Education and Training in Ethiopia An Evaluation of Approaching EFA Goals
Education and Training in Ethiopia - Koulutuksen tutkimuslaitos
Education and Training in Ethiopia - Koulutuksen tutkimuslaitos
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Table 8Number <strong>of</strong> Teachers <strong>and</strong> Students <strong>in</strong> Non-Government Technical <strong>and</strong> Vocational Schools <strong>in</strong>2000/01 (1993 E.C.) (M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2001, p. 104.)TECHNICAL ANDVOCATIONALSCHOOLSSTUDENTS GRADUATES TEACHERSTotal Female Male Total Female Male Total Female MaleArbam<strong>in</strong>ch Technical 164 27 137Don-Bosco Technical 78 5 73 39 2 37 13 0 13Mendida CistercianMonastery TechnicalSelam Technical <strong>and</strong>Vocational <strong>Tra<strong>in</strong><strong>in</strong>g</strong>CentreSOS Technical <strong>and</strong>Vocational <strong>Tra<strong>in</strong><strong>in</strong>g</strong>CenterNecat Technical <strong>and</strong>Vocational <strong>Tra<strong>in</strong><strong>in</strong>g</strong>CenterHope Vocational<strong>Tra<strong>in</strong><strong>in</strong>g</strong> CentreKidus Yohannes BoscoTechnical <strong>and</strong>VocationalAddis Technical <strong>and</strong>Vocational SkillsOpportunity IndustrializationCentre for<strong>Ethiopia</strong>/OICE/39 5 34 19 2 17 3 0 3216 9 207 102 3 99 39 2 3773 0 73 18 0 18 14 0 14465 8 457 258 3 255 11 1 10179 85 94 107 66 41 21 5 1676 10 66 - - - 13 0 13618 19 599 332 19 313 24 0 24186 23 163 128 8 120 - - -TOTAL 1930(100%)164(8.5%)1766(91.5%)1167(100%)130(11%)1037(89%)138(100%)8(6%)130(94%)Nongovernmental organisations, especially missionary organisations, have played along <strong>and</strong> prom<strong>in</strong>ent role <strong>in</strong> design<strong>in</strong>g programmes for vocational tra<strong>in</strong><strong>in</strong>g <strong>and</strong> skillsdevelopment. Gender distribution is not highly biased <strong>in</strong> nongovernmental TVET schools,The development <strong>of</strong> the country is related to the vocational <strong>and</strong> technical skills <strong>of</strong> itspeople. Therefore, the government has undertaken construction <strong>of</strong> new TVET centres,upgrad<strong>in</strong>g the exist<strong>in</strong>g centres <strong>and</strong> furnish<strong>in</strong>g <strong>and</strong> equipp<strong>in</strong>g the TVET facilities (M<strong>in</strong>istry<strong>of</strong> <strong>Education</strong>, 2004). Table 9 describes the number <strong>of</strong> governmental <strong>and</strong> nongovernmentalcentres <strong>in</strong> 2002-2003.The number <strong>of</strong> TVET centres reached 156 <strong>in</strong> school year 2002-2003 <strong>and</strong> the greatmajority <strong>of</strong> these centres are owned by the government. The enrolment figures at theseTVET Centres <strong>in</strong>dicate high gender parity. Gender division, however, is be<strong>in</strong>g observed <strong>in</strong>the choice <strong>of</strong> TVET subjects. Female students tend to concentrate on traditional femalefields (Lexow, 2003). In addition, there are 25 government TVET centres run by theM<strong>in</strong>istry <strong>of</strong> Agriculture (M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2005). These TVET centres enrol 26,673students; however, only about 4,000 <strong>of</strong> them are female students.43