Achievement of the Millennium Development Goals (Mdgs) for Education in Ethiopia

Despite enormous progress during the past 15 years, achieving universal primary education will require renewed attention in the post-2015 era, and investing in the quality of education and ensuring a sustainable source of funding are also essential.

Due to the (1) significance of education for each child on the planet, the (2) existing barriers to education around the world and the fact that (3) education is a lifelong learning process for everyone, this essay argues that it is essential to make sure that everyone in the world gets an education.

A thesis submitted in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Honors in Political Science

Ethiopia is a strong, diverse country located in the eastern region of Africa also known as the “Horn of Africa”. The land area is 1,221,900 square kilometers and is relatively close to the Arabian Sea and the Red Sea. It has a population of 90M with 28% below the poverty line and an unemployment rate of 25%. Almost half of the population is under the age of 18. Economy is mostly based on

Thirdly, nobody has been more important to me in the pursuit of this project than the members of my family. I would like to thank my parents, whose love and guidance are with me in whatever I pursue. They are the ultimate

To begin with, the Ethiopian economy has different between 2012 and now. When I was in Addis Ababa, Ethiopia, in 2012, there were a large number of unemployed young men: more than 50% men did not have a job. Also, they used to sit on street rocks and mocked at the people who had a job. Moreover, in the past, Ethiopia had a low literacy rate. If there were 6 people in a family, only two might be students. However,

The proportion of children who are enrolled in primary schools has increased from 49% to 77% in the past decade in sub-Saharan Africa. This increase in enrollment is due mostly to the initiative of the governments from these regions to improve universal primary education. However, much remains to be done because even though enrollment has been made a possibility in a lot of these countries, there are a lot of other variables at play that still prevent children from receiving a quality education. Things such as poverty, cultural traditions, gender violence, and the incidence of early marriage are a major reason for disadvantaged groups, particularly poor girls, not making as much progress in enrolling

“Education promotes equality and lifts people out of poverty. It teaches children how to become good citizens. Education is not just for a privileged few, it is for everyone. It is a fundamental human right.” - Ban Ki-moon

Throughout his paper, Tooley shows problems that the public schools of Africa have. (Tooley 9) He shows the first problem by saying, “An estimated 40 million primary-school-age children in sub-Saharan Africa are not in school and in half of the countries less than 60% finish the full course of schooling.” (Tooley 9) Afterward, He gives the quote, “The United

Education comes with social benefits as well which can improve the situation of the poor, such as lower fertility and improved health care of children ("Poverty and Education"). "Poor people are often unable to obtain access to an adequate education, and without an adequate education people are often constrained to a life of poverty." - Servaas Van Der Berg. The absolutely poor in developing countries have low education levels. Some may not even have access to primary education or may not have completed their primary education, not realizing that it is important to reduce poverty. Education is often poorly measured, and the impacts do not always show up as statistically significant in cross- country growth regressions (Levine & Renelt, 1992). Africa’s education crisis makes media headlines and analysis by the Brookings Center for Universal Education (CUE) explains why this needs to change. Progress towards universal primary education has come to a halt and learning levels of children who are in school are poor as well. Using a Learning Barometer, CUE estimates that 61 million African children will reach adolescence lacking even the most basic literacy and numeracy skills, this will deprive a whole generation of opportunities to develop and escape poverty ("Poverty, Education, & Opportunity").

As a result of poverty and marginalization, more than 72 million children around the world remain unschooled. Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children. In addition, these regions must also resolve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years) (Omwami & Keller, 2010).

Some of the world’s poorest countries, with some of the highest child labor and illiteracy rates lie in Sub Saharan Africa. People generally associate the region only with poor economic conditions and all of the social disorder that goes along with 3rd World Status. While some of this reputation is deserved, many people are also failing to see the vast potential for this part of the world. There are several factors that African governments should look into if they want to effectively and efficiently revamp this areas quality of life. One way to do so is by improving the more crucial aspects to healthy functioning region, for example, allowing children to possess their natural rights to a decent education. This could influence an increase

Education is considered as the critical software for development as it shapes the destiny for every society. Currently the initiative is driven by the Millennium Development Goals and the goals of Education for All. The MDG’s with direct reference to women education are Goal 2: Achieve universal primary education and Goal 3: Promote gender equality and empower women. This means that everybody in the society should be given a chance to attend school, women included (Anne Syomwene , 2015)

Nomadic pastoralists across the globe have struggled to maintain their identity while trying to conform to traditional, formal government run education systems. As declared by the Universal Declaration of Human Rights in 1948, education is a universal human right that should be free and compulsory through at least the basic elementary levels (United Nations Declaration of Human Rights Document). For nomadic pastoralists, who move regularly in order to find adequate grazing land for their livestock and water sources for survival, the traditional formal school set-up is often not feasible, and they are frequently excluded from receiving the education they are entitled to according to the Universal Declaration. Other

Unlike what is the case in the US, globally primary education is far from a guarantee. Every year, millions of children are going uneducated, stripping the intellectual capacity of many impoverished nations. No segment of the global population does this more acutely effect than girls. While many societies feel a strong cultural push educate boys, the same pressures are often absent when it comes to girls.