***document in Amharic language.

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.

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”.

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.

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.

The ESDP aims to improve access to quality basic education at all levels in line with the general education goals of the country. The ESDP IV targets consolidation on achievements of ESDP III.

The policy document intends to provide guidance and coordination on key components of the adult basic education and training (ABET) system in South Africa. It pushes to create an enabling environment for coordination of efforts within practitioners in government, NGOs, and providers in the economic sector. “The main purpose of the policy is to help practitioners and planners to promote, implement,
monitor and evaluate robust ABET practice in order to ensure that ABET occupies a central place in the development of the education and training system.”

This is an Act to specifying the provisions to ensure the integration and promotion of vocational training in Botswana and for other related matters.

This document highlights the regulations by the Ministry of Tertiary Education concerning the application fees for registration and accreditation of training providers in Botswana.

This document highlights the regulations by the Ministry of Tertiary Education concerning the National Credit requirement (amount of learning) for training programs in Botswana.

This document highlights the regulations by the Ministry of Tertiary Education concerning the registration and accreditation of assessors and Moderators in Botswana.

This document highlights the regulations by the Ministry of Tertiary Education concerning the registration and accreditation of training providers in Botswana.

This is an Act for the establishment Botswana Qualifications Authority to provide the qualification framework services in Botswana and for other ancillary matters.

This document highlights the regulations by the Ministry of Tertiary Education, amending the Botswana Qualification Authority Regulations concerning accredited learning programs in Botswana.