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

Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa
~ 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.
Education Expertise Center Feb 2008 9