Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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Table 8Number of Teachers and Students in Non-Government Technical and Vocational Schools in2000/01 (1993 E.C.) (Ministry of Education, 2001, p. 104.)TECHNICAL ANDVOCATIONALSCHOOLSSTUDENTS GRADUATES TEACHERSTotal Female Male Total Female Male Total Female MaleArbaminch Technical 164 27 137Don-Bosco Technical 78 5 73 39 2 37 13 0 13Mendida CistercianMonastery TechnicalSelam Technical andVocational TrainingCentreSOS Technical andVocational TrainingCenterNecat Technical andVocational TrainingCenterHope VocationalTraining CentreKidus Yohannes BoscoTechnical andVocationalAddis Technical andVocational SkillsOpportunity IndustrializationCentre forEthiopia/OICE/39 5 34 19 2 17 3 0 3216 9 207 102 3 99 39 2 3773 0 73 18 0 18 14 0 14465 8 457 258 3 255 11 1 10179 85 94 107 66 41 21 5 1676 10 66 - - - 13 0 13618 19 599 332 19 313 24 0 24186 23 163 128 8 120 - - -TOTAL 1930(100%)164(8.5%)1766(91.5%)1167(100%)130(11%)1037(89%)138(100%)8(6%)130(94%)Nongovernmental organisations, especially missionary organisations, have played along and prominent role in designing programmes for vocational training and skillsdevelopment. Gender distribution is not highly biased in nongovernmental TVET schools,The development of the country is related to the vocational and technical skills of itspeople. Therefore, the government has undertaken construction of new TVET centres,upgrading the existing centres and furnishing and equipping the TVET facilities (Ministryof Education, 2004). Table 9 describes the number of governmental and nongovernmentalcentres in 2002-2003.The number of TVET centres reached 156 in school year 2002-2003 and the greatmajority of these centres are owned by the government. The enrolment figures at theseTVET Centres indicate high gender parity. Gender division, however, is being observed inthe choice of TVET subjects. Female students tend to concentrate on traditional femalefields (Lexow, 2003). In addition, there are 25 government TVET centres run by theMinistry of Agriculture (Ministry of Education, 2005). These TVET centres enrol 26,673students; however, only about 4,000 of them are female students.43
Table 9Number of Government-Owned and Non-Government TVET Centres and Students in 2002-2003 (Ministry of Education, 2004.)TYPE OF TVETNUMBER OF TVETSTUDENTS IN TVET CENTRESCENTRESCENTRES Male Female TotalGovernment-owned 134 35,847 33,748 69,595Non-government 19 1,530 1,037 2,567Total 153 37,377 34,785 72,162In a comparative study of government and non-government TVET, Alemu (2000) foundsignificant quality differences. The graduates from the sampled non-government schoolshad a significantly higher employment rate. Respondents from the two types of TVETschools expressed different views on what were the major problems that hindered theimplementation of vocational programmes. Respondents from government schoolsidentified (1) lack of facilities and (2) absence of occupational information and publicrelation service.The respondents from non-government schools considered as main problems:• low absorptive capacity of the companies,• duplication of training areas• absence of accreditation services.The first group was concerned about internal efficiency and better governmentservices. The non-government school respondents were preoccupied with externaleffectiveness and system for external quality assurance.The Ministry of Education (2001a) has detailed statistics showing how many TVETteachers have been trained in the various fields from the different regions. Severalmeasures have been taken to provide qualified TVET teachers. Extensive summer inservicetraining courses are provided for TVET teachers, degree programmes are taughtalso through part-time evening courses, missing TVET experts and teachers are recruitedfrom Germany, India, China, Nigeria and Cuba, and coordinating teams are appointed forTVET capacity building, including the establishment of local training resource centres.Teachers in Industrial and Building Technology have attended courses at NazarethCollege of Technical Teacher Education (NCTTE) and at the Bahir Dar University in theFaculty of Engineering. The in-service training has focused on basic skill training andintroduction to the training methods appropriate for modular curricula.Table 10. shows the estimation for the need of TVET teachers in the Medium TVETProgrammes for the next five years.44
Page 1 and 2: Johanna LasonenRaija KemppainenKola
Page 3 and 4: THIS PUBLICATION CAN BE OBTAINED FR
Page 5 and 6: LIST OF ABBREVIATIONSAAUADLIAfDBAID
Page 7 and 8: YHTEENVETOJohanna Lasonen, Raija Ke
Page 9 and 10: hetkellä koulutus ei vastaa työvo
Page 11 and 12: empowerment. However, in Ethiopia a
Page 13 and 14: PREFACEAs educators we became inter
Page 15 and 16: 1 HISTORY AND DEMOGRAPHICS OF ETIOP
Page 17 and 18: approximately 73 per cent for femal
Page 19 and 20: No of students7 000 0006 000 0005 0
Page 21 and 22: an independent entity, cooperation
Page 23 and 24: The other regional states have plan
Page 25 and 26: Declaration of Education for All. T
Page 27 and 28: OECD countries have committed thems
Page 29 and 30: marriage by abduction, isolation du
Page 31 and 32: making, metal work, agriculture, ho
Page 33 and 34: 4 RESEARCH PROCEDURES4.1 Goals and
Page 35 and 36: 5 RESULTSEducation has been a devel
Page 37 and 38: These figures of growth transfer to
Page 39 and 40: Only one out of ten children who en
Page 41 and 42: Qualification rates are high among
Page 43: ESDP policy. Increase of trained la
Page 47 and 48: elevant to Master of Arts (MA) stud
Page 49 and 50: United States Agency for Internatio
Page 51 and 52: Though the ETP stresses developing
Page 53 and 54: Review Mission Report, 2003). Howev
Page 55 and 56: the Bureau of Agriculture, the Bure
Page 57 and 58: • jointly implemented projects, c
Page 59 and 60: It is recommended that Finnish deve
Page 61 and 62: alternative schooling centers tend
Page 63 and 64: REFERENCESAlemu, Y. (2000). A compa
Page 65 and 66: UNESCO. (2001). Education for All:
Page 67 and 68: APPENDIX IINumber of Persons Interv
Page 69 and 70: • SSEP; Bridging-vaihe/työsuunni
Page 71 and 72: international co-operation. Teacher
Page 73 and 74: APPENDIX VAvailability of Facilitie
Page 75 and 76: Appendix IXTeacher Training Institu
Page 77 and 78: decision makers, teacher educators,
Page 79 and 80: The sustainability of the results d
Page 81 and 82: The objectives and strategy of the
Page 83 and 84: Benishangul-Gumuz with vocational t
Page 85 and 86: Project RelevanceAn indication of F
Page 87 and 88: The annual budget for these project
Page 89: W O R KI N GP A P E R S23THE ECONOM

Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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