NON-STATE ACTORS IN EDUCATION
2.2 Non-state education provision
3.1 Regulations by distinct levels of education
- Early childhood care and education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Primary and secondary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Tertiary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
3.2 Supplementary private tutoring
The 2018 Eritrea Basic Education Statistics Report defines a “non-government school” as a school administered and financed by institutions other than the Ministry of Education. According to the 2017 Education Sector Analysis, non-government schools are managed by communities, religious organizations, or sole proprietors, and students pay a schooling fee, and school management bodies employ most staff. The 2018 Eritrea Basic Education Statistics Report includes and defines different types of non-state providers, including “Community schools” defined as a school administered by municipalities or local or foreign communities, an “Awkaf (Mahad) school” schools administered by Awkaf (Islamic religion association), and “Mission schools” as those schools administered by churches (Coptic, Catholic, and Protestant churches).
2.1 State education provision
State schools
In Eritrea, most education in primary (four years, beginning at age six), lower secondary (three years, beginning at age 11) and upper secondary (four years, beginning at age 14) are state schools. Free compulsory basic education includes two years of pre-primary education until lower secondary education (9 years, ages 4-16) - ( 82% overall attendance of children in compulsory education in 2016).
Complementary Elementary Education (CEE) for children who fail to enroll into elementary school at the right age, nomadic education for pastoral communities, and adult literacy, which targets adults who missed out on their educational opportunities. This alternative strategy of education provision is defined as: a three-year course equivalent to five years of elementary school; aimed at providing out-of-school boys and girls with the necessary skills and knowledge that will allow mainstreaming for those that are eligible into the formal education at the junior level, or access to vocational training.
Nomadic School Programme a Nomadic Education Policy developed in September 2010. "The specific objectives of Nomadic Education Policy are to: ensure equitable access to education for all children in nomadic or pastoral areas, including the disadvantaged and vulnerable groups and the out-of-school children currently attending the Complementary Elementary Education (CEE) programme, ensure that education provided in nomadic areas meets approved national standards and thus reduces social inequality by enabling children of nomadic communities complete schoolin, improve the chances for the girl child in these communities to enrol and stay in school, relate the national curricula to the nomadic and semi-nomadic patterns of life, integrate emerging technologies in the provision of education in nomadic areas; and create avenues for collaborative partnerships between the various stakeholders involved in the provision of education in nomadic areas.” The Global Partnership for Education has supported the expansion of education opportunities for children from nomadic and semi-nomadic, as well as remote and disadvantaged communities via community-provided temporary learning spaces, whereby communities were mobilized to increase demand for education.
Non-state managed, state schools
Community Schools are those that required the community to contribute with five – 10 percent of the costs. Community financing constitutes a proportion of funding to the sector, including cash and in-kind support in the form of labor and material such as construction, contribution with school provisions, Parent-Teacher and Students Associations contributions or resources, payment for utilities, and other operational costs or other in-kind donations.
Non-state funded, state schools
No information was found.
2.2 Non-state education provision
Independent, non-state schools
Non-government schools are established, managed, and financed by non-state actors. There are few non-state school enrolments in Eritrea at all levels of the education system. Currently, most non-state schools have been converted to state schools managed by communities, closed by the government, or imposed restrictions including religious schools from the Coptic Orthodox Church and the Catholic Church and the Italian international school and attempts to close the private Islamic school. Previously non-government schools include Community schools which are schools administered by municipalities or communities, Awkaf (Mahad) schools administered by Awkaf (Islamic religion association), Mission schools administered by churches, and one International School. Recent government policies have implemented restrictions and requested the closure of religious and non-state educational institutions' closure, hence a more restrictive non-state education regulation and government control on non-state educational institutions
State-funded (government-aided), non-state schools
No information was found.
Contracted, non-state schools
No information was found.
2.3 Other types of schools
Homeschooling
No information was found.
Market contracted (Voucher schools)
No information was found.
Unregistered/Unrecognised schools
No information was found.
Additional Aid Programmes
The Global Partnership for Education has implemented programmes to train teachers focuses on improving the quality of teaching and learning by equipping teachers with the necessary pedagogic skills, providing learning materials and other school support systems. It also seeks to strengthen human resources and institutional capacity of the education sector to effectively monitor and deliver education services
The Ministry of Education (MoE) is responsible for implementing the educational policies formulated by the State, prepares the national curriculum, and ensures the application of such a curriculum throughout the country for Early Childhood Care and Education to secondary level for both state and non-state actors. The MoE is composed of the Minister’s Office, the Department of General Education, Department of Adult Education and Media, Department of Technical and Vocational Education and Training, Department of Research and Human Resources Development and Department of Administration and Finance and six Regional education offices. Tertiary education is under the supervision of the National Commission for Higher Education (NCHE)
At a local level, according to the 1996 Decentralization Act the six Zobas Education Offices are responsible for the overall administration and management of the education sector in their jurisdiction. School management is organized in collaboration with the Parent Teacher Student Associations (PTSAs).
Vision: According to the Eritrea Education Sector Plan 2018- 2022, to achieve the SDGs and resource mobilization, the MoE must advocate for domestic funding and cost-sharing of the private sector increased involvement of international development partners. However, the government had previously announced it planned to convert all religious schools into government-administered institutions.
3.1 Regulations by distinct levels of education
Early Childhood Education and Care covers children ages zero to six, compulsory ECE is four to six and provided by formal and non-formal settings. Formal settings include kindergarten or pre-primary annexed to a primary school and non-formal settings includes community Care Giving Centres or Rural Community Children’s Centres (RCCC). In 2017/2018 pre-primary represented 62% and 38% of schools were government and non-government-owned, respectively with an overall enrolment of 19.3% widely unequal participation among regions. Regulation frameworks include the 2004 Integrated ECD Policy and the 2003 National Education Policy.
Registration and approval: According to the 2017 Education Sector Analysis, the 1996 ECCE procedural guidelines dictate all ECCE to have adequate facilities, including classrooms, ventilation, water and sanitation facilities, and proper class sizes according to the number of students.
Licence: No information was found.
Profit-making: No information was found.
Taxes and subsidies: No information was found.
Quality of teaching and learning
Curriculum and education standards: The Early Learning and Development Standards (ELDS) define all the required development domains and guides that all ECCE facilities must follow and the ECCE curriculum for children ages four and five. According to the Mother Tongue regulations, instruction in ECCE centres is delivered in the local mother tongue of any of the eight local languages.
Teaching profession: ECCE staff are required to be trained in child development courses. Teachers must possess a minimum of a one-year certificate program and community caregivers for three months courses in child development. Teacher salaries in private and community schools are financed entirely by student fees.
Fee-setting: No information was found.
Admission selection and processes: No information was found.
Policies for vulnerable groups: The Eritrea Education Sector Plan 2018- 2022 includes as a priority the inclusion of ECCE services to vulnerable communities and groups.
Quality assurance, monitoring and accountability
Reporting requirements: No information was found.
Inspection: No information was found.
Child assessment: No information was found.
Sanctions: No information was found.
Registration and approval: All non-state schools must obtain a license from the state to operate in Eritrea. The 1991 Legal Notice No. 1 2 dictates the requirements concerning the establishment, management and supervision of non-government schools. According to MoE 2003, the standards of functional requirements define physical infrastructure necessary for schools, such as rooms and furniture set to provide library, laboratory, and IT services. The standard requirements of MoE, three students have to share one desk.
Licence: No information was found.
Water, sanitation and hygiene (WASH): No information was found.
Profit-making: No information was found.
Taxes and subsidies: No information was found.
Quality of teaching and learning
Curriculum and education standards: According to Mother Tongue Education, in primary education, instructions are provided in the mother tongue of the region. At the secondary level, instructions are delivered in English. Non- state schools must follow the national curriculum; however, they can then implement additional instructions. Foreign schools are not obliged to follow the national curriculum, and non-secular schools can implement their own teachings and curricula upon certification.
Textbooks and learning materials: No information was found.
Teaching profession: All teachers, state and non-sate, must comply with the minimum qualification requirements set by the MoE in elementary and secondary education with at least one year certificate or two-year diploma in education. Secondary teachers must have minimum qualifications of a bachelor degree. All contract teachers in public and private schools are eligible for free in-service training, continuous professional training and other long-term courses provided by the Ministry of Education. Contract teachers enjoy differential salary scales, teachers hired for a short time are paid directly by schools from funds raised by parent teacher associations (PTA). According to the 2020 Review of the use of contract teachers in Sub-Saharan Africa, open-ended appointment teachers earn more, whereas contract teachers earn less than that and receive no benefits. Private schools are expected by law to contribute social security benefits for their teachers, which they can collect after their retirement.
Corporal punishment: No information was found.
Other safety measures and COVID-19: No information was found.
Fee-setting: No information was found.
Admission selection and processes: No information was found
Policies for vulnerable groups: MOE drafted Emergency and Disaster Risk Reduction (DRR) Management Policy and Strategy and mainstreamed DRR in schools by sensitizing both learners and teachers for Nomadic and semi-nomadic background. The Eritrea Education Sector Plan 2018- 2022, includes girls education as a priority and drafted initiatives to improve girls' access to the education system. These initiatives include drafting a gender policy and strategy to raise gender awareness among communities. In addition, to recruit more female teachers to serve as role models, provision material and financial incentives to school girls, construct gender-segregated toilets, and expand access to boarding and para-boarding schools. Textbooks are provided to each student in Basic Education free of charge by the MoE; nevertheless, secondary school students have to share a portion of the cost, which the government subsidizes.
Quality assurance, monitoring and accountability
School board: No information was found.
Reporting requirements: The Legal Notice No. 2 1991 contains some regulations enacted to determine the relationships between schools and parents and the supervision of schools.
School inspection: No information was found.
Student assessment: Students must participate in two National Examinations, at eighth grade and the Secondary Education Certificate Examination (ESECE), to access higher education and the successful competition of secondary education. Additionally, the MoE facilitates the Monitor Learning Achievement (MLA III), Eritrea National Reading Survey (ENRS), and Monitoring Learning Achievement (MLA) in third and fifth-grade students.
Diplomas and degrees: No information was found.
Sanctions: No information was found.
Currently, there are no non-state higher education institutions in Eritrea. Missionaries established the former University of Asmara and, for many years, the only higher education institution. In early 2000 it was dismantled and decentralized into seven tertiary institutions; each college covers a specific subject area. The seven colleges are Eritrean Institute of Technology (EIT), College of Engineering and Technology, College of Education, Hamelmalo Agricultural College in Hamelmalo, Asmara College of Health in Asmara, Orotta School of Medicine and Dental Medicine in Asmara; College of Marine Sciences & Technology in Massawa; College of Business and Economics in Halhale and the College of Arts and Social Sciences in Adi Keih. The National Commission for Higher Education (NCHE) is responsible for setting specific parameters to monitor, evaluate, and accredit public and private higher education institutions. To attain a graduation diploma, students must complete the National Services; graduation diplomas are issued in English.
Registration and approval: No information was found.
Licence: No information was found.
Profit-making: No information was found.
Taxes and subsidies: No information was found.
Quality of teaching and learning
Curriculum and education standards: No information was found.
Teaching profession: No information was found.
Fee-setting: No information was found.
Admission selection and processes: No information was found.
Quality assurance, monitoring and accountability
Board: No information was found.
Reporting requirements: No information was found.
Inspection: No information was found.
Assessment: No information was found.
Diplomas and degrees: No information was found.
Sanctions: No information was found.
3.2 Supplementary private tutoring
In 2012, the Ministry of Education banned the operation of private tutoring centres in Eritrea, instead only permitting teachers to operate fee-charging classes in schools on Sundays. In 2019, the Saturday classes were also prohibited.
No information was found.
Financial operation and quality
The operation of private tutoring centres has been banned since 2012.
Private tutoring is banned for all serving teachers (Zhang 2021).
