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

Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa
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.
Education Expertise Center Feb 2008 11