Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
A major shift from a
system based on input to
outcome orientation has
been achieved.
Technical and Vocational
Education and Training
(TVET)
The main objective of the TVET sub-sector is to
train middle level human power and transfer
demanded technologies, and by doing so,
to contribute to poverty reduction and
sustainable development. In this respect,
under the past ESDP I, II, and III significant
achievement was made in increasing trained
middle level human power.
Under ESDP III, the TVET sector has benefited
from significant policy and strategy development.
One major milestone was the development of the
nationwide TVET strategy, which stipulated that
the vision for Technical and Vocational Education
and Training (TVET) in Ethiopia is to create
competent and self-reliant citizens and transfer
of demanded technologies to contribute to the
economic and social development of the country,
thus improving the livelihoods of all Ethiopians
and sustainably reducing poverty. Furthermore,
a major shift from a system based on input to
outcome orientation has been achieved. Other
major recent events providing policy direction
were the TVET focus direction, the nationwide
education conferences and the reports on
capacity building and manufacturing extension.
It is suggested that under ESDP IV, the reform
of the system initiated under the TVET strategy
will be made operational, while a new emphasis
will be laid on the enhancement of quality. This
will involve implementing an outcome based
training system dedicated to promote trust and
cooperation among stakeholders, as well as
strengthening the role of the TVET system in
becoming an agent in technology acquisition,
accumulation and transfer. With this in mind,
the TVET system is expected to fully contribute
to Ethiopia’s vision to become a middle income
country by the year 2025.
Before indicating the new direction that the
TVET sub-sector will take under ESDP IV, an
analysis of major achievements and challenges
as experienced under ESDP III will be presented.
1. Situation analysis
This section consists of key achievements
obtained under ESDP III and remaining
challenges. In 2008/2009, a revised TVET strategy
was elaborated and adopted. The implementation
of the activities foreseen in the TVET strategy
is well underway. A shift from an input- to an
outcome- based TVET system has been initiated.
In particular:
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Many documents showing working
changes as a result of the TVET
strategy were prepared and
presented.
The National TVET Qualifications
Framework is completed and the TVET
Leaders and Trainers Qualifications
Framework (LTQF) is soon to be
finalized.
250 occupational standards were
prepared and completed by 2009/10.
Assessment tools for 211 occupations
were prepared and completed by
2009/10.
Training was given to trainers based
on gap analysis and occupational
standards.
TVET institutions started to train
based on outcomes and occupational
standards.
TVET institutions and enterprises are
implementing co-operative and incompany
training.
TVET institutions are working in
collaboration with micro and small
scale enterprises in extending training
opportunities.
A clear system for technology
capabilities accumulation and transfer
has been established.
180 demanded technologies were
identified, developed and transferred
to users on the basis of value chain
analysis nationwide.
Main challenges
• Society in general and
implementing bodies in particular
have low awareness about the
benefits of TVET
• Stakeholders’ participation in the
management and delivery of TVET
is inadequate
• TVET trainers lack capacity and
competence
• There is lack of capacity by TVET
experts to implement the new
TVET strategy
• The monitoring and evaluation
systems is inadequate
• TVET institutions have low capacity
in adopting and transferring
technology
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