Education Sector Development Program - VLIR-UOS

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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: ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ 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 54
Education Sector Development Program IV • Labor market information system to assess labor market demand is inadequate • The system for information sharing and coordination between the regions and the federal level is weak • There is a shortage of teaching materials especially in newly developed OS • Utilization of resources and equipment is inefficient • TVET institutions are not always adequately equipped • There is low capacity to assess and certify TVET candidates 2. Expected program outcomes ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ TVET providers and institutions strengthened to be centers for technology capabilities’ accumulation and transfer TVET institutions capable of providing support to the incubation and establishment of MSEs as well as upgrading and strengthening existing MSEs Quality of TVET (formal and nonformal) improved at all levels and made responsive to the needs of the labor market A comprehensive, integrated, outcome based and decentralized TVET system for Ethiopia established Relevant TVET offers which are crucial to national development expanded Institutional set-up to manage the TVET reform and deliver TVET programs reinforced A sustainable financing system for TVET with efficient and cost-effective delivery systems and management structures developed Equal access of females and rural communities and people with special needs to TVET ensured and empowered Key outcome targets TVET enrolments will increase from 717,603 to 1,127,330 in 2014/15 Number of TVET trainers will increase from 14,596 in 2009/10 to 22,547 in 2014/15 Number of TVET institutions will increase from 814 in 2009/10 to 1,127 in 2014/15 Number of Polytechnics will increase from 1 in 2009/10 to 53 in 2014/15 Number of trained technology adopters will be 3,000 in 2014/15 Number of transferred technologies will be 1,000 in 2014/15 • Copied/imitated 950 in 2014/15 • Improved 50 in 2014/15 Number of incubated MSEs for technology transfer will increase from 600 to 3,000 in 2014/15 • 2,670 micro-enterprises with capital acquired up to 20,000 ETB • 300 small scale enterprises from 20,000 to 500,000 ETB • 30 medium size entreprises above 500,000 ETB Number of occupations with occupational standards increases from 250 in 2009/10 to 390 in 2014/15 Number of occupations with assessment tools will increase from 211 in 2009/10 to 390 in 2014/15 Number of accredited assessment centers will increase from 174 in 2009/10 to 500 in 2014/15 Share of competent/certified candidates will increase from23% in 2009/10 to 60% in 2014/15 Number of accredited assessors will increase from 1,860 in 2009/10 to 5,000 in 2014/15 Number of enterprises involved in cooperative training will increase from 1,208 in 2009/10 to 30,062 in 2014/15 Share of trainees accommodated by cooperative training will increase from 163,509 in 2009/10 to 901,864 in 2014/15. Number of enterprises conducting in-company training will increase from 15 in 2009/10 to 295 in 2014/15 Share of TVET managers at national, regional and institutional level trained in modern management techniques will be 100% Share of enrolments of females will increase from 46% in 2008/2009 to 50% in 2014/15 Number of institutions in rural areas will increase by 100% in 2014/15 Share of enrolments of students with special needs will increase by 100% in 2014/15 3. Policy and strategies As mentioned earlier, the TVET strategy of 2008/2009 will guide the content of components and activities to be deployed under ESDP IV together with new orientations, such as to strengthen the role of the TVET sector in technology capabilities 55
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