The Issue

Empowering Female Students in Wag Himra Zone: Dr. Melsew Tefera’s Research Insights

Uncover Professor Dr. Melsew Tefera’s pioneering research illuminates the formidable challenges faced by female students in Wag Himra Zone. Delve into the inspiring solutions proposed for educational equity, which showcase the remarkable resilience of these students in the face of adversity.

The Issue

Scholarship Opportunity Guideline to Female Students from Wag Himra Zone who Joined Government Universities in Ethiopia: A Chance to Overcome Educational Challenges

Sponsor: Mr. Amare Berhie and his Family (USA)

Facilitator: Dr. Melsew Tefera (Ethiopia)

April 2024 Addis Ababa, Ethiopia

1. Background

In the Wag Himra Zone, 273 government primary schools serve 121,324 students. Additionally, 26 secondary schools provide 20,708 students with access to education. Two privately owned primary schools are also in the area. Of the total of 142,032 students who have access to primary and secondary education, 402 students have special needs, such as visual, physical, and hearing impairments.

Reports show that the quality of education in the Wag Himera zone is alarmingly poor. The pupil-to-book ratios and the number of available reference books in all levels of education (1-12 grades) fall below the standard. A significant number of primary and secondary schools lack basic facilities. Out of 265 inspected primary schools, 91 and 174 are in categories 1 and 2, respectively, indicating that these schools are significantly below the standard in every indicator set by the Ministry of Education. Of the 21 inspected secondary schools, 6 and 15 are in Categories 1 and 2, respectively. Virtually all schools in Wag Himera do not meet the minimum standards set by the Regional Bureau of Education and the Federal Ministry of Education, underscoring the urgent and immediate need for improvement.

Several factors contribute to the poor quality of education in Wag Homra zone, including poverty, food insecurity, undernutrition, and underdeveloped infrastructure. However, the conflict that erupted in northern Ethiopia in November 2020 has had a devastating impact on the already struggling educational system. The conflict has led to the destruction of 171 primary schools and 15 secondary schools, resulting in a financial loss of nearly 9.1 billion birrs (Ethiopian currency). This has severely hampered the education provision in Wag, leading to the lowest academic achievement at all grade levels, particularly in grade 12.  The following data vividly illustrates the severity of the situation in Wag.

According to the data collected from Wag Himra Zone education department, in 2014 E.C., 2019, males and 2535 females totaled 4551 students who sat for grade 12 national examinations. Among them, only 64 males and nine females (73 (1.6%)) got a passing mark and joined different universities in the country. The remaining 4478 (98.4 %) failed to get a result that made them eligible to enter the university. Similarly, in the 2015 Ethiopian Calander, the same poor result was observed. Among 1750 male and 2374 female students who sat for the grade 12 national examination, only 73 were male and eight females; 81 (1.96%) of the students got a result that enabled them to join higher education institutions (See annex 2). Surprisingly, 16 schools failed to get a single student who met the Ministry of Education’s cutting point to join the university. Unlike in previous years, when every student who sat for the national exam quickly got access to higher education opportunities, this time, joining a university is like passing through the eyes of a needle. Therefore, getting girls equally competent to their male counterparts could be considered precious, calling for exceptional support for their stay and being academically successful at the universities where they are placed.  

2. Project Justification

Wastage in education, particularly in the form of attrition in universities, particularly to female students rather than males, is a significant problem in the education sector in developing countries, including Ethiopia. Scholars who conducted an empirical study on the challenges of female students in Ethiopian universities showed that economic problems are among the prior factors contributing to low academic achievement and a high attrition rate of female students. Research shows that female students in Ethiopian universities experience more challenges completing their education than male students because of factors including lack of teaching support (Demise et al. 2002).

A study conducted at Bahir Dar University indicated that the attrition rate of female students has increased, although the overall attrition rate generally decreases. The problems female students encounter include personal, university-related, academic, and economic factors. Previous academic background (high school) significantly contributes to their low academic performance. Off-campus factors affecting female students’ academic performance include family backgrounds and economic issues. In conclusion, most of the challenges female students face and the factors influencing their academic performance are primarily personal.

Likewise, an analysis of student academic performance at Bahir Dar University revealed that the dropout rate among female students is greater than that among male counterparts. Despite a decline in the enrollment of female students in recent years, a substantial number of them continue to face academic dismissal from the university. Economic constraints, such as inadequate financial support for educational expenses and personal needs, are major contributors to low academic achievement and attrition among female students.

A similar study conducted at Bahir Dar University revealed that some female students work as sex workers to get money to cover their educational as well as sanitary expenses. This economic problem paves the way for brokers to initiate female students to work as sex workers.  Furthermore, socio-economic factors such as the financial status of parents also affect female students, particularly those from poor families. 

A Study conducted at Debre Markos University also came up with similar findings. Economic-related factors affect the academic performance of female students in higher education. The finding indicated that several female students face a shortage of money to support themselves in different activities. Several students lack the money to copy the materials teachers give, which has also created a psychological impact. Therefore, since many of the students are from poor families, economic factors also played a role in the low academic performance of female students in higher institutions. Likewise, a study conducted at Welkitie University showed that insufficient money to support oneself, financial limitations, and lack of materials are essential issues adversely affecting female students and their academic achievements in Universities.

As mentioned above, one of the challenges female students face in universities is economic factors. Due to their parents’ poor financial background, female students from Wag are exposed to such challenges. Therefore, it is logical to provide scholarships for female students from Wag, especially those from low-income families, to alleviate their economic difficulties, help them achieve their higher education goals, and attain better academic performance.

3. Objectives:

The primary objectives of this scholarship program are:

A) To provide financial assistance to female students from poor families who joined University in Ethiopia in regular program families

B) To empower female students from poor family backgrounds to achieve their educational and career goals, thereby breaking the cycle of poverty.

4. Expected Outcomes:

• Increased Access to Education: The scholarship program will provide financial access to quality education for female students from low-income families who joined government universities, reducing their economic barriers.
• Improved Academic Performance: Through mentorship guidance, female students will develop strong academic skills, leading to improved academic performance,
• Social Impact: The scholarship program will contribute to social equality by providing opportunities to deserving students, promoting diversity and inclusion, and fostering a positive impact on the community.
• 5. Target of the Scholarship program:
  • The scholarship program will focus on identifying and supporting female students from Wag who come from poor families, demonstrate exceptional academic potential, talent, and dedication, and have joined regular programs in Ethiopian government universities. 
  • First-year female students are the priority beneficiaries of the program.
  • There will be room for male students with severe economic problems in exceptional cases (assuming 30% for males and 70% for Females). This will be realized when there are few female students to cover the scholarship quota.   
• 6. Scholarship Program Components:
  • Scholarships: Scholarships will be awarded to selected female students to cover their educational materials, transportation costs, and other necessary expenses.
    • The sponsor, Mr. Amare Berhie, will determine the scholarship amount.
    • The scholarship pocket money will be given monthly directly to the student’s account by the sponsor’s delegate (Dr. Melsew Tefera).
  • Mentorship and Guidance: To ensure successful academic performance during their stay at the University, female students who are beneficiaries of the scholarship program will receive an online/teleconference mentorship and guidance program. Mentors will be assigned to each student to provide academic support, career counseling, and personal development guidance. (Dr. Melsew will take this responsibility.)
  • Monitoring and Evaluation: Regular monitoring and evaluation will be conducted to assess the progress and impact of the scholarship program. This will include tracking academic performance, collecting student feedback, and collecting grade reports from students semester-by-semester.

7. Selection Process

 A rigorous and transparent selection process will be implemented to identify deserving candidates. The criteria will be:

1. Female students from poor families who do not have regular monthly income.
2. A. Those female students who joined regular programs in government universities.
3. Female students from women-led families will be given priority.
4. Female students with special needs will be given priority.
5. Female students with the highest result in the school leaving examination will be given priority.
6. Female students from Wag who attend government-sponsored boarding schools in Dessie because of their successful academic achievement in grade 8 will also be eligible candidates.
7. All candidates must be from the Wag Himra zone at large.
8. Those with better academic performance in secondary school will be given priority. To this end, students’ rosters in secondary schools will be reviewed.

Fundraising: The scholarship program and its duration will depend on Mr. Amare Berhie and his family’s donation.

Outreach and Awareness: To reach potential candidates, collaborations will be established with the Wag Himra Zone Women and Children Department, the Wag Himra Zone Education Department, and the Save the Children Sekota head office director, Mr. Mihertu Molla.

Selection process: Based on the selection criteria, Dr. Melsew Tefera and Mr. Mihertu Molla will lead the selection of beneficiaries by participating representatives from the above-listed departments.

Communication Platform: Dr. Melsew Tefera will create and manage a Telegram or WhatsApp group to exchange information and share the best experiences among beneficiaries, the sponsor, the facilitator, and volunteer mentors. 

8. Budget:

• The budget will be determined by the sponsor, Mr. Amare Berhie, considering his capacity to support. The amount will be calculated as:
• Number of student beneficiaries * 1000 birrs /month * year plus 10-birrs bank transfer cost /month/ a student

9. Obligations expected from the beneficiaries:

• Provide their grade report for each semester to Dr. Melsew Tefera. The report will be consolidated and reported to Mr. Amare Berhie.
• The sponsorship will terminate for any student who is dismissed/withdraws from university for academic reasons.

10. Right of the Beneficiaries—Students who receive the scholarship will receive pocket money from the sponsor for the duration decided by the sponsor.

11. Reporting Mechanism – The facilitator will provide a written report to the sponsor on a semester basis, including students’ academic performance and financial statements.

12. Effective date of the project – Mr. Amare Berhie, the project’s sponsor, will decide.

Appendix A: Pictures that show the damage at schools in Wag Himra due to war in Northern Ethiopia

Appendix B: Grade 12 result in 2014 EC and in 2015 E. C in schools of Wag  Himra zone 

Wag Himra Zone 2022 Grade 12 National Exam Result
No	District	School	Sit for Exam			Pass				Fail
			M	F	T	M	F	T	%	M	F	T	%
1	Sekota Town	Colonel Amare Molla	121	179	300	8	1	9	3	113	178	291	97.0
2		Wag Seyoum Admasu	227	303	530	13	4	17	3.21	214	299	513	96.8
		Total	348	482	830	21	5	26	3.13	327	477	804	96.9
3	Dehana	Amdework	271	297	568	7	2	9	1.58	264	295	559	98.4
4		Ytegele Wetet	224	236	460	4	0	4	0.87	220	236	456	99.1
5		Silda	58	86	144	0	0	0	–	58	86	144	100.0
6		Kewzeba	61	91	152	0	0	0	–	61	91	152	100.0
		Total	614	710	1324	11	2	13	0.98	603	708	1311	99.0
7	Sehala	Meshaha	207	277	484	4	0	4	0.83	203	277	480	99.2
8	Tsagebji	Tsata	43	46	89	0	0	0	–	43	46	89	100.0
9		Selamgie	9	9	18	0	0	0	–	9	9	18	100.0
		Total	52	55	107	0	0	0	–	52	55	107	100.0
10	Sekota Zuriya	Tagaye Serkalem	125	101	226	4	1	5	2.21	121	100	221	97.8
11		Welehe	32	25	57	0	0	0	–	32	25	57	100.0
12		Seriel	119	176	295	4	0	4	1.36	115	176	291	98.6
13		Tagaye Tigabu	18	29	47	0	0	0	–	18	29	47	100.0
		Total	294	331	625	8	1	9	1.44	286	330	616	98.6
14	Gazgibela	Bela	127	187	314	6	0	6	1.91	121	187	308	98.1
15		Meri	33	31	64	3	0	3	4.69	30	31	61	95.3
			160	218	378	9	0	9	2.38	151	218	369	97.6
16	Zequala	Serkalem Tadesse	172	258	430	7	1	8	1.86	165	257	422	98.1
17		Kedamite	34	45	79	0	0	0	–	34	45	79	100.0
18		Tagaye Ayalaew	75	88	163	2	0	2	1.23	73	88	161	98.8
		Total	281	391	672	9	1	10	1.49	272	390	662	98.5
19	Aberegelie	Gefala Ferie	63	68	131	2	0	2	1.53	61	68	129	98.5
	Total At Zone level		2019	2532	4551	64	9	73	1.60	1955	2523	4478	98.4

Wag Himra Zone 2023 Grade 12 National Exam Result
No	District	School	Sit for Exam			Pass				Fail
			M	F	T	M	F	T	%	M	F	T	%
1	Sekota Town	Colonel Amare Molla	120	177	297	9	2	11	#####	112	175	287	96.6
2		Wag Seyoum Admasu	193	241	434	17	0	17	#####	176	244	420	96.8
		Total	313	418	731	26	2	28	#####	287	416	703	96.2
3	Dehana	Amdework	186	320	506	6	0	6	#####	181	323	504	99.6
4		Ytegele Wetet	128	146	274	5	0	5	#####	123	147	270	98.5
5		Silda	65	75	140	0	0	0	–	65	76	141	100.7
6		Kewzeba	52	75	127	1	0	1	#####	51	75	126	99.2
		Total	431	616	1047	12	0	12	#####	419	616	1035	98.9
7	Sehala	Mesheha	185	283	468	2	1	3	#####	184	280	464	99.1
8	Tsagebji	Tsata	30	37	67	0	0	0	–	30	37	67	100.0
9		Selamgie	13	17	30	0	0	0	–	13	18	31	103.3
			43	54	97	0	0	0	–	43	54	97	100.0
10	Sekota Zuriya	Tagaye Serkalem	56	86	142	3	0	3	#####	53	86	139	97.9
11		Welehe	49	39	88	1	0	1	#####	48	39	87	98.9
12		Misige	50	66	116	1	0	1	#####	49	66	115	99.1
13		Tagaye Tigabu	30	43	73	0	0	0	–	30	43	73	100.0
		Total	185	234	419	5	0	5	#####	180	234	414	98.8
14	Gazgibela	Bela	82	123	205	4	0	4	#####	80	123	203	99.0
15		Meri	29	25	54	0	0	0	–	29	25	54	100.0
			111	148	259	4	0	4	#####	107	148	255	98.5
16	Zequala	Serekalem	136	228	364	3	1	4	#####	133	227	360	98.9
17		Kedamite	20	25	45	0	0	0	–	20	25	45	100.0
18		Tagaye Ayalaew	34	64	98	0	0	0	–	34	64	98	100.0
			190	317	507	3	1	4	#####	187	316	503	99.2
	Korem	Korem Town	148	146	294	10	0	10	#####	142	147	289	98.3
		Beruhe Tesfa	104	112	216	6	2	8	#####	98	111	209	96.8
			252	258	510	16	2	18	#####	240	258	498	97.6
19	Aberegelie	Gefala Ferie	40	46	86	5	2	7	#####	35	44	79	91.9
	Total at Zone level		1750	2374	4124	73	8	81	#####	1682	2366	4048	98.2