The ODA–ECW project brought meaningful improvements to learning environments across Oromia through targeted school construction and rehabilitation efforts. A total of 19 additional academic blocks and 4 disability-friendly latrines were constructed in Chinakson, Babile, Midaga Tola, and Mayu Muluke woredas. These investments expanded classroom capacity, reduced overcrowding, and created safer, more inclusive spaces for teaching and learning. Altogether, the project allocated and expended ETB 49.67 million, demonstrating a strong commitment to strengthening education infrastructure in underserved communities.
In parallel, the project delivered a wide range of flexible learning options including Speed School, CBPP, O’Class, Child-to-Child, HBI, ASR, and support to conventional classes. Through these pathways, the project successfully reached 44,644 learners—19,731 girls and 24,913 boys—across Year I, II, and III levels. The programs ensured that thousands of out-of-school and vulnerable children were enrolled, supported to progress academically, and reintegrated into formal education. This comprehensive reach highlights the project’s role in closing learning gaps and promoting equitable opportunities for children affected by crises.
Overall, the ODA–ECW intervention stands as a remarkable achievement, demonstrating ODA’s strong leadership and commitment to improving education outcomes in Oromia. The project’s combined investments in infrastructure, inclusive education pathways, and learner progression have contributed significantly to increased access, resilience, and quality learning for communities in the region. This success reinforces ODA’s position as a key partner in advancing educational development and ensuring that every child has the opportunity to learn and thrive in Oromia.
The Speed School model, in particular, demonstrated great success by reintegrating over 8,600 out-of-school children into the formal education system through accelerated learning. By fostering partnerships with local leaders, women’s affairs offices, and community elders, ODA effectively mobilized support to address gender disparities and disability inclusion. This approach not only encouraged increased participation of girls but also mitigated early marriage and child labor, allowing children to focus on their studies in supportive environments. Girls’ enrollment saw a remarkable rise, reflecting the impact of targeted advocacy and inclusive programming.
In improving the quality of education, ODA prioritized creating safe and conducive learning environments through infrastructure development and resource provision. A total of 18 additional blocks and one PPCBS classrooms were constructed, alongside disability-friendly latrines and a community-based pre-primary school, significantly enhancing learning spaces for children. These efforts were complemented by the distribution of teaching materials, furniture, and meals, ensuring students had the resources needed for consistent school attendance. The provision of nutritious meals such as milk and biscuits was particularly transformative, as it addressed hunger-related absenteeism, fostering better concentration and learning outcomes. Additionally, the establishment of gender clubs in schools empowered girls by building their self-confidence and educating them on life skills, while menstrual hygiene kits helped reduce school absenteeism among adolescent girls.
The program’s inclusive education strategy focused on children with disabilities, a historically overlooked group. By identifying and supporting 262 children with disabilities, ODA created opportunities for these children to engage in education, many for the first time. Teachers were trained in Special Needs Education (SNE), equipping them with skills to use assistive tools such as Braille and sign language to better address students’ unique learning needs. Communities were sensitized to the importance of inclusive education, fostering acceptance and transforming attitudes toward children with disabilities. As a result, children who once faced severe barriers to education are now thriving academically and socially in inclusive classrooms.
A major strength of the program was its collaborative approach to implementation. By engaging education offices, Parent-Teacher Associations (PTAs), and local community structures, ODA fostered shared responsibility for education delivery. Communities played an active role in supporting school construction, contributing labor and locally sourced materials worth ETB 4.4 million. Steering committees established at district levels monitored program progress and resolved challenges, ensuring that interventions remained effective and sustainable. This sense of ownership not only improved program outcomes but also laid the groundwork for future community-led education initiatives.
Overall, ODA’s ECW-MYRP stands as a best practice example for addressing education inequities in emergency contexts. By combining inclusive educational models, infrastructure development, gender-responsive programming, and community engagement, the program succeeded in reaching over 44,000 children and creating safer, more equitable learning environments. The emphasis on sustainability, community ownership, and resilience ensures that the progress achieved will continue to benefit future generations. ODA’s experience demonstrates the transformative power of education in empowering marginalized children, especially girls and children with disabilities, and serves as an inspiring model for other regions facing similar challenges.
