Education in Ethiopia

We stand with girls to protect their right to learn, lead, and shape their own futures even in the most challenging times.

12 year old girl playing with building blocks at the child friendly space — A girl playing with building blocks

Across Ethiopia, too many girls are being pushed out of school by conflict, poverty, displacement, and harmful norms. When a girl loses access to education, she loses far more than a classroom. She loses safety, choice, and the chance to determine her own future.

We won’t let that happen.

Why education matters now

Girls in Ethiopia are facing more risks and fewer opportunities than ever before. Ongoing conflict and displacement have forced millions out of school, with over 4 million children in Amhara alone unable to access education in 2024. Destroyed classrooms, unsafe learning environments, and a shortage of trained teachers continue to widen the gap.

Only 65% of girls complete primary school, and 90% of children struggle to read age‑appropriate text by age 10. source

When crises escalate, girls are the first pulled out of school and the last to return.

But girls are not giving up, and neither are we.

Temporary and mobile classrooms ensure education continues in conflict and displacement-affected areas, preventing permanent dropout.

Our approach: supporting every part of a girl’s learning journey

Plan International Ethiopia supports every part of a girl’s learning journey, from early childhood to primary school and through crisis. We work where children face the greatest barriers: conflict, displacement, poverty and school closures.

We work hand-in-hand with government, teachers, and local organisations to:

Rebuild and rehabilitate classrooms destroyed by conflict.
Provide trained teachers with child‑centred, inclusive, and psychosocially sensitive teaching tools.
Deliver learning materials, books, and hygiene kits that help girls return to school with dignity.
Construct gender‑sensitive water, sanitation, and hygiene (WASH) facilities that protect girls’ privacy and keep them in school.
Strengthen education systems so that progress is lasting, local, and resilient.

When learning environments are safe, inclusive, and predictable, girls gain the confidence, skills, and resilience they need to thrive.

Rehabilitated classrooms and gender-sensitive WASH facilities protect girls’ dignity, safety, and attendance, especially during menstruation.

Education in emergencies

A girl holding a bag given by Plan International to help children get back to school — A girl going back to school.

In times of crisis, we act fast.

We set up temporary and mobile classrooms, provide emergency education supplies, and support teachers to care for children who have experienced trauma.

We prioritise girls, children with disabilities, orphans, and families with the lowest incomes ensuring that even in crisis, children continue learning, connecting, and dreaming.

Trained teachers use child-centred, inclusive, and psychosocially sensitive methods so girls don’t just attend school, they learn and thrive.

Refugee education: no child left behind

For thousands of refugee children arriving in Ethiopia, education is interrupted sometimes for years.

Our accelerated learning programmes give older children (10+) the chance to catch up to Grade 3 or 5 levels using a condensed curriculum designed for crisis contexts.

We train refugee teachers to:

Deliver accelerated education effectively
Identify and support children with disabilities
Create inclusive, protective classroom environments.

When refugee girls return to learning, they gain hope and a pathway to a safer future.

Accelerated learning programmes help over-age learners regain lost years of education and re-enter formal schooling with confidence.

Learning through play

Through the PlayMatters project, we make education joyful, inclusive, and healing.

By integrating play-based learning in classrooms and communities, we help children aged 3–12 build resilience, understand their emotions, and develop critical life skills during and after crisis.

Teachers, caregivers, and community leaders are trained to use play to strengthen literacy, numeracy, problem-solving, creativity, and emotional well‑being.

When children learn through play, they learn for life.

Play-based learning strengthens literacy, numeracy, emotional wellbeing, and resilience for children affected by crisis.

Improving the quality of learning

We work to transform classrooms into spaces where girls feel seen, valued, and empowered.

This includes:

Training teachers in child‑centred and gender‑responsive methods
Improving curriculum delivery and monitoring learning progress
Supporting girls and children with disabilities who risk falling behind
Strengthening school leadership and local education authorities
Rehabilitating classrooms and expanding access to books, digital tools, and learning materials.

Quality education isn’t just about access it’s about ensuring children learn with confidence, dignity, and joy.

By working with government and local partners, improvements last beyond projects, benefiting future generations of girls.

A girl sitting outdoors to be interviewed.

What this looks like in real life

Girls and young children are learning again, even after crisis: 167,245 young children accessed play‑based early learning, with 85% transitioning to primary school.
Families are actively supporting learning: 29,293 mothers now support children’s learning at home and in centres creating a stronger foundation for early childhood development.
More than 1.2 million children accessed quality primary education: 1,239,575 children (48% girls) benefited from play‑based learning with 90% regular attendance.
Children continued their education in some of the toughest crises in Ethiopia: 386,093 crisis‑affected children (refugees, IDPs and host community) accessed learning through accelerated education, remedial support, school readiness and home-based instruction.
Teachers and schools are stronger: 11,851 teachers and education staff trained in inclusive, gender‑responsive and child‑centred approaches. 55,000 textbooks provided to refugee schools, improving learning for 2,200 students.
Policy change at national level: PIE influenced the revision of the National ECCD Framework to make ECCD compulsory for all children aged 4–6 a major step toward universal early learning.

Source

“Rainwater used to leak into our classrooms, making it hard to concentrate.
The floors weren’t cemented, and dust affected many of us.
With the new classrooms, library, and ICT rooms, learning has become much more comfortable and engaging.”
– Hawi Abeyot, Student

Our programmes ensure that education is possible everywhere in schools, homes, refugee camps, and community centres. We combine academic learning with life skills, digital literacy, emotional resilience, and environmental awareness to prepare children for the world they deserve.

Girls stay in school longer, learn better, feel safer, and gain the confidence to lead their own futures even in the hardest circumstances.