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

Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa
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:
Education Expertise Center Feb 2008 7