Restoring Essential Education Services to Conflict-Affected Children in Ethiopia – a holistic approach to ensure quality education for children in crisis situation (EU)

The European Union funds the programme “Restoring Essential Education Services to Conflict-Affected Children in Ethiopia” for a total budget of ETB 2.4 billion (EUR 39.5 million). The programme started in November 2022 and will last for three years. Plan International, UNICEF and the WFP are the implementing partners in Amhara, Afar and Tigray. UNICEF in partnership with Imagine One Day is also responding to the crisis in Benishangul Gumuz, Oromia and Southern Ethiopia Peoples Region.
The programme aims to ensure access to quality education for children in crisis situation and reduce dropout rates in primary and secondary education in conflict-affected areas with a special emphasis on dropout of girls. Overall; it will bring 80 000 out-of-school children back to school, provide school meals for 50 000 students and reconstruct and rehabilitate 60 primary schools and 21 pre-primary schools.

After the first year of implementation, the programme has already made significant progress in expanding access and providing quality education. More than 8 500 out-of–school children are enrolled to schools through the Accelerated Learning programme, which requires intensive school campaigns and close collaboration with the community. Students are provided with learning materials and teachers have received trainings on inclusive education, condensed and flexible curriculum, gender-based violence training and mental health and psychological support to overcome the traumas and stress caused by the conflict. The programme includes a child protection component and students have access to protection services. School meals are provided to 53 000 students to respond to the food shortage and motivate children to get back to school. Students with special needs are identified and supported through their enrolment.

Helen, 13 years old, faces multiple disabilities. She was displaced from Western Tigray to Guya, and her first grade was interrupted by COVID-19, followed by the Tigray war for more than three years. As a result of the intensive campaign, she was brought back to school and received materials adapted to her needs. Helen’s motivation to study was strong and her grandmother carried her on her back to school twice a week. On other days, Helen would learn from home with the support from the teachers. The programme also provided her with a wheelchair which now allows her to access the school on every learning days. 

“I promise you that I will keep strong in learning until I graduate as a medical doctor,” said Helen. “I want to become a medical doctor since I would like to promote access to health services for persons with disabilities.”

Evidence confirms that investing in quality early childhood education, including supporting children’s health, nutrition and learning can improve learning outcomes and demonstrate higher attendance. This programme has managed to build and rehabilitate in a short time and in difficult conditions six early childhood centers in underserved conflict areas with gender-inclusive latrines, handwashing facilities, water points, child-friendly compounds and inclusive learning spaces. The programme also increased the capacity of the early childhood workforce and adopted an age-appropriate pedagogy. The programme contextualised the new national Early Childhood Education framework in collaboration with the Ministry of Education, Addis Ababa University and Regional Teacher colleague. These long-term investments will lead to more learning for children.

“I am deeply impressed by the transformative success of the EUD-Plan International project on pre-schools in our region,” says Mr. Eyasu Redae, a representative from the Tigray Regional Education Bureau. “The new curriculum is a significant improvement,” Eyasu emphasizes. “It embraces inclusivity for children aged 4-6 and integrates subjects in a way that considers the socio-cultural context. This is a stark contrast to the previous curriculum, which excluded younger children and lacked a comprehensive approach.”

Tsadikan Demise, had 11 years of experience teaching O class before the war broke. She is EUD PATHS project facilitator in the Negash ECCE center of Gerhalta Woreda. “After the war, I was not very hopeful that the school would resume due to the magnitude of the damage. We were all excited to get training on the new ECCE curriculum and to see that schools are back to normal. The project rehabilitated the school, provided classroom play materials and high-energy biscuits. More children are coming to our centres thanks to the better school environment created for them. We are making good progress in enabling children to see their environment as a safe place and learn through play.”

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