CHAPTER ONE

1. INTRODUCTION
1.1 Background of the study
Even though the history of education in Ethiopia dates as far
back as the introduction of Christianity in Ethiopia during
Ezana in 3300A.D, the first attempt to open school of European
style was for the first time made by the Jesuit in the 16th
century. This attempt was not continued due to the
outstanding of Jesuits following the removal of emperor
Susinyos. Toward the end of the 19th century, several factors
accentuated the need for modern education. The
establishment of strong central government and permanent
urban seats of modern development of modern sector economy
like manufacturing activities, establishment of foreign
embassies of Adwa, are, among others, the main factors that
have
Contributed for the development of modern education in
Ethiopia. Modern education has started at the beginning of the
20th century and officially commenced in 1908 with opening of
Menelik 1st School in Addis Ababa. (Ministry of education,
2004),
Ethiopian education in general has two systems of main sub-
sectors that are institutionally separate:-
1. formal educational sub-sector, which consist of academic
and technical and training at primary, secondary and tertiary
level ; and
2. Non-formal education which includes:-
Technical vocational skills trained and extensive contact for
youth and adults. Between 1962 and 1994 the general
education in Ethiopia divided into three these are:-
-primary school (grade1-6)
-junior secondary school (grade7-8)
-senior secondary school (grade9-12)
Education reforms in 1994 revised the structure so that it now
cons in 1994 revised the structure and modify the previous
system of education so after 1994 consists of primary
education (grade1-8) which also consists of first cycle (grade
1-4) which aims at achieving the functional literacy and the
second cycles (grade5-8) prepares students for further
education, general secondary education and training, and
second cycles of the secondary education (grade11-12), that
prepares student for higher education.

1
1.1.1. Educational policies and strategies in Ethiopia.
Attempts to formulate the education sector policies during
imperial regime were limited to a proclamation (1943 and
1948) which deals with the organization and duties and
responsibilities of the ministry of education and its duties. It
was made to adapt the Ethiopian education to the needs of the
country and expands the coverage of the activities
in the provision of special training for the sector and education
system. (Ministry of Education of Ethiopia, 2004),

1.1.2. Performance of education sector in the Ethiopia.

Education directly improves the productivity and rates
of return and earnings of people.In addition to this,
education has or wide range of indirect effects, which
instigate positive changes in peoples attitudes toward
work and society. It make easier to learn new skills
throughout their lives and hence facilitate their
participation in modern economies and societies. It also
important factor which affects the health and life
expectancy of individuals, because if equips them with
the knowledge and the means to present control and
direct disease. (Ministry of Education of Ethiopia,2004)

Primary school enrollment increased from about 957,300 in 1974/75 to nearly

2,450,000 in 1985/86. There were still variations among regions in the number
of students enrolled and a disparity in the enrollment of boys and girls.
Nevertheless, while the enrollment of boys more than doubled, that of girls
more than tripled. Urban areas had a higher ratio of children enrolled in
schools, as well as a higher proportion of female students, compared with
rural areas.

The number of junior secondary schools almost doubled, with fourfold

increases in Gojam, Kefa, and Welega. Most junior secondary schools were
attached to primary schools.

2
The number of senior secondary schools almost doubled as well, with fourfold
increases in Arsi, Bale, Gojam, Gonder, and Welo. The prerevolutionary
distribution of schools had shown a concentration in the urban areas of a few
administrative regions. In 1974/75 about 55 percent of senior secondary
schools were in Eritrea and Shewa, including Addis Ababa. In 1985/86 the
figure was down to 40 percent. Although there were significantly fewer girls
enrolled at the secondary level, the proportion of females in the school system
at all levels and in all regions increased from about 32 percent in 1974/75 to
39 percent in 1985/86.

1.1.3. Education in Oromia Regional states

Regarding to Oromia regional states of Ethiopia, it is one of

the regions in the country where both formal and non-formal
education do not reach the majority of the population. The
school in the regions are unevenly distributed and mostly
physically and materially and deteriorated. This deterioration
is due to cultural and other constraints there is a
higher dropout rate at the lower lower level which mostly
affects girls’ participation in the education of the region.
(Finance and Development Bureau of Oromia, 2005), Education
system of Oromia regional state normally consists of formal
and non-formal education.
Formal education comprises of primary, secondary educations,
technical and vocational educations. The data that recorded in
2005 in Oromia regional bureau of educations shows that, two
teachers training institute (TTI), four teachers training college
(TTC), 38 technical and vocational education training (TTET), of
which 36 and 2 are government and non-government centers
respectively. Moreover, there are 164 secondary schools, and
4893 primary schools in the Oromia regions.(Regional
Education Bureau of Oromia,2005), Education in Aweday town
Aweday town is one of the towns of the Eastern Hararge Zone
of Oromia which is located between Harar town and Haramaya
town. In this town there are for primary schools and among
this only one primary school is owned by public and the other
three are private owned schools. These four primary school are
Dandi-Boru,

1.1.3.1 performance of education in oromia regional

state

3
 As can be seen from the trend of growth of number of
educational facilities stated in the previous section,
tremendous efforts were made to improve access to education
facilities over the past seven years (1987-1995 E.C). According
to the available data in this regard the number of primary
schools has increased from 4069 to 4893. Likewise, the
number of secondary schools has also increased from 108 to
164, which is a commendable achievement over a shorter
period of time. This generally indicates that on an average the
regional government has been constructing and putting in
operation about 103 primary and 7 secondary schools each
year. It is apparent from this, that the rate of increase in senior
secondary schools facilities is by far significantly lower than
that of primary schools affecting the quality of and access to
secondary level of education.
1.1.3.2 Enrollment of education in oromia regional
state
The analysis of the performance of primary education
enrolment shows that there was an increment over the past
seven years from 21% (1987) to 66.7% in 1995. Generally, the
primary education enrolment rate was
growing at an average rate of about 5.8% per annum. By and
large, the current level of enrolment as well as the annual
growth rate compared to the level of 1987 is encouraging.
Nonetheless, the level of primary education participation has
remained low compared to the achievements of some of the
regional states (Tigray 77.6% and SNNP 67.5%). On the other
hand, the gender gap is getting wider growing from 12% in
1987 to 31.% in 1995. Therefore, it is obvious that what has
been achieved over the past seven years has favored male
than female signifying the required level of attention to be
paid in order to improve female's participation in primary
education. Lack of proximity, lack of opportunity to go to the
next higher level of education, low income of parents, lack of
awareness of the benefits of education by some parents and
poor facilities are among factors contributing to lower
enrolment rate at primary education level. Similar to gender
gap there is significant disparity of enrolment rate among
godina's. In line with this, Arsi has attained the highest
enrollment rate of 86.3% in 1995, whereas Borena is standing
at only 46.6%, which is the lowest enrollment rate compared to
all other godina's of Oromia.

1.2. Statement of the problems

4
The number of school going children is increasing from year to
year. Here is a need to provide the educational facilities for
them through opening of various types of educational
institutions. Because of different constraints like poverty,
cultural factors majority of the population do not send their
children to school at distant place. The characteristics of
education sector can be expressed mainly in terms of
accessibility, affordability, adequacy
and quality. This factor can affect school attainment through
their effect on enrollment learning outcomes both directly and
indirectly through of their effects on school attendance.
Private Tuitition and more generally the learning enhancing
behavior of children and their related home hold.
Accessibility to schools usually determine by distance from
home to school for children. Female student’s enrollment is
negatively affected by cultural and gender related problems.

1.3. Objectives of the study.

The general objectives of this study are to be identifying the

problems and prospects of education in Ethiopia particularly in
Aweday town. In addition to these general objectivesthere are
other specific objectives these are:-
1. To study the existing availability and capacity of various
types of educational institutions and number of admission
seekers in Aweday town.
2. To identify the problems of available institutions and their
causes and effects.
3. to explore the opportunities for expansion of various
education in the near future.

1.4. Significance of the study

This research is significant in that it can add as pot of
information to the existing body of knowledge on the
educational sectors in general and on factors affecting the
development of education sectors in particular. Besides, the
result of the findings of this research paper
will serves as building block for any interested individuals or
groups who are willing to carry out further and detailed
studies on related topics. And it could be help some how to
imitate policy concerns, which are necessary to tackle the
problems of education.

5
1.5. Scope of the study.
As to the geographical coverage, this research is confined to
the problems and prospects of education in Aweday town in
the year 2008. in terms of dimensional aspects of problems
and prospects of education it considers factors affecting
prospects of educational sectors, on the other hand focuses on
the performance of educational sectors. The factors that affect
prospects of educational sectors are have various constraints
such as poverty, economic problems, family related barriers,
cultural constraints; school related problems are the main
scope of this study.

1.6. Limitation of the study

The one that most limiting factors for the study is that the
data requirements are not fully satisfied due to lack of time
series data on the problems and prospects of education
sectors in the zone of eastern Hararge which may make the
study clear. Some limitation also in case of time since there is
no enough time to collect data from all of the kebeles of
Aweday town

1.7 Methodology of the study

1.7.1 Types and source of data.
On the problems and prospects of education, education bureau
of Oromia, Federal ministry of education, economic and
development bureau of Aweday town, directors of
kindergarten, primary, secondary, high school and some
written materials on educational problems and prospects were
used as a source of this study. Regarding world problems and
prospects the data that collected different documents like
internet world bank on the problem of education UNESCO
documents are also used as a source of educational problems
in case of gender gap in education.

1.7.2. Method of Data collection

The data collected by using both primary and secondary
method of data collection in primary data collection the
researcher collect data by preparing questionnaires
1.7.3. Method of data analysis

6
The data analyzed by using descriptive statistics, ratios,
percentages and

CHAPTER TWO

2. LITERATURE REVIEWS
This chapter contains two parts. The first part discussed
related
literatures which is theoretical while the second part explains
empirical literature.

2.1. Theoretical literature

2.1.1 Constraints on the Impact of Formal education
Some of the major factors influencing the provision of formal
education and limiting its effectiveness for poor and
disadvantaged people are:
1. Global economic relations: - these play a key role in
determining the
effectiveness of formal education in achieving development for
society
as a whole. Even where the state invests heavily in education
and is committed to social equality and development
2. Differentiated access and opportunities: - education
promotes social
advancement, raises the states of women and leads to
improvements
in health and childcare. However, educational opportunities is
limited
by the proximity to urban centers, poverty, and by
discrimination
based on gender, class race or cultures. For example, in Costa
Rica, the
national figures for adult illiteracy in 1984 were 7 percent, but
in the
poorest rural areas was almost 20 percent. The discrimination
suffered
by the people because of their cultures or limits their access to
education and their opportunities to use it effectively.
They have to choose between potential alienation from their
own
culture, and the need to master language and cultural forms of
the
dominant society in order to survive successfully within it.
These choices are experienced differently by women and men.
(Eade and William, 1995).
3. Gender: - this is crucial factor in determining educational

7
opportunities; girl’s often fore worse than boys’ interims of
primary
school enrollment. There are considerable differences in the
level of
the males and females education in most arts of the world. In
the
Afghanistan, Guinea, Burkina Faso, Somalia, and Nepal,
females’
illiteracy in 1990 was twice as high as the figures for males. In
Salvadoran rural women’s organization founded by Oxfam only
one
percent of the members could read one percent of the
members could
read and write. Bangladesh is an extreme example, where of
the 60
percent of all children who enroll fewer than 10 percent are
girls the
ratios are generally worse at secondary level and above. Fewer
than
have as many girls as boys are enrolled in secondary school in
Sub-
Saharan Africa 15 percent and 44 percent respectively. There
are many
factors for unequal educational opportunities of girls and boys.
Mothers are likely to have received inadequate schooling
themselves,
and their daughters generally bear the burden of domestic
work and
childcare from an early age. The expectation of early marriage
or (fact
of teenage pregnancy) is also used to justify cutting short
girl’s
education. In self-fulfilling cycle, since greater employment
opportunities exists for men than women, boys’ education
takes
priority over girls’ education because they are more likely to
be able to use it. Cultural factors can reinforce gender based
discrimination women are often regarded as bearers of
traditional culture, particularly, culture identifies are
threatened. In such circumstances, they may be formal
education (Eade and William, 1995)
4. Poverty:-the poorest people are hardest hit inflation,
unemployment, and cuts in services. They cannot always
afford to keep children at school,
particularly at thesecondary level. Costs of education including
clothes, books, equipment and maintenance, and fees. The

8
economic difficulties of poor families increase the pressure on
children to earn money either instead of or in addition to going
to school. A further formal education is irrelevant to their
economic and cultural need which in often born out by a
chronic lack of employment opportunities which make use of
skills gained at school. In addition, poor children live in
environment where study is
difficult and where poor health, over work, and malnutrition
may leave
them without energy and concentration to learn (Eade and
William, 1995).

2.1.2. The gender gap in education.

Low adult literacy rates prevail throughout the developing
world. In
fourteen developing countries where literacy date are
available, only
one in five adult women can read, where as the literacy rates
for men
ate as low in only five of these countries. Recent estimates
suggest
that only one out of two women in Asia is literate and only out
of three
in sub- Saharan Africa (UNESCO, 1992).
School enrollment rates have been raising for both girls and
boys at all
levels in the past two decades. Primary school enrolment, in
particular,
has out paced the growth of youth population, although a few
low
income countries especially, in sub-Saharan Africa experienced
decline
in primary enrollments in the 1980’s. (UNESCO, 1992).
Many countries have no universal primary education for
males and
females. But girls enrollments continuous to lag behind in
many others, most dramatically in south Asian, west Asia,
north Africa, and sub-Saharan
Africa. With exception of Sri Lanka, all south Asian nations
have much
lower gross enrollment ratios (GER) for girls than for boys. In
Bhutan,
girls’ enrollment in 1983 was 19 percent compared to 34
percent for

9
boys; in Nepal, 49 percent for girls’ and compared with 110
percent for
boys’, in Pakistan, 38 percent versus 73 percent; in
Bangladesh, 50
percent versus 110 percent. Where as in Latin America and
nearly all
east Asia countries such large male-female differences had
disappeared by 1985 (UNESCO,1992).
At post primary levels, the gender gap widens in some
countries,
but narrows in others, why does the gender gap exist? The
supply of
schools has expanded greatly in the past twenty five years,
leading to
accommodating the increase in primary school enrollment over
that
period. Moreover, there are few restrictions to the admission
of girls at
the primary school level. To understand why, despite this
expansion, a
large proportion of school or dropout early in many developing
countries, one need to consider the many factors affect the
education
of girls and boys differently. For many families the differed
possible
benefits do not seem large enough to offset immediate costs
like
school fees or the loss of child labor parents do not often
consider the
less obvious benefits that education generates (like improved

productivity ) when deciding whether to send children to

school or to
favor sons, partly because they are the ones expected to go
out and
earn more family income, so this may be the cost of efficient
response
by parents to constraints of family resources. One less or from
experience is that expanding access simply by building more
schools,
relating admission policies or instituting quotas for girls may
lead to
higher levels of female enrollment at margin.
Distortion with labor market due to discriminating employment
practice against women reduce, their attempt earning and
benefits

10
that women can expect to gain from education even when jobs
are
available. Example, restriction against the living of married in
wage
paying-jobs in manufacturing or service sectors. Explicit or
implicit
entry barriers against women in certain occupations serve as
obstacles
to education. Some of these barriers begin at the primary
school level,
with teachers and text book projecting attitudes that
discourage
school attendance and performance of girls. Stereotype may
persist of
girls not being as good as boy in technical subjects or
mathematics.
Even obstacles which begin at the post primary level can
nevertheless
inhibit girls’ school attendance and motivation at the primary
stage.
In Dominica Republic, three of the most important schools for
middle level technology training bar women even though they
have
stipends from the national governments. In Pakistan, women
are also
allowed to enroll in seventy-two of the secondary school,
vocational
institution because of strict sex segregation. (UNESCO, 1992).
In some societies, customs dictates that son take possibility
for
their parents, whilst girls marry out of their families at the
early age
and into their husband’s families. The earlier marriage age,
the fewer
parents enjoy the benefits of their daughter’s education. In
Bangladesh, 75 percent married women living in rural areas
were
married by the age of seventeen. In India, 75 percent of this
group
were married by the age twenty-two some evidences suggests
that
when girls do not marry so early, but spend some of their time
working
in the labor force, parents are more willing to educate their
daughters.

11
In Hong Kong women who tend to marry at a later ages and
help their
parents in the interims appear to reach higher educational
levels than
others. In parts of southern India, because the more educated
women
are recognized as having a higher potential for earning, some
grooms
parents are willing to accept pre-payment of dormitories in the
form of
higher level schooling of the perspective daughters in law.
(UNESCO,1993).
Parents also may have poor knowledge of the benefits of
education
to the family’s current health and welfare and prosperity of
their
grand children. They may not be aware that the benefit of
education
are inter generational and accumulates over time. Or of
families may
not be appreciating the benefits of girls’ education in countries
where

the “Suitable” of educated women to be good wives in

held in doubt. A balance must be starve between providing
courses that help women.
Fulfill traditional roles, but at the same time not allowing
curricula to
lock women out of wider educational opportunities. Education
itself,
along with economic change, can and should be powerful force
in
modifying traditional view points on girls’ schooling. (UNESCO,
1992).
Even if they are aware of potential long-range benefits of
education, parents may be unable to afford the tuition,
materials,
transportation, boarding fees and others. Costs of sending
girls to
school. Location, distance and even clothing requirements can
make
the effective cost of school attendance higher for girls. Gender
differences enter in when, for instance, parents are more
reluctant to
send girls to school without proper clothing of young
daughters’ in

12
some cultures deters them from allowing girls’ to attend
distant
schools requiring long travel daily or residence away from
home.
(UNESCO, 1992)
In countries where religion requires seclusion of women
parents
allow girls’ to attend only single sex schools with female
teachers, or
they withdraw girls at the onset of puberty. Thus, the
availability of
schools with female teachers may be of decisive importance, in
lowincome
countries. Only one third of primary, less than one fourth of
secondary, and just over one tenth of tertiary education
teachers are
women. The shortage largely reflects the limited pool of
potential
women teachers, as a result of low schooling levels of girls,
and the
reluctance of young women teachers to work in rural areas.
This
reason is because cultural attitudes discourage young, single
women
from moving far from home and living alone. The shortage
supply of
safe dormitories for women even in technical training institute
exacerbates the situation. Also women from rural areas usually
do not
qualify to enroll in teacher training schools in the cities, and
there are
few programmes in rural areas to identify, recruit and train
girls to
become teachers. Finally, parents may not feel able to afford
to send
girls to school if it means their labor cannot be used in
traditional
ways. Although in some countries boys perform a large share
of family labor such as livestock herding, with few exception
girls do more work than boys in the home and in the market
place. In Nepal and Java
(Indonesia) most young girls’ spend at least a third more hours
per day
working at home and in the market than boys of the same age
groups

13
as much as 85 percent more hours. 129-150 percent more
hours than
boys. Clearly, girls who work more than their brothers will less
likely to
attend school, perform less well. In addition to lost labor,
parents in
many countries feel that girls will lose important training at
home in
childcare, household and crafts if they go to school. (UNESCO,
1992).
Gender gap that show in the following table shows that
2.1.3 Gender literacy and cultural difference
Gender literacy and cultural difference one area of apparent
controllers concerns the extent to which the obstacles to girls
and women’s education are similar across cultures. One view is
that in all cultures, although in varying degree, male/female
relationship place obstacles in the way of girls’ and women’s
full participation in education. Patriarchy is manifested in two
ways: the sexual division of labor, and control over women’s
sexuality. Both these factors so condition a women’s worldview
that marriage, husband, and family become the be-all and-all
for
the existence. They also limit women’s mental horizons and
push
education from her attention. As girl’s grow up, socialized into
their
future roles as sexual division of labor the second components,
control
over women’s sexuality, ensures that women maintain their
roles as
wives and mothers and is the cause of women’s inability to
control
their fertility and its associated consequences, including
unwanted
pregnancies, the practice of early marriage, restricted physical
mobility for women, and domestic violence. (UNESCO, 1992),
Who benefits from all this? Whose interests are served as by
these
existing conditions? In feminist theory, it is undoubtedly men
who
benefit. Does this mean that feminists are setting women
against men
and women and men against women? The answer is no most
feminists
seem to be seeking a more egalitarian society in which women
are

14
treated as equals with men “According to feminist theory, the
problem
of women’s illiteracy will not be solved merely underlying
problem is
not technical. For change to occur, individual men in a male-
dominated
state will have to re-examine and modify their own values and
attitudes.
An alternative view is that cultural difference between
countries is
more important than some feminist would accept. For example,
successful literacy ventures in Pakistan are often community
based;
the important thing is to change total attitudes. In Feriur-ban
Karachi
this has been done. Successfully using flexible working hours
both formal and non-formal teaching methods, and education
both parents and children, adults are motivated to learn via
primary economic interests (functional literacy) who has
become the subject of the basic education curriculum.
Residential facilities for teachers based in community have led
to greater school community interaction and help facilitates
more
opportunities for girls and for more women. The whole
programme has
helped produce a positive, confident self concept of women.
However,
cultural constraints are undeniably powerful. For, example, the
word
“child”, which is gender is neutral in English language, has
masculine
connection in south Asia. Here the stark reality is that, by and
large,
girls are denied that joyful care free period of growing and
learning
that is called child hood. Very little value is attached to girls
she is caught in a men of cultural practices and social
prejudices from the moment of her birth. Although she works
twice as hard as her brother, and her labor contributes to the
survival of the family, neglect and malnutrition, treated as
lesser human being and brought up to believe that she does
not count. Therefore, in any society that aims to social justice
in any policy that seeks to move towards quality of educational
opportunity, attention has to be
focused is contrary to entrenched cultural values. Changes in

15
education that do not enhance the states of women are not
likely
either to be generally accepted or to reduce women’s present
state of under development.
2.1.4. Problems that female student face in Addis
Ababa
high schools
Another researcher (Emebet, 2003) classified problems of girl’s
education under subheadings of economic constraints, family
related barriers and cultural barriers economic constraints.
The impact of poverty on women’s education can be studied at
two
levels: Country level and family level. Although the degree of
poverty in
country affects the education and in general the life of its
citizens, the effect can be moderated by the socioeconomic
status a family has within the society (Emebet, 2003 p.33)
In discussing the effects of poverty on the education of
women, Njeuman (1993) explained that much improvement has
been observed in the education of women since the 1960’s
(Emebet, 2003). However, poverty is still slowing the progress.
Discussing African, the pointed out that among thirty poorest
countries in the world, twenty are found in Africa. Under these
circumstances, the major concern is the provision of education
for children in general; it is difficult to give special attention to
girl’s, she further pointed out that although many developing
countries put
sign out amounts of money and energy into education, several
of them
were not able to provide it for all school age children. (Emebet,
2003 p.34),
Enrollment of girls in school does not guarantee success and
completion in these poor countries. Strongest (1990) noted
that in all developing countries were the United Nations under
took studies, during recession years; girl’s often experienced a
change in parental plans for enrollment. In such years parents
choose retain daughters at home assist with work and income
generating activities, which would result in lower female
attainment. (Emebet, 2000).
Because of this fiscal strait, the inequality of males and
females in the
area of education is quite staggering. Hyde (1993:101) pointed
out
that in Sub-Saharan Africa, one of the most enduring kinds of

16
educational inequality are one observed between males and
females.
This inequality is reflected in lower levels of attainment and
higher
dropout and repetition rates for girls. It is also apparent in
different
curriculum choices offered to or made by men and women at
the
secondary and tertiary levels; most notably in the low
enrollment
figures for women’s in scientific and technical fields (Emebet,
2003 p.34).
The above situation is clearly observed in the Ethiopia case. In
urban
areas we find female enrolled in high schools in great number;
50.6
percent of the students in Addis Ababa in the academic year
1998/99
were women as sited in (Emebet, 2003 p.34). However, this
high rate of enrollment is accompanied by a staggering rate of
repetition. In the same academic year 61.4 percent of the
repeaters were females (MOE, 2000 p.62).
Among the students who are enrolled in the various higher
education
institutions for undergraduate degree programme, only11.6
percent
were females. The percentage of female students in science
fields is
more discouraging (Science 9.7 percent, Medicine 11.7
percent,
Technology 12.9 percent, and Agriculture 4.7 percent))
Emebet, 2003,
p.34/5). One of reflection of poverty in developing countries is
the
uneven distribution of schools across the regions. This related
to
school distance. In most of the larger cities, we find a good
concentration of schools of all levels, including colleges,
through some
students in rural areas have to travel for hours to find a single
high
school distance is identified to be an important factor affecting
girls
education in many developing countries. Sronguest (1989)
indicated
that this holds true for rural as well as urban areas where

17
transportation costs may be high. In many rural areas of
Ethiopia, as
the girls pass to high school they are require to go towns to
learn. This
situation pushes many parents to take their daughters out of
school.
(Emebet, 2003 p.34).
Several studies indicated that the socio-economic states of
the family
are highly correlated with the enrollment and persistence of
daughters. Hyde (1993) explained that girls who come from
economically advantaged families are much more likely
entered and
remained in secondary schools than are girls from
disadvantaged
families. A similar situation is observed in Ethiopia. In a study
of
female student in higher educational institution, it was found
that
among the 118 schools attended by the respondents, only 13
were
private or catholic schools and almost all these schools were
located in
the capital or cities. Thirty-five percent of the female students
who
entered colleges came from these 13 schools. In some cases,
family
socio-economic status (SES) plays more important role than
parental
education in getting children in to private schools is often
considered a
status symbol. (Emebet, 2003 p.35).
2.1.4.1. Poverty
At the both country and family level, is a detriment to the
education of women although it interferes with the education
of all children, its correlation is much stronger for female.
Stronguest (1998:150) explained that the higher the income of
the family, the greater the desire
of parents for their daughters’ education (Emebet, 2003 p.36).
2.1.4.2 Family related barriers
Family plays a very important role indenturing the degree of
access girls have to education and their level of achievement.
There are several family related factors, which including
location of upgrading, parental schooling, and family income
(Emebet, 2003 p.36).

18
 Geographical location, urban or rural, can significantly
affect the education of children. According to several studies
carried out in developing countries, growing up in rural
communities worsen school opportunities for females more
than for males. In the study carried
out in Ethiopia, Abrah, etal (1991) found that urban girls
enrolled in school are more likely to persist than rural ones.
The study findings remained consistent, both when girls were
studied alone, and when they were compared to boys. The
urban-rural distinction also influences to
greater extent the academic performance of female students.
Abraham, etal (1991) stated that in Ethiopia, girls enrolled in
schools found in urban areas had better performance on the
national exam than the girls who attend schools located in
rural areas (Emebet, 2003 p.35).
Though, in general, girls in the cities have a better
prospect of accessing and succeeding in their education, and
also studying the field/subjects they want, they have their-
share of barriers to over come. In Genet’s (1994) study, was
indicated some of the problems of girls in Addis Ababa high
schools encounter were lack of study time to heavy load of
house hold chores, dropping out because of failure to pass
exams and pregnancy, and teachers’ biased attitudes.
(Emebet, 2003 p.36)

2.1.4.3 Cultural barriers

Culture influences the education of women in various ways.
One is the cultural division of labor, Zewdie and Jungles (1990)
study of four peasants associations in Ethiopia indicated that
women spend about 15 or more hours on various chores
important for the household. Under this circumstance, it is the
girls who share the burden of their mothers by spending time
on the chores instead of their studies. Though on time use
study has been carried out in the cities, Genet (1994) pointed
out that parent, and females’ students themselves and their
teachers indicated that the female students spend much time
on the household chores (Emebet,2003 p.36).
Early marriage parents are other cultural impediments to girls’
education. Studies in many developing countries indicated that
the number of girls attending school abruptly drops when the
reach the age of 15 to 19. One major reason for the
phenomena is early marriage. In most developing countries,
early marriage and education are anti theatrical. Bach, etal
(1985)
reported that more education women attained, the older their
age at marriage. The issue of women’s education in developing

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countries is very complex. It is affected by several factors
among which are economic, political, and social. Other factors,
related to culture or religion. The effect of these factors
usually differs from place to place, and one factor can be
influenced by any of the others. Studies indicate, however,
that they operate in most developing countries and negatively
affect women’s education, (Emebet, 2003 p.36).
2.1.5. Major Quality Indicator
2.1.5.1 Class size student/section ratio
Class size is a subject of considerable debate among
educators, psychologists and philosophers. The issue at stake
is whether or not class size is not quality determination.
Theoretically, an optimal class size is a size that allow for
sufficient interaction between
teachers and student through question/answer session, group
activities and student assignment. Nardos (1998) states that
class size should allow the teacher to observe pedagogical
principles such as knowing ones students by name and
attending to the particular needs of each student (Befekadu,
Berhanu and Getahun, 2000/2001).
Broadly speaking, there are two schools of thought regarding
the effect of class size on quality of education. The
traditionalists argue that if the size is too large, the teacher
could not perform any of these activities effective or could not
perform them at all. Therefore, the quality of education will be
low. However, the latest thinking is that is not absolutely
necessarily for teacher to lead all teaching and learning
activities. Innovative techniques could be introduced to help
students take a charge of the learning process. Examples of
innovative techniques are peer evaluation, group work and
computer assisted instruction. These techniques reduce
teacher burden and result in considerable financial saving for
the institution and quality of education will not fall. Notice that
according to this view, the negative effects of large class size
can be partially compensated using these new techniques. In
the absence of this technique, however, quality will suffer from
large class size. (Befekadu, Berhanu and Getahun 2000/2001)
In developed countries like UK 25-30 students per class is
considered a reasonable size for an effective teaching learning
process. But such small sizes have considerable implications,
more teachers and more class rooms. In developing countries
such as Ethiopia cannot afford such class sizes. Thus, a higher
size is to be expected, the issue, however, is how high can they
go without seriously affecting the quality of education?

20
According to some educations in Ethiopia high schools.
Particularly, in grade nine, the number of student in each class
room has passed the 100 mark in some urban schools. In the
upper grades 65 students per section is regarded as a good
number because it is the lowest number we can find in some
schools. Even with this number for instance, it is not possible
to
take students to the laboratory to do experiments, practical
learning in which students actively participate cannot be
conducted as sited in (Befekadu, Berhanu and Getahun,
2000/2001).

Class size in Addis Ababa University has also increased

significantly in recent years. In the economic department of
AAU, which we are the most familiar with, for example, the
number of 2 and 3 year students (where there is one section
nd rd

per year) has increased from 43 students per sections in the

early 90’s to over hundred since the mid 90’s without any
increase in the teachers or instructional materials such as
large class size inhibits teachers from giving written
assignments because it could take along time to grade.
Because of that, students at many faculties of AAU are
evaluated by one in a semester, usually objective type
questions for their
final exam which surely is inadequate to evaluate form AAU
without writing a paper save for the revered senior thesis.
That is partly many educators and businessmen complain
about the low level of language proficiency (both oral and
written) among University graduates. This observation
indicates that there is a clear relationship between class size
and quality of education in Ethiopia knowledge learn in
classroom. It should be noted that class size is only one
variable that contributes to quality of education. (Befekadu,
Berhanu and Getahun 2000/2001)

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