Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

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