This dataset provides insights into early childhood education enrollment trends in Ethiopia by capturing Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) for children aged 4 to 6 years, disaggregated by region and sex. It serves as a crucial resource for policymakers, educators, and researchers working to improve access to early education and assess disparities across demographic groups.

Additional information at: Ministry of Education

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location.

For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions.

For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

Overall, we draw a sample of 300 public schools from each of the regions of Ethiopia. As a comparison to the total number of schools in Ethiopia, this consistutes an approximately 1% sample. Because of the large size of the country, and because there can be very large distances between Woredas within the same region, we chose a cluster sampling approach. In this approach, 100 Woredas were chosen with probability proportional to 4th grade size. Then within each Woreda two rural and one urban school were chosen with probability proportional to 4th grade size.

Because of conflict in the Tigray region, an initial set of 12 schools that were selected had to be trimmed to 6 schools in Tigray. These six schools were then distributed to other regions in Ethiopia.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below:

• School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey questions.

• Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.

Sampling error estimates

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level.

Abstract

This survey was conducted as part of a review of the different civil service reform tools in Ethiopia, to assess what has been achieved, and what to consider next. The review aimed to take stock of what has been done, identify remaining and potential new challenges, and draw lessons, as well as suggest recommendations on how to move further ahead in the coming years to foster a fair, responsible, efficient, ethical, and transparent civil service. A survey of civil servants at the Federal, Regional and Woreda levels was implemented that focused on five sectors, namely, agriculture, education, health, revenue administration, and trade.

The aim of the Ethiopia Civil Servant Survey was to gather micro-level data on the perceptions and experiences of civil servants, and on the key restraints to civil servants performing their duties to the best of their abilities, and to the provision of public goods. This civil servant survey aimed to contribute to the development of diagnostic tools which would allow to better understand the incentive environments which lead to different types of behavior and the determinants of service delivery in the civil service.

Report available at: https://documents.worldbank.org/en/publication/documents-reports/documentdetail/981311547566282423/moving-further-on-civil-service-reforms-in-ethiopia-findings-and-implications-from-a-civil-service-survey-and-qualitative-analysis

Geographic coverage

At the Federal level 330 individuals were planned to be interviewed; 550 at the Region level (Harar, Afar, SNNPR, Oromiya, Amhara, Dire Dawa, Addis Ababa, Benishangul, Somali, Tigray, Gambella); and 1615 at the Woreda (66 Woredas) level. Within each region 50 individuals were targeted to be interviewed, except in Addis Ababa, where the target was 40 due to not having an agriculture bureau, and except in Oromiya, where, due to additional funds becoming available, the target became 60. Within each Woreda, 25 individuals were planned to be sampled.

Analysis unit

Public servants, including managers and non-managers at the Federal, Regional and Woreda levels.

Kind of data

Aggregate data [agg]

Sampling procedure

To provide a large sample for statistical analysis, while remaining within budget, the Ethiopian civil servants survey focused on the three major policy making tiers of government: Federal; Regional; and Woreda. The Ministry of Public Sector and Human Resource Development identified the 5 core sectors that the survey should include: agriculture, education, health, revenue, and trade. The decision was made then to plan to interview a sufficient number of individuals from each of those tiers and allocate the remaining funds to Woreda-level interviews. With this methodology, with the funds available, 70 Woredas were included in the target sample at the planning stage. At the Federal level 330 individuals were planned to be interviewed; 550 at the Region level; and 1615 at the Woreda level. Within each region 50 individuals were targeted to be interviewed, except in Addis Ababa, where the target was 40 due to not having an agriculture bureau, and except in Oromiya, where, due to additional funds becoming available, the target became 60. Within each Woreda, 25 individuals were planned to be sampled.

Stratified randomization was conducted to select 70 Woredas from the 9 regional states in a way that is proportional to the size of the region (in terms of number of Woredas as per the 2007 census). However, 4 Woredas were dropped due to security challenges.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The survey questionnaire comprises following modules: 1- Cover page, 2- Demographic and work history information, 3- Management practices, 4- Turnover, 5- Recruitment and selection, 6- Attitude, 7- Time use and bottlenecks, 8- Information, 9- Information technology, 10- Stakeholder engagement, 11- Reforms, and 12- Woreda and city benchmarking.

The questionnaire was prepared in English and Amharic.

Response rate

Response rate was 88%.

Socio-demographic characteristics of children attending the outpatient department at the UoGCSH, Northwest Ethiopia, from May 1, 2023, to August 30, 2023.