Here are some of the key challenges facing the education sector in Ethiopia: - Shortage of qualified teachers: There is a lack of enough qualified teachers at all levels of education to meet the growing demand. Teacher training programs need to be expanded. - Inadequate infrastructure and facilities: Schools lack adequate classrooms, furniture, water and sanitation facilities, laboratories and other teaching/learning materials. Rapid expansion of the system has strained infrastructure. - Poor quality of education: Overcrowded classrooms and shortage of teachers has negatively impacted the quality of education. Learning outcomes need to be improved. - High dropout and repetition rates: Dropout rates remain high especially for girls and children from poor households. Repetition rates indicate

1. Social Sector Development in Ethiopia
Chapter Five
BY
Hagos Gemechu (Ph.D)
hagosgemechu@gmail.com

2. Social sector development
1. Social policy
◦ What is social policy?
◦ What is Social service?
◦ What is social development
◦ Why we study about social development?
◦ Why we give special attention for social sector development?
2. Corruption and development
 What is corruption?
 Why looking corruption and social service?
 What is wrong with corruption
 Corruption is regular/normal. Argue
 Corruption is god for development. Argue
 What is political corruption?
 Why care about corruption?
3. Social development

3. What is social policy?
 Social policy primarily refers to guidelines and interventions for
the changing, maintenance or creation of living conditions that
are conducive to human welfare.
 Social policy are education, health, housing, employment and
food for all people.
 Social policy is part of public policy but public policy is more
than that, it is economic policy, industrial policy, and also social
policy, etc.
 Thus, social policy is that part of public policy that has to do
with social issues.
 Social Policy is the study of social services and the welfare state.
 In general terms, it looks at the idea of social welfare, and its
relationship to politics and society.

4. What dose social policy do?
 What does social policy do:
 Social policy will help the community much more
improvement in different aspects for example some
come in the following:
 Quality of life
 Education
 Citizenship
 Culture
 Income
 Economic
 Resident in the rural areas and
 Other target groups/areas (pastoralist …)

5. What is social service?

6. What is social service?
 Social services according to www.businessdictionary.com are;
◦ Benefits and facilities such as education, food subsidies, health care, and subsidized housing provided
by a government to improve the life and living conditions of the children, disabled, the elderly, and the
poor in the national community.
 Further explanation about the concept of social services is that;
◦ Social service helps people who are experiencing difficulties in their daily lives to assess and
understand the problems they face, and to find solutions. The intention is to help them live more
successfully and independently, or if this is not possible, to be cared for in a setting that meets their
needs.
• Service Delivery is conceptualized as:
• the relationship between policy makers, service providers, and poor people.
• It encompasses services and their supporting systems that are typically regarded as a
state responsibility. These include social services (primary education and basic health
services), infrastructure (water and sanitation, roads and bridges) and services that
promote personal security (justice, police).
• Pro-poor service delivery refers to interventions that maximize the access and
participation of the poor by strengthening the relationships between policy makers,
providers, and service users.
 Social services are a range of public services provided by the
government, private, profit and non-profit organizations. These public services
aim to create more effective organizations, build stronger communities, and
promote equality and opportunity.
• Why state is responsible in social delivery?
• What is and why pro-poor social service delivery

7. Why social service delivery?

8. Why social service delivery?
 The delivery of basic services is a central task of poverty
reduction.
 Poor people say that water, education, healthcare and personal
security are among their highest priorities, and expanding
inclusive service delivery is critical to achieving the social
Development Goals.
 Strategies to improve service delivery typically emphasize the
central role of the state in financing, providing, and regulating
services.
◦ The state bears the legal responsibility to ensure that the fundamental
human rights to security, education, and healthcare are realized.
◦ The state is also well placed to respond to the challenges of scale and market
failure in ensuring access for services to all groups.
◦ For these reasons, many development analysts have emphasized the central
role that governments play in regulating, overseeing and monitoring the
delivery of services.

9. Social service delivery in difficult situation
What it makes unique?

10. Social service delivery in difficult situation
 In difficult environments, donors and other international agencies have
tended to withdraw.
 While humanitarian assistance and limited support to state or non-
state actors are important, the prevalent donor response has been to
curtail development efforts until the capacity and willingness of the
state return to ‘normal’.
 Additionally, state weakness is not limited to a small number of
isolated cases; it is a common and enduring feature to varying degrees
of many developing countries. It has become one of the most complex
development challenges.
 For these reasons, a closer examination of strategies to ensure service
delivery in difficult environments is required.

11. Corruption and development

12.  What is corruption?
 Why looking corruption and social service?
 What is wrong with corruption
 Corruption is regular/normal. Argue
 Corruption is god for development. Argue
 What is political corruption?
 Why care “corruption” ?

13. What is corruption?
 The concept of corruption, according to Akindele (1995), has long been
Ideologically, morally, culturally, politically and intellectually elusive to
the point of losing sight of its detrimental and parasitic influence on
people and the society at large.
 Corruption involves the injection of additional but improper
transactions aimed at changing the normal course of events and
altering judgments and positions of trust. It consists in the doers' and
receivers' use of informal, extra – legal or illegal acts to facilitate
matters.
 According to Bolaji, Ibrahim and odeyemi (2010), corruption in social
administration is the mismanagement of public affairs. This involves
the various forms of looting, embezzlement, money laundering, project
abandonment, and the likes.
 Corruption can be measured by corruption Index(CPI), which
ranks countries based on how investors, political and risk
analysts, and the public perceive levels of corruption.
 The Index ranges from zero (high corruption), to 10 ( highly
clean-minimum corruption)

14. Forms of corruption

15. Forms of corruption
 Forms of corruption: grand vs. petty
 Grand or high-level corruption
– Usually takes place at policy formulation end of politics
– “Grand” or “high” due to level at which takes place, not
amount of money “political corruption”
– Can involve appointments, inside information, policy
influence, political party financing, public official
misuse of power
 Petty or bureaucratic corruption
– Exchange of small amounts of money or favors between
the public and the low-level civil
servants/bureaucrats who are supposed to
serve them
– Everyday corruption where public official meets private
citizen

16. What are the cause of corruption?

17. Causes of corruption
1. Most Corrupt State- leader where institutions
are used by individuals as tools of plundering
citizens.
2. Incompetence and inefficiency of civil service.
3. Poverty and severe inequality in income.
4. Cultural Norms….
Klitgaard’s formula:
Corruption = Monopoly + Discretion – Accountability
(Exclusive power, limited information, no way to complain)
Is it possible to eliminate the causes of corruption? Yes or no
What is the implication of the

18. Corruption Debates

19. Corruption Debates
• Corruption Debates- Two Views
 View 1- It may encourage inefficiency and discourage
wealth creation and growth.
 View 2: It may “grease” wheels of bureaucracy, and
make government more responsive to the needs of
investors and society.
Which one seems correct? Argue

20. The Impact of Corruption On African Economies

21. The Impact of Corruption On African Economies
 There are two views: The damaging
effect and the “grease” view.
 The grease effect is not supported by
the evidence. Corruption continues to
help ruling elites to maintain monopoly
political power.
 Civil Society is still suffering from years
of abuse by the state.

22. Traditional Corrupting Cleanup Strategies

23. Traditional Corrupting Cleanup Strategies
 Traditional ways of controlling corruption
includes: societal, legal, market, and political
◦ Traditional: civil society norms, vigilance, education.
◦ Legal: Control through laws, courts, police, media.
◦ Market Strategies: reduce state control of markets-
change incentives against corrupt behavior..
◦ Political: Government decentralization, raise
opportunities for citizen participation and
liberalization.
What is new with this controlling of corruption?

24. Why care about corruption?

25. Why care? “[Corruption]
 Why care? “[Corruption]
◦ undermines development by distorting the rule of
law and weakening the institutional foundation on
which economic growth depends.
◦ The harmful effects of corruption are especially
severe on the poor, who are hardest hit by
economic decline, are most reliant on the
provision of public services,
◦ and are least capable of paying the extra costs
associated with bribery, fraud, and the
misappropriation of economic privileges.
Corruption sabotages policies and programs that
aim to reduce poverty [...]”

26. What is social development?

27. What is social development?
 The concept social development is broad, flexible, and all
encompassing depending on our own disciplinary traditions,
orientations, and limited thinking (Pawar, 2014).
 The two words social and development should be examined deeply
to define the term “social development’’.
 The root of the word social is found in Latin, where ‘socius (noun)
means ally, confederate, sharer, and partner;
 on the other hand the Shorter Oxford English Dictionary describes
the term social like emphasize, respectively, belonging, mutuality,
group living and activities to improve conditions of a society by
addressing problems and issues.
 The other term development connotes an act or a process; an act of
improving by expanding or enlarging or refining, and a process in
which something passes by degrees to different stage, especially a
more advanced or mature stage ( Dictionary .com, 2007).
 Actually, development means a process of change, growth,
progress, or evolution which ultimately supports industrialization
and a multifaced process that encopresis social, cultural, gender,
political, environmental, and economic dimensions.

28. What is social development?
Social Development refers to
 Planned institutional change including social,
economic and political change for the welfare of the
nation as a whole.
 Meeting basic human needs – provision of basic human
needs (such as food, health, education, water, sanitation
& housing) and others (gender development, child
development, youth development, protection from crime
and violence).
 Development activities used to build and utilize human
potential/capabilities.
 Provision of services required to develop healthy and
productive manpower.
 It is about improving the well-being of every individual in
society so they can reach their full potential. i.e investing
in people.

29. Characteristics of Social Development

30. Characteristics of Social Development
• Since there are rich diversity of ideas in social development theory and
practice today, it is hard to specify the characteristics of social
development in a frame.
• However, Midgley (2014) mentioned eight characteristics of social development
in his two books of Social Development.
◦ First, the concept of social development invokes the notion of
process
◦ Second, the process of social change in social development is
progressive in nature
◦ Third, the social development process forms a part of a larger
multifaceted process comprised of economic, social, political,
environmental, gender, and other dimensions which are
integrated and harmonized.
◦ Fourth, the process of social development is interventionist in
that it requires human agency in the form of projects,
programs, policies, and plans that achieve social development
goals.

31. Characteristics of Social Development…
◦ Fifth, the social development process is productivism in that
practice interventions function as investments that contribute
positively to economic development.
◦ Sixth, social development is universalistic in scope, being
concerned with the population as a whole rather than with
impoverished, vulnerable, and needy groups of people.
 It also reflects wider notions of social rights, social
inclusion, and stake holding.
◦ Seventh, universalism is another required aspect of social
development that is practice directed at individuals and
households situated within community settings
◦ Finally, the goal of social development is the promotion of
social welfare. It is committed to the goal of promoting
people’s social well-being.

32. Education sector development

33. What is the role education for development?

34. Education sector development
• Education is a process in which people get knowledge,
skill and attitude change.
• Education provides
– high individual earnings
– poverty reduction by increasing the productivity of the
poor labors;
– employment opportunity,
– better health and nutrition status,
– Lower fertility rates, greater productivity, improved
health
– favorable attitude towards educating their children


35. Cont.
 equipping people to participate actively in their economic
and political affairs.
 Strengthening of the institution of civic society, to
national capacity building, and good governance,
 Literacy opens the doors to better livelihoods, improved
health and expanded opportunity.
 Children with literate parents stay in school longer and
achieve more highly.
 Each extra year of education for mothers is also
associated with a significant decline in infant mortality
and improved child health.

36. Reading assignment!!!!!
The structure of Ethiopia Education

37. The structure of Ethiopia Education
Literacy rate
 A person considered to be literate if he/she
can read with understanding and write a short
statement at least in one language.
 Computed for individuals aged 10 and above
 Literacy rate in urban areas is more than two
times higher than that of rural areas (78
percent against 39.5 percent).

38. Enrollment Ratio
 Enrollment ratios are basic educational indicators
that are more sensitive to educational stress than
literacy rates (which are relatively slow in changing).
 Most education analysts use enrollment ratios to
investigate current educational progresses under the
prevailing educational system.
 Two types of enrollment ratios can be computed:
Gross Enrollment Ratio and Net Enrollment Ratio.
 Both indicators are computed for primary and
secondary levels disaggregated by gender and
socioeconomic groups

39. Cont’d
 Dropout and repetition rate: Enrollment rates are
not sensitive enough to capture recent changes and
impacts of education policies.
 Assessing the recent dropouts together with the
enrollment ratios will give a better picture of
current educational problems.
 A person is considered to be a school dropout if
he/she is registered in a formal school just before
the survey year and did not appear for the end of
the year examination or sat for the final
examination
 Dropout rate is then defined as the proportion of
school dropouts out of the total enrolled pupils in
the school year just before the survey year.

40. What is the Current Education Policy in Ethiopia?

41. Current Education Policy in Ethiopia
 General objectives of the education and
training policy are
◦ The overall goal of the education sector is to
achieve the Millennium Development Goals
(MDGs) and meet the objectives of the National
Development Plan through supplying a qualified,
trained work force with the necessary skills at all
levels
◦ To develop the physical and mental potential and
the problem solving capacity of individual by
expanding education and in particular by
providing basic education for all

42. ◦ To bring up citizens who can take care of and
utilize resources wisely.
◦ To bring up citizens who respect human right
well.
◦ To bring up citizen who differentiate harmful
practice from useful one
◦ Equipping people to participate actively in their
economic and political affairs.
◦ Strengthening of the institution of civic society,
to national capacity building, and good
governance,

43.  The following are the major elements of current
education strategies
◦ Universal primary education-all children, particularly
girls, children in difficult circumstances and those
belonging to ethnic minorities, have access to and
complete, free and compulsory primary education of good
quality.
◦ Emphasis on civic education to bring up citizen who
respect human right, equality, justice and peace.
◦ Expansion of vocational /technical/ education parallels to
the academic education at all level.
◦ Local language of instruction.
◦ Orientation for developing traditional technology and for
utilizing modern technology.
◦ Reducing cost of parents with flexible school calendar.

44. Individual
assignment/exercise
1. What are the achievement of education
sector in Ethiopia ?
2. What are the challenges of education
sector in Ethiopia?
3. The way forward

45. Some achievement of Education sector in Ethiopia
◦ increase student enrollment in all level of
education,
◦ increase access for education, expansion of
primary, secondary and tertiary education,
◦ implementing local language as a medium of
communication,
◦ more government expenditure and
◦ enhancing female enrollment in all level of
education.

46. Cont.
◦ Universal primary education-all children, particularly
girls, children in difficult circumstances and those
belonging to ethnic minorities, have access to and
complete, free and compulsory primary education of good
quality.
◦ Emphasis on civic education to bring up citizen who
respect human right, equality, justice and peace.
◦ Expansion of vocational /technical/ education parallels to
the academic education at all level.
◦ Local language of instruction.
◦ Orientation for developing traditional technology and for
utilizing modern technology.

47. Quality of Education
 Teachers’ qualification -subject mastery,
pedagogical skills, attitudes towards the profession
of teaching, and their commitment to the teaching
profession play crucial role in enhancing the
quality of education at all levels.
 Pupil‐Teacher Ratio-opportunity for contact
between the teacher and pupils to provide support
to students individually.
 School facilities- have an impact on accesses,
quality, efficiency and equity

48. Health Sector Development

49. Health Sector Development
 The provision of health service has direct effect on
the improvement of economic welfare of the society.
 Adequate health service provision can increase the
productivity and yield of human capital
 Improving the access of the poor to health service is
important for increasing the poor's income.
 Healthy mother bear and bring healthy babies
 Healthy students learn more
 Healthy workers work longer hours
:.Improved health status helps to reduce the waste of
human and physical resource.

50. Health Status Indicators
 Health service coverage and utilization,
 Quality of health provision and amount of budget
allocated to the sector
 Number and quality of health professionals
 Death rate
 life expectancy
 Infant mortality, child mortality
 Prevalence of communicable diseases

51. Related Indicators(mainly with nutrition)
 Undernourishment: the proportion of
undernourished people as a percentage of the
population (reflecting the share of the population
with insufficient caloric intake)
 Child wasting: the proportion of children under
the age of five who have low weight for their
height, reflecting acute under nutrition

52. Cont.
 Child Stunting: the proportion of children under
the age of five who have low height for their age,
reflecting chronic under nutrition
 Child Mortality: the mortality rate of children
under the age of five

53. Health Status in Ethiopia
According to Ethiopian demographic and health
survey of 2016 report.
• Child Mortality 67 deaths per 1,000
live births.
 Infant mortality is 48 deaths per
1,000 live births
• Death rate 7.5 per 1000
• Life expectancy 65.5(men 63.7& Female 67.5)
• Child Stunting(short for their age ) 38%
• Child wasting(Thin for their height) 10%
• Adult mortality 12%
• Antenatal care:62%
• Institutional delivery:26%

54. Objective of the Health Policy
◦ The control of communicable disease epidemics and diseases
related to malnutrition and poor living condition.
◦ The promotion of occupational health and safety.
◦ The development of environmental health.
◦ The development of an appropriate health service Management
System
◦ The curative and rehabilitative component of health including
mental health.
◦ The development of the beneficial aspect of traditional
medicine.
◦ The identification of the major health problems through applied
health research.
◦ The development of human resource.

55. Strategies
 Inter-sectoral collaboration
 Enriching the concept and the practice of family
planning for optimal family health and planned
population dynamics.
 Formulating and implementing an appropriate food
and nutrition policy.
 Acceleration of the provision of safe and adequate
water for urban and rural populations.
 Availability and supplies drugs and Equipment be
assured
 Paying appropriate attention to Traditional
Medicine

56. Cont.
 Developing safe disposal of human, household,
agricultural, and industrial wastes, and
encouragement of recycling.
 Developing measures to improve the quality of
housing and work sites for health.
 Promote family health services.
Health education
 Encouraging the awareness and development of
personal hygiene and healthy environment.
 Enhancing awareness of common communicable
and nutritional diseases and the means for
prevention.

57. Cont.
 Instructing practices of participation in
community health development.
 Identifying and discouraging harmful
traditional practices while encouraging their
beneficial aspects.
 Develop health system research.
 Develop health management information
system.

58. Problems of Health Sector
◦ Lack of and uneven distribution of health
facilities.
◦ Scattered settlement in rural area.
◦ Shortage and uneven distribution of health
personnel.
◦ Lack of necessary skills of health personnel.
◦ Poor environmental condition.

59. Individual
assignment/exercise
 Can the health sector alone achieve the policy
objective?
 If not what should be done and, who will be the
main actors(stakeholders)
 Suggest possible synergy.

60. End of Chapter five