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

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Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa 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. Education Expertise Center Feb 2008 19
Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa 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. Education Expertise Center Feb 2008 20
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