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

Author

Listed:
  • Megan Devonald
  • Nicola Jones
  • Workneh Yadete

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.

Suggested Citation

  • Megan Devonald & Nicola Jones & Workneh Yadete, 2021. "Addressing educational attainment inequities in rural Ethiopia: Leave no adolescent behind," Development Policy Review, Overseas Development Institute, vol. 39(5), pages 740-756, September.
    • Handle: RePEc:bla:devpol:v:39:y:2021:i:5:p:740-756
    DOI: 10.1111/dpr.12523
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    References listed on IDEAS

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    1. George Psacharopoulos & Harry Anthony Patrinos, 2018. "Returns to investment in education: a decennial review of the global literature," Education Economics, Taylor & Francis Journals, vol. 26(5), pages 445-458, September.
    2. Maria José Ogando Portela & Kirrily Pells & UNICEF Office of Research - Innocenti, 2015. "Corporal Punishment in Schools - Longitudinal Evidence from Ethiopia, India, Peru and Viet Nam," Papers indipa788, Innocenti Discussion Papers.
    3. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    4. repec:wbk:wbpubs:28340 is not listed on IDEAS
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    Cited by:

    1. Daisy Dutta & Chhanda Chakraborti & Pulak Mishra, 2023. "Tuloni Biya and its impact on menstrual health: A qualitative exploration of the menstrual experiences of adolescent girls in Assam," Development Policy Review, Overseas Development Institute, vol. 41(5), September.
    2. Marcellus Forh Mbah & Linda A. East, 2022. "How Can “Community Voices” from Qualitative Research Illuminate Our Understanding of the Implementation of the SDGs? A Scoping Review," Sustainability, MDPI, vol. 14(4), pages 1-15, February.
    3. Nicola Jones & Megan Devonald & Rebecca Dutton & Sarah Baird & Workneh Yadete & Kiya Gezahegne, 2022. "Disrupted education trajectories: Exploring the effects of Covid‐19 on adolescent learning and priorities for “building back better” education systems in Ethiopia," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.

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