Federal Ministry of Education

Education Management Information System (EMIS) and ICT Directorate

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

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

For more inquiries or requests, please use the following contact addresses:

Million Bekele, Senior EMIS Data Analyst, [email protected]

Sebsib Lemma, EMIS Expert, [email protected]
Debebe Wordofa, EMIS Expert, [email protected]
Leulseged Amlaku, EMIS Expert, [email protected]
Aziza Abrar, EMIS Expert, [email protected]
Yihun Alemu, EMIS Training Specialist, [email protected] (GEQIP)
Amha Birru, EMIS IT Specialist, [email protected] (GEQIP)
Foreword
The Federal Democratic Republic of Ethiopia, Ministry of Education, is pleased to release 2020/21 Academic Year
Education Statistics Annual Abstract. This annual abstract publication covers all levels of General Education;
including Pre-Primary, Primary, Secondary, Adult and Non-Formal Education (ANFE), Special Needs Education,
Colleges of Teachers Education and Refugee Education.

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

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

This Education Statistics Annual Abstract provides information on General Education so that evidence-based
decision can be made in any interventions to happen. Previous years educational statistics are used to analyse
trends in the educational system overtime. This statistic can serve to measure the success of education and training
policy.

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

Berhanu Nega (Professor)

Minister
 Education Statistics Annual Abstract, 2020/21

Contents
Foreword ..............................................................................................................................................................i
Acronyms ............................................................................................................................................................ iv
1. Introduction .....................................................................................................................................................1
1.1. Objectives of the Abstract .......................................................................................................................1
1.2. Special Issue ............................................................................................................................................1
1.2.1. Effect of COVID-19.....................................................................................................................1
1.2.2. Internal Conflict .........................................................................................................................2
1.3. Indicator Table ........................................................................................................................................4
1.4. Summary Tables ......................................................................................................................................6
2. Early Childhood Care andEducation ................................................................................................................8
2.1. Pre-Primary Gross Enrolment Ratio (GER) ..............................................................................................9
2.1.1. Kindergarten........................................................................................................................... 10
2.1.2. Child to Child .......................................................................................................................... 11
2.1.3. “O” Class ................................................................................................................................. 11
2.2. Pre-primary Net Enrolment Ratio (NER) .............................................................................................. 12
2.2.1. Kindergarten........................................................................................................................... 13
2.2.2. Child to Child .......................................................................................................................... 14
2.2.3. “O” Class ................................................................................................................................. 14
3. Primary and Middle Education ..................................................................................................................... 16
3.1. Apparent Intake Rate ........................................................................................................................... 16
3.2. Net Intake Rate..................................................................................................................................... 19
3.3. Gross Enrolment Ratio in Primary and Middle Schools ....................................................................... 21
3.4. Net Enrolment Ratio in Primary and Middle Schools........................................................................... 24
3.5. Gender Parity Index.............................................................................................................................. 27
3.6. Pupil Section Ratio in Primary and Middle Schools.............................................................................. 28
3.7. Pupil Teacher Ratio in Primary and Middle Schools ............................................................................ 29
3.8. Repetition and Dropout Rates in Primary and Middle Schools............................................................ 30
3.8.1. Repetition Rate....................................................................................................................... 31
3.8.2. Dropout Rate .......................................................................................................................... 32
3.9. Survival Rate to Grade 7 ....................................................................................................................... 34
3.10. Primary Completion Rate ................................................................................................................... 39
3.11. Number of Schools and Clusters ........................................................................................................ 40
3.12. Textbooks and School Facilities ......................................................................................................... 42
3.12.1. Number of Textbooks........................................................................................................... 42
3.12.2. School Facility Indicators ...................................................................................................... 44

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 Education Statistics Annual Abstract, 2020/21

3.12.3. WASH Facilities ..................................................................................................................... 46

4. Secondary Education .................................................................................................................................... 47
4.1. Secondary Gross Enrolment Ratio (GER).............................................................................................. 47
4.2. Secondary Net Enrolment Ratio (NER) ................................................................................................. 49
4.3. Gender Parity Index.............................................................................................................................. 51
4.4. Secondary Pupil Teacher Ratio ............................................................................................................. 52
4.5. Secondary Pupil Section Ratio .............................................................................................................. 53
4.6. Number of Schools ............................................................................................................................... 54
4.7. Textbooks and School Facilities............................................................................................................ 55
4.7.1. Number of Textbooks ............................................................................................................. 55
4.7.2. School Facility Indicators ........................................................................................................ 57
4.7.3. WASH Facilities ....................................................................................................................... 58
4.8. Grade 12 Examination Results ............................................................................................................. 59
5. Adult and Non Formal Education ................................................................................................................. 60
5.1. The Current Status of Adult and Non-Formal Education in Ethiopia ................................................... 60
5.2. Enrolment in IFAE Programs ................................................................................................................ 60
5.3. National Adult Enrolment Trend .......................................................................................................... 61
5.4. Graduates in IFAE Programs ................................................................................................................. 62
5.5. IFAE Centers ......................................................................................................................................... 62
5.6. IFAE Facilitators .................................................................................................................................... 63
6. Special Needs Education .............................................................................................................................. 64
6.1. Enrolment of Pre-Primary Students with Disabilities........................................................................... 65
6.2. Enrolment of Primary and Middle Students with Disabilities .............................................................. 66
6.3. Enrolment of Secondary Students with Disabilities ............................................................................. 68
7. Teachers in General Education ..................................................................................................................... 70
7.1. Distribution of Teachers ....................................................................................................................... 70
7.2. Government and Non-Government Distribution of Teachers ............................................................. 71
7.2.1. Government and Non-Government Teachers’ Distribution in Kindergarten ........................ 71
7.2.2. Government and Non-Government Teachers’ Distribution in Primary Schools .................... 72
7.2.3. Government and Non-Government Teachers’ Distribution in Middle Schools ..................... 72
7.2.4. Government and Non-Government Teachers’ Distribution in Secondary Schools ............... 73
7.3. Qualification Level of Teachers ............................................................................................................ 74
7.3.1. The Qualification of Pre-Primary (KG) Teachers .................................................................... 74
7.3.2. The Qualification of Primary Teachers ................................................................................... 75
7.3.3. The Qualification of Middle School Teachers......................................................................... 76
7.3.4. The Qualification of Secondary Teachers ............................................................................... 76
7.4. Attrition of Teachers ............................................................................................................................ 77
7.4.1. Attrition of Teachers in Primary and Middle Schools ............................................................ 77

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 Education Statistics Annual Abstract, 2020/21

7.4.2. Attrition of Teachers in Secondary Schools ........................................................................... 78

7.5. School Leaders and Supervisors ........................................................................................................... 80
7.5.1. School Leaders and Supervisors in Primary and Middle Schools ........................................... 80
7.5.2. School Leaders and Supervisors in Secondary Schools .......................................................... 80
7.5.3. Qualified School Leaders and Supervisors ............................................................................. 81
8. Colleges of Teachers’ Education ................................................................................................................... 83
8.1. Enrolment in CTEs ................................................................................................................................ 83
8.2. Attrition of Prospective Teachers in CTEs ............................................................................................ 85
8.3. Prospective Teachers with Special Needs in CTEs................................................................................ 86
8.4. Graduates from CTEs ............................................................................................................................ 87
8.5. Staff in CTEs .......................................................................................................................................... 88
8.5.1. Academic and Technical Staff ................................................................................................ 88
8.5.2. Administrative Staff................................................................................................................ 89
8.6. Staff Attrition........................................................................................................................................ 90
9. Refugee Education........................................................................................................................................ 91
9.1. Introduction ......................................................................................................................................... 91
9.2. Summary Tables ................................................................................................................................... 93
9.3. Early Childhood Care and Education (ECCE) ........................................................................................ 93
9.4. Primary and Middle Education............................................................................................................. 95
9.4.1. Apparent and Net Intake Rates .............................................................................................. 95
9.4.2. Gross Enrollment Ratio (GER) in Primary and Middle Education ........................................... 95
9.4.3. Net Enrollment Ratio (NER) in Primary and Middle Education .............................................. 97
9.4.4. Pupil Section and Pupil Teacher Ratios .................................................................................. 98
9.5. Secondary Education ............................................................................................................................ 99
9.5.1. Gross and Net Enrollment Ratios in Secondary Education .................................................... 99
9.5.2. Pupil Section and Pupil Teacher Ratios ................................................................................ 100
9.6. Teachers ............................................................................................................................................. 101
Executive Summary ........................................................................................................................................ 103

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 Education Statistics Annual Abstract, 2020/21

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

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 Education Statistics Annual Abstract, 2020/21

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

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

This edition, especially, is the start of the ESDP VI targets and achievements based on the new education
road map

1.1. Objectives of the Abstract

The main objectives of the abstract are to:

 Provide insight into the current status of education and training in Ethiopia;
 Indicate progress against the Education Sector Development Plan VI (ESDP VI) targets; and
 Provide education planners, policy makers, and administrators with data and evidence to
inform strategic decision making.

1.2. Special Issue

1.2.1. Effect of COVID-19

The year 2020/21, especially from March 2020 onwards, is highly challenged by the Novel Coronavirus pandemic
(COVID-19). This pandemic has created the largest disruption of the education systems in history, affecting nearly
1.6 billion learners in more than 190 countries and all continents last year. Closures of schools and other learning
spaces have impacted 94% of the world’s student population, from which up to 99 percent in low and lower-middle
income countries. Ethiopia is not exceptional as the pandemic hit the Ethiopian education system hard leading to
the entire closure of schools at all levels. In a response to the pandemic, the F.D.R.E. Ministry of Education had tried
to use different technological approaches so as to maintain the education system. These include, but not limited to:

 Using printed materials distribution

 Using Radio and Television Transmission
 Using Social media apps like Telegram
However, the approaches and efforts did not bring the required output (learning outcome) and the Government
decided free promotion for the year 2019/20 with the exception of grades 8 and 12. For the year 2020/21, Even
though the pandemic still exists and still a threat, the Government decided to safely reopen schools based on the
COVID 19 guidelines and protocols.

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 Education Statistics Annual Abstract, 2020/21

Shifting was one of the mechanisms used to resume the teaching-learning. This shift system is aimed to decrease
the number of students in a classroom and decided to teach maximum of 25 students per classroom. The Ministry
also distributed face masks, sanitizer, disinfectant chemicals, IR thermometer, maintaining latrine and hand washing
stations for more than 25,000 schools throughout the country. The contribution of the community, donors, civic
societies, Private sectors and other concerned bodies are paramount in this regard.
In addition to this, the regional governments and the local authorities mobilize resources for construction of new
classrooms and achieved in short period around 78,000 class rooms all over the country. Apart the dedication of the
Government and other stakeholders for the continuation of schooling, more than 3 million children are still out of
school.

1.2.2. Internal Conflict

The current situation in the northern part of Ethiopia is an additional burden to the education system, displacing
more than 1.7 million people from Tigray, Amhara and Afar. Moreover, the education system is not functional at all
in Tigray region. Due to this, the expected number of children are not attending the formal education and hence
impose a significant impact on the attainment of key performance indicators.

Note:
 In this report, unless otherwise stated, data in the tables and figures refer to the data for both Government
and Non-Government schools
 In this edition, due to the situation in the northern part of Ethiopia, teaching-learning is not yet started in
Tigray region and hence DATA FROM TIGRAY REGION IS NOT INCLUDED.

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 Education Statistics Annual Abstract, 2020/21

Figure 1. Education and Training System in Ethiopia

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

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

Primary School Leaving Certificate Examination

IFAE Year 1
Adult and
Grade 7
Middle Non-
Grade 8 IFAE Year 2
Formal
Education
Middle School Leaving Certificate Examination Post Literacy

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

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 Education Statistics Annual Abstract, 2020/21

1.3. Indicator Table

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

2018/19 2020/21 2020/21

ESDP VI Key Performance Indicator (all targets are in
No. baseline Target Actual
percentage unless stated)
(F/M) (F/M) (F/M)
ACCESS
1 Pre-primary GER 40/41 46/47 35.6/37.7
2 Grade 1 NIR 88/97 89/96 69.0/76.2
3 Grades 1–6, including ABE, GER 109/121 108/119 97.3/107.8
4 Grades 1–6, including ABE, NER 91/105 96/104 85.4/93.9
5 Grades 7–8, GER 106/118 105/116 67.8/72.2
6 Grades 7–8, NER 93/102 94/101 45.5/46.7
7 Grades 9–12, GER 30/34 35/39 40.3/43.8
8 Grades 9–12, NER 25/26 30/32 29.3/29.7
Pastoralist
9 Pre-Primary GER 12.7/14 21.5/22.6 10.5/11.7
10 Primary GER 84.7/106.4 87.7/104.2 86.4/108.9
11 Primary NER 65.7/82.3 69.5/84.2 64.1/80.5
12 Middle School GER 42.2/48.6 46.2/52.6 40.4/50.3
13 Middle School NER 16.1/17.1 22.7/23.5 16.6/19.8
14 Secondary GER 18/24 23.2/28.4 26.3/32.9
15 Secondary NER 12/15 17.3/20 16.6/18.8
INTERNAL EFFICIENCY
16 Grade 1 dropout rate 25/25 23/23 22.5/22.7
17 Grade 1–6 dropout rate 18/17 17/16 13.2/14.7
18 Grade 1–6 repetition rate 6/6 5/5 1.2/1.3
19 Grade 7–8 dropout rate 12/12 11/11 16.0/17.5
20 Grade 7–8 repetition rate 5/5 4/4 1.3/1.4
21 Completion rate to Grade 6 79/86 81/87 63.8/67.5
22 Completion rate to Grade 8 60/64 63/67 67.8/71.7
23 Survival rate to Grade 7 31/29 35/33 43/38
QUALITY
24 Textbook/Learner ratios, Pre-Primary (KG) DNA 1:1
25 Textbook/Learner ratios, Primary DNA 1:1 0.8:1
26 Textbook/Learner ratios, Middle DNA 1:1 0.8:1
27 Student Textbook utilization ratio, Primary DNA 100 NA

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 Education Statistics Annual Abstract, 2020/21

2018/19 2020/21 2020/21

ESDP VI Key Performance Indicator (all targets are in
No. baseline Target Actual
percentage unless stated)
(F/M) (F/M) (F/M)

28 Student Textbook utilization ratio, Middle DNA 100 NA

Digitalized secondary schools teaching and learning
29 materials 0 100 NA
30 Qualified Pre-primary teachers 79.5/20.5 81.5/18.5 29.8/34.2
31 Qualified Primary and Middle school teachers 40.6/59.4 43.5/56.5 13.6/12.8
32 Qualified Secondary school teachers 19.3/79.7 20.2/78.9 8.0/10.5
33 Licensed Teachers in Pre-Primary DNA 13
34 Licensed Teachers in Primary and Middle 24.1 27 23.4
35 Licensed Teachers in Secondary 24.1 30 32.8
36 Appropriately qualified school leaders, Pre-Primary 0
Appropriately qualified school leaders, Primary and
37 Middle 11.2/55.2 12.7/60.3 6.8/47.4
38 Appropriately qualified school leaders, Secondary 6.8/56 7.6/61.8 4.0/60.9
39 Qualified school supervisors, Primary and Middle 5/72.8 9.4/72.8 4.7/78.7
40 Qualified school Supervisors, Secondary (Total) 90 95 52.9
41 Licensed school leaders, Pre-Primary 0 13
42 Licensed school leaders, Primary and Middle DNA 70 9.3
43 Licensed school leaders, Secondary DNA 70 25.4
44 Percentage of Pre-Primary schools at level 3 and above 5 15
Percentage of Primary and Middle schools at level 3
45 and above 11 15 7.8
46 Percentage of Secondary schools at level 3 and above 11 15 16.3
47 Percentage of schools with digitalized laboratory DNA 80 NA
EQUITY
48 GPI in Pre-Primary (index) 0.95 0.96 0.94
49 GPI in Primary (index) 0.91 0.92 0.90
50 GPI in Middle (index) 0.97 0.98 0.94
51 GPI in Secondary (index) 0.87 0.88 0.92
52 Gross Enrolment rate of children with SNE, Pre-Primary 1.2/1.5 3/3.4 1.5/1.9
53 Gross Enrolment rate of children with SNE, Grades 1-8 9.7/12.3 12.7/14.8 7.1/8.8
54 Gross Enrolment rate of children with SNE, Grades 9-12 2.4/3.2 4.1/4.8 2.1/2.8
Number of female graduates in youth and adult life-
55 skills education 1,997,123 2,627,194 100,605

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 Education Statistics Annual Abstract, 2020/21

1.4. Summary Tables

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

1.4.1 Trends in the Population of Ethiopia

2009 E.C. (2016/17) 2010 E.C. (2017/18) 2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) AAGR
Age Range Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
<Age 4 5,525,499 5,340,200 10,865,699 5,543,413 5,354,776 10,898,189 5,561,379 5,370,604 10,931,983 5,579,635 5,387,252 10,966,887 5,592,604 5,398,587 10,991,191 0.30 0.27 0.29
Age 4-6 3,927,120 3,830,632 7,757,752 3,972,955 3,864,622 7,837,577 4,003,640 3,891,521 7,895,161 4,025,237 3,909,340 7,934,577 4,045,504 3,926,341 7,971,845 0.75 0.62 0.68
Age 7-10 4,840,621 4,737,415 9,578,036 4,953,158 4,837,207 9,790,365 5,050,900 4,930,543 9,981,443 5,135,263 5,010,583 10,145,846 5,206,072 5,076,937 10,283,009 1.84 1.75 1.79
Age 11-14 4,589,124 4,492,010 9,081,134 4,596,659 4,488,785 9,085,444 4,641,287 4,534,657 9,175,944 4,710,806 4,604,319 9,315,125 4,802,794 4,695,440 9,498,234 1.14 1.11 1.13
Age 15-16 2,198,746 2,134,722 4,333,468 2,244,519 2,184,488 4,429,007 2,274,666 2,223,271 4,497,937 2,278,730 2,227,337 4,506,067 2,283,918 2,232,483 4,516,401 0.95 1.13 1.04
Age 17-18 2,113,171 2,049,717 4,162,888 2,151,258 2,084,144 4,235,402 2,187,085 2,120,935 4,308,020 2,232,890 2,175,880 4,408,770 2,263,182 2,214,801 4,477,983 1.73 1.96 1.84
Age 19-21 2,989,668 2,893,105 5,882,773 3,053,108 2,956,978 6,010,086 3,114,096 3,019,520 6,133,616 3,172,320 3,079,445 6,251,765 3,227,713 3,136,394 6,364,107 1.93 2.04 1.99
>21 21,124,141 21,501,078 42,625,219 21,757,865 22,146,110 43,903,976 22,607,441 23,022,437 45,629,878 23,377,216 23,810,311 47,187,527 24,164,503 24,615,643 48,780,146 3.42 3.44 3.43
Total 47,308,090 46,978,879 94,286,969 48,272,935 47,917,110 96,190,046 49,440,494 49,113,488 98,553,982 50,512,097 50,204,467 100,716,564 51,586,290 51,296,626 102,882,916 2.19 2.22 2.21

1.4.2 Gross Enrolment Trends in General Education

2009 E.C. (2016/17) 2010 E.C. (2017/18) 2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21)
Level Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Pre-Primary 1,854,583 1,708,742 3,563,325 1,793,704 1,667,174 3,460,878 1,673,057 1,543,149 3,216,206 1,874,556 1,725,040 3,599,596 1,528,585 1,406,083 2,934,668
Primary and Middle (G1-8) 11,029,506 9,753,572 20,783,078 10,981,533 9,679,488 20,661,021 10,654,351 9,392,006 20,046,357 10,824,941 9,594,211 20,419,152 9,753,392 8,694,105 18,447,497
First cycle (G1-4)* 7,201,648 6,286,900 13,488,548 7,176,326 6,270,403 13,446,729 6,790,649 5,935,065 12,725,714 6,823,394 5,979,788 12,803,182 8,131,254 7,196,113 15,327,367
Second Cycle (G5-8)** 3,827,858 3,466,672 7,294,530 3,805,207 3,409,085 7,214,292 3,863,702 3,456,941 7,320,643 4,001,547 3,614,423 7,615,970 1,622,138 1,497,992 3,120,130
Secondary (G9-12) 1,358,168 1,201,009 2,559,177 1,430,772 1,235,969 2,666,741 1,526,653 1,293,482 2,820,135 1,874,201 1,592,771 3,466,972 1,858,824 1,681,500 3,540,324
Total 14,242,257 12,663,323 26,905,580 14,206,009 12,582,631 26,788,640 13,854,061 12,228,637 26,082,698 14,573,698 12,912,022 27,485,720 13,140,801 11,781,688 24,922,489
* First cycle (G1-4) becomes Primary (G1-6) starting from 2013 E.C.
** Second cycle (G7-8) becomes Middle (G7-8) starting from 2013 E.C.

1.4.3 Trends in the Number of Teachers for General Education

2008 E.C. (2015/16) 2009 E.C. (2016/17) 2010 E.C. (2017/18) 2011 E.C. (2017/18) 2012 E.C. (2019/20) 2013 E.C. (2020/21)
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Kindergarten 1,710 20,924 22,634 1,607 21,860 23,467 3,892 30,103 33,995 8,742 33,834 42,576 2,608 32,893 35,501 2,333 26,565 28,898
Primary and Middle 256,528 168,032 424,560 277,407 183,657 461,064 295,047 188,292 483,339 309,668 220,298 529,966 316,554 221,042 537,596 307,948 208,455 516,403
Secondary 75,354 16,114 91,468 80,368 18,562 98,930 83,663 19,657 103,320 93,912 22,433 116,345 102,733 25,008 127,741 103,735 25,298 129,033
Total 333,592 205,070 538,662 359,382 224,079 583,461 382,602 238,052 620,654 412,322 276,565 688,887 421,895 278,943 700,838 414,016 260,318 674,334

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 Education Statistics Annual Abstract, 2020/21

Table 1.4.4 Gross Enrolment Trends in Primary and Middle Education (Grades 1-8) by Region

2009 E.C. (2016/17) 2010 E.C. (2017/18) 2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) AAGR
Region Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 609,257 557,905 1,167,162 615,160 562,291 1,177,451 583,612 550,226 1,133,838 554,156 539,409 1,093,565 -
Afar 110,689 89,058 199,747 102,905 83,227 186,132 102,829 81,340 184,169 100,796 78,435 179,231 108,593 84,468 193,061 -0.48 -1.31 -0.85
Amhara 2,318,488 2,182,542 4,501,030 2,291,058 2,122,443 4,413,501 2,225,054 2,067,370 4,292,424 2,108,987 1,997,022 4,106,009 1,932,759 1,884,257 3,817,016 -4.45 -3.61 -4.04
Oromia 4,316,391 3,710,780 8,027,171 4,401,506 3,759,320 8,160,826 4,416,565 3,724,268 8,140,833 4,515,047 3,841,103 8,356,150 4,299,435 3,678,686 7,978,121 -0.10 -0.22 -0.15
Somali 522,542 370,509 893,051 572,957 423,883 996,840 541,588 391,971 933,559 621,672 444,262 1,065,934 629,046 464,608 1,093,654 4.75 5.82 5.20
Benishangul-Gumz 138,220 111,956 250,176 139,900 116,465 256,365 137,682 114,937 252,619 135,159 112,911 248,070 127,371 106,571 233,942 -2.02 -1.22 -1.66
SNNP 2,651,032 2,338,466 4,989,498 2,488,032 2,213,336 4,701,368 2,253,810 2,039,902 4,293,712 2,374,969 2,140,911 4,515,880 1,686,296 1,511,607 3,197,903 -10.69 -10.33 -10.52
Gambella 62,681 53,080 115,761 61,028 52,895 113,923 62,973 56,059 119,032 67,705 60,387 128,092 71,061 63,698 134,759 3.19 4.66 3.87
Harari 25,299 20,648 45,947 25,751 20,710 46,461 28,680 22,665 51,345 31,002 24,587 55,589 29,753 24,305 54,058 4.14 4.16 4.15
Addis Ababa 233,670 282,115 515,785 242,899 289,102 532,001 258,563 306,159 564,722 271,997 317,665 589,662 262,767 293,874 556,641 2.98 1.03 1.92
Dire Dawa 41,237 36,513 77,750 40,337 35,816 76,153 42,995 37,109 80,104 43,451 37,519 80,970 42,552 38,690 81,242 0.79 1.46 1.10
Sidama - - - 563,759 543,341 1,107,100
Total 11,029,506 9,753,572 20,783,078 10,981,533 9,679,488 20,661,021 10,654,351 9,392,006 20,046,357 10,824,941 9,594,211 20,419,152 9,753,392 8,694,105 18,447,497 -3.03 -2.83 -2.94

Table 1.4.5 Gross Enrolment Trends in Secondary Education (Grades 9-12) by Region

2009 E.C. (2016/17) 2010 E.C. (2017/18) 2011 E.C. (2018/19) 2012 E.C. (2019/20) 2013 E.C. (2020/21) AAGR
Region Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Tigray 106,028 106,287 212,315 113,658 109,632 223,290 107,650 101,755 209,405 109,378 107,819 217,197 -
Afar 11,763 6,562 18,325 10,133 6,098 16,231 9,900 5,754 15,654 12,454 7,769 20,223 13,769 8,629 22,398 4.02 7.09 5.15
Amhara 301,423 317,222 618,645 325,114 343,505 668,619 366,737 377,016 743,753 440,059 454,296 894,355 465,349 517,498 982,847 11.47 13.02 12.27
Oromia 449,305 358,478 807,783 501,016 382,379 883,395 584,333 435,794 1,020,127 740,081 548,946 1,289,027 718,330 572,462 1,290,792 12.45 12.41 12.43
Somali 34,475 17,836 52,311 41,641 23,914 65,555 45,216 25,637 70,853 55,672 32,947 88,619 62,330 40,011 102,341 15.96 22.38 18.27
Benishangul-Gumz 18,375 14,081 32,456 20,613 15,421 36,034 21,660 15,855 37,515 23,997 17,702 41,699 23,823 19,135 42,958 6.71 7.97 7.26
SNNP 343,855 278,206 622,061 323,983 250,700 574,683 292,456 225,087 517,543 376,527 302,411 678,938 340,286 297,032 637,318 -0.26 1.65 0.61
Gambella 15,206 9,546 24,752 13,734 8,769 22,503 15,434 10,260 25,694 18,576 12,462 31,038 20,859 16,087 36,946 8.22 13.94 10.53
Harari 3,765 3,410 7,175 3,978 3,485 7,463 4,525 3,629 8,154 5,133 3,836 8,969 6,263 4,938 11,201 13.57 9.70 11.78
Addis Ababa 66,977 83,395 150,372 70,029 86,225 156,254 71,902 86,548 158,450 83,821 97,247 181,068 86,959 106,372 193,331 6.74 6.27 6.48
Dire Dawa 6,996 5,986 12,982 6,873 5,841 12,714 6,840 6,147 12,987 8,503 7,336 15,839 10,125 8,709 18,834 9.68 9.83 9.75
Sidama - - - 110,731 90,627 201,358
Total 1,358,168 1,201,009 2,559,177 1,430,772 1,235,969 2,666,741 1,526,653 1,293,482 2,820,135 1,874,201 1,592,771 3,466,972 1,858,824 1,681,500 3,540,324 8.16 8.78 8.45

7 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

2. Early Childhood Care and Education

Pre-school programs, known as pre-primary education, are delivered through three modalities in
Ethiopia:

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

communities, private institutions, and faith based organizations. Of the three modalities,
children who attend kindergarten are most likely to be sufficiently prepared for primary.
2. Child to Child (1 year): Older children play with younger siblings or other children in the
neighborhood, supervised by qualified teachers, to teach basic skills such as counting,
differentiating colors, and identifying letters before joining primary school.
3. ‘O’ Class (1 year): Reception class based in Government primary schools for children aged 6,
before starting formal schooling at age 7.

The Government of Ethiopia through the Ministry of Education has embarked on the development of Pre-
Primary Subsector largely since the launching of the National ECCE Policy Framework (2010) impacted on
further learning and significantly dwells on Early Childhood Development education.

The overall goal of the ECCE Policy in Ethiopia is to improve child growth and development through
improvement of ECCE services delivery. Since the introduction of the National ECCE Policy Framework (2010),
there has been a noticeable improvement in the quality of ECCE services in the country. Enrolment and uptake
of ECCE has drastically increased and generally awareness about the need for supporting ECCE has been done
and get proper attention in most of the country.

Like other countries, the government of Ethiopia through the Ministry of Education is devoted to ensuring that
all children going to pre-primary school have access and equal opportunity to education, regardless of their
social class, ethnicity, background or physical disabilities. The sector annually tracks progress towards ECCE’s
access and equity through major indicators; such as Enrolment, GER, NER, GPI and Regional Distribution of ECCE
centers and enrollments in the three modalities, namely the ‘O’ Class, Child to Child and Kindergarten.

Early Childhood Care and Education (ECCE) plays a crucial role in preparing children for primary education, and
has the potential to increased levels of enrolment and reduced incidences of drop out and grade repetition,
particularly for girls. The importance of ECCE is recognized by the inclusion of a specific indicator under
Sustainable Development Goal 4; in line with this, one of the focus area/indicator under the SDG is “Early
childhood development and universal pre-primary education” (SDG 4, Target 4.1).

“By 2030, ensure that all girls and boys have access to quality early childhood development,
care and pre-primary education so that they are ready for primary education”.

In order to achieve the ECCE objectives, the Government of Ethiopia developed a curriculum, trained teachers
and provided supervisory support. As a result, pre-primary enrolment is increasing every year, though
underreporting/incompleteness remains a persistent issue in kindergarten centers.

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 Education Statistics Annual Abstract, 2020/21

2.1. Pre-Primary Gross Enrolment Ratio (GER)

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Pre-primary GER Female 39.7 46 35.6

Pre-primary GER Male 40.7 47 37.7

Pre-Primary GPI (index) 0.95 1 0.94

Pre-primary Gross Enrolment Ratio (GER) calculates the number of students enrolled in pre-primary education,
regardless of age, expressed as a percentage of the official pre-primary school-age population (ages 4-6). This
shows the general level of participation in pre-primary education, regardless of whether students are of the
correct school age.

Nationally, 36.7% of children are enrolled in pre-primary classes, a decrease by 6.5 percentage points from the
previous year’s result. However, the target has been missed in both sexes.

Table 2.1 and Chart 2.1 show the enrolment of pre-primary students in each region compared with the official
school age population size. Enrolment in pre-primary slightly decreased this year due to the absence of data
from Tigray region. The Gender Parity Index (GPI) of pre-primary is 0.94, which is less than the previous year’s
figure and the ESDP VI baseline too.

Regionally, Somali and Afar perform the worst, with GER of just 3.2% and 17% respectively, and this is also
lower than their corresponding figure of last year. Addis Ababa showed commendable achievement, with a GER
of 93%; though the result is lower compared to last year, which was 105.5%.

Table 2.1 Pre-Primary Gross Enrolment, GER and GPI by Region and Sex, 2020/21
Gross Enrollment School Age Population (4-6) GER (%)
Male Femle Total Male Femle Total Male Femle Total GPI
Afar 12,522 10,754 23,276 70,337 66,674 137,011 17.8 16.1 17.0 0.91
Amhara 354,666 338,088 692,754 840,208 805,220 1,645,428 42.2 42.0 42.1 0.99
Oromia 488,609 434,375 922,984 1,616,052 1,571,670 3,187,722 30.2 27.6 29.0 0.91
Somali 9,588 7,854 17,442 274,543 267,815 542,358 3.5 2.9 3.2 0.84
Benishangul-Gumz 14,105 12,390 26,495 46,626 44,877 91,503 30.3 27.6 29.0 0.91
SNNP 410,221 377,798 788,019 824,736 827,047 1,651,783 49.7 45.7 47.7 0.92
Gambella 11,624 10,718 22,342 16,842 16,329 33,171 69.0 65.6 67.4 0.95
Harari 5,629 5,118 10,747 8,524 8,156 16,680 66.0 62.8 64.4 0.95
Addis Ababa 104,455 99,137 203,592 108,996 108,136 217,132 95.8 91.7 93.8 0.96
Dire Dawa 6,779 5,994 12,773 15,058 14,521 29,579 45.0 41.3 43.2 0.92
Sidama 110,387 103,857 214,244 230,679 222,117 452,796 47.9 46.8 47.3 0.98
National 1,528,585 1,406,083 2,934,668 4,052,601 3,952,562 8,005,163 37.7 35.6 36.7 0.94

Table 2.1 above shows that GPI at pre-primary level is less compared with last year and is declined from the
baseline, 2018/19, of ESDP VI by 0.01 percentage points.

9 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 2.1 GER of Pre-Primary by Region and Sex, 2020/21

120.0

100.0

80.0
GER (%)

60.0

40.0

20.0

0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
ul-Gumz Ababa
Male 17.8 42.2 30.2 3.5 30.3 49.7 69.0 66.0 95.8 45.0 47.9 37.7
Femle 16.1 42.0 27.6 2.9 27.6 45.7 65.6 62.8 91.7 41.3 46.8 35.6
Total 17.0 42.1 29.0 3.2 29.0 47.7 67.4 64.4 93.8 43.2 47.3 36.7

According to ESDP VI, those who complete three years of kindergarten are more likely to be better prepared to
join primary school than a child who has received one year of ‘O’ Class or Child to Child Instruction. Although
ESDP VI suggests that alternative modalities are improving in quality, it is likely that those able to access three
years of pre-primary education are likely to be better prepared for primary level education.

Tables 2.2, 2.3 and 2.4 show pre-primary enrolment by modality and the associated GER. Nationally the modality
providing the majority of pre-primary education is “O” class, with a GER of 85.2%, showing a decrease by 2.1
percentage points. In kindergarten modality, Addis Ababa out performs the highest proportion of children
enrolled, with a GER of 92.5%. Whereas Benishangul-Gumz has the largest enrolment rate in Child to Child
provision, with a GER of 3.1%, and Gambella in “O” class, with a GER of 140.1%.

The majority of children in Ethiopia enroll in ‘O’ class modalities of pre-primary education, while enrolment in
Kindergarten concentrated primarily in Addis Ababa.

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

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 Education Statistics Annual Abstract, 2020/21

Table 2.2 Kindergarten Gross Enrolment and GER by Region and Sex, 2020/21

Gross Enrollment School Age Population (4-6) GER (%)

Region Male Femle Total Male Femle Total Male Femle Total
Afar 3,230 2,972 6,202 70,337 66,674 137,011 4.6 4.5 4.5
Amhara 35,178 33,322 68,500 840,208 805,220 1,645,428 4.2 4.1 4.2
Oromia 104,686 100,362 205,048 1,616,052 1,571,670 3,187,722 6.5 6.4 6.4
Somali 207 173 380 274,543 267,815 542,358 0.1 0.1 0.1
Benishangul-Gumz 1,962 1,913 3,875 46,626 44,877 91,503 4.2 4.3 4.2
SNNP 46,388 42,961 89,349 824,736 827,047 1,651,783 5.6 5.2 5.4
Gambella 3,320 3,174 6,494 16,842 16,329 33,171 19.7 19.4 19.6
Harari 2,815 2,606 5,421 8,524 8,156 16,680 33.0 32.0 32.5
Addis Ababa 103,115 97,742 200,857 108,996 108,136 217,132 94.6 90.4 92.5
Dire Dawa 3,821 3,454 7,275 15,058 14,521 29,579 25.4 23.8 24.6
Sidama 15,326 14,013 29,339 230,679 222,117 452,796 6.6 6.3 6.5
National 320,048 302,692 622,740 4,052,601 3,952,562 8,005,163 7.9 7.7 7.8

2.1.2. Child to Child

A child-to-child is part of the early childhood education system by which older brothers or sisters (younger
facilitators of grade 5 or 6 students) play with their younger siblings and neighborhood children to support and
assist for the preparation of primary schooling. The play becomes learning in this program to count or to
differentiate colors and identify letters. The main aim of the Child-to-Child initiative is to better prepare young
children for primary school. It is considered and believed that such informal modality is an effective low-cost
way of improving school readiness.

Table 2.3 Child to Child Gross Enrolment and GER by Region and Sex, 2020/21

Gross Enrollment School Age Population (4-6) GER (%)

Region Male Femle Total Male Femle Total Male Femle Total
Afar 200 168 368 70,337 66,674 137,011 0.3 0.3 0.3
Amhara 8,469 8,167 16,636 840,208 805,220 1,645,428 1.0 1.0 1.0
Oromia 9,313 8,134 17,447 1,616,052 1,571,670 3,187,722 0.6 0.5 0.5
Somali 1,870 1,324 3,194 274,543 267,815 542,358 0.7 0.5 0.6
Benishangul-Gumz 1,551 1,261 2,812 46,626 44,877 91,503 3.3 2.8 3.1
SNNP 12,774 11,596 24,370 824,736 827,047 1,651,783 1.5 1.4 1.5
Gambella 258 235 493 16,842 16,329 33,171 1.5 1.4 1.5
Harari 180 147 327 8,524 8,156 16,680 2.1 1.8 2.0
Addis Ababa 20 20 108,996 108,136 217,132 0.0 0.0 0.0
Dire Dawa - 15,058 14,521 29,579 0.0 0.0 0.0
Sidama 947 852 1,799 230,679 222,117 452,796 0.4 0.4 0.4
National 35,582 31,884 67,466 4,052,601 3,952,562 8,005,163 0.9 0.8 0.8

2.1.3. “O” Class

“O” Class is a one-year program in the Ethiopian early childhood education system which is annexed to primary
schools where children enrolled at age 6 and stay for a year till they join primary schools. O-Classes serve as a
reception year prior to Grade 1, and this modality is the highest coverage in pre-primary education.

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 Education Statistics Annual Abstract, 2020/21

Table 2.4 “O” Class Gross Enrolment and GER by Region and Sex, 2020/21

Gross Enrollment School Age Population (Age 6) GER (%)

Region Male Femle Total Male Femle Total Male Femle Total
Afar 9,092 7,614 16,706 23,405 22,163 45,568 38.8 34.4 36.7
Amhara 311,019 296,599 607,618 283,684 272,182 555,866 109.6 109.0 109.3
Oromia 374,610 325,879 700,489 532,288 518,392 1,050,680 70.4 62.9 66.7
Somali 7,511 6,357 13,868 90,172 88,096 178,268 8.3 7.2 7.8
Benishangul-Gumz 10,592 9,216 19,808 15,393 14,834 30,227 68.8 62.1 65.5
SNNP 351,059 323,241 674,300 264,775 265,531 530,306 132.6 121.7 127.2
Gambella 8,046 7,309 15,355 5,562 5,398 10,960 144.7 135.4 140.1
Harari 2,634 2,365 4,999 2,820 2,701 5,521 93.4 87.6 90.5
Addis Ababa 1,320 1,395 2,715 35,427 35,352 70,779 3.7 3.9 3.8
Dire Dawa 2,958 2,540 5,498 4,941 4,772 9,713 59.9 53.2 56.6
Sidama 94,114 88,992 183,106 74,058 71,313 145,370 127.1 124.8 126.0
National 1,172,955 1,071,507 2,244,462 1,332,525 1,300,733 2,633,258 88.0 82.4 85.2

2.2. Pre-primary Net Enrolment Ratio (NER)

Net Enrolment Ratio (NER) calculates the number of students enrolled within the official school age for that level
(4-6 years old). It combines the data of Kindergarten, Child to Child and “O” Class enrolments.

The majority of children enrolled in pre-primary education are not in the appropriate school age for the level,
as it shows a significant difference appeared between GER and NER

Table 2.5 and Chart 2.2 below show the data regarding age specific enrolment of students in each region with
the official population size and the corresponding NER. The pre-primary NER results are far from the GER results,
with 20.6% Female and 21.8% Male respectively. This implies that there is significant number of over aged
children enrolled at pre-primary level; hence, the sector should give proper attention to narrow the gap between
GER and NER and at the same time improving GPI.

NER has been decreased from the previous year for both sexes and the total NER has been decreased from the
previous year by 5 percentage points.

Table 2.5 Pre-Primary Net Enrolment and NER by Region and Sex, 2020/21

Net Enrollment (Ages 4-6) School Age Population (4-6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 7,423 6,610 14,033 70,337 66,674 137,011 10.6 9.9 10.2
Amhara 162,273 153,888 316,161 840,208 805,220 1,645,428 19.3 19.1 19.2
Oromia 290,795 262,972 553,767 1,616,052 1,571,670 3,187,722 18.0 16.7 17.4
Somali 3,216 2,611 5,827 274,543 267,815 542,358 1.2 1.0 1.1
Benishangul-Gumz 9,551 8,353 17,904 46,626 44,877 91,503 20.5 18.6 19.6
SNNP 199,414 182,045 381,459 824,736 827,047 1,651,783 24.2 22.0 23.1
Gambella 5,906 5,571 11,477 16,842 16,329 33,171 35.1 34.1 34.6
Harari 4,026 3,750 7,776 8,524 8,156 16,680 47.2 46.0 46.6
Addis Ababa 99,907 94,783 194,690 108,996 108,136 217,132 91.7 87.7 89.7
Dire Dawa 5,422 4,770 10,192 15,058 14,521 29,579 36.0 32.8 34.5
Sidama 94,305 89,146 183,451 230,679 222,117 452,796 40.9 40.1 40.5
National 882,238 814,499 1,696,737 4,052,601 3,952,562 8,005,163 21.8 20.6 21.2

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 Education Statistics Annual Abstract, 2020/21

Chart 2.2 NER of Pre-Primary by Region and Sex, 2020/21

100.0
90.0
80.0
70.0
60.0
NER (%)

50.0
40.0
30.0
20.0
10.0
0.0
Benishangu Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
l-Gumz Ababa
Male 10.6 19.3 18.0 1.2 20.5 24.2 35.1 47.2 91.7 36.0 40.9 21.8
Femle 9.9 19.1 16.7 1.0 18.6 22.0 34.1 46.0 87.7 32.8 40.1 20.6
Total 10.2 19.2 17.4 1.1 19.6 23.1 34.6 46.6 89.7 34.5 40.5 21.2

Similar to the gross enrollment, “O” class has the largest share in the net enrollment among the three modalities.
NER in each modality is shown below.

2.2.1. Kindergarten
Table 2.6 Kindergarten Net Enrolment and NER by Region and Sex, 2020/21
Net Enrollment (Ages 4-6) School Age Population (4-6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 2,809 2,675 5,484 70,337 66,674 137,011 4.0 4.0 4.0
Amhara 33,995 32,212 66,207 840,208 805,220 1,645,428 4.0 4.0 4.0
Oromia 99,068 94,962 194,030 1,616,052 1,571,670 3,187,722 6.1 6.0 6.1
Somali 151 117 268 274,543 267,815 542,358 0.1 0.0 0.0
Benishangul-Gumz 1,887 1,837 3,724 46,626 44,877 91,503 4.0 4.1 4.1
SNNP 43,314 39,937 83,251 824,736 827,047 1,651,783 5.3 4.8 5.0
Gambella 1,890 1,791 3,681 16,842 16,329 33,171 11.2 11.0 11.1
Harari 2,687 2,526 5,213 8,524 8,156 16,680 31.5 31.0 31.3
Addis Ababa 99,161 94,045 193,206 108,996 108,136 217,132 91.0 87.0 89.0
Dire Dawa 3,271 2,986 6,257 15,058 14,521 29,579 21.7 20.6 21.2
Sidama 14,124 12,976 27,100 230,679 222,117 452,796 6.1 5.8 6.0
National 302,357 286,064 588,421 4,052,601 3,952,562 8,005,163 7.5 7.2 7.4

13 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

2.2.2. Child to Child

Table 2.7 Child to Child Net Enrolment and NER by Region and Sex, 2020/21
Net Enrollment (Ages 4-6) School Age Population (4-6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 197 163 360 70,337 66,674 137,011 0.3 0.2 0.3
Amhara 8,323 8,048 16,371 840,208 805,220 1,645,428 1.0 1.0 1.0
Oromia 8,992 7,841 16,833 1,616,052 1,571,670 3,187,722 0.6 0.5 0.5
Somali 1,121 784 1,905 274,543 267,815 542,358 0.4 0.3 0.4
Benishangul-Gumz 1,353 1,062 2,415 46,626 44,877 91,503 2.9 2.4 2.6
SNNP 10,738 9,801 20,539 824,736 827,047 1,651,783 1.3 1.2 1.2
Gambella 258 235 493 16,842 16,329 33,171 1.5 1.4 1.5
Harari 171 132 303 8,524 8,156 16,680 2.0 1.6 1.8
Addis Ababa - 108,996 108,136 217,132 0.0 0.0 0.0
Dire Dawa - 15,058 14,521 29,579 0.0 0.0 0.0
Sidama 849 806 1,655 230,679 222,117 452,796 0.4 0.4 0.4
National 32,002 28,872 60,874 4,052,601 3,952,562 8,005,163 0.8 0.7 0.8

2.2.3. “O” Class

Table 2.8 “O” Class Net Enrolment and NER by Region and Sex, 2020/21
Net Enrollment (Age 6) School Age Population (Age 6) NER (%)
Region Male Femle Total Male Femle Total Male Femle Total
Afar 4,417 3,772 8,189 23,405 22,163 45,568 18.9 17.0 18.0
Amhara 119,955 113,628 233,583 283,684 272,182 555,866 42.3 41.7 42.0
Oromia 182,735 160,169 342,904 532,288 518,392 1,050,680 34.3 30.9 32.6
Somali 1,944 1,710 3,654 90,172 88,096 178,268 2.2 1.9 2.0
Benishangul-Gumz 6,311 5,454 11,765 15,393 14,834 30,227 41.0 36.8 38.9
SNNP 145,362 132,307 277,669 264,775 265,531 530,306 54.9 49.8 52.4
Gambella 3,758 3,545 7,303 5,562 5,398 10,960 67.6 65.7 66.6
Harari 1,168 1,092 2,260 2,820 2,701 5,521 41.4 40.4 40.9
Addis Ababa 746 738 1,484 35,427 35,352 70,779 2.1 2.1 2.1
Dire Dawa 2,151 1,784 3,935 4,941 4,772 9,713 43.5 37.4 40.5
Sidama 79,332 75,364 154,696 74,058 71,313 145,370 107.1 105.7 106.4
National 547,879 499,563 1,047,442 1,332,525 1,300,733 2,633,258 41.1 38.4 39.8
Chart 2.3 Comparison of GER and NER in Pre-primary by Region, 2020/21

100.0
90.0
80.0
GER and NER (%)

70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Benishangul Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
-Gumz Ababa
GER 17.0 42.1 29.0 3.2 29.0 47.7 67.4 64.4 93.8 43.2 47.3 36.7
NER 10.2 19.2 17.4 1.1 19.6 23.1 34.6 46.6 89.7 34.5 40.5 21.2

14 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

The difference between GER and NER in pre-primary at national level is lower than the previous year. However,
there is a wide variation across regions, with Gambella, Amhara, Harari and SNNP showing the largest variation.
One reason for this could be enrollment of under and over aged children in pre-primary grades in the regions.

15 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

3. Primary and Middle Education

Previously, Primary Education in Ethiopia consists of 8 grades, implemented in two cycles, Primary 1st
cycle (Grades 1-4), and Primary 2nd cycle (Grades 5-8). Now the system has been changed to Primary
(Grades 1-6) and Middle school (Grades 7-8) based on the new education road map.

The official age for Primary and Middle school is 7 to 14 years old. As outlined in the Education and Training
Roadmap (2019) of Ethiopia:

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

The official school admission age for primary and middle school is 7 to 14 years old. Since the introduction of
Education Policy in 1994, government has steadily increased its share of primary education through the
construction of new schools, availing facilities to schools and carrying out inspection.

For this and related reasons, the highest numbers of learners have been engaged in primary schools compared
to any other level of education. Primary Education acts as a bench mark for other proceeding levels of education
and thus takes the largest share of government spending on education in Ethiopia. Ministry of Education
annually collects data on the status of General Education, Primary Education is the major part, as a whole. This
part thus gives a detailed analytical view of the status of Primary Education in Ethiopia based on key indicators
of access, equity, quality, internal efficiency and outcome.

Primary education is critical to a nation’s development, providing the highest public returns to investment for
the state, and is the keystone for later education and economic growth. Access to primary education has seen
considerable improvements through the construction of new schools which have reduced the distance children
need to travel to attend school (ESDP VI, 2021).

The national Alternative Basic Education (ABE) strategy developed in 2006 also aimed to establish new ABE
centers, and transform existing centers into regular schools. Alternative education provision responds to
differing needs and contexts, improving the enrolment of disadvantaged and under-served ethnic groups.
Hence, indicator analysis for primary education includes their corresponding ABE levels.

This section presents data against the basic educational performance indicators, and the current functioning of
the Primary and Middle education. The indicators measure the extent to which children have access to Primary
and Middle levels of education, and the extent to which education provision is efficiently delivered, with what
quality, and by what level of equitable access.

3.1. Apparent Intake Rate

Apparent Intake Rate (AIR) is the percentage of new entrants to grade 1 (irrespective of age) compared against
the population age of 7. It provides the rate of enrolled students who are under or over the official school
admission age.

16 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

The data shows that there is a high demand for Grade 1, with students enrolling over or under the official
school admission age of 7 is beyond 100% nationally.

Table 3.1 shows that AIR is 109.0%% nationally, with a significant decrement from last year, 31.5 percentage
points. This might indicate that students are more likely to enroll with their correct school admission age
compared to last year, unless the current problem on out-of-school children has an additional impact. However,
there is still a large number of children, regardless of the official school age, are enrolling in grade one and there
is a high demand for this grade level across the country. Among the regions, Amhara, Somali, SNNP, Gambella
and Addis Ababa have AIR scores below 100%, indicating more likely to register children with their official school
admission age compared to other regions. On the other hand, five regions scored above the national average,
from which Harari and Dire Dawa scored the highest.

Table 3.1 Apparent Intake Rate (AIR) by Region and Sex, 2020/21

School Age Population (Age 7) New Entrants to Grade 1 (All Age) AIR%
Region Male Female Total Male Female Total Male Female Total
Afar 23,269 22,017 45,286 25,777 20,246 46,023 110.8 92.0 101.6
Amhara 287,674 276,857 564,531 262,294 236,658 498,952 91.2 85.5 88.4
Oromia 525,720 512,682 1,038,402 761,668 651,587 1,413,255 144.9 127.1 136.1
Somali 88,651 86,733 175,384 83,077 59,477 142,554 93.7 68.6 81.3
Benishangul-Gumz 15,219 14,688 29,907 20,858 15,636 36,494 137.1 106.5 122.0
SNNP 256,805 257,904 514,709 249,267 216,061 465,328 97.1 83.8 90.4
Gambella 5,509 5,352 10,861 3,826 3,421 7,247 69.4 63.9 66.7
Harari 2,813 2,700 5,513 4,222 3,652 7,874 150.1 135.3 142.8
Addis Ababa 34,328 34,496 68,824 21,749 23,440 45,189 63.4 67.9 65.7
Dire Dawa 4,878 4,724 9,602 6,540 5,530 12,070 134.1 117.1 125.7
Sidama 71,829 69,264 141,093 83,406 79,083 162,489 116.1 114.2 115.2
National 1,316,695 1,287,417 2,604,112 1,522,684 1,314,791 2,837,475 115.6 102.1 109.0

Chart 3.1 AIR by Region and Sex, 2020/21

160.0
140.0
120.0
100.0
AIR (%)

80.0
60.0
40.0
20.0
0.0

Male Female Total

Since 2003/04, Grade 1 enrollment rates were above 100%, with notable fluctuations over time.

Table 3.2 and Chart 3.2 show the trend in AIR over the last 10 years, from 2011/12 to 2020/21. In general, there
is a high rate of children enrolling in Grade 1 over time, although there are some notable fluctuations, in

17 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

particular between 2015/16 and 2018/19 showing a total decrease by 39.2% and a significant decrease for this
year. AIR has consistently been above 100% since 2003/04 (see the previous years’ editions) which implies that
more children have been enrolling into grade 1 than the national population of age 7 for the last 18 years. This
will add extra pressure to the education system at the first entry point.
Table 3.2 Apparent Intake Rate (AIR) Trend, 2011/12-2020/21

AIR (%)
Male Female Total
2004 E.C. (2011/12) 156.0 142.4 149.3
2005 E.C. (2012/13) 150.0 137.6 143.9
2006 E.C. (2013/14) 159.7 145.9 152.9
2007 E.C. (2014/15) 167.3 149.3 158.4
2008 E.C. (2015/16) 185.5 165.9 175.8
2009 E.C. (2016/17) 157.6 142.1 149.9
2010 E.C. (2017/18) 144.2 129.8 137.1
2011 E.C. (2018/19) 144.3 128.7 136.6
2012 E.C. (2019/20) 147.7 133.1 140.5
2013 E.C. (2020/21) 115.6 102.1 109.0

Chart 3.2 AIR trend, 2011/12-2020/21

200.0

180.0

160.0

140.0

120.0
AIR (%)

100.0

80.0

60.0

40.0

20.0

-
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)

Male Female Total

18 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

3.2. Net Intake Rate

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual
Grade 1 NIR Female 88 89 69.0
Grade 1 NIR Male 97 96 76.2

Net Intake Rate is a similar indicator to AIR, but it only looks at those children who are of the correct age to enter
grade 1. It is the proportion of 7 year olds who enroll in grade 1.

The national target of NIR for Grade 1 has been missed for both sexes; only Sidama region met the female
target of the year and three regions (Amhara, Oromia and Harari) has relatively better progress approaching
the target.

Table 3.3 shows that NIR is 72.6% at national level; with 23.4 percentage points decrement from last year.
Amhara, Oromia, and Harari regions have above the national NIR, whereas Sidama showed an exceptionally high
NIR. On the other hand, the NIR in Somali, Gambella, and Addis Ababa are far below from the national figure.

Table 3.3 Net Intake Rate (NIR) by Region and Sex, 2020/21

School Age Population (Age 7) New Entrants to Grade 1 (Age 7) NIR%

Region Male Female Total Male Female Total Male Female Total
Afar 23,269 22,017 45,286 12,867 10,410 23,277 55.3 47.3 51.4
Amhara 287,674 276,857 564,531 226,319 209,839 436,158 78.7 75.8 77.3
Oromia 525,720 512,682 1,038,402 471,130 409,152 880,282 89.6 79.8 84.8
Somali 88,651 86,733 175,384 26,935 19,052 45,987 30.4 22.0 26.2
Benishangul-Gumz 15,219 14,688 29,907 6,871 5,949 12,820 45.1 40.5 42.9
SNNP 256,805 257,904 514,709 169,548 148,844 318,392 66.0 57.7 61.9
Gambella 5,509 5,352 10,861 1,667 1,509 3,176 30.3 28.2 29.2
Harari 2,813 2,700 5,513 2,379 2,056 4,435 84.6 76.1 80.4
Addis Ababa 34,328 34,496 68,824 13,855 13,947 27,802 40.4 40.4 40.4
Dire Dawa 4,878 4,724 9,602 3,737 3,192 6,929 76.6 67.6 72.2
Sidama 71,829 69,264 141,093 67,783 64,184 131,967 94.4 92.7 93.5
National 1,316,695 1,287,417 2,604,112 1,003,091 888,134 1,891,225 76.2 69.0 72.6

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

19 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.3 NIR by Region and Sex, 2020/21

100.0
90.0
80.0
70.0
60.0
50.0
NIR (%)

40.0
30.0
20.0
10.0
0.0

Male Female Total

Trends over time show that NIR has started to decrease and below 100%, since 2009 E.C. (2016/17) and
become below 100% (which is statistically right) since 2017/18. However, the persisting gender divide is not
closing at a sufficient rate to meet the ESDP VI targets.

From 2011/12 to 2015/16, there was a continuous increase in NIR, but then started to decrease from 2015/16.
The gap between male and female NIR has also started to decrease, with the gap closing to 7.2 percentage
points in 2020/21, of course with many irregular differences in the last ten years. However, the persistent gender
gap and slow speed of progress is a high concern if equity targets are to be reached.
Table 3.4 Net Intake Rate (NIR) Trend, 2011/12-2020/21
NIR (%)
Male Female Total
2004 E.C. (2011/12) 94.6 89.7 92.2
2005 E.C. (2012/13) 97.9 93.0 95.5
2006 E.C. (2013/14) 108.8 102.3 105.6
2007 E.C. (2014/15) 111.9 103.6 107.8
2008 E.C. (2015/16) 120.8 110.7 115.8
2009 E.C. (2016/17) 111.5 102.6 107.1
2010 E.C. (2017/18) 102.6 93.8 98.3
2011 E.C. (2018/19) 96.5 88.2 92.4
2012 E.C. (2019/20) 99.8 92.1 96.0
2013 E.C. (2020/21) 76.2 69.0 72.6

20 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.4 NIR Trend, 2011/12-2020/21

140.0

120.0

100.0

80.0
NIR (%)

60.0

40.0

20.0

0.0
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)

Male Female Total

When we compare AIR and NIR across regions, it shows that all regions are affected by children outside of the
primary school admission age enrolling in Grade 1. Chart 3.5 below shows the comparison.

Chart 3.5 Regional comparisons between AIR and NIR, 2020/21

160.0
140.0
120.0
AIR and NIR (%)

100.0
80.0
60.0
40.0
20.0
0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
AIR 101.6 88.4 136.1 81.3 122.0 90.4 66.7 142.8 65.7 125.7 115.2 109.0
NIR 51.4 77.3 84.8 26.2 42.9 61.9 29.2 80.4 40.4 72.2 93.5 72.6

3.3. Gross Enrolment Ratio in Primary and Middle Schools

ESDP V Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Primary Grades 1–6, including ABE, GER Female 109 108 97.3

Primary Grades 1–6, including ABE, GER Male 121 119 107.8

Middle Grades 7–8, GER Female 106 105 67.8

Middle Grades 7–8, GER Male 118 116 72.2

21 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Gross Enrolment Ratio (GER) calculates the total number of children that enrolled in a given grade range
irrespective of their age as a percentage of the school age population. This indicator includes enrolment both in
Alternative Basic Education (ABE) and formal primary schools.

Enrolment of Children outside of the official school age continues to persist throughout primary education
similar to the pre-primary level in most regions, though the national figure is more realistic than the regional
figures.

The GER for Grades 1-8 is 95.1%, which is the first figure being less than 100% after six years. It means that
children younger than 7 and older than 14 were enrolling into primary schools in the last seven years with a
relative exception of this year.

There is a wide regional variation in GER, with Afar having the lowest GER (55.9%), while Gambella is the region
with very high GER (161.5%). Oromia and Benishangul-Gumz are very close to the target, though they are still
above 100%. On the other hand, Addis Ababa and Amhara are the only regions where female GER is higher than
male.
Table 3.5 Gross Enrolment Ratio by Region and Sex, Grades 1-8, 2020/21
School Age Population (7-14) Gross Enrolment (G1-8) GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 178,614 166,924 345,538 108,593 84,468 193,061 60.8 50.6 55.9
Amhara 2,212,579 2,139,799 4,352,378 1,932,759 1,884,257 3,817,016 87.4 88.1 87.7
Oromia 3,965,477 3,877,641 7,843,118 4,299,435 3,678,686 7,978,121 108.4 94.9 101.7
Somali 635,859 616,694 1,252,553 629,046 464,608 1,093,654 98.9 75.3 87.3
Benishangul-Gumz 115,865 112,049 227,914 127,371 106,571 233,942 109.9 95.1 102.6
SNNP 1,831,379 1,852,023 3,683,402 1,686,296 1,511,607 3,197,903 92.1 81.6 86.8
Gambella 42,485 40,935 83,420 71,061 63,698 134,759 167.3 155.6 161.5
Harari 22,012 21,235 43,247 29,753 24,305 54,058 135.2 114.5 125.0
Addis Ababa 233,173 239,879 473,052 262,767 293,874 556,641 112.7 122.5 117.7
Dire Dawa 37,487 36,682 74,169 42,552 38,690 81,242 113.5 105.5 109.5
Sidama 512,238 497,391 1,009,629 563,759 543,341 1,107,100 110.1 109.2 109.7
National 9,787,168 9,601,252 19,388,420 9,753,392 8,694,105 18,447,497 99.7 90.6 95.1

In this edition, instead of explaining GER of primary in cycles, the GER comparison will be between Primary,
Grades 1-6, and Middle school of Grades 7-8

Nationally, the GER of primary for Grades 1-6 is 102.6% and 70.0% for the Middle school (Grades 7-8), indicating
that many students are not progressing to the Middle school of primary education, either because they are
repeating grades, or dropping out completely.

Every region shows this trend, other than Addis Ababa which has a much higher Middle school GER compared
to the primary schools, suggesting that children in Addis Ababa who have enrolled into Middle school are more
likely completing primary school of Grades 1-6, apart from other reasons like transfer of students from other
places of the country.

GER decreases notably between primary Grades 1-6 and Middle school of Grades 7-8, signifying a low
transition rate between the two levels. The ESDP VI Target for this year has been missed in both sexes for both
level

22 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Table 3.6 GER for Primary and Middle schools by Region and Sex, 2020/21

GER
Primary Middle
Region Male Female Total Male Female Total
Afar 70.0 58.5 64.4 30.2 23.0 26.8
Amhara 88.8 87.2 88.0 82.4 90.9 86.6
Oromia 121.0 106.4 113.8 68.1 58.0 63.1
Somali 113.6 86.1 100.0 42.6 31.9 37.5
Benishangul-Gumz 118.2 103.0 110.7 83.4 69.8 76.7
SNNP 98.0 86.9 92.4 71.8 63.5 67.6
Gambella 175.8 162.7 169.3 140.6 132.8 136.8
Harari 146.0 125.5 135.9 101.8 80.4 91.2
Addis Ababa 108.8 116.8 112.8 128.1 144.5 136.5
Dire Dawa 122.0 110.1 116.1 87.5 91.4 89.5
Sidama 119.4 119.2 119.3 77.8 75.2 76.5
National 107.8 97.3 102.6 72.2 67.8 70.0

Chart 3.6 Regional comparisons of GER for Primary and Middle, 2020/21

180.0
160.0
140.0
120.0
GER (%)

100.0
80.0
60.0
40.0
20.0
-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Primary 64.4 88.0 113.8 100.0 110.7 92.4 169.3 135.9 112.8 116.1 119.3 102.6
Middle 26.8 86.6 63.1 37.5 76.7 67.6 136.8 91.2 136.5 89.5 76.5 70.0

GER trends in Grades 1-8 indicate some incremental improvement, approaching to 100%, but the gender gap
is still wider

Table 3.7 and chart 3.7 below show the trend in GER for Primary and Middle education (Grades 1-8) for the last
ten years. The GER trend for Grades 1-8 shows a straight incremental pattern from 2013/14 E.C. to 2016/17,
then declined. However, the gender gap has increased from 5.8, in 2013/14, to 9.1 percentage points in this
year, though the gap has been decreased from last year.

23 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Table 3.7 Trend in Gross Enrollment Ratio for Grades 1-8, 2011/12 – 2020/21
GER (Grades 1-8)
Male Female Total
2004 E.C. (2011/12) 99.5 93.2 96.4
2005 E.C. (2012/13) 97.9 92.9 95.4
2006 E.C. (2013/14) 98.2 92.4 95.3
2007 E.C. (2014/15) 104.8 97.8 101.3
2008 E.C. (2015/16) 113.7 103.5 108.7
2009 E.C. (2016/17) 117.0 105.7 111.4
2010 E.C. (2017/18) 115.0 103.5 109.3
2011 E.C. (2018/19) 109.9 99.2 104.6
2012 E.C. (2019/20) 109.9 99.8 104.9
2013 E.C. (2020/21) 99.7 90.6 95.1
Chart 3.7 GER Trend, Grades 1-8, 2011/12 – 2020/21

140.0

120.0

100.0
GER (%)

80.0

60.0

40.0

20.0

-
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)

Male Female Total

3.4. Net Enrolment Ratio in Primary and Middle Schools

ESDP V Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Primary Grades 1–6, including ABE, NER Female 95 96 85.4

Primary Grades 1–6, including ABE, NER Male 105 104 93.9

Middle School Grades 7–8, NER Female 93 94 45.5

Middle School Grades 7–8, NER Male 102 101 46.7

The Net Enrolment Ratio (NER) is a measure of students’ enrolment those who are in the official age group for
the given level of education, i.e. in Ethiopia context, it only looks at 7 to 14 years’ old that are enrolled in Primary
and Middle education. This indicator also includes enrolment in Alternative Basic Education (ABE) in addition to
the formal primary schools.

24 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

The national NER is 86.4%, which shows a decrement of 8.9 percentage points from last year. There is a wide
regional variation, with Afar and Somali having a much lower NER than other regions. On the other hand,
Gambella, Harari, Addis Ababa and Sidama scored above 100%. An NER higher than 100% is technically
impossible as it would mean there are more children in a range of 7 to 14 years old enrolled in schools than
there are in the country, and it highlights the issue of population projections and/or inaccurate recording of
students age when they start schooling. Children migrating across regions and enrolling in new schools can also
affect this since they are not captured in the region’s population size.
Table 3.8 Net Enrollment Ratio by Region and Sex, Grades 1-8, 2020/21

School Age Population (7-14) Net Enrolment (G1-8) NER %

Region Male Female Total Male Female Total Male Female Total
Afar 178,614 166,924 345,538 91,361 72,937 164,298 51.1 43.7 47.5
Amhara 2,212,579 2,139,799 4,352,378 1,721,497 1,694,531 3,416,028 77.8 79.2 78.5
Oromia 3,965,477 3,877,641 7,843,118 3,945,202 3,410,581 7,355,783 99.5 88.0 93.8
Somali 635,859 616,694 1,252,553 496,859 368,136 864,995 78.1 59.7 69.1
Benishangul-Gumz 115,865 112,049 227,914 105,573 91,374 196,947 91.1 81.5 86.4
SNNP 1,831,379 1,852,023 3,683,402 1,576,217 1,422,266 2,998,483 86.1 76.8 81.4
Gambella 42,485 40,935 83,420 45,633 41,043 86,676 107.4 100.3 103.9
Harari 22,012 21,235 43,247 25,974 21,695 47,669 118.0 102.2 110.2
Addis Ababa 233,173 239,879 473,052 235,293 250,447 485,740 100.9 104.4 102.7
Dire Dawa 37,487 36,682 74,169 36,741 33,858 70,599 98.0 92.3 95.2
Sidama 512,238 497,391 1,009,629 544,908 524,888 1,069,796 106.4 105.5 106.0
National 9,787,168 9,601,252 19,388,420 8,825,258 7,931,756 16,757,014 90.2 82.6 86.4

Similar to the GER, the difference in NER between the two levels, Primary for Grades 1-6 and Middle school of
Grades 7-8, shows that the proportion of 13-14 years’ old who are enrolled in the appropriate grade is too low
nationally. Addis Ababa has the highest rate at 87.7% in Middle school. Afar and Somali, extraordinarily, show
the lowest Middle School NER at 13.3% and 14.3% respectively showing a significant decrease from last year.

Most regions show a large gap in NER between the two levels; this might indicate that children with age ranges
from 13 to 14 are not progressing through the education system.

Table 3.9 NER for Primary and Middle Schools by Region and Sex, 2020/21
NER
Primary Middle
Region Male Female Total Male Female Total
Afar 55.6 47.6 51.7 14.4 12.1 13.3
Amhara 76.9 76.4 76.7 50.0 58.2 54.1
Oromia 106.6 94.4 100.6 43.7 38.8 41.2
Somali 84.0 63.5 73.9 16.2 12.1 14.3
Benishangul-Gumz 91.1 81.7 86.5 33.0 31.6 32.3
SNNP 88.2 78.7 83.4 53.4 48.4 50.9
Gambella 102.0 95.6 98.9 51.7 48.0 49.9
Harari 122.9 107.4 115.3 52.9 47.3 50.2
Addis Ababa 97.1 98.9 98.0 84.8 90.4 87.7
Dire Dawa 101.1 91.7 96.5 46.9 57.5 52.2
Sidama 113.6 112.9 113.2 65.4 63.1 64.3
National 93.9 85.4 89.7 46.7 45.5 46.1

25 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.8 Comparison of NER for Primary and Middle Schools by Region, 2020/21
140.0

120.0

100.0
NER (%)

80.0

60.0

40.0

20.0

-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Primary 51.7 76.7 100.6 73.9 86.5 83.4 98.9 115.3 98.0 96.5 113.2 89.7
Middle 13.3 54.1 41.2 14.3 32.3 50.9 49.9 50.2 87.7 52.2 64.3 46.1

Trends over time show a steady increase in NER for Grades 1-8, with slight ups and downs in some year,
however the NER value for this year is the smallest among the last seven years.

The long term trend in NER shows a steady increase until 2015/16, then after the figures decline with values
below 100% in each year, with the exception of 2017/18.

Table 3.10 Trend in Net Enrollment Ratio for Grades 1-8, 2011/12 – 2020/21
NER (Grades 1-8)
Male Female Total
2004 E.C. (2011/12) 86.8 83.9 85.4
2005 E.C. (2012/13) 87.5 83.9 85.7
2006 E.C. (2013/14) 95.1 90.1 92.6
2007 E.C. (2014/15) 96.9 90.5 93.7
2008 E.C. (2015/16) 104.2 96.2 100.3
2009 E.C. (2016/17) 104.1 95.5 99.9
2010 E.C. (2017/18) 104.6 95.4 100.1
2011 E.C. (2018/19) 98.9 90.5 94.7
2012 E.C. (2019/20) 99.3 91.3 95.3
2013 E.C. (2020/21) 90.2 82.6 86.4

26 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.9 NER Trend for Grades 1-8, 2011/12 – 2020/21

120.0

100.0

80.0
NER (%)

60.0

40.0

20.0

0.0
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)

Male Female Total

Comparison between GER and NER further highlights the issue of children enrolling in Primary and Middle
schools (Grades 1-8) at the age above and lower of the official age range.
The comparison of GER and NER in Chart 3.10 shows that nationally there is a difference of 8.7 percentage points
between the two rates. Gambella, Benishangul-Gumz and Somali have the widest gap between GER and NER
showing that these regions have the biggest problem of children enrolling in Primary and Middle grades at the
age outside of the official school admission age.
Chart 3.10 Comparisons of GER and NER for Grades 1-8 by Region, 2020/21
180.0
GER and NER, Grades 1-8 (%)

160.0
140.0
120.0
100.0
80.0
60.0
40.0
20.0
-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
GER 55.9 87.7 101.7 87.3 102.6 86.8 161.5 125.0 117.7 109.5 109.7 95.1
NER 47.5 78.5 93.8 69.1 86.4 81.4 103.9 110.2 102.7 95.2 106.0 86.4

3.5. Gender Parity Index

ESDP V Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

GPI in Primary (index) 0.91 0.92 0.90

GPI in Middle (index) 0.97 0.98 0.94

27 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Gender Parity Index (GPI) measures equity between girls and boys. It is the ratio of female to male values of a
given indicator. GPI in GER, therefore, can be defined as female gross enrolment ratio divided by male gross
enrolment ratio for each level. GPI is an important indicator of balanced programs to boost enrolment and
participation of girls in education. It is paramount to make programs assisting girls to achieve comprehensive
basic education at national level. In a situation of seamless equity in enrolment, the gender parity index (GPI) is
1, whereas with highest disparity it is close to 0.

The National GPI target has been missed in both levels, though the Primary GPI has a slight decline from the
target showing a hope to succeed in a very short period. On the other hand, three regions from Primary met
the target while in Addis Ababa female share is more than males yielding a GPI value greater than 1.

Chart 3.11 presents the regional and national GPI levels. The national GPI is currently 0.90 for Primary and 0.94
for Middle, missing the national target in both levels. The national GPI for Grades 1-8 is 0.91.

Moreover, GPI has also decreased from ESDP VI baseline for both levels showing that more work is needed at
national level to achieve the ESDP VI and SDG targets of gender parity to be met. The current figures are
influenced by the high result in Addis Ababa, which shows that more females are attending school than males.

Chart 3.11 Gender Parity Index for Primary and Middle Schools by Region, 2020/21

GPI Primary GPI Middle

1.07 Addis Ababa 1.13

1.00 Sidama 0.97

0.98 Amhara 1.10

0.93 Gambella 0.94

0.90 National 0.94

0.90 Dire Dawa 1.04

0.89 SNNP 0.89

0.88 Oromia 0.85

0.87 Benishangul-Gumz 0.84

0.86 Harari 0.79

0.84 Afar 0.76

0.76 Somali 0.75

3.6. Pupil Section Ratio in Primary and Middle Schools

In Ethiopia there may be more than one section in one grade; for example, grade 1 might have six sections so
that class sizes will be smaller when the number of sections increase. Each section can be considered as a
classroom for a given grade; however, the same classroom may be used for two or more different sections in
shifting systems. Hence, the number of sections in the school can be used as a proxy indicator to calculate the
pupil classroom ratio. Nationally PSR is at 43.7 for grades 1-8, which is by far better than last year, which was
52.5. It is higher in the primary Grades 1-6 compared to the Middle school. Oromia and Somali have the largest
variation between the two levels. Somali has the highest pupil section ratio value at 67.6 for primary Grades 1-
8 and 68.9 for Grades 1-6, followed by Sidama, with 53.9.

28 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.12 Pupil Section Ratios (PSR) in Primary and Middle Schools by Region and Level, 2020/21
80.0

70.0

60.0

50.0
PSR

40.0

30.0

20.0

10.0

0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
ul-Gumz Ababa
G1-6 34.1 36.6 49.9 68.9 47.5 41.2 51.5 35.2 31.1 34.2 53.9 44.6
G7-8 31.3 41.4 39.5 59.4 46.6 37.3 57.1 31.5 33.1 35.4 48.1 40.1
G1-8 33.7 37.6 48.0 67.6 47.3 40.4 52.6 34.4 31.6 34.5 52.9 43.7

3.7. Pupil Teacher Ratio in Primary and Middle Schools

Pupil-Teacher Ratio (PTR) is commonly used to measure efficiency and quality in the education system. The basic
assumptions of PTR are:

1. Lower PTR indicates better opportunities for contact between the teacher and pupils, and for teachers
to provide support to students individually, and hence a better teaching/learning process will be in place
which improves the quality of education.
2. PTR is also used to measure the level of human resource input (teachers).
3. On the other hand, very low PTR may also indicate low efficient use or underutilization of teachers.
This indicator is useful for setting minimum standards throughout the country and ensuring a certain level of
equality around the country. In Ethiopia, the standard set for PTR is 50 at Primary and Middle Schools and 40 at
Secondary level. Note that; low or high PTR alone does not guarantee the level of quality education, which also
depend on various factors such as mode of delivery, teacher commitment and motivation, qualification of
teachers, the supply of educational materials, and so on.

All regions achieved a PTR of below 50 for Grades 1-8, with the exception of Somali; Oromia is beyond 50 in
Primary PTR. The discrepancy for Primary and Middle schools is due to incompleteness in filling period
allotment of teachers, and this leads that many teachers may not be counted and hence increasing the PTR
value.

The national PTR for this year is 34.8 for Grades 1-8, which is an improvement by 2.3 points from last year. PTR
for Primary is 44.0 and 17.4 for Middle school. One reason for unpredictably low PTR in Middle school is the
problem in period allotment of teachers between Primary and Middle schools where teaching loads mostly filled
to Middle school levels. PTR is highest in Somali, 61.2, and lowest in Addis Ababa, 18.8 for G1-8.

29 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.13 Pupil Teacher Ratio (PTR) by Region and Level, 2020/21
70.0

60.0

50.0

40.0
PTR

30.0

20.0

10.0

0.0
Benishangu Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
l-Gumz Ababa
G1-6 36.5 31.5 57.1 55.4 44.0 43.1 35.6 31.6 27.6 35.0 39.2 44.0
G7-8 9.9 17.7 21.0 14.2 14.1 20.0 12.8 9.4 15.1 14.8 17.4
G1-8 27.0 26.8 45.4 61.2 32.0 31.6 30.4 25.0 18.8 27.6 31.1 34.8

Note: Somali region did not report the complete list of teachers by level. This was also the problem happened
for the last couple of years. Accordingly, the PTR by level has also been affected.

PTR trends over time have been improved and lowered from 50 in 2011/12 E.C. to 35 in 2020/21 E.C at national
level. As Chart 3.14 shows, the 10 years’ trend indicates that PTR has been improved in Grades 1-8.

Chart 3.14 Trends in PTR for Grades 1-8, 2011/12-2020/21

60

50

40
PTR

30

20

10

0
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)
PTR G1-8 50 49 47 46 46 43 43 39 37 35

3.8. Repetition and Dropout Rates in Primary and Middle Schools

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Grade 1 dropout rate Female 25 23 22.5

Grade 1 dropout rate Male 25 23 22.7

Grade 1-6 dropout rate Female 18 17 13.2

30 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Grade 1-6 dropout rate Male 17 16 14.7

Grade 7-8 dropout rate Female 12 11 16.0

Grade 7-8 dropout rate Male 12 11 17.5

Grade 1-6 repetition rate Female 6 5 1.2

Grade 1-6 repetition rate Male 6 5 1.3

Grade 7-8 repetition rate Female 5 4 1.3

Grade 7-8 repetition rate Male 5 4 1.4

Repetition and dropout rates provide a measure of how well the education system utilizes limited resources
efficiently and in a timely manner. These measures are commonly used to assess the efficiency of the education
system in producing graduates of a particular education cycle or level.

A student has three paths in a particular academic year: promotion, repetition/readmission or dropout.
Repeating a grade required more resources than allocated to a student; and leaving school (i.e. dropout) before
completing a particular cycle/level/grade of education also results in a waste of resources. Overall, lower
repetition and lower dropout rates at each grade level are indications of the effective utilization of resources.
Data concerning repeaters refer to one year previous to the year in which the data is collected, i.e. in 2020/21
it is only possible to collect information about students who repeated the grade which they attended in 2019/20,
and they are therefore “repeaters of 2019/20.” This explains why data concerning repetition and dropout rate
are only available one year back of the current academic year.

3.8.1. Repetition Rate

This indicator measures the proportion of students who remain in the same grade for two or more consecutive
years, by retaking the grade after either leaving the grade prematurely, or returning for a second or third time.
Any repetition reduces the efficiency of the education system, and can also be one indication of high PTR,
unqualified teachers or lack of learning materials.

Due to COVID-19, free promotion is declared for all grade levels, except the National Exams of Grades 8 and
12, by the Government of Ethiopia. Hence the data for repetition rate in this edition means only the data of
readmission.

With the sense of readmission, The ESDP VI target has been achieved this year in both sexes for Primary and
Middle schools.

The readmission rate for both sexes is 1% mean that the ESDP VI target for the year has been met for both sexes.
Statistically we use repeaters and re admitters in the same sense for calculation purposes, since both are cause
for wastage of resources in the teaching-learning.

The readmission rate for all regions, for Grades 1-8, is between 1% and 4%; with 4% in Benishangul-Gumz, 3%
in Gambella, and less or equal to 2% in the remaining regions. This is also true in Primary and Middle schools.

31 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

3.8.2. Dropout Rate

Dropout rate is a measure, typically by grade, of those who have left formal schooling. In most cases it is
calculated as the remainder of students after subtracting those who have repeated/re admitted and those who
have been promoted to the next grade. It has been revealed in many countries that, often students do not
completely dropout, they may join education several years later, or seek out alternative education.

Especially in this year, dropout rates for Grades 1-8 is slightly increased from last year. One reason for this is
high rate of out-of-school children due to internal displacement in the current situation of Ethiopia.

At national level, the female and male dropout rate for Grades 1-8 is 13.7% and 15.2% respectively. Oromia has
the highest dropout rate, with 16.8%, followed by SNNP and Afar. Dropout is highest in grade 8, at 25.8%,
especially in this year.

Chart 3.15 Dropout Rates for Grades 1-8 by Region and Sex, 2019/20
18.0
16.0
14.0
Dropout Rate (%)

12.0
10.0
8.0
6.0
4.0
2.0
0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
ul-Gumz Ababa
Male 13.8 14.6 16.9 11.7 14.4 16.6 3.3 12.9 7.7 9.6 7.0 15.2
Female 15.2 10.2 16.7 9.6 13.6 16.2 3.7 10.6 9.0 4.3 4.1 13.7
Total 14.4 12.4 16.8 10.8 14.0 16.4 3.5 11.9 8.4 7.1 5.6 14.5

Chart 3.16 Trends in Dropout Rates for Grades 1-8, 2010/11 – 2019/20

20.0
18.0
16.0
14.0
Dropout Rate (%)

12.0
10.0
8.0
6.0
4.0
2.0
0.0
2003 E.C. 2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C.
(2010/11) (2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20)
Male 17.4 16.3 7.8 9.9 10.0 11.4 10.9 17.7 14.0 15.2
Female 15.1 16.1 6.9 10.0 10.2 11.9 11.4 17.3 13.0 13.7
Total 16.3 16.2 7.8 9.9 10.1 11.7 11.1 17.5 13.9 14.5

32 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

The ESDP VI target of dropout rate in Primary level has been achieved for both sexes, however the target is
missed in Middle level.

At national level, the female and male dropout rate for Primary level is 13.2% and 14.7% respectively. Whereas
dropout in Middle schools is 16.0% and 17.5% for female and male respectively.
Chart 3.17 Dropout Rates for Primary Schools by Region and Sex, 2019/20
18.0
16.0
14.0
Dropout Rate (%)

12.0
10.0
8.0
6.0
4.0
2.0
0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
ul-Gumz Ababa
Male 14.0 13.3 16.3 11.9 13.7 16.1 3.6 13.2 7.8 11.0 8.9 14.7
Female 15.6 8.4 16.2 9.3 13.5 15.6 4.7 11.1 8.7 4.3 6.0 13.2
Total 14.8 10.9 16.2 10.6 13.6 15.8 4.2 12.2 8.3 7.6 7.5 14.0

Dropout is higher in Middle schools, compared to Primary. Sidama region shows negative dropout; this is due to
inflated promotion resulting a value greater than 100%.
Chart 3.18 Dropout Rates for Middle Schools by Region and Sex, 2019/20
25.0

20.0
Dropout Rate (%)

15.0

10.0

5.0

0.0

-5.0

-10.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
ul-Gumz Ababa
Male 12.1 19.0 20.6 10.1 17.5 19.0 2.4 11.4 7.5 3.7 -3.3 17.5
Female 12.1 16.0 19.3 11.6 14.0 18.8 0.1 7.9 9.7 4.4 -6.1 16.0
Total 12.1 17.5 19.9 10.8 15.8 18.9 1.2 9.7 8.6 4.0 -4.7 16.8

Furthermore, dropout is higher in grade 1 and grade 8, especially in this year; with 25.8% in grade 8 and 22.6% in
grade 1 with

33 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.19 Dropout Rates by Grade, 2019/20

30.0

25.0
Dropout Rate (%)

20.0

15.0

10.0

5.0

0.0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Male 22.7 12.4 10.7 15.1 13.3 11.8 9.2 26.5
Female 22.5 11.6 9.5 13.5 10.2 9.0 7.6 25.0
Total 22.6 12.0 10.2 14.3 11.9 10.5 8.5 25.8

3.9. Survival Rate to Grade 7

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Survival rate to Grade 7 Female 31 35 43

Survival rate to Grade 7 Male 29 33 38

The survival rate to grade 7 is used to estimate the percentage of students who will complete the primary
education of Grades 1-6. Survival rates approaching 100% indicate a high level of retention and low incidence of
dropouts. The reliability of this indicator depends on the consistency of data on enrolment and repeaters/re
admitters in terms of coverage overtime and across grades. A “Reconstructed Cohort Method” was applied to
calculate this rate by assuming a group of pupils, typically 1,000, who are enrolled together and proceed to the
7th grade, sometimes with repetition/readmission up to two times, and sometimes without.

The survival rates for Grade 7 in 2020/21 is calculated to be 43% and 38% for females and males respectively.
This indicates that ESDP VI target for the year is successfully attained for both sexes.

Another interesting part with respect to survival and completion rates are used to evaluate system efficiency by
tracing pupils’ flow through the education system; which will help us to clearly identify where exactly the
problem of wastage in the primary education system rests. This can be done by applying Reconstructed Cohort
Analysis method. To do this, we need to organize enrollment data by grade for two consecutive years, and
repeaters and re admitters data by grade for the latter year.

There are three key rates used by educational planners to analyze the flow of pupils through the education
system; Promotion, Repetition and Dropout rates. These are the three paths of student flow from grade to grade
and they characterize the degree of efficiency of the education system in producing graduates. Consequently,
these rates are also used for evaluation, monitoring and projection of the efficiency of students’ flow in an
education system.

34 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

The table below shows the national flow rate result generated by using enrollment data on pupils by grade for
two consecutive years; 2019/20 and 2020/21, and repeater and re admitters data by grade for the year 2019/20;
Where PR refers Promotion Rate, RR for Repetition Rate and DR for Dropout Rate
Table 3.11 National Flow Rates by Grade, 2019/20
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Male
Promotion Rate 0.77 0.86 0.88 0.83 0.85 0.87 0.90 0.71
Repetition Rate 0.00 0.00 0.02 0.01 0.01 0.02 0.01 0.01
Dropout Rate 0.23 0.14 0.11 0.15 0.13 0.12 0.09 0.28
Female
Promotion Rate 0.77 0.87 0.89 0.85 0.89 0.90 0.91 0.73
Repetition Rate 0.01 0.01 0.01 0.01 0.01 0.01 0.01 0.02
Dropout Rate 0.23 0.12 0.10 0.14 0.10 0.09 0.08 0.25
Total
Promotion Rate 0.77 0.87 0.89 0.84 0.87 0.88 0.91 0.72
Repetition Rate 0.00 0.00 0.01 0.01 0.01 0.01 0.01 0.01
Dropout Rate 0.23 0.13 0.10 0.14 0.12 0.10 0.08 0.26

Using the result shown in the table above, the reconstructed cohort analysis can be generated for male, female
and total.

According to the cohort, 248 pupils who started schooling eight years back graduate without repeating any
one grade during their stay in school.

35 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.20 Reconstructed Cohort Analysis for total (Male + Female), 2019/20
Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Graduate pupils year/grade Dropout by Years of Study
Enrollement 2012 3814417 2899767 2608416 2409150 2171115 1813642 1632480 1480253 Pupil Year 1 2 3 4
Enrollement 2013 3037455 2944615 2544909 2340398 2059584 1907480 1620461 1499669 1086629 DYS nyrs DYS*nyrs yr
Repeaters 2013 14036 11113 20502 17187 14932 12005 9205 11592 9685 228 1 228 2012
Reademiters 2013 266 2435 15855 14648 13992 12331 10493 9469 9136 101 2 202 2013
68 3 204 2014
Promotion Rate 0.77 0.87 0.89 0.84 0.87 0.88 0.91 0.72 86 4 345 2015
Repetion Rate 0.00 0.00 0.01 0.01 0.01 0.01 0.01 0.01 62 5 311 2016
DropOut 0.23 0.13 0.10 0.14 0.12 0.10 0.08 0.26 48 6 286 2017
Number of Year in the cycle (8years)

34 7 239 2018
Year E.C EYS 228 228 93 8 747 2019
2012 1000 1000 1000 8 9 73 2020
0 10 4 2021
4 4 0 11 0 2022
1 100 101 729 2638 Total
2013 772 4 768 772

0 4 4 Graduate by Year of Study

0 1 67 68 GYS nyrs GYS*nyrs yr
2014 671 0 6 665 671 248 8 1984 2019
22 9 198 2020
0 0 9 9 1 10 11 2021
0 0 2 85 86 0 11 1 2022
2015 603 0 0 15 588 603 2194 Total
1004
0 0 8 8 Westage Due to Graduate
0 0 3 59 62 GYS nyrs GYS*nyrs yr
2016 517 0 0 21 496 517 22 9 198 2020
775 1 10 11 2021
0 0 7 7 0 11 1 2022
0 3 45 48 209 Total
2017 455 pupil Year 0 0 24 430 455
Grade 1 1004 680
Grade 2 775 0 0 6 6
Grade 3 680 0 3 31 34
2018 Grade 4 610 407 0 1 27 380 407
Grade 5 521 610
Grade 6 458 0 0 5 Graduate 5
Grade 7 409 0 2 91 93
2019 Grade 8 376 373 0 1 28 344 248 373
Tptal pupil year 4832 521
OUTPUT 271 0 0 5 5
PYG 18 0 0 8 8
2020 IOR/WR 2.23 32 0 1 30 22 32
CE 45% 458
0 0 0
0 0
2021 2 0 2 1 2
409
0 0
0 0
2022 0 376 0 0 0
229 101 69 88 62 48 -34 99
1000 771 670 602 514 452 404 438 338
77% 67% 60% 51% 45% 40% 44% 34%

The result in chart 3.20 is the reconstructed cohort analysis of total (sum of male and female) which shows the
number of pupils who eventually graduate from the final primary school grade, i.e. grade 6, and promoted to
the next higher grade; i.e. grade 7. According to the cohort, 248 pupils who started schooling seven years back
graduate without repeating any one grade during their stay in school, where as another 21, 1 and 67 pupils
graduated after repeating once, twice and three times respectively during their stay in primary school. The total
number of graduates for the cohort is 338. In other words, about 33.8% of pupils who started the cohort seven
years ago were eventually able to complete seven years of education and eligible to continue schooling in the
next level.

The two charts below show separate reconstructed cohort analysis disaggregated by gender nationally.

36 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.21 Male Cohort Analyses, 2019/20

Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Graduate pupils year/grade Dropout by Years of Study
Enrollement 2012 2037428 1542261 1387560 1277207 1150084 957295 855712 780303 Pupil Year 1 2 3 4
Enrollement 2013 1617965 1570439 1348263 1237365 1082485 993529 842455 779683 566859 DYS nyrs DYS*nyrs yr
Repeaters 2013 569 729 12144 9594 8659 7446 5523 4327 7381 230 1 230 2011
Reademiters 2013 133 1212 8794 8167 7901 7135 5988 5497 5651 106 2 213 2012
70 3 211 2013
Promotion Rate 0.77 0.86 0.88 0.83 0.85 0.87 0.90 0.71 89 4 358 2014
Repetion Rate 0.00 0.00 0.02 0.01 0.01 0.02 0.01 0.01 68 5 340 2015
DropOut 0.23 0.14 0.11 0.15 0.13 0.12 0.09 0.28 51 6 308 2016
Number of Year in the cycle (8years)

34 7 239 2017
Year E.C EYS 230 230 92 8 737 2018
2011 1000 1000 1000 8 9 71 2019
0 10 4 2020
0 0 0 11 0 2021
0 106 106 750 2710 Total
2012 770 0 770 770

0 1 1 Gra dua te by Yea r of Study

0 0 70 70 GYS nyrs GYS*nyrs yr
2013 664 0 1 663 664 229 8 1834 2018
20 9 178 2019
0 0 10 10 1 10 10 2020
0 0 1 88 89 0 11 0 2021
2014 593 0 0 11 582 593 2023 Total
1000
0 0 8 8 Westage Due to Graduate
0 0 3 65 68 GYS nyrs GYS*nyrs yr
2015 504 0 0 18 486 504 20 9 178 2019
771 1 10 10 2020
0 0 7 7 0 11 0 2021
0 3 48 51 188 Total
2016 436 pupi l Yea r 0 0 22 414 436
Gra de 1 1000 674
Gra de 2 771 0 0 6 7
Gra de 3 674 0 3 31 34
2017 Gra de 4 601 385 0 1 25 359 385
Gra de 5 509 601
Gra de 6 440 0 0 5 Graduate 5
Gra de 7 387 0 2 90 92
2018 Gra de 8 352 350 0 1 26 323 229 350
Tpta l pupi l yea r 4733 509
OUTPUT 250 0 0 4 4
PYG 19 0 0 8 8
2019 IOR/WR 2.37 29 0 1 28 20 29
CE 42% 440
0 0 0
0 0
2020 1 0 1 1 1
387
0 0
0 0
2021 0 352 0 0 0
230 106 71 91 68 51 -34 98
1000 770 664 592 501 433 382 415 317
77% 66% 59% 50% 43% 38% 42% 32%

37 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

Chart 3.22 Female Cohort Analyses, 2019/20

Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Graduate pupils year/grade Dropout by Years of Study
Enrollement 2012 1776989 1357506 1220856 1131943 1021031 856347 776768 699950 Pupil Year 1 2 3 4
Enrollement 2013 1419490 1374176 1196646 1103033 977099 913951 778006 719986 519770 DYS nyrs DYS*nyrs yr
Repeaters 2013 13467 10384 8358 7593 6273 4559 3682 7265 2304 226 1 226 2011
Reademiters 2013 133 1223 7061 6481 6091 5196 4505 3972 3485 95 2 189 2012
65 3 196 2013
Promotion Rate 0.77 0.87 0.89 0.85 0.89 0.90 0.91 0.73 82 4 329 2014
Repetion Rate 0.01 0.01 0.01 0.01 0.01 0.01 0.01 0.02 55 5 276 2015
DropOut 0.23 0.12 0.10 0.14 0.10 0.09 0.08 0.25 43 6 259 2016
Number of Year in the cycle (8years)

34 7 237 2017
Year E.C EYS 226 226 94 8 755 2018
2011 1000 1000 1000 9 9 77 2019
0 10 4 2020
8 8 0 11 0 2021
2 93 95 703 2548 Total
2012 774 8 767 774

0 7 7 Graduate by Year of Study

0 2 64 65 GYS nyrs GYS*nyrs yr
2013 680 0 12 667 680 271 8 2164 2018
25 9 222 2019
0 0 8 9 1 10 13 2020
0 0 2 81 82 0 11 1 2021
2014 615 0 0 19 595 615 2400 Total
1008
0 0 7 8 Westage Due to Graduate
0 0 3 52 55 GYS nyrs GYS*nyrs yr
2015 532 0 0 25 507 532 25 9 222 2019
779 1 10 13 2020
0 0 6 6 0 11 1 2021
0 3 40 43 236 Total
2016 477 pupil Year 0 1 27 449 477
Grade 1 1008 687
Grade 2 779 0 0 5 5
Grade 3 687 0 3 31 34
2017 Grade 4 620 434 0 1 29 404 434
Grade 5 535 620
Grade 6 479 0 0 4 Graduate 5
Grade 7 436 0 2 92 94
2018 Grade 8 404 400 0 1 30 368 271 400
Tptal pupil year 4948 535
OUTPUT 297 0 0 6 6
PYG 17 0 0 8 9
2019 IOR/WR 2.09 35 0 1 34 25 35
CE 48% 479
0 1 1
0 0
2020 2 0 2 1 2
436
0 0
0 0
2021 0 404 0 0 0
227 95 66 84 55 43 -34 101
1000 773 678 613 529 474 431 465 364
77% 68% 61% 53% 47% 43% 46% 36%

38 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

3.10. Primary Completion Rate

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Completion rate to Grade 6 Female 79 81 63.8

Completion rate to Grade 6 Male 86 87 67.5

Completion rate to Grade 8 Female 60 63 67.8

Completion rate to Grade 8 Male 64 67 71.7

Internationally the Primary Completion Rate (PCR) is an established measure of the outcomes of an
education system. It is used as a way of comparing internationally the overall access and quality of the
education system in a county. It is calculated in the following way:

New pupils in last grade

Population official age in the last grade

The PCR is highly dependent on the accuracy of the single age population for both points of measurement
(for grade 6, age 12, and for grade 8, age 14) and the accurate measurement of repeaters in each grade.
Taking into account adjustments for Ethiopian approaches to calculation of both values i.e. single age
ranges and repeaters, a steady upward trend in completion rates is important.

Completion rates are higher in Grade 8 than in Grade 6. The ESDP VI target of the year has been achieved
for grade 8 in both sexes, while completion rate for grade 6 failed to meet the ESDP VI target.

Compared to ten years ago, the completion rate for Grade eight has increased from 52.1% to 69.8% and
since grade 6 completion rate is one of the new indicators in ESDP VI and the new education road map, it
will not be possible to talk on its trend

Chart 3.23 Trends in Grade 8 Completion Rates, 2011/12-2020/21

80.0
70.0
60.0
Completion Rate

50.0
40.0
30.0
20.0
10.0
0.0
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)
Male 52.4 53.3 46.7 51.8 55.3 56.0 59.4 64.4 73.0 71.7
Female 51.9 52.2 46.7 50.9 53.3 52.2 55.9 59.7 68.0 67.8
Total 52.1 52.8 46.7 51.3 54.3 54.1 57.7 62.1 71.0 69.8

39 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 3.12 Completion Rate for Grade 6 by Region and Sex, 2020/21
Population Age 12 New Entrant to Grade 6 Completion Rate (Grade 6)
Region Male Female Total Male Female Total Male Female Total
Afar 22,480 21,189 43,669 5,739 3,869 9,608 25.5 18.3 22.0
Amhara 271,913 262,645 534,558 199,016 217,225 416,241 73.2 82.7 77.9
Oromia 480,758 470,340 951,098 305,129 253,613 558,742 63.5 53.9 58.7
Somali 79,173 77,886 157,059 26,332 17,649 43,981 33.3 22.7 28.0
Benishangul Gumz 14,172 13,734 27,906 10,759 9,120 19,879 75.9 66.4 71.2
SNNP 195,049 192,363 387,412 143,814 128,814 272,628 73.7 67.0 70.4
Gambella 5,184 5,044 10,228 7,838 7,024 14,862 151.2 139.3 145.3
Harari 2,727 2,636 5,363 2,746 2,041 4,787 100.7 77.4 89.3
Addis Ababa 27,389 28,498 55,887 30,815 37,223 68,038 112.5 130.6 121.7
Dire Dawa 4,536 4,462 8,998 4,022 3,409 7,431 88.7 76.4 82.6
Sidama 51,849 51,134 102,983 43,662 40,529 84,191 84.2 79.3 81.8
National 1,155,230 1,129,931 2,285,161 779,872 720,516 1,500,388 67.5 63.8 65.7

3.11. Number of Schools and Clusters

The total number of primary schools for this year is 35,980. Oromia has the largest number of primary
schools with 15,086; naturally acceptable to serve the larger population accordingly. 93% of primary schools
are government owned across the country, with the exception of Addis Ababa in which Non-Government
schools are higher in number than Government.

Chart 3.24 Numbers of Primary Schools by Region, 2020/21

16,000 15,086

14,000
Number of Primary Schools

12,000
10,000 9,126

8,000
5,919
6,000
4,000
1,954
2,000 774 791 1,216
590 298 92 134
-

40 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Chart 3.25 Number of Primary Schools by Region and Ownership, 2020/21
100% 40 224 80 12
1,116 409 29 2,694
90% 175
23
80% 47
Number of Primary Schools

70%
539
60%
50% 734 8,902 1,874 578
13,970 5,510 269 33,286
40% 1,041
69
30% 87

20%
252
10%
0%

Government Non-Government

Cluster schools play an important role by allowing neighboring schools to share facilities. In 2020/21,
there are 6,986 cluster schools in Ethiopia.

It is also important to look at the number of cluster schools in the country. Schools are usually grouped into
clusters of 5 or more in woredas. In 2020/21 there were 6,986 cluster schools in Ethiopia, the majority being
in Oromia where there are 2,879 clusters.

Note that, 88 cluster schools have been subtracted due to the same fact that, they were in Tigray region
before.

Chart 3.26 Number of Cluster Schools by Region, 2020/21

3,500
2,879
Number of Cluster Schools

3,000

2,500 2,152
2,000

1,500
1,113
1,000

500 201 161 257

26 91 74 12 20
-

41 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
3.12. Textbooks and School Facilities
3.12.1. Number of Textbooks
The total number of textbooks in Primary and Middle schools is over 72 million, with 47.5 % which are being
categorized as language textbooks.

Nationally, students have access to just four textbooks each in Grades 1-8. Harari and Addis Ababa has
high textbook to pupil ratios with around seven books per pupil, whereas Oromia, Somali and Sidama
have the lowest number of book per children.

It should also be noted that the total number of subjects in Primary schools is 14, excluding
unknown/unused subjects named as “Others”.

The textbook to pupil ratio (TPR) is an important assessment of how much access to learning materials
children receive when they go to school. It can be seen that nationally TPR for Primary is 3.5, and 6.4 for
Middle school; this indicates that on average children have access to just 4 and 6 textbooks when they go
to school in Primary and Middle levels respectively.

Table 3.13 Numbers of Textbooks in Primary Schools by Region and Subject, 2020/21
Environmental science

Physical education
Integrated Science

Local language 1

Local language 2
Civic and Ethical

Sign Language
Social Studies
Mathematics
Education

Esthetics
Amharic

English

Others
Music
Arts

Region Total
Afar 146,724 614 17,762 14,438 164,206 58,877 15,323 93,052 26,201 102,596 1,021 5,060 11,395 70 434 657,773
Amhara 3,681,000 102,805 604,140 918,725 3,932,559 1,805,571 15,546 189,121 53,096 3,624,424 122,911 130,899 957,227 2 17,575 16,155,601
Oromia 328,513 18,496 810,082 591,452 5,047,473 2,632,119 55,901 4,268,115 931,514 3,946,153 215,555 11,845 20,434 2,211 265,777 19,145,640
Somali 114,034 2,802 39,386 36,153 272,184 146,140 9,490 321,143 117,815 250,229 2,054 11,036 33,336 - 5,340 1,361,142
Benishangul-Gumz 183,639 17,632 22,434 201,419 77,983 3,057 60,794 6,080 65,473 1,373 1,132 16,898 36 66,964 724,914
SNNP 1,423,907 4,011 171,673 329,788 2,142,261 672,602 59,317 981,175 78,622 1,651,618 15,939 96,299 250,667 6,857 6,189 7,890,925
Gambella 69,543 2,753 13,839 83,434 29,093 1,528 52,495 18,177 76,971 1,110 266 5,834 180 355,223
Harari 44,868 7 6,686 12,872 59,108 34,636 1,111 45,704 12,619 64,273 291 425 13,287 337 2,908 299,132
Addis Ababa 494,862 8,878 139,672 144,550 537,117 309,118 36,591 38,096 7,196 543,181 20,922 27,945 136,392 348 2,444,868
Dire Dawa 41,309 207 17,675 12,557 85,668 48,697 868 28,580 7,791 66,033 3,487 3,910 13,644 88 3,795 334,309
Sidama 341,223 543 62,249 71,087 782,211 244,300 33,042 765,607 40,326 362,772 4,539 20,799 39,269 614 3,902 2,772,483
National 6,869,622 138,363 1,889,710 2,167,895 13,307,640 6,059,136 231,774 6,843,882 1,299,437 10,753,723 389,202 309,616 1,498,383 10,563 373,064 52,142,010

TPR is high in Harari, Addis Ababa and Amhara at Primary level, and the lowest is in Somali. Whereas Harari,
Addis Ababa and Dire Dawa are the top three regions scoring highest TPR in Middle schools.

42 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 3.14 Numbers of Textbooks in Middle Schools by Region and Subject, 2020/21

Physical education
Local language 1

Local language 2
Civic and Ethical

Sign Language
Social science
Mathematics
Chemistry

Education

Esthetics
Amharic

Biology

Physics
English

Others
Music
Region Arts Total
Afar 26,438 450 15,675 15,125 15,178 25,222 404 12,623 3,309 21,349 912 4,558 9,851 8,675 56 159,825
Amhara 863,316 803 745,037 742,090 835,048 767,834 2,661 50,278 17,261 823,582 12,934 133,613 800,696 824,304 3,507 6,622,964
Oromia 135,463 2,265 645,918 654,267 535,194 768,389 9,442 531,448 687,923 862,997 6,879 23,638 1,363,542 611,416 625 60,842 6,900,248
Somali 18,868 335 31,349 30,909 21,920 25,433 456 34,662 9,203 29,669 590 4,018 15,384 14,335 - 4,816 241,947
Benishangul-Gumz 45,751 24,026 25,782 23,211 39,917 628 14,943 2,103 17,147 1,298 830 16,290 14,790 - 33,524 260,240
SNNP 449,291 4,473 337,309 354,042 333,091 419,064 10,622 168,926 20,256 549,761 14,366 96,779 244,593 230,651 2,489 4,013 3,239,726
Gambella 17,323 15,560 12,555 13,755 23,793 78 11,336 3,272 23,570 370 555 7,184 5,198 134,549
Harari 12,329 1 9,118 8,469 12,393 12,654 9,512 4,099 10,884 587 9,641 10,567 255 860 101,369
Addis Ababa 164,232 3,672 158,288 159,526 151,850 173,728 1,420 10,455 2,007 200,374 8,291 30,199 154,694 120,907 217 1,339,860
Dire Dawa 13,993 42 15,354 15,157 13,921 20,385 230 4,061 1,651 23,563 625 4,039 13,622 10,075 45 10 136,773
Sidama 113,494 621 83,266 80,170 73,474 128,347 10,741 124,305 9,101 125,395 3,988 22,819 50,175 43,433 437 955 870,721
National 1,860,498 12,662 2,080,900 2,098,092 2,029,035 2,404,766 36,682 972,549 760,185 2,688,291 50,253 321,635 2,685,672 1,894,351 4,124 108,527 20,008,222

Chart 3.27 Textbook to Pupil Ratios (TPR) for Primary and Middle Schools, 2020/21

TPR Primary TPR Middle

6.74 Harari 10.49

5.81 Addis Ababa 10.14

5.47 Amhara 7.67

5.16 Dire Dawa 8.33

4.75 Afar 7.63

3.78 Benishangul-Gumz 6.26

3.64 Gambella 4.91

3.51 National 6.41

3.01 SNNP 5.76

2.99 Sidama 4.99

2.87 Oromia 5.87

1.92 Somali 2.54

Note that; TPR is an indicator simply taking the ratio between students enrolled and all textbooks, however
all students might not register for all subjects in many regions, especially those using more than one mother
tongue languages, and all subjects are not taken similarly by all grades.

To make the ratio more meaningful, it will be good to see TPR of common subjects taken by all students,
such as English and Mathematics. Below are the Textbook to Pupil ratios for English and Mathematics in
Primary and Middle schools.

43 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Chart 3.28 TPR for English and Mathematics in Primary and Middle Schools, 2020/21
1.6

1.4

1.2

1.0
TPR

0.8

0.6

0.4

0.2

0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Primary English 1.2 1.3 0.8 0.4 1.1 0.8 0.9 1.3 1.3 1.3 0.8 0.9
Primary Mathematics 0.7 1.2 0.6 0.4 0.3 0.6 0.8 1.4 1.3 1.0 0.4 0.7
Middle English 1.2 0.9 0.7 0.3 1.0 0.7 0.9 1.3 1.3 1.2 0.7 0.8
Middle Mathematics 1.0 1.0 0.7 0.3 0.4 1.0 0.9 1.1 1.5 1.4 0.7 0.9

From chart 3.28, it can be shown that the average TPR between Mathematics and English in both levels is
almost similar, around 0.8:1, which shows a distribution of 8 textbooks for 10 pupils, near to the target of
1:1 at national level.

The TPR is exceptionally high in Afar, Harari, Addis Ababa and Dire Dawa.

3.12.2. School Facility Indicators

Nationally, only 30.4% of Primary and Middle schools have access to electricity among the respondent
schools for the item; however, there are significant differences between regions. This result might be
affected by low response rates, incompleteness and number mismatch between related items. Among
schools with electricity available, 68% of them use hydropower, while those do not respond for the source
of electricity accounts to 22%.

On the other hand, radios are available in 34% of Primary and Middle schools, 14% have tape recorders and
17% have video recorders, with functionality of the equipment still under question.

44 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 3.15 School Facility Indicators on Electricity and Access to Multimedia Teaching for Primary and
Middle Schools by Region, 2020/21
Availability of Electricity Source of Electricity (If "Yes") Radios Tape Recorders Video Recorders

Functional Radios (Number)

Number of Resspondent

Availability (Number of

Availability (Number of

Availability (Number of
Schools with Electricity

Not Answered
Hydroelectric
Generator

Schools)

Schools)

Schools)
Number

Number
Schools

Biogaz

Other
Solar
Region
Afar 774 168 3 109 19 37 46 8 69 60 195 195
Amhara 9,474 2,746 1 19 1,309 109 1,308 2381 2032 876 1,065 2723 2716
Oromia 15,086 4,150 82 3,498 568 2 - 6834 5815 2317 3,011 977 973
Somali 1,931 261 1 21 10 229 194 2 147 12 163 150
Benishangul-Gumz 590 115 2 86 19 8 9 4 47 47 13 13
SNNP 5,920 2,075 35 1,251 126 13 650 1806 1774 795 1,440 1132 1115
Gambella 298 150 4 15 57 17 4 53 42 8 42 50 140 134
Harari 92 72 1 60 8 3 16 6 38 43 31 31
Addis Ababa 792 777 10 739 3 25 625 517 524 1,416 513 509
Dire Dawa 134 101 8 59 6 28 27 20 31 66 49 49
Sidama 1,216 435 5 351 22 3 54 473 468 152 255 190 190
National 36,307 11,050 5 181 7,540 907 22 2,395 12,453 10,654 5,038 7,465 6,126 6,075

Other facility indicators include the availabilities of library, laboratory and pedagogical center. Among the
respondent schools for the availability of library, 55.7% have functional library. Similarly, 46.7% of schools
reported to have functional laboratory and 49.6% with functional pedagogical center. The table below
shows the detail of such facilities.
Table 3.16 Library, Laboratory and Pedagogical Center by Region, 2020/21
Availability of Library Laboratory Pedagogycal Center
Laboratory (Number)
Resspondent Schools

Availability (Number

Availability (Number

Pedagogical Center
Functional Library
Schools with

of Schools)

of Schools)
Number of

Functional

Functional

Region
Afar 725 133 58 19 717 110
Amhara 8926 4837 3436 1120 8829 5124
Oromia 13196 6674 1433 889 14891 8408
Somali 109 49 221 48 1790 126
Benishangul-Gumz 440 139 26 11 586 326
SNNP 5328 3556 1763 812 5378 1760
Gambella 241 229 100 88 160 99
Harari 68 55 46 36 91 37
Addis Ababa 767 748 690 557 770 685
Dire Dawa 119 89 36 17 111 67
Sidama 952 676 460 263 1185 376
National 30,871 17,185 8,269 3,860 34,508 17,118

45 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
3.12.3. WASH Facilities
Nationally, among schools responded to water item question, 40% have access to water supply, with 76%
of the access are functional; water access is highest in Gambella, Addis Ababa and Dire Dawa, with 97, 96
and 77 percents respectively. Somali has the lowest access at 21.5%.

Table 3.17 Water Access in Primary and Middle Schools by Region, 2020/21
Availability of Water Water Supply Type Accessible to-
Number of Resspondent Schools

Surface Water (River,Dam,Lake)

Children with Special Needs

Young Children (Number of

Schools With Water Supply

Schools With Water Supply

Cart With SmallTank/Drum

Other (including Blank)

Unprotected Dug Hole
Public Tap/StandPipe

Rain Water Collection

(Number of Schools)
Pipe Water in School

Unprotected Spring
Protected Dug Hole

TubeWell/Borehole
Protected Spring
Bottled Water

Tanker-Truck
Functional

Schools)
Region
Afar 688 228 173 3 126 4 2 6 4 1 1 1 25 126 149
Amhara 9,101 3,877 2,021 2 9 1,017 223 42 274 252 20 2 29 29 10 112 1,186 1,572
Oromia 15,086 5,734 4,847 81 3,121 522 487 465 171 2,430 2,748
Somali 1,941 418 254 16 6 2 230 257 284
Benishangul-Gumz 586 253 215 1 97 63 6 4 5 1 7 1 30 86 128
SNNP 5,764 2,285 1,915 14 7 1,429 48 12 97 51 81 7 18 17 19 115 1,315 1,606
Gambella 265 257 236 198 6 5 1 2 24 184 236
Harari 91 57 50 36 1 1 2 10 39 43
Addis Ababa 784 755 724 1 5 597 19 1 9 10 1 1 6 74 634 704
Dire Dawa 132 102 89 1 77 4 1 6 54 77
Sidama 1,200 438 390 3 322 12 1 18 5 3 2 2 2 2 18 300 368
National 35,638 14,404 10,914 20 107 7,036 382 580 420 805 574 25 52 57 212 644 6,611 7,915

In 2020/21, among the schools responding the toilet item of the questionnaire, 93% have functional toilets.
On the other hand, the most common toilet type is “Traditional”, with 56.5% of the total toilet types.
Moreover, 67% of the respondent schools have functional teachers’ toilet.

Table 3.18 Toilet Facilities in Primary and Middle Schools by Region, 2020/21
Student Toilet Toilet Type Handwash Teachers Toilet
Number of Resspondent

Fuunctionality (Number
Schools with Functional

Schools with Functional

Fertlzer Producer Toilet

Availability (Number of

Male and Female Toilet

Biogas producer Toilet
Schools with Different

Schools with Different

Accessible to Children
Boys and Girls Toilet

Accessible to Young
with Special Needs

Teachers Toilets
Can be Washed

Used Water

of Schools)
Traditional
Improved

Schools)
Children
Schools

Toilets

Other

Region
Afar 688 355 261 215 219 41 1 210 29 3 11 208 183 193 137
Amhara 9,101 7,851 5,920 5,616 5,922 17 493 9 2,654 3,128 37 19 6,065 5,884 6,240 5,330
Oromia 15,086 14,273 14,273 2,626 3,768 4,621 9,280 1,036 5,287 4,829 10,363 8,566
Somali 1,941 1,941 549 370 332 1 18 96 26 38 425 347 131 91
Benishangul-Gumz 586 553 470 156 246 1 101 215 193 1 43 273 209 323 178
SNNP 5,764 5,638 4,838 2,629 3,512 198 2,071 3,807 3,558 3,299 4,544 3,954
Gambella 265 265 248 245 246 187 20 239 102 189 187
Harari 91 91 78 53 70 2 37 40 2 3 76 65 58 49
Addis Ababa 784 784 772 668 758 3 416 2 61 11 111 11 773 730 664 654
Dire Dawa 132 132 111 82 89 14 1 39 9 49 3 107 68 94 81
Sidama 1,200 1,176 1,018 615 837 555 505 1,013 876
National 35,638 33,059 28,538 13,275 15,999 21 1,265 14 10,113 16,613 229 1,164 17,566 16,221 23,812 20,103

46 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

4. Secondary Education
Secondary education covers from Grade 9 to 12. The official secondary school age is from 15 to 18
years old.

Currently, with the new Education Road Map, there is no cycle but a stream of Social and Natural
sciences for students to choose at Grade 11, whereas Grades 9 and 10 are the level in which General
Courses will be given to all students.

Students take a national exam (Ethiopian General Secondary Education Certificate Examination) at
the end of Grade 12, which certifies completion of secondary general education, and selects students
who qualify for university level of education.

Secondary school enrolment has expanded rapidly in the past 20 years; and enrollment has been increased
with an average annual growth rate of 8.5% in the last five consecutive years.

Secondary education offers grades 9 through 12 and covers students between the ages of 15 and 18.
Secondary education offers a wide range of subjects and prepares students for higher education and the
world of work. More specifically, with the new Education Road Map, students at this level will learn all
subjects in common as “General Education” and will split into Social and Natural science streams at Grade
11. Natural Science stream will provide five CTEs (Career and Technical Education) and Social Science stream
will give three CTEs in which students will graduate with a full technical skill in their chosen CTE.

This level of education is quite pivotal in ensuring the continuity and sustainability of all government efforts
and hence government continues to implement different strategies at all time to address the numerous
challenges associated with ensuring quality and inclusive education, since the level is the entry point to
higher education and hence for future career.

This section presents various indicators of secondary level education with respect to the ESDP V targets.

4.1. Secondary Gross Enrolment Ratio (GER)

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Grades 9–12, GER Female 30 35 40.3

Grades 9–12, GER Male 34 39 43.8

The GER calculates the total number of children that have enrolled in Grades 9-12, irrespective of their age,
as a proportion of the school age population.

Transition from primary to secondary education is low nationally as the GER for secondary is shown to be
much lower than primary, with notable regional disparities.

The ESDP VI target of GER for both sexes has been successfully met.

The national GER of secondary education (Grade 9-12) for this year is 42.1%; this indicates that transition
from primary and middle to secondary education is low, however GER has been increased by 3.2 percentage

47 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
points from last year. Regional differences are notable, with Addis Ababa having the highest GER at 106.6%,
followed by Gambella and Amhara. Nationally the GER for males is higher compared to females, however
in Amhara and Addis Ababa more females are attending secondary education than males. Afar and Somali
regions have the lowest enrolment rate in secondary education.

Table 4.1 Gross Enrollment Ratio by Region and Sex, Grades 9-12, 2020/21

School Age Population (15-18) Gross Enrolment (G9-12) GER (%)

Region Male Female Total Male Female Total Male Female Total
Afar 75,482 64,573 140,055 13,769 8,629 22,398 18.2 13.4 16.0
Amhara 943,231 928,641 1,871,872 465,349 517,498 982,847 49.3 55.7 52.5
Oromia 1,867,202 1,833,683 3,700,885 718,330 572,462 1,290,792 38.5 31.2 34.9
Somali 215,472 182,292 397,764 62,330 40,011 102,341 28.9 21.9 25.7
Benishangul-Gumz 54,600 52,824 107,424 23,823 19,135 42,958 43.6 36.2 40.0
SNNP 739,699 764,624 1,504,323 340,286 297,032 637,318 46.0 38.8 42.4
Gambella 21,321 19,425 40,746 20,859 16,087 36,946 97.8 82.8 90.7
Harari 10,791 10,580 21,371 6,263 4,938 11,201 58.0 46.7 52.4
Addis Ababa 86,334 95,064 181,398 86,959 106,372 193,331 100.7 111.9 106.6
Dire Dawa 19,507 19,560 39,067 10,125 8,709 18,834 51.9 44.5 48.2
Sidama 206,894 205,352 412,247 110,731 90,627 201,358 53.5 44.1 48.8
National 4,240,534 4,176,618 8,417,152 1,858,824 1,681,500 3,540,324 43.8 40.3 42.1

Chart 4.1 GER by Region and Sex, Grades 9-12, 2020/21

120.0

100.0

80.0
GER (%)

60.0

40.0

20.0

0.0
Benishang Addis
Afar Amhara Oromia Somali SNNP Gambella Harari Dire Dawa Sidama National
ul-Gumz Ababa
Male 18.2 49.3 38.5 28.9 43.6 46.0 97.8 58.0 100.7 51.9 53.5 43.8
Female 13.4 55.7 31.2 21.9 36.2 38.8 82.8 46.7 111.9 44.5 44.1 40.3
Total 16.0 52.5 34.9 25.7 40.0 42.4 90.7 52.4 106.6 48.2 48.8 42.1

GER trend in Grades 9-12 indicates a steady increase over the last ten years, but the gender gap is still
wider

Chart 4.2 below shows the trend in GER for secondary education for the last seven years. The GER trend
shows a straight incremental pattern for the period. And, the gender gap has seen to have a 3.5
percentage points difference in this year, though the gap has been shown up and down from year to year.

48 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Chart 4.2 Trends in GER for Grades 9-12, 2014/15-2020/21
50.0
45.0
40.0
35.0
30.0
GER

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

4.2. Secondary Net Enrolment Ratio (NER)

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Grades 9–12, NER Female 25 30 29.3

Grades 9–12, NER Male 26 32 29.7

NER calculates the enrolment of children who are of the official school admission age for the given level of
education. At secondary level, this calculates the proportion of 15 to 18 years’ old that are enrolled in
secondary education.

Children enrolled in secondary education are more likely to be the correct age compared to Primary and
Middle education, though enrollment rate is too low from the expected school age population.

Nationally, NER for Grades 9-12 is 29.5%, which shows a very slight increment from last year. More
interestingly, there is a very small difference, 0.4 percentage points, between males and females. Addis
Ababa has the highest NER at 82.4%, showing that most students in this region enrolled at the official school
age, and Afar with the lowest NER at 10.3%.

49 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 4.2 Net Enrollment Ratio by Region and Sex, Grades 9-12, 2020/21
School Age Population (15-18) Net Enrolment (G9-12) NER %
Region Male Female Total Male Female Total Male Female Total
Afar 75,482 64,573 140,055 8,378 6,029 14,407 11.1 9.3 10.3
Amhara 943,231 928,641 1,871,872 308,793 368,443 677,236 32.7 39.7 36.2
Oromia 1,867,202 1,833,683 3,700,885 474,847 413,533 888,380 25.4 22.6 24.0
Somali 215,472 182,292 397,764 34,965 23,431 58,396 16.2 12.9 14.7
Benishangul-Gumz 54,600 52,824 107,424 14,512 14,185 28,697 26.6 26.9 26.7
SNNP 739,699 764,624 1,504,323 242,529 221,721 464,250 32.8 29.0 30.9
Gambella 21,321 19,425 40,746 11,184 9,344 20,528 52.5 48.1 50.4
Harari 10,791 10,580 21,371 4,160 3,380 7,540 38.6 31.9 35.3
Addis Ababa 86,334 95,064 181,398 66,774 82,628 149,402 77.3 86.9 82.4
Dire Dawa 19,507 19,560 39,067 6,916 6,674 13,590 35.5 34.1 34.8
Sidama 206,894 205,352 412,247 88,185 74,093 162,278 42.6 36.1 39.4
National 4,240,534 4,176,618 8,417,152 1,261,243 1,223,461 2,484,704 29.7 29.3 29.5

Chart 4.3 NER by Region and Sex, Grades 9-12, 2020/21

100.0
90.0
80.0
70.0
60.0
NER (%)

50.0
40.0
30.0
20.0
10.0
0.0
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
Male 11.1 32.7 25.4 16.2 26.6 32.8 52.5 38.6 77.3 35.5 42.6 29.7
Female 9.3 39.7 22.6 12.9 26.9 29.0 48.1 31.9 86.9 34.1 36.1 29.3
Total 10.3 36.2 24.0 14.7 26.7 30.9 50.4 35.3 82.4 34.8 39.4 29.5

The ESDP VI target has been missed for both sexes, with female NER is very close to the target. However,
six regions meet the target in both sexes.

Nationally the gap between GER and NER is higher in secondary than primary and middle level, indicating
that if students enrolled in secondary level are more likely to be overaged than in primary and middle level,
this is the opposite scenario from last year.

50 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Chart 4.4 Comparisons between GER and NER for Grades 9-12 by Region, 2020/21

120.0

100.0
GER and NER (%)

80.0

60.0

40.0

20.0

-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
GER 16.0 52.5 34.9 25.7 40.0 42.4 90.7 52.4 106.6 48.2 48.8 42.1
NER 10.3 36.2 24.0 14.7 26.7 30.9 50.4 35.3 82.4 39.4 29.5 29.5

4.3. Gender Parity Index

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

GPI in Grades 9-12 (index) 0.87 0.88 0.92

The ESDP VI target of GPI for secondary education has been successfully met.

The GPI for Grades 9-12 is 0.92 nationally, with a 0.04 points beyond the target. The national GPI has been
slightly increased from last year by 0.05 points, showing a better equity is in progress.

Chart 4.5 GPI for Secondary Schools by Region, 2020/21

Amhara 1.13

Addis Ababa 1.11

National 0.92

Dire Dawa 0.86

Gambella 0.85

SNNP 0.84

Benishangul-Gumz 0.83

Sidama 0.82

Oromia 0.81

Harari 0.80

Somali 0.76

Afar 0.73

0.00 0.20 0.40 0.60 0.80 1.00 1.20

GPI National target

51 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
As seen from the chart above, GPI of Amhara and Addis Ababa has a great impact on the leveling of the
national figure, since the remaining regions are all below the national figure. In Amhara and Addis Ababa,
equity is beyond the perfect value, 1, meaning that female enrollment rate is higher than that of males.

4.4. Secondary Pupil Teacher Ratio

This indicator is useful for setting minimum standards and ensuring a certain level of equality around the
country. Low PTR indicates a better learning environment in which monitoring and support to students
believed to be easy for teachers. In Ethiopia, the standard set to PTR is 40 for secondary level. However, it
should be noticed that low or high PTR alone does not explain the quality of education because quality of
education depends on other factors such as mode of delivery, commitment, qualification level of teachers,
the supply of educational materials, and other related issues.

The national PTR in secondary schools is 27.4 in this year, in which Addis Ababa scored the lowest PTR, with
1 teacher for 18 students. It should be noted that number of Non-Government schools in Addis Ababa is
exceptional higher than Government owned schools, this will have a significant impact on the ratios.

In general, with respect to the data for the year, all regions and the national figure are in a good PTR in
which the result tells us that the ratio is better than the standard set for the level.

Chart 4.6 PTR of Secondary Education by Region, 2020/21

Somali 39.7
Oromia 32.7
Sidama 32.2
Gambella 29.0
National 27.4
Amhara 25.6
Dire Dawa 25.3
SNNP 24.3
Benishangul-Gumz 23.7
Afar 23.2
Harari 21.8
Addis Ababa 18.0

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0
PTR

The national trend in PTR shows that it has been improving since 2011/12. The improvement, that means
the smallest ratio, was highest in 2018/19, and since then it goes up until this year. However, the ratio is
good throughout the period. The smaller the PTR shows the better the distribution of teachers with respect
to students. The table below shows the PTR trend in the last 10 years.

52 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 4.3 PTR Trends in Secondary Education by Region, 2011/12 – 2020/21

2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
Region
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)
Afar 26.0 19.8 20.7 50.8 60.6 37.0 34.0 19.4 21.9 23.2
Amhara 27.0 27.8 26.5 23.1 24.6 23.0 22.0 23.0 24.8 25.6
Oromiya 31.0 29.9 27.4 25.8 25.7 25.0 25.0 28.0 33.8 32.7
Somali 34.0 47.4 42.7 44.0 52.3 40.0 40.0 49.8 35.1 39.7
Benishangul-Gumz 29.0 19.9 23.8 28.4 24.2 24.0 20.0 22.8 23.3 23.7
SNNP 34.0 30.2 31.4 22.9 29.8 29.0 32.0 21.7 25.2 24.3
Gambella 30.0 25.6 29.4 30.4 32.9 29.0 23.0 25.7 28.5 29.0
Harari 23.0 26.3 21.3 17.8 18.4 24.0 18.0 19.0 19.2 21.8
Addis Ababa 20.0 21.5 21.1 20.2 20.0 22.0 23.0 18.3 18.9 18.0
Dire Dawa 21.0 18.9 18.1 20.5 23.7 21.0 20.0 19.9 23.7 25.3
Sidama 32.2
National 29.0 28.7 27.8 26.4 26.5 26.0 26.0 24.2 27.1 27.4

Chart 4.7 National PTR Trend, Grades 9-12, 2011/12 – 2020/21

30.0
29.0
28.0
27.0
26.0
PTR

25.0
24.0
23.0
22.0
21.0
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)
National PTR 29.0 28.7 27.8 26.4 26.5 26.0 26.0 24.2 27.1 27.4

4.5. Secondary Pupil Section Ratio

Nationally, in 2020/21, PSR is at 47.5 for Grades 9-12, which shows a huge difference from last year. In this
edition we use only those schools filled both enrollment and section parts of the questionnaire, than taking
all enrollment data against all sections as before.

PSR is lowest in Dire Dawa followed by Addis Ababa and Harari, indicating that students in these regions
have better access to classroom facilities and are in a better conducive learning environment. On the other
hand, PSR is highly inflated in Somali, with 111.9. One major reason for this overstated value might be the
condition in which a large number of students with a very low number of sections has been filled at the time
of encoding.

53 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Chart 4.8 Pupil Section Ratios in Secondary Education by Region, 2020/21

120.0 111.9

100.0

80.0 70.7
59.0
PSR 60.0 51.1 54.1
50.8
45.8 47.5
41.3
40.0 32.8 33.9
30.7

20.0

0.0

4.6. Number of Schools

The total number of secondary schools for this year is 3,481, with 37% of the schools are from Oromia. With
respect to ownership, Government schools, similar to primary, took the highest share with 89.3%. In Addis
Ababa and Dire Dawa, exceptionally, Non-Government schools are higher in number than Government.

Chart 4.9 Numbers of Secondary Schools by Region, 2020/21

1,400 1,296

1,200
Number of Secondary Schools

1,000
753
800
615
600

400
231 220
200 88 69 113
51 18 27
-

54 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Chart 4.10 Numbers of Secondary Schools by Region and Ownership, 2020/21

100% 1 23 7 1 1
107 45 371
90% 18

80% 8
Number of Seondary Schools

70% 15
145
60%
50% 50 592 224 87 68
1,189 708 3,110
40% 95

30% 10
20% 12
75
10%
0%

Government Non-Government

4.7. Textbooks and School Facilities

4.7.1. Number of Textbooks
The Textbook to Pupil ratio (TPR) is an important assessment of how much access to learning materials
students receive in school. Nationally the Textbook to Pupil ratio for secondary schools in this academic year
is 7.9; which is a decrease by 0.9 points from last year. This indicates that on average a student has accesses
to about 8 textbooks from a total of 18 subject books. However, there is wide regional variation with Addis
Ababa having the highest ratio at 14.3, followed by Afar and Harari. Somali has the lowest ratio with one
textbook per student, though the number of textbooks reported is substantially low compared to last year.
The total number of textbooks in secondary schools in this year is around 28 million, which is actually less
than from last year by around 2 million.

55 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 4.4 Numbers of Textbooks by Region and Subject, 2020/21

Basic technical Drawing

Computer Science/IT

Ethiopian Economy

General Economics

Physical education
General Business

Local language

Sign Language
Mathematics
Geography
Chemistry
Amharic

Biology

Physics
History
English

Others
Civics
Regions Total
Afar 26,838 24,872 20,795 22,599 13,416 20,051 1,294 2,871 2,108 16,865 18,831 3,153 26,943 20,003 21,692 143 242,474
Amhara 894,302 161,070 823,757 800,396 862,982 858,232 823,594 5,503 112,012 ##### 730,157 592,313 37,600 807,618 241,510 824,887 7,066 8,686,341
Oromia 657,629 100,932 986,316 953,107 1,066,368 892,653 960,728 9,828 52,183 ##### 2,204 1,787 792,584 1,038,288 742,413 1,010,077 640,448 984,653 10,940,876
Somali 8,310 13,029 15,522 12,339 6,159 8,911 3,349 2,858 1,367 7,453 3,045 2,913 12,373 806 6,886 90 1,025 106,435
Benishangul-Gumz 22,323 16,603 24,802 56,135 13,380 17,616 17,545 3,862 ##### 5,790 29,232 23,654 12,777 236 28,016 288,216
SNNP 239,387 355,143 346,544 364,015 200,777 386,643 54,127 43,340 ##### 259,749 157,345 385,220 109,812 318,781 3,463 103,280 3,358,817
Gambella 12,176 27,500 20,973 16,985 7,861 20,073 491 412 1,741 18,116 7,679 2,980 21,596 1,274 24,066 488 292 184,703
Harari 8,913 9,182 8,550 9,203 8,607 10,006 62 414 363 7,937 5,414 2,738 12,344 3,723 8,564 41 4,472 100,533
Addis Ababa 271,537 242,871 260,820 251,097 228,261 240,592 44,664 55,450 ##### 200,134 207,223 7,323 270,584 157,761 245,202 604 32,462 2,767,978
Dire Dawa 14,341 17,336 14,142 14,144 13,634 15,016 1,437 886 707 13,739 12,679 2,065 14,315 9,670 13,736 1,905 190 159,942
Sidama 86,196 101,040 102,806 103,721 49,467 95,704 12,037 6,719 5,974 88,792 71,656 53,770 118,313 58,463 100,631 3,467 3,806 1,062,562
National 2,241,952 262,002 2,617,649 2,568,457 2,779,588 2,292,447 2,598,934 150,337 281,007 ##### 1,085,397 1,186,166 1,062,471 2,736,826 1,369,089 2,587,299 650,742 1,165,405 27,898,877

Chart 4.11 Textbook to Pupil Ratios by Region, 2020/21

Addis Ababa 14.3

Afar 10.8
Harari 9.0
Amhara 8.8
Dire Dawa 8.5
Oromia 8.5
National 7.9
Benishangul-Gumz 6.7
Sidama 5.3
SNNP 5.3
Gambella 5.0
Somali 1.0

0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0

TPR

It should be noted that, TPR is a simple ratio between students and all textbooks, however all students
might not register for all subjects because students will be categorized in different streams (Natural and
Social). Moreover, there is a data incompleteness problem in which schools might fill student enrollment
for the grade but not the corresponding textbooks.

To make the ratio more meaningful, it will be good to see TPR of common subjects taken by all students,
such as English and Mathematics. It can be seen from the chart below that both subjects are not in a one-
to-one ratio, i.e. one book is not for one student, but approaching to it with 0.7 for English and 0.8 for

56 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Mathematics (this is to mean 7 English books for 10 students and 8 Mathematics books for 10 students).
Below are the Textbook to Pupil ratios for English and Mathematics in secondary schools

Chart 4.12 TPR for English and Mathematics, 2020/21

1.6
1.4
1.2
1.0
0.8
TPR

0.6
0.4
0.2
-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama National
gul-Gumz Ababa Dawa
English 0.9 0.8 0.7 0.1 0.4 0.6 0.5 0.9 1.2 0.8 0.5 0.7
Mathematics 1.2 0.8 0.8 0.1 0.7 0.6 0.6 1.1 1.4 0.8 0.6 0.8

4.7.2. School Facility Indicators

It can be calculated that nationally 76% of secondary schools responded to have access to electricity, with
majority of the source is hydropower. Dire Dawa, Addis Ababa and Harari have higher proportions of schools
with electricity.

Concerning the availability of multimedia teaching, computers are available in 79.7% of schools. Secondary
schools in Addis Ababa are the most connected, proportionally, to the internet (77.9%), followed by Dire
Dawa and Amhara. Whereas internet availability nationally covers only 23.2% of the total respondent
schools.

Table 4.5 School Facility Indicators on Electricity and Multimedia Teaching, 2020/21
Availability of Electricity Source of Electricity (If "Yes") VSAT Dish Computer Internet Video Recorders
Computers used for Admin

Computers acceessing the

Number of Resspondent

Availability (Number of

Availability (Number of

Availability (Number of

Availability (Number of
Functional (Number of

Functional (Number of
Schools with Electricity

Computers used for

Internet (Number)
Not Answered
Hydroelectric

Computers)
Generator

Teaching
Schools)

Schools)

Schools)

Schools)

Schools)

Number
Schools

Biogaz

Other
Solar

Region
Afar 49 31 1 25 1 6 22 7 32 805 276 62 6 264 17 17
Amhara 604 497 1 62 360 7 115 331 199 539 32,715 53,386 24,207 205 48,230 178 178
Oromia 1,296 1,044 2 110 899 32 1 - 658 289 1,141 32,101 24,685 9,154 182 3,701 165 165
Somali 228 74 5 9 4 56 58 25 44 117 69 11 36 - 36 35
Benishangul-Gumz 88 43 6 31 3 3 29 10 58 1,209 1,135 129 9 371 6 6
SNNP 740 561 75 452 19 4 24 281 102 582 18,883 19,089 3,520 133 2,243 205 190
Gambella 69 34 4 19 6 1 4 13 5 21 71 77 29 15 39 39 39
Harari 18 18 16 1 1 7 5 18 340 264 62 6 103 6 6
Addis Ababa 217 211 4 200 1 9 127 57 206 10,848 20,466 5,008 169 15,489 148 148
Dire Dawa 25 23 1 21 1 2 12 6 25 745 697 3,836 15 397 10 10
Sidama 112 80 5 73 1 2 42 15 82 2,587 1,492 706 23 1,595 21 21
National 3,446 2,616 3 273 2,105 75 7 222 1,580 720 2,748 100,421 121,636 46,724 799 72,432 831 815

Other facility indicators include the availabilities of library, laboratory and pedagogical center. Among the
respondent schools for the availability of library, 88.2% have functional library. Similarly, more than 90% of
schools reported to have functional laboratory for Biology Chemistry and Physics, whereas 64.4% of the
respondent schools reported to have functional pedagogical center. The table below shows the detail of
such facilities.

57 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 4.6 Library, Laboratory and Pedagogical Center by Region, 2020/21
Availability of Laboratory by Stream
Library Biology Chemistry Physics Pedagogycal Center

Resspondent Schools

Chemical (Sufficient)

Chemical (Sufficient)

Chemical (Sufficient)

Availability (Number

Pedagogical Center
Functional Library

With Technical

With Technical

With Technical
Equiped (with

Equiped (with

Equiped (with
Schools with

of Schools)
Number of

Functional

Functional

Functional

Functional
materials)

materials)

materials)
asistant

asistant

asistant
Region
Afar 48 33 25 21 22 23 26 24 22 22 24 22 21 23 38 22
Amhara 627 577 525 532 542 563 531 529 551 570 504 521 522 566 544 310
Oromia 1192 1001 1212 1198 1202 1202 1220 1195 1201 1202 1209 1190 1193 1196 865 551
Somali 34 19 55 42 43 44 57 46 46 46 55 45 43 43 187 37
Benishangul-Gumz 78 40 48 50 51 56 48 50 51 56 48 50 51 56 78 49
SNNP 721 672 675 639 663 667 685 655 678 672 672 646 664 669 454 363
Gambella 54 54 1 1 2 9 1 2 2 7 1 2 2 8 48 34
Harari 17 15 18 18 18 17 17 18 17 17 17 17 17 17 17 10
Addis Ababa 214 210 181 184 185 188 179 183 186 188 179 181 179 182 186 166
Dire Dawa 27 26 23 20 21 22 23 21 21 21 24 22 20 22 21 16
Sidama 107 103 103 105 106 106 111 109 108 110 103 108 106 110 77 61
National 3,119 2,750 2,866 2,810 2,855 2,897 2,898 2,832 2,883 2,911 2,836 2,804 2,818 2,892 2,515 1,619

4.7.3. WASH Facilities

Nationally, 66.7% of schools that responded to water-related questions reported to have water supply.
Among schools with water supply, respondents with functional water supply is 84.7%. Majority of schools
have pipe water with 88%, and 61.8% of schools reported that their water supply is easily accessible by
students with special needs.

Table 4.7 Water Access in Secondary Schools, 2020/21

Availability of Water Water Supply Type Accessible to-
Number of Resspondent Schools

Surface Water (River,Dam,Lake)

Children with Special Needs

Young Children (Number of

Schools With Water Supply

Schools With Water Supply

Cart With SmallTank/Drum

"Blank")
Unprotected Dug Hole
Public Tap/StandPipe

Rain Water Collection

(Number of Schools)
Pipe Water in School

Spring
Protected Dug Hole

TubeWell/Borehole
Protected Spring

Other (Including
Bottled Water

Tanker-Truck

Unprotected
Functional

Schools)
Region
Afar 45 28 17 11 15
Amhara 601 453 272 209 16 3 27 1 3 1 195
Oromia 1296 877 791 3 699 42 16 23 8 506
Somali 231 49 36 22
Benishangul-Gumz 87 35 32 152 6 2 1 1 1 18 11
SNNP 732 470 434 3721 7 2 12 4 3 4 2 1 1 351 1
Gambella 65 47 43 42 27
Harari 18 16 15 12 1 1 10
Addis Ababa 215 211 202 1 139 8 2 1 1 186
Dire Dawa 27 27 25 23 1 20
Sidama 111 72 68 63 1 1 1 1 1 61
National 3,428 2,285 1,935 7 1,585 38 47 44 21 29 5 7 4 12 1,411 12

58 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
On the other hand, 91.3% of secondary schools responded that they have functional students’ toilet, with
the majority being improved toilets, with 53%, followed by traditional toilets with 29.6%. However, there
are significant regional variations of schools with toilets. The majority of teachers’ toilets are also reported
as functional with 75%. The major challenge of analyzing such data, especially on toilets, is number
mismatch in responding the “Availability”, “Functionality” and “Type”.

Concerning separate toilets for males and females, 96% of students’ toilet and 92% in teachers’ toilet are
separate for males and females. On the other hand, 57% of the functional student toilets are reports to be
accessible for children with special needs.

Table 4.8 Toilet Facilities in Secondary Schools, 2020/21

Student Toilet Toilet Type Handwash Teachers Toilet
Number of Resspondent

Fuunctionality (Number
Schools with Functional

Schools with Functional

Fertlzer Producer Toilet

Availability (Number of

Male and Female Toilet

Biogas producer Toilet
Schools with Different

Schools with Different

Accessible to Children
Boys and Girls Toilet

Accessible to Young
with Special Needs

Teachers Toilets
Can be Washed

Used Water

of Schools)
Traditional
Improved

Schools)
Children
Schools

Toilets

Other
Region
Afar 45 35 26 18 35 1 101 1 97 27 12 4 26 26 18 18
Amhara 601 585 526 443 585 4 13 5 2 482 481 519 519
Oromia 1296 1255 1255 345 1255 7 91 1 311 48 8 785 692 1020 841
Somali 231 72 52 31 72 730 496 52 37 37 10 10
Benishangul-Gumz 87 76 58 27 47 3 17 3 2 32 30 52 35
SNNP 732 696 666 484 696 17 32 24 9 495 495 615 615
Gambella 65 49 49 49 49 57 396 261 23 23 44 44
Harari 18 17 17 9 17 55 1 14 14 18 18
Addis Ababa 215 210 209 186 210 6 8 1 2 207 207 150 150
Dire Dawa 27 27 27 19 27 1 115 11 3 49 9 26 26 26 26
Sidama 111 107 105 86 107 3 4 3 14 1 77 77 99 99
National 3,428 3,129 2,990 1,697 3,100 9 394 2 1,660 885 87 81 2,204 2,108 2,571 2,375

4.8. Grade 12 Examination Results

Starting from 2012 E.C. (2019/20), there is only one national examination in the country, The Ethiopian
Higher Education Entrance Certificate Examination (EHEECE), given at Grade 12. While the national
examination at Grade 10 has been terminated by the new education road map, a regional examination is
continued to be given at grade 8 in each region throughout the country.

The 2012 E.C. (2019/20) EHEECE has been delayed for about nine months due to COVID-19 and internal
conflicts. Then after, by a high level commitment of the Government and stakeholders, the exam has been
given to 323,057 students.

A total of 344,448 students were registered for the EHEECE and 323,057 of them sat for the exam, from
which 43.3% of them were females.

From the total number of students who sat for the exam, 319,525 of them, 98.9%, scored over 200.

59 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

5. Adult and Non Formal Education

Governments have used Adult and Non-Formal Education to assist development in other sectors of
the country’s economy. Adult and Non-Formal Education enables adult learners to develop problem
solving abilities and to change their mode of life.

Moreover, Integrated Functional Adult Education/IFAE/enhances the participation of communities in

the national development and poverty reduction struggle and makes adult learners more productive
and self-reliant.

In several countries of the world, including Ethiopia, Adult and Non-formal Education programs
have been given for adults who are over 15 and under 60 years of age.

The IFAE program empowers communities to utilize their own resources in a better planned way. It also
initiates adult learners to use new technologies and inputs for their livelihoods.

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

Ethiopia
The Government of Ethiopia starting from the inception of Adult and Non-Formal Education, particularly
the IFAE program, has worked for the expansion and quality of the program. Prior to this, the government
knew that without a significant increase in the adult literacy rate, Ethiopia would not be able to achieve
middle-level income status within a foreseeable time period. Therefore, the IFAE program was designed and
delivered to the illiterate adults aged 15-60 years old. Increasing adult literacy rates will support to achieve
the development goals of the country.

Accordingly, in 2008, Ministry of Education developed and published the National Adult Education Strategy
which focuses on Integrated Functional Adult Education (IFAE), and contains the IFAE Curriculum
Framework, IFAE Implementation guidelines, Minimum Learning Competency (MLC) and IFAE Facilitators’
Training Manual.

IFAE is a two years’ program designed for illiterate adults aged 15-60.

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

5.2. Enrolment in IFAE Programs

In 2020/21 there are 2,873,769 3,270,402 adults Participated in Integrated Functional Adult Education
programs, which is less by around 400 thousand adults from last year. Nationally there are more males
enrolled in IFAE, with 53.2% of the total share.

Regionally, SNNP has the highest number of enrolled adults in IFAE program with 38.3% of the national
figure. In Somali, Benishangul-Gumz, SNNP, Addis Ababa and Sidama regions there are more females

60 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
enrolled than males. In all regions, there are more adults enrolled in Level 1 compared to Level 2, which
shows a possible termination of after Level 1.

Table 5.1 Adult Enrolments by Region, Level and Sex, 2020/21

Level 1 Level 2 Total Regional

Region Male Female Male Female Male Female Total Share (%)
Afar 5,973 3,826 3,141 2,279 9,114 6,105 15,219 0.71
Amhara 140,929 98,513 113,406 71,198 254,335 169,711 424,046 19.83
Oromia 243,897 174,072 123,766 87,891 367,663 261,963 629,626 29.44
Somali 13,833 14,702 9,845 10,724 23,678 25,426 49,104 2.30
Benishangul-Gumz 9,783 11,243 6,560 6,653 16,343 17,896 34,239 1.60
SNNPR 226,142 234,375 186,505 183,298 412,647 417,673 830,320 38.83
Gambella - - - 0.00
Harari 2,832 1,398 1,441 916 4,273 2,314 6,587 0.31
Addis Ababa 965 4,092 766 2,422 1,731 6,514 8,245 0.39
Dire Dawa 1,143 811 722 546 1,865 1,357 3,222 0.15
Sidama 33,131 44,648 26,058 33,926 59,189 78,574 137,763 6.44
National 678,628 587,680 472,210 399,853 1,150,838 987,533 2,138,371 100.00

/No Gambella data since 2017/18 /

5.3. National Adult Enrolment Trend

The trend shows that since 2011/12, IFAE enrolment have been increased, except in 2014/15, as the
program has been rolled out across the country. However, it became significantly decreasing from 2015/16
onward.

In general, male enrolment has remained consistently higher than female every year.

Chart 5.1 National Adult Enrolment Trend, 2011/12-2020/21

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

5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
-
2004 E.C. 2005 E.C. 2006 E.C. 2007 E.C. 2008 E.C. 2009 E.C. 2010 E.C. 2011 E.C. 2012 E.C. 2013 E.C.
(2011/12) (2012/13) (2013/14) (2014/15) (2015/16) (2016/17) (2017/18) (2018/19) (2019/20) (2020/21)
Male 1,281,95 2,116,62 3,722,30 3,427,60 3,748,69 2,945,94 2,650,14 1,745,08 1,530,09 1,150,83
Female 810,283 1,299,15 2,784,00 2,562,80 3,154,37 2,533,69 2,290,92 1,525,31 1,343,67 987,533
Total 2,092,23 3,415,77 6,506,31 5,990,40 6,903,06 5,479,63 4,941,06 3,270,40 2,873,76 2,138,37

61 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
5.4. Graduates in IFAE Programs
ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Number of female graduates in youth 1,997,123 2,627,194 100,605

and adults life-skills education

After completing a two years’ program, adults who have met the course evaluation criteria will graduate
from the IFAE program.

In 2020/21, 200,339 adults graduated from the program, the figure is declining since 2018/19

When we compare the Level 2 enrolled adults from the total number of graduates, it can be observed that
only 23% of the enrolled adults graduated in that year. This shows that there are many of the adults who
start year two and do not complete the course. From the total graduates, 50.2% are females.

Table 5.2 Graduates from IFAE Programs by Region and Sex, 2020/21

Graduates
Region Male Female Total
Afar 1,886 1,485 3,371
Amhara 12,098 7,863 19,961
Oromia 11,376 8,901 20,277
Somali 6,258 7,446 13,704
Benishangul-Gumz 4,148 4,625 8,773
SNNP 49,364 50,736 100,100
Gambella -
Harari 348 219 567
Addis Ababa 616 2,099 2,715
Dire Dawa 88 114 202
Sidama 13,552 17,117 30,669
National 99,734 100,605 200,339
Note: Data for Gambella is not available from 2015/16 onwards.

5.5. IFAE Centers

In 2020/21, there are 25,904 reported IFAE centers nationally. Among the centers, the majority of them are
found in regular school compounds, with 39.7% of the total number of centers. Among the type of centers,
“Others” constitute the second proportion next to “Regular School Compound”. “Others” include centers
such as “Kebele Hall”, “Private Houses”, “Religious Institutions”, “Shed/Das”, etc.

62 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 5.3 Adults' Learning Centers by Region and Type, 2020/21

Association
ABE Center

Edir Center

Compound
FAL Center

Farmers

Regular
Center
Health

School

Other

Total
Region
Afar 25 2 22 2 163 7 221
Amhara 2005 120 126 152 21 2570 665 5,659
Oromia 298 302 471 440 67 4814 2388 8,780
Somali 179 8 1 31 28 247
Benishangul-Gumz 26 11 17 64 2 305 17 442
SNNP 471 946 625 829 211 2056 3390 8,528
Gambella 5 1 6
Harari 5 19 5 9 2 27 38 105
Addis Ababa 21 22 27 2 1 182 44 299
Dire Dawa 5 1 1 15 9 31
Sidama 110 8 44 42 7 109 1266 1,586
National 3,150 1,431 1,346 1,541 311 10,272 7,853 25,904

5.6. IFAE Facilitators

Teachers in the IFAE program, also termed as Facilitators, are of many types. It ranges from ‘IFAE Expert” to
“Volunteer” facilitators, including experts from agriculture and health.

In 2020/21, there are 22,916 IFAE Facilitators reported across all regions; from which 32.2% are females.
When we look at facilitators region wise, Oromia get the largest share with 43% of the total Facilitators,
though the total enrolment is higher in SNNP.

Table 5.4 IFAE Facilitators by Region, Sex and Type of Facilitators, 2020/21
Adult Agriculture
Education Extension Health ABE Cooperatives
Trained Trainer IFAL Expert Specialist Teacher Expert Extension Volunteer Facilitator Expert Undefined Other Total
Region Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total
Afar 3 14 1 1 41 1 2 131 14 22 215 15 230
Amhara 69 92 212 242 12 16 44 17 4 3 2 9 17 15 5 2 1 6 547 537 311 310 1,224 1,249 2,473
Oromia 354 130 1,559 1,122 313 263 3,329 996 40 6 11 38 249 76 94 37 3 2 48 26 811 345 6,811 3,041 9,852
Somali 1 24 1 1 2 474 83 3 505 84 589
Benishangul-Gumz 117 75 107 62 4 1 7 5 2 1 3 1 4 14 1 1 39 22 25 9 322 178 500
SNNP 437 158 542 202 301 116 679 164 49 12 43 50 710 256 107 31 25 11 1,005 421 1,124 436 5,022 1,857 6,879
Gambella - - -
Harari 29 9 11 2 6 35 19 1 1 6 12 1 1 2 1 54 9 21 5 172 53 225
Addis Ababa 29 66 20 44 8 11 25 27 6 9 2 13 53 157 27 60 170 387 557
Dire Dawa 9 2 12 3 1 2 3 3 9 1 36 9 45
Sidama 75 73 43 9 37 17 256 148 1 1 1 166 83 4 2 3 4 188 76 294 85 1,067 499 1,566
National 1,123 605 2,520 1,687 682 424 4,440 1,377 98 23 68 114 1,162 444 229 75 33 24 2,542 1,348 2,647 1,251 15,544 7,372 22,916

63 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

6. Special Needs Education

The educational environment must be adjusted to meet the needs of all learners (UNESCO, 2005).
That means, Inclusive Education is based on an assumption that all children can learn if they are
given the right learning environment and support.

Special needs education is the education of students with special needs in a way that addresses the
students ’individual differences and needs. Special needs education focuses on children and students
who are at risk of repetition and dropout due to learning difficulties, disabilities or socio-emotional
problems, or are excluded from education.

Inclusive education refers to an education system that is open to all learners, regardless of poverty,
gender, religion, ethnic background, language, disabilities and impairments.

Inclusion emphasizes that all children and students can learn. Inclusive education requires identifying
barriers that hinder learning and reducing or removing these barriers in schools, vocational training centers,
higher education, teacher education, and education management.

It also gives emphasis on groups of learners at risk of marginalization, exclusion or underachievement. The
educational environment must be adjusted to meet the needs of all learners (UNESCO, 2005). That means,
Inclusive Education is based on an assumption that all children can learn if they are given the right learning
environment and support. It is about practical changes of the school and its system including the attitude
of the school community, the teaching style or instructional adaptation, educational provisions, curriculum
modification and physical adaptation of the school environment to cater for all children with diverse
backgrounds and abilities (Special Needs/Inclusive Education Strategy, MoE, 2012).
Access to education is a human right recognized in Principle of Universal Primary Education (UPE),
Education for All (EFA) 2015 goals, and UN Conventions on the Rights of Persons with Disabilities (CRPD)
that Ethiopia ratified.

The Ethiopian Constitution accepts the international declarations and conventions, and states education as
a human right. In line with the international declarations, conventions and policies, it establishes the
universal right to education, emphasizes the need to allocate resources and provide assistance to
disadvantaged groups. Special Needs/Inclusive Education Strategy of the MOE also clearly states the rights
of students with special educational needs to participate at all education levels. To increase enrolment and
benefit of students with disabilities, targets are set in ESDP VI.

The following analysis indicates the participation of students with different disabilities at Pre-Primary,
Primary and Middle, and Secondary levels. When interpreting this data, it should be noted that the
understanding of disability and special needs within the education system is an evolving area and it is likely
that some children with special needs have not been recorded in the data or have been miss recorded under
an incorrect disability category.

64 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
6.1. Enrolment of Pre-Primary Students with Disabilities
ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Gross Enrolment rate of children with 1.2 3.0 1.5

SNE, Pre-Primary Female

Gross Enrolment rate of children with 1.5 3.4 1.9

SNE, Pre-Primary Male

Pre-primary education is essential for all children particularly for students with disabilities. In pre-primary
education they learn different skills which are important for their primary education and future life such as
Brail reading and writing, mobility, Using sign language and different life skills.

Of course they learn other important aspects of pre-primary education including social skills,
communication skills, cognitive skills, motor skills and skills in which all children attending pre-primary
education should acquire.

The population figures in the calculation of Gross and Net Enrollment Ratios have been based on the same
assumption used in ESDP VI that 15% of the population live with disabilities based on a World Health
Organization estimate. Pre-Primary includes all the three modalities.

Table 6.1 Pre-Primary GER for Students with Disabilities by Region and Sex, 2020/21
Population with SNE (Ages 4-6) Students with SNE GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 10,551 10,001 20,552 74 61 135 0.7 0.6 0.7
Amhara 126,031 120,783 246,814 768 553 1,321 0.6 0.5 0.5
Oromia 242,408 235,751 478,158 253 182 435 0.1 0.1 0.1
Somali 41,181 40,172 81,354 223 106 329 0.5 0.3 0.4
Benishangul-Gumz 6,994 6,732 13,725 91 61 152 1.3 0.9 1.1
SNNP 123,710 124,057 247,767 5,873 5,059 10,932 4.7 4.1 4.4
Gambella 2,526 2,449 4,976 208 243 451 8.2 9.9 9.1
Harari 1,279 1,223 2,502 173 97 270 13.5 7.9 10.8
Addis Ababa 16,349 16,220 32,570 3,320 2,072 5,392 20.3 12.8 16.6
Dire Dawa 2,259 2,178 4,437 81 55 136 3.6 2.5 3.1
Sidama 34,602 33,318 67,919 528 442 970 1.5 1.3 1.4
National 607,890 592,884 1,200,775 11,592 8,931 20,523 1.9 1.5 1.7
Gross enrollment in Pre-Primary, though improved from last year, missed the ESDP VI target of the year
in both sexes

The Gross Enrolment Ratio nationally for pre-primary is 1.7%, which shows a significant improvement by
doubling the last year’s result. This is a result based on assumptions related to the population with special
needs. The national figure shows that thousands of children with disabilities are not yet attending pre-
primary education, or not intently recorded.

With respect to type of disability, “Learning Difficulty” is the highest figure with 26.8% of the total figure,
followed by “Vision Problem” with 14.4%. The table below shows the detail enrollment figure by type of
disability.

65 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 6.2 Pre-Primary Enrollment for Students with Disabilities by Region, Sex and Type of Disability,
2020/21
Behavioral and socialization
Vision Problem Hearing Problem Physical Diability Intellectual Disability Communication Difficulty problem Learning Dificulty Autism Multiple Disability

A lot of difficulty on

A lot of difficulty on

A lot of difficulty on

A lot of difficulty on
A lot of Dificulty on

Hearing problem&
Some difficulty on

Some difficulty on

Some difficulty on

Some difficulty on
Some Diffculty on

Some Dificulty on

physical disability
Visual Problem &
Phisical Disability

Phisical Disability
Some Difculti on

phyical disability
Communication

Communication

Behaviour and

Behaviour and
socialization

socialization

Deaf -Blind
Intellectual

Intellectual

Learning

Learning
Hearing

Autism
Vision

Blind

Deaf
Total
Region M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T
Afar 15 7 7 4 4 10 5 3 9 5 4 4 5 3 3 6 4 3 2 1 13 13 3 2 74 61 135
Amhara 32 19 23 15 43 28 103 69 41 25 17 12 124 101 102 102 62 25 21 17 46 40 16 12 95 60 31 14 - 5 9 4 3 4 - 1 768 553 1,321
Oromia 23 15 5 2 8 10 14 5 32 33 11 4 49 44 11 11 23 21 9 5 17 4 1 - 37 22 8 5 2 1 1 - 2 - 253 182 435
Somali 55 29 6 1 29 19 3 1 14 4 7 4 8 3 6 2 58 15 2 2 4 4 2 1 6 5 20 15 3 1 223 106 329
Beneshangul-Gumz 8 7 - 1 8 5 4 1 12 4 1 1 16 10 1 - 5 1 1 - 7 4 1 1 20 18 6 8 1 - 91 61 152
SNNP 900 736 58 65 599 502 114 99 362 297 70 53 534 413 65 47 662 551 133 120 720 645 171 124 1,087 1,058 223 202 17 12 96 92 29 37 33 6 5,873 5,059 10,932
Gambella 38 20 49 8 17 30 5 50 11 14 31 7 10 7 5 71 - 19 4 1 29 12 5 2 3 1 1 1 208 243 451
Harari 13 9 2 - 15 5 1 - 8 7 2 1 40 14 8 2 17 7 10 5 12 10 - 1 41 34 3 1 1 1 173 97 270
AddisAbaba 291 243 7 6 43 39 46 44 153 84 61 42 298 189 56 36 406 218 89 35 337 153 79 24 1,150 769 175 111 62 31 40 35 10 4 17 9 3,320 2,072 5,392
DireDewa 9 8 1 - 6 5 14 4 3 4 11 5 7 5 6 2 - 2 3 1 1 - 17 17 - 1 1 - 1 - - 1 1 - 81 55 136
Sidama 108 97 2 1 45 37 11 7 24 20 7 10 46 26 17 14 29 27 10 7 25 19 36 30 82 72 43 37 1 - 36 35 1 - 5 3 528 442 970
National 1,492 1,190 160 103 817 690 306 279 680 497 214 142 1,141 815 281 296 1,272 870 275 212 1,171 877 340 209 2,549 2,066 498 386 104 65 189 168 43 46 60 20 11,592 8,931 20,523

6.2. Enrolment of Primary and Middle Students with Disabilities

ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Gross Enrolment rate of children with 9.7 12.7 7.1

SNE, Grades 1-8 Female

Gross Enrolment rate of children with 12.3 14.8 8.9

SNE, Grades 1-8 Male

According to the data collected and shown in the table below, the total number of students with special
education needs who are attending Primary and Middle school in 2020/21 is 233,310, showing a significant
decrement from last year, by 29 percentage points.

66 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 6.3 GER in Primary and Middle Schools for Students with Disabilities by Region and Sex, 2020/21
Population with SNE (Ages 7-14) Students with SNE GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 26,792 25,039 51,831 699 512 1,211 2.6 2.0 2.3
Amhara 331,887 320,970 652,857 13,954 11,125 25,079 4.2 3.5 3.8
Oromia 594,822 581,646 1,176,468 40,278 28,514 68,792 6.8 4.9 5.8
Somali 95,379 92,504 187,883 945 712 1,657 1.0 0.8 0.9
Benishangul-Gumz 17,380 16,807 34,187 4,150 2,825 6,975 23.9 16.8 20.4
SNNP 274,707 277,803 552,510 58,518 48,307 106,825 21.3 17.4 19.3
Gambella 6,373 6,140 12,513 1,030 857 1,887 16.2 14.0 15.1
Harari 3,302 3,185 6,487 1,664 1,193 2,857 50.4 37.5 44.0
Addis Ababa 34,976 35,982 70,958 2,818 2,915 5,733 8.1 8.1 8.1
Dire Dawa 5,623 5,502 11,125 716 490 1,206 12.7 8.9 10.8
Sidama 76,836 74,609 151,444 5,919 5,169 11,088 7.7 6.9 7.3
National 1,468,075 1,440,188 2,908,263 130,691 102,619 233,310 8.9 7.1 8.0

From the data indicated in table above, GER of students with special education needs in Primary and Middle
schools is 8.0%, with a 3.1 percentage points decrement from last year. Moreover, enrolment of female
students is less than males in all regions except in Addis Ababa.
The ESDP VI target for the year has been missed for both sexes

With respect to type of disability, Similar to the case in Pre-Primary, “Learning Difficulty” is the highest figure
with 20% of the total figure, followed by “Vision Problem” with 16.9%. The table below shows the detail
enrollment figure by disability type.

Table 6.4 Primary and Middle School Enrollment for Students with Disabilities by Region, Sex and Type
of Disability, 2020/21
Vision Problem Hearing Problem Physical Diability Intellectual Disability Communication Difficulty Behavioral and socialization Learning Dificulty Autism Multiple Disability
A lot of Dificulty on

on Communication

Hearing problem&
Some difficulty on

Some difficulty on

Some difficulty on

Some difficulty on
Some Diffculty on

on Behaviour and
Some Dificulty on

physical disability
Visual Problem &
Phisical Disability

Phisical Disability

A lot of difficulty

A lot of difficulty

A lot of difficulty

A lot of difficulty
Some Difculti on

phyical disability
Communication

Behaviour and
on Intellectual

socialization

socialization

on Learning

Deaf -Blind
Intellectual

Learning
Hearing

Autism
Vision

Blind

Deaf

Total
Region M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T
Afar 100 93 29 19 85 55 40 23 76 55 29 22 99 83 11 6 46 33 20 12 25 6 20 11 71 48 38 44 1 - 6 1 3 1 699 512 1,211
Amhara 892 764 919 728 1,014 850 2,116 1,954 922 713 450 326 2,669 2,140 1,231 946 788 554 260 176 639 402 375 222 1,130 935 375 285 56 49 66 35 24 19 28 27 13,954 11,125 25,079
Oromia 5,249 3,819 528 402 5,315 3,665 1,286 910 4,352 2,618 1,026 637 6,442 4,156 772 474 3,426 2,138 463 294 3,507 2,419 515 353 6,122 5,615 659 526 89 54 342 269 185 165 40,278 28,514 68,792
Somali 198 159 63 48 141 106 88 68 113 84 39 20 53 33 39 27 53 31 11 4 38 31 20 22 47 50 22 17 5 5 11 7 1 - 3 - 945 712 1,657
Beneshangul-Gumz 679 466 27 22 523 324 108 78 499 268 109 86 645 430 90 51 284 183 38 22 410 311 85 83 542 429 65 43 6 4 14 5 3 3 23 17 4,150 2,825 6,975
SNNP 9,565 7,705 644 550 6,047 4,924 1,362 1,010 4,028 3,103 913 736 5,005 3,984 936 714 5,113 4,108 1,304 1,016 7,054 5,880 1,559 1,195 10,851 9,397 2,548 2,467 389 297 779 793 245 253 176 175 58,518 48,307 106,825
Gambella 152 131 45 30 160 115 58 42 88 70 56 40 76 73 38 43 49 18 8 5 53 62 136 121 81 89 15 10 6 1 2 5 3 1 4 1 1,030 857 1,887
Harari 182 194 19 11 158 91 50 28 39 27 15 9 239 172 60 40 173 141 39 24 312 163 52 36 290 231 23 14 13 8 - 4 1,664 1,193 2,857
AddisAbaba 959 1,320 27 37 196 216 56 86 102 79 37 42 152 138 21 14 79 63 30 28 388 207 172 125 520 457 52 74 14 11 11 16 2 2 2,818 2,915 5,733
DireDewa 121 89 5 3 82 59 18 24 62 48 17 10 78 45 10 7 73 35 11 7 62 22 7 8 144 121 15 7 6 4 2 1 3 - 716 490 1,206
Sidama 1,195 975 80 59 658 584 274 182 452 322 82 71 618 567 105 105 507 430 110 73 403 353 206 185 1,004 1,013 164 201 10 8 34 29 7 9 10 3 5,919 5,169 11,088
National 19,292 15,715 2,386 1,909 14,379 10,989 5,456 4,405 10,733 7,387 2,773 1,999 16,076 11,821 3,313 2,427 10,591 7,734 2,294 1,661 12,891 9,856 3,147 2,361 20,802 18,385 3,976 3,688 589 437 1,271 1,168 290 289 432 388 130,691 102,619 233,310

67 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
6.3. Enrolment of Secondary Students with Disabilities
ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Enrolment rate of children with 2.4 4.1 2.1

SNE, Grades 9-12 Female

Enrolment rate of children with 3.2 4.8 2.8

SNE, Grades 9-12 Male

A total of 30,935 students with special education needs are currently attending secondary school. This
shows a significant decrement, around 18 percentage points, from last year. Nationally, 42.2% of the total
enrollment with disabilities are females.

Table 6.5 GER in Secondary Schools for Students with Disability, 2020/21

Population with SNE (Ages 15-18) Students with SNE GER (%)
Region Male Female Total Male Female Total Male Female Total
Afar 11,322 9,686 21,008 123 79 202 1.1 0.8 1.0
Amhara 141,485 139,296 280,781 1,941 1,382 3,323 1.4 1.0 1.2
Oromia 280,080 275,052 555,133 4,646 2,923 7,569 1.7 1.1 1.4
Somali 32,321 27,344 59,665 - 0.0 0.0 0.0
Benishangul-Gumz 8,190 7,924 16,114 457 251 708 5.6 3.2 4.4
SNNP 110,955 114,694 225,648 9,454 7,346 16,800 8.5 6.4 7.4
Gambella 3,198 2,914 6,112 176 120 296 5.5 4.1 4.8
Harari 1,619 1,587 3,206 21 11 32 1.3 0.7 1.0
Addis Ababa 12,950 14,260 27,210 335 380 715 2.6 2.7 2.6
Dire Dawa 2,926 2,934 5,860 73 51 124 2.5 1.7 2.1
Sidama 31,034 30,803 61,837 661 505 1,166 2.1 1.6 1.9
National 636,080 626,493 1,262,573 17,887 13,048 30,935 2.8 2.1 2.5

According to ESDP VI, the GER target of secondary education for students with special education needs are
4.1 and 4.8 percent for females and males respectively, in the year 2020/21. As can be seen in the above
table, the calculated GER for both sex in this year is too far from the target.

From table 6.5, SNNP has the highest GER at 7.4%; whereas majority of the regions perform below 2%, with
Somali region didn’t report SNE data in secondary education.

With respect to type of disability, “Behavioral and Socialization” is the highest figure with 19.9% of the total
figure, followed by “Vision Problem” with 21.8%. The table below shows the detail enrollment figure by
disability type.

68 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 6.6 Secondary School Enrollment for Students with Disabilities by Region, Sex and Type of
Disability, 2020/21

Vision Problem Hearing Problem Physical Diability Intellectual Disability Communication Difficulty Behavioral and socialization Learning Dificulty Autism Multiple Disability

on Communication

Hearing problem&
Some difficulty on

Some difficulty on

Some difficulty on

Some difficulty on
Some Diffculty on

on Behaviour and
Some Dificulty on

physical disability
Visual Problem &
Phisical Disability

A lot of difficulty

A lot of difficulty

A lot of difficulty

A lot of difficulty
Some Difculti on

phyical disability
Communication
A lot of Dificulty

Behaviour and
on Intellectual

socialization

socialization

on Learning

Deaf -Blind
Intellectual
on Phisical
Disability

Learning
Hearing

Autism
Vision

Blind

Deaf
Total
Region M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T
Afar 28 25 2 3 23 14 5 1 19 4 1 2 3 2 3 - 10 9 5 3 14 13 10 3 123 79 202
Amhara 227 159 380 256 170 122 181 179 228 153 112 62 109 92 30 24 61 36 38 21 105 72 83 57 122 82 73 57 1 2 16 5 5 1 - 2 1,941 1,382 3,323
Oromia 794 496 102 80 468 284 181 125 666 336 212 136 362 197 32 18 345 203 40 24 509 358 59 34 561 331 48 25 8 1 183 193 76 82 4,646 2,923 7,569
Somali - - -
Beneshangul-Gumz 103 56 4 2 52 28 9 14 59 37 15 3 40 22 2 - 37 17 10 4 49 16 6 5 67 46 1 - 1 1 1 - 1 - 457 251 708
SNNP 1,777 1,365 112 68 820 690 143 127 809 592 121 107 457 332 44 31 928 746 181 138 2,040 1,490 505 389 1,044 866 370 315 5 6 49 51 28 24 21 9 9,454 7,346 16,800
Gambella 30 19 5 - 38 36 8 5 30 17 32 11 15 7 2 6 7 6 2 - 6 9 - 4 1 - 176 120 296
Harari 2 2 1 - 1 3 5 2 1 - 5 3 3 - 1 - 2 - - 1 21 11 32
AddisAbaba 152 223 4 3 39 49 13 19 6 5 14 13 1 3 16 12 83 30 5 19 2 4 335 380 715
DireDewa 16 16 9 9 11 7 13 8 4 - 4 1 1 - 7 4 6 6 2 - 73 51 124
Sidama 128 66 10 11 68 53 21 14 88 75 22 26 102 78 12 4 41 41 33 19 78 69 18 18 37 29 2 2 1 - 661 505 1,166
National 3,257 2,427 620 423 1,688 1,288 564 474 1,926 1,241 525 352 1,111 747 130 86 1,452 1,074 310 209 2,892 2,063 681 507 1,838 1,377 493 399 18 13 250 250 34 25 98 93 17,887 13,048 30,935

In general, under reporting of children with SEN is partaking a large impact on the calculated figures in all
levels of general education.

69 Ministry of Education
 Education Statistics Annual Abstract, 2020/21

7. Teachers in General Education

ESDP VI aims to transform teaching into a profession of choice and to ensure that teachers are of a
high quality that is appropriately qualified. Accordingly, this section of the Abstract focuses on the
issue of teachers and teachers’ qualification in detail.

The analysis of teachers in this edition is based on the new Education Road Map. So, minimum
qualification requirement is Diploma for Pre-Primary, First Degree for Primary and Middle, Second
Degree for Secondary education.

The analysis of the teaching work force has been carried out covering the ownership of schools
(Government and Non-Government), teachers’ distribution based on qualification, female shares as
school leaders, as well as the extent of attrition.

7.1. Distribution of Teachers

Nationally, there are a total of 674,334 teaching force across all levels; kindergarten, primary (including “O”-
class) and secondary schools in Ethiopia, without the work force from Tigray region. Out of this, 39% are
females.

The majority of teachers are male across all levels, with the exception of Kindergarten. In primary, middle
and secondary schools, 64% of the teaching force is male, whereas in kindergarten schools this is reversed
with 92 % of teachers being females.

With regard to primary school teachers, Oromia, Amhara and SNNP have the highest number of teachers.
In addition, Addis Ababa has the highest proportion of kindergarten teachers, with 39.2% of all kindergarten
teaching staff in the country, followed by Oromia and SNNP. The proportion of teachers in secondary schools
is highest in Oromia with 29.8%; whereas the cumulative score for the six regions, except of Addis Ababa,
Amhara, Tigray and SNNP, is below 6% in aggregate. This low figure might be due to under reporting of
teachers in the regions, apart the size of the regions.

Table 7.1 Number of Teachers across all Levels by Region and Sex, 2020/21
Kindergarten Primary Middle Secondary Total
Region Male Female Male Female Male Female Male Female Male Female Total
Afar 33 109 2,907 894 1,531 589 822 145 5,293 1,737 7,030
Amhara 178 2,509 44,022 49,710 32,372 16,534 28,884 9,563 105,456 78,316 183,772
Oromia 829 8,101 61,910 54,993 39,931 16,051 32,822 6,708 135,492 85,853 221,345
Somali 11 7 10,786 1,989 297 52 2,368 207 13,462 2,255 15,717
Benishangul-Gumz 7 138 2,722 1,637 1,988 936 1,522 293 6,239 3,004 9,243
SNNP 464 2,655 35,670 25,049 27,845 11,932 21,426 4,751 85,405 44,387 129,792
Gambella 104 144 1,966 772 1,053 319 1,185 88 4,308 1,323 5,631
Harari 17 216 695 712 485 272 401 113 1,598 1,313 2,911
Addis Ababa 439 11,276 6,607 8,650 7,751 6,356 8,596 2,133 23,393 28,415 51,808
Dire Dawa 54 344 1,121 731 757 330 636 108 2,568 1,513 4,081
Sidama 197 1,066 16,616 7,052 8,916 2,895 5,073 1,189 30,802 12,202 43,004
National 2,333 26,565 185,022 152,189 122,926 56,266 103,735 25,298 414,016 260,318 674,334

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7.2. Government and Non-Government Distribution of Teachers
As expected, the majority of teachers work in Government schools, accounting for 91%. Table 7.3 below
presents the quantitative distribution of teachers across Government and Non-Government schools.

Table 7.2 Distribution of Teachers across all Levels by Ownership, Sex and Region, 2020/21
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 5,034 1,541 6,575 259 196 455 5,293 1,737 7,030
Amhara 103,480 74,728 178,208 1,976 3,588 5,564 105,456 78,316 183,772
Oromia 127,345 73,979 201,324 8,147 11,874 20,021 135,492 85,853 221,345
Somali 12,854 2,134 14,988 608 121 729 13,462 2,255 15,717
Benishangul-Gumz 6,151 2,856 9,007 88 148 236 6,239 3,004 9,243
SNNP 81,615 40,723 122,338 3,790 3,664 7,454 85,405 44,387 129,792
Gambella 3,982 1,092 5,074 326 231 557 4,308 1,323 5,631
Harari 1,368 949 2,317 230 364 594 1,598 1,313 2,911
Addis Ababa 14,058 14,281 28,339 9,335 14,134 23,469 23,393 28,415 51,808
Dire Dawa 2,007 932 2,939 561 581 1,142 2,568 1,513 4,081
Sidama 28,737 10,545 39,282 2,065 1,657 3,722 30,802 12,202 43,004
National 386,631 223,760 610,391 27,385 36,558 63,943 414,016 260,318 674,334

Chart 7.1 Distribution of Teachers across all Levels by Ownership and Region, 2020/21
250,000

200,000
Number of Teachers

150,000

100,000

50,000

-
Benishan Addis Dire
Afar Amhara Oromia Somali SNNP Gambella Harari Sidama
gul-Gumz Ababa Dawa
Government 6,575 178,208 201,324 14,988 9,007 122,338 5,074 2,317 28,339 2,939 39,282
Non-Government 455 5,564 20,021 729 236 7,454 557 594 23,469 1,142 3,722

7.2.1. Government and Non-Government Teachers’ Distribution in Kindergarten

At national level, there are 28,898 teachers in kindergartens, most of which found in Non-Government
schools.

In Somali, Gambella and Harari, there is no Government teacher reported, and data reporting problems
observed in most regions in filling Kindergarten data. the majority of Kindergarten teachers are
concentrated in Addis Ababa, with 41% of the national figure.

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Table 7.3 Distributions of Teachers in Kindergartens by Region, Sex and Ownership, 2020/21
Government Non-Government Total
Region Male Female Total Male Female Total Male Female Total
Afar 1 10 11 32 99 131 33 109 142
Amhara 14 128 142 164 2,381 2,545 178 2,509 2,687
Oromia 71 324 395 758 7,777 8,535 829 8,101 8,930
Somali - - - 11 7 18 11 7 18
Benishangul-Gumz - 21 21 7 117 124 7 138 145
SNNP 52 228 280 412 2,427 2,839 464 2,655 3,119
Gambella - - - 104 144 248 104 144 248
Harari - - - 17 216 233 17 216 233
Addis Ababa 293 3,256 3,549 146 8,020 8,166 439 11,276 11,715
Dire Dawa 1 5 6 53 339 392 54 344 398
Sidama 6 5 11 191 1,061 1,252 197 1,066 1,263
National 438 3,977 4,415 1,895 22,588 24,483 2,333 26,565 28,898

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

At national level, there are a total of 337,211 teachers (including O-Class teachers) in Primary schools. The
share of government schools is about 93.3%. The share of teachers in each of the regional states logically
corresponds to the overall student population of the states.

Table 7.4 Distributions of Primary Teachers by Region, Sex and Ownership, 2020/21

Government Non-Government Total

Region Male Female Total Male Female Total Male Female Total
Afar 2,743 822 3,565 164 72 236 2,907 894 3,801
Amhara 43,013 48,738 91,751 1,009 972 1,981 44,022 49,710 93,732
Oromia 57,375 51,666 109,041 4,535 3,327 7,862 61,910 54,993 116,903
Somali 10,306 1,885 12,191 480 104 584 10,786 1,989 12,775
Benishangul-Gumz 2,665 1,612 4,277 57 25 82 2,722 1,637 4,359
SNNP 33,701 24,168 57,869 1,969 881 2,850 35,670 25,049 60,719
Gambella 1,807 704 2,511 159 68 227 1,966 772 2,738
Harari 613 592 1,205 82 120 202 695 712 1,407
Addis Ababa 3,426 5,044 8,470 3,181 3,606 6,787 6,607 8,650 15,257
Dire Dawa 912 557 1,469 209 174 383 1,121 731 1,852
Sidama 15,553 6,624 22,177 1,063 428 1,491 16,616 7,052 23,668
National 172,114 142,412 314,526 12,908 9,777 22,685 185,022 152,189 337,211

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

Based on the new Education Road Map, the previous Primary education (Grades 1-8) is categorized by
Primary (Grades 1-6) and Middle (Grades 7-8). And hence the total number of teachers for Grades 1-8 will
be the sum of the two levels.

There are a total of 179,192 teachers in Middle schools. The share of government schools is similar with
Primary, about 94%. It should be clear that, as the Primary and Middle schools are in the same compound
in most of the cases, teachers are counted based on the number of periods they are teaching (in
Primary/Secondary).

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Table 7.5 Distributions of Middle School Teachers by Region, Sex and Ownership, 2020/21

Government Non-Government Total

Region Male Female Total Male Female Total Male Female Total
Afar 1,478 564 2,042 53 25 78 1,531 589 2,120
Amhara 31,901 16,344 48,245 471 190 661 32,372 16,534 48,906
Oromia 38,245 15,415 53,660 1,686 636 2,322 39,931 16,051 55,982
Somali 250 45 295 47 7 54 297 52 349
Benishangul-Gumz 1,973 930 2,903 15 6 21 1,988 936 2,924
SNNP 27,066 11,638 38,704 779 294 1,073 27,845 11,932 39,777
Gambella 999 300 1,299 54 19 73 1,053 319 1,372
Harari 421 254 675 64 18 82 485 272 757
Addis Ababa 4,624 4,186 8,810 3,127 2,170 5,297 7,751 6,356 14,107
Dire Dawa 621 273 894 136 57 193 757 330 1,087
Sidama 8,407 2,753 11,160 509 142 651 8,916 2,895 11,811
National 115,985 52,702 168,687 6,941 3,564 10,505 122,926 56,266 179,192

7.2.4. Government and Non-Government Teachers’ Distribution in Secondary Schools

There are 129,033 secondary school teachers nationally. In Addis Ababa the proportion of teachers in Non-
Government is the highest of all regions, with 51.3% share from the entire Non-Government work force.

It can be noted in Table 7.6 below that the majority of teachers, 80.4%, are males. The trend is similar across
regions with regard to the proportion of male and female teachers.

Table 7.6 Distributions of Secondary School Teachers by Region, Sex and Ownership, 2020/21

Government Non-Government Total

Region Male Female Total Male Female Total Male Female Total
Afar 812 145 957 10 - 10 822 145 967
Amhara 28,552 9,518 38,070 332 45 377 28,884 9,563 38,447
Oromia 31,654 6,574 38,228 1,168 134 1,302 32,822 6,708 39,530
Somali 2,298 204 2,502 70 3 73 2,368 207 2,575
Benishangul-Gumz 1,513 293 1,806 9 - 9 1,522 293 1,815
SNNP 20,796 4,689 25,485 630 62 692 21,426 4,751 26,177
Gambella 1,176 88 1,264 9 - 9 1,185 88 1,273
Harari 334 103 437 67 10 77 401 113 514
Addis Ababa 5,715 1,795 7,510 2,881 338 3,219 8,596 2,133 10,729
Dire Dawa 473 97 570 163 11 174 636 108 744
Sidama 4,771 1,163 5,934 302 26 328 5,073 1,189 6,262
National 98,094 24,669 122,763 5,641 629 6,270 103,735 25,298 129,033

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 Education Statistics Annual Abstract, 2020/21
7.3. Qualification Level of Teachers
ESDP VI Indicator 2018/19 2020/21 2020/21
Baseline Target Actual

Pre-primary (KG) teachers holding 79.5 81.5 29.8

the ECCE Diploma Female

Pre-primary (KG) teachers holding 20.5 18.5 34.2

the ECCE Diploma Male

Primary and Middle teachers 40.6 43.5 13.6

appropriately qualified Female

Primary and Middle teachers 59.4 56.5 12.8

appropriately qualified Male

Secondary teachers appropriately 19.3 20.2 8.0

qualified Female

Secondary teachers appropriately 79.7 78.9 10.5

qualified Male

The qualification level of teachers is an important aspect of improving the quality of education in a country.
In the new Ethiopian Education Road Map, Kindergarten teachers should have at least Diploma level of
qualification; whereas Primary and Middle school teachers should have at least Bachelor Degree and
Master’s Degree for Secondary school teachers.

7.3.1. The Qualification of Pre-Primary (KG) Teachers

Nationally, most of the teachers who are teaching in Pre-Primary are not appropriately qualified for the
level based on the new education system.

The ESDP VI target for this year has been met for Male but missed for female. Though 92% of Kindergarten
teachers are females, the number of qualified female teachers could not reach the required target.

When we look at the percentage of qualified teachers, qualified male teachers score by far above female,
but the difference in the total number of teachers is the reverse.

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Table 7.7 Percentage of Pre-Primary (KG) Teachers’ Qualification by Region and Sex, 2020/21
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 2 11 13 6.1 10.1 9.2
Amhara 70 874 944 39.3 34.8 35.1
Oromia 239 1,874 2,113 28.8 23.1 23.7
Somali - - - - - -
Benishangul-Gumz 3 70 73 42.9 50.7 50.3
SNNP 155 794 949 33.4 29.9 30.4
Gambella 16 52 68 15.4 36.1 27.4
Harari 7 85 92 41.2 39.4 39.5
Addis Ababa 189 3,853 4,042 43.1 34.2 34.5
Dire Dawa 9 43 52 16.7 12.5 13.1
Sidama 107 264 371 54.3 24.8 29.4
National 797 7,920 8,717 34.2 29.8 30.2
Note: The percentage is calculated based on the total number of teachers, and hence the national figure
may be increased if qualification is completely filled.

7.3.2. The Qualification of Primary Teachers

Nationally, most of the teachers who are teaching in primary are not appropriately qualified for the level
mainly because of the qualification required for the level is first degree by the new Road Map.

The ESDP VI target for this year has been missed for both sexes.

When we look at the percentage of qualified teachers, qualified female teachers score above male. This may
be the impact of incompleteness in qualification of teachers at the time of filling the item at school level.
Table 7.8 Percentage of Primary Teachers’ Qualification by Region and Sex, 2020/21
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 283 123 406 10 14 10.7
Amhara 1,747 1,856 3,603 4 4 3.8
Oromia 7,167 7,658 14,825 12 14 12.7
Somali 202 53 255 2 3 2.0
Benishangul-Gumz 172 125 297 6 8 6.8
SNNP 2,632 2,203 4,835 7 9 8.0
Gambella 179 55 234 9 7 8.5
Harari 71 91 162 10 13 11.5
Addis Ababa 2,913 3,229 6,142 44 37 40.3
Dire Dawa 112 115 227 10 16 12.3
Sidama 463 301 764 3 4 3.2
National 15,941 15,809 31,750 8.6 10.4 9.4

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7.3.3. The Qualification of Middle School Teachers

The ESDP VI target for this year has been missed for both sexes.

Similar to the primary level, qualified female teachers score above male, with the same reason may impact
the figure.
Table 7.9 Percentage of Middle School Teachers’ Qualification by Region and Sex, 2020/21
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 293 115 408 19.1 19.5 19.2
Amhara 2,823 1,590 4,413 8.7 9.6 9.0
Oromia 9,710 4,672 14,382 24.3 29.1 25.7
Somali 26 6 32 8.8 11.5 9.2
Benishangul-Gumz 325 145 470 16.3 15.5 16.1
SNNP 4,476 2,247 6,723 16.1 18.8 16.9
Gambella 129 70 199 12.3 21.9 14.5
Harari 95 55 150 19.6 20.2 19.8
Addis Ababa 4,661 3,215 7,876 60.1 50.6 55.8
Dire Dawa 242 104 346 32.0 31.5 31.8
Sidama 739 306 1,045 8.3 10.6 8.8
National 23,519 12,525 36,044 19.1 22.3 20.1
The table below further elucidates the qualification level of Primary and Middle school teachers (Grades 1-
8) in general. Since the qualification required for the two levels is the same, the figure simply took the sum
of the two and rate against the total number of teachers in Grades 1-8.
Table 7.10 Percentage of Teachers’ Qualification by Region and Sex, Primary and Middle, 2020/21
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 576 238 814 13.0 16.0 13.7
Amhara 4,570 3,446 8,016 6.0 5.2 5.6
Oromia 16,877 12,330 29,207 16.6 17.4 16.9
Somali 228 59 287 2.1 2.9 2.2
Benishangul-Gumz 497 270 767 10.6 10.5 10.5
SNNP 7,108 4,450 11,558 11.2 12.0 11.5
Gambella 308 125 433 10.2 11.5 10.5
Harari 166 146 312 14.1 14.8 14.4
Addis Ababa 7,574 6,444 14,018 52.8 42.9 47.7
Dire Dawa 354 219 573 18.8 20.6 19.5
Sidama 1,202 607 1,809 4.7 6.1 5.1
National 39,460 28,334 67,794 12.8 13.6 13.1

7.3.4. The Qualification of Secondary Teachers

Out of the total number of teachers teaching in secondary (Grades 9-12) schools, teachers who fulfill the
standard qualification for the level based on the new Road Map are only 10%. The total number of teachers

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 Education Statistics Annual Abstract, 2020/21
teaching in secondary school (with qualification reported) who fulfill the standard or having Master’s degree
is 12,886.
In general, in all levels, lots of work is required to meet the ESDP VI targets for the coming years since the
national figure is too far from the target.

Table 7.11 Percentage of Secondary Teachers’ Qualifications by Region and Sex, 2020/21
Number of Qualified Teachers Qualified (%)
Region Male Female Total Male Female Total
Afar 10 1 11 1.2 0.7 1.1
Amhara 3,322 862 4,184 11.5 9.0 10.9
Oromia 4,192 535 4,727 12.8 8.0 12.0
Somali 18 3 21 0.8 1.4 0.8
Benishangul-Gumz 116 8 124 7.6 2.7 6.8
SNNP 1,518 224 1,742 7.1 4.7 6.7
Gambella 20 - 20 1.7 - 1.6
Harari 12 5 17 3.0 4.4 3.3
Addis Ababa 1,483 350 1,833 17.3 16.4 17.1
Dire Dawa 61 11 72 9.6 10.2 9.7
Sidama 109 26 135 2.1 2.2 2.2
National 10,861 2,025 12,886 10.5 8.0 10.0

7.4. Attrition of Teachers

Attrition can be used as one important evidence about the number of teachers that have left the education
system each year and their reasons for doing so, and it will be an input for the extent to which the gap in
the teaching work force is. The attrition rate is calculated by dividing the number of teachers leaving the
system by the total number of teachers for that year.

7.4.1. Attrition of Teachers in Primary and Middle Schools

The national attrition rate for Primary and Middle school teachers in 2020/21 is 1.7% with 0.1 percentage
points decrement from last year. Male teachers recorded with more attrition rate at national level. Addis
Ababa and Dire Dawa scored the highest attrition rate of all regions, whereas Amhara and Gambella have
the least score.

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Table 7.12 Number Teachers left Teaching in Primary and Middle Schools by Region and Sex, 2020/21

Total Attrition All Primary Teachers Attrition Rate (%)

Region Male Female Total Male Female Total Male Female Total
Afar 128 30 158 4,438 1,483 5,921 2.9 2.0 2.7
Amhara 248 223 471 76,394 66,244 142,638 0.3 0.3 0.3
Oromia 1997 1026 3023 101,841 71,044 172,885 2.0 1.4 1.7
Somali 88 67 155 11,083 2,041 13,124 0.8 3.3 1.2
Benishangul-Gumz 85 21 106 4,710 2,573 7,283 1.8 0.8 1.5
SNNP 1508 630 2138 63,515 36,981 100,496 2.4 1.7 2.1
Gambella 7 2 9 3,019 1,091 4,110 0.2 0.2 0.2
Harari 15 18 33 1,180 984 2,164 1.3 1.8 1.5
Addis Ababa 1156 981 2137 14,358 15,006 29,364 8.1 6.5 7.3
Dire Dawa 92 53 145 1,878 1,061 2,939 4.9 5.0 4.9
Sidama 281 115 396 25,532 9,947 35,479 1.1 1.2 1.1
National 5,605 3,166 8,771 307,948 208,455 516,403 1.8 1.5 1.7

The highest figure for the reason of attrition is categorized under “Other”; this includes “Assignment”,
“Ethical problem”, “Political post”, and “Transfer to other school” in which each of the reasons separately
has little scores to the national figure.

As table 7.13 below shows, the most frequent reason given for attrition, apart from “Other”, is ‘Leaving
teaching profession’, at a rate of 16.7% followed by ‘Retirement’, with 13.7% similar with last year.

Table 7.13 Reasons given by Primary and Middle School Teachers for Leaving the Profession, 2020/21
Reason
Leaving teaching Prolonged
Death profession Sickness Retirement Other Total Attrition
Region Male Female Male Female Male Female Male Female Male Female Male Female Total
Afar 6 1 38 10 6 1 0 0 78 18 128 30 158
Amhara 14 14 44 38 3 8 31 32 156 131 248 223 471
Oromia 133 89 329 186 61 27 393 171 1081 553 1997 1026 3023
Somali 87 67 1 - - - 88 67 155
Benishangul-Gumz 8 1 13 - 2 1 1 - 61 19 85 21 106
SNNP 146 44 210 91 60 41 218 76 874 378 1508 630 2138
Gambella 7 2 - - 7 2 9
Harari 1 1 1 - 3 10 10 7 15 18 33
Addis Ababa 49 28 216 209 10 22 63 108 818 614 1156 981 2137
Dire Dawa 4 3 21 7 4 1 5 12 58 30 92 53 145
Sidama 20 13 31 17 36 15 53 22 141 48 281 115 396
National 475 263 903 558 182 116 768 431 3,277 1,798 5,605 3,166 8,771

7.4.2. Attrition of Teachers in Secondary Schools

The attrition rate in secondary schools is summarized in Table 7.14 below. Accordingly, it has been found
out that it is about 2.4% nationally, with a 0.2 percentage points decrement from last year. The highest
attrition rate is registered as 7.2% in Harari, followed by 6.3% in Addis Ababa. The lowest attrition rate is
observed in Amhara and Somali, with just 0.2% each, while Gambella didn’t report the data for this level.

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Table 7.14 Number Teachers left Teaching in Secondary Schools by Region and Sex, 2020/21

Total Attrition All Secondary Teachers Attrition Rate (%)

Region Male Female Total Male Female Total Male Female Total
Afar 46 6 52 822 145 967 5.6 4.1 5.4
Amhara 55 10 65 28,884 9,563 38,447 0.2 0.1 0.2
Oromia 811 119 930 32,822 6,708 39,530 2.5 1.8 2.4
Somali 4 0 4 2,368 207 2,575 0.2 0.0 0.2
Benishangul-Gumz 55 16 71 1,522 293 1,815 3.6 5.5 3.9
SNNP 733 178 911 21,426 4,751 26,177 3.4 3.7 3.5
Gambella 0 0 0 1,185 88 1,273 0.0 0.0 0.0
Harari 26 11 37 401 113 514 6.5 9.7 7.2
Addis Ababa 573 102 675 8,596 2,133 10,729 6.7 4.8 6.3
Dire Dawa 14 5 19 636 108 744 2.2 4.6 2.6
Sidama 158 134 292 5,073 1,189 6,262 3.1 11.3 4.7
National 2,475 581 3,056 103,735 25,298 129,033 2.4 2.3 2.4

The reasons for attrition among secondary school teachers have also explored. There are a significant
number of undisclosed reasons which are categorized under “Other”.

Among the disclosed reasons, similar to primary case, “Leaving teaching profession” accounts the largest
share, with 16.8%, followed by “Retirement” with 13.5% of the attrition at national level. This national
pattern is reflected across the regions as well. The information provided in Table 7.15 further elucidates the
above narration.

Table 7.15 Reasons given by Secondary Teachers for Leaving the Profession, 2020/21
Reason
Leaving teaching Prolonged
Death profession Sickness Retirement Other Total Attrition
Region Male Female Male Female Male Female Male Female Male Female Male Female Total
Afar 2 0 21 4 4 1 1 0 18 1 46 6 52
Amhara 5 1 6 2 2 0 11 0 31 7 55 10 65
Oromia 55 9 136 16 22 3 144 32 454 59 811 119 930
Somali 4 - - - 4 0 4
Benishangul-Gumz 1 - 16 5 2 - 2 2 34 9 55 16 71
SNNP 26 4 121 22 10 10 101 15 475 127 733 178 911
Gambella 0 0 0
Harari 2 2 7 4 12 3 5 2 26 11 37
Addis Ababa 10 4 107 23 2 - 35 15 419 60 573 102 675
Dire Dawa 2 0 3 - 3 1 6 4 14 5 19
Sidama 8 2 15 4 5 - 25 10 105 118 158 134 292
National 115 22 432 80 47 14 334 78 1,547 387 2,475 581 3,056

In general, compared to last year, total attrition and attrition rate of teachers has been decreased both in
Primary, Middle and secondary levels, unlike to the pattern observed in the previous years.

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7.5. School Leaders and Supervisors
Along with aiming to ensure that teachers are of a high quality that is appropriately qualified, schools (at
all levels) should also be managed by properly qualified and trained principals.

In addition to the focus on trained man power, females should penetrate the gender gap in the participation
of educational leadership, as their representation is currently increasing in the executive branch of the
Government.

In order to bridge the gap of accessing up-to-date information/data for policy makers, planners and
researchers, different Development Partners supporting the country in developing Preliminary Gender
Profile to assess the situation of women and gender equality in Ethiopia and to consequently identify key
areas of comprehensive gender profile in regions. Such kind of Gender Profile assessment will help the
Government to empower females in bringing them to leadership and filling the gap in equity.

7.5.1. School Leaders and Supervisors in Primary and Middle Schools

In 2020/21, the total number of Primary and Middle school principals and vice principals are 43,892, from
which only 12% of them are females.

Table 7.16 School Leaders in Primary and Middle Education by Region and Sex, 2020/21

Principals Vice Principals CRC Supervisors Total

Region Male Female Male Female Male Female Male Female Total
Afar 318 54 32 7 75 7 425 68 493
Amhara 8,359 589 1,056 453 1,912 87 11,327 1,129 12,456
Oromia 12,954 1,257 3,763 1,155 2,632 105 19,349 2,517 21,866
Somali 817 23 129 6 10 - 956 29 985
Benishangul-Gumz 439 68 39 84 73 4 551 156 707
SNNP 5,143 294 1,790 449 1,174 73 8,107 816 8,923
Gambella 272 20 64 24 39 7 375 51 426
Harari 68 12 35 19 16 4 119 35 154
Addis Ababa 611 197 643 234 158 93 1,412 524 1,936
Dire Dawa 98 18 42 48 13 2 153 68 221
Sidama 1,106 75 872 156 259 17 2,237 248 2,485
National 30,185 2,607 8,465 2,635 6,361 399 45,011 5,641 50,652

On the other hand, there are 6,374 cluster supervisors reported in primary schools, in which the female
share is below 1%.

7.5.2. School Leaders and Supervisors in Secondary Schools

Similarly, the table below shows the detail on the number of principals, vice principals and supervisors in
secondary schools. It shows that there are 6,203 principals and vice principals are reported in secondary
schools across the country. From which, the female share is only below 1%

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Table 7.17 School Leaders in Secondary Education by Region and Sex, 2020/21

Principals Vice Principals Supervisors Total

Region Male Female Male Female Male Female Male Female Total
Afar 34 2 11 1 15 15 60 18 78
Amhara 598 14 505 60 240 96 1,343 170 1,513
Oromia 1200 23 1,050 126 330 11 2,580 160 2,740
Somali 84 0 20 - 9 4 113 4 117
Benishangul-Gumz 38 2 8 2 18 - 64 4 68
SNNP 693 21 630 59 - - 1,323 80 1,403
Gambella 59 1 44 2 - - 103 3 106
Harari 12 2 18 3 5 4 35 9 44
Addis Ababa 177 23 286 48 314 453 777 524 1,301
Dire Dawa 22 2 33 7 24 11 79 20 99
Sidama 111 1 149 22 38 6 298 29 327
National 3,028 91 2,754 330 993 600 6,775 1,021 7,796

On the other hand, compared to principals and vice principals in both level of education, the females share
in secondary supervisor is notable, with 37.7%.

7.5.3. Qualified School Leaders and Supervisors

ESDP VI Indicator 2018/19 2020/21 2020/21

Baseline Target Actual

Primary and Middle School Leaders 11.2 12.7 6.8

appropriately qualified Female

Primary and Middle School Leaders 55.2 60.3 47.4

appropriately qualified Male

Secondary School Leaders 6.8 7.6 4.0

appropriately qualified Female

Secondary School Leaders 56.0 61.8 60.9

appropriately qualified Male

Percentage of qualified Primary School 5.0 9.4 4.7

Supervisors (CRC) Female

Percentage of qualified Primary and 72.8 72.8 78.7

Middle School Supervisors (CRC) Male

Percentage of qualified Secondary 90 95 52.9

School Supervisors (CRC)

The qualification level of school leaders and supervisors is also an important aspect of improving the quality
of education and leadership in a country. The qualification required for school leaders and supervisors is
similar to the corresponding qualification of teachers in each level. The tables below show the level
qualification of school leaders and supervisors in Primary and Middle and Secondary education.

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Table 7.18 Qualified School Leaders and Supervisors in Primary and Middle Education by Region and
Sex, 2020/21
Number of Qualified School Leaders and CRC Supervisors Qualified (%)
Principals Vice Principals CRC Supervisors School Leaders CRC Supervisors
Region Male Female Male Female Male Female Male Female Total Male Female Total
Afar 103 29 14 5 39 4 28.5 8.3 36.7 47.6 4.9 52.4
Amhara 5,572 393 625 334 1,644 70 59.3 7.0 66.2 82.2 3.5 85.7
Oromia 7,079 625 1,839 625 2,324 95 46.6 6.5 53.2 84.9 3.5 88.4
Somali 101 1 17 1 1 - 12.1 0.2 12.3 10.0 - 10.0
Benishangul-Gumz 147 22 12 17 35 2 25.2 6.2 31.4 45.5 2.6 48.1
SNNP 2,186 148 865 260 897 62 39.7 5.3 45.1 71.9 5.0 76.9
Gambella 80 7 25 4 18 4 27.6 2.9 30.5 39.1 8.7 47.8
Harari 31 4 14 9 9 3 33.6 9.7 43.3 45.0 15.0 60.0
Addis Ababa 513 139 530 186 123 62 61.9 19.3 81.2 49.0 24.7 73.7
Dire Dawa 68 10 17 32 8 1 41.3 20.4 61.7 53.3 6.7 60.0
Sidama 576 52 395 87 225 15 44.0 6.3 50.2 81.5 5.4 87.0
National 16,456 1,430 4,353 1,560 5,323 318 47.4 6.8 54.2 78.7 4.7 83.4

The percentage is calculated based on the total number of school leaders and supervisors in the previous
section.

The ESDP VI target for school leaders has been missed in both sexes, however national target for male
supervisors has been successfully achieved.
Table 7.19 Qualified School Leaders and Supervisors in Secondary Education by Region and Sex, 2020/21
Number of Qualified School Leaders and Supervisors Qualified (%)
Principals Vice Principals Supervisors School Leaders Supervisors
Region Male Female Male Female Male Female Male Female Total Male Female Total
Afar 17 1 5 - 2 - 45.8 2.1 47.9 6.7 - 6.7
Amhara 561 10 470 53 169 52 87.6 5.4 92.9 50.3 15.5 65.8
Oromia 712 14 539 55 288 8 52.1 2.9 55.0 84.5 2.3 86.8
Somali 10 0 5 - 2 1 14.4 - 14.4 15.4 7.7 23.1
Benishangul-Gumz 18 0 5 - 9 - 46.0 - 46.0 50.0 - 50.0
SNNP 437 12 331 28 - - 54.7 2.9 57.6
Gambella 46 1 34 1 - - 75.5 1.9 77.4
Harari 10 1 13 2 1 - 65.7 8.6 74.3 11.1 - 11.1
Addis Ababa 140 14 231 36 140 121 69.5 9.4 78.8 18.3 15.8 34.0
Dire Dawa 15 1 27 6 10 6 65.6 10.9 76.6 28.6 17.1 45.7
Sidama 77 0 76 14 32 2 54.1 4.9 59.0 72.7 4.5 77.3
National 2,043 54 1,736 195 653 190 60.9 4.0 64.9 41.0 11.9 52.9

The ESDP VI target for both school leaders and supervisors in this year has been missed.

On the other hand, though the national figure does not meet the target, five regions scored above 70% for
qualified school leaders. There is a huge gap in female leaders and supervisors, in which three regions do
not report data on female vice principals. Moreover, five regions also have no female supervisors, from
which two of them (SNNP and Gambella) have no reported supervisors at all.

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8. Colleges of Teachers’ Education

Colleges of teachers’ education (CTEs) are basically aimed at equipping prospective teachers with the
necessary knowledge, attitude, behaviors and skills they require to perform their tasks effectively in
the classroom/school and to the wider community at large.

As of 2010/21, there are 39 colleges of teachers’ education throughout the country. CTEs are
providing a three years’ education and training in teaching and award a diploma through regular,
summer and extension (evening and weekend) programs.

There are above 20 different departments or streams in most CTEs that are categorized under two
modalities; New Modality and Linear Modality.

Currently, CTEs are preparing themselves for the provision of Degree programs in teaching to fulfill
the gap in qualified teacher so that successfully accomplish the ESDP VI target in line with the new
Education Road Map

To assess the capacities and quality of services at CTEs, the Ministry of Education collects educational data
on annual basis. With this, the 2020/21 CTEs data has been organized and collected on students, academic
and administrative staffs from all colleges of teachers’ education in the country.

The response rate for this year is better than that of the previous year’s collection by an addition of one
institution, with a return of completed data from 34 CTEs out of a total of 39. For those CTEs that didn’t
return the questionnaire, the 2019/20 figure was used so that the national figure could be generated
accordingly.

8.1. Enrolment in CTEs

The total enrolment in all programs (regular, extension and summer) for this year is 94,242, which is less by
29 percentage points from last year. There is a steady decline in enrollment starting from the year 2010 E.C.
(2017/18); Among the reasons stated by CTE representatives, one is the mass promotion of Grade 10
students directly to Grade 11 in the previous years based on the new education road map where the national
exam at Grade 10 has been terminated. These group of students were the major input for CTEs, and
currently CTEs didn’t register first year students as they are in the process of upgrading the current diploma
programs to degree equivalent. Moreover, prospective teachers are currently joined CTEs by taking an
entrance exam, which may decrease the number of mass trainee as before.

The gender share in the total enrollment shows that 54.2% are male and 45.8% female, which is a better
achievement with respect to equity. The highest proportion of the enrollment is in Summer programs,
constituting 36.7%, followed by Regular and Extension programs with 32.8% and 30.6% respectively. Table
8.1 and Chart 8.1 show the enrollment data disaggregated by program, year and sex.

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Table 8.1 Enrolments by Program, Year and Sex, 2020/21

Year I Year II Year III Year IV Total

Program Male Female Male Female Male Female Male Female Male Female Total
Regular 1,586 1,431 8,076 5,169 8,621 5,982 0 0 18,283 12,582 30,865
Extension 1,255 1,064 3,444 3,282 7,612 7,129 2,606 2,404 14,917 13,879 28,796
Summer 624 689 1,847 2,979 5,470 4,892 9,929 8,151 17,870 16,711 34,581
Total 3,465 3,184 13,367 11,430 21,703 18,003 12,535 10,555 51,070 43,172 94,242
/Note: Extension=Evening + Weekend/

Chart 8.1 Enrolments by Program and Sex, 2020/21

100,000
90,000
80,000
70,000
Enrollment

60,000
50,000
40,000
30,000
20,000
10,000
0
Regular Extension Summer Total
Male 18,283 14,917 17,870 51,070
Female 12,582 13,879 16,711 43,172
Total 30,865 28,796 34,581 94,242

With respect to modality, majority of prospective teachers enrolled under New Modality, constituting 74%
of the total enrollment. From the new modality again, most of the prospective teachers are under the
program of “Specialist”, while the cluster modality is almost vanishing.

Table 8.2 Enrolments by Program, Modality and Sex, 2020/21

Program
Regular Extension Summer Total
Modality Male Female Male Female Male Female Male Female Total
Cluser Modality 297 187 0 0 2,608 1,704 2,905 1,891 4,796
Linear Modality 8,184 4,168 3,441 2,117 965 813 12,590 7,098 19,688
New Modality 9,802 8,227 11,476 11,762 14,297 14,194 35,575 34,183 69,758
Specialist 8,516 7,201 7,903 6,993 11,508 9,818 27,927 24,012 51,939
Generalist 1,048 833 828 763 2,174 3,010 4,050 4,606 8,656
Integrated 164 75 1,695 1,064 506 390 2,365 1,529 3,894
Others 74 118 1,050 2,942 109 976 1,233 4,036 5,269
Total 18,283 12,582 14,917 13,879 17,870 16,711 51,070 43,172 94,242

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 Education Statistics Annual Abstract, 2020/21
Chart 8.2 below also shows enrollment trend in the last ten years. The chart shows that enrolment has been
increased since 2011/12 (2004 E.C.) with the exceptional decrease in 2013/14 and 2014/15 and a decrease
from 2017/18 onwards. It should also be clear that, even though the data have been increasing from
2009/10, there was still a problem of getting the exact result since all CTEs couldn’t submit their data as
required.

Chart 8.2 Trends in Prospective Teachers’ Enrolment, 2011/12-2020/21

300,000
No of Prospective Teachers

250,000

200,000

150,000

100,000

50,000

-
2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21
(2004 E.C.) (2005 E.C.) (2006 E.C.) (2007 E.C.) (2008 E.C.) (2009 E.C.) (2010 E.C.) (2011 E.C.) (2012 E.C.) (2013 E.C.)
Male 99,604 104,802 100,657 102,311 126,320 150,808 145,584 120,609 76731 51070
Female 73,913 70,340 69,503 67,070 85,414 106,439 105,772 87,690 55764 43172
Total 173,517 175,142 170,160 169,382 211,734 257,247 251,356 208,299 132,495 94,242

8.2. Attrition of Prospective Teachers in CTEs

Data also collected on attrition of prospective teachers within CTEs. Though there are many reasons for
attrition, the questionnaire was designed to incorporate eight major reasons believed to be the most
common.

Table 8.3 and Chart 8.3 below show the attrition figure that prospective teachers left the CTE system for
different reasons. It can be seen from the table and chart that Dropout is the reason with the highest figure,
x% of the total, unlike the previous years’ reason in which “Academic Dismissal” was at the top. Attrition
has been decreased this year by 18.6 percentage points from last year.

Table 8.3 Attrition of Prospective Teachers by Program, Reason and Sex, 2020/21

Regular Extension Summer Total

Reasons for attrition Male Female Male Female Male Female Male Female Total
Academic Dismissals 168 256 98 177 96 120 362 553 915
Complete dismissal 36 81 45 58 11 15 92 154 246
Discipline Dismissals 15 0 1 0 0 0 16 0 16
Withdrawals 90 82 48 37 3 6 141 125 266
Dropouts 224 142 660 422 0 4 884 568 1,452
Transfers to other institute 20 13 3 5 0 0 23 18 41
Transfers from other institute 27 22 3 4 2 2 32 28 60
Readmissions 73 75 57 68 0 0 130 143 273
Total 653 671 915 771 112 147 1,680 1,589 3,269

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Chart 8.3 Attrition of Prospective Teachers by Reason and Sex, 2020/21

1,600
Number of Prospective Teachers

1,400
1,200
1,000
800
600
400
200
0
Academic Complete Discipline Transfers to other Transfers from
Withdrawals Dropouts Readmissions
Dismissals dismissal Dismissals institute other institute
Male 362 92 16 141 884 23 32 130
Female 553 154 0 125 568 18 28 143
Total 915 246 16 266 1,452 41 60 273

8.3. Prospective Teachers with Special Needs in CTEs

The survey tool also includes enrollment data with special needs. Accordingly, data collected from CTEs on
the number of prospective teachers enrolled with special education needs also reported. The data has been
collected in four different categories; Blind/vision problem, Deaf/Hearing problem, physically challenged
and “others”; which is basically not aligned to the more comprehensive categories of disabilities used in the
general education questionnaires.

A total of 244 prospective teachers, Chart 8.4, enrolled in 2020/21 with special education needs nationally
in all programs; from which “Physically Challenged” has the largest share, with 42%. However, the data used
in this analysis has been subjected to very low response rate.

Chart 8.4 Prospective Teachers Enrolled with Special Needs, 2020/21

300
Number of Prospective Teachers With SEN

250

200

150

100

50

0
Blind (Vision problem) Deaf (Hearing Problem) Physically Challenged Others Total
Male 45 4 65 26 140
Female 42 8 37 17 104
Total 87 12 102 43 244

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8.4. Graduates from CTEs
In 2020/21 the total number of graduates in all programs is 43,392, which started decreasing from last year.
The Extension program took the largest share of the graduates, with 38% of the total graduates. With
respect to modality, more than 85% of the graduates are from “New Modality” and “Cluster Modality” is
almost to vanish. The number of female graduates in all programs in this year is 43.7%, which increases by
3 percentage points from last year. The table below shows graduates by program, modality and sex.

Table 8.4 Graduates by Program, Modality and Sex, 2020/21

Program
Regular Extension Summer Total
Modality Male Female Male Female Male Female Male Female Total
Cluser Modality 164 70 0 0 0 0 164 70 234
Linear Modality 2,664 1,169 1,259 613 380 142 4,303 1,924 6,227
New Modality 6,079 5,146 7,730 6,889 6,166 4,921 19,975 16,956 36,931
Specialist 5,074 4,231 6,566 5,241 4,863 3,420 16,503 12,892 29,395
Generalist 815 707 1,083 1,602 978 1,281 2,876 3,590 6,466
Integrated 106 47 81 46 275 175 462 268 730
Others 84 161 0 0 50 45 134 206 340
Total 8,907 6,385 8,989 7,502 6,546 5,063 24,442 18,950 43,392

When we look at the trend in the number of graduates, the total number has significantly increased
throughout the period with the exception of 2014/15. However, the data has been declining from 2018/19
onwards due to the decrease in enrollment by the reason mentioned before.

Chart 8.5 shows the trend in the number of graduates over the last ten years, with a steady increment and
decrement before and after 2014/15 and start declining from last year.

Chart 8.5 Trends in the Number of Graduates, 2011/12-2020/21

100,000
90,000
80,000
No of Graduates

70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21
(2004 E.C.) (2005 E.C.) (2006 E.C.) (2007 E.C.) (2008 E.C.) (2009 E.C.) (2010 E.C.) (2011 E.C.) (2012 E.C.) (2013 E.C.)
Male 19,561 24,962 27,126 25,868 27,865 29,862 34,933 50,033 37,967 24,442
Female 13,671 18,928 18,440 17,173 17,850 18,708 24,995 36,330 26,044 18,950
Total 33,232 43,890 45,566 43,041 45,714 48,570 59,928 86,363 64,011 43,392

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8.5. Staff in CTEs
8.5.1. Academic and Technical Staff

In 2020/21 both the academic and technical staffs of CTEs in the country are 3,779, with a 10 percentage
points increment from last year. From this, only 256 of them are technical staff. Among the academic staffs,
the female share is only 11.5%, however this number is greater by 0.3 percentage points from the previous
year. The chart below shows the staff distribution by qualification.

Chart 8.6 Numbers of Staff by Qualification and Sex, 2020/21

2,313
NUMBER OF STAFFS

632

279
129

98

98
70

72

15
12
29

18

6
8

0
0

0
0

0
M F M F M F M F M F M F
D I P L OMA B A C H ELOR S M A STERS M . D / D. V PHD OTH ERS

Academic Technical

When we Consider the academic staffs, the trend over the last ten years is shown in Chart 8.7 and it shows
a steady increase over the time period. The proportion of female academic staff in CTEs has remained very
low, and their average annual growth rate is around 8% over the time period.

Chart 8.7 Trends in Academic Staff, 2011/12-2020/21

4,000
3,500
No of Academic Staffs

3,000
2,500
2,000
1,500
1,000
500
-
2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21
(2004 E.C.) (2005 E.C.) (2006 E.C.) (2007 E.C.) (2008 E.C.) (2009 E.C.) (2010 E.C.) (2011 E.C.) (2012 E.C.) (2013 E.C.)
Male 1,868 1,886 1,967 2,149 2,328 2,270 2,495 2,834 2859 3119
Female 165 158 179 181 243 257 299 324 360 404
Total 2,033 2,044 2,146 2,330 2,570 2,527 2,794 3,158 3,219 3,523

Academic rank is also an equivalent way to measure the extent for the staff quality in addition to
qualification.

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Majority of the academic staffs are “Lecturers”, with more than 73% of the total, followed by “Assistant
Lecturer”. “Assistant” and “Associate” professors are only 134 in all CTEs, whereas there is no “Professor”
reported from CTEs at all. Below is the staff summary by their academic rank.

Table 8.5 Academic and Technical Staff by Rank and Sex, 202021

Academic Staff Technical Staff

Rank Male Female Total Rank Male Female Total
Graduate Assistant I 36 6 42 Technical Assistant 54 13 67
Graduate Assistant II 55 20 75 Senior Technical Assistant 94 19 113
Assistant Lecturer 553 97 650 Chief Technical Assistant I 29 10 39
Lecturer 2,305 272 2,577 Chief Technical Assistant II 32 4 36
Assistant Professor 112 14 126 Others 1 0 1
Associate Professor 7 1 8 Total 210 46 256
Professor - - -
Others 41 4 45
Total 3,109 414 3,523

8.5.2. Administrative Staff

Together with academic and technical staffs, administrative staffs are playing an important role for the full
functioning of colleges. In this academic year, the total number of administrative staffs in all CTEs is 43,292
with almost equivalent distribution across sex. From the total administrative staffs, 43% are Diploma and
above, and there are four PhD holders. The chart below shows the staff distribution by qualification and sex.

Chart 8.8 Administrative Staff by Qualification and Sex, 2020/21

1,000
900
Number of Admin Staffs

800
700
600
500
400
300
200
100
0
M F M F M F M F M F M F M F M F
Diploma or
Below Level III Level III Level IV Level V Bachelors Masters PhD
Equivalent
Adminstrative 924 918 63 126 136 222 33 28 223 243 701 538 119 14 2 2

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 Education Statistics Annual Abstract, 2020/21
8.6. Staff Attrition
Similar to the attrition of prospective teachers, data also collected on attrition of staffs, Academic, Technical
and Administrative, in CTEs. In this academic year, the total staff attrition accounts to 251.

Table 8.6 below shows the attrition of staffs that left CTEs with different reasons. It can be seen from the
table that transfer is higher in Academic Staffs. Among the reasons of attrition, “Transfer to Higher
Education Institution” and “Resignation” scored the highest figure, with 28.7 and 28.3 percent respectively
of the total attrition value.

Table 8.6 Staff Attrition by Reason and Sex, 2020/21

Academic Technical Administrative Total

Reasons for attrition Male Female Male Female Male Female Male Female Total
Government Appointment 11 0 1 0 8 0 20 0 20
Transfer to other Higher Education Institutions 52 13 0 0 3 4 55 17 72
Transfer to other gov't Agencies 8 0 2 1 2 5 12 6 18
Resignation 24 4 2 0 30 11 56 15 71
Retirement 20 2 0 0 8 3 28 5 33
Death 11 1 3 0 4 4 18 5 23
Discipline 8 0 0 0 0 0 8 0 8
Other 3 1 0 0 2 0 5 1 6
Total 137 21 8 1 57 27 202 49 251

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 Education Statistics Annual Abstract, 2020/21

9. Refugee Education
9.1. Introduction
As of 31 August, 2021, Ethiopia is the third largest refugee hosting country in Africa, sheltering 795,108
refugees and asylum seekers. The overwhelming majority originate from South Sudan, Somalia, Eritrea
and Sudan.
Ethiopia has long history hosting refugees based the 1951 Convention on the Status of Refugees and its
1967 Protocol, and at Convention on Governing the Specific Aspects of Refugee Problems in Africa in
1969. Majority of the refugees (52%) are in school going age between 3 to 18 years.
Education data in the academic year (2020/21) indicates that a total of 160,908 (Male 92,655 and Female
68,253) refugee students enrolled in the different levels of General Education; from ECCE 47,611 (Male
24,454 and Female 23,157), Primary 83,740 (Male 47,125 and Female 36,612), Middle level 16,919 (Male
11,431 and Female 5,488) and Secondary 12,638 (Male 9,642 and Female 2,996).

The government of Ethiopia has enacted the revised Refugee Proclamation 1110/2019 in February that
provides refugees access to ECCE and primary education in the same circumstances as nationals. Regarding
secondary education, tertiary education, technical and vocational education, as well as adult and non-formal
education, the Proclamation aims to meet the standards set out in the 1951 Refugee Convention with a
remit to refugee access to basic elementary education. The government efforts to integrate refugee’s
education in the national system is reflected in the development of the Education Sector Development Plan
Six (ESDP VI, 2020/21-2024/25) and the continued use of the national curriculum in all camps-based schools.
In May 2019, ARRA and MoE signed Memorandum of Understanding that outlines the principles, technical
and coordination arrangements between the two government entities with a long-term aim of facilitating
joint efforts on the integration of refugee education.

In 2016, at the Leaders’ Summit in New York, Ethiopia re-affirmed its commitment to the protection of
refugees and the provision of basic services including education. There, the Government promised to
continue improving the enrolment of all refugee children, without any discrimination, by adopting the
Comprehensive Refugee Response Framework (CRRF). In line with the UNHCR’s Global Education Strategy
2030, there is also “A Strategy for Refugee Inclusion and UNHCR Ethiopia Refugee Education Strategy
Towards Inclusion 2020-2025”.

The implementation at the federal and regional level of the Global Compact for Refugees (GCR)/(CRRF) in
Ethiopia and the adoption of the 2017 Djibouti Declaration on Education for Refugees, Returnees, IDPs, and
Host Communities’ (as IGAD member state) have strengthened these commitments and have paved the
way for gradual inclusion of refugee education into the national education system reflected the government
policies, plans, budgets and the Education Management Information System (EMIS). The inclusion of
refugee education into the sixth series of Education Sector Development Plan (ESDP VI) and the Education
Management Information System (EMIS) since 2016/2017 academic year into the Education Statistical
Annual Abstract (ESAA) is part of the effort and commitment of the Government of Ethiopia on inclusion
into the national system.

The gains made in terms of access to education for refugees has been challenged by the COVID-19
pandemic. Schools have closed since Mid-March 2020 and reopened in phases beginning from
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 Education Statistics Annual Abstract, 2020/21
October/November 2020. The MoE launched distance learning through TV and radio broadcasts. UNHCR
and its partners have joined efforts to mainstream education for refuges into the initiative by the
government. Challenges including lack of TV and radio sets by refugee households, inadequate coverage of
radio broadcasts and lack of local radio broadcasts, language differences, among others put the refugee
learners to have access to the distance learning. After school reopening, the already vulnerable refugee
children have been at the risk of dropping out. The total number of refuge learners enrolled before school
closure due to the pandemic was 202,195 compared to the 20.4% decrease after school reopening, 160,908
(92,655 males and 68,253 females). In terms of enrolment rate, Pre-Primary level is the highest impacted
by the pandemic. The reduction/loss of Gross Enrolment Rate (GER) is from 57.7% to 44.0% for Pre-Primary
and 69.6% to 50.0% for Primary and Middle. The enrolment rate for Secondary education has shown
improvement, from 13.7% to 15.6%.

In addition to the COVID-19 pandemic, the conflict in Tigray Region has also contributed to the loss of the
gains achieved so far.

During the school closure, efforts have been in place to support continuity of education supported by
allocation of global fund: ‘Education Cannot Wait’ (ECW) and LEGO Foundation. The funds have been crucial
in supporting continuity of education through home-based learning including provision of solar-powered
radios and memory stick loaded by recorded contents, self-study materials and COVID-19 prevention
messages.

Further to the allocation of funds, UNHCR has initiated discussions with partners on re-programming of their
projects to respond to the pandemic and provide support to the leaners in line with the government
initiatives while observing the COVID 19 pandemic protocols. The Ministry of Education in collaboration with
Ministry of Health (MoH) has issued COVID-19 guidelines. This required UNHCR and its partners to put more
resources for provision of Personal Protective Equipment (PPE), expansion of learning spaces including the
use of community spaces, use of double shift system to reduce the spread of the virus. Efforts have been
put in place to cover the lost classes due to closure of schools. Catch up/make up classes have been arranged
including weekends. This Education Statistical Annual Abstract (ESAA) is the fourth series of its kind since
the integration of refugee education into the MoE annual yearbook.

As of June 2021, the number of school-age refugee children in Ethiopia was 594,779 of whom 160,908
(27.1%) were enrolled in 149 schools in all levels of General Education around four refugee hosting regional
states of Ethiopia. There are other refugee students that have access to the host community schools outside
the refugee camps including in the urban settings mainly in Addis Ababa.

Multiple challenges still remain in refugee education when compared to the MoE standards. Challenges
persist in the areas of access, quality, equity, teacher’s quality and supply and safe-learning environment.
Majority of the school in camps lack adequate infrastructure, WASH facilities, qualified teachers and
education materials like textbooks and other learning supplies. The majority of the refugee schools still don’t
fulfil the minimum standards of a safe learning environment as per the government’s/REBs standards.

As stipulated in the UNHCR Ethiopia Refugee Education Strategy (2020-2025), the importance of EMIS for
measuring progress of refugee education is a top priority for inclusion of refugee education in the national
system. The Strategy recognizes the significance of partnership with MoE and other stakeholders converge
more meaningfully towards sustainable refugee inclusion in the national system.

92 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
The inclusion of refugee education data in the national Education Statistics Annual Abstract for the fourth
time is the result of a collaborative engagement between the MoE, the Agency for Refugees and Returnee
Affairs (ARRA), UNHCR, and UNICEF, and it marks an important milestone in the integration of refugee
education into the national education system.

9.2. Summary Tables

Compared to May 2020/21, the school-age population increased from 386,066 to 594,779 in June 2021
(without Shire). In the previous year, the school-age population represented approximately 49% the refugee
population, whereas in this year the school-age population is estimated to be 27.3% of the refugee
population.
Table 10.1 Refugee school age population, 2020/21
Age 3-6 Age 7-12 Age 13-14 Age 7-14 Age 15-18 Age 3-18
Location M F T M F T M F T M F T M F T M F T
Semera 5,008 4,877 9,885 5,945 5,692 11,637 1,957 1810 3,767 7,902 7,502 15,404 3,009 2,943 5,952 23,821 22,824 46,645
Assosa 5,612 5,471 11,083 6,925 6,354 13,279 2,260 1,781 4,041 9,185 8,135 17,320 4,580 3,286 7,866 28,562 25,027 53,589
Dollo Ado 13,260 13,015 26,275 17,958 17,661 35,619 7,315 6,847 14,162 25,273 24,508 49,781 12,179 11,311 23,490 75,985 73,342 149,327
Gambella 29,581 28,742 58,323 44,343 43,291 87,634 12,261 11,454 23,715 56,604 54,745 111,349 20,931 17,313 38,244 163,720 155,545 319,265
Jigjiga 2,663 2,620 5,283 2,864 2,946 5,810 926 864 1,790 3,790 3,810 7,600 2,705 2,765 5,470 12,948 13,005 25,953
Total 56,124 54,725 110,849 78,035 75,944 153,979 24,719 22,756 47,475 102,754 98,700 201,454 43,404 37,618 81,022 305,036 289,743 594,779
Table 10.2 Number of Schools and Sections by level and Location, 2020/21
Sections Schools
Location ECCE Primary Secondary ECCE Primary Secondary
Semera 8 33 - 2 2 -
Assosa 119 329 16 15 4 1
Dollo Ado 207 423 67 14 21 3
Gambella 316 1105 88 18 24 5
Jigjiga 39 102 50 36 3 3
Total 689 1992 221 85 54 12

9.3. Early Childhood Care and Education (ECCE)

The overall GER in ECCE is 44.0% with considerable variations across location. For instance, sub-office Assosa
in Benishangul Gumuz region achieved GER of 72.9%, which is by far larger than other sub-offices, while
GER is below 50 in the rest of the locations. The overall GER in ECCE has been decreased by 13.7 percentage
points from last year.

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 Education Statistics Annual Abstract, 2020/21
Table 10.3 Gross Enrollment Ratio in Early Childhood Care and Education, 2020/21
School Age Population (3-6) Gross Enrolment for ECCE GER (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 5,008 4,877 9,885 251 199 450 5.0 4.1 4.6 0.81
Assosa 5,612 5,471 11,083 4,210 3,872 8,082 75.0 70.8 72.9 0.94
Dollo Ado 13,260 13,015 26,275 6,363 6,095 12,458 48.0 46.8 47.4 0.98
Gambella 29,581 28,742 58,323 13,116 12,241 25,357 44.3 42.6 43.5 0.96
Jigjiga 2,663 2,620 5,283 1,206 1,256 2,462 45.3 47.9 46.6 1.06
Total 56,124 54,725 110,849 25,146 23,663 48,809 44.8 43.2 44.0 0.97

Chart 10.1 Gross Enrollment Ratios in ECCE, 2020/21

80.0
70.0
60.0
50.0
GER

40.0
30.0
20.0
10.0
0.0
Semera Assosa Dollo Ado Gambella Jigjiga Total
Male 5.0 75.0 48.0 44.3 45.3 44.8
Female 4.1 70.8 46.8 42.6 47.9 43.2
Total 4.6 72.9 47.4 43.5 46.6 44.0

On the other hand, GPI is increased by 0.05 points from last year and reached to 0.97, implying a better
progress in equity.

Note that, majority of ECCE schools are community-based schools mainly supported by national and
international Non-Governmental Organizations.

Chart 10.2 GER trends in ECCE, 2016/17-2020/21

70

57.7
60 55.8
51.0
50 45.5 44.0

40
GER

30

20

10

0
2016/17 2017/18 2018/19 2019/20 2020/21

94 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
9.4. Primary and Middle Education
9.4.1. Apparent and Net Intake Rates
Enrollment in Primary and Middle schools is dependent on the size of new entrants to Grade 1. Apparent
Intake Rate (AIR) measures the percentage of new entrants to grade 1 irrespective of their age, whereas
Net Intake Rate (NIR) measures those with the correct school age, i.e. age 7.
AIR in ECCE for the year 2020/21 is 53.5%, while the NIR is 25.3%. This big gap between the two rates show
that there is a large number of over aged enrollment in Grade 1.
Table 10.4. AIR by Location and Sex, 2020/21
School Age Population (Age 7) New Entrants to Grade 1 (All Age) AIR%
Location Male Female Total Male Female Total Male Female Total GPI
Semera 818 837 1,655 243 196 439 29.7 23.4 26.5 0.79
Assosa 1,320 1,222 2,542 687 713 1,400 52.0 58.3 55.1 1.12
Dollo Ado 2,788 2,650 5,438 2,000 1,654 3,654 71.7 62.4 67.2 0.87
Gambella 8,242 8,186 16,428 4,430 3,744 8,174 53.7 45.7 49.8 0.85
Jigjiga 563 549 1,112 386 477 863 68.6 86.9 77.6 1.27
Total 13,731 13,444 27,175 7,746 6,784 14,530 56.4 50.5 53.5 0.89
Table 10.5. NIR by Location and Sex, 2020/21
School Age Population (Age 7) New Entrants to Grade 1 (Age 7) NIR%
Location Male Female Total Male Female Total Male Female Total
Semera 818 837 1,655 49 38 87 6.0 4.5 5.3
Assosa 1,320 1,222 2,542 599 644 1,243 45.4 52.7 48.9
Dollo Ado 2,788 2,650 5,438 820 780 1,600 29.4 29.4 29.4
Gambella 8,242 8,186 16,428 1,837 1,687 3,524 22.3 20.6 21.5
Jigjiga 563 549 1,112 193 229 422 34.3 41.7 37.9
Total 13,731 13,444 27,175 3,498 3,378 6,876 25.5 25.1 25.3

As shown in the above tables, AIR is highest in Jigjiga with 77.6% and lowest in Samara with 26.5%. whereas
NIR is highest in Assosa, with 48.9% and lowest in Semera with 5.3%.
GPI is 0.89 for this year, with highest result in Jigjiga with 1.27 and lowest in Semera with score 0.79.

9.4.2. Gross Enrollment Ratio (GER) in Primary and Middle Education

Based on the new education road map, primary education covers Grades 1-6 and Middle level is Grades 7-
8. GER is significantly higher in Primary than Middle level education, which shows many children are unable
to join Middle level education.
Table 10.6. GER in Primary Schools by Location and Sex, 2020/21
School Age Population (7-12) Gross Enrollment (G1-6) GER (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 5,945 5,692 11,637 754 519 1,273 12.7 9.1 10.9 0.7
Assosa 6,925 6,354 13,279 5,967 4,614 10,581 86.2 72.6 79.7 0.8
Dollo Ado 17,958 17,661 35,619 10,096 8,291 18,387 56.2 46.9 51.6 0.8
Gambella 44,343 43,291 87,634 27,503 20,014 47,517 62.0 46.2 54.2 0.7
Jigjiga 2,864 2,946 5,810 2,808 3,174 5,982 98.0 107.7 103.0 1.1
Total 78,035 75,944 153,979 47,128 36,612 83,740 60.4 48.2 54.4 0.80

95 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
The total GER in primary (Grades 1-6) is 54.4%. Jigjiga scored the highest GER, above hundred with 103%,
while Semera is very much left behind the national figure with a GER of 10.9%. On the other hand, in Middle
level education, GER is highest in Jigjiga and lowest in Semera.
Table 10.7. GER in Middle Schools by Location and Sex, 2020/21
School Age Population (13-14) Gross Enrollment (G7-8) GER (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 1,957 1,810 3,767 219 114 333 11.2 6.3 8.8 0.56
Assosa 2,260 1,781 4,041 1,575 885 2,460 69.7 49.7 60.9 0.71
Dollo Ado 7,315 6,847 14,162 2,245 1,305 3,550 30.7 19.1 25.1 0.62
Gambella 12,261 11,454 23,715 6,685 2,486 9,171 54.5 21.7 38.7 0.40
Jigjiga 926 864 1,790 707 698 1,405 76.3 80.8 78.5 1.06
Total 24,719 22,756 47,475 11,431 5,488 16,919 46.2 24.1 35.6 0.52
There is s huge gap in GPI between Primary and Middle level education. GPI in primary, 0.80, is by far
greater than that of Middle schools,0.52, implying a better equity in primary education.

Apart the result shown in Primary and Middle level education, it will also be important to see the GER for
Grades 1-8. GER for Grades 1-8 is 50.0%, which is far beyond last year, which was 69.6% while GPI is
increased by 0.03 from last year, with a score of 0.75.
Table 10.8. GER for Grades 1-8, 2020/21
School Age Population (7-14) Gross Enrollment (G1-8) GER (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 7,902 7,502 15,404 973 633 1,606 12.3 8.4 10.4 0.69
Assosa 9,185 8,135 17,320 7,542 5,499 13,041 82.1 67.6 75.3 0.82
Dollo Ado 25,273 24,508 49,781 12,341 9,596 21,937 48.8 39.2 44.1 0.80
Gambella 56,604 54,745 111,349 34,188 22,500 56,688 60.4 41.1 50.9 0.68
Jigjiga 3,790 3,810 7,600 3,515 3,872 7,387 92.7 101.6 97.2 1.10
Total 102,754 98,700 201,454 58,559 42,100 100,659 57.0 42.7 50.0 0.75

Trends in the GER of Primary and Middle education (Grades 1-8) shows a steady increment for the last four
years with the exception of declining in this year. However, the GPI trend shows a decrement for the first
five years and start to increase in the last two years of the period.
Chart 10.3 Trends in GER and GPI for Grades 1-8, 2016/17-2020/21
80.0 0.78
69.6
70.0 67.0 67.0 0.76 0.76
62.2 0.75
0.74
60.0
50.0 0.72
50.0 0.71
0.70
GER

GPI

40.0 0.68 0.68

30.0 0.66
0.64 0.64
20.0
0.62
10.0 0.60
0.0 0.58
2016/17 2017/18 2018/19 2019/20 2020/21

GER GPI

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 Education Statistics Annual Abstract, 2020/21
9.4.3. Net Enrollment Ratio (NER) in Primary and Middle Education

The other important indicator for enrollment is the age specific enrollment with respect to the school age
population, that is NER. Similar to the GER, NER is higher in Primary than Middle schools, with a gap of 24.5
percentage points.
Table 10.9. NER in Primary Schools by Location and Sex, 2020/21
School Age Population (7-12) Net Enrollment (G1-6) NER (%)
Location Male Female Total Male Female Total Male Female Total
Semera 5,945 5,692 11,637 516 412 928 8.7 7.2 8.0
Assosa 6,925 6,354 13,279 3,875 3,122 6,997 56.0 49.1 52.7
Dollo Ado 17,958 17,661 35,619 7,105 6,029 13,134 39.6 34.1 36.9
Gambella 44,343 43,291 87,634 18,084 14,586 32,670 40.8 33.7 37.3
Jigjiga 2,864 2,946 5,810 2,307 2,595 4,902 80.6 88.1 84.4
Total 78,035 75,944 153,979 31,887 26,744 58,631 40.9 35.2 38.1
The table above shows that total NER is 38.1%. Though there is a big difference between GER and NER in
Primary schools, the gender gap is lower in NER than GER. The highest NER is in Jijgjia (84.4%) and the lowest
is in Semera (8.0%).
For Middle Level Education, as shown in table 10.10 below, the NER for all camps/locations is reported to
be below 35% with a maximum score of 32.7% in Jigjiga.
Table 10.10. NER in Middle Schools by Location and Sex, 2020/21
School Age Population (13-14) Net Enrollment (G7-8) NER (%)
Location Male Female Total Male Female Total Male Female Total
Semera 1,957 1,810 3,767 26 34 60 1.3 1.9 1.6
Assosa 2,260 1,781 4,041 324 227 551 14.3 12.7 13.6
Dollo Ado 7,315 6,847 14,162 732 512 1,244 10.0 7.5 8.8
Gambella 12,261 11,454 23,715 2,804 1,200 4,004 22.9 10.5 16.9
Jigjiga 926 864 1,790 295 290 585 31.9 33.6 32.7
Total 24,719 22,756 47,475 4,181 2,263 6,444 16.9 9.9 13.6

In general, the majority of refugee children in Ethiopia come from countries where access to education has
been challenging due to internal conflicts, distance to schools or limited facilities. For instance, in central or
southern Somalia, formal education has been collapsed for more than 20 years and some refugees have
accessed formal education in refugee camps first time in decades. Therefore, over-age enrollment in
primary grades, and lower number of children with appropriate age, is expected in refugee camps. To make
schooling appropriate for some over-aged children, alternative basic education was introduced in refugee
schools that have contributed to accelerated education for over-aged children.

Apart from Primary and Middle school, it will be good to see the NER of Grades 1-8, and it has been seen
from the table below that total NER is 39.8% with notable variations across locations.

97 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
Table 10.11. NER for Grades 1-8, 2020/21

School Age Population (7-14) Net Enrollment (G1-8) NER (%)

Location Male Female Total Male Female Total Male Female Total
Semera 7,902 7,502 15,404 705 525 1,230 8.9 7.0 8.0
Assosa 9,185 8,135 17,320 5,143 4,005 9,148 56.0 49.2 52.8
Dollo Ado 25,273 24,508 49,781 9,670 8,047 17,717 38.3 32.8 35.6
Gambella 56,604 54,745 111,349 26,521 19,047 45,568 46.9 34.8 40.9
Jigjiga 3,790 3,810 7,600 3,126 3,478 6,604 82.5 91.3 86.9
Total 102,754 98,700 201,454 45,165 35,102 80,267 44.0 35.6 39.8

9.4.4. Pupil Section and Pupil Teacher Ratios

Among the important indicators to measure efficiency and quality in the education system is calculating the
ratios between students and the corresponding class rooms and teachers. Lower Pupil-Section and Pupil-
Teacher ratios are signs for a better quality of teaching-learning, apart from other factors such as
qualification of teachers, supply of education materials and the like.
The total PSR for 2020/21 academic year in Primary and Middle schools is 51, which is nearly similar to the
national standard of 50 students per class room.
Children in Assosa are in the most conducive learning environment, with PSR 40, compared to other
locations.
Chart 10.4. PSR in Primary and Middle Schools (Grades 1-8) by Location, 2020/21

Jigjiga 72

Dollo Ado 52

Gambella 51

Total 51

Semera 49

Assosa 40

0 10 20 30 40 50 60 70 80
PSR

With lots efforts done by the management, school community and other stakeholders to improve the
facilities in refugee education, the Pupil-Section ratio significantly decreased from 121 in last year to 51 in
this year. PSR is highly improved in all refugee camps from last year.

On the other hand, the total primary Pupil-Teacher ratio in this year is 50, showing a significant improvement
from last year, which was 63. The chart below shows the PTR across locations

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 Education Statistics Annual Abstract, 2020/21
Chart 10.5 PTR in Primary and Middle Schools (Grades 1-8) by Location, 2020/21

Jigjiga 60

Assosa 53

Gambella 51

Total 50

Dollo Ado 45

Semera 38

0 10 20 30 40 50 60 70
PTR

PTR is low in Semera, with 38, and highest in Jigjiga with 60 (1 teacher for 60 students), indicating a shortage
of teachers in Jigjiga compared to other locations.

9.5. Secondary Education

9.5.1. Gross and Net Enrollment Ratios in Secondary Education

As has been done in Primary and Middle level education, Gross and Net enrollment rates are the
fundamental measures of access in secondary education.

The total GER in secondary schools for this academic year is 15.6%. Even though the result is too low
compared to the available school age population, it is by far better than from last year of 13.7%. It should
be noted that, there is no secondary enrollment in Semera while there is the corresponding school age
population available.
Table 10.12. GER in secondary Schools by Location and Sex, 2020/21
School Age Population (15-18) Gross Enrollment (G9-12) GER (%)
Location Male Female Total Male Female Total Male Female Total GPI
Semera 3,009 2,943 5,952 - - - - - - -
Assosa 4,580 3,286 7,866 466 143 609 10.2 4.4 7.7 0.43
Dollo Ado 12,179 11,311 23,490 2,295 575 2,870 18.8 5.1 12.2 0.27
Gambella 20,931 17,313 38,244 5,528 1,192 6,720 26.4 6.9 17.6 0.26
Jigjiga 2,705 2,765 5,470 1,353 1,086 2,439 50.0 39.3 44.6 0.79
Total 43,404 37,618 81,022 9,642 2,996 12,638 22.2 8.0 15.6 0.36

As the table above shows, the enrollment of refugee students in secondary school is minimal, only 12,638
students out of the possible 81,022 school-age population for the level. However, it is also important to
note that overwhelming majority of the secondary school-age population are either still attending education
at primary school level, or dropped out of primary or never been to school at all. The high over-age students
in primary school also indicate that there are limited secondary school-age populations who may have
completed primary education and qualify for secondary education.

99 Ministry of Education
 Education Statistics Annual Abstract, 2020/21
The GER trend for secondary schools show a steady increment for the last five years, however still there is
a huge gap in enrollment and population age.
On the other hand, GPI for this academic year is 0.36, which is exactly the same as last year. Jigjiga performs
best in GPI, with 0.79. The table below shows the trend in GER and GPI for secondary education.
Chart 10.6 Trends in GER and GPI for Secondary Schools, 2016/17-2020/21
18.0 0.45
15.6
16.0 0.40 0.40
13.7 0.36 0.36
14.0 13.0 0.35
0.34
0.32
12.0 0.30
9.5
10.0 8.9 0.25
GER

GPI
8.0 0.20
6.0 0.15
4.0 0.10
2.0 0.05
0.0 0.00
2016/17 2017/18 2018/19 2019/20 2020/21

GER GPI

The Net Enrollment Ratio is also too low in secondary schools, with only 6.4%. Jigjiga performs better in NER
with 28.8%, while the result in the rest of the locations is below total value.
Table 10.13. NER in secondary Schools by Location and Sex, 2020/21
School Age Population (15-18) Net Enrollment (G9-12) NER (%)
Location Male Female Total Male Female Total Male Female Total
Semera 3,009 2,943 5,952 - - -
Assosa 4,580 3,286 7,866 146 89 235 3.2 2.7 3.0
Dollo Ado 12,179 11,311 23,490 919 306 1,225 7.5 2.7 5.2
Gambella 20,931 17,313 38,244 1,698 449 2,147 8.1 2.6 5.6
Jigjiga 2,705 2,765 5,470 863 713 1,576 31.9 25.8 28.8
Total 43,404 37,618 81,022 3,626 1,557 5,183 8.4 4.1 6.4

9.5.2. Pupil Section and Pupil Teacher Ratios

The total PSR in secondary schools for this academic year is 57, which is beyond the national standard set
for the level, i.e. 40. Similar to Primary and Middle schools, PSR is significantly improved from last year,
which was 88.
Assosa performs better than other locations, with the PSR value of 38.

100 Ministry of Education

 Education Statistics Annual Abstract, 2020/21
Chart 10.7. PSR in Secondary Schools by Location, 2020/21

Gambella 76

Total 57

Jigjiga 49

Dollo Ado 43

Assosa 38

0 10 20 30 40 50 60 70 80 90
PSR

On the other hand, the total Pupil-Teacher ratio for secondary schools in this year is 42, showing a slight
improvement from last year, which was 44. The chart below shows the PTR across locations
Chart 10.8 PTR in Secondary Schools by Location, 2020/21

Gambella 61

Assosa 55

Total 42

Dollo Ado 35

Jigjiga 24

0 10 20 30 40 50 60 70
PTR

9.6. Teachers
In this academic year, the total number of teachers in all refugee camps at all levels are reported as 2,974.
Out of this, 662 teachers are in ECCE, 2,010 in Primary and Middle, and 302 are in secondary schools.
Out of the total number of teaching force, 2,042 (68.7%) are refugee teachers.
Table 10.14. Total Number of Teachers by Level, Location and Sex, 2020/21
ECCE Primary and Middle Secondary Total
Location Male Female Total Male Female Total Male Female Total Male Female Total
Semera 3 6 9 33 9 42 36 15 51
Assosa 82 73 155 217 31 248 7 4 11 306 108 414
Dollo Ado 40 51 91 396 93 489 8 73 81 444 217 661
Gambella 131 168 299 883 224 1,107 11 99 110 1,025 491 1,516
Jigjiga 57 51 108 101 23 124 86 14 100 244 88 332
Total 313 349 662 1,630 380 2,010 112 190 302 2,055 919 2,974

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 Education Statistics Annual Abstract, 2020/21
The qualification level of teachers is also an important aspect of improving quality of education. Based on
the new education road map, minimum qualification required is Diploma for ECCE, First Degree for Primary
and Middle and second degree for Secondary level.
The tables below describe the detail of teachers with respect to their level of qualification in ECCE, Primary
and Middle and Secondary schools
Table 10.15. Total Number of Teachers by Level, Location, Qualification and Sex in ECCE, 2020/21
Total Number of Refugee Teachers Teachers By Level of qualification (Total) Total
Teachers Qualified
Total Below TTI TTI BA, BSc, MA, MSC
Location Male Female Total Number Share (%) Secondary Secondary Certificate Diploma BED or above Teachers (%)
Semera 3 6 9 0 0.0 4 5 0 0 0 0 0.0
Assossa 82 73 155 148 95.5 133 22 0 0 0 0 0.0
Jigjiga 57 51 108 94 87.0 18 68 11 3 7 1 10.2
Dollo ado 40 51 91 86 94.5 64 11 4 8 4 0 13.2
Gambella 131 168 299 299 100.0 86 101 55 50 5 2 19.1
Total 313 349 662 627 94.7 305 207 70 61 16 3 12.1

In ECCE, 94.7% of the total teaching force is covered by refugee teachers, whereas percentage of qualified
teachers are too low, with 12.1%. Gambella perform relatively better qualified teachers, with 19.1%
Table 10.16. Total Number of Teachers by Level, Location, Qualification and Sex in Primary and Middle,
2020/21
Total Number of Refugee Teachers Teachers By Level of qualification (Total) Total
Teachers Total Below TTI TTI BA, BSc, MA, MSC Qualified
Location Male Female Total Number Share (%) Secondary Secondary Certificate Diploma BED or above Teachers (%)
Semera 33 9 42 - 0.0 16 7 - 3 14 2 38.1
Assossa 217 31 248 189 76.2 60 122 3 19 44 - 17.7
Jigjiga 101 23 124 40 32.3 - 6 33 50 35 - 28.2
Dolloado 396 93 489 257 52.6 132 144 1 118 92 2 19.2
Gambella 883 224 1,107 929 83.9 43 532 85 197 225 25 22.6
Total 1,630 380 2,010 1,415 70.4 251 811 122 387 410 29 21.8

On the other hand, the share of refugee teachers in Primary and Middle schools is 70.4%, implying that
refugee education is mostly run by teachers with in the camp from ECCE to Middle levels. Total qualified
teachers are 21.8%, with Semera scored the highest with 38.1%
Table 10.17. Total Number of Teachers by Level, Location, Qualification and Sex in Secondary, 2020/21
Total Number of Refugee Teachers Teachers By Level of qualification (Total) Total
Teachers Total Below TTI TTI BA, BSc, MA, MSC Qualified
Location Male Female Total Number Share (%) Secondary Secondary Certificate Diploma BED or above Teachers (%)
Assossa 7 4 11 0 0 8 0 1 1 1 0 0.0
Jigjiga 86 14 100 0 0 0 0 0 11 79 10 10.0
Dollo ado 8 73 81 0 0 3 0 27 47 4 0 0.0
Gambella 11 99 110 0 0 0 0 8 97 5 0 0.0
Total 112 190 302 0 0 11 0 36 156 89 10 3.3
In secondary schools, there is no refugee teachers at all, and qualified teachers is extremely low, 3.3%.
Except in Jigjiga. With 10% qualified teachers available, teachers in the rest of the locations are not
appropriately qualified for the level.

102 Ministry of Education

 Education Statistics Annual Abstract, 2020/21

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

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

A. Overview of Indicators
The Education Statistics Annual Abstract reports progress against a total of 55 ESDP VI indicators in 2020/21,
which are divided into 4 categories covering access, equity, quality, and internal efficiency.

Data is obtained from 10 Regions and 2 City Administrations Education Bureaus, 34 (out of 39) Colleges of
Teacher Education (CTEs), and from Refugee camps in the four (except Tigray) refugee hosting regions.

B. Summary of Findings
Early Childhood Care and  Nationally, 36.7% of children are enrolled in Pre-Primary
Education classes in all ages
 Most enrolled in pre-primary level attend ‘O’ class, with
76.5% share of the total Pre-Primary enrollment. Gross
enrolment in Kindergarten concentrated in Addis Ababa as
usual.
 Gender parity appeared less than from last year and fail to
achieve the ESDP VI target of the year.

Primary and Middle Education  Grade 1 is in high demand, and many students have enrolled
outside the official school entry age so that the gross
enrollment rate to be above 100% in most regions.
Oppositely, the NIR in all regions are below 100% with the
national figure to be 72.6%.
 Transition from Primary to Middle is low, with gross
enrolment dropping from 102.6% to 70.0%
 The National Gender Parity Index (GPI) target has been
missed in both levels (Primary and Middle), and GPI for
Grades 1-8 is similar from last year.
 Unlike the previous years, most of efficiency indicators met
the ESDP VI target of the year except dropout in Middle
schools and Completion in Grade 6.

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 Education Statistics Annual Abstract, 2020/21

 Transition from Middle to Secondary, as has been seen from

Primary to Middle, is low nationally, with notable regional
disparities. Addis Ababa is the only region with GER greater
than 100%, and Gambella followed, with 90%. The national
GER is 42.1%.
 Secondary enrolment has gradually improved over time,
with annual growth rate of 8.5% for the last five years. GER
targets for the year have been successfully met in both
Secondary Education sexes.
 When we look at the NER, those enrolled in secondary
education are more likely to be the appropriate age
compared to Primary and Middle education, however the
rate is too low, with NER 29.5%.
 The GPI target has been met successfully and the national
figure is by far higher than last year. However, there is
gender imbalance in Amhara and Addis Ababa with GPI score
greater than 1.

 Enrolment in IFAE programs has been increased over time

starting from ten years before, but there are signs of decline
over the past five years.
 Only 23% of the enrolled adults have graduated from two
Adult and Non-Formal year IFAE courses this year and this figure is by far less than
Education from three years before, where graduates were 60.4.
 Females are less than males both in enrollment and
graduation rate
 Illiterate 15–60 year olds who have graduated from two-year
IFAE course are 200, 339, from which 100,605 are females.

 Enrollment rate in children with disabilities is still low in all

levels.
 GER at Pre-Primary is just 1.7%, of course higher than last
year’s 0.9%. The same is true in other levels, with a GER of
8.0% in Primary and Middle and 2.5% in Secondary level. This
means, thousands of disabled children are either not
Special Needs Education accessing the formal education or not recorded correctly.
 The ESDP VI target for the year could not be achieved at all
levels
 “Learning Difficulty” is the type of disability with highest
number of children in Pre-Primary, Primary and Middle
levels, while “Behavior and Socialization” is the type of
disability with highest score in Secondary education.

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 Education Statistics Annual Abstract, 2020/21

 Base on the new education road map, 30.2% of Pre-Primary

(KG) teachers are appropriately qualified. From which, 29.8%
of female teachers and 34.2% of male teachers are holding
the ECCE Diploma or above, this assures that the ESDP VI
target met for male teachers.
 9.4% Primary and 20.1% Middle level teachers are
appropriately qualified. Whereas, the total qualified
teachers in Primary and Middle education (Grades 1-8) is
13.1%, with 13.6 females and 12.8 males. This couldn’t meet
the ESDP VI target of the year in both sexes.
 In secondary, only 10.0% of teachers are qualified; and the
target couldn’t be met in both sexes
Teachers in General education  The national attrition rate for Primary and Middle school
teachers is 1.7%, whereas this rate is 2.4% in secondary
schools. There is a slight decrement in both levels from last
year.
 From the total number of school leaders, females constitute
only 12% in Primary and Middle and 6.8% in Secondary
schools.
 Qualified school leaders are 54.2% in Primary and Middle
schools, and 64.9% in Secondary. The target couldn’t be met
in both levels. On the other hand, 83.4% of Primary and
Middle schools and 52.9% of Secondary school supervisors
are appropriately qualified.
 Qualified male Primary and Middle school supervisors met
the ESDP VI target.

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 Education Statistics Annual Abstract, 2020/21

 Enrolment in summer program is higher than regular and

extension programs and 45.8% of the total enrollment in all
programs are females.
 Attrition has been slightly decreased from last year.
 Trends over time show that enrolment in CTE’s has been
decreased in the last four consecutive years.
 Enrollment of prospective teachers with special education
Colleges of Teachers’ Education needs accounts 0.3%, which has a slight increment from last
year.
 The number of graduates from CTEs has linearly increased
over the last four years, while decreasing from last year
onwards.
 The female share of the Academic staffs in CTEs is only
11.5%.
 On the other hand, 76.8% of the total academic staff are
M.A/M.Sc and above
 GER for ECCE for this year is 44.0, showing a 13.7 percentage
points decrement from last year. However, GPI increased
from 0.92 to 0.97
 AIR and NIR are calculated in this year to be 53.5% and 25.1%
respectively.
 GER in Primary and Middle (Grades 1-8) has been decreased
from 69.6% in last year to 50.0% in this year. However, GPI
increased from 0.72 to 0.72
Education in Refugee  GER for Primary is 54.4%, with a GPI of 0.80 and in Middle
schools GER 35.6% and GPI is 0.52. In secondary schools, GER
is too low with 15.6% and GPI is 0.36.
 NER is 38.1% in Primary, 13.6% in Middle level and 6.4% in
Secondary.
 With respect to qualification level of teachers, 12.1%, 21.8%
and 3.3% of the total teaching force are appropriately
qualified in ECCE, Primary and Middle, and Secondary
schools respectively.

106 Ministry of Education