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Attempts to formulate the education sector policies during imperial regime were limited to a proclamation (1943 and 1948) which deals with the organization and duties and responsibilitiesof the ministry of education and its duties. It was made to adapt the Ethiopian education to theneeds of the country and expands the coverage of the activities in the provision of specialtraining for the sector and education system. (Ministry of Education of Ethiopia, 2004),

Performance of education sector in the Ethiopia .Education directly improves the productivity and rates of return and earnings of people. Inaddition to this, education has or wide range of indirect effects, which instigate positive changesin peoples attitudes toward work and society. It make easier to learn new skills throughout their lives and hence facilitate their participation in modern economies and societies. It also importantfactor which affects the health and life expectancy of individuals, because if equips them withthe knowledge and the means to present control and direct disease. (Ministry of Education of Ethiopia,2004)

Education in Oromia Regional statesRegarding to Oromia regional states of Ethiopia, it is one of the regions in the country where

both formal and non-formal education do not reach the majority of the population. The school in

the regions are unevenly distributed and mostly physically and materially and deteriorated. Thisdeterioration is due to cultural and other constraints there is a higher dropout rate at the lower lower level which mostly affects girls participation in the education of the region. (Finance andDevelopment Bureau of Oromia, 2005),

Education system of Oromia regional state normally consists of formal and non-formaleducation.Formal education comprises of primary, secondary educations, technical and vocationaleducations. The data that recorded in 2005 in Oromia regional bureau of educations shows that,two teachers training institute (TTI), four teachers training college (TTC), 38 technical andvocational education training (TTET), of which 36 and 2 are government and non-governmentcenters respectively. Moreover, there are 164 secondary schools, and 4893 primary schools in theOromia regions. (Regional Education Bureau of Oromia, 2005),

Education in Aweday town

Aweday town is one of the towns of the Eastern Hararge Zone of Oromia which is located between Harar town and Haramaya town. In this town there are for primary schools and amongthis only one primary school is owned by public and the other three are private owned schools.These four primary school are Dandi-Boru,

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Statement of the problems

The number of school going children is increasing from year to year. Here is a need to providethe educational facilities for them through opening of various types of educational institutions.Because of different constraints like poverty, cultural factors majority of the population do notsend their children to school at distant place. The characteristics of education sector can beexpressed mainly in terms of accessibility, affordability, adequacy and quality. This factor canaffect school attainment through their effect on enrollment learning outcomes both directly andindirectly through of their effects on school attendance. Private Tuitition and more generally thelearning enhancing behavior of children and their related home hold.Accessibility to schools usually determine by distance from home to school for children. Femalestudents enrollment is negatively affected by cultural and gender related problems.

Objectives of the study. The general objectives of this study are to be identifying the problems and prospects of educationin Ethiopia particularly in Aweday town. In addition to these general objectives there are other specific objectives these are:-

1. To study the existing availability and capacity of various types of educational institutions andnumber of admission seekers in Aweday town.

2. To identify the problems of available institutions and their causes and effects.3. to explore the opportunities for expansion of various education in the near future.

Significance of the study This research is significant in that it can add as pot of information to the existing body of knowledge on the educational sectors in general and on factors affecting the development of education sectors in particular. Besides, the result of the findings of this research paper willserves as building block for any interested individuals or groups who are willing to carry outfurther and detailed studies on related topics. And it could be help some how to imitate policyconcerns, which are necessary to tackle the problems of education.

Scope of the study.

As to the geographical coverage, this research is confined to the problems and prospects of education in Aweday town in the year 2008. in terms of dimensional aspects of problems and

prospects of education it considers factors affecting prospects of educational sectors, on the other hand focuses on the performance of educational sectors. The factors that affect prospects of educational sectors are have various constraints such as poverty, economic problems, familyrelated barriers, cultural constraints; school related problems are the main scope of this study.

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Limitation of the study

The one that most limiting factors for the study is that the data requirements are not fullysatisfied due to lack of time series data on the problems and prospects of education sectors in thezone of eastern Hararge which may make the study

methodology of the study

Types and source of data.

On the problems and prospects of education, education bureau of Oromia, Federal ministry of education, economic and development bureau of Aweday town, directors of kindergarten,

primary, secondary, high school and some written materials on educational problems and prospects were used as a source of this study.

Regarding world problems and prospects the data that collected different documents likeinternet world bank on the problem of education

CHAPTER TWO2. LITERATURE REVIEWS

This chapter contains two parts. The first part discussed related literatureswhich istheoretical while the second part explains empirical literature.

2.1. Theoretical literature2.1.1 Constraints on the impact of formal educationSome of the major factors influencing the provision of formal education andlimiting itseffectiveness for poor and disadvantaged people are1. Global economic relations: - these play a key role in determining theeffectiveness of formal education in achieving development for society as a whole. Even wherethe stateinvests heavily in education and is committed to social equality anddevelopment

2. Differentiated access and opportunities: - education promotes socialadvancement,raises the states of women and leads to improvements in health and childcare.However,educational opportunities is limited by the proximity to urban centers, poverty,and by

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discrimination based on gender, class race or cultures. For example, in CostaRica, thenational figures for adult illiteracy in 1984 were 7 percent, but in the poorestrural areaswas almost 20 percent. The discrimination suffered by the people because of

theircultures or limits their access to education and their opportunities to use iteffectively.

They have to choose between potential alienation from their own culture, andthe need tomaster language and cultural forms of the dominant society in order to survivesuccessfully within it. These choices are experienced differently by women andmen.(Eade and William, 1995).

3. Gender : - this is crucial factor in determining educational opportunities;

girls oftenfore worse than boys interims of primary school enrollment. There areconsiderabledifferences in the level of the males and females education in most arts of theworld. Inthe Afghanistan, Guinea, Burkina Faso, Somalia, and Nepal, females illiteracy in1990was twice as high as the figures for males. In Salvadoran rural womensorganizationfounded by Oxfam only one percent of the members could read one percent of the

members could read and write. Bangladesh is an extreme example, where of the 60percent of all children who enroll fewer than 10 percent are girls the ratios aregenerallyworse at secondary level and above. Fewer than have as many girls as boys areenrolledin secondary school in Sub-Saharan Africa 15 percent and 44 percentrespectively. Thereare many factors for unequal educational opportunities of girls and boys.Mothers arelikely to have received inadequate schooling themselves, and their daughters

generallybear the burden of domestic work and childcare from an early age. Theexpectation of early marriage or (fact of teenage pregnancy) is also used to justify cuttingshort girlseducation. In self-fulfilling cycle, since greater employment opportunities existsfor men

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than women, boys education takes priority over girls education because theyare morelikely to be able to use it. Cultural factors can reinforce gender baseddiscriminationwomen are often regarded as bearers of traditional culture, particularly, culture

identifiesare threatened. In such circumstances, they may be formal education (Eade andWilliam,1995)

4. Poverty :-the poorest people are hardest hit inflation, unemployment, andcuts inservices. They cannot always afford to keep children at school, particularly atthe

secondary level. Costs of education including clothes, books, equipment and

maintenance, and fees. The economic difficulties of poor families increase thepressureon children to earn money either instead of or in addition to going to school. Afurtherformal education is irrelevant to their economic and cultural need which in oftenborn outby a chronic lack of employment opportunities which make use of skills gainedat school.In addition, poor children live in environment where study is difficult and where

poorhealth, over work, and malnutrition may leave them without energy andconcentration tolearn (Eade and William, 1995).2.1.2. The Gender gap in education.Low adult literacy rates prevail throughout the developing world. In fourteendevelopingcountries where literacy date are available, only one in five adult women canread, whereas the literacy rates for men ate as low in only five of these countries. Recentestimates

suggest that only one out of two women in Asia is literate and only out of threein sub-Saharan Africa (UNESCO, 1992).School enrollment rates have been raising for both girls and boys at all levels inthe pasttwo decades. Primary school enrolment, in particular, has out paced the growthof youth

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population, although a few low income countries especially, in sub-SaharanAfricaexperienced decline in primary enrollments in the 1980s. (UNESCO, 1992).Many countries have no universal primary education for males and females. Butgirls

enrollments continuous to lag behind in many others, most dramatically insouth Asian,west Asia, north Africa, and sub-Saharan Africa. With exception of Sri Lanka, allsouth Asian nations have much lower gross enrollment ratios (GER) for girlsthan for boys.In Bhutan, girls enrollment in 1983 was 19 percent compared to 34 percent forboys; in Nepal, 49 percent for girls and compared with 110 percent for boys, inPakistan, 38 percent versus 73 percent; in Bangladesh, 50 percent versus 110percent. Where as in Latin America and nearly all east Asia countries such largemale-female differences had disappeared by 1985 (UNESCO,1992).

At post primary levels, the gender gap widens in some countries, but

narrows in others, why does the gender gap exist? The supply of schools hasexpanded greatly in the past twenty five years, leading to accommodating theincrease in primary school enrollment over that period. Moreover, there are fewrestrictions to the admission of girls at the primary school level. To understandwhy, despite this expansion, a large proportion of school or dropout early inmany developing countries, one need to consider the many factors affect theeducation of girls and boys differently. For many families the differed possiblebenefits do not seem large enough to offset immediate costs like school fees orthe loss of child labor parents do not often consider the less obvious benefitsthat education generates (like improved productivity ) when deciding whetherto send children to school or to favor sons, partly because they are the ones

expected to go out and earn more family income, so this may be the cost of efficient response by parents to constraints of family resources. One less orfrom experience is that expanding access simply by building more schools,relating admission policies or instituting quotas for girls may lead to higherlevels of female enrollment at margin.Distortion with labor market due to discriminating employment practice againstwomen reduce, their attempt earning and benefits that women can expect togain from education even when jobs are available. Example, restriction againstthe living of married in wage paying-jobs in manufacturing or service sectors.Explicit or implicit entry barriers against women in certain occupations serve asobstacles to education. Some of these barriers begin at the primary school

level, with teachers and text book projecting attitudes that discourage schoolattendance and performance of girls. Stereotype may persist of girls not beingas good as boy in technical subjects or mathematics. Even obstacles whichbegin at the post primary level can nevertheless inhibit girls school attendanceand motivation at the primary stage.

In Dominica Republic, three of the most important schools for middle leveltechnology training bar women even though they have stipends from the

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technical training institute exacerbates the situation. Also women from ruralareas usually do not qualify to enroll in teacher training schools in the cities,and there are few programme in rural areas to identify, recruit and train girls tobecome teachers. Finally, parents may not feel able to afford to send girls toschool if it means their labor cannot be used in traditional ways.

Although in some countries boys perform a large share of family labor such aslivestock herding, with few exception girls do more work than boys in the homeand in the market place. In Nepal and Java (Indonesia) most young girls spendat least a third more hours per day working at home and in the market thanboys of the same age groups as much as 85 percent more hours. 129-150percent more hours than boys. Clearly, girls who work more than their brotherswill less likely to attend school, perform less well. In addition to lost labor,parents in many countries feel that girls will lose important training at home inchildcare, household and crafts if they go to school. (UNESCO,1992)

2.1.3 Gender literacy and cultural differenceGender literacy and cultural difference one area of apparent controllersconcerns theextent to which the obstacles to girls and womens education are similar acrosscultures.One view is that in all cultures, although in varying degree, male/femalerelationshipplace obstacles in the way of girls and womens full participation in education.Patriarchy is manifested in two ways: the sexual division of labor, and control

overwomens sexuality. Both these factors so condition a womens world-view thatmarriage,husband, and family become the be-all and-all for the existence. They also limitwomensmental horizons and push education from her attention. As girls grow up,socialized intotheir future roles as sexual division of labor the second components, controloverwomens sexuality, ensures that women maintain their roles as wives andmothers and is

the cause of womens inability to control their fertility and its associatedconsequences,including unwanted pregnancies, the practice of early marriage, restrictedphysicalmobility for women, and domestic violence. (UNESCO, 1992),Who benefits from all this? Whose interests are served as by these existingconditions?

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more likely entered and remained in secondary schools than are girls fromdisadvantaged families. A similar situation is observed in Ethiopia. In a study of female student in higher educational institution, it was found that among the118 schools attended by the respondents, only 13 were private or catholicschools and almost all these schools were located in the capital or cities. Thirty-

five percent of the female students who entered colleges came from these 13schools. In some cases, family socio-economic status (SES) plays moreimportant role than parental education in getting children in to private schoolsis often considered a status symbol. (Emebet, 2003 p.35).

2.1.4.1. Poverty At the both country and family level, is a detriment to the education of women although itinterferes with the education of all children, its correlation is much stronger for female. Stronguest(1998:150) explained that the higher the income of the family, the greater the desire of parents for their daughters education (Emebet, 2003 p.36).

2.1.4.2 Family related barriers Family plays a very important role indenturing the degree of access girls have to education andtheir level of achievement. There are several family related factors, which including location of upgrading, parental schooling, and family income (Emebet, 2003 p.36).

Geographical location, urban or rural, can significantly affect the education of children.According to several studies carried out in developing countries, growing up in rural communitiesworsen school opportunities for females more than for males. In the study carried out in Ethiopia,Abrah, etal (1991) found that urban girls enrolled in school are more likely to persist than rural ones.The study findings remained consistent, both when girls were studied alone, and when they werecompared to boys. The urban-rural distinction also influences to greater extent the academic

performance of female students. Abraham, etal (1991) stated that in Ethiopia, girls enrolled in

schools found in urban areas had better performance on the national exam than the girls who attendschools located in rural areas (Emebet, 2003 p.35).Though, in general, girls in the cities have a better prospect of accessing and succeeding in their education, and also studying the field/subjects they want, they have their-share of barriers to over come. In Genets (1994) study, was indicated some of the problems of girls in Addis Ababa highschools encounter were lack of study time to heavy load of house hold chores, dropping out becauseof failure to pass exams and pregnancy, and teachers biased attitudes. (Emebet, 2003 p.36) 2.1.4.3 Cultural barriersCulture influences the education of women in various ways. One is cultural division of labor, Zewdieand Jungles (1990) study of four peasant associations in Ethiopia indicated that women spend about

15 or more hours on various chores important for the household. Under this circumstance, it is thegirls who share the burden of their mothers by spending time on the chores instead of their studies.Though on the time use study has been carried out in the cities, Genet(1994) pointed out that parents,and females students themselves and their teachers indicated that the female students spend muchtime on household chores (Emebet, 2003 p.36).

Early marriage parents another cultural impediment to girls education. Studies in manydeveloping countries indicated that the number of girls attending school abruptly drop out when the

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