Education and Training in Ethiopia An Evaluation of Approaching EFA Goals

Table 10Estimated Need for TVET Teachers in 2002-2007 (Froyland, 2001.)Field ofSpecialisationNumberofTrainees2002 2007Additional NumberTeachers ofRequired TraineesAdditionalTeachersRequiredTotal Number ofAdditional TeachersRequired in 2002-2007Business 10 200 408 24 650 238 980Industrial 6 000 240 14 500 140 580Construction 6 000 240 14 500 140 580Home Science 7 800 312 18 850 182 751Total 30 000 1 200 72 500 700 2 900The target for TVET programmes is to increase enrolment from 25,000 to 130,000 bythe end of 2004/05. To reach this goal, several activities have been introduced. Thefollowing activities have been achieved: revising curriculum, skill upgrading for TVETteachers, employing expatriate teachers to ease teacher shortage, drafting legal frameworkfor the TVET management and operations, developing directives and guides on, e.g.,accreditation, apprenticeship, trade testing, certification, developing occupational trainingstandards, being in the process of upgrading TVET schools, and teacher training onentrepreneurship (Ministry of Education, 2004).The attrition rate for TVET teachers is estimated to 20 per cent. Officials in the Ministryof Education emphasise that the estimated figures are uncertain for many reasons.On request of the Ethiopian Government an Ethio-German TVET Programme started inMarch 1999. The Programme was based on several appraisal studies implemented in 1997and 1998. The programme provides technical assistance in three components: (1)Development of a consistent TVET policy and appropriate TVET structures at the federallevel and in four regional states (Amhara, Oromia, Southern Nations, Nationalities andPeoples Region (SNNPR) and Tigray). (2) Strengthening vocational teacher training andfurther training at NCTTE, the national TVET teacher training college. (3) Development ofthe 25 Skill Development Centres (SDCs) in the four regions (GTZ, 2001).The World Bank financed the NCTTE to admit the first students to a four-yearprogramme for TVET teachers and to a two-year programme for training technicians in1994. Later the College received bi-lateral aid, among others, also from Finland. InNovember 2001, the college had 768 full-time boarding students and 1,050 students inevening classes. About 320 TVET teachers had participated in the ten week summercourses to upgrade their competences. The College had 112 teaching staff, 12 managementstaff and 260 supportive staff. Four teachers and two managers left the college in 2000(Froyland, 2001). The College has departments of Technical Teacher Education,Manufacturing Technology, Automotive Technology, Construction Technology, Electrical/Electronics Technology, Drafting Technology, Surveying Technology, Natural and AppliedSciences and Language and Social Sciences.Froyland (2001) indicated as a result of interviewing the students of the college thatthey do not want to become TVET teachers. Educational modules were not considered45