Climate shocks, conflict and primary education in Ethiopia

This is an in-person event at the Faculty of Education, University of Cambridge.

Speakers:

• Professor Tassew Woldehanna, Professor of Economics, University of Addis Ababa
• Chanie Ejigu, PhD Researcher, School of Agriculture, Policy and Development, University of Reading

This seminar draws on a qualitative study conducted across Tigray, Afar, Amhara and Oromia. The study investigates the climate hazards and conflict dynamics that most significantly affect schools and learners, and explores how these shocks interact. It analyses their impacts on enrolment, attendance, dropout, learning outcomes and student wellbeing. It also examines the responses of teachers, schools, communities and government officials, as well as the constraints that limit their effectiveness. The study further identifies institutional, financial and coordination gaps that hinder an effective response, explaining the mechanisms through which climate shocks and conflict influence educational outcomes.

The study argues that both types of shocks affect children primarily through their impacts on household livelihoods and economic security, teachers play a critical role in sustaining learning during crises, and the absence of effective early warning systems, contingency financing and accountable coordination mechanisms remains a major weakness. Policy recommendations for the Ministry of Education and the Education Transformation Operation for Learning (ETOL), aim to strengthen the resilience of education planning and service delivery in the face of climate shocks and conflict.