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Sanitation as defined by the World Health Organization: [2] "Sanitation generally refers to the provision of facilities and services for the safe disposal of human urine and feces. Inadequate sanitation is a major cause of disease world-wide and improving sanitation is known to have a significant beneficial impact on health both in households ...
Adult and Non-Formal Education Association in Ethiopia (ANFEAE) is a non-governmental organization that was established to promote sustainable development through the promotion of basic education in youths across Ethiopia. ANFEAE works with community-based institutions to help with implementation and management of educational projects, advocacy ...
The major river in Ethiopia is the Blue Nile. However, most drinking water in Ethiopia comes from ground water, not rivers. Ethiopia has 12 river basins with an annual runoff volume of 122 billion m 3 of water and an estimated 2.6–6.5 billion m 3 of ground water potential.
Ministry of Education and Culture Yitzhak Navon visiting a kindergarten class of young immigrants from Ethiopia in 1985. Despite significantly growing from the past, there were also problems with shortage of qualified teachers and resources, which resulted in the deterioration of quality of education.
In 2008, $1.6 billion of foreign aid flowed into the water supply and sanitation sector in sub-Saharan Africa, which is 4% of all development aid disbursed to sub-Saharan Africa. This foreign aid covered 21% of all expenditures in water supply and sanitation in sub-Saharan Africa, and was principally directed to investments in infrastructure.
Education in Ethiopia was dominated by the Ethiopian Orthodox Church for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated literacy rate below 50% and compared poorly with the rest of even Africa in the provision of schools and universities.
The government built dozens of public toilet facilities in 2014 to improve sanitation in Kibera. But the facilities lacked adequate sewage systems and access to water. Youth groups, meant to manage these facilities for income, lacked sufficient resources to address repair and equipment issues that arose soon after construction.
Nevertheless, by the end of 20th-century, the higher education system was based on highly regimented management, conservative intellectual orientation, limited autonomy and few academic staff with doctorates, declining the educational quality and weak research output and poor connection with global higher education. [2] [4] University of Gondar