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 9Number <strong>of</strong> Government-Owned <strong>and</strong> Non-Government TVET Centres <strong>and</strong> Students <strong>in</strong> 2002-2003 (M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong>, 2004.)TYPE OF TVETNUMBER OF TVETSTUDENTS IN TVET CENTRESCENTRESCENTRES Male Female TotalGovernment-owned 134 35,847 33,748 69,595Non-government 19 1,530 1,037 2,567Total 153 37,377 34,785 72,162In a comparative study <strong>of</strong> government <strong>and</strong> non-government TVET, Alemu (2000) foundsignificant quality differences. The graduates from the sampled non-government schoolshad a significantly higher employment rate. Respondents from the two types <strong>of</strong> TVETschools expressed different views on what were the major problems that h<strong>in</strong>dered theimplementation <strong>of</strong> vocational programmes. Respondents from government schoolsidentified (1) lack <strong>of</strong> facilities <strong>and</strong> (2) absence <strong>of</strong> occupational <strong>in</strong>formation <strong>and</strong> publicrelation service.The respondents from non-government schools considered as ma<strong>in</strong> problems:• low absorptive capacity <strong>of</strong> the companies,• duplication <strong>of</strong> tra<strong>in</strong><strong>in</strong>g areas• absence <strong>of</strong> accreditation services.The first group was concerned about <strong>in</strong>ternal efficiency <strong>and</strong> better governmentservices. The non-government school respondents were preoccupied with externaleffectiveness <strong>and</strong> system for external quality assurance.The M<strong>in</strong>istry <strong>of</strong> <strong>Education</strong> (2001a) has detailed statistics show<strong>in</strong>g how many TVETteachers have been tra<strong>in</strong>ed <strong>in</strong> the various fields from the different regions. Severalmeasures have been taken to provide qualified TVET teachers. Extensive summer <strong>in</strong>servicetra<strong>in</strong><strong>in</strong>g courses are provided for TVET teachers, degree programmes are taughtalso through part-time even<strong>in</strong>g courses, miss<strong>in</strong>g TVET experts <strong>and</strong> teachers are recruitedfrom Germany, India, Ch<strong>in</strong>a, Nigeria <strong>and</strong> Cuba, <strong>and</strong> coord<strong>in</strong>at<strong>in</strong>g teams are appo<strong>in</strong>ted forTVET capacity build<strong>in</strong>g, <strong>in</strong>clud<strong>in</strong>g the establishment <strong>of</strong> local tra<strong>in</strong><strong>in</strong>g resource centres.Teachers <strong>in</strong> Industrial <strong>and</strong> Build<strong>in</strong>g Technology have attended courses at NazarethCollege <strong>of</strong> Technical Teacher <strong>Education</strong> (NCTTE) <strong>and</strong> at the Bahir Dar University <strong>in</strong> theFaculty <strong>of</strong> Eng<strong>in</strong>eer<strong>in</strong>g. The <strong>in</strong>-service tra<strong>in</strong><strong>in</strong>g has focused on basic skill tra<strong>in</strong><strong>in</strong>g <strong>and</strong><strong>in</strong>troduction to the tra<strong>in</strong><strong>in</strong>g methods appropriate for modular curricula.Table 10. shows the estimation for the need <strong>of</strong> TVET teachers <strong>in</strong> the Medium TVETProgrammes for the next five years.44