Non â Formal TVET Mapping Survey Supported by Edukans ...

Federal Government of Ethiopia 

Non – Formal TVET Mapping Survey 

The case of Amhara, Oromia and Addis Ababa 

Supported by Edukans Foundation 

Organized by 

Education Expertise Center – Ethiopia 

Anbesu Beyazen 

Freelance Consultant 

February 2008 

Addis Ababa

Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa 

Table of contents 

Acronyms...........................................................................................................................iii 

Acknowledgements............................................................................................................ iv 

EXECUTIVE SUMMARY ................................................................................................ 1 

Major Findings................................................................................................................ 1 

Major Recommendations................................................................................................ 4 

1. Capacity building:................................................................................................... 4 

2. Target groups: ......................................................................................................... 4 

3. Training programs:.................................................................................................. 4 

4. Curriculum:............................................................................................................. 5 

5. Facilities.................................................................................................................. 5 

6. Documentation:....................................................................................................... 5 

7. Advocacy: ............................................................................................................... 5 

8. Establishing link: .................................................................................................... 5 

CHAPTER ONE ................................................................................................................. 6 

1. Introduction................................................................................................................. 6 

1.1. Context................................................................................................................ 6 

1.2. Overview of NF-TVET in Ethiopia .................................................................... 7 

1.3. The Rationale behind the Mapping study ........................................................... 9 

1.4. Objective of the Mapping ................................................................................. 10 

1.5. Scope of the study............................................................................................. 10 

1.6. Limitations ........................................................................................................ 11 

CHAPTER TWO .............................................................................................................. 11 

2. Design and Methodology.......................................................................................... 11 

2.1. Design ............................................................................................................... 11 

2.2. Composition of the team................................................................................... 12 

2.3. Data collection tools and sources of data.......................................................... 12 

2.4. Sampling techniques ......................................................................................... 13 

2.5. Data collection Process..................................................................................... 14 

2.6. Data organization and analysis procedure ........................................................ 14 

CHAPTER THREE .......................................................................................................... 15 

3. Review of literature................................................................................................... 15 

3.1. The PASDEP .................................................................................................... 15 

3.2. The Education Training Policy ......................................................................... 16 

3.3. The Indian experience....................................................................................... 17 

3.4. Skills and Literacy Training for better Livelihoods.......................................... 19 

CHAPTER IV ................................................................................................................... 20 

4. Analyses and Interpretation of Findings................................................................... 20 

4.1. Profile of data sources/respondents .................................................................. 20 

4.2. Profile of training Providers.............................................................................. 21 

4.3. Objectives of the training institutions............................................................... 22 

Education Expertise Center Feb 2008 

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4.4. Types of trades provided................................................................................... 23 

4.5. Target groups .................................................................................................... 25 

4.6. Selection Criteria: ............................................................................................. 25 

4.7. Availability of training manuals ....................................................................... 26 

4.8. Market assessment and training needs.............................................................. 27 

4.9. Facilities and Services Available...................................................................... 27 

4.10. Physical Facilities ......................................................................................... 28 

4.11. Running cost ................................................................................................. 30 

4.12. Enrolment in training centers/institutions..................................................... 31 

4.13. Class-size: ..................................................................................................... 33 

4.14. Teaching/Training load................................................................................. 33 

4.15. On the job training given to trainers ............................................................. 33 

4.16. NF-TVET personnel ..................................................................................... 34 

4.17. Trainees’ centeredness of training ................................................................ 36 

4.18. Continuity of trainings given ........................................................................ 36 

4.19. Assessment.................................................................................................... 37 

4.20. Quality of the training................................................................................... 37 

4.21. Community participation .............................................................................. 37 

4.22. SWOT ........................................................................................................... 38 

4.23. Challenges..................................................................................................... 41 

CHAPTER FIVE .............................................................................................................. 42 

5. conclusions and recommendations ........................................................................... 42 

5.1. Conclusions....................................................................................................... 42 

5.2. Recommendations............................................................................................. 43 

6. Annexes..................................................................................................................... 47 

6.1. Lists of districts covered by the survey............................................................. 47 

REFERENCES ................................................................................................................. 48 


ii


Acronyms 

ABE 

ADA 

CSTC 

EECE 

ESDP 

ETP 

FAO 

FTC 

GDP 

ILO 

IRDP 

KETB 

MDG 

MOE 

MSIPA 

NFTVET 

PASDEP 

PRSP 

REB 

SDPRP 

TTC 

TVET 

WETB 

Alternative Basic Education 

Amhara development Association 

Community Skill Training Center 

Education Expertise Committee in Ethiopian 

Education Sector Development Program 

Education and Training Policy 

Food and Agricultural Organization 

Farmers Training Center 

Gross Domestic Product 

International Labor Organization 

Integrated Rural Development 

Kebele Education and Training Management Board 

Millennium Development Goals 

Ministry of Education 

Micro and Small Industry Promotion Agency 

Non Formal Technical Vocational Education and Training 

Plan for Accelerated and Sustained Development to End Poverty 

Poverty Reduction Strategy Paper 

Regional Education Bureau 

Sustainable Development and Poverty Reduction Program 

Teacher Training College 

Technical and Vocational Education and Training 

Woreda Education and Training Management Board 


iii


Acknowledgements 

The research team is very greatly appreciates the leadership role played by Ato Aniley 

Amentie, the Program Manager of Education Expertise Center. Primary he is appreciated 

for mobilizing highly committed professionals who were could produce the desired report 

within a very short period of time. Ato Aniley’s helpfulness and resourcefulness has 

enabled the research team to come up with this report. 

The research team also would like to thank Mrs. Hendrien Maat, Edukans Foundation 

Officer, for her undeserved assistance through out starting the planning stage to its 

completion. Her critical comments on the data collection tools, first draft report and her 

presence on the validation workshop helped to have the report its present shape. 

The research team is also grateful to the entire EEC crew who has facilitated the data 

collection development and validation workshops. The crew has efficiently provided all 

needed services during and after the workshops. 

The research team also deserves appreciation for working day and night to collect data 

and write the regional reports. All team members were cooperative for consultation and 

providing timely feedback. 

We also would like to thank all those managers of training centers, trainers and trainees 

who have provided us data. They all have taken to sit for lengthy interviews and 

discussions. 

It was with the contribution of all the above stakeholders that the research task was 

accomplished. With out their support it would have become very difficult to complete the 

study with the short time given. 


iv


EXECUTIVE SUMMARY 

The purpose of the study was to conduct a mapping survey on Non Formal Technical and 

Vocational Education and Training (NF-TVET) with the objective of promoting the 

applicability of NF-TVET program for self-employment of the poorest of the poor, the 

last 10% to 20% of the population. The out put of the study can assist to categorize 

modalities of trainings given, profile of training providers and identifying indicators that 

enable to recruit target trainees. 

To this effect, the study employed a descriptive survey method for generating qualitative 

and quantitative data. Secondary data was also gathered. To generate required data, three 

types of data collection tools were developed and used. These instruments were: 

 

 

 

 

An interview guide was developed for collecting primary data from managers of 

training institutes, trainers and trainees. 

Focus group discussion guides for soliciting necessary data from trainees. 

Observation checklist 

Document analysis Issues were also identified and used. 

As part of the data collection process, the assistant researchers who were in charge of the 

data collection and write up of field reports were involved in the initial planning, 

enriching and refining of the data collection instruments. In the effort to build team spirit, 

the research assistants were briefed about NF-TVET and the major issues that could be 

addressed by the study. With this induction, the research team had to prepare the final 

research instruments. The data collection work took seven days in each of the two regions 

and the Addis Ababa city administration. The data brought by the three data collection 

groups was later analyzed and interpreted by the lead consultant involving the assistant 

researchers. 

Concurrently, related literature was reviewed from a variety of resources from national 

and international perspectives to promote learning and understanding of NFTVET. The 

information obtained was considered in writing the final report. Based on the information 

generated by the study the main findings and the recommendations are the following. 

Major Findings 

i 

ii 

Non- Formal TVET is provided in over 400 government, Private, community and 

non-governmental organizations. The number is expected to be much more than 

this as there is one FTC at Kebele peasant association. 

Ownership: There are NF-TVET centers/institutions that are owned by the 

government, NGOs private organizations and the community. The modality of 

delivery in some cases is institutional, community based, and apprenticeship. One 

of the training modalities was found also to be to be mobile. 

iii Objectives: The objectives of running NFTVET programs are different depending 

on the target groups. Most government and NGO institutions provide NFTVET 

training to enable poor youths and adults become self-employed and earn their 

Education Expertise Center Feb 2008 1


livelihood with the ultimate goal of alleviating poverty. Farmers training centers 

provide training to improve the production skills of farmers. Some TVET training 

centers provide training to introduce trainees to new technology and innovative 

devices. The private sector does it for profit making by providing market demand 

based training. 

iv The major areas of trainings: Over 27 types of trainings are given in the 

government, NGO and private NFTVET institutions. The major trainings in 

government institutions include metalwork, woodwork, tailoring knitting and 

embroidery. NGOs provide trainings on leather craft, heavy machine operation, 

metal work, secretarial science, photographing, etc. Private institutions also 

provide trainings on woodwork, embroidery, hair dressing, food preparation, 

leather work, car décor, massage, driving, basic computer, computer maintenance, 

beauty skills, etc. There is a more variety of training in private institutions and 

NGOs compared to government institutions. However the issue at stake is how 

many of the trainees have benefited from the training they have received. In this 

regard very little is known. 

v 

The profile of the trainers: The majority of the NFTVET coordinators managers 

and trainers are males and their qualification ranges from certificate to masters 

degree. In some cases competent uncertified trainers are used as trainers. The 

major cause of lack of trained trainers is rooted to the lack of adequate colleges 

that are capable of providing NFTVET training. The only college providing 

training on NFTVET is the Jima teachers College which does not more than 50 

graduates every year. The other college that will give NFTVET training is the 

Debere Marcos Teachers Education College 

vi On job training for trainers: Trainers in Addis Ababa had on job training that 

lasted for three days on various issues. The training given doesn't enable them to 

improve their technological and vocational knowledge and skills though it could 

help them in terms of methodology. Most trainers in Amhara and Oromia regions 

had none. 

vii Adequacy of staff: The institutions in Addis Ababa have adequate number of 

trainers and support staff. This is not the case in Oromia and Amhara regions 

where there is acute shortage of trainers in various trades. 

viii The curriculum: The Ministry of Education has developed and made available 

over 82 modules that the training institutions could adapt and use. The training 

institutions develop their own training manuals based on the available modules. It 

was noted that some trades don’t require training manuals. For example pottery 

and apprentice trainings. 

ix Facilities and services: 

 

 

 

Workshops and stores on NFTVET institutions in Addis Ababa are not 

adequately facilitated. They lack facilitation and safety features. 

Shortage of classrooms and lack of water provision and safety features are 

observed in the NFTVET institutions. 

Class-size ranges from less than 10 to 51-70. However, in most cases it is 

below 30. Teaching load seems all right in most cases, as there is no 

complaint. 



Classrooms and training workshops are reported to be small in most 

government institutions. 

NFTVET institutions in the Amhara region are poorly facilitated in terms of 

workshops, ventilation, training manuals, tools and equipment and safety 

features. 

Recreational services, lodgings, food provision, and latrines are lacking in 

most NFTVET institutions 

x Target group: These include: 

Dropouts from grades 4-8, orphans and victims of HIV/AIDS are common 

targets of NFTVET institutions in the regions. Some also provide training to 

dropouts of grades 9-12. 

Illiterate and literate adults in rural areas are also targets of many training 

centers established in rural areas 

Poor rural and semi urban women, youth and adults of 17 years and above are 

the target groups of Amhara and Oromia government and NGO institutions. 

Youth and adults with disabilities are also included in the target groups of 

NFTVET institutions in Oromia. 

Youth and adults with English proficiency for computer training and literacy 

for metal work woodwork etc. 

xi Training duration: Most government NFTVET institutions give training for less 

than 6 months. NGOs and private institutions give training up to 10 months. The 

proportion of training time for theory and practice is 20% and 80% and 30% and 

70% respectively in most cases. 

xii Trade preferences: Trade preferences: In the case NGO and Private urban training 

centers, most trainees prefer woodwork, metalwork, computer training, 

embroidery, hair dressing etc. Trainees in rural areas in particular those run by the 

government, have limited choices. 

xiii Enrolment: There is no reliable data on enrolment and dropout from training 

institutions. However, it was learnt that the number of trainees has no shown 

substantive growth. The available limited space and budget limitation appears to 

be the main factors accounting for this situation. 

xiv Assessment: Student performance is assessed based on theoretical or practical 

performances depending on the type of trade. In some cases a combination of both 

is used. 

xv Quality of training given: Trainees and trainers are satisfied with the quality of 

training provided to them. However, experience shows that there are many who 

don’t become self employed or end up doing some thing else. It could be argued 

that quality training should result in attaining the objectives for which the training 

is given. This is an issue that needs to be explored more in detail. 

xvi The major sources of budget for the training institutions are government, 

donation, tuition, and income generating activities. Unit cost per trainee is not 

known due to unavailability of reliable data. 

xvii Community participation: Most institutions don't get any kind of support 

from the community. 



Major Recommendations 

1. Capacity building: 

Most government NF-TVET managers and trainers are primary school teachers 

who were given some initial training. This can’t be sufficient to give training in 

this rapidly changing need and environment. Thus, NF-TVET trainers' 

qualifications need to be improved through serious in service and on the job 

training. Majors need to be taken to the extent of sacking those lacking adequate 

training and replacing them with better qualified ones. 

Although it could be argued that trainers have to train themselves, concerned 

institutions i.e. colleges and even some model CSTCs need to organize 

appropriate on the job training for continuous professional development of 

trainers. 

Government training institutions need to have adequate budget to give training all 

year round and to diversify the training areas. In this regard, the local 

governments and NGOs and the community should provide support. For this, the 

training institutions have to play key role in awareness raising and winning the 

support of stakeholders and the community. 

The number of NF-TVET institutions in particular those run by NGOs and the 

community are very few in number. These organizations need to be encouraged 

and motivated to open more training institutions and provide training based on 

market demand. Free provision of land for construction of buildings and technical 

support could be some of the means of motivating and encouraging them. 

NF-TVET programs need to be renovated through research and development 

endeavors. New practices learnt locally and abroad need to be introduced. In this 

regard NGOs need to take the lead. 

2. Target groups: 

Access to skill trainings should not be limited mainly to males, literate and 

illiterate females who are poor need to be given the opportunity to be encouraged 

and trained and become self employed. Conditions that hinder females to join 

training centers like food and lodging need to be facilitated or the training centers 

have to be brought closer to where the female trainees are found. 

There is a need for semi skilled workers in the market. Thus, illiterate youth and 

adults also need to be given the opportunity to be trained in trades like break 

laying, masonry, etc. 

Illiterate poor youth and adult farmers, poor women, orphans, disabled persons 

who have serious difficulty of earning their livelihood due to lack of farmland or 

know how of income generating activities need to be provided training based on 

their interest and the market demand. 

3. Training programs: 

Training programs need not necessarily be rigid. They need to be accommodative. 

Institutions like CSTC have been giving training on specific trades like tailoring, 

woodwork without conducting market needs. They need to diversify areas of 

trainings, make programs flexible in duration, schedule and education 

requirements. 



 

 

 

The types of training trades are limited in number in contrast to the experiences of 

other countries. Trades that are relevant to the Ethiopian situation need to be 

studied and recommended. 

Most adults living in rural areas are illiterate and lack vocational training. They 

need relevant training that will make them self-employed and improve their 

livelihood. 

The unemployed youth also require trainings responsive to local market demand 

for self-employment or become semi skilled workers be it in their location or 

elsewhere. 

4. Curriculum: 

Training institutions need to develop their training manuals for trades that require 

it. There should also be some kinds of manuals for trades that may not require 

manual developments. In the absence of such materials continuity of training 

could be at stake due to staff turnover. Training institutions could need technical 

support from the government and NGOs. Running training manual development 

workshops could help. 

5. Facilities 

Training equipment in NFTVET centers are too old and inadequate. Relevant 

training requires equipment that could serve market needs and training standards. 

Training institutions need land for constructing workshops, classrooms and 

organizing different types of services for trainees. This requires giving special 

consideration for NFTVET training institutions to provide them free land. 

Graduate trainees need to be organized in micro scale enterprises so that they can 

get loan and support in the effort they make in self-employment. 

6. Documentation: 

Proper data management system needs to be established. In this regard the 

government should take the initiative and develop data management tools and 

apply them. 

Regional education Bureaus and TVET commissions are expected to collect data 

from the grassroots on regular bases and produce TVET abstracts and avail it to 

planners, researchers, implementers, etc. 

7. Advocacy: 

The importance of Non Formal TVET is not yet well recognized and expanded to 

bring substantive change in the effort being made to alleviate extreme poverty. 

Advocacy at all levels should be strengthened on expansion and realization of 

NF-TVET need to be established for experience sharing and promoting a common 

goal. 

8. Establishing link: 

Government, NGO and CBO run training centers need to make poverty 

alleviation the center of all types of training provisions. Networking and 

experience sharing could help the effectiveness of training centers. 



CHAPTER ONE 

1. Introduction 

Edukans Foundation one of the Netherlands based International has been supporting three 

thematic areas through its local partner non -governmental organizations. Education For 

All (EFA), Education and work, Education and HIV/AIDS and Education for 

marginalized groups are the four thematic areas for which it has been allocating budget 

and supporting the areas through its 12 partner organizations. The intervention areas 

cover Oromia, Amhara and Afar. Recognizing the importance of providing life skills 

training to alleviate poverty its intervention regions, Edukans foundation has the interest 

and determination of supplementing education with life skills training in ABE centers. To 

achieve this objective Edukans foundation is closely working and supporting Education 

Expertise Center (EEC). 

EEC is a local organization established to serve as a center for professional, practitioners, 

supporters and front line actors for the enhancement of innovative education and skills 

training programs. It has a vision of to "see intellectually capable, functionally literate, 

self reliant and self confident empowered society". It is committed and dedicated to 

facilitate and promote the capacity and creativity and empowerment of disadvantaged 

groups for improved livelihoods. 

This study is commissioned to serve as a source of information for knowledge, 

identifying policy issues and planning project activities that go in line with the vision and 

missions of the two partner organizations i.e. Edukans Foundation and EEC. 

1.1. Context 

Ethiopia is one of the poorest countries where its over 31 million people live below the 

defined poverty line of 45 US cents per day and millions of people are at risk of 

starvation every year (TVET Strategy 2006). It is also known that 85% of the population 

and 90% of the poor live in rural areas, most of them exclusively engaged in agriculture. 

The fact that the population of the country is increasing at the rate of 2 million every year 

has become an additional concern to planners, development workers and the government 

at large. 

The plan for accelerated and sustained Development to end poverty (PASDEP), Ethiopia 

second poverty strategy Paper, estimates the country has to raise its average economic 

growth rate to 8% annually in order to achieve the Millennium Development Goals. 

According the MOE, the major barrier to economic and social development is low skill 



level and very low average educational attainment and this characterize the Ethiopian 

work force of around 35 million people. No wonder if 26% of the work force is 

unemployed in urban areas may be a much larger figure in the rural areas. 

The way out from the problem of poverty is thought to be comprehensive capacity 

building and human capital formation. In this regard Non Formal and Formal TVET are 

expected to play key role in building the needed skilled, motivated and competent work 

force. 

1.2. Overview of NF-TVET in Ethiopia 

It has been decades since giving short-term non-formal technical and vocational training 

to different groups of youths and adults has started. Community Skill Training Centers 

(CSTC), prisons, farmers training centers, rural appropriate technologies, etc are known 

non-formal TVET training centers. The government, NGOs and the private sector have 

been running the different training programs. The purpose of all these organizations has 

been to build the capacity of the workforce and to alleviate poverty by providing skill 

trainings of the poor and improving their livelihood. Unfortunately the scale at which 

training has been given was so small that it has not made the substantive change on the 

majority of the poor 

In Ethiopia, some of the known trades given in NFTVET centers include woodwork, 

metal work, tailoring, embroidery, weaving, typing, computer training, driving, etc. 

These trades have been given in institutions like Community Skill Training Centers 

(CSTC), prisons and other government institutions. However experiences vary across 

regions in the country and in other countries regarding the types of trainings given and 

the modality under which it is given. It appears important to highlight the efforts made to 

establish CSTCs for giving training on indigenous crafts and modern trades. 

The historical background, achievements, strengths and weaknesses of CSTCs is well 

documented in the Internal Paper No33, June 2005 issued by IIZ/DVV. The following 

extract is made from this same document. Accordingly, the first Community Skills 

Training Centers were established in 1976 in various Woredas with the intention of 

initiating integrated rural development through a joint effort of all development sectors 

particularly those working at Woreda level. More specifically CSTCs were created to 

provide education and training to youths and adults who had completed their literacy 

education. The objectives were: 

Introduce and expand appropriate technology for the rural community, 

particularly the farmers; 

Improve the backward agriculture practice through farmers’ short term training; 

Train community members with different vocational skills training areas; and 

Establish a development resource center for the community at large. 

The many studies made on CSTCS indicate that they were not effective as expected. 

Some of the reasons documented are: 



 

 

 

 

The issue of integrating planning and human resource from various sectors and 

providing budget to CSTCs was not addressed sufficiently right from the very 

beginning. 

The skill training centers were neither need based nor market oriented. 

The skill training centers are under equipped. 

Many were looted and destroyed during the last years of the Durg government. 

Generally reports indicate that CSTCs are underutilized due to low budget and lack of 

trained coordinators. CSTCs are used only a few months a year leaving the trainers idle 

most of the year. As a result the staff of CSTC is unmotivated and not sufficiently trained 

There are some efforts of reviving CSTCs. In this regard, the role being played by 

IIZ/DVV seems substantial. 

Nevertheless, there is very little documented information on NF-TVET modality, which 

the target groups are? Who the trainers are? What types of trainings are given, duration of 

training, curriculum, training unit cost, challenges and impact are not well documented. 

How trainings are selected and organized, how trainings are assessed and improved to 

satisfy the poor need to be considered. Thus, the Ethiopian Education Expertise Center 

found it necessary to conduct a of NF-TVET survey that could provide answers for the 

questions posed above. Learning about who provides what and to whom and how best 

poverty could be effectively alleviated through designing feasible means to address the 

10-20% of the poor section of the society is the main part of the study. 

According EECE, Non–Formal TVET is any organized form of training for which the 

content and learning aims and targets have been defined. By definition, NF–TVET means 

training based on well-defined curricula, either within or without an institution, with or 

without guidance from a teacher or trainer. 

From the general economic development and the demand for better livelihood point of 

view, NF-TVET is considered a broad area of learning that accommodates 

learning/training needs of various target groups both in content, scope and depth and goal 

orientations. It also includes informal training, e.g. learning on the job or self-learning. 

With the advent of the education and training policy, the formal TVET system of the 

country requires completion of a tenth-grade education and leads to certificates on the 

level 10+1, 10+2 or 10+3. By contrast, NF – TVET designate every other form of 

technical and vocational education and training. This includes: 

Training over different periods of time – from short-term courses of a few days to longterm 

programs of up to 6 months, 

Training through different modalities: (institutional, community based, mobile, link and 

apprenticeship) 

Life skills or add-on components for ABE / Primary Educations 

Training for a wide range of target groups: 

~ Unemployed, youth and adults, 



~ School dropouts and those with grade 8 - education or lower including illiterate 

people, 

~ People potential /active in the informal economic sector, 

~ People from urban and rural areas, 

~ Landless poor, and 

~ Disadvantaged groups 

~ People with disabilities 

Non-formal TVET differs from formal TVET in the following respects: 

The educational background of the target groups is different and very diverse. 

Teachers/trainers/instructors are so far usually not certified or examined. 

There are no standardized curricula to be used in non-formal TVET provision. 

The duration of training is usually shorter and varies widely. 

Non-formal TVET is more cost effective than formal TVET. 

With this understanding of Non-formal TVET, this survey was designed to carry out a 

mapping survey of NF – TVET in Ethiopia to identify and list the current information 

and data regarding the program focusing on partner organizations. The survey is also 

designed to obtain updated information about the overall picture of the modalities, their 

status, scope and targets. 

The out put of the survey document will enable to initiate effective NF-TVET programs 

to create self- employment opportunities, improve the quality of small-scale industry 

products, agricultural outputs, increase income, improve the livelihood of target groups, 

enhance competitiveness and finally contribute to the overall poverty reduction and 

sustainable development in Ethiopia. 

1.3. The Rationale behind the Mapping study 

Ethiopia, with a population of 73 million in 2005 (National Office of Population, 2005) 

and an annual population growth rate of 2.9% in 2004 (World Bank, 2006), is the third 

most populous country in Africa. With a real GDP (Gross Domestic Product) per capita 

of about $ 150 (Australian Government, 2006), it is one of the poorest countries in the 

world. According to Plan for Accelerated and Sustained Development to End Poverty 

(PASDEP), 62% of the adult population in Ethiopia is illiterate (2004). The labor force 

population (age 15 - 64) for the year 2005 was estimated at 40 million (National Office of 

Population, 2005). Out of these, only a total of about 531,584 youth and adults were 

enrolled in education and training of which, 90,759 took part in secondary education, 

106,338 in (public and non-public) TVET, and 95,811 in (undergraduate) higher 

education (MOE, 2004/05; IIZ/DVV, 2006). 

Despite the expansion of formal TVET, it only caters for less than 3% of the appropriate 

age group (TVET Strategy, 2006). On the other hand, even if there are fragmented efforts 

endeavored by different actors of NF – TVET (government, public, private and NGO) the 

result has not been registered. Little is known about what poor people in rural and urban 

areas, women groups, pastoral groups, and the landless, etc are benefiting from NFTVET. 



More over the modalities through which the program has been delivered so far is not 

clearly categorized, visible and systematically documented. 

To this end, the Netherlands based international NGO through its nodal agent EEC in 

Ethiopia convinced to undertake a mapping survey to document the so far efforts and 

results of NF-TVET practitioners in the country and pave the way to develop and 

replicate systematic program that contributes towards poverty reduction and sustainable 

development by creating self - employment. 

1.4. Objective of the Mapping 

The general objective of this mapping survey is to develop a system that ensures 

applicability of NF-TVET program for self-employment of the poorest of the poor, the 

last 10% to 20 % of population. 

The specific objectives are to: 

Document NF-TVET so far performed by local government of the 3 regions, 

selected private training providers / relevant private sectors, like minded NGOs 

who has training interventions, 

Develop indicators and checklists that assist to identify proper target groups 

particularly the last 10-20% of the population. 

Identify and list different feasible modalities to implement NF-TVET for rural 

and urban community separately. 

Examine learning achievements/ lessons, challenges and outcomes in areas of NF- 

TVET experiences 

Analyze the policies and strategies of NF-TVET developed. 

Carryout SWOT analysis of different modalities of NF-TVET. 

Forward possible recommendations on how to promote NF-TVET program 

1.5. Scope of the study 

The provision of non-formal TVET covers all the nine regional states and the two city 

councils in the country. However, it was necessary to select the regions that represent the 

diversified population setting and heterogeneous arrangements, address sufficiently both 

the rural and urban contexts most representative regions where the majority of NFTVET 

providers of different modalities are found. Paying attention to these points, the mapping 

survey was delimited to six zones in the Amhara and Oromia regions and three sub city 

administrations in Addis Ababa. As stated under the objectives, the mapping survey is 

very useful to achieve reliable information from trainers, trainees and other beneficiaries 

at the grassroots level about NF-TVET. To this end, the scope of this study will cover the 

three regions mentioned to share the experiences of other implementers. Focus was made 

on areas where the partners/ local non-governmental organizations supported by Edukans 

Foundation are operating. 



1.6. Limitations 

The number of days allocated for collecting data and writing the regional and national 

reports was very small. That has necessitated limiting the sample size. This could affect 

the generalization made by study. 

CHAPTER TWO 

2. Design and Methodology 

2.1. Design 

The study was designed to be a learning process for all stakeholders. Qualitative and 

quantitative survey approaches were followed in generating information for the study. In 

the process, the participatory approach, which involved as many parties as possible 

including the private sector was exercised? 

The study covered training providers of the three regions through availability and 

purposeful sampling methods. In so doing the urban rural context, different modalities i.e. 

institutional, community based, mobile, link, apprenticeship, and contexts of existing 

beneficiaries was considered. 

Hence, the following issues were given due consideration in the process of the study. 

Generation of data and information from both primary and secondary sources 

Employing both qualitative and quantitative data collection techniques for 

producing the primary and secondary data needed. 

The data was gathered through: 

o Interviewing informal sectors, traditional craftsperson, training providers, 

relevant NGO staffs, local authorities, and different professional groups, 

o FGD with key informants, elders, clan leaders, craftsperson 

o Observations of market places, informal businesses, training institutions 

Finally, participatory multi actor workshop was held to present and validate the mapping 

results and define the possibilities for a more coordinated approach towards NF-TVET. 

In covering the three regions clustering methods was employed. Accordingly, four 

Teachers Training Colleges / University, NF Education department’s /experts/, at Jimma 

TTC, Debre Markos TTC and Kotebe TTC were selected. However, the latter one was 

unable to provide the human power needed. It was necessary to link NF-TVET to 

professional training institutes and use their trained human power. Strategically involving 

these institutes was envisaged for the development of better NF-TVET program, research 

and assessment in the sub sector. 



2.2. Composition of the team 

The composition of the team included an external consultant who has experiences of 

ABE program in the country; livelihoods skills trainings program development at 

national and regional level. Survey members were drawn from Education Expertise 

Center (EEC), respective regional education bureaus and the experienced Teacher 

Training Colleges serving the respective regions. Local partner NGOs operating in the 

respective regions, representative from the Federal Ministry of Education NF-TVET 

Department, Ministry of Labor and Social Affair, Small and Micro Enterprise Promotion 

Agency, other interested partners like ILO, UNESCO, DVV and FAO were also invited 

to join the team to find facts and information. 

2.3. Data collection tools and sources of data 

The data collection tools were developed to generate both quantitative and qualitative 

data. To facilitate the development of the tools in a participatory way, the lead consultant 

drafted a set of variables to be converted into data collection items and a master data 

collection form that could very easily be converted into questionnaires interview guides, 

focus group discussion guides and observation check lists. These materials were 

presented, discussed and refined in a two days workshop in which fifteen education 

experts participated. 

The participants were divided into two groups and were asked to develop the data 

collection instruments independently. The group work results were presented in a plenary 

and further discussed and refined finally collated by a core group consisting of the lead 

consultant and the secretaries of the groups. The three types of data collection tools 

produced were: 

1. Interview guide: This instrument consisted34 items and was used to collect data 

from managers and trainers of training organizations. The interview was 

administered in a group or to individuals depending on the availability of the data 

sources on the spot. 

2. Focus group discussion guide: This instrument consisted of seven major items and 

some probing questions. It was employed to collect data from beneficiaries, 

trainers and community members. 

3. Observation form: 6 items were included in this instrument. It was used to 

observe physical plants, available resources and the conduciveness of the sample 

training centers. 

Application of the data collection instruments: The data enumerators were given the 

freedom to use the data collection instruments flexibly. They were encouraged to enrich 

the data collection instruments with items that served the objectives of the mapping 

survey. However they had to use the available tools as the minimum bases. 



2.4. Sampling techniques 

The bases for sampling were the preliminary assessment made by EEC. It was found that 

the major government NF-TVET providers are MOE, MOA and Rural Development, 

MOSA, Ministry of Home Affairs and Prisons. The government NF-TVET institutions 

include CSTC, FTC, Appropriate Technology and Prison. Non Government 

Organizations provide NF-TVET integrating with ABE centers, creating link with Youth 

and Women Development Associations Private and government skill training institutions. 

Community based organizations like Self Help Groups (Idir), Women Associations and 

Youth Associations give training through link or in their own institutions. 

Some of the known government non-formal TVET centers include Community Skill 

Training Centers, Rural Appropriate Technology Centers, Farmers Training Centers and 

Prisons. There are also various NGO, Private and Community based training centers. The 

data collectors had to collect data from sample government, NGO, Private and CBO NF- 

TVET centers. The number of days allotted for this task was only 7. This made the 

sample limited by the number of days given. Thus, the research assistants were advised to 

discuss the sampling issue with zonal educational officials and select purposively the 

typical ones that could be covered within 7 days. Accordingly the sample size was as 

shown in the table below. 

Region/City Government NGO Private CBO 

Addis Ababa CSTC 

Youth Type writing Idirs 

development 

Associations 

school 

Prisons 

Women 

Development 

Associations 

Computer 

Training Center 

Oromia 

Bureau of Labor 

and Social 

Affaires 

Hair dressing 

school 

Tailoring 

training center 

Driving school 

CSTC ABE centers Type writing 

school 

Rural Appropriate 

Technology 

Center 

Prisons 

Farmer training 

center 


and Social 

Affaires 

Youth 

development 

Associations 

Women 

Development 

Associations 

Computer 

Training Center 

Hair dressing 

school 

Tailoring 



Women 

Development 

Associations 

Youth 

development 

Associations 

Idirs 

Women 

Development 

Associations 

Youth 

development 

Associations 



Amhara 

CSTC ABE centers Type writing 

school 

Rural Appropriate Youth Computer 

Technology development Training Center 

Center 

Associations 

Prisons 

Women Hair dressing 

Development school 

Associations 

Farmer training 

Tailoring 

center 




and Social 

Affaires 

Idirs 

Women 

Development 

Associations 

Youth 

development 

Associations 

Sample size 

Region Addis Ababa Oromia Amhara 

Government 3 3 11 

NGO 3 3 4 

Private 5 3 9 

CBO - 3 - 

- 

Total 11 12 24 

The sample size consists of 42 government, NGO, Private and CBE NFTVET centers. It 

is 6% of the total known training centers. Though it appears small, efforts were made to 

take the typical representative ones 

2.5. Data collection Process 

Data had to be collected from three zones in each of the three regions through conducting 

interviews, focus group discussions and observations, Since four researchers were 

assigned to each region, they had to share the zones for data collection. One of the 

researchers who had participated in the data collection was assigned as the report writer 

of the region. It could be said that all the team members were also involved in data 

collection as well as the report writing one way or the other. The sharing of responsibility 

was made during the data collection tool development workshop. For issues of 

clarification, the researchers had the opportunity to make frequent contact with the lead 

researcher and the manger of the EECE through the telephone. 

2.6. Data organization and analysis procedure 

Data collected through the interview guide, focus group discussion guide and the 

observation form was manually tallied and categorized by the data collectors and 

compiled by the assigned researcher to write the report. Each group of assistant 



researchers had to analyze and interpret their data. According to the agreement reached 

each group came up with a regional report. 

It was the duty of the lead researcher to prepare the national report based on the three 

reports and information gathered from documents. In this exercise the lead researcher had 

to further analyze the data and produce the final document that would be presented in a 

workshop. In the process there was a lot of consultation with researchers and EECE staff. 

CHAPTER THREE 

3. Review of literature 

This unit provides the efforts made to assess experiences in terms of: policy and strategy, 

organization, target group, selection criteria, types of training given, curriculum, duration 

and results in the provision of Non Formal TVET. Some of the local and other countries 

experiences are documented in the following few pages. Undoubtedly there is a strong 

political will in support of the provision of quality formal and Non-formal TVET to a 

wide range of beneficiaries. The National Education and training policy and National 

Technical and Vocational Education and Training (TVET) strategies issued in 2002 and 

the revised one in 2006 pave the way for developing and implementing quality and 

relevant TVET programs. The Education and Training Policy, and the strategies 

developed to implement them are made highly interrelated to all the National Policy 

statement and strategies. All the National Development Policy Framework (NDPF), 

PASDEP and the MDGs support the provision of quality and Non-Formal TVET to all 

those who need to improve their livelihood. All the national policy documents capitalize 

on the need for fighting and eradicating poverty within the shortest possible time. 

3.1. The PASDEP 

The Plan for Accelerated and Sustainable Development to End Poverty (PASDEP) is a 

five-year plan of Ethiopia’s ten years MDGs (2005/06-2009/10). One of the three 

objectives of PASDEP is stated as “increase per capital income of citizens so that it 

reaches at the level of those in middle income countries”. As well known the portion of 

the population living under poverty line is estimated to in between 40% and 45%. This 

objective includes all the poor and the jobless who could have the capacity to work but 

not yet given the opportunity. The five pillar Strategies of the PASDEP: roads to get out 

of poverty are: 

Building inclusive implementation capacity; 

Massive push to Accelerate growth; 

Addressing the population challenge; 

Unleashing potentials of the Ethiopian women; 

Strengthen the infrastructure backbone of the country 

Managing risks; 

Creating jobs (Getachew Adem, Head, DPRD, January, 2008) 



The PASDEP envisages TVET to provide the necessary "relevant and demand driven 

education and training that corresponds to the needs of economic and social sectors for 

wage employment and self employment. Getachew Adem feels that the present situation 

in Ethiopia doesn't provide employment opportunities to all TVET graduates although 

there are great opportunities for self-employment. In this regard, offering Non Formal 

TVET seems appropriate. That is why the TVET strategy stresses the need for an 

increasing involvement and role of the private sector and non-governmental organizations 

as well as the community for the delivery of formal and non-formal TVET services. 

It is known that government, NGO, private and community based non-formal TVET 

programs offer trainings to various target groups, including school leavers, people in 

employment, school dropouts and marginalized groups. Informal training is also a 

widespread experience. This being the fact, there is no systematic documentation of facts 

and figures on both no formal TVET and informal training. Very little is known about 

the types of trainings given, the curricula, trainers, number of beneficiaries, results etc. 

The TVET strategy indicates that skill needs of the majority of the rural Ethiopians will 

be addressed both in agriculture and non-agricultural activities. In fact it aims to provide 

more TVET opportunities to: 

School dropouts; 

People with out formal education, including illiterate people; 

Informal apprentices; 

Farmers and their families; 

Unemployed people who need initial skills development or training to support 

 

integration into the labor market; 

People with special constraints to adequate economic participation such as single 

mothers. 

It could be said that some measures have been taken by the government for offering Non- 

Formal TVET; for example like opening farmers training centers. 

3.2. The Education Training Policy 

The ETP emphasizes the importance of education stating, “Education as a very important 

factor to human development is a high priority in the development endeavor of the 

government”. This could be possible through acquiring livelihood skills and sound 

education. This is substantiated with the specific objective stated as Article 3.2.5 i.e. ”To 

promote relevant and appropriate education and training through formal and non-formal 

programs”. Articles 3.28, 3.2.8.1, 3.2.8.2 and 3.2.8.3 elaborate the structure under which 

formal and NON-Formal TVET could be offered. Definitely the policy framework allows 

the designing of diversified technical and vocational training to school dropouts, youths 

and adults. It appears that there is no policy shortfall for providing Non-Formal TVET. 

However the policy indicates that the government and non-governmental organizations 

can establish training programs according the needs of training (Article 3.7.4). This is 

further substantiated by article 3.6.6 NFTVET programs will be organized by various 

development and social institutions in coordination with the MOE. 



Within the framework of the Education and Training Policy the first, second and third 

Education Sector Development Strategies have been developed and implemented since 

1997. This has enabled to offer formal and non-formal technical and vocational 

education. Formal Technical vocational Education and Training is offered to school 

leavers from grade 10 running parallel to the regular education system. Certificates and 

diplomas are awarded to those who complete the one to three years of program. The 

TVET fields of specialization have reached to 25 and the number of increased 

enormously. 

ESDP I focused on providing quality primary education with the ultimate aim of attaining 

universal primary education in 2015. It was ESDP III that gave better emphasis in 

particular to non-formal education. The adult and Non-Formal education program 

includes a range of basic education and training components for children and adults who 

are out of school age children of 7-14, a literacy program for youth and adults who are 

older than 15, and basic skills training to youth and adults in the community skill training 

center. 

The national education and training policy and the strategies are highly interrelated to the 

statements made in the Dakar Framework for Action. The points remotely connected to 

Non Formal TVET are the following. 

Achieve a 50% improvement in levels of adult literacy by 2015 especially for 

 

women and equitable access to basic and continuing education for all adults. 

Improve and ensure excellence in all aspects of the quality of education, so that 

recognized and measurable learning outcomes are achievable by all especially in 

literacy and numeracy, numeracy and life skills. 

These points have been taken bases .for strengthening, designing and implementing Non- 

Formal TVET programs and projects. Non-formal TVET is taken as an organized 

training given to the unemployed, the poor, youths and adults for a period less than six 

months. Its prime objective is alleviating poverty and promoting development. Although 

there are experiences of providing Non-Formal TVET programs in the country there is 

very little documented information regarding details of conditions of trainings given and 

success stories. 

3.3. The Indian experience 

Thom (2007) asserts that training given has to be related to locally available resources 

and market opportunities. Areas of training could be: 

Using available plots of land for agriculture and horticulture-growing vegetables, 

fruits, flowers, etc. 

Small animal rearing – chicken, rabbits, guinea pigs, sheep goats, pigs, etc. 

Local craftwork – bamboo work, beadwork, choir work, etc. 

He further states that training given for 14- 18 year olds has to lead for self- employment 

that enables them to be able to earn substantial income on sustainable basis. In contrast to 

training given for wage employment, training imparted for self-employment has to be: 



 

 

 

 

 

 

Very flexible and related to market opportunities. Both trainees and the training 

center relate to the market on a day - to - day basis. 

Focus of training is to help the trainee focus on utilizing opportunities to make 

a profit. Making money is "the name of the game". 

The entire training is built around job orders. No orders no training is the 

philosophy of training. Trainees share the profit and are encouraged to focus on 

maximizing profit. 

Developing right attitudes and imparting life skills is an important part of 

training. This is integrated within the curriculum and is not taught as one of the 

subjects. The entire subject methodology in the center is around developing the 

person. 

Linking the trainee with an appropriate support structure is a very important 

task of the training center. 

This is best done as a process and starts from the pre training stage. 

The major areas of Skill training could be trading, service giving and production and the 

models could be any one of the following six models: 

1. Community based training: Training given at community level by organized 

community group. The group facilitates the training opportunity on the felt needs 

of trainees. It could be starting and operating small business. The community 

involves itself in identifying trainees and supporting he trainees during and after 

training. Self-help groups are given as good examples. The advantages mentioned 

include: 

Young people see livelihood options within the community. 

Goods and services needed by the community are met. 

 

 

Economic development of the community takes place 

The overall development of the community is decentralized and not urban 

focused. 

2. Mobile training: In this case instead of the trainees coming to a center the trainer 

goes around to cluster of trainees who have registered for a training program at 

different locations. The trainees will have the opportunity of applying their 

training on their agricultural activities or other areas. The trainer comes and goes 

in the 6- 12 months of training period. 

Trainees are learning in their environment. 

Trainees are continually in touch with the local market. 

The whole community learns from the trainees. 

Large number of trainees is covered at a reasonable cost. 

3. Apprenticeship: Trainees with an aptitude for a particular skills/enterprise are 

enrolled and are placed with a master craftsman or a business house, which is 

using a particular skill for business. In this regard, the trainee acquires the skill in 

real life situation. The advantages are: 

 

 

It is cost effective; no capital costs or set up costs involved. 

The trainees acquire skill in the market place, which is a real life situation. 



Minimum number of trainees could be 1. 

Training could be discontinued once need is met. 

4. Center based model: This entails giving training at well established training 

centers. Training given combines business and training. The training offered is 

decided in the beginning of the course in each training department. Trainees under 

the guides of the trainer are involved in the process of the whole order that 

includes: 

Estimating the cost of the product/service. 

Preparing a quotation and negotiating the price with the client. 

Preparing a job card and determining the order execution process. 

Cost effective purchase of raw material. 

Manufacturing and finishing the ordered item for providing the order 

service. 

Preparing a post-order cost calculation and determining the profit or loss. 

Delivering ordered items to the customer satisfaction. 

Sharing the profit between the trainee, trainer and training center based on 

pre-agreed norms. 

The curriculum based on developing competency to produce what is demanded in 

the market is developed. 

5. Linkage: The training provider enrolls trainees on the request of the employing 

company and gives training for a particular wage employment opportunity. For 

example: plumbers, tile layers, mesons etc are trained for large construction 

companies. This could be cause for people migration from rural areas to urban 

areas. Besides, the wage employment may not last long. 

3.4. Skills and Literacy Training for better Livelihoods 

The study made on 17 countries by IIZ/DVV revealed that: 

In all the countries studied, the diversity of possibilities for improving established 

livelihoods and developing new ones appears so wide as to the demand extreme 

flexibility, imagination and resourcefulness. 

All the programs examined dealt with very poor people mostly rural and mostly 

women. 

Among the ten recommendations made the following are noted relevant to our situation. 

At policy level assessment, of what is needed at locality level be made to enable 

giving training for livelihood earning. 

Decentralization and capacity nurturing for resourceful responses of potential 

partners be pursued. 

Policy should allow providing courses that combine savings and credit training 

with negotiated livelihood content and literacy/numeracy. 

Ensure that average adult learner master literacy and numeracy skills for use for 

livelihood development and the course be given in a term to maximize retention. 



Summary 

There are a variety of TVET centers giving training to a diversified target groups. 

Trainings are given for people as well as for those who have needs of improving their 

productivity like farmers. Depending on the objectives of the centers, most give training 

to address the problem of the poor. This includes unemployed youth and adults, school 

dropouts of grade 4-8, poor women, orphans, street children, persons with disabilities, 

farmers, etc. Trainings are given by government organizations, local and international 

non-governmental organizations, private organizations, community based organizations, 

etc. 

The types of trainings provided are as diverse as the organizations. Masonry, carpentry, 

embroidery, metal work hairdressing, computer training, bee keeping, horticulture, etc. 

are some of the types of trainings provided. 

The modality of training provided are institutional, apprenticeship, link, mobile, and 

community based. 

CHAPTER IV 

4. Analyses and Interpretation of Findings 

The study was made to assess the general profile of NF-TVET training centers found in 

Amhara, Addiss Ababa and Oromia regions. The focal issues addressed are finding out 

who owns NF-TVET centers, what kind of training modalities exist, what are the 

achievements, prospects and challenges. It has been found out that there is a large number 

of NF-TVET training providers. For example in the Amhara region, there are 92 

government, 8 NGO and 33 private NF-TVT training providers. There are 173 

government NF-TEVT training centers in Oromia. The number of NGO and Private NF- 

TVET providers is not known. In the case of Addis Ababa, there are at least 9 

government and 85 private training centers. If it was not for lack of data, definitely the 

number of NF-TVET centers in the three regions would have been much larger. 

In this endeavor 20 Government, 9 NGO, 14 private and 2 communities based training 

institutions were covered and additional information was collated from documents and 

actors in the area. Analysis and interpretation of findings is presented on major areas of 

investigation. The details are as follows. 

4.1. Profile of data sources/respondents 

Generally the NF_TVET training provision is characterized by lack of uniformity in 

profile of humanpower. Differences in qualification and experience of trainers and 

managers within government, NGO, private and CBO considerably vary. While 75% of 

the government institutions are in favor of human power holding diploma and above for 

managerial position. This has a closer link with the location of the centers/ institutions to 

Woreda/zone towns and work experience of the experts etc. 



Addis Ababa 

Position Sex Qualification Experience 

Ownership 

M F MA BA/BSC Dip Cert C.p P.p Tot 

CSTC 2 1 _ _ 3 1-19 2- 9- Gvt. 

Coordinators 

20 30 

Managers 3 2 _ 1 - 3 3-5 2- 5- Private 

33 36 

NF-TVET 

Experts 

4 - _ 4 _ _ 3-5 20- 

25 

24- 

30 Gvt. 

Program Coor. 5 2 1 5 _ _ 5-9 9- 9- NGO 

21 26 

Trainees 8 13 _ _ _ _ Gvt. 

22 18 1 10 3 3 

The majority (18 out of 19) of the NF-TVET coordinators, managers and trainers are 

males. This to some degree depicts male domination in the provision of TVET. The 

administrators and trainers of Government institutions are called coordinators and experts 

where as those working in private institutions are called managers and program 

coordinators respectively. 

Trainers working in the private institutions have better qualification and more experience 

compared to those working in the private institutions. This could be due to long years of 

establishment of the government training institutions. The private institutions are 

relatively younger as they are institutionalized with the advent of policy change for 

investment in the private sector. 

The qualification of the trainers in the sample training centers was found as seen in the 

table below. 

Type of Qualification 

institution Addis Ababa Ormia Amhara 

BA Dip Cert BA Dip Cert BA Dip Cert 

Government - 5 12 28 17 10 63 4 

NGO - 14 1 - - - 1 25 11 

Private 5 3 5 - - - - - 17 

Total 5 22 18 - 18 11 11 88 32 

In Addis Ababa, trainers working in NGO and the private institutions have better 

qualification i.e. college diploma and above. The opposite is true in the Amhara region 

and Oromia could be categorized in between the two. This could be understood as the 

type of skills being given in the Amhara region require more skilled trainer whether they 

have a diploma and above or a certificate. 

4.2. Profile of training Providers 

Experience elsewhere shows that the modality of the provision of Non- formal TVET 

could be institutional, community based, mobile, link or apprenticeship. Obviously 

institutional and apprenticeship TVT training exists in the country. But little is known 



about the provision of community based, mobile and link trainings. The findings of the 

survey could be seen from the table below. 

Region 

Ownership 

GVT. NGO Private Community 

Modality 

Year of Establishment 

Gvt. NGO Private Com 

Addis 

Ababa 

3 4 5 - Institutional 1994- 

2002 

Oromia 6 2 - 1 Institutional 1982- 

1991 

Amhara 11 3 9 1 Institutional 1976- 

and 1 2005 

mobile 

1987- 1997- - 

1997 2005 

- - - 

1986- 

2006 

1993- 

2007 

1996 

The table shows that the sample training institutions are mainly government, NGO, 

private and community owned. Although there are different modalities of training i.e. 

institutional, community based, mobile, link and apprentice the ones included in the 

sample mainly are institutional. The community based and the private training institutions 

are relatively younger than the government owned ones. This implies that government 

institutions have long years of experience of providing NF-TVET. 

The non-formal TVET trainings given in the three regions are mainly institutional. The 

mobile modality is observed only in one case. The Save the Children UK is the sole 

provider of mobile training to the rural people on woodwork, tailoring, weaving and 

embroidery. Although it is known that apprenticeship is being exercised almost in all 

vocations, there is very little documentation on how it works, how many are trained and 

what the benefits are in terms of self-employment and improving the livelihood of 

trainees. 

The training need of the vast majority of poor youths and adults including disabled 

people and women makes it necessary to initiate and implement all modalities of NF- 

TVET training that suit different geographic locations and contexts. 

4.3. Objectives of the training institutions 

The objectives providing technical and vocational training in government, NGO, Private 

institutions and CBO institutions to some degree vary. The main objective of government 

CBOs and NGOs are providing short-term training for youths and adults who lack skills 

to earn their livelihood through self-employment or wage employment. Private 

institutions dwell on profit making by providing trainees a variety of need based training. 

A summary of the findings on the objectives of the different organizations is shown in the 

table below. 

Objectives Government NGO Private CBO 

Provide short term training for X X _ X 



Objectives Government NGO Private CBO 

disadvantaged youths and adults who are 

unable to continue their formal education 

Improve the livelihood of poor youth and X X - X 

adults 

Prepare poor youth adults for self X X - X 

employment, innovative work and self 

reliance 

Create training opportunities for out of X X X X 

school youth and adults 

Create job opportunities and promote - _ X - 

wage employment 

Profit making X - 

Engage prisoners in worthwhile activities X 

X 

and reduce crime rates when they are 

released 

Create market competitiveness _ X 

Train landless rural women _ X X 

Provide training opportunities for disabled _ X X 

youth and adults 

Produce lower skilled labor force X - 

Make prisoners productive and preparing X - - 

them for self-employment after detention. 

Keep and upgrade indigenous crafts X X _ X 

There are lots of similarities between the objectives of government and NGO training 

institutions across the three regions. Most government and NGO institutions provide 

training that will enable poor youth and adults engage in self-employment with the 

ultimate goal of improved livelihood of trainees. This doesn’t disregard the fact that some 

could end up in wage employment. On the other hand, the objective of most private 

organizations is profit making. CBO also provide training for youth and adults for selfemployment. 

It is worth noticing that disabled persons, people with HIV/AIDS and poor women are 

among those who are given training opportunities\by NGOs and CBOs. 

4.4. Types of trades provided 

Compared to the experiences of other countries, the trainings provided in Ethiopia are 

very few in number. The types of training given in the sample training institutions are 

documented in the table below. 



Kinds of trainings given 

Type of training Government NGO Private CBO 

Basic metal work 2 3 - - 

Tailoring 13 3 1 2 

Knitting 2 - - - 

Embroidery 3 5 2 1 

Basic computers - 4 2 - 

application 

Beauty skills training and - 3 - 

decoration 

Leather craft; pottery - 3 - - 

Heavy machine operation - 1 - - 

Carpentry/Wood work 11 1 - 2 

Weaving 5 3 2 

Secretarial science - 1 - - 

Photographing - 1 - - 

Metal 8 1 - - 

Pottery 2 - - 1 

Animal husbandry 1 3 - - 

Hair dressing - 2 2 - 

Car driving 1 3 - 

Masonry - 1 - - 

Basic computers 1 - 2 - 

Construction 1 - - 2 

Painting 2 - - - 

Bakery 1 - - - 

Modern bee hive 1 - - 1 

construction and bee 

keeping 

The table shows that there is distinct variation in terms of types of training given in 

government, NGO and private institutions. The major types of trainings provided in 

government institutions are basic metal work, tailoring, knitting and embroidery. Nongovernment 

organizations are giving training on leather craft, heavy machine operation, 

metal work, secretarial science and photographing and private institutions provide 

training on wood work, embroidery, hair dressing, food preparation leather work, car 

décor, massage, driving, basic computer skills, computer maintenance, and beauty skills 

training. The training areas given by community-based institutions are few in number i.e. 

trading and family planning. What we could learn from this is that the private and NGOs 

make the training they provide related to more contemporary needs of the market. 

One would expect that the regional situation and the urban setting in Addis Ababa would 

result in big variation in terms of the provision of different kinds of trainings and that 

appears to be to some degree true as it could be seen from the above table. Trainings are 

given in over 26 types of trades in the Amhara and Oromia region whereas only ten 

trades are the major training provisions in Addis Ababa. 



4.5. Target groups 

The question of who are the trainees and how are they selected were among the subjects 

of this survey. The need for getting both formal and non-formal TVET is unquestionable. 

The majority of the poor who could work and earn their livelihood lack basic skill 

trainings that could enable self-employment. However, training institutions due to lack of 

space and budget limit the number of their trainees. This entails that they are forced to 

prepare selection criteria and apply it. 

Criteria Government NGO Private CBO 

Dropouts from grades 4-8 X X X - 

Poor rural and semi urban-women, X X X 

youth and adults 17 years old and 

above 

HIV/AIDS victims and orphans X X 

Youth and adult with English - - X - 

language proficiency 

Landless rural women X X X 

Orphans - X 

Youth and adults with disabilities - X 

The target groups of government organizations, NGOs and the private institutions are 

diversified. NGOs provide training to different groups. The government institutions in 

Addis Ababa provide training for students who drop out from grades 4-8. This includes 

HIVAIDS orphans, people living with HIV/AIDS and destitute women who meet the 

academic requirement. For women, the academic requirement ranges completion of 

grades 3-12. 

In the Amhara region, the target groups are unemployed literate youths and adults and, 

land less rural women, HIV/AIDS orphans and victims and poor rural youths and adults 

depending on the training center. 

The private institutions require English language proficiency for enrolling trainees for 

computer training. Similar technological trainings like electricity, metal work, surveying 

etc. require educational backgrounds. Computer training demands understanding 

instructions written in English and interacting with the computer. 

The type of training given varies with the type of trade. Some kinds of trainings are open 

to all and some others only to literate youth and adults. For example training on 

metalwork, woodwork etc. is given for literate youth and adults. 

4.6. Selection Criteria: 

NF-TVET trainees are selected among the following groups. Actually, the training 

centers have their own criteria for selecting their trainees. 



Dropout youths and adults from grades 4-8. 

Unemployed youth and adults 

Farmers 

Poor and marginalized adults who could produce supporting letters from Kebeles. 

Disciplined and free form socially disvalued habits 

Interested to get training. 

Completion of grade 8 education 

Orphans 

Youth and adults with disabilities 

Destitute women 

Juvenile delinquents 

As well known farmers training centers have their specific objectives. Since the whole 

idea is to make farmers more productive, those that could be models for the others are 

selected and trained. However, those training centers who give training to the poor for 

self employment select trainees based on space available. 

No one criterion is sufficient for recruiting trainees. Most training institutions employ a 

combination of criteria to recruit their trainees. What is common to all institutions except 

the private ones is being poor and having the interest and potential to be self-employed 

after completion of the training programs? Since the private institutions are profit makers 

they enroll all those who could afford to register. 

4.7. Availability of training manuals 

All the government, NGO and private NF-TVET providers develop or adapt the available 

TVET curriculum. For this, the Ministry of Education has developed over 82 modules 

and made them available for all training institutions for adaptation. The training 

institutions have reported that the available curricular materials i.e. modules and manuals 

respond to contemporary market needs. However, it has to be noted that market oriented 

training provisions require continually developing and renovating the curriculum. In this 

regard very little is known. 

Accordingly, the curriculum materials used by most training institutions are adapted from 

those developed by the MOE, Education Bureaus or TVET Commissions. It is up to the 

training institutions to take the whole or part of training modules and adapt and prepare 

their training manuals. For example: training on welding could take more than six months 

whereas arch welding could take only three months. Thus a training institution that is 

interested to give training on arch welding could take that part from the module and 

provide the training. 

It should be noted that the NF-TVET curriculum is equated with training manuals 

available for the different trades on which training is given. The manuals are expected to 

be need based, poverty eradication focused, goals oriented, and practical. 



4.8. Market assessment and training needs 

All the government, NGO and private training institutions have reported that the training 

they have provided so far is need based although they don't make systematic need 

assessment. The responses of trainers in government institutions in particular in CSTC 

don't fully support the reality in the actual setting. Trainees are assigned to different 

trades by choice so long as there is space. The training programs are fixed no matter what 

the market demand is. This is further complicated by lack of production tools and 

equipment due to high cost. Trainings given for self- employment has to ensure that 

whatever trainees produce are saleable. The issue of market has to be observed from 

different points of view for example from the availability of raw materials for production, 

competitive forces that could dominate the market, etc. 

Trade preference of trainees 

Trades given in government institutions are few in number and fixed. Trainees may apply 

for the available trades. Most of the time, the number of applicants exceeds the available 

space. In such instances training institutions are obliged to assign trainees using a lottery 

system and these forces trainees to accept what is available. The situation is quite 

different in the private institutions since trainees pay tuition fee. They have the freedom 

of choosing the trade they want. The private institutions also provide training based on 

current market demands. The situation in NGO institution is also somewhat different 

from government institutions. Trainees join trades they prefer. The problem in this regard 

is availability of limited space. This makes NGO and private institutions preferable and 

attractive compared to government institutions. 

Trainees in Jimma and Nekemite prisons and CSTCs have indicated that potential 

trainees prefer getting training in the area of computer training, embroidery, playing 

musical instruments, woodwork and metalwork. Their choice has a lot to do with 

employment opportunity. They believe that they can create their own business with small 

amount of start-up capital or get employment opportunity easily. Trainers believe that the 

training given is purely need based 

Trainees in training institutions of NDOs prefer woodwork, metalwork, computer 

training, embroidery and other trades that enable them to earn their daily bread. 

4.9. Facilities and Services Available 

Generally training centers are expected to be attractive by creating an enabling 

environment for trainees. In this regard attempts were made to assess if some desirable 

services are available at the training centers. The results could be seen from the table 

below. 

Type Addis Ababa Oromia Amhara 

Recreational services None Only at one 

institution 

None 



Type Addis Ababa Oromia Amhara 

Lodging for male None None Yes in 

and female 

prisons 

Food provision None None None 

Water None None Yes 

Fence None None Yes 

Electricity Yes None Yes 

Latrine for male and 

female 

None None Yes 

Recreational services are not available in most of the training institutions. Training 

institutions have to make maximum efforts to provide trainees lodging and other services 

to make the institution enjoyable. Services that promote physical exercises and others are 

needed to make the training more enjoyable. Only prisons provide lodgings for male and 

female prisoners, food provisions and other recreational services available. 

4.10. Physical Facilities 

One of the objectives of this study was to investigate the conditions and facilities with 

which training institutions give NF-TVET. The respondents were asked to rate the 

indicated facility on a three-point scale. "Sufficiently" designated the fact that there is no 

problem shortage regarding the issue under evaluation. "Adequate" indicates the material 

is available although there is no full satisfaction with it. Poor of course mean inadequate 

and there is a problem regarding it. Even though there could be some subjectivity in the 

responses made it is believed that it will be indicative regarding the condition of the issue 

under evaluation. The responses of trainers and managers are summarized in the 

following tables. 

Addis Ababa 

. 

Type 

Level 

Adequate Poor Remark 

Sufficiently 

facilitated 

Workshop 2 1 1 7 No workshop 

Classrooms 3 6 2 

Stores 3 4 4 

Latrine 5 4 1 

Water 7 5 - 

Ventilation - - - No ventilation 

Training manuals 5 7 - 

Tools and equipment 1 7 3 

Safety features - - - No safety features in all 

institutions 

The respondents in Addis Ababa have reported that facilities in the training centers are 

not adequately available. Most institutions lack ventilation and safety features, 



workshops, and in some cases latrine for trainers and trainees. There are problems in 

relation to maintenance and security of equipment. In contrast water and training manuals 

are available in all institutions. 

Oromia 

No. 

Level 

Type 

Sufficiently 

facilitated 

Adequate Poor 

Workshop 1 4 1 

Classrooms - 2 4 

Stores 1 2 3 

Latrine 1 4 1 

Water 1 4 4 

Ventilation 5 1 

Training manuals 1 4 - 

Tools and equipment 1 7 1 

Safety features 1 3 4 

Remark 

The table shows that in Oromia workshops, latrine, water, ventilation, training manuals, 

tools and equipment are available in the most of the training institutions. In contrast, the 

state of the conditions of classrooms, stores and safety features are categorized as poor. 

Amhara 

. 

Type 

Level 

Adequate Poor Remark 

Sufficiently 

facilitated 

Workshop 25% 75% 

Classrooms 50% 50% 

Stores 50% 50% 

Latrine 75% 25% 

Water 75% 25% 

Ventilation - 100% 

Training manuals - 100% 

Tools and equipment 25% 75% 

Safety features - 100% 

As could be seen in the above table, most training institutions are poorly facilitated in 

terms of workshops, ventilation, training manuals, tools and equipment and safety 

features. The table also shows that 25% of the training institutions have poor water and 

latrine services. It appears that there is a need for improving the facilities of the training 

institutions in the Amhara region, as most of them are not adequately facilitated in five of 

the criteria. 



Condition of Buildings 

The state of the condition of buildings of the training institutions fall under two 

categories. There are buildings that are in good condition and useful There are also old 

and dilapidated ones that require maintenance though still being used. In some cases 

compounds are very narrow. 

Equipment 

In most cases the available equipment are reported to be in good condition and are still 

useful. However, government institutions are known for using too old equipment that has 

been used for decades. The present situation requires the use of up to date and adequate 

equipment. In a fast changing technological world, it is important to bring in new 

equipment and make trainees familiar with and use them. 

Latest equipments are needed not only for training purposes but also for production after 

training during self-employment. Failure in this regard makes the training institution 

unattractive and a looser. 

4.11. Running cost 

Experience shows that the sources of budget for NF-TVET institutions could be the 

government, NGOs, the community or the trainees. It could also be a combination of any 

of them. The following table shows findings of the assessment on sources and amount of 

budget institutions have. 

Sources of budget: 

Source Addis Ababa Oromia Amhara 

Government X X X 

Donation/prison X X X 

fellowship 

Beneficiaries/Tuition X X X 

fee/Internal income 

NGO - X - 

The main sources of fund for the training institutions are government allocations, 

donation, tuition and income generating activities. However, it was very difficult to get 

exact information on sources of budget and amount obtained. The lack of accurate data 

on income has not made it possible to calculate unit cost. 

Most government institutions give training on selected trades once in a year. This is 

mainly due to budget limitations and lack of skilled trainers in diversified trades. It is 

very difficult to say policy level decision is being effectively translated in to action. If so, 

regional and Woreda officials would have allocated adequate budget for Non-Formal 

government training institutions. It appears that the tempo for supporting government 

training institutions has declined very fast as could be seen from the table below. 



Budget in the last three years 

Year Addis Ababa Oromia Amhara 

Gvt NGO Private Gvt NGO Private Gvt NGO Private 

2007 746290 - - 143381 34,000 - 852,936 44509 25,000 

2006 692965 - - 108381 - - 106,195 - - 

2005 538165 - - 149263 - - 1800 2209 - 

The data in the above table is not the sum total of all the government, NGO and Private 

institutions. Many of them were unable to provide information on their budget that is why 

the table is not complete, In the case of Oromia, the budget indicated for 2007, 2006 and 

2005 i.e. Birr 143,381, 108,381 and 149,263 are for two CSTC and one prison and one 

CSTC respectively. The 34000 birr is the budget allocated for one year by one NGO. 

The situation is more or less similar with the other cases too. Recognizing the fact that 

skills training are expensive one could very easily conclude that the budget available is 

inadequate to provide solid training for a large number of potential trainees. 

It could be concluded that the budget allocated for NGO and Private institutions is not 

exactly known. On the other hand, the budget allocated by the government has been 

increasing during the last three years. However it was found out that it is far too small to 

provide training all the year round for a large number of trainees. 

It was also reported that prisons have a problem of diversifying the training they give due 

to budget limitations. However, they are the most organized in terms of workshops and 

giving concrete training. The measure being taken to train each prisoner with at least one 

trade is very appreciable. 

Adequacy of the budget 

Most government institutions have reported that they don't get adequate budget that 

enables them to give training all year round. They need adequate fund for the purchase of 

raw materials, payment of external trainers, follow up of x-trainees require adequate 

budget. The same thing is true with CBOs. 

4.12. Enrolment in training centers/institutions 

There is no documented statistical data on enrolment, drop out and retention on NF- 

TVET institutions at Federal, regional as well as institutional level. Very little is known 

about how many trainees have completed their training, self and wage employed and 

unemployed. The lack of statistical information is even more serious in private and NGO 

run training institutions. The scanty information available is shown in the table below. 

Addis Ababa 

Year 2007 2006 2005 2004 

l 

M F T M F T M F T M F T 

Gov. 14 204 218 49 255 304 56 135 308 15 130 145 



Year 2007 2006 2005 2004 

l 

M F T M F T M F T M F T 

NGO 0 0 0 0 0 0 0 0 0 0 0 0 

Private 0 0 182 5 66 71 0 14 14 0 0 0 

Total 14 204 400 54 321 375 56 149 322 15 130 145 

The table shows that the data available by most government and private institutions is 

incomplete. This was because the institutions were unable to provide the required data. 

Oromia 

NGO 

NGO 

Year 

Enrolled Graduated Terminated Self 

employed 

Employed 

by 

institutions 

Unemployed 

M F M F M F M F M F M F 

1999 32 54 32 54 - - 32 54 - - - - 25 

1998 245 119 245 119 - - 225 101 

1997 80 85 80 85 - - 50 56 

1996 34 22 34 22 - - 

1999 56 86 42 86 1 15 20 3 5 

1998 39 23 39 23 20 10 

1997 23 12 23 12 10 

1996 

Total 

As it is reported in the above table, trainees are found to be successful as far as 

employment opportunity is concerned. This is especially true in the case of Serbo CSTC. 

It is interesting to see that all trainees were found to be self-employed. From this, one 

could infer that the training is good enough to enable trainers to be competitive. It is also 

possible to say that local administers do have positive attitude toward the training given 

and are supportive. Graduates have been organized into micro and small-scale enterprises 

that have helped them to fit in into the system easily. As far as Adama is concerned it is a 

recent phenomenon. Only 1999 graduates were organized in micro scale enterprise and 

are helped to be self-employed by starting their own business. Gute-Wayyuu CSTC 

seems very unfortunate. It didn't get any kind of attention from local administrators and 

appears unproductive. 

It was very difficult to get reliable data from prisons in Oromia. The Adama prison 

training was opened recently and had graduated 80 trainees in 2007. During the same 

period, 380 trainees have graduated from Nekemte prison. 



Amhara 

Year Enrolled Graduated 

M F T M F T 

2007 2508 1772 4280 874 909 1783 

2006 588 170 758 190 762 952 

The situation in Amhara is also similar to that of Addis Ababa and Oromia. The data 

shown in the table above is simply the summed up data from those institutions that were 

able to provide some figure. 

4.13. Class-size: 

The number of participants for a specific NF_TVET is usually influenced by the 

geographic context (urban versus rural) the economic situation/budget/ of training 

providers, tool available, trainers and training needs. In government institutions while th 

availability of budget and space dominate the size, the season in which the training is 

offered also has important setbacks. From observation, those institutes which plan for 

accessing micro finance enjoy the number they aspire. The practices of some NGOs e.g. 

DVV international states the minimum and maximum ranges as 10 and 30 respectively 

for most need based trainings. In practice the gender balance is in favor of males due to 

social and cultural factors. 

Generally class-size varies from institution to institution. In some cases the number of 

trainees is as low as 7 and 8. There are class-sizes in the ranges of less than 10; 10- 20; 

21-30; 31-40; 41-50 and in a few cases 51-70. 

4.14. Teaching/Training load 

Assessing the trainers training load and the trainer trainee ratio was one of the areas of 

investigation. As has been pointed out earlier the class size varies with the type of 

training given in general, the availability of spaces and training materials and equipment. 

It could be said in most cases teaching loads are very low. For example in Oromia classsize 

was found 10-20 in 11 institutions, 21-30 in eight and 30 and above only in a very 

few institutions. 

The fact that there is no problem in terms of teaching load and class-size doesn’t mean 

that there is no shortage of trainers. Most training centers lack trainers in a variety of 

trades. This could be one of the causes for not providing training in various trades. 

4.15. On the job training given to trainers 

In most cases trainers have been given 3-5 days on the job training. The types of training 

given could be observed in the table below. 

Type of training 

Teaching methodology 

Continuous assessment 

Adult psychology 

Addis Ababa 

Education Bureau 





Entrepreneurship 

Workshop management 

Guidance counseling 

Curriculum introduction 

Civics and ethics education 

Training on cosmetology 

Lesson plan preparation 

Classroom management 

Communication skills 

Gov and Private Bureau 

NGO 

Gov. and NGO 

Gov. 

NGO 

Consultant 

NGO 

NGO 

NGO 

In Addis Ababa, all training institutions had on the job training for trainers that lasted not 

more than three days. The trainers of trainers were employees of government, NGOs and 

private institutions. The training given covered the range of issues indicated in the above 

table. 

It could be said that on the job training was not given to trainers in the Amhara and 

Oromia regions. The only exception was the Serbo CSTC that has reported of getting on 

the job training on welding and beekeeping. The training was given by Jima Teacher 

Education College. 

4.16. NF-TVET personnel 

There is an acute shortage of skill trainers, coordinators and supervisors in the country. 

The only college which NF-TVET personnel is the Jima Teachers Training College. 

Trainees successfully completing the training program become trainers and coordinators 

of CSTCs. The other college that is preparing itself to produce NFTVET trainers is the 

Debere Marcos Teacher Education College. The maximum number of TVET personnel 

that the two colleges could produce every year will not exceed more than 100. If all 

become trainers and train 20 persons every year, the total number of trained persons will 

become 2000 in one year and 20,000 in ten years. On the other hand the untrained labor 

force is currently estimated to be 26% of the 35 million work forces. Let alone the 

national need, the training personnel of the sample training institutions are not yet met. 

A) Addis Ababa 

SN Staff Type Addis Ababa Oromia Amhara 

1. Trainers Adequate 4 adequate, 5 

inadequate 

Not adequate in 

all institutions 

2. Lab Technicians Adequate 1 adequate, 6 

inadequate 



3. Workshop staff Adequate 3adequate, 6 

inadequate 



4. Administration Staff Adequate 2 adequate, 7 

inadequate 



5. Store Keeper Adequate 5 adequate 4 

inadequate 





SN Staff Type Addis Ababa Oromia Amhara 

6. Special Support Staff Adequate 1 adequate, 5 

inadequate 



7. Assistant Trainers Adequate 1 adequate, 3 

inadequate 



The table shows that training institutions in Addis Ababa have adequate number of 

support staff and trainers. Understandably, trained forces flock to Addis Ababa in pursuit 

of better life from all the smaller towns and rural areas. In contrast, a considerable 

number of the training institutions in Amhara and Oromia lack adequate number of 

support staff and trainers. 

In Oromia, to curb the problem of inadequate number of trainers and assistant trainers, 

Prison-Polices is being given training. Prisoners are also used as trainers. Both trainers 

and trainees make some money to support and satisfy their immediate need from the sale 

of their products. 

Duration of training and proportion of theory and practice in the Oromia region 

Trade Proportion of practice and Theory Weekly Duration 

Theory 

Practice 

contact 

Hour % Hour % hour 

Metal work 79.92 20 384 80 20 6 months 

Tailoring 79.92 20 384 80 20 6 months 

Embroidery 79.92 20 384 80 20 6 months 

Knitting 79.92 20 384 80 20 6 months 

Basic 48 40 72 60 20 5 months 

computer 

Beauty skills 79.92 20 384 80 20 10 months 

and 

decoration 

Leather craft 79.92 20 384 80 20 8 months 

Heavy 192 30 448 70 20 8 months 

machine 

operation 

Secretarial 192 30 448 70 20 8 months 

sciences 

Photographing 192 30 448 70 20 8 months 

The proportion of time investment on theory and practice is 20% and 80% respectively. It 

ranged 30% to 70% in a few cases too. This demonstrates that more time is invested on 

practice rather than on theory as expected. Except the beauty skills and decoration 

training, the training period for the other trades range between 5 months to 8 months. 

What is common to all is the weekly contact hour, which is 20 hours. 



Oromia 

In prisons, trainings are given for two hours a day and ten hours per week for six months. 

The proportion of theory and practice ranges from 20% to 80%. CSTC give training for 

eight hours per week and the proportion of theory and practice is 25% and 75% 

respectively. Like in all the other cases, practice takes the majority of the training time. 

Amhara 

In the case of the Amhara region, the duration of training and the proportion of theory 

and practice vary across trades. There are trades whose duration of training is in the range 

of 30-40 hours, 200–300 hours and 400-500 hours. The proportion of theory and practice 

also varies depending on the nature of the trade. In some cases it is fifty-fifty. In other 

cases it is around 20 % and 80% or the vice versa respectively. Generally, most trades are 

practical and the proportion of theory and practice is in the range of 20-30% and 70-80% 

respectively 

4.17. Trainees’ centeredness of training 

Most trainers claim that the training they give is based on market demand, training needs, 

institutional and trainers' capacity. The actual delivery of the training given is trainees 

centered. This is also acknowledged by most of the trainees. The very fact that most of 

the training is practical makes the training trainees centered since trainees are the main 

actors in the exercise. 

4.18. Continuity of trainings given 

Amhara 

All institutions have not been giving training through out a year all the time. For 

example: Some Community Skill Training Centers had discontinued and restarted giving 

training due to policy change and transfer of management and ownership from the MOE 

to MSEDA. Nearly all are under utilized due to budget limitations. A very few private 

institutions couldn’t give training through out the year due to lack of students. For 

example, Proxy Computer Training Center had faced this problem. However, institutions 

giving training on driving, computers, hairdressing, woodwork, metal, weaving and 

pottery claim that it is need based. 

Addis Ababa: Two of the 12 institutions in Addis Ababa had discontinued giving training 

for five years and one year respectively. The Yeka Sub City NF-TVET had to stop giving 

training due to the problem of ownership between the Addis Ababa Education Bureau 

and the Bureau of Labor and Social affairs and the Akaki-Kaliti sub-city because of its 

own problem. 

Oromia: Three institutions discontinued giving training for one, two and ten years 

respectively. The major reasons given for this are lack of budget, lack of skilled trainers 

and the transition period in the change of government. 



The conclusion that can be drawn from the information is that institution based NF- 

TVET providers are reported to have been under serving and resources are poorly utilized 

due to unclear local level policy directions and implementation strategy. Private and 

NGO based training providers are relatively working better due to their interest to make 

profit. 

4.19. Assessment 

Trainees' performance on technical trades is assessed based on their practical 

performance. Trainees taking metal work, woodwork, embroidery, etc are evaluated 

based on their competence. The performance of trainees is continually assessed using 

checklists and other techniques to evaluate their practical performance. In contrast 

training taking non-technical trades are assess based on their theoretical knowledge and 

practical skills. However, training institutions that give computer, training, business 

training relies on continuous assessment. Assessment of trainees' performance could an 

issue for follow up study. There are some training centers like the Nazareth prison where 

assessment of trainees' performance is made on both theory and practice. In prisons like 

Nekemte and Jima, it is based on purely practical performance. 

4.20. Quality of the training 

The quality of training provided was evaluated using four criteria on a three point rating 

scale i.e. high (H), medium (M) and low (L). The results are shown in the table below. 

Criteria Addis Ababa Oromia Amhara 

Competency of 10H, 3M, 1L 2H, 2M H/M 

trainers 

Self confidence of 9H, 4M 2H, 1M H/M 

trainers 

Change of attitude 9H,3M 3H, 3M H/M 

in trainees 

Self confidence of 

trainees 

9H, 3M 2H, 4M H/M 

Both trainees and trainers have rated the quality of training given high or medium on the 

four criteria shown in the table. It appears that both groups are satisfied with the training 

given. However the fact that most trainers are old timers makes one question their 

competency and self-confidence at present. Besides, many raise the question why are x- 

trainees are not productive or making use of their training? Some argue that X-trainees 

didn't develop positive attitude during their training. This appears a serious issue for all 

training centers to consider. 

4.21. Community participation 

In all the regions, Government, NGO and private institutions don't get any support in the 

form of cash, labor or material from the community with exception of Serbo CSTC in 



Oromia. This may not be due to lack of cooperation from the community. It appears that 

the institutions have not made attempts to get support from the community. 

4.22. SWOT 

It is an obvious fact that training institutions have strengths and weaknesses. They could 

also have opportunities that support their endeavor, as there could be threats. In this 

regard some of the points identified by the mapping survey are listed below. 

Strengths 

The study has come up with least of strengths. The major ones are indicated in the table 

below. 



Strength Government institutions Private Institutions NGO CBO 

Provide opportunities for 

self or wage employed 

Provision of continuous 

training 

Provision 

of 

 

Adequate opportunities Having own training continuous 

for practicum 

center 

training 

Suitable training Having adequate Immediate 

environment 

budget 

change on 

Efficient time Provision of continuous the life of 

management 

training 

the trainees 

Strong government 

Availability 

support 

of raw 

Good relation with other 

training institutions for 

example with University 

of Jimma 

materials 

Giving training with own 

trainers (prisons) 

Minimizing the problem 

of women 

Weakness Lack of adequate on the 

job training 

Lack of own training 

center 

Poor follow up system 

Remoteness of some 

centers for trainees 

Lack of community 

support 

 

Lack of appropriate 

curriculum and training 

manual 

 

 

No 

continuous 

budget 

Miss-match 

between 

training 

demand 

and 

institutional 

capacity to 



Opportunities Availability of 

supporting policy and 

strategy documents 

Availability of NGO's in 

support of NF-TVET 

Establishment of 

MSEDA 

Availability of 

supporting policy and 

strategy documents 

 

give 

service 

High 

demand for 

getting 

training 

Threats Less wage employment 

opportunities 

Lack of food and lodging 

for trainees except in 

prisons 

Unfavorable land policy 

Inability of x- trainees to 

pay loans 

Shortage of budget 

High rent of training 

centers 

Lack of trainees 

Unfavorable land 

policy 

Power interruption 

Low cooperation of 

stakeholders 

 

Shortage of 

budget 



The strengths indicated in the above table may not be common character of all the 

training institutions. However, it is encouraging to find these merits in some of the 

training institutions. Those that don't share the merits will have to learn from their sister 

organizations and improve their situation. 

As could be seen from the table above most of the weaknesses mentioned above are more 

of external factors. Some of the problems require lobbying work and negotiations with 

higher local officials for better guidelines, budget allocation, advocacy work etc. 

On the other hand, it appears that there are good opportunities that training institutions 

will have to exploit. The availability of policy documents and strategies for implementing 

and existence a political will at the highest level are good opportunities for creating and 

running training institutions. It has to be noted also that there is a great opportunity for 

self-employment. 

The threats mentioned appear to be more of challenges. Mismatch between training 

provided and market demand, rising cost of training materials, shortage of fund and low 

motivation of trainers are more of implementation problems that require continuous 

efforts of alleviating them. Generally, it appears that there are no serious threats that 

affect the sustainability and provision of NF-TVET. 

4.23. Challenges 

There are well-established and emerging NF-TVET institutions. The need for vocational 

training and the governments' position to make TVET training as a springboard for 

poverty alleviation has made them attractive. Despite all the merits of NF-TVET 

institutions, they are facing the following challenges. 

Low community recognition on the importance of skill training due to biased 

traditional outlook. 

Lack of seed money to start self- employment activities for livelihood earning 

after completing training program from NF-TVET. 

 

 

 

 

 

 

Lack of working place for x-trainees. 

Institutions giving similar training lack standardized training manuals. However 

training modules are available. It is up to the training institutions to prepare their 

own training manuals. 

Training institutions giving similar trainings are increasing and this is creating 

competition for similar resources and trainees. 

Lack of land for expansion and creating an enabling environment for trainees. 

Coping with the market demand is seen as a challenge. 

Budget limitation is to some degree affecting the quality of training given. 



CHAPTER FIVE 

5. conclusions and recommendations 

5.1. Conclusions 

There are government, NGO, Private and Community Based NF-TVET 

institutions/centers providing a range of trainings to poor children, youth, adults and 

persons with disabilities. In some cases like farmers, all those who need to improve their 

productivity are given training. However, the training given is drop in the ocean. The 

majority of the pointed out targets are not getting training for a number of reasons. In the 

first place the training providers are very few in number. Secondly, the government, CBO 

and NGO have budget limitations. 

Among the known modalities, there are organizations that provide institutional, 

community based, mobile and apprenticeship NF-TVET trainings. The majority of the 

government, NGO and private training centers are institutional. There are also 

community based training institutions. Two of the known modalities are not widely 

observed in the country. However, both are very important to address the training needs 

of a large number of target groups. Apprenticeship is also known to be exercised though 

there is no study or documentation made on it. 

Generally the NF_TVET training provision is characterized by lack of uniformity in 

profile of human power, infrastructure and modality of trainings provided. Differences in 

qualification and experience of trainers and managers within government, NGO, private 

and CBO considerably vary. While 75% of the government institutions are in favor of 

human power holding diploma and above for managerial position. This has a closer link 

with the location of the centers/ institutions to Woreda/zone towns and work experience 

of the experts etc. 

The infrastructure of training centers differs in quality. Some government training centers 

are highly dilapidated and equipped with too old equipment and tools. Private and NGO 

training centers are fairly good. Some lack adequate compounds and basic services like 

water and toilets. Generally there are gaps in terms of infrastructure, the quality of 

trainers, addressing the needs of all potential trainees, etc. 

It is obvious that there is a need for a large number of government, NGO, Private and 

community owned training institutes that needs to provide training for the lowest group 

of the poor from 10%- 20% from the bottom. The trainings need to enable trainees 

become self employed and improve their livelihood. To this, end trainings given have to 

be based on market needs assessment studies. 



5.2. Recommendations 

The recommendations given are clustered on issues such as documentation, capacity 

building, training modalities, infrastructure, and indicators for identifying trainees, 

research, etc. 

1. Capacity building: 

Most government NF-TVET managers and trainers are primary school teachers 

who were given some initial training. This can’t be sufficient to give training in 

this rapidly changing need and environment. Thus, NF-TVET trainers' 

qualifications need to be improved through on the job training. They also need to 

be given refresher training from time to time. 

Although it could be argued that trainers have to train themselves, concerned 

institutions need to organize appropriate on the job training for continuous 

professional development of trainers. 

Training institutions need to have adequate budget to give training all year round 

and to diversify the training areas. In this regard, the government and NGOs and 

the community should provide support. For this, the training institutions have to 

play key role in awareness raising and winning the support of stakeholders and 

the community. 

The number of NFTVET institutions in particular those run by NGOs and the 

community are very few in number. These organizations need to be encouraged 

and motivated to open more training institutions and provide training based on 

market demand. Free provision of land for construction of buildings and technical 

support could be some of the means of motivating and encouraging them. 

NFTVET centers need to be renovated and facilitated periodically. For this NGOs 

and the community should be mobilized to give support in different forms. 

Target groups: 

Access to skill trainings should not be limited mainly to males, literate and 

illiterate females who are poor need to be given the opportunity to be encouraged 

and trained and become self employed. 

There is a need for semi skilled workers in the market. This does not require only 

educated persons i.e. skilled illiterate persons are also needed. 

Poor illiterate young and adult farmers, poor women, orphans, disabled persons 

who have serious difficulty of earning their livelihood due to lack of farmland or 

know how of income generating activities need to be provided training based on 

their interest and the market demand. 

4. Selection criteria: In slecting the poorest of the poor, the last 10% to 20% from 

the target PA’s,the training institution could ask the list of the households or the 

inhabitants from the PA. It could sit with elders, leader of the PA and 

representatives of the PA and rank order the community members in terms of 

wealth and income. This exercise will put those that are poor in the bottom of the 

list. Afterwards the training institution could categorize the list by making a 

demarcation of the top 10%, next 10%, etc. Leaving out the last 10%, the training 

institution could select the target trainees from the two categories above the 

bottom. 



10% 10% 10% 10% 10% 10%10% 10% 10% 10% 10% 

Top Selection cat. Bottom 

The points indicated in the table below could also help to further select those in 

the last group of 10-20% of the poor who could be trained. 

Target 

Primary 

school 

dropouts 

 

 

 

Criteria 

Urban 

Children from poor family 

Physically matured to be self 

employed 

Interested to be self employed 

Women Widowed and poor 

Sex workers 

Poor and with many children 

Struggling to self support 

themselves and who need 

some kind of skills 


Youth Dropout from primary and 

secondary schools 

Unemployed 

Family income less than Birr 

10 a day per family 

That who has support from the 

community 

Known for good behavior 

Adult Unemployed 

Family income less than Birr 

10 a day per family 

That who has support from the 

community 

That who could additional 

criteria for example academic 

requirement 

Known for good behavior 

Disabled Physically fit for the trade 

Unemployed 

Family income below poverty 

- 

Rural 

Children from landless poor 

families 

Physically matured to be 

self employed 

Interested to be self 

employed 

Widowed and poor 

Sex workers 

Struggling to self support 

themselves and who need 

some kind of skills 


employed 

Literate or illiterate who 

need improved farming 

skills. 

Unemployed. 

Landless 

Family income below 

poverty line 

Ready to be self employed 

or productive 

Having good social skills 

Literate or illiterate who 

need improved farming 

skills. 

Unemployed. 

Landless 

Family income below 

poverty line 

Ready to be self employed 

or productive 

Having good social skills 



Target 

Criteria 

Urban 

line 

Interested to be trained 


Orphans Children and youth 

With no income to support 

their livelihood 

Physically matured to be self 

employed 


 

 

 

Rural 

Landless 

Unemployed 

Physically matured to be 

self employed 


employed 

5. Training programs: 

Training programs need not necessarily be fixed. Institutions like CSTC have 

been giving training on specific trades like tailoring, woodwork, etc. Depending 

on the market need, training programs have to be flexible in duration, schedule 

and education requirements. 

The types of training trades are limited in number in contrast to the experiences of 

other countries. Trades that are relevant to the Ethiopian situation need to be 

studied and recommended. 

Most adults living in rural areas are illiterate and lack vocational training. They 

need relevant training that will make them self-employed and improve their 

livelihood. 

The unemployed youth also require trainings responsive to local market demand 

for self-employment or become semi skilled workers be it in their location or 

elsewhere. 

4. Curriculum: 

Training institutions need to develop their training manuals. In the absence of 

such materials continuity of training could be at stake whenever there is staff 

turnover. Training institution need to get technical support from the government 

and NGOs. Running training manual development workshops could help. 

5. Facilities 

Training equipment in NFTVET centers are too old and inadequate. Relevant 

training requires equipment that could serve market needs and training standards. 

Training institutions need land for constructing workshops, classrooms and 

organizing different types of services for trainees. This requires giving special 

consideration for NFTVET training institutions to provide them free land. 

Graduate trainees need to be organized in micro scale enterprises so that they can 

get loan and support in the effort they make in self-employment. 



6. Documentation: 

Proper data management system needs to be established. In this regard the 

government should take the initiative and develop data management tools and 

apply them. 

Regional education Bureaus and TVET commissions are expected to collect data 

from the grassroots on regular bases and produce TVET abstracts and avail it to 

planners, researchers, implementers, etc. 

7. Advocacy: 

The importance of Non Formal TVET is not yet well recognized and expanded to 

bring substantive change in the effort being made to alleviate extreme poverty. 

Advocacy at all levels should be strengthened on expansion and realization of 

NF-TVET need to be established for experience sharing and promoting a common 

goal. 

8. Establishing link: 

Government, NGO and CBO run training centers need to make poverty 

alleviation the center of all types of training provisions. Networking and 

experience sharing could help the effectiveness of training centers. 



6. Annexes 

6.1. Lists of Zones covered by the survey 

Addis Ababa Oromia Amhara 

Sub city Researcher Zone Researcher Zone Researcher 

Kaliti Selam East Dajene North Worku 

Wellga 

Gondar 

Addis Ketema Andualem Jimma Gezahegne East 

Gojam 

Abebe 

Yeka Gemedo East Kebede South 

Shoa 

Wello 

Coordinator Mergia Berhanu Teshome 

Setotaw 



REFERENCES 

1. National Technical and Vocational Education and Strategy (draft) August, 2006. 

2. Basic Education Association in Ethiopia (June 2006, Addis Ababa): An 

Assessment of the Implementation Status and Impact of the directive for 

Educational Management, Organization, Public Participation and finance” of the 

Ministry of Education. 

3. Ministry of Education, Education sector Development Program III: Program 

Action Plan. Addis Ababa: August, 2005. 

4. Ministry of Education. Adult and Non-formal Education Department. (1998). 

Hand Book for giving training in CSTCs. Addis Ababa. 

5. IIZ/DVV. (May 2007). Internal Paper No.52 on New Partnership and Joint 

Planning Workshop EXPRO Amhara 

6. IIZ/DVV. (June 2005). Internal Paper. No. 33 on Poverty Reduction and Capacity 

Building through Livelihood Skill Training at CSTCs; the EXPRO in Ethiopia. 

Addis Ababa 

7. IIZ/DVV. (2002). News Letter No 10. Addis Ababa 

8. IIZ/DVV. (2003). News Letter No 12. Addis Ababa 

9. Ministry of Education National Technical and Vocational Training (TVET) 

Strategy. Addis Ababa: 2006. 

10. Oxfam GB.(1999). Debt Relief, Development AID and financing Education. 

11. Transitional Government of Ethiopia. (1994). Education and Training Policy. 

Addis Ababa. 

12. Transitional Government of Ethiopia. (1994). Education Sector Strategy. Addis 

Ababa. 

13. Thom, Unpublished seminar paper, 2007.

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