who could be secondary school-aged
refugees are actually enrolled in secondary education. It is crucial to remember that the vast majority of pupils
who should be in secondary school are either still in primary school, have dropped out, or have never attended
any formal schooling. It should be noted that, in Semera and Dabat there is no secondary enrollment, while
there is a significant number of school age population available, and this is one major reason for the lower
achievement of GER.
Table 9.15 GER in Secondary Level by Location and Sex, 2022/23

The GER trend for secondary schools shows a steady increment for four consecutive years and dropped down
starting from 2021/22, and there is a huge gap in enrollment and population age.
On the other hand, GPI for this academic year is 0.35, which shows a slight increment from last year, 0.1
percentage point. Better GPI has been observed in Jigjiga, with 0.87 this year. The chart below shows the trend
in GER and GPI for secondary education.

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Chart 9.9 Trends in GER and GPI for Secondary Level, 2016/17-2022/23

The Net Enrollment Ratio is also too low in secondary schools, with only 3.6%, which is decreased by 1.6
percentage points from last year. Jigjiga performs better in NER, with 11.8%, while there is no enrollment in
Semera and Dabat.
Table 9.16 NER in Secondary Level by Location and Sex, 2022/23

9.5.2 Pupil Section and Pupil Teacher Ratios

The total PSR in secondary schools for this academic year is 116, which is too far from the national standard set
for the level, i.e. 40, and double of last year. However, the section data of this year is not filled correctly and
hence last year’s data has been taken. Dollo Ado is relatively better than others, with the PSR value of 63.
Chart 9.10 PSR in Secondary Level by Location, 2022/23

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On the other hand, the total Pupil-Teacher ratio for secondary level in this year is 67, showing a huge increase
from last year, which was 44. The Chart below shows the PTR across locations.
Chart 9.11 PTR in Secondary Level by Location, 2022/23

9.6 Special Needs Education

9.6.1 Enrolment of Students with SENs in ECCE
Table 9.18 Enrollment of Students with SENs in ECCE by Host Region, Sex and Type, 2022/23
Visually Physically Hearing Intellectually Multiple Other Total
Location Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total
Semara 2 0 1 3 3 3 6
Assosa 3 0 1 2 1 0 1 0 6 2 8
Dollo ado 3 4 1 3 2 1 0 0 0 0 0 0 6 8 14
Gambella 6 4 16 15 8 10 12 8 2 1 5 5 49 43 92
Total 14 8 19 23 11 11 13 8 2 1 5 5 64 56 120

9.6.2 Enrolment of Students with SENs in Primary and Middle Level

According to the data collected and shown in the table below, the total number of students with special
educational needs who are attending Primary and Middle school in 2022/23 is 1030. Gambella has the highest
enrollment share followed by Dolloado.
Table 9.19 Enrollment of Students with SENs in Primary and Middle Level by Host Region, Sex and Type,
2022/23
Visually Physically Hearing Intellectually Multiple Other Total
Location Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total
Semara 14 6 16 7 0 0 0 0 0 0 0 0 30 13 43
Assosa 24 7 50 15 11 8 3 3 0 0 0 18 88 51 139
Dolloado 32 21 57 27 33 24 26 17 7 6 12 8 167 103 270
Jigjiga 7 4 4 4 2 4 0 0 0 0 0 0 13 12 25
Gambella 60 47 81 70 68 61 15 13 22 19 32 17 278 227 505
Dabat 0 0 2 1 3 4 3 1 0 0 17 17 25 23 48
Total 137 85 210 124 117 101 47 34 29 25 61 60 601 429 1030

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9.6.3 Enrolment of Student with SENs in Secondary Level

Table 9.19 below shows a total of 174 students with SENs are currently attending secondary level of education.
This shows out of the total of 13,854 students enrolled in secondary level, 1.5% are students with special
educational needs.
Table 9.19 Enrollment of Students with SNEs in Secondary Level by Host Region, Sex and Type, 2022/23
Visually Physically Hearing Intellectually Multiple Other Total
Location Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total
Semara 0
Assosa 2 0 4 4 6 4 10
Dollo 4 1 1 0 1 0 6 1 7
Jigiga 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Gambella 33 4 55 3 39 17 5 0 0 1 132 25 157
Dabat 0
Total 33 4 61 4 44 21 6 0 0 1 0 0 144 30 174

9.7 Teachers in Refugee Education

In this academic year, the total number of teachers in all refugee camps at all levels is reported as 2,985. Out of
this, 689 teachers are in ECCE, 1,486 in Primary, 604 in Middle, and 206 are in secondary levels. Out of the total
number of teaching force, 2,166 (72.6%) are refugee teachers.
Table 9.20 Teachers by Level, Location and Sex, 2022/23
ECCE Primary Middle Secondary Total

Location Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Semera 20 14 34 11 24 35 - 10 10 - 31 48 79
Assosa 43 94 137 305 25 330 3 66 69 31 - 31 382 185 567
Dollo Ado 63 65 128 218 101 319 16 127 143 39 - 39 336 293 629
Jigjiga - - - 60 21 81 5 43 48 28 - 28 93 64 157
Gambella 197 193 390 695 5 700 189 145 334 108 - 108 1,189 343 1,532
Dabat - - - 21 - 21 - - 21 - 21
Total 323 366 689 1,310 176 1,486 213 391 604 206 - 206 2,052 933 2,985

The qualification level of teachers is also an important aspect of improving the quality of education. Based on
the new education road map, the minimum qualification required is Diploma for ECCE, First Degree for Primary
and Middle and second degree for Secondary level.
The tables below describe the detail of teachers with respect to their level of qualification in ECCE, Primary and
Middle and Secondary schools
Table 9.21 Teachers by Location, Qualification and Sex in ECCE, 2022/23
Total Number of Refugee Teachers By Level of qualification (Total) Total
Teachers Qualified
Share Below TTI BA, BSc, MA, MSC Teachers
Location Male Female Total Number (%) Secondary Secondary Certificate Diploma BED or above (%)
Semera 20 14 34 34 100.0 26 8 0.0
Assosa 43 94 137 135 98.5 104 31 1 1 1.5
Dollo Ado 63 65 128 113 88.3 43 66 4 5 10 11.7
Gambella 197 193 390 361 92.6 157 177 23 20 13 8.5
Dabat 0 0 0
Total 323 366 689 643 93.3 330 282 27 26 24 0 7.3

In ECCE, 93.3% of the total teaching force is covered by refugee teachers, whereas the percentage of qualified
teachers is too low, with 7.3%. Dollo Ado perform relatively better qualified teachers, with 11.7%

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Table 9.22 Teachers by Location, Qualification and Sex in Primary Level (Grades 1-6), 2022/23

Table 9.22 above shows that, in primary school, the total number of teachers are 1,486, of which 11.8% of them
are females. On the other hand, the share of refugee teachers in Primary schools is 88.2%, implying that refugee
education is mostly run by teachers within the camp from ECCE to Primary levels. Total qualified teachers are
only 29.1%, with Semera scoring the highest value with 60%. Both the total number and qualified teachers have
slightly decreased from last year.
Table 9.23 Teachers by Location, Qualification and Sex in Middle Level (Grades 7-8), 2022/23

Table 9.23 shows that, in Middle level education, the total number of teachers are 604, of which 64.7% are
females. On the other hand, the share of refugee teachers in Middle level is 35.3%, implying that Ethiopian
Teachers share is higher when compared to ECCE and Primary Level. Total qualified teachers are 56.5%, Semera
scored the highest, 80%, followed by Assosa and Jigjiga with 79.7 and 70.8%.
Table 9.24 Teachers by Location, Qualification and Sex in Secondary Level, 2022/23

In the secondary level, there are no refugee teachers at all, and 100% of the teaching force in this level are
qualified, with a qualification level of BA/BSc./BEd. and above. On the other hand, there is no female teacher
for the level.

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Executive Summary
The Education Statistics Annual Abstract (2022/23) provides education statistical data measuring progress
against educational priorities set out in the Education Sector Development Program VI (2020/21 – 2024/25)
in Ethiopia.

The publication reports on General Education (including Pre-Primary, Primary, Middle, Secondary, Adult and
Non-Formal Education (ANFE), Special Needs Education), Colleges of Teachers’ Education (CTEs), and
Education in Refugees.

A. Overview of Indicators
The Education Statistics Annual Abstract reports progress against a total of 59 ESDP VI indicators (including
indicators of the Pastoralist communities and Refugees) in 2022/23, which are divided into 4 categories covering
access, equity, quality, and internal efficiency.
Among the 59 indicators to be measured, 16 of them do not have data available for this academic year. Five of
them are textbook related indicators wherein textbooks are not completely printed and distributed nationally,
and six of them are indicators of Licensing in which no data available for the year.
Data is obtained from 10 Regions and 2 City Administrations Education Bureaus, 34 (out of 39) Colleges of
Teacher Education (CTEs), and from refugee camps in the five (except Tigray) refugee hosting regions.
B. Summary of Findings

● Nationally, 50% of children from the official school age population for
the level are enrolled in Pre-Primary classes in all ages and all
Early Childhood Development modalities.
and Education ● Most enrolled in Pre-Primary level attend ‘O’ class, with 57% share of
the total Pre-Primary enrollment. Gross enrolment in Kindergarten
concentrated in Oromia and Addis Ababa as usual.
● Gender parity shows a slight increment from last year but fail to
achieve the ESDP VI target of the year.

● Grade 1 is in high demand, and many students have enrolled outside

of the official school entry age so that the gross enrollment rate still to
be above 100% nationally, and in most regions too. Oppositely, the NIR
in most regions are below 100%; only four regions have above 100%.
The national NIR is 106.1%.
● Transition from Primary to Middle is low, with gross enrolment
dropping from 105.4% (Primary) to 65.9% (Middle)
Primary and Middle Level
● The National GPI target has been missed in both levels, though there is
Education
an improvement from last year. GPI for Grades 1-8 is 0.92, similar with
last year.
● Among the efficiency indicators, repetition rate for Primary level has
met the ESDP VI target of the year in both sexes.

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● Transition from Middle to Secondary, as has been seen from Primary

to Middle, is low nationally, with notable regional disparities. Gambella
and Addis Ababa are the regions with GER greater than 100% in
Secondary level. However, the national GER is 43.8%.
● Secondary enrolment has gradually improved over time, with an
average annual growth rate of 7.5% for the last five years.
Secondary Level Education ● When we look at the NER, those enrolled in secondary education are
more likely to be the appropriate age compared to Primary and Middle
education. However, the rate is too low, with 32.9% nationally, which
is almost similar with last year.
● The GPI target has been met successfully, as done in last year, and the
national figure is by far higher than last year. However, there is gender
imbalance with GPI scores greater than 1 nationally.

● Enrolment in IFAE programs has increased over time starting from ten
years before, but there are signs of decline over the past five years.
This year’s enrollment is almost double of last year, due to a large
number of adult enrollments reported from Oromia.
● The ANFE programs become a one-year program including enrollment
in Adult Basic Education and those assessed in Education Light.
Adult and Non-Formal Graduates are 45.6% of the enrolled adults for the year, and the high
number of graduates is because of the high number reported from
Education
Oromia.
● Females are less than males both in enrollment and graduates.
● Adults, 15 to 60-year-olds, who have graduated from the one-year
ANFE course are2, 184, 691, from which 970,329 are females.
● Total enrollment from Accelerated Education Programs (Both from
ALFA and ALP) are 43,109, which is more than 11 times that of last year.

● Enrollment rate in children with SENs is still low, with respect to the
national target, in all levels.
● GER at Pre-Primary is just 3.4%, of course higher than last year’s 2.7%.
The same is true for other levels, with a GER of 11.8% in Primary and
Middle and 4.0% in Secondary level. This means, thousands of children
with SENs are either not accessing the formal education or not
recorded correctly, though the result shows an improvement from year
Special Needs Education
to year.
● The ESDP VI target for the year could not be achieved at all levels
● “Learning Difficulty” is the type of disability with highest number of
children and Primary and Middle levels, while “Behavioral and Social
Problems" is the highest level of disability in Secondary level.

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● Based on the minimum qualification requirement expected for this

year, 73% of Pre-Primary (KG) teachers are appropriately qualified.
● 94.3% Primary and 50.2% Middle level teachers are appropriately
qualified based on the requirements expected for the levels. Whereas,
the total qualified teachers in Primary and Middle education (Grades
1-8) are 81.0.
● In secondary level, 94.1% of teachers are appropriately qualified,
holding First Degree and above.
● The national attrition rate for Primary and Middle school teachers is
1.1%, and 1.4% in secondary schools. The rate shows a decrement for
Primary and Middle while an increment for Secondary levels from last
year.
Teachers in General education
● From the total number of school leaders, females constitute only 6.7%
in Primary and Middle and 7.8% in Secondary schools.
● Qualified school leaders are 69.3% in Primary and Middle schools, and
56.3% in Secondary. This shows a significant increment from last year
in both levels.
● On the other hand, 88.3% of Primary and Middle schools and 73.6% of
Secondary school supervisors are appropriately qualified. This figure
also shows a substantial improvement from last year.
● The total number of teachers with disabilities are 2,151 in Primary and
Middle levels, and 624 in Secondary level.
● The highest number of teachers with disabilities are “Blind” in both
Primary and Middle level and Secondary.

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● Enrolment in Extension programs is higher than Regular and Summer

programs, with 63% share of the total enrollment in Diploma program.
Females constitute 67% of the total enrollment. Majority of the
Diploma prospective teachers are under “New Modality”
● There are 16,676 prospective teachers enrolled in Degree programs,
from which 6,879 of them are females. Regular and Summer programs
constitute 88% of the total enrollments.
● Attrition in Diploma program has slightly increased from last year.
Colleges of Teachers’ ● Trends over time show that enrolment in CTE’s has been decreased in
Education the last six consecutive years (for Diploma Program).
● Enrollment of prospective teachers with special education needs, in
the Diploma program, dropped from 99 last year to 49 this year.
● The number of Diploma graduates from CTEs has linearly increased
over the last four years, while decreasing from 2019/20 onwards.
● Academic staff show a slight decrease from last year. The female share
is only 12.2%.
● 81% of the total academic staff are M.A/M.Sc. and above

● GER of ECCE for this year is 38.4%, showing a 4.2 percentage points
decrement from last year. GPI for the level is 0.96
● AIR and NIR for this academic year are 71.1% and 42.2% respectively,
showing a significant increase from last year.
● GER for Primary is 54.0%, with a GPI of 0.81 and in Middle schools GER
is 40.9% with a GPI of 0.59.
● On the other hand, GER in Primary and Middle (Grades 1-8) has been
Education in Refugee increased from 50.8% last year to 51.0% this year, however GPI has
been decreased from 0.79 to 0.76.
● In secondary schools, GER is too low with 14.6% and GPI is 0.35, with a
slight increment from last year.
● NER is 40.3% in Primary, 16.8% in Middle level and 3.6% in Secondary.
● With respect to the qualification level of teachers, 7.3%, 29.1%, 56.5%
and 100% of the total teaching force are appropriately qualified in
ECCE, Primary, Middle and Secondary levels respectively.

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