grown by 264%. In general, the Pre-School level has emerged as an important element of the
upbringing of children. They constitute 14.8% (age bracket 0-4) and 13.4% (age bracket 5-9)
of the population. The system is still at its infancy but showed progress in addressing the
right of children and establishing the institutional basis for early intervention. Presently, the
Pre School system is a network of 483 preschool institutions employing 1,456 teachers and
serving 38,443 children. Universalization of primary education and middle school education
all also expanded by 70.1%, and 104.7% respectively while secondary level expanded by
89.3%. The school system also encompasses a network of 1,411 schools accommodating
605,932 students and a work force of 14,709 teachers. They together form a significant pillar
of the national educational system geared towards national development.
Level
1. Pre Primary
2. All Levels
Elementary
Middle
Secondary
Total
3. Total basic level
Schools and
Institutions
Growth
1999 2015
%
Student No
2015
Student No
% Growth
1999-2015
Total
2015
Teachers
%
Female
483
449
45,233
263.72
1456
97.4
593 955
110 352
37 104
740 1411
703 1307
61
220
208
90.70
85.90
353,859
141,746
87,664
583,269
495,605
70.07
104.7
89.3
8346
3563
2800
14709
11909
56.7
24.2
19.1
88
54.6
81
Table: growth in educational access and coverage
163.
The demographic distribution also improved reflecting the focus given to rural and
periphery areas thus reducing prevailing disparities. Rural students comprised 62% of
elementary, 48% middle and 41.3% of secondary levels by 2015. In this respect, the fact that
more than 60% of students have got
the opportunity to attend up to
Tot
Level
Rural
Student
No
%
students
middle level demonstrates the
223858
61.9
361684
Elem
fulfillment of the right to education
70112
47.7
147031
Jun
at basic level (67% of the
population live in rural areas).
Basic level
293970 60%
508715
Reports also show that 65 schools in
40139
41.3
97217
Secondary
Rural as a % of total students
3 regions (ten of these boarding
schools) have promoted the right of
nomadic children. The total enrolment in these schools is 6,844, and 43% are female. A
national workshop on nomadic education was also conducted in 2011 to consolidate the
achievements and to draw strategies and plans for expansion.
Mother Tongue Education as a policy
164.
Eritrea has a progressive language policy with a solid institutional and legal basis. There
is no official language and all Eritrean languages are treated equal. For functional purposes
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