Addressing educational attainment inequities in rural Ethiopia: Leave no adolescent behind

Abstract

Motivation Although many countries have made progress towards achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable education for all, vulnerable children and adolescents in low‐income countries often face significant barriers to realizing educational opportunities, especially at secondary and post‐secondary or tertiary levels. Purpose In line with the aim of the 2030 Agenda for Sustainable Development to “leave no one behind”, the article explores the factors that shape the educational trajectories of vulnerable population groups and contributes to evidence‐informed policy and programming to tackle school dropout in rural Ethiopia. Approach and Methods The article draws on qualitative research on 150 girls and boys aged 10–19 years, along with their caregivers and key informants, in communities from three diverse regions in Ethiopia: pastoralist Afar, highland Amhara, and lowland Oromia. Findings Although Ethiopia has made remarkable progress in increasing secondary enrolment since 2000, intersecting barriers put vulnerable adolescents’ educational opportunities at risk. Children and adolescents from poor households, those with disabilities, and who are internally displaced, out‐of‐school or working face a range of challenges at the household, community and system levels. These barriers are also shaped by gender norms that restrict adolescent girls’ and boys’ education, often in contrasting ways. Policy Implications A multi‐pronged approach is critical to promoting educational opportunities that leave no adolescent behind, including investments in school quality, positive disciplinary approaches, competency‐based grade progression, water, sanitation and hygiene (WASH) facilities and school‐feeding programmes; the wider enabling environment, including social protection and safe, subsidized transport; initiatives to tackle age‐ and gender‐based violence that discourages school attendance; and tailored strategies to support the most vulnerable young people.

Betwixt and Between: Adolescent Transitions and Social Policy Lacunae in Ethiopia

“…This is because of the fact that girls in our community faced sexual assault when they travelled back and forth to high school, which in turn forced them to drop out of school'. Many adolescents stay in rented accommodation near the school to mitigate these risks, but they need the financial resources or family contacts to enable this, or they end up dropping out (Devonald et al, 2020).…”

Comprehensive sexuality education for the most disadvantaged young people: findings from formative research in Ethiopia

“…For girls, domestic and care responsibilities, adolescent pregnancy and child marriage lead to school attrition, whereas for boys, having to earn an income keeps them out of school. 3 Devonald et al 22 find that adolescents from poor households, adolescents with disabilities or adolescents who are internally displaced face the greatest challenges in accessing education (especially at secondary and tertiary levels), with gender norms shaping the barriers to education. A body of research in Ethiopia also indicates that there is a link between being out of school and being exposed to risks in relation to sexuality.…”

Children’s Work in African Agriculture

“…This is largely due to the fact that it is widely accepted as a legitimate disciplinary practice by teachers, parents, caregivers and children themselves -provided it is done in moderation and with the aim of correcting errant behaviour (Twum-Danso Imoh, 2013;Masko and Bosiwah, 2016). However, its application is often excessive and children are frequently punished for issues outside their control, especially children living in poverty who are late or absent from school due to heavy household or external work commitments Isimbi et al, 2017;Devonald et al, 2021).…”