Components of GEQIP

COMPONENTS OF GEQIP
The project was designed around six component, each focused on providing a key element needed to
improve learning conditions and strengthen institutional capacity. Equity was to be addressed through
the mainstreaming of a number of cross-cutting issues, including gender and special education needs.
Support was focused on Ethiopia’s four so-called emerging regions, 15 the most disadvantaged in the
country.
Component 1: Curriculum, Textbooks, Assessment, Examinations and Inspection

Component 1 provided teaching and learning materials to Grades 0-12 and supported improvements to
curriculum
implementation. Institutional development included support to improved student assessments and a

strengthened schools inspectorate.
Component 2: Teacher Development Program

This component was designed to (a) Enhance the training of pre-service teachers in teacher education
institutions through: (i) improved selection of entrants to teacher training; (ii) provision of teaching and
learning materials in the 10 Woreda (or district) is the third-tier administrative division of Ethiopia (after
region and zone). 11 Originally, ranking was based on self-assessments undertaken by schools. 12 If a
school scores below 50 percent on inspection standards, it is classified as level 1 (grade 1 school in
GEQIP II PAD); if a school scores between
50 percent-69.99 percent, it is classified as level 2; if a school scores between 70 percent-89.99 percent,

it is classified as level 3; and if a school scores between 90 percent-100 percent, it is a level 4 school.
Level 3 and 4 schools meet the national standards. 13 The Results Framework also defined 23
Intermediate Outcome Indicators. 14 The higher order objective in the PAD was: “Improving the quality
of General Education (Grades 1-12) throughout the country. 15 Afar, Benishangul-Gumuz, Gambella, and
Somali. 16 The component built upon the quality interventions of GEQIP I: (i) improvement in the quality
and relevance of the general education
curriculum; (ii) increase in the supply of textbooks and other TLM; (iii) strengthened national assessment
and examinations system, aligned with
the national curriculum; and (iv) support for the newly developed schools inspectorate to ensure the
implementation of the curriculum, use of educational materials, continuous assessment and all other
contributions to quality improvement within the classroom.1
teacher education institutions (TEIs); (iii) enhanced practicum for teacher candidates; (iv) in-service
pedagogical
training for teacher educators; (v) enhanced English language support in the TEIs; and (vi) provision of a
training program for the alternative basic education centers (ABEs) facilitators, and (b) Improve the
quality of in-service teacher training through: (i) enhancing the provision of continuous professional
development at schools; (ii) providing English language training for teachers of English and developing a
cadre of school-based English mentors to support all teachers using English as a medium of instruction;
(iii) developing a teacher career structure, licensing and re-licensing system which recognizes
professional development and behavior; and (iv) upgrading for primary teachers from a certificate
qualification to a diploma qualification.
Component 3: School Improvement Plan
Component 3 was designed to support the strengthening of school planning, and to partly fund the
school improvement plans through school grants. 17 This component comprised a combination of
activities started and successfully implemented under GEQIP I and new activities initiated under GEQIP
II. Specific activities for school improvement included: (i) providing training on linking SIPs with improved
student learning; (ii) developing a simplified SIP framework for rural, isolated schools, smaller schools
and ABEs; (iii) creating information campaigns for parents and communities to strengthen the
community support to improved learning through the SIPs; and (iv) encouraging activities focused
specifically on reading. In addition, “School Grants” (SG) interventions covered: (i) revision of SG
guidelines to encourage use of funds for appropriate learning and teaching materials; (ii) additional
per capita incentives for the most disadvantaged regions and disadvantaged students; (iii) introduction
of performance-based incentives for encouraging improved learning outcomes through SGs in the
second year of project implementation; (iv) strengthening the social accountability mechanisms through
parents, students and teachers associations (PSTA) with intensive community involvement in planning
and monitoring SGs; and (v) strengthening the grievance redress and complaint management
mechanism at various levels of educational management to ensure efficient and equitable management
of the grants.
Component 4: Management and Capacity Building, Including Education

Management Information System (EMIS)
This component was designed to: (i) improve the effectiveness and efficiency of education planning,
policy-making, management, evaluation and resource allocation and utilization through human capacity
development and by strengthening the linkages at the federal, regional and woreda levels; (ii)
strengthen participatory and evidencebased school planning, management and monitoring; and (iii)
strengthen the EMIS by improving collection, accuracy
of input data and use of system data for evidence-based planning, policy making, management, and
evaluation (with special attention to the four emerging regions).
Component 5: Improving the Quality of Learning and Teaching Through the Use
of ICT
Component 5 focused on the use of Information and Communications Technologies (ICT) by: (i)
developing a national policy and institutions for ICT in general education; (ii) developing a national ICT
infrastructure improvement plan for general education through strengthening the specification,
procurement, distribution and management of ICT in secondary education and developing a capacity for
producing digital learning content; (iii) developing an integrated
Monitoring, Evaluation and Learning System for the ICT; (iv) providing teacher professional development
in the use of ICT; and (v) piloting the use of e-Braille display readers in select schools.
The component was a combination of activities started and successfully implemented under GEQIP I
and new activities under Phase II.3
Component 6: Program Coordination, Monitoring and Evaluation, and

Communication
This component focused on: (i) providing technical advisory support to strengthen the institutional
capacity of education institutions at the federal level and to improve coordination between federal,
regional and woreda levels;
(ii) monitoring various activities supported through project interventions and evaluating the impact of
these interventions; and (iii) using communications to increase awareness and ownership of GEQIP’s
components and ensure effective participation of all stakeholders.3

Components of GEQIP

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COMPONENTS OF GEQIP

Component 1: Curriculum, Textbooks, Assessment, Examinations and Inspection

implementation. Institutional development included support to improved student assessments and a

Component 2: Teacher Development Program

50 percent-69.99 percent, it is classified as level 2; if a school scores between 70 percent-89.99 percent,

Component 3: School Improvement Plan

Component 4: Management and Capacity Building, Including Education

Component 6: Program Coordination, Monitoring and Evaluation, and

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