Deputy Director Teshale Berecha teshuby2000@yahoo.com Dr Yishak Degefu yishak_degefu@yahoo.com Maija.hirvonen@jamk.fi Tuire.maki@jamk.fi

Facts on Disabilities It is estimated that more than a billion people, or about 15% of the world’s population, are living with a disability, and 80% of them reside in low-income countries (WHO & World Bank, 2011, p. 29). Of the total population of Ethiopia, 17.6% are estimated to live with some sort of impairment (WHO & World Bank, 2011, p. 272).

Project Website: https://www. jamk Project Website: https://www.jamk.fi/en/Research-and- Development/RDI-Projects/ethiopia/home/ The mission of the TECIP-project is to equip the TVET teacher training providers on national, regional and local levels with necessary skills and knowledge on inclusive practices to support national development efforts towards inclusive TVET education in Ethiopia. As an outcome of the project, FTI develops its educational structures in terms of inclusion in TVET and has curricula on inclusive education and related modules for pre- and in-service TVET teacher programs. As the modules developed in the project are part of the curricula, the results sustain and reach new generation of teachers. Additionally, a new in-service training model is developed for FTI and piloted for the use in future. The project scope involves all regions in Ethiopia via in-service training model. Key Results to be Achieved:  Two new curriculum and three training modules prepared (one for BA and one for MA preservice training and one for in‐service), which are integrated in the SEN and Inclusive Education course Five regional events/workshops conducted and knowledge on inclusion delivered for 200 persons at Federal, Regional and local levels on inclusive education in TVET 15 teacher trainers of FTI trained on inclusion and professional development plans prepared for them, including an awareness raising event for the whole FTI staff (N=100) In‐service training model developed for FTI, which consists of the Training of Trainers program for 200 TVET teachers and of the practice in delivering knowledge on inclusive practices for 2000 TVET teachers in regions.

Inclusive education Inclusive education promotes equity within education and society. Inclusion is not about placement – it is rather about developing schools to welcome diversity of students. ”Some students need more to get the same as others”

DPO`s, example HPWD, Dr Abebe Yehualawork Malle

Master Plan on Inclusive Education 2016-2022 The Master Plan builds on the Constitution of Ethiopia, the principles directed by the Education and Training Policy (1994), Special Needs Education Program Strategy from 2006 and Special needs/Inclusive Education Strategy published in 2012. Most importantly, the Master Plan is based on the ESDP V 2008-2012 EC (2015/16 – 2019/20 G.C.), and the accompanying Multi-year Action Plan (MYAP) guiding the implementation of the sector plan. Continuous interventions through the Strategies of 2006 and 2012 to support the implementation of special needs education have proven insufficient, partly due to an overarching policy to guide the provision of special needs education missing but also structures being inadequate and not fully supporting special needs education and inclusion.

Master Plan on Inclusive Education 2016-2022 Pillar 1: Policy framework Goal: Create a policy environment conductive to special needs education and inclusive education Pillar 2: Supporting structures and administration of education Goal: Ensure relevant structures, mandates and responsibilities at all levels to support SE and IE Pillar 3: Capacities and Human Resources Goal: Develop teachers` pre-service and in-service training and leadership training to better address SE and IE

“Ethiopia aims at an education system that is open to all learners, regardless of poverty, gender, ethnic backgrounds, language, learning difficulties and disabilities.” Master Plan 2016-2022 Education Statistics Annual Abstract (ESAA): The Ethiopian primary education accommodates 18.7 million children and youth in grades 1-8. Total number of students with special educational needs who are attending their primary education is 71,007 in 2007 E.C (2014/15). Learners with special educational needs represent less than 0.4% of those enrolled. There are 29,266 girls with disabilities and 41,741 boys, a much lower proportion of girls with SEN compared to boys. 72% of the learners with special educational needs are attending lower grades of 1 to 4 (and 28% enrolling grades 5 to 8), which indicates that many learners with special educational needs are not progressing through the education system and that there is a high dropout and repetition rate within this group of students.

Education Statistics Annual Abstract (ESAA): Secondary Education A total of 2,108,115 students enrolled secondary education grades 9-12, males dominating with the share of 52.6%. A total of 7,322 students with special educational needs are currently attending secondary education. At secondary lower level (Grades 9-10) there are 6,062 students with special educational needs and at the secondary upper level (Grades 11-12) there are 1,260. Out of the total number of students with special educational needs 2,988 are females (40.8%) and 4,334 males (59.2%). Higher Education Under-graduate programs enrolled 729,028 students into government and non- government institutions, females representing 34.7% of all students. Respectively, post- graduate programs enrolled 12,165 students, 16.7% being females. The total number of SEN students who are currently attending higher education programs is 1,482 (both undergraduate and post-graduate, 397 or 26.8% female, 1085 or 73.2% male). 1,395 students (94%) are found in the under-graduate programs. By type of disability, physically disabled students are the largest group (699).

TVET Agency Report April 2018 The enrollment rate of students with disabilities in formal vocational education program of the country: 0.58% The enrollment rate of students with disabilities in non-formal vocational education program of the country: 0.52% The report did not include the dropout rate. Regardless of this discouraging participant’s rate of students with disabilities in vocational education program of the country, the government has been making encouraging progress: disability issues are part of the activities of the TVET Agency and the issue has been included in the planning and reporting format of the program.

IE in teacher training Hands, doing Skills Head, knowing Knowledgee Heart, believing Attitudes

In-service training model for FTI

Inclusive Pegagogy in trainings Ethiopian trainers Doing together NGO`s, DPO`s MONITORING BY FTA

Challenges and strenghts Inclusive Education: a difficult concept everywhere, especially in developing countries Management, transparency, hierarchy, lack of interest of all actors towards IE IE in TVET: new development Corrections: More interlinked taecher education and TVET administration Training methodology: Inclusive Pegagogy Project manager`s long stays in Ethiopia Incentives Strenghts: The role of DPO`s and NGO`s Combination of TVET administration and teacher education