Increased access to education
IAS has been working in Ethiopia since 2004. The first intervention project was carried out in the Somali Regional State and primarily focused on rehabilitating flood affected inhabitants in the Afder and Liben Zones. Since then, the organization diversified its programs and is now engaged in the full development spectrum, ranging from humanitarian assistance to long-term development.
During 2015 IAS contributed to Ethiopia’s specific humanitarian needs in the following zones:
Borena Zone– Emergency Rapid Response Intervention El Niño weather conditions caused Ethiopia to undergo its worst drought in decades. The failure of two consecutive rainy seasons devastated livelihoods and greatly increased malnutrition rates across the country. In early 2015 IAS provided a quick response to the severe drought-affected community in the Miyo district. Water trucking was implemented to distribute aid to families, and boreholes were drilled and installed to provide a sustainable water source for the community. As a result of the IAS WASH project, more than 37,500 people have access to clean water and improved sanitation services.
Sidama Zone – Special Needs Education Program In Ethiopia, the mentally and physically handicapped are marginalized from society and often secluded from public eye as to not reflect shame on their family. IAS works to change this attitude and erase the stigma surrounding the disabled – creating a healthy environment that can foster SNE programs throughout the country. However, these children have limited access to education and public schools lack the appropriate facilities to accommodate them.
During 2015 IAS implemented various projects to increase the availability of SNE to more families and improved the infrastructure of schools to create a special needs-friendly environment. This includes newly constructed assessment centers, the installation of disability-friendly bathrooms, and teacher training in SNE. IAS also renovated ten schools to include wheel-chair ramps, toilets and Roto storage tanks for water. Students now have access to clean drinking water and special needs children can learn in facilities that provide the proper accommodations. Additionally, the principle of inclusive education has become increasingly welcomed within the targeted communities and IAS staff has observed segregation attitudes decrease with the on-going presence of the SNE/IE program. Open enrollment for special needs children is now available at every school in the project areas. IAS Ethiopia has been working towards following Sustainable Development Goals(SDG) during 2015.
Highlights/activities for 2015
• 16 drilled boreholes
• 37 558 beneficiaries access to clean water including during the emergency situation (Indirectly 2 550 )
• 16 public water points
• 15% reduction of WBD
• 10-17 % reduced school dropouts (during the drought season)
• 32 persons trained in maintenance
• 112 water committees
• 10 latrines
• 112 persons trained in Hygiene & Sanitation
• 909 persons indirectly benefited from the project
• 9 km reduced walking distance to the nearest water point (in average)
• 304 children with SNE have access to SNE services
• 31 mainstream schools integrated SNE children into regular schools
• 484 teachers trained in SNE
• 713 persons from the communities trained in SNE
• 408 PTA members and parents from the mainstream schools trained
• 789 children with SNE integrated into the mainstream schools
• 3 Schools constructed SNE friendly classrooms
• 108 devices distributed for SNE children
• 137 education officers trained
Mohamed is now top student Mohamed Deqe is 15 years old and lives in Jijiga Ethiopia. He was born with a physical disability and can only walk with one leg. Because of this, he was denied to go to school. But thanks to IAS, who actively searched for children in the area who have been excluded from education, Mohamed now got the opportunity. After only six months in school, he can now read, write and count! Since Mohamed is learning quickly and is achieving good grades, he now assist his teachers to teach other children. For example, his best friend have had a hard time keeping up with the teaching but with some help from Mohamed he is now managing school very well.