Abstract
The Ethiopian government prioritizes education because it believes it is important for reducing poverty and developing the country. The education system has four levels: pre-primary, primary, secondary, and higher education. Pre-primary education is for children aged 4-6, primary education is for children aged 7-14, secondary education is for children aged 15-18, and higher education is for students of all ages. The preparation process for the Ethiopian Social Development Plan (ESDP) was flexible and adapted to the specific context. This approach was a major factor in the success of the process. Therefore, this study does not provide a one-size-fits-all template for preparing other ESDPs, but instead highlights the general principles and issues that are important to consider. Expansion is a central and outstanding feature of the many changes that have characterized the Ethiopian education system at all levels. This trend is likely to continue, as evidenced by the Education Sector Development Program. Primary and secondary education research and policy studies are too numerous to list. The MOE’s management capacity can be evaluated by relevance (participatory planning), efficiency, and effectiveness.
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