3.2. Project impacts on the quality of education Ethiopia has made impressive growth in its educational development in the last decade, particularly in the areas of access and equity with the support of different international and local partners. On the other hand, in spite of continued efforts, improving the quality of education has remained a persistent challenge across the education system. The challenges the education system in Ethiopia faces in terms of quality of education at different levels is indicative of the fact that gains in access has not translated into gains in learning outcomes at different levels. The problems associated with poor quality education particularly at the primary level with regards to learning outcomes and early grade reading have been acknowledged by consecutive national learning assessments results at grades 4 and 8 levels (MOE-USAID) and ESDP V as well as recent EMIS reports. It has been recognized that the national problems of low quality education requires robust quality improvement interventions. The MOE, together with RSEB have welcomed any education interventions that aim at addressing the issues of quality education especially at the primary level since the launching of ESDP IV in 2011. Kinderpostzegels and its Ethiopian partner NGOs have exactly been doing the same. Right from the start, the focuses of the education project supports were on access, equity and quality. As access and equity related impacts are treated in other sections of this project, here we will only focus on project impacts focusing on the quality of education from the perspective of teachers/facilitators skill improvement, benefits obtained from the Kinderpostzegels assisted training programs and continuity in the application of the gains from the teacher/facilitator trainings . The major training component for teachers/facilitators during the life of the project was active learning which was provided in different rounds to former facilitators and teachers in both NFBE centers and CLFZ project covered government schools. Any instructional approach that actively engages students in the learning process is an active learning method. In active learning methods, students are involved in actual learning activities and reflect or think on what they did to draw learning. In the Kinderpostzegels supported projects, facilitators/teachers were trained in active learning skills, methods and strategies which they applied during the lives of the NFBE and CLFZ project schools in the three NGOs covered by this impact evaluation. Below are the impacts of the project on improving the quality of education presented from two perspectives. 24
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