Beyond Access:

Lessons from Ethiopia’s 1994 Education and Training Policy on Quality and Equity

Abstract

This paper analyzes Ethiopia's 1994 Education and Training Policy (ETP), the third major educational policy since modern education began in the country. Using a mixed research approach, the study reviews the policy's rationale, formulation, and outcomes, drawing from secondary sources such as official reports, policies, working papers, and previous research. The analysis focuses on key performance indicators of education policy, assessing ETP against its stated objectives. The policy aimed to address issues inherited from its predecessor, but the formulation process was criticized for insufficient stakeholder involvement and a lack of transparency, resulting in a top-down approach despite being locally designed. The policy's modern and pragmatic objectives, including the use of mother tongue in primary education, decentralization of management, and private sector involvement, were seen as positive changes. In terms of outcomes, the policy succeeded in expanding access to education across all levels, with notable improvements in gender equity, regional access, and socio-economic inclusivity. Decentralization also showed progress. However, the policy's failure to ensure consistent quality and relevance of education remains a significant issue. While the ETP's achievements in access and equity are commendable, its mixed results highlight the need to focus on quality improvement. This analysis suggests that lessons from the ETP's implementation should inform the current education roadmap (2018-2030) and future policy development.