problem of education

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CHAPTER ONE1. INTRODUCTION

1.1 Background of the study

Even though the history of education in Ethiopia dates as far back as the introduction of

Christianity in Ethiopia during Ezana in 3300A.D, the first attempt to open school of

European style was for the first time made by the Jesuit in the 16 th century. This attempt

was not continued due to the outstanding of Jesuits following the removal of emperor

Susinyos.

Toward the end of the 19th century, several factors accentuated the need for modern

education. The establishment of strong central government and permanent urban seats of

modern development of modern sector economy like manufacturing activities,establishment of foreign embassies of Adwa, are, among others, the main factors that have

contributed for the development of modern education in Ethiopia. Modern education has

started at the beginning of the 20th century and officially commenced in 1908 with opening

of Menelik 1st School in Addis Ababa. (Ministry of education, 2004),

Ethiopian education in general has two systems of main sub-sectors that are

institutionally separate:-

1. formal educational sub-sector, which consist of academic and technical and training at

primary, secondary and tertiary level ; and

2. non-formal education which includes:-

Technical vocational skills trained and extensive contact for youth and adults.

Between 1962 and 1994 the general education in Ethiopia divided into three these are:--primary school (grade1-6)

-junior secondary school (grade7-8)

-senior secondary school (grade9-12)

Education reforms in 1994 revised the structure so that it now cons in 1994 revised the

structure and modify the previous system of education so after 1994 consists of primary

education (grade1-8) which also consists of first cycle (grade 1-4) which aims at achieving

the functional literacy and the second cycles (grade5-8) prepares students for further

education, general secondary education and training, and second cycles of the secondary

education (grade11-12), that prepares student for higher education.

1.1.1. Educational policies and strategies in Ethiopia.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

responsibilities of the ministry of education and its duties. It was made to adapt the

Ethiopian education to the needs of the country and expands the coverage of the activities

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in the provision of special training for the sector and education system. (Ministry of

Education of Ethiopia, 2004),

1.1.2. Performance of education sector in the Ethiopia.Education directly improves the productivity and rates of return and earnings of people.

In addition to this, education has or wide range of indirect effects, which instigate positive

changes in peoples attitudes toward work and society. It make easier to learn new skillsthroughout their lives and hence facilitate their participation in modern economies and

societies. It also important factor which affects the health and life expectancy of

individuals, because if equips them with the knowledge and the means to present control

and direct disease. (Ministry of Education of Ethiopia,2004)

1.1.3. 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. This deterioration 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 and Development Bureau of Oromia, 2005),Education system of Oromia regional state normally consists of formal and non-formal

education.

Formal education comprises of primary, secondary educations, technical and vocational

educations. 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 and vocational education training (TTET), of which 36 and 2 are government and

non-government centers respectively. Moreover, there are 164 secondary schools, and 4893

primary schools in the Oromia 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

among this only one primary school is owned by public and the other three are privateowned schools. These four primary school are Dandi-Boru,

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1.2. Statement of the problems

The number of school going children is increasing from year to year. Here is a need to

provide the 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 not send their children to school at distant place. The characteristics ofeducation sector can be expressed mainly in terms of accessibility, affordability, adequacy

and quality. This factor can affect school attainment through their effect on enrollment

learning outcomes both directly and indirectly through of their effects on school

attendance. Private Tuitition and more generally the learning enhancing behavior of

children and their related home hold.

Accessibility to schools usually determine by distance from home to school for children.

Female students enrollment is negatively affected by cultural and gender related problems.

1.3. Objectives of the study.The general objectives of this study are to be identifying the problems and prospects of

education in Ethiopia particularly in Aweday town. In addition to these general objectivesthere are other specific objectives these are:-

1. To study the existing availability and capacity of various types of educational

institutions and number 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.

1.4. Significance of the studyThis 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

will serves as building block for any interested individuals or groups who are willing tocarry out further and detailed studies on related topics. And it could be help some how to

imitate policy concerns, which are necessary to tackle the problems of education.

1.5. 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, family related barriers, cultural constraints; school related problems are the

main scope of this study.

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1.6. Limitation of the study

The one that most limiting factors for the study is that the data requirements are not fully

satisfied due to lack of time series data on the problems and prospects of education sectors

in the zone of eastern Hararge which may make the study

1.7 Methodology of the study

1.7.1 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 REVIEWSThis chapter contains two parts. The first part discussed relatedliteratures which 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 formaleducation and limiting its effectiveness for poor and disadvantagedpeople are:1. Global economic relations: - these play a key role in determining theeffectiveness of formal education in achieving development for societyas a whole. Even where the state invests heavily in education and iscommitted to social equality and development2. Differentiated access and opportunities: - education promotes socialadvancement, raises the states of women and leads to improvementsin health and childcare. However, educational opportunities is limitedby the proximity to urban centers, poverty, and by discriminationbased on gender, class race or cultures. For example, in Costa Rica, thenational figures for adult illiteracy in 1984 were 7 percent, but in thepoorest rural areas was almost 20 percent. The discrimination suffered

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by the people because of their cultures or limits their access toeducation and their opportunities to use it effectively.They have to choose between potential alienation from their ownculture, and the need to master language and cultural forms of thedominant society in order to survive successfully within it.

These choices are experienced differently by women and men.(Eade and William, 1995).

3. Gender: - this is crucial factor in determining educationalopportunities; girls often fore worse than boys interims of primaryschool enrollment. There are considerable differences in the level ofthe males and females education in most arts of the world. In theAfghanistan, Guinea, Burkina Faso, Somalia, and Nepal, femalesilliteracy in 1990 was twice as high as the figures for males. InSalvadoran rural womens organization founded by Oxfam only onepercent 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 theratios are generally worse at secondary level and above. Fewer thanhave as many girls as boys are enrolled in secondary school in Sub-Saharan Africa 15 percent and 44 percent respectively. There are manyfactors for unequal educational opportunities of girls and boys.Mothers are likely to have received inadequate schooling themselves,and their daughters generally bear the burden of domestic work andchildcare from an early age. The expectation of early marriage or (factof teenage pregnancy) is also used to justify cutting short girlseducation. In self-fulfilling cycle, since greater employment

opportunities exists for men than women, boys education takespriority over girls education because they are morelikely to be able to use it. Cultural factors can reinforce gender baseddiscriminationwomen are often regarded as bearers of traditional culture,particularly, culture identifies are threatened. In such circumstances,they may be formal education (Eade and William, 1995)

4. Poverty:-the poorest people are hardest hit inflation,

unemployment, and cuts inservices. They cannot always afford to keep children at school,particularly at thesecondary level. Costs of education including clothes, books,equipment andmaintenance, and fees. The economic difficulties of poor familiesincrease the pressure on children to earn money either instead of or in

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addition to going to school. A further formal education is irrelevant totheir economic and cultural need which in often born out by a chroniclack of employment opportunities which make use of skills gained atschool. In addition, poor children live in environment where study isdifficult and where poor health, over work, and malnutrition may leave

them without energy and concentration to learn (Eade and William,1995).

2.1.2. The gender gap in education.Low adult literacy rates prevail throughout the developing world. Infourteen developing countries where literacy date are available, onlyone in five adult women can read, where as the literacy rates for menate as low in only five of these countries. Recent estimates suggestthat 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 in the past two decades. Primary school enrolment, in particular,has out paced the growth of youth population, although a few lowincome countries especially, in sub-Saharan Africa experienced declinein primary enrollments in the 1980s. (UNESCO, 1992).Many countries have no universal primary education for males andfemales. But girlsenrollments continuous to lag behind in many others, mostdramatically in south Asian, west Asia, north Africa, and sub-SaharanAfrica. With exception of Sri Lanka, all south Asian nations have muchlower gross enrollment ratios (GER) for girls than for boys. In Bhutan,girls enrollment in 1983 was 19 percent compared to 34 percent for

boys; in Nepal, 49 percent for girls and compared with 110 percent forboys, in Pakistan, 38 percent versus 73 percent; in Bangladesh, 50percent versus 110 percent. Where as in Latin America and nearly alleast Asia countries such large male-female differences haddisappeared 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 ofschools has expanded greatly in the past twenty five years, leading toaccommodating the increase in primary school enrollment over thatperiod. Moreover, there are few restrictions to the admission of girls atthe primary school level. To understand why, despite this expansion, a

large proportion of school or dropout early in many developingcountries, one need to consider the many factors affect the educationof girls and boys differently. For many families the differed possiblebenefits do not seem large enough to offset immediate costs likeschool fees or the loss of child labor parents do not often consider theless obvious benefits that education generates (like improved

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productivity ) when deciding whether to send children to school or tofavor sons, partly because they are the ones expected to go out andearn more family income, so this may be the cost of efficient responseby parents to constraints of family resources. One less or fromexperience is that expanding access simply by building more schools,

relating admission policies or instituting quotas for girls may lead tohigher levels of female enrollment at margin.Distortion with labor market due to discriminating employmentpractice against women reduce, their attempt earning and benefitsthat women can expect to gain from education even when jobs areavailable. Example, restriction against the living of married in wagepaying-jobs in manufacturing or service sectors. Explicit or implicitentry barriers against women in certain occupations serve as obstaclesto education. Some of these barriers begin at the primary school level,with teachers and text book projecting attitudes that discourageschool attendance and performance of girls. Stereotype may persist of

girls not being as good as boy in technical subjects or mathematics.Even obstacles which begin at the post primary level can neverthelessinhibit girls school attendance and motivation at the primary stage.

In Dominica Republic, three of the most important schools formiddle level technology training bar women even though they havestipends from the national governments. In Pakistan, women are alsoallowed to enroll in seventy-two of the secondary school, vocationalinstitution because of strict sex segregation. (UNESCO, 1992).

In some societies, customs dictates that son take possibility fortheir parents, whilst girls marry out of their families at the early ageand into their husbands families. The earlier marriage age, the fewer

parents enjoy the benefits of their daughters education. InBangladesh, 75 percent married women living in rural areas weremarried by the age of seventeen. In India, 75 percent of this groupwere married by the age twenty-two some evidences suggests thatwhen girls do not marry so early, but spend some of their time workingin the labor force, parents are more willing to educate their daughters.In Hong Kong women who tend to marry at a later ages and help theirparents in the interims appear to reach higher educational levels thanothers. In parts of southern India, because the more educated womenare recognized as having a higher potential for earning, some groomsparents are willing to accept pre-payment of dormitories in the form of

higher level schooling of the perspective daughters in law.(UNESCO,1993).

Parents also may have poor knowledge of the benefits of educationto the familys current health and welfare and prosperity of theirgrand children. They may not be aware that the benefit of educationare inter generational and accumulates over time. Or of families maynot be appreciating the benefits of girls education in countries where

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the Suitable of educated women to be good wives in held in doubt. Abalance must be starve between providing courses that help women.Fulfill traditional roles, but at the same time not allowing curricula tolock women out of wider educational opportunities. Education itself,along with economic change, can and should be powerful force in

modifying traditional view points on girls schooling. (UNESCO, 1992).Even if they are aware of potential long-range benefits ofeducation, parents may be unable to afford the tuition, materials,transportation, boarding fees and others. Costs of sending girls toschool. Location, distance and even clothing requirements can makethe effective cost of school attendance higher for girls. Genderdifferences enter in when, for instance, parents are more reluctant tosend girls to school without proper clothing of young daughters insome cultures deters them from allowing girls to attend distantschools requiring long travel daily or residence away from home.(UNESCO, 1992)

In countries where religion requires seclusion of women parentsallow girls to attend only single sex schools with female teachers, orthey withdraw girls at the onset of puberty. Thus, the availability ofschools with female teachers may be of decisive importance, in low-income countries. Only one third of primary, less than one fourth ofsecondary, and just over one tenth of tertiary education teachers arewomen. The shortage largely reflects the limited pool of potentialwomen teachers, as a result of low schooling levels of girls, and thereluctance of young women teachers to work in rural areas. Thisreason is because cultural attitudes discourage young, single womenfrom moving far from home and living alone. The shortage supply of

safe dormitories for women even in technical training instituteexacerbates the situation. Also women from rural areas usually do notqualify to enroll in teacher training schools in the cities, and there arefew programmes in rural areas to identify, recruit and train girls tobecome teachers. Finally, parents may not feel able to afford to sendgirls to school if it means their labor cannot be used in traditionalways.Although in some countries boys perform a large share of family laborsuch as livestock herding, with few exception girls do more work thanboys in the home and in the market place. In Nepal and Java(Indonesia) most young girls spend at least a third more hours per day

working at home and in the market than boys of the same age groupsas much as 85 percent more hours. 129-150 percent more hours thanboys. Clearly, girls who work more than their brothers will less likely toattend school, perform less well. In addition to lost labor, parents inmany countries feel that girls will lose important training at home inchildcare, household and crafts if they go to school. (UNESCO, 1992)

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2.1.3 Gender literacy and cultural differenceGender literacy and cultural difference one area of apparent

controllers concerns theextent to which the obstacles to girls and womens education aresimilar across cultures. One view is that in all cultures, although invarying degree, male/female relationship place obstacles in the way ofgirls and womens full participation in education. Patriarchy ismanifested in two ways: the sexual division of labor, and control overwomens sexuality. Both these factors so condition a womens world-view that marriage, husband, and family become the be-all and-all forthe existence. They also limit womens mental horizons and pusheducation from her attention. As girls grow up, socialized into theirfuture roles as sexual division of labor the second components, control

over womens sexuality, ensures that women maintain their roles aswives and mothers and is the cause of womens inability to controltheir fertility and its associated consequences, including unwantedpregnancies, the practice of early marriage, restricted physicalmobility for women, and domestic violence. (UNESCO, 1992),Who benefits from all this? Whose interests are served as by theseexisting conditions? In feminist theory, it is undoubtedly men whobenefit. Does this mean that feminists are setting women against menand women and men against women? The answer is no most feministsseem to be seeking a more egalitarian society in which women aretreated as equals with men According to feminist theory, the problem

of womens illiteracy will not be solved merely underlying problem isnot technical. For change to occur, individual men in a male-dominatedstate will have to re-examine and modify their own values andattitudes.An alternative view is that cultural difference between countries ismore important than some feminist would accept. For example,successful literacy ventures in Pakistan are often community based;the important thing is to change total attitudes. In Feriur-ban Karachithis has been done.Successfully using flexible working hours both formal and non-formalteaching methods, and education both parents and children, adults are

motivated to learn via primary economic interests (functional literacy)who has become the subject of the basic education curriculum.Residential facilities for teachers based in community have led togreater school community interaction and help facilitates moreopportunities for girls and for more women. The whole programme hashelped produce a positive, confident self concept of women. However,

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cultural constraints are undeniably powerful. For, example, the wordchild, which is gender is neutral in English language, has masculineconnection in south Asia. Here the stark reality is that, by and large,girls are denied that joyful care free period of growing and learningthat is called child hood. Very little value

is attached to girls she is caught in a men of cultural practices andsocial prejudices from the moment of her birth. Although she workstwice as hard as her brother, and her labor contributes to the survivalof the family, neglect and malnutrition, treated as lesser human beingand brought up to believe that she does not count. Therefore, in anysociety that aims to social justice in any policy that seeks to movetowards quality of educational opportunity, attention has to befocused is contrary to entrenched cultural values. Changes ineducation that do not enhance the states of women are not likelyeither to be generally accepted or to reduce womens present state ofunder development.

2.1.4. Problems that female student face in Addis Ababahigh schoolsAnother researcher (Emebet, 2003) classified problems of girlseducation undersubheadings of economic constraints, family related barriers andcultural barrierseconomic constraints.The impact of poverty on womens education can be studied at twolevels:Country level and family level. Although the degree of poverty incountry affects theeducation and in general the life of its citizens, the effect can bemoderated by the socioeconomic status a family has within the society(Emebet, 2003 p.33)In discussing the effects of poverty on the education of women,Njeuman (1993)explained that much improvement has been observed in the educationof women since the 1960s (Emebet, 2003). However, poverty is stillslowing the progress. Discussing African, the pointed out that amongthirty poorest countries in the world, twenty are found in Africa. Underthese circumstances, the major concern is the provision of educationfor children in general; it is difficult to give special attention to girls,she further pointed out that although many developing countries putsign out amounts of money and energy into education, several of them

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were not able to provide it for all school age children. (Emebet, 2003p.34),Enrollment of girls in school does not guarantee success andcompletion in these poor countries. Strongest (1990) noted that in alldeveloping countries were the United Nations under took studies,

during recession years; girls often experienced a change in parentalplans for enrollment. In such years parents choose retain daughters athome assist with work and income generating activities, which wouldresult in lower female attainment. (Emebet, 2000).Because of this fiscal strait, the inequality of males and females in thearea of education is quite staggering. Hyde (1993:101) pointed outthat in Sub-Saharan Africa, one of the most enduring kinds ofeducational inequality are one observed between males and females.This inequality is reflected in lower levels of attainment and higherdropout and repetition rates for girls. It is also apparent in differentcurriculum choices offered to or made by men and women at the

secondary and tertiary levels; most notably in the low enrollmentfigures for womens in scientific and technical fields (Emebet, 2003p.34).The above situation is clearly observed in the Ethiopia case. In urbanareas we find female enrolled in high schools in great number; 50.6percent of the students in Addis Ababa in the academic year 1998/99were women as sited in (Emebet, 2003 p.34).However, this high rate of enrollment is accompanied by a staggeringrate of repetition. In the same academic year 61.4 percent of therepeaters were females (MOE, 2000 p.62).Among the students who are enrolled in the various higher education

institutions for undergraduate degree programme, only11.6 percentwere females. The percentage of female students in science fields ismore discouraging (Science 9.7 percent, Medicine 11.7 percent,Technology 12.9 percent, and Agriculture 4.7 percent)) Emebet, 2003,p.34/5). One of reflection of poverty in developing countries is theuneven distribution of schools across the regions. This related toschool distance. In most of the larger cities, we find a goodconcentration of schools of all levels, including colleges, through somestudents in rural areas have to travel for hours to find a single highschool distance is identified to be an important factor affecting girlseducation in many developing countries. Sronguest (1989) indicated

that this holds true for rural as well as urban areas wheretransportation costs may be high. In many rural areas of Ethiopia, asthe girls pass to high school they are require to go towns to learn. Thissituation pushes many parents to take their daughters out of school.(Emebet, 2003 p.34).

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women spend about 15 or more hours on various chores important for the household. Under

this circumstance, it is the girls who share the burden of their mothers by spending time on the

chores instead of their studies. Though on time use study has been carried out in the cities,

Genet (1994) pointed out that parent, and females students themselves and their teachers

indicated that the female students spend much time on the household chores (Emebet, 2003

p.36).Early marriage parents are other cultural impediments to girls education. Studies in many

developing countries indicated that the number of girls attending school abruptly drops when

the reach the age of 15 to 19. One major reason for the phenomena is early marriage. In most

developing countries, early marriage and education are anti theatrical. Bach, etal (1985)

reported that more education women attained, the older their age at marriage.

The issue of womens education in developing countries is very complex. It is affected by

several factors among which are economic, political, and social. Other factors, related to

culture or religion. The effect of these factors usually differs from place to place, and one factor

can be influenced by any of the others. Studies indicate, however, that they operate in most

developing countries and negatively affect womens education, (Emebet, 2003 p.36).

2.1.5. Major Quality Indicator

2.1.5.1 Class size student/section ratio Class size is a subject of considerable debate among educators, psychologists andphilosophers. The issue at stake is whether or not class size is not quality determination.

Theoretically, an optimal class size is a size that allow for sufficient interaction between

teachers and student through question/answer session, group activities and student

assignment. Nardos (1998) states that class size should allow the teacher to observe

pedagogical principles such as knowing ones students by name and attending to the particular

needs of each student (Befekadu, Berhanu and Getahun, 2000/2001).

Broadly speaking, there are two schools of thought regarding the effect of class size on

quality of education. The traditionalists argue that if the size is too large, the teacher could notperform any of these activities effective or could not perform them at all. Therefore, the

quality of education will be low. However, the latest thinking is that is not absolutely

necessarily for teacher to lead all teaching and learning activities. Innovative techniques could

be introduced to help students take a charge of the learning process. Examples of innovative

techniques are peer evaluation, group work and computer assisted instruction. These

techniques reduce teacher burden and result in considerable financial saving for the institution

and quality of education will not fall. Notice that according to this view, the negative effects of

large class size can be partially compensated using these new techniques. In the absence of this

technique, however, quality will suffer from large class size. (Befekadu, Berhanu and Getahun

2000/2001)

In developed countries like UK 25-30 students per class is considered a reasonable size foran effective teaching learning process. But such small sizes have considerable implications,

more teachers and more class rooms. In developing countries such as Ethiopia cannot afford

such class sizes. Thus, a higher size is to be expected, the issue, however, is how high can they

go without seriously affecting the quality of education?

According to some educations in Ethiopia high schools. Particularly, in grade nine, the

number of student in each class room has passed the 100 mark in some urban schools. In the

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upper grades 65 students per section is regarded as a good number because it is the lowest

number we can find in some schools. Even with this number for instance, it is not possible to

take students to the laboratory to do experiments, practical learning in which students actively

participate cannot be conducted as sited in (Befekadu, Berhanu and Getahun, 2000/2001).

Class size in Addis Ababa University has also increased significantly in recent years. In the

economic department of AAU, which we are the most familiar with, for example, the numberof 2nd and 3rd year students (where there is one section per year) has increased from 43 students

per sections in the early 90s to over hundred since the mid 90s without any increase in the

teachers or instructional materials such as large class size inhibits teachers from giving written

assignments because it could take along time to grade. Because of that, students at many

faculties of AAU are evaluated by one in a semester, usually objective type questions for their

final exam which surely is inadequate to evaluate form AAU without writing a paper save for

the revered senior thesis. That is partly many educators and businessmen complain about the

low level of language proficiency (both oral and written) among University graduates.

This observation indicates that there is a clear relationship between class size and quality of

education in Ethiopia knowledge learn in classroom. It should be noted that class size is only

one variable that contributes to quality of education. (Befekadu, Berhanu and Getahun 200).

2.1.5.2 Student/teacher ratio (STR) Where as class size refers to overage number of students in a given lesson, studentsteacher ratio is a measure of over all burdens on teachers. In other words, it measures the

utilization of teacher forces. In the new Education and training policy, the recommended

student/teacher ratio for senior high school is 40. The Ministry of Education data schools that

student/teacher ratio has been increasing over the last five years. In 1995/96 the national

average was 33 students per teachers. By 1999/2000 this has risen to 43. According to

Getachew and Luisberg (1996), twenty-five years ago, the national average was 30 students per

teacher. This indicates that the utilization of the secondary school teacher force has been

increasing but only slightly. (Melese 2006 p.20).Like all indicators of quality regional variations are evident in student/teacher ratio. In

1999/2000 academic year, the three highest student/teachers ratios were observed in Tigray(61)

Addis Ababa(50) and Amhara(49). Data supplied by Addis Ababa Administration Education

Bureau. Indicate that the average student/teacher ratio for 50 for 2000 academic year. There is

some region with students/ teacher ratios for below the national average. For example, Afar

(23), Somali (19).

2.1.5.3 Number of qualified Teachers

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problem of education

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