SALALE UNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF ECONOMICS

A PRACTICAL ATTACHMENT REPORT DONE ON

THE MINISTRY OF EDUCATION OF ETHIOPIA (MOE)
And
SUBMITTED TO THE DEPARTMENT OF ECONOMICS
By:
Yeabsira Zelalem
ID No: 3652/14

Advisor: Mr. Haile Girma (Ass. Professor)

July, 2024 G.C

Fiche, Ethiopia
 A PRACTICAL ATTACHMENT REPORT
DONE IN
THE MINISTRY OF EDUCATION OF ETHIOPIA (MOE)
(DEPARTMENT OF EXECUTIVE AND STRATEGIC AFFAIRS)
And
SUBMITTED TO THE DEPARTMENT OF ECONOMICS
By:
Yeabsira Zelalem
ID No: 3652/14

Advisor: Mr. Haile Girma (Ass. Professor)

July, 2024 G.C

Fiche, Ethiopia.

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 ABSTRACT

Industrial training is an important phase of a student’s life. A well planned, properly executed
and evaluated industrial training helps a lot in developing a professional attitude. It develops an
awareness of industrial approach to problem solving, based on a broad understanding of process
and mode of operation of organization. This report is prepared on the basis of my 45 days
practical experience at Ministry of Education (MOE) at Arada, Addis Ababa. I have tried to list
the overall aspects of my practical attachment experience.

Upon the completion of my attachment, I found that working in a professional environment is

very interesting yet very challenging. Problems do arrive but it can be solved by the joint effort
of the intern and the guidance of the supervisors. In this matter, I learned more about the way an
organization works and the way that one can apply professionalism in their life, which is very
important for future career development and profession.

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 ACKNOWLEDGMENT

First and most I would like to begin by thanking the Almighty for helping me throughout the
attachment.
Next I would like to express my sincere gratitude to the Ministry of Education for providing me
with the opportunity to undertake an internship within their esteemed organization. This
invaluable experience not only allowed me to apply the theoretical knowledge gained during my
academic studies but has also afforded me insightful exposure to the real world challenges of the
education sector.
I would also like to extend my appreciation to the entire team at the Ministry Of Education,
department of executive and strategic affairs for their warm welcome and cooperation.
I am very grateful to H.E Mrs. Ayelech Eshete (State Minister of General Education) for giving
me the opportunity to do my attachment at MOE , Mr. Abraham Mengistu for giving me guidance
and insight regarding my attachment report, and my supervisor Mr. Eshetu Gelaye for evaluating
my report and many more.
Finally I would like to owe much gratitude to Salale University department of Economics for
facilitating and preparing this Practical Attachment program and help me successfully upgrade
my theoretical knowledge to practical world.
At last but not least for his assistance, guidance, and valuable suggestions regarding the practical
attachment, I would like to acknowledge my Advisor Mr. Haile Girma (Ass Professor) for
helping me with the important details.

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LIST OF ABBREVATIONS/ACRONYMS
MOE Ministry of Education
MOSHE Ministry of Science and Higher Education
GEQIP-E General Education Quality Improvement Program for Equity
PCO Product Coordination Office
DLRs Disbursement Linked Results
POM Program Operation Manual
MOF Ministry of Finance

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Table of Contents
ABSTRACT....................................................................................................................................................................i
ACKNOWLEDGMENT................................................................................................................................................ii
LIST OF ABBREVATIONS/ACRONYMS..................................................................................................................iii
TABLE OF FIGURES...................................................................................................................................................vi
PART ONE: - ORGANAZATIONAL REPORT............................................................................................................1
1.1. Background of the Organization..........................................................................................................................1
1.2 Cardinal issues of the MOE (vision, mission & core values)...............................................................................2
1.2.1 Vision.............................................................................................................................................................2
1.2.2 Mission...........................................................................................................................................................2
1.2.3 Core Values....................................................................................................................................................2
1.3 Organizational structure of MOE..........................................................................................................................3
1.4 SWOT Analysis of the organization.....................................................................................................................4
1.5 Problems observed that affect the organization at current time and its critical issues..........................................5
1.6 Suggested solutions or measures to be taken to solve or at least minimize the problem.....................................6
PART TWO: - ACTIVITY REPORT..............................................................................................................................8
2.1 Background of the Department/Division Where I Was Working.........................................................................8
2.2 Objectives of the department................................................................................................................................8
2.3 Major responsibility and activities of the department...........................................................................................9
2.4 Major activities I carried out during the attachment...........................................................................................11
2.5. Performance Evaluation of My Activities..........................................................................................................12
2.6 Problems I encountered on the job and remedial actions I have taken...............................................................13
2.6 Suggested solutions.............................................................................................................................................14
2.7 Problems encountered by the department and suggested solution......................................................................14
PART THREE: ATTACHMENT EVALUATION........................................................................................................15
3.1 Rationale of a practical attachment.....................................................................................................................15
3.2 Significance of practical attachment...................................................................................................................15
3.3 Relevance of the organization and my activities................................................................................................16
3.4 Correlation of the class room knowledge I gained with the practical attachment..............................................16
3.5 Major problems that I faced during the attachment............................................................................................17
3.6 Suggested solutions during the practice..............................................................................................................17
PART FOUR: - CONCLUSION AND RECOMMENDATION...................................................................................18
4.1 Conclusions.........................................................................................................................................................18
4.2 Recommendation................................................................................................................................................18
REFFRENCE................................................................................................................................................................20

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TABLE OF FIGURES
Figure 1.3 Organizational structure of MOE...................................................................................3

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 PART ONE: - ORGANAZATIONAL REPORT

1.1. Background of the Organization

The Ministry of Education (MOE) is an Ethiopian government Ministry responsible for the
governance and policies of education headquartered in Arada Sub-City, Addis Ababa. It is
responsible for overseeing the teaching and learning process throughout the country from Pre-
primary to higher education. It prepares and regulates the general curriculum of public schools
and also sets the precedent for private schools. In addition the ministry is the one responsible for
the Ethiopian National Exams. The Ministry also has, in accord with Ethiopian law, the authority
to regulate all institutions of learning to a certain limited extent.
The first Minister of the institution was Honourable Blatten Geta Sahle Tsedalu appointed during
the reign of Emperor Haile Selassie and the ministry was named as the ministry of Arts.
Accordingly, boarding schools, girls' schools, technical schools and mission schools were
established in each province according to the existing administrative structure.
In 1934 EC., Emperor Haile Selassie re-established the Ministry of Education and Arts and
appointed Mr. Mekonen Desta as the Minister.
On February 20/1943 EC., Addis Ababa University College, the first in Ethiopia, was
inaugurated and opened. The First Secretary of the Ministry was Ato Kidina Mariam Aberra.
After the king abdicated, and the Derg began to govern the country, the Honorable Ato Tadese
Terefa was appointed as the first Minister of Art and education of the Derg government. In
1967EC., A new organization was studied and implemented, and the institution was renamed the
Ministry of Education and Arts.
In 1983EC., when Derg was overthrown from power and the EPRDF started leading the country.
The organization's representative under the Oromo Liberation Front (OLF), Mr. Ibsa Gutema was
appointed as the Minister of Education.
When EPRDF merged and a new party was established under the name of Prosperity Party, new
ministries were reformed. Thus, in 2011EC., The Ministry of Education, which was also in
charge of higher education institutions, was divided into two. When the Ministry of Education
was made to manage general education up to the 12th grade, a new ministry called "Ministry of
Science and Higher Education" was established to manage higher education institutions,

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including Addis Ababa and Adama Science and Technology Universities, which were under the
Ministry of Science and Technology. When the new Ministry of Education was established to
oversee general education up to grade 12, Dr. Tilaye Gete was appointed as the Minister of
Education in December 2011 EC., and headed the institution until 2012 EC., since then Getahun
Mekuria (Dr. Engr.) has led the institute as a minister.
In 2013EC, the government reorganized the executive offices and merged the Ministry of
Education and the Ministry of Science and Higher Education into the former Ministry of
Education.
Currently MOE is working with the responsibility of ensuring Quality, Equitable, Effective and
efficient distribution of education throughout Ethiopia and Prof. Birhanu Nega is appointed as
the current minister of education.

1.2 Cardinal issues of the MOE (vision, mission & core values)
1.2.1 Vision
Sustainably building an education and training system that ensures quality and equitable
education for all citizens and continuously producing a competent and competitive workforce
fuelling the country’s economic development.

1.2.2 Mission
Ensuring effective, quality and equitable education and training system through building the
implementation capacity of the education sector at all levels, designing and regulating standards
of efficiency, expanding standardized education throughout the country, as well as
complementing and leveraging education sector development interventions with strategic
communications and public awareness planning.

1.2.3 Core Values

Core values that MOE stands for and detailed below are the operating principles that guide its
internal conduct.
 Effectiveness and efficiency
 Fairness
 Accountability
 Participatory

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  Servant hood and Excellence

1.3 Organizational structure of MOE

For purposes of accountability and efficient management, the government department has
adopted the following Structure.

Figure 1.3 Organizational structure of MOE

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1.4 SWOT Analysis of the organization

Here is a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis for the Ministry of
Education:
Strengths
 Strong government commitment to expanding access to education at all levels.
 Rapidly increasing school enrolment rates, especially at the primary level.
 Development of a comprehensive Education Sector Development Program to guide
reforms.
 Availability of a large network of schools and educational institutions across the country.
 Increasing government investment in education infrastructure and teacher training.
Weaknesses
 Significant disparities in access and quality of education between urban and rural areas.
 High student-teacher ratios and shortages of qualified teachers in many parts of the
country.
 Limited availability of learning materials and educational resources in schools.
 High drop out and low completion rates, especially at the secondary level.
 Underdeveloped institutional capacity and management systems within the Ministry of
Education.
Opportunities
 Availability of donor funding and international support for education development
programs.
 Growing emphasis on science, technology, engineering, and mathematics (STEM)
education.
 Potential to leverage technology and digital learning platforms to improve access and
quality.
 Increasing private sector participation in education service delivery.
 Decentralization efforts to empower regional and local education authorities.
Threats
 High population growth and demographic pressures on the education system.
 Persistent poverty and socioeconomic disparities that limit educational opportunities.

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  Political instability and security concerns in certain regions of the country.
 Limited coordination and integration between the education system and the labour
market.
 Emergency and natural disaster
 Lagged economic development due to COVID-19 pandemic.
By addressing these strengths, weaknesses, opportunities, and threats, the Ministry of Education
can work towards improving access, quality, and equity in the country’s education system,
ultimately contributing to the overall development and prosperity of the nation.

1.5 Problems observed that affect the organization at current time and its critical
issues.
The major problems I observed are:
1. Bureaucratic Inefficiencies:
 Cumbersome administrative procedures and decision-making processes that slow down
the implementation of policies and programs.
 Excessive paperwork and out dated information that hinder efficient data management
and reporting.
2. Resource Limitations:
 Insufficient and unpredictable budget allocations, making it challenging to plan and
execute activities effectively.
 Inefficient procurement and logistics management, leading to delays in the delivery of
essential supplies and materials.
3. Stakeholder Engagement Challenges:
 Weak collaboration and communication between the MOE bureau and regional/local
education authorities, resulting in inconsistent policy implementation.
 Poorly developed engagement with teachers, parents, and the broader community in the
decision-making and feedback processes.
 Difficulty in coordinating with external partners, such as development agencies and the
private sector, to leverage resources and expertise.
Addressing these day-to-day challenges would enable the MOE to be more responsive, effective,
and accountable in delivering quality education services to the citizens of Ethiopia.

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1.6 Suggested solutions or measures to be taken to solve or at least minimize the
problem
To address the key problems faced by the Ministry of Education (MOE) bureau in its operations,
the following solutions can be implemented:
1. Streamline administrative Processes:
 Conduct a comprehensive review of existing administrative procedures and identify
opportunities for simplification and digitization.
 Implement a centralized electronic document management system to reduce paperwork
and improve record-keeping.
 Restructure the organizational hierarchy and reporting lines to enhance communication
and decision-making.
2. Enhance Institutional Capacity:
 Develop and implement a comprehensive capacity-building plan for MOE staff, including
training on modern management practices, data analysis, and problem-solving.
 Establish a dedicated human resources unit to oversee recruitment, performance
management, and professional development.
 Introduce knowledge-sharing platforms and mentorship programs to retain and transfer
institutional knowledge.
3. Optimize Resource Utilization:
 Advocate for increased budget allocations for the MOE and develop a transparent and
efficient budgeting process.
 Implement a centralized procurement and logistics management system to ensure timely
and cost-effective delivery of supplies and materials.
 Explore alternative funding sources, such as public-private partnerships and external
donor funding, to supplement the MOE’s budget.
4. Strengthen Stakeholder Engagement:
 Establish regular coordination mechanisms, such as quarterly meetings and joint planning
sessions, with regional and local education authorities.
 Develop and implement a comprehensive stakeholder engagement strategy, including
regular consultations with teachers, parents, and the broader community.

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  Actively collaborate with external partners, such as development agencies and the private
sector, to leverage their expertise and resources.
By implementing these solutions, the MOE bureau can address its day-to-day challenges,
improve operational efficiency, and enhance the overall effectiveness of the education system in
Ethiopia. This will ultimately contribute to the delivery of quality education services and the
empowerment of the country’s citizens.

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 PART TWO: - ACTIVITY REPORT
2.1 Background of the Department/Division Where I Was Working
FDRE Ministry of Education (MOE) is a government organization headquartered in Arada Sub
city, Addis Ababa, Ethiopia.
PHONE LOCATION EMAIL
+251111565529 4 kilo Arada Sub-City, Addis info@moe.gov.et
+251111553133 Ababa Ethiopia moff@gmail.com
WEBSITE LINKS
Facebook https://www.facebook.com/fdremoe/
Telegram https://t.me/ethio_moe
YouTube https://www.youtube.com/@fdreministryofeducationeth8699
Tiktok https://www.youtube.com/@fdreministryofeducationeth8699
Twitter http://twitter.com/fdremoe
LinkedIn https://www.linkedin.com/company/ministry-of-education-ethiopia/mycompany/
I was assigned to do my practical attachment at the department of executive and strategic
affairs.
This Department which operates within the Ministry of Education is responsible for the high-
level strategic planning, policy development, and executive oversight of the ministry's operations
and initiatives. It plays a crucial role in ensuring the ministry's activities and programs are
aligned with the government's overarching education priorities and goals.
Its key functions include:
1. Strategic Planning
2. Policy Development
3. Executive Oversight
The Department of Executive and Strategic Affairs plays a pivotal role in shaping the Ministry
of Education's long-term vision, driving policy innovation, and ensuring the effective and
efficient delivery of educational services to the public.

2.2 Objectives of the department

As I stated earlier, I was assigned in the department of executive and strategic affairs, which is a
department under corporate management of MOE. It is responsible for the high level

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management and oversight of the Ministry’s operations and long term planning. The key
objectives of this department include:
 Policy development and implementation.
 Budget planning and resource allocation.
 Monitoring and evaluation of ministry programs and initiatives.
 Strategic planning to align education priorities with national development goals.
 Stake holder engagement and coordination with regional/local educational
authorities.
 Research data analysis and foresight to inform strategic decision making.
-The department is led by a senior official who reports directly to the ministry of Education.

2.3 Major responsibility and activities of the department

There are three teams within the department of executive and strategic affairs of MOE and each
team has its own responsibility.
Plan and Budget Preparation Monitoring and evaluation team
 Analyze Education sector data, trends, and resource needs to inform plan
development.
 Facilitate the budgeting process and determine optimal allocation of financial
resources.
 Align the education plan and budget with national development goals and priorities.
 Engage with local/regional educational authorities and other stakeholders in the
planning process.
 Define key performance indicators and targets to track progress and impact.
 Collect, analyze, and report on education data and indicators from various
sources.
 Conduct regular reviews, assessments, and evaluations of education program and
initiatives.
 Track the utilization of educational sector budgets and resources.
 Identify capacity gaps and provide support for performance improvement.

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Project Management, partnership and Resource Mobilization Team
 Assess the financial, human, and infrastructural resource needs across the educational
system.
 Develop and manage the ministry’s multiyear budget and expenditure plans.
 Oversee the transparent and efficient utilization of education sector budgets.
 Monitor budget execution and identify opportunities for cost optimization.
 Map and engage with various set of educational stakeholders including
 Regional and local education authorities.
 Private sector companies, industry associations, and employers.
 Development partners, international organizations, and donor agencies.
 Civil society organizations, NGOs, and community based group.
 Foster collaborative partnership to leverage expertise, resources, and innovations.
 Conduct comprehensive resource gap analysis for the education sector.
 Develop resource mobilization strategies and action plans.
 Identify diverse funding sources, such as:
 Government budgetary allocations and inter-governmental transfers.
 Domestic and international donor funding.
 Private sector investment and corporate social responsibility.
 Prepare and compel funding proposals, project concepts and investment cases.
 Monitor and report on the utilization of mobilized resources.
General Education Quality Improvement Program for Equity (GEQIP-E) Program
Coordination Office (PCO) team.
 Coordinate the preparation of annual work plans and budgets for approval by
the state minister:
 Provide technical support to all Implementing Agencies for Program
implementation:
 Manage the Technical Assistant component;
 Supervise and monitor the Program activities to ensure that result areas and
Disbursement Linked Results (DLRs) are achieved and reported on time;
 Monitor and ensure that social, environmental, procurement, and Financial
Management requirements are met;

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  Consolidate all required technical and financial reporting to effectively
implement the Program:
 Coordinate the undertaking of surveys to generate evidence on the outcomes of
Program implementation
 Recruit consulting services for its own program coordination support and ensure
necessary externally hired technical and program implementation support team is
provisioned to Implementing Agencies;
 Coordinate with the independent verification agency to verify the achievement of
DLRs;
 Liaise with the MOF for disbursement of funds to Implementing Agencies;
 Coordinate with Development Partners for bi-annual review missions of the Program;
 Prepare the Program Operation Manual (POM) and appropriate guidelines required
for Program implementation.

2.4 Major activities I carried out during the attachment

During my stay at MOE I was assigned in plan and Budget preparation, monitoring and
evaluation team which operates under the department of executive and strategic affairs. As I tried
to explain in the above sections, plan and Budget preparation, monitoring and evaluation team is
a team responsible for ensuring the efficient and equitable allocation of resources, the effective
implementation of educational policies and programs, and the continuous improvement of the
education system to meet the evolving needs of the country.
As an intern in an educational budget and planning office,
 I was able to work closely with professionals in the field to ensure that the institution's
finances are allocated effectively and efficiently in order to support its educational goals.
 I also assisted with a wide range of tasks that are related to fiscal management and
strategic planning for the institution.
 Regarding the tasks which were hard for me to do, I was closely learning and
following up the procedures with the teams’ leader and evaluator.
 One of my main tasks was to assist in the preparation of budgets and financial reports
using gathered and analyzed data from various sources.
 I analyzed and studied different formulated policies to learn how current policies are
formulated including policy areas, policy targets and impacts.

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  I also learned that former development plans pave way to current plans with some
improvements.
 In addition to these I helped with forecasting and budget projections that are based on
past financial data and projected future needs.
 Additionally I have gained an insight on how to prepare project plans and ways to
prepare and submit project reports.
Note: I learned that someone who wishes to work here will need to be comfortable working with
financial data and have strong analytical skills, as well as the ability to communicate complex
financial information in a clear and concise manner.
And also need to be highly organized with strong attention to detail, as accuracy is essential
when preparing budgets and financial reports.
 Overall, the experience was an excellent opportunity to gain knowledge in finance and
budgeting in a real-world setting, while contributing to the success of an important
institution.
Even though I was assigned to work in budget and planning team I also gained some insight in
the work of another team which was resource management, partnership and resource
mobilization team which operates under the same department.
Here I learned how to:
 Identify potential partnerships and funding opportunities.
 Maintain databases of partners and investors, and ensure that the information is accurate
and up-to-date.
 Prepare grant proposals and funding requests.
 Monitor and evaluate the progress and impact of ongoing partnerships and projects.
Overall, the department of Executive and Strategic Affairs in the Ministry Of Education offered
me an excellent opportunity to build my skills, knowledge and professional networks in the field
of education.

2.5. Performance Evaluation of My Activities

While doing my practical attachment, I found that working in a professional environment is very
interesting yet very challenging. I have just evaluated my activities in different manners: -
WORK RELATED PERFORMANCE
 I have developed work attitude

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  Problem-solving ability
 Adaptability
 Overall attendance
 Progress towards learning goals
ORGANIZATIONAL SKILLS
 Time management skills
 Planning skills
RELATIONSHIPS WITH OTHERS
 Willingness to cooperate with co-workers
 Ability to work with supervisor
 Acceptance of constructive comments
 Ability to take direction
COMMUNICATIONS SKILLS
 Oral communication skills
 Written communication skills
 Listening skills

2.6 Problems I encountered on the job and remedial actions I have taken
I put in a lot of time studying, learning, and preparing for my future careers; however, the true
challenge comes once all my knowledge is put into test in the real-world.
 While I was undertaking my very first working experience for the attachment, and I was
expected to perform the same performance as the organizations full time employees, it
somehow led me to feel some stress and being overwhelmed, which in my opinion may
have deterred some individuals from realizing my true potential in my career.
 Getting confused because I didn’t get enough guidelines or directions.
 Fear of asking questions; I was not even sure which of my colleagues will help me or will
feel disturbed. I felt hesitant in interrupting them.
 The hierarchy in the organization was difficult to understand during the first few days,
since I needed to get a clear idea to whom I was reporting and who was reporting to
whom.
 AT last but not least as I stated earlier someone who wishes to work here will need to be
comfortable working with financial data and have strong analytical skills, as well as the

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 ability to communicate complex financial information in a clear and concise manner. In
which I was not familiar with at all.

2.6 Suggested solutions

The way to combat those overwhelming feelings was to keep an open line of communication
between me, the employer, and my internship program advisor. Additionally, when I was unsure
of how to complete a certain task, I discovered that it won’t hurt to ask the employees or a
colleague for help.
Generally, freely asking questions when I get confused, trying to blend in with the office people
during break time, and socializing with colleagues helped me to adjust to the office and the work
environment.

2.7 Problems encountered by the department and suggested solution

Most of the organizations facilities and services are provided with the utmost quality. I have not
encountered any problem regarding using any facility and the working environment was very
comfortable with proper ventilation, power supply and everything crucial.
-The lighting was very good and there was a constant access to Wi-Fi and everything employee’s
needs for optimum completion of their job.
-The offices are well maintained and clean.
-There is a well prepared customer handling environment and service.
-And the building is very inclusive for all types of employees including the disabled.
Overall, the working environment was very welcoming and supports employees to stay
motivated.

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 PART THREE: ATTACHMENT EVALUATION

3.1 Rationale of a practical attachment

A practical attachment enhances Cross-training which allows us to experience and practice
different work-related skills. Job guidance provided by the practical attachment program creates
confidence in the students. The students develop confidence to join the industry being multi-
skilled and competent enough. This does not only enhance employee skills but also gives
companies the benefit of having employees who can perform more jobs. The attachment also
gives employees a better appreciation of what co-workers do and how their own jobs fit in with
the work of others to achieve company goals.

This attachment has great importance behind it. It is primarily planned to check how the
knowledge and skill gained from theoretically learned courses can be applied in real world.
It is also aimed at evaluating how relevant and applicable theoretically learned courses are and
looks into challenge and opportunities prevailing to suggest some possible solution in the real
world.

3.2 Significance of practical attachment

The practical attachment helps to:
 Acquire knowledge and insight into ways in which our knowledge and analytical skills
can be applied in practice
 Select and apply appropriate research methods
 Develop personal and interpersonal competencies, and entrepreneurial and managerial
attitudes and skills, including the ability to work in a team;
 Gain an awareness of the professional world and its infrastructure;
 Acquire positive professional ethics;
 Gain an awareness of our capabilities;
 Learn from experience; and
 Increase our employability by acquiring practical knowledge and skills; and providing
evidence of this experience.

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3.3 Relevance of the organization and my activities
The organization I was in and the activities I have done have much relevance to my study.
During my stay at the department of executive and strategic affairs of MOE, I have learned how
one person can do a harmonious work with another. I identified the significance of the theory we
learned during lecture class and how to apply it in real world. This experience also encouraged
me to be a problem solver by identifying the best solution for identified problems.

3.4 Correlation of the class room knowledge I gained with the practical
attachment
During my attachment period I have discovered that the tasks and responsibilities I was assigned
to do in MOE, department of executive and strategic affairs has a correlation with the field I am
studying, which is Economics.

As well as the courses I learned in class were related with the work I did as described below.
 Micro and Macro Economics for understanding basic budgeting and resource
optimization and how to optimally use resource for a better outcome.
 Development economics gave me some insight on how data is collected and policies are
formulated by the ministry in order to bring development in areas that need attention.
 Basic Accounting skills helped me understand the overall steps of the attachment of cash
flows within the department.
 Basic computer skills helped me understand how to use basic Microsoft software to do
tasks related to budgeting and cash flow statements, performance evaluation charts and
graphs.
 Management and leadership helped me to understanding how work is done in the
organization and how each hierarchy operates and vertically as well as horizontally
integrates.
 Psychology for smooth relationship with employees at workplace
 Civics and ethical education helped me to categorise discipline, honesty and integrity in
the actions I performed during the day, acting as a guideline to influence my behaviour
for making the right choice, it is easier for individuals to abide by rules and act
responsibly with ethics.

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3.5 Major problems that I faced during the attachment
 There was less communication between the University and hosting Company (MOE) and
this lack of communication left me to deal with challenges on my own, as there was no
one from the department to intervene and assist me when I need guidance.
 Uncooperative attitude of some employees.
 Inadequate work to do during the attachment.
 I had no idea of what work to do in the office since there was no one guiding me and I did
all the work independently.
 Getting confused because I didn’t get enough guidelines or directions.

3.6 Suggested solutions during the practice

 The University should ensure that the Practical attachment is conducted in a professional
and systematic manner as stated in the practical attachment guide in which hosting
institutions are genuine collaborating partners.
 There should be a better collaboration and communication between hosting institutions
and the campus.
 Socializing with colleagues will help students to adjust to the office and the work too.
 Freely asking for adequate work to do.

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 PART FOUR: - CONCLUSION AND RECOMMENDATION

4.1 Conclusions
On the whole, during my stay at MOE, I have learned a lot of things regarding professional field
like culture of the organization and the behaviour of employees. Employees have a very good
relationship among themselves and also with their customers. They treated me very well
throughout my attachment period and helped me to understand how the work is done. The
practical attachment helped me to improve my confidence level and I learned how to deal with
the organizations colleagues. It also increased my interaction with different people from different
background and helped me to learn and understand their values and how to deal them ineffective
manner.
Generally, the attachment period exposed me to various working challenges and relationships
with my seniors. During the process, I learned about the type of work that I will involve in and
I have attempted to enrich my knowledge that would be beneficial to develop my carrier
positively.

4.2 Recommendation
Upon my stay at the MOE I came across many written and developed as well as implemented
policies and strategies that the ministry developed and here are some recommendations I give.
In order to make the cumbersome work of the ministry easier and successful, the ministry could
start by
 Focusing more on community engagement including local communities, schools and stake
holders when developing and implementing education policies so that the unique needs of
different developing regions and communities could be met. This may involve more frequent
town halls and feedback sessions to ensure policies address the unique needs of different
regions and communities.
 Increasing investment in comprehensive training and professional development programs for
teachers. This could include trainings on effective teaching methods, integrating technology
in the classroom, and supporting students with diverse learning needs.

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 Exploring ways to make the curriculum more flexible and adaptable, allowing schools and
teachers to create learning experiences to the specific needs and interests of their students.
 I observed that there were gaps in the ministry's digital infrastructure, such as out-dated
technology and limited access to online learning resources; the ministry could invest more on
e-learning to expand its digital capabilities.
 Placing a greater emphasis on addressing Inequalities in educational access and outcomes,
and developing strategies to support marginalized student populations and reduce the
curriculum development gap between regions.
Recommendation for the university on how to conduct future attachment programs to improve
results of students.
 Before the start of their internship the university should play a major role in preparing
students in advance on what to expect, what choices to consider, how to find their attachment
organization and how to prepare themselves both mentally and financially for their
attachment period.
 An Advisor should be assigned for students from their university to help them find
organization that suit them and advise them on what to do and how to prepare their
attachment report.
 The university should establish a system of regular check-ins between the student, the host
and their department head, which will enable the department to monitor their progress,
address any challenges, and ensure their experience aligns with their learning objectives.

1.

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REFFRENCE

 Ministry of Education Ethiopia. (2013). Education Sector Development Programme 5

(ESDP 5) 2013-2014 E.C Final Draft.
 Ministry of Education Ethiopia.(2018) Final MOE KPIS on MDIP (2016-2018)
 Ministry of Education Ethiopia. (2015). Education and training policy 2015 final.
 MOE official website- https://moe.gov.et

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