Driven in part by the Ethiopian government’s education sector development plans over the past decade, the country has seen significant progress in adolescents’ access to education. Primary completion rates—and enrolment in middle school and secondary school—are rising. Despite progress, however, Ethiopia continues to lag behind many of its sub-Saharan neighbours and the country is considered off-track to deliver on Sustainable Development Goal (SDG) 4, on quality education, due to deficits in both access and quality.
This report builds on previous research and synthesises findings from the Gender and Adolescence: Global Evidence (GAGE) programme’s Round 3 data collection in Ethiopia, which took place between early 2021 and late 2022, to explore patterns in Ethiopian young people’s access to education and learning. Paying careful attention to similarities and differences between groups of young people with different characteristics – adolescents compared to young adults, girls and young women compared to boys and men, those living in rural South Gondar and East Hararghe compared to more urban Debre Tabor, and those who are especially vulnerable due to disability, child marriage or displacement – we explore educational aspirations, access to formal education, educational quality and progression through school—including transitions into secondary and post-secondary education, and parental support for education.
Suggested citation:
Presler-Marshall, E., Das, S, Jones, N., Baird, S., Yadete, W., Woldehanna, T. and Hamory, J. (2024) How could I think about my education when people are dying here and there?’: Evidence from GAGE Round 3 about Ethiopian young people’s education. Report. London: Gender and Adolescence (https://www.gage.odi.org/publication/how-could-i-think-about-my-education-when-people-are-dying-here-and-there-evidence-from-gage-round-3-about-ethiopian-young-peoples-education)
