Factors to Be Considered in Establishment of Pharmaceutical Industry

Fasika. M.

Alemu 000649065 UNIVERSITY OF GREENWICH COURSEWORK COVERSHEET Student Name: Student ID number: Course Code: Title of Course: Title of Assessment: FASIKA MEKETE ALEMU 000649065 RESE-1062 Business research methods Educational industry report Industry report v Type of Assessment Reflective Report Group work report Other Tutor’s Name: Date Assessment Due: Dr. Taye Regassa August 15/2011 1 Fasika. M. Alemu 000649065 Table of content Introduction…………………………………………………………………….. 3 Overview of education in Ethiopia…………………………………………….

.. 3 Methods used to prepare this report…………………………………………. . 6 The education policy and structure…………………………………………….

.. 7 Statistics of education industry………………………………………………….. 7 Information communication technology in education industry…………………10 Regulatory and quality activities…………………………………………………11 Finance and expenditure………………………………………………………….

11 Challenges and problems…………………………………………………………12 Reference …………………………………………………………………………13 2 Fasika. M. Alemu 000649065 Introduction Ethiopia is an ancient African country which maintained its freedom from colonial rule with the exception of the 1936-41 Italian occupation.The monarchy that ruled the country was deposed by a military junta in 1974 which established a socialist state. This regime was toppled in 1991 by a coalition of rebel forces led by Meles Zenawi, presently the country’s Prime Minister. A constitution was adopted in 1994 and a Federal Democratic Republic was formed.

The country is divided into 9 ethnically-based regional states and two self-governing city administrations (CIA, 2011). With an estimated population of about 90 million, the country is second in terms of population in sub-Saharan Africa. 6. 28% of the population is under 14 years of age, while 51.

04%are within the age range of 15-64 years (Ibid). Ethiopia is predominantly an agrarian country and agriculture accounts for 40 percent of the gross domestic product (GDP), employs about 80 percent of the population and provides for about 90 percent of the exports(Alem,2000) The country is one of the least developed in the world and poverty is widespread and multifaceted. Food insecurity is systemic and thus persistent (Austrian development cooporation, 2003).Overview of education in Ethiopia Human resources development constitutes the foundation upon which material development can occur, and education represents a major form of human resources development.

Besides, it is widely believed that the expansion of educational opportunities is a keystone to the nation’s accelerated socio-economic development. Education provides a fundamental base 3 Fasika. M. Alemu 000649065 for all further human development and its availability and quality are central to the human resource development of any society.The aim of extending a basic level of education to all children, young people and adults around the world has captured the imagination of all nations (UNESCO, 2004). Modern education was introduced to Ethiopia nearly a century ago.

However, the education and training offered during these long years had limited positive impact on the lives of the people and national development. The education offered has not enabled to solve the problems of farmers, pastoralist, and change the lives of the over whelming majority of the people (Ibid).During both the initial phase and it’s the more planned and coordinated expansion of modern education after 1941, the primary objective of education in our country had been to produce trained manpower that could run the emergent government bureaucracy. Particularly after 1941, the government’s main concern was to replace expatriates that worked at various levels in public offices by Ethiopian nationals. Hence, the narrow and limited scale of formal education that existed, beyond incubating bureaucratic clerks, had hardly any substantial merit.After a certain grade level, the ambition of the student population was largely to secure government employment.

Limited vocational education was introduced both at high school and college levels during the 1950s and 1960s. The education of the time nonetheless did little to change trainees’ outlook or help them break the cycle of dependency on the government for employment and develop a capacity to create their own jobs in the private sector(education and training policy,1994) . 4 Fasika. M. Alemu 000649065Moreover, it can be safely said that in all these long years, there was never as such a clear policy by which to evaluate and accordingly shape the direction of education and training in Ethiopia (Ministry of education, 2011).

In fact, what existed was a mish mach of eclectically combined directives extracted from a host of unrelated experiences but to simply patch up in isolation the individual symptoms of the deep-seated malaise of the system that periodically surfaced. Hence, as a result of the lack of clear and coherent direction and other problems related with the very social rder, the majority of the people of Ethiopia were not beneficiaries of the advantages of modern education. It has now been eight years since the transitional government, recognizing this fundamental problem, launched and began to implement the 1994 new education and training policy (education and training policy, 1994). Since a policy statement never spells out all the elements factored in its formulation, but only indicates the salient strategic directions and objectives couched in the concept-laden language of short phrases, it is difficult to grasp its basic rationale.The 1994 education and training policy statement is no exception to this general truth.

In fact, the inadequacy of all previous work done to raise public awareness of the education policy has compounded the problem. As a result, numerous accurate and inaccurate statements regarding the policy are heard from time to time (ibid). 5 Fasika. M. Alemu 000649065 Methods used to prepare this report This report was prepared between the months of July and august in 2011. It involved a variety of strategies to collect and analyze information and options.

The report was informed by an extensive literature review to explore the approaches and structures for sartorial report of other countries and how they have developed education systems and able to contribute to social and economic development. It drew on various Government policies and strategies, including educational policy of 1994, the Agricultural Led Development Strategy, Industrial Development Strategy, finance and economy development ministry, Education Sector Development Strategy and the Health Sector Strategy. A range of research and reports from Ethiopia, and across the world were considered and analyzed.Both quantitative and qualitative approaches were used . because of the time limitation only secondary data from various reliable sources were used.

Government publication central intelligence agency of USA and central statistics agency of Ethiopia were used as well as publications of ministry finance and economic were used. Statistics provided by regional authorities were also consulted. The majority were obtained from the Regional Planning Office. Problems of the methods The methods used secondary data from various sources exposed to the following limitations 1.Most secondary data obtained does not include standard deviation and standard errors 2.

There could be resource bias because most of the data were obtained from government offices 6 Fasika. M. Alemu 3. The reliability of secondary data may vary over time 000649065 The education policy and structure The Government is placing particular emphasis on education with the firm belief that the long term Development of the country rests upon the provision and expansion of quality education. The government declared a New Education and Training Policy (ETP) in 1994.In 1997 it launched the first five years Education Sector Development Program (ESDP-I) within the framework of ETP as a part of a twenty year education sector indicative plan.

The third ESDP has commenced as of September 2006. The structure of the educational system consists of pre-primary (children aged 4-6), primary (grades 1-8), General Secondary (grades 9-10), Preparatory Secondary Schools (grades 11-12), Technical-Vocational Schools (10+1, 10+2, 10+3) and higher education of 3-5 years for undergraduate study(ministry of education,2011). The curriculum for the primary school is regional, while from the secondary onwards it is national.The medium of instruction at the primary level varies from region to region while English is used at the secondary and tertiary levels. Statistics of education industry The government envisages attaining universal primary education by the years 2015.

In 2004/05 a total of 8. 6 million children were enrolled in 16,513 primary schools and in 2009/2010 15, 792,103 were enrolled in 26,951 primary schools. The gross enrolment rate 7 Fasika. M. Alemu 000649065 in primary education had reached 79.

8%. However, the system is plagued with problems of quality and high wastage rate (Central Statistics Aagency, 2011).At the tertiary level great strides have been made to expand access in the previous years. Apparent intake rate has reached 420,387 in 2009/2010(total enrolment in higher education institutions (both government and private)). The Ethiopian education system shows in most recent five years of systematic increase in almost all measures of activity in all subsectors. In particular, there has been a 30.

0% for TVET, 24. 7% for higher education undergraduate, 22. 3% for higher education-postgraduate, 5. 7% for primary and 9. 3% for secondary education average annual increase in enrolment over the past five years (education statstics, 2010).According to ministry of education Currently there are 22 universities managed by federal ministry of education and five other universities managed by instructions (Civil Service University, Defence University College, Kotebe CTE - Degree Program and Telecommunications and IT College) .

there are also about 58 private colleges and univesities all over the country. there are about 38 universities and colleges in addis ababa only. It has thus planned by government to expand the existing 22 universities to have a capacity of accommodating 8-10 thousands additional students and to stablish 10 new higher education institutions, which will ultimately develop into universities. 8 Fasika. M.

Alemu 000649065 Enrolment Kindergarten Primary education Secondary Teachers Kindergarten Primary education Secondary Schools Kindergarten Primary education Secondary Gross enrollment ratio Kindergarten Primary education Secondary 2009/2010 341641 15792103 1695,930 9647 292,130 46,060 3318 26951 1335 4. 8% 93. 4% 22. 6% Annual growth rate 16. 3% 5. 7% 9.

3% 7. 3% 9. 5% 22. % 16. 6% 8. 5% 12.

5% 15. 5% 0. 6% 4. 3% Table 1 Extracted from Education Statistics Annual Abstract 2002 E.C (2009/10) Table one summarizes kindergarten, primary and secondary education in terms of enrollment, number of schools and gross enrollment ratio. in all cases it shows that dramatic increase from the previous year Technical and vocational education training (TVET) 2009/2010 Enrollment 354,420 Teachers 11,716 schools 448 Percentage of female 44.

3% student Annual growth rate 30% 17. 6% 14. 2% -- Tabel 2 Extracted from Education Statistics Annual Abstract 2002 E. C (2009/10) Tabel 2 summarizes the TVET in terms of enrollment ,number of teachers involved, number of schools available and percentages of females enrolled in TVET Fasika.

M. Alemu 000649065 Higher education Undergraduate enrollment Percentage of female Graduate Percentage of female Postgraduate Enrollment Percentage of females graduates Percentage of females teachers 420,387 27% 66,999 23. 4 14,272 11. 9% 4,873 13.

9% 15,707 24. 7% 2. 1% 27. 1% 9.

6 % 22. 3% 4. 4% 36. 9% 9.

1% 34. 2% Table3 Extracted from Education Statistics Annual Abstract 2002 E. C (2009/10) Table 3 summarizes both undergraduate and postgraduate in terms of enrollment, graduate, and percentage of females as well as annual growth rate Information communication technology in education industryInformation communication technology was introduced I the education system to strengthen the expansion of quality education. The introduction of ICT was done phase by phase starting at the secondary level followed by primary and then ultimately at all level. At present for secondary level (9-12) multifaceted programs and major preparations have underway to reach the goal of implementing ICT in education sector and improve the quality of education in Ethiopia (UNESCO, 2004). 10 Fasika.

M. Alemu 000649065 Regulatory and quality assuring activitiesThere are national exams at grade 8, 10 and 12 to insure the quality of education at school and also there is higher Education Relevance and Quality Agency (HERQA)) which ensures the quality of education given by higher institution of both government and private owned universities and college. HERQA’s Quality assessment starts by looking at an institution’s vision, mission, and educational goals. The institution’s mission should define clearly its purpose within the higher education system, state the goals it intends to accomplish and make explicit the stakeholders it intends to serve and why.Every Higher education institution (HEI) must define clearly its vision, mission and make them known to its stakeholder. Every HEI must have in place strong governance and management systems.

The governing body should have sufficient powers to assure institutional autonomy and integrity and the senior management team must have delegated responsibilities to enable actions consistent with the vision, mission and goals of the institution d educational goals . HEIs should provide clear, accurate and adequate information on the capacity of the institution, its facilities and resources.Every HEI must have sufficient and appropriate physical facilities and learning resources and the financial capacity to ensure effective delivery of its programs (HERQA, 2010) Finance and expenditure The education’s share of national budget was 16. 7 % in 2004/05 . it has reached 25. 4 % of the national budget in 2009/10 .

the share of the general education in the total education budget was 66. 6% in2009/10 while the share of technical and vocational education and 11 Fasika. M. Alemu 000649065 higher education were 5.

2 5 and 24 % respectively in the same year(Educational stastics,2010).According to ministry of finance and economy development (MOFED) the education development in 2005/06 was 5,990,600,000 birr . this hs shown dramatic increase in 2009/10 which was 15,719,300 birr. In the same period the total government expenditure was increased from 33,615,900 to 61,958,900 birr. Since the year 2000, public investment in education has risen as a share of GDP from 3. 2% to 4.

5%. This level of financial effort is higher than the 3. 9% registered for SubSaharan Africa as a whole (World Bank, 2003). Annual recurrent expenditures per university student are roughly 7,457 Birr USD 860) when Government-provided food, lodging and health care are included and 5,801 Birr (USD 671 when student welfare subsidies are excluded (Ibid). Government provides virtually all of the financing used to run the public tertiary system. Full time students pay no significant tuition fees, although part-time and private students do so(ibid).

Challenges and problems of the industry The long-standing problems associated with the Ethiopian education system Were essentially limited and inequitable access, lack of quality and relevance, and continuous decline in quality and standard.Since the early years of its introduction and its further expansion after 1942 (1933 E. C), the education system had a limited objective. Thus, the number of schools and the ratio of students to the general population were infinitesimal. Moreover, as most of these schools were located in the main towns and 12 Fasika. M.

Alemu 000649065 cities, the rural population did not benefit from education system. This inequity had also created educational opportunity gaps between regions, urban and rural sectors and between genders as well.Even then, the education given in this small number of schools was barely oriented toward solving problems, placed disproportionate emphasis on the outside world, and had little local and national focus (ministry of education, 2011). 13 Fasika. M.

Alemu 000649065 Reference Education statistic, annual abstract, 2009/2010. Minstry of education, 2010 Education and training policy and its implementation, ministry of education, 2002 Federal Democratic Republic Government of Ethiopia, education and training policy , 1994 Higher Education Relevance and Quality Agency HERQA institutional Quality Audit (2006) Anthony D, Berhanu .S and Berhanu. B (2010). Ethiopia General Education Map Capacity Development Design Study; British counsel, Ethiopia Higher education development of for Ethiopia: persuing the vision. A World Bank sector study, 2003 Website reference Ministry of education www.

moe. gov. et accessed on august 02/2011 Central statistics agency www. csa. gov. et accessed on august 3/2011 Central intelligence agency www.

cia. gov accessed on august 5/2011 Higher education relevance and quality agency www. herqa. gov. et accessed on august 9/2011 14