The government of Rwanda’s long-term education goals include, ensuring equitable and quality access to education at all levels. This policy aims to address the disparities in access to education as it relates to the female gender. It seeks to develop the framework, laws, and other necessities to ensure effective contribution to the education for all vision of the government.

The TVET policy emphasizes the importance of education and training in attaining priority goals of developing coutries. In conjunction with other crucial national policies, the TVET aims to achieve economic growth by focusing on technical and vocational trainings at all levels of education and for all categories of citizens.

This policy aims to ensure the needs of educationally vulnerable children and youths are factored into the plans and objectives of the education sector in the country. This is in line with the government’s drive to ensure maximum access, quality, and equity in educating the citizens of Rwanda at all levels. As a revised policy, it identifies the need for modification due to changing times.

This policy highlights various specific objectives to be achieved to ensure children with special educational needs have equitable access to basic education. This is premised on the commitment of the government to ensure basic education to all citizens of the country.

***document in Amharic language.

***document in Amharic language.

***document in Amharic language.

This serves as the current ambitious 9-year masterplan for special needs/inclusive education (2016-2025). The master plan is geared towards ensuring maximum inclusion of people with special needs, in a bid to provide equitable access to education, in a barrier free environment, to ultimately maximize their potentials. The master plan captures all forms of special needs conditions, and its implementation is multi-sectoral.

The guidelines sets out to Improving 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 ratifications and agreements, every citizen shall have the right to education, irrespective of age, ethnicity, gender, and social status. The inclusive education strategy addresses the margnizalization 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 economic development of the country. The objectives of this guideline are to: Inculcate clear concepts, ideas and practices about resource center in the minds of the implementers: Specify the duties and responsibilities of implementers at all level. Set indicators provided that can be used as measures for evaluation and
reflection, to assess and improve RCs. It pushes towards establishing and managing functional centres to serve as places of learning support for people with special needs.

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 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 and 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”.

As enshrined in the constitution of the Federal Democratic Republic of Ethiopia, and other international ratifications 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 fields and study, to the promotion of democratic culture and upholding of multicultural community life.

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

This policy highlights the various roles education can play in shaping the society’s values and perceptions in Ethiopia. It discusses the current multifaceted problems facing the education sector which has prevented it from maximizing its potentials. 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.

The goals of the country can be driven through effective supply of skilled and innovative human resources to all sectors of the economy. This proclamation alings itself with this opportunity and seeks to “prepare a national professional standards under the technical and vocational education and training system. This standards hopes to put in place occupational competence assessment system through which members of society obtain skill through different means”.

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 trainings.

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 Development Plan was conceived alongside the 2018-2030 Education Strategic Plan and the Education Sector Analysis. The plans charts the course of the education sector, as it propels Ghana towards its vision of becoming a learning nation.