AMBO UNIVERSITY

FACULTY OF BUSINESS AND ECONOMICS

DEPARTMENT OF PADM
Program MA IN Development Management

A Case Study Assignment on: Localization of Education

Sector in Ambo Town

By:
Ashenafi Diribsa IDNO. MBR/0058/10
Bayisa Walfana ID. NO. MRB/0060/10
Dereje Begna ID.NO.MRB/0062/10
Faye Duguma ID. NO.MBR/0063/10
Hachalu Chalchisa ID. NO. MBR/0072/10
Olansa Duguma ID.NO MBR/0067/10

Submitted to: Dr. Bacha Ph.D

May, 2018
 Ambo, Ethiopia
1. Definitions and Concepts of Development
1.1. Definitions of Development
Different Scholars and practitioners provided various definitions to the concept ofdevelopment
that would fit into the changing approaches and realities.Development has increased
improvement in human welfare; quality of life; social well-being satisfying the population needs
and wants measured using a range of socio-economic indicators. According to Todaro (2012),
Development is a multi-dimensional and multi- faceted phenomenon that is a continuous
process, which involves diverse agencies and people with different hierarchical levels of living,
professing different occupations and having a variety of cultural identities. In addition,
ineconomic aspects it increases in total value of goods and services produced and measured by
Gross Domestic Product and it encompass numerous intervention strategies depending upon the
social, economic, political and cultural status of the people (Griffin, 1989).
Furthermore, development strategies usually and typically conceptualized by economists’
interms of savings, investments, imports, exports and growth; so development means the
improvement of people’s lifestyles through improved education, incomes, skills development
and employment. Development also means the people should have decent housing, security,
food, clothing and skills to read and write. In addition, development usually involves major
changes of social structure, popular attitudes and a national condition of life from unsatisfactory
to satisfactory (Griffin, 1989:119).
Moreover, development is also an economic component dealing with the creation of wealth and
improved condition of material life and equitable distribution. In the social dimension,
development is education, housing, and employment, in the political dimension development
includes such values as human right, political freedom and some form of democracy and in the
cultural dimension development confers identity and self-work to people (Moore, 1999:6-8). In
addition, development means achievements, realizations and liberation that include economic
development and comprehensive endogenous integrated process in socio-economic development
activities (UNDP, 2001:172).
Based on the above discussions, the following points can be made.
 Development as process of acquiring sustained growth of a system’s capability to cope
with new, continuous changes toward the achievement of progressive political, economic, social
and environmental changes;
 Development as an aspect of ‘good’ change that is desirable, broadly predicted or
planned and administered or influenced by government action;
 Development as a dynamic process of improvement, this implies a change, an evolution,
growth and advancement.
Therefore, whoever tries to describe the term "development" should incorporate ideas in a
manner that it can be perceived as:
 A condition of life,
 A goal to be achieved, and
 A capacity to grow and change
For the sake of this paper, development includes the fulfillment of each person’s material,
spiritual and societal needs. It is defined as: “a process for enlarging people’s choices. These
choices primarily reflect the desire to lead a long and healthy life; acquire basic knowledge; and
have an access to resources essential for a decent standard of living.” It may be noticed from this
simple definition that development is a dynamic process.
1.2. Concepts of Development
Development can take place only by solving the problems of poverty of all kinds and of all
shades of people, men and women, high and low, advantaged and disadvantaged. In the words of
AmartyaSen “development requires the removal of major sources of un freedom poverty as well
as tyranny, poor economic opportunities as well as systematic social deprivation, neglect of
public facilities and intolerance or over activity of authoritarian states”
(http://en.wikipedia.org.Accessed April 27/2010).Therefore, the local development framework
assumes multi-sectoral approach with an active involvement of all segments of the society in all
steps, principally in terms of decision-making, accountability and resources management that
ensure effective transfer of functions and responsibilities from central to local level. Effective
decentralization will mean human, technical and institutional capacity (IGNOU, 2006). In
addition, the process of development apart from a rise in output, it involves changes in
composition of output, shift in the allocation of productive resources, and elimination or
reduction of poverty and inequalities (IGNOU, 2006: 112).
Moreover, decentralized development involves the establishment of machinery for planning,
socio-economic growth and mobilizing allocating resources to expand incomes at each tier of
government and development incomplete without developing all the sections of society including
women and the other excluded sections (Serveaes, 1999). Therefore, there is no a single
institution that will provide for permanent prosperity and progress of a county or locality,
wheredevelopment or progress comes from the unceasing and relational institutional initiatives
(World Bank, 2001:178). As Zhu Rongji stated development without improving the
infrastructure at local level, it will be impossible to bring sustain economic development. Thus,
the central or regional government will speed up roads, communication networks, water
conservation projects etc. to give facelift to the less developed countries infrastructure (Zhu
Rongji, 1999:170). As indigenous approaches to local development, it connects local and
regional development in their emphasis by bottom-up ways of growing and nurturing economic
activities that are embedded in localities and regions (Stohr, 1990). Sustainable development has
promoted policy interventions seeking small-scale decentralized and localized forms of social
organization in promoting self-reliance and mutual aid. In addition, participatory development
has emerged as an alternative paradigm over the past two decades because of the dominant
module of development (Chattering, 2002:157).
Subsequently, development would mean a process of change from the present situation to a
better one, with deliberate intervention by citizens and institutions as the concepts of
development mentioned above by many scholars. Consequently, the concepts of development
whether it is practiced or not at the local level will be analyzed in this study.

1.3. The Relationship between Education and Development

Development empowers people and promotes important changes in their lives. However,
development cannot take place by itself. It requires educated, skilled and competent people. Seen
from this angle, education becomes the most important factor for development as well as for
empowering people. Education provides you with knowledge and information which in turn
bring about desirable changes in the way you think, feel and act. Education also builds in anyone
a strong sense of self-esteem, self-confidence. It contributes very effectively to the realization of
your potential.Therefore, education is considered as a social instrument for developing human
resources and for human capital formation. People having reasonable literacy and numeracy
skills tend to produce more farm crops, have limited number of children and enjoy a relatively
better quality of life as compared with uneducated families. It is because of its tangible
contributions in changing the lives of the people that education becomes an important part of the
development policy in every country. However, the relationship between education and
development is not as simple as it appears to be. In fact, the impact of education on development
depends basically on what we teach and how much the learners learn.

1.4. Decentralization of Education and Education Policy of Ethiopia (FDRE)

1.4.1. The Concept of Decentralization
According to Mark Robinson (2000) Decentralization may be defined as the transfer of decision
making powers from central government to intermediate authorities, local authorities, and
educational institutions. The significance of the transfer varies, ranging from simple
administrative decentralization to a transfer of regulatory and financial powers of greater scope,
to the regional and/or local level.
Decentralization is the process of reassigning responsibility and corresponding decision making
authority for specific functions from higher to lower levels of government andorganizational
units (UNESCO, 2003).In its basic definition, decentralization is the transfer of power of the
central government to regional local authorities (Tegegne and Kassahun, 2004; Meheret,
2007).Decentralization also defined as the transfer of responsibility and authority for
planning,management and the raising and location of resources from the central government and
its agencies to field unit level of government, semi-autonomous public authorities or
corporations; area wide regional or functional authorities or non-governmental private voluntary
organizations that are closer to the public to be served and noted that it must be equipped with
trained and skilled personnel capable of coordinating and integrating their own organizations
with other organizations to put decentralization to put decentralization polices into practice
(Rondielli,1989). Besides, it is also the transfer of legal and political authority from a central
government and its affiliates to sub national units of government into the process of making
decision and managing (Tegegene and Kassahun, 2004). This means the transfer of authority
from a central government to a sub-national entity at lower unit. Decentralization is a means to
ensure the participation of the public in the diverse affairs of their locality.
(Turner and Hulme, 1997) defines decentralization in view of service delivery as a transfer of
authority to provide some services to the public from an individual or agency in central
government to some other individual or agency, which is closer to the public to be served.Thus,
this definition shows that decentralization refers to the transfer of authority for decision making,
managing and provisioning of services to lower unit of government or agency.
1.4.2. Decentralization and Service Delivery in Ethiopia
Decentralization is being attempted throughout Africa, often as a panacea to solve broader
political, social or economic problems. Central governments are decentralizing fiscal, political,
administrative and economic responsibilities to lower-levels of government, local institutions,
and the private sector in pursuit of greater accountability and more efficient service deliver
(Ethiopian Civil Service College, 2010)
Many countries in Africa are embarking on national policies of decentralization in public
service deliver. Ethiopia is among the poorest countries in the world with per capita income of
only U$$ 130. Poverty in Ethiopia is characterized by very low levels of education, poor health,
low asset base and low productivity. The government is determined to scale up its poverty
reduction efforts and has prepared plan Accelerated Sustainable Development Ending Poverty
(PASDEP). The PASDEP is covered from 2005/06-2009/10 period (Africa Development fund,
2006).
Decentralization has been the corner stone of Ethiopia’s state transformation process and
democratic governance since the early 1990s. The rationale behind decentralization is to bring
accountability and decision making closer to the people to ensure that the delivery of basic
services responds to local needs. The government initiated the first and second waves of
decentralization in 1994 and 2002 respectively by developing administrative and expenditures
responsibilities, firstly to regional governments and secondly to Woreda (district)
administrations. This was deliberately pursued with the view to link decentralization, local
governance and provision of services (Ministry of Capacity Building, 2004).
Following the deepening of decentralization, Woredas have now assumed that the major
responsibility for the provision of basic social and economical services such as primary
education and health, agriculture extension, water and sanitation, and rural road services. But
various study results indicate that although regional governments and woredas have been
assigned spending responsibilities for social and economical infrastructure and provision of basic
services, their revenue raising capacity is not sufficient to enable them discharge their mandates
effectively (Kumera,1998).

The ESDP I attempted to put into action the 1994 education policy, which included a sector plan,
backed by a consortium of donors, designed to enhance enrolment, particularly in primary
schools, decentralization, and community empowerment. ESDP II was launched in 2002/3 and
will run to 2004/5. An annual joint review process evaluates progress against performance
milestones. The ESDP Action Plan stressed that greater institutional capacity at all levels is the
first priority of the programme. Regions especially will concentrate oncapacity building in the
initial period of ESDP, especially in the areas of educational administration, procurement,
financial management material. Head teachers and officials at all levels will be given training in
education management, and a reporting and monitoring system will be put in place to facilitate
their accountability.By the same token, since 1997 the FDREG has been implementing an
Education SectorDevelopment Program (ESDP), which is part of a twenty years education sector
indicate plan for irrationalizing the 1994 National Educational and Training Policy. The ESDP is
a collaborative effort between the EDREG, and various stakeholders including parents,regional
and Woreda authorities and development at all levels of education to attain the goal Universal
Primary Education by 2015. The other objectives of the ESDP are to improve educational
quality, relevance and efficiency, expand access to underserved areas and promote girls
education. The program is in 3rd phase of implementation which will run up to 2010/11. A major
focus on ESDP III is on quality improvement, expansion of teachers training, enhancement in the
efficient use of resources, reduction in teacher ratios, and promoting equity in access to
education to address regional and gender disparities.
Another major innovation since the launch of the ESDP was the introduction of the Sustainable
Development and Poverty Reduction Programme (SDPRP) in 2002, as Ethiopia's version of a
Poverty Reduction Strategy Paper (PRSP).Three of its four 'pillars' relate to governance
Agricultural Development-Led Industrialization, including reform of the justice system and
the civil service, decentralization, and capacity building in the public and private sectors.
Devolution is seen a means to several ends: a socio-economic transition to democracy and better
governance, improved service delivery by shifting decision making closer to the grassroots for
improved accountability and responsiveness, and citizens' empowerment and participation in
governance (GoE, 1999; Yohannes, 2005).

1.4.3. Decentralization of Education

“Decentralization will be the major driving force in strengthening efficiency and accountability
of resources and results. Basic education will be made accountable to local level authorities with
development and operational responsibilities transferred from central government to the districts.
Self-regulation mechanisms through school communities at grass roots will be introduced”
(Humphrey, 2007). Education decentralization and planning in general raise the question of how
far decision making should be decentralized for each level or type of education and how
responsibilities will be allocated for the development of curricula and teaching methods,
evaluation text book production and distribution, recruitment and maintenance, the funds, and
managing local schools (UNESCO, 2005).
In reality, many countries adopt Education decentralization policies for reasons which have little
to do with improving schooling. According to USAID (1997) and Cooper (1997) Governments
in developing countries decentralized of basic Education service delivery is essential to;
 Save money and improve management efficiency and flexibility
 Transfer responsibility to the most capable level of government
 Raise required revenues
 Conform with a wider administrative reform or to the general principle that
administrative responsibility should be vested in the lowest capable level of government
 Give users a greater voice in decisions that affects them
 Better recognize local linguistic or ethnic diversity and define the objectives of
decentralsation
1.4.4. Decentralization of Education and Education Policy of Ethiopia (FDRE)
Modern education was introduced to Ethiopia nearly a century ago. However, the education and
training offered during these long years had limited positive impact on the lives of the local
people and national development. Hence, as a result of the lack of clear and coherent direction
and other problems related with the very social order, the majority of the people of Ethiopia were
not beneficiaries of the advantages of modern education (MOE 1994).
Realizing the positive role that education plays in the development of a society and reducing
poverty, the Ethiopian government has adopted a new Education and Training Policy (ETP) in
1994. The document outlined the mission and goals of the new education system of Ethiopia to
achieve the present and future national economic and social development goals. The policy
focuses on increasing access to educational opportunities with enhanced equity, quality and
relevance. This was the basis for the multi-year Educational Sector Development Program
(ESDP) that started in 1997/98 with the long-term goal of achieving universal primary education
by the year 2015.
The intensifying of decentralization to Woreda level has controlled to strengthening of Woreda
level education institutions. It also provides opportunities to strengthen localgovernance,
increases of sense of accountability, and broaden the participation ofcommunities. Efforts have
been made to build the capacity of the woreda offices particularly woreda education office
through intensive training organized in the areas of educationalplanning and management,
financial management, auditing and procurement. It is also notedthat schools and Parent
Teachers Associations need build their capacity before moreresponsibility could be given in the
area of financial management (MOE, 2005).
The Ministry of Education was involved in all aspects of public including planning,budgeting,
school constitute, and the production and distribution of text books and othereducational
materials. Following the shift to a federal structure, five main managerial andadministrative
organs constitute the education have reduce to setting fundamental educationalpolicy, broad
educational planning and programming, maintaining standards and settingprocedures and
providing technical assistance where needed presently more responsibilityand authority is being
developed to lower administrative levels such as the Woreda which isresponsible for supervision,
coordination and implementation of primary education is thefocus of this section (MOE, 2005).
The Education and Training Policy (ETP) has focused on expanding access to
educationalopportunities. The educational reforms are intended to achieve universal primary
enrolmentby 2015, with local language used as the language of instruction in the primary grades
(Johanna etvl, 2005). In addition to addressing the formal education system, the Education Sector
Development Programme (ESDP) adopted by the Government in 1997,included non-formal
education (NFE) opportunities for dropouts and out of school childrenand young people. The
concept of NFE provides a second chance for all, through distanceeducation, functional literacy
and continuing education.
The Education Sector Development Programme provides a sector wide policy
andimplementation framework for educational development. One of its main purposes is
tocoordinate government and donor inputs in the educational sector. The Government set
downits educational sector policy in the ETP and the Education Sector Strategy (ESDP) in
1994.The Ethiopian Ministry of Education introduced the ESDP (Federal Democratic Republic
ofEthiopia, 1998a) in 1997, and its action plan (PAP) (FDRE, 1998b) and implementation
plan(PIM) (FDRE, 1998c) in 1998. The ESDP has covered the first five years, 1997/98 –
2000/01, of a 20-year plan. The second period of the ESDP (ESDP II) started in the schoolyear
2002/03 (ESDP II, 2002/03 – 2005/06).
The ESDP phase in Ethiopia was preceded by the Education Sector Investment
Programme(ESIP). The ESIP process was used to draw up a budget for implementing
educational policycoordinated at national level. As regards the donors, the ESDP process has
been consideredto offer the advantage of providing them with an overview of the developmental
needs of thesector. The Government started its own part of the ESDP programme in 1 July 1997,
whenthe new budget year began.
The ESDP envisaged an expansion of primary-school enrolment from around 22% in1995/96 to
50% in 2001/02, and an increase in financing for education through a rise inpublic expenditure
on education to 4.6%. This translated into an increase in the number ofchildren in primary
schools from 3.38 million to 7 million. The ESDP recognized that thecapacity of the teacher
training system must be enhanced in order to provide the qualifiedteachers necessary to teach the
greatly increased enrolment. It also noted the need to improvethe quality of the teachers, to pay
attention to gender balance among students and teachers,and to improve the student-textbook
ratio at the primary level from 5:1 to 1:1. The ESDP hashad the aim of promoting equity by
achieving a gross primary education enrolment rate of atleast 25% in under-served regions,
raising female participation in primaryeducation from 38to 45%, and increasing the proportion of
female teachers from 25 to 35% in 1997/98-2001/02.

The Government has undertaken reforms and actions to achieve these objectives related tothe
ESDP in the following areas; basic education (access, equity, quality, and out-of schoolchildren
and adults),secondary education (access, quality, continuing education for out-ofschool young
people and adults), technical and vocational education and training (relevanceand quality
interventions), teacher education (increasing the proportion of qualified teachers,retaining
qualified teachers, and improving the quality of teacher training),tertiary education(improving
efficiency, increasing the number of engineers, educators, health workers andpublic
administrators, and implementing a strategy for diversifying the resource base fortertiary
education), educational materials (proportion of recurrent expenditure onnon-salaryitems, such
as textbooks), institutional development in the Ministry of Education, theRegional Education
Bureau and the central education agencies, such as the Education MediaAgency (EMA), the
Institute of Curriculum Development Research (ICDR), and the NationalOrganization for
Examinations, distance learning, and capacity building (FDRE, 1998b).
Each year after the ARM, the Ministry of Education has considered the review and assessedits
progress in implementing the ESDP. The consolidated reports discuss analyses ofeducational
trends, physical and financial performance, recommendations of the ARM, andmajor constraints
and lessons learnt (ESDP, 2001).The Government of Ethiopia has adoptedthe goal of ensuring
universal access to and completion of basic education and reducing theadult illiteracy rate by
2015. During the following years all children should get an access toprimary education and
during twelve years, the majority of Ethiopia’s women should receivean education.

1.4.5. Institutional Arrangement for Decentralized Education Service

1.4.5.1. The Federal Ministry of Education
The Federal Ministry of education will undertake the following duties and responsibilities in
addition to those given to it by proclamation.
 Prepare annual plan of special support in close consultation with and on the basis of
the needs of pastoralist regions and implement the plan..
 Build the capacity of Educational management bodies and professionals of pastoralist
regions continuously, and provide technical and professional support to the regions.
 Solicit additional resources to pastoralist regions if need be.
 Raise the level of commitment of concerned decision makers, educational management
bodies and professionals to the development of pastoralist education.
 Introduce innovative practices and delivery modes acquired from the experiences of
other countries and the findings of local research
 activities to expand access and improve quality of education in pastoralist areas,

1.4.5.2. Regional Education Bureau

Likewise, the Education Bureau of pastoralist regions bear the following additional duties and
responsibilities of promoting pastoralist education in their respective regions.
 Prepare curricula for formal primary education, alternative basic education and non
formal adult education in accordance with the Education and Training Policy, the
curriculum framework developed at federal level, and by taking into account the socio-
economic and cultural realities of the pastoralist population.
 Prepare teaching - learning materials on the basis of the above stated curricula for the
various target groups and programs, publish and distribute them to schools / learning
centers.
 Ensure that educational management bodies and professionals at various levels are fully
committed to the education of pastoralists.
 Provide material, professional and technical support to city education offices, and
build the capacity of educational management bodies and professionals at city level.
 Coordinate, monitor and evaluate the activities of non-governmental and civic
organizations that are engaged in pastoralist education, as well as give them the
necessary support to make their efforts fruitful .
 Devise and implement an incentive system that will attract teachers and other
professionals to work in the region.
 Clearly identify the region's needs for special support and communicate them to the
federal ministry of education on time.
1.4.5.3.Zonal Education Bureau
1.4.5.4.Town Education Office
Accordingly, based on the book entailed Educational Management, Community Participation and
Finance Guideline of Ministry of Education (2002), and proclamation no.the Education Office of
Ambo town adopt the following major duties and responsibilities
 Build and manage ABE centers, formal schools, boarding schools and hostel with the
active participation of the community.
 Devise strategies for the realization of EFA goals in the city.
Provide consolidated supervisory support to ABE centers and allocate the necessary
budget and transportation facility accordingly.
 Organize forums for continuous short-term in -service training and experience –sharing
for ABE facilitators in the city.
 Put in place an incentive system that will attract teachers and professionals to work in the
city.
 Sensitize, mobilize and build the capacity of the city community so as to enable it to
actively participate in the construction of schools educational management.
 Establish close working relationship with governmental and non - government partners
so as to collaboratively work for the common goals of pastoralist education in the city.
 Encourage educated people working in other sector offices in thecity to participate in the
education of pastoralists
 Make situational assessment of educational activities in city, identify needs for
special support and apply the support received to improve education in the town.

3. Alternative Approach to Local Education Sector Development Frame Work

3.1. Alternative Approach to Local Development

It is obvious that there are two elements of local development frame work known as internal and
external local development frame work. Internal elements of local development frame work
include empowerment, local governance and service provision while external elements are an
enabling environment, capacity enhancement and other external supports for local development
frame work. In our analysis in Ambo town education sector Service program this two elements
are most decisive factors for the selected Sector, because empowerment, local governance and
service provision cannot applied without enabling the environment ,capacity in enhancement and
other external supports. The same is true that enabling environment, capacity enhancement and
other supports cannot bring local development without environment, local governance and
service provision. Education Sector Service Program can be achieved through the integration of
this two elements. Even though both internal and external element integrally needed for the
sector, internal element is the most influential one. Because internal elements are a power and
authority to mobilize the resources to make decisions and guide the community to implement
what is planned by using external support. However there is a gap between this two elements in
the sector such gaps are community participation, Recourse utilization and mobilization,
accountability of local governance and other activities .
On the other hand, there is three alternative approach to local development. These are
1.decentralized sectorial approach 2.local government approach and 3 Direct Community
Support Approach. Decentralized Sectorial approach includes Issues related with social sector,
Issues related with Infrastructure sectors and Issues related to Economic sectors. The other
approach is Local Government Approach also include issue associated with local government
such as political, Fiscal and administrative autonomy are decentralized to strength the local
government. This local government is increasingly becoming key agents of local development.
The third approach is Direct Community Support Approach Direct community support
approaches channel assistance, including funding and capacity building investments, directly to
communities to increase empowerment, improve responsiveness to citizen demands and
priorities, accelerate service delivery, and improve the quality of life of poor and marginalized
social groups and households targeted by support to communities. The integration of three
approaches A local development framework draws on concepts underpinning the decentralized
and participatory methods employed by practitioners of sectorial, local government, and direct
Community support approaches.
 1.4.4. Localization of Education sector in Ambo Town

1.4.4.1. Profile of Ambo town

Ambo town was founded in 1874 and got municipal status in 1916. Located in the west shewa
zone of the Oromia region, west of Addis Ababa, this town has a latitude and longitude of
8*59’N 37*51E and elevation of 2101 meters having with 94,342 population.

Ambo is one of the reform towns in the region and has a city administration, municipality and
kebeles. Ambo city administration was founded in 2003 following by Ethiopian city
proclamation number 2003, having with different sectors. Therefore, among those different
sectors we want to focus and select education sector to see with in local development.

Ambo city Administration education office was established in2003 having the total number 30
schools. Among these 12 were private schools and 18 Were government schools. Among these
schools 7 were Kg schools 2 were elementary schools 2Were high schools and 1 were
preparatory schools. When we see the numbers of teachers, there were 100Private teachers and
158 government employed teachers and having with 17 568 total numbers of students.

Currently, the teaching and learning process continuing in the city. Having with 54 total numbers
of schools .And 636 teachers and 25569 students.

1.3.1.1. 1.4.4.2. Ambotown

Administration Education officeObjectives, vision and mission

Objectives

 The main objective of this office is to cultivate the individual capacity

for problem solving and adaptability to the environment by developing
the necessary knowledge, ability, skill and attitude.
 It also steed cultivate the cognitive productive and appreciate potential of
citizens by appropriately relate education to environment and social
needs.

Vision

 To ensure effective learning opportunities for students to acquire the

knowledge, skills and values necessary to be productive contributors to a
changing world within the constraints the system budget

Mission

 To be the where of all youth bright future and where they acquire
knowledge and develop their critical thinking skills and values that
allow them to realize their potential and contribute positively to their
community.
 To create collaborative and student centered environment, where each
students can succeed and all educational partners are respected and
valued.
1.4.4.2. Overview of Education Service Delivery in the town

It is obvious that Education Service in Ethiopia was highly centralized before to 1994.Following
the shift to a federal structure, six main managerial and administrative organs constitute the
education sector: Central, Regional, Zone, Woreda,or town.

Regional Education Bureaus formulate regional education policy and strategies. They also
administer and manage primary and secondary education, junior colleges, technical and
vocational colleges and teachers training institutes. The Zone Education Office plays the roles of
coordination, supervisions and provides technical and professional assistance to lower levels of
the education system (Ministry of Education, 1994).
In discharging its duties and responsibilities in education service delivery in an efficient,
effective and responsive manner, the WEO is structured and organized with its ownmanpower.
The town education service involves the education sector and community representatives like
KETBs and PTAs members in the town and other actors outside the town.

The main participants in the delivery of education services at city level are the communities,
regional and zonal bodies, private organizations, sectorial offices and the city administration
through the provision of general guidelines and technical supports.

1.3.2. The current education status and community participation results and
analysis
1.4.5.1 City Current Education Status
The structure of the Ethiopian Education system encompasses formal and
non-formaleducation. Non-formal education covers wide areas of training
both for the primary school age children as well as adults who have either
dropped out or beginners. The formal program has further been divided into
Kindergarten, General Education, Technical and Vocational Education
Training and Tertiary Education program.

1.4.5.2. Formal and Non-Formal Education in the Study town

1.4.5.2.1.Formal Education in Ambo town Administration
As far as 2017/8 Ambo town administration education bureau performance report is concerned,
currently the city has 4 full cycle primary schools (1-8), 14 first cycle primary school (1-4), 4
first cycle secondary schools (9-10), 3 second cycle secondary school (11-12) but 28
kindergarten school. Generally there are around 54 schools are presently found in the city.

1.4.5.2.2.Non-Formal Education in the City

In addition to the formal school, the town tried to access Education through non-formal a school
which is also called Alternative Basic Education Centers. Alternative Basic Education
programmed are meant for those people who are currently not participating in school education
or those who could not receive sufficient education in the past, consisting of both adults and
children. Alternative schools often emphasize the value of small class size, close
relationshipsbetween students, and teachers and a sense of community. To this end, to realize the
goal of universal primary education by 2015, the Education Sector Development Program
envisaged provision of Basic Education through Alternative modes of delivery (Ministry of
Education, 2007). Accordingly, the status of Alternative Basic Education in the town is presented
in the following table below.
References
Ambo town administration
Education Sector Development Program Action Plan I Addis Ababa,
Central Printing 2002.

Educational Management, Community participation and Financing

Guideline (2002a), Addis Ababa

Education Sector Strategic Plan, ESDPIII (2005/06-2009/10)

FDRE (1995).A proclamation of the constitution of the Federal

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