The government pushes to leverage on ICT in its drive to ensure equitable access to quality education in the country. The three pillars on which it rests are: ICT as a learning and operating tool, integration of ICT into teaching and learning processes, and ICT as a career option for students.

The plan serves as an overview of the policy, detailing the expected deliverables over the five year period.

The guidelines on inclusive education serve as a reference to all stakeholders as an effort to ensure a barrier-free learning environment in public and private schools. It provides assistance and guidance to educational institutions in their provision of minimum access required in various types of school buildings, gadgets, learning equipment and materials, as well as curriculum and pedagogy for the practice of Inclusive Education.

The policy leverages on inputs from a wide range of national and international stakeholders in defining the path of the government towards ensuring equitable access to quality education for all in Ghana, without discrimination or exclusion of any form.

This instalment of the ESP is based on three objectives: improved equitable access to and participation in inclusive education at all levels, improved quality of teaching and learning and STEM at all levels, and sustainable and efficient management, financing and accountability of education service delivery. Along with the Education Sector Medium Term Development Plan 2018-2021, the ESP charts the long term path and aspirations for the education sector.

The Act sees to the establishment of the Scientific and Industrial Research Council. Its core functions include: taking charge of implementing government policies and plans on scientific research and development, advisory services on scientific advancements important to the country, and coordinating all scientific research in the country, for efficient use of resources.

This policy highlights the various roles education can play in shaping society’s values and perceptions in Ethiopia. It discusses the current multifaceted problems facing the education sector which has prevented it from maximizing its potential. The policy encompasses the overall and specific objectives, and implementation strategies to ensure access to both formal and non-formal education at all levels is guaranteed.

This proclamation aligns itself with this opportunity and seeks to prepare a national professional standard under the technical and vocational education and training system. This standard hopes to put in place an occupational competence assessment system through which members of society obtain skill through different means”.”””

This serves as the current ambitious 9-year masterplan for special needs/inclusive education (2016-2025). The master plan captures all forms of special needs conditions, and its implementation is multi-sectoral.

***document in Amharic language.

***document in Amharic language.

***document in Amharic language.

The education and training policy was prepared to ensure the populace understands the basic concept of the education and training policy, understand its premise, its rationale, and all its practical applications.

As enshrined in the constitution of the Federal Democratic Republic of Ethiopia, and other international ramifications and agreements, every citizen shall have the right to education, irrespective of age, ethnicity, gender, and social status. The strategy pushes to address the neglect of the pastoralist areas and the infrastructure deficit, to ensure they have access to basic education.

The Proclamation applies to any institution operating in Ethiopia. Notwithstanding the provisions of sub-article (1) of this Article, this Proclamation shall not apply to institutions under religious organizations and whose objectives and curricula are primarily religious and to those institutions that offer only diploma and certificate programmes. The objectives of the proclamation range from, preparing knowledgeable graduates balanced with demand and along with fields and study, to the promotion of democratic culture and upholding of multicultural community life.

The guidelines set out to Improve the quality of education and student results for all children at primary and secondary schools.

As enshrined in the constitution of the Federal Democratic Republic of Ethiopia, and other international ratification and agreements, every citizen shall have the right to education, irrespective of age, ethnicity, gender, and social status. The inclusive education strategy addresses the marginalization and disenfranchisement of people with special needs; It reviews the 2006 policy on special needs education, drawing on the achievements and successes, and learning from its weaknesses.

The Ethiopian education and training policy of 1994 explicitly states that access to education for all is not only compulsory but will also help in the economic development of the country. The objectives of these guidelines are: to inculcate clear concepts, ideas and practices about resource centres in the minds of the implementers; and to specify the duties and responsibilities of implementers at all levels.

The government of Ethiopia is on a concerted effort to place the country on the firm path towards attaining its vision of becoming a middle-income country by the year 2030. The education sector has been given priority through its different education sector development program phases (ESDP I-V), since the formation of the first growth and transformation plan (GTP I); this is as the country aims to transition from an agriculture-led economy to an industry-led one. The purpose of the roadmap and the reviews and the benchmarks contained therein is to serve as a “tool or reference points for setting ambitious improvement goals, and increasing the potential for improvement in numerous ways”.

This is the fifth phase of the Education Sector Development Programme. It has the ultimate aim of ensuring the education sector contributes to, and complements other plans, to attain Ethiopia’s long term goal of becoming a middle-income country. It discusses the challenges the geographic distribution of the population can pose and the opportunity therein if the right investments are made. It focuses on ensuring equitable access to quality basic education at all levels and developing human skills and potential through training.