TVET Profile Report

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Technical and Vocational Education and Training (TVETs)

Profile Assessment in Pastoral Areas of Ethiopia

(PRIME SUB-ACTIVITY REPORT)

May 2014
Contents
1. Introduction ............................................................................................................................................... 1
1.1. Background ........................................................................................................................................ 1
1.2. Objective............................................................................................................................................. 2
1.3. Methods .............................................................................................................................................. 3
2. The context................................................................................................................................................. 4
2.1 Formal, Non-formal and informal TVET sector in Ethiopia ......................................................... 6
2.2. Some Facts on the Formal TVET Sector in Ethiopia ................................................................... 6
3. Inventory of accredited TVET and Certificate Level Training Programs ........................................ 9
4. Training Requirements and Capacity Assessment of TVETs and Other Institutions in PRIME
operational Areas .............................................................................................................................................10
4.1. Admission Criteria...........................................................................................................................10
4.2. Capacity of Institutions ..................................................................................................................11
4.3. Fees and other costs of the training .............................................................................................13
5. Collaboration of TVETs with Stakeholders ........................................................................................15
6. Challenges and Future Plans of the Institutions .................................................................................15
7. Concluding Remarks ...............................................................................................................................16

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1. Introduction
1.1. Background
Pastoralist Areas Resilience Improvement through Market Expansion (PRIME) is a five year project
jointly run by consortia of 10 institutions including Haramaya University. The project is aimed to
increase household incomes and improve the resiliency and adaptive capacity of pastoral
communities to climate change through market expansion. One of the key objectives of PRIME is
improving the livelihood options for people transitioning out of pastoralism (TOPs), especially
youth and women. The project will enhance employment and entrepreneurship opportunities by
supporting the private sector to create more and better jobs, institutions to better prepare TOPs to
succeed in the workforce and as business owners, more appropriate and accessible financial services,
agriculture and small business inputs, and strengthen pro-poor value chains including climate smart
agriculture and energy technologies.

Livelihood improvement through the creation of employment opportunities( including self


employment or wage employment)need critical assessment of both the supply and demand side of
the labor market. In essence, training and any capacity development programs designed by
humanitarian organizations should focus on the inventory of available skills and filling the gap of the
unmet demand. Consequently, the need for more information on the link between TVET
institutions and the world of work is required by policy makers, planners, employers, trainees and
the research community. Moreover, Technical and Vocational Education and Trainings (TVETs)
institutions were one of the principal institutions identified during the EMMA-TEEMA assessment
for PRIME’s partnership. Before making the decision for partnership, it is paramount important
knowing the profile of these institutions in the PRIME intervention areas. This activity, therefore,
envisages the assessment of the profile of both private and public TVETs operating in PRIME
operational areas. The information to be collected will help develop TVET profile data base and for
making an informed decision for the screening of best TVETS to partner with and provide
scholarship to selected TOP candidates. Specialized trainings are needed to improve specific skill
sets of TOPs (gender and disability inclusive) by offering short training courses on related skills
(technical, management, marketing, etc). In this regard knowledge about the status of TVETS in
PRIME invention areas is pertinent. This study is an attempt to cover the status of formal and non-
formal technical and vocational education and training in the PRIME operational areas by Haramaya

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University (HU) - an institution which is primarily mandated to support PRIME project with
research, consultancy and advocacy. To facilitate the decision for inclusive training opportunities
and employability of TOPS, HU developed a concept note for the assessment of the Profile of
TVETs in PRIME mandate areas. The study was carried on 18 institutions composed TVETS,
Polytechnic colleges, driving license institutions, and health science colleges. Haramaya University
(HU) has carried out a survey on the profile of TVETS operating in PRIME operational areas in the three
clusters and prepared a summary report for PRIME partners’ reference.

Apart from the above purpose, the study of conducting the present TVET mapping could be taken
as a strategic activity to map the existing stakeholders and their interests in TVET; past experiences
and good practices regarding demand and supply of TVET; and strong and weak elements of the
TVET sector. The importance of the mapping exercise lies in the establishment of future relevant
partnership and design activities with them to improve TVET provisions. The results of the
mapping process will function as a guide for TVET further development and strengthening
partnership and produce partnership proposals.

1.2. Objective

The overall objective of this sub-activity is to develop a knowledge base relating to the profile of TVETS in
PRIME intervention areas. Profile in this context includes but not limited to number and type of program,
services delivery, management/administration systems, enrolment potential, staff capacity, admission criteria,
and marketability of their program.

Research questions:

1. What kinds of non-degree and pre-employability support institutions and programs are there
in PRIME intervention areas (Eastern Somali Region, Southern Oromia Region, and
Southern Afar Region)?
2. What are the profiles (as defined above) of both private and public TVETs in PRIME
intervention areas?
3. What barriers do TVETs face to meaningful capacity development in creating productive
employment opportunity in the community where they operate -either via entrepreneurship
or employment?
4. What are the guiding policies for TVETs operation in the PRIME intervention areas?

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The results of the sub-activity include:

- Summary of non-degree and pre-employability supporting institutions in PRIME


intervention areas
- Excel data sheet summarizing TVETS Profile in PRIME intervention areas

Moreover, this study helps to describe the policy environment and the current situation regarding
demand and supply of TVET, as well as to identify the performances, problems, strengths,
weaknesses, opportunities and threats, lessons learned and options for (coordinated) support for the
TVET sector in Ethiopian pastoralist areas. In addition, the mapping describes the main policies,
actors and practices of the labour market and the relation of vocational education and work. The
study also helps to inform the available skills inventory at lower level and medium level.

1.3. Methods

The three clusters, namely, Eastern Somali, Southern Oromia, and Southern Afar were considered in
this study. Almost all training institutions operating in the PRIME operation area were included and
a total of 18 institutions were surveyed. A college in Dire Dawa town is included in the study though
it is out of the PRIME operation area because it is very close to the Shinelle Zone of Somali region
where TOPs could be trained. The number of institutions surveyed in each cluster is presented in
table 1 while the names of these each TVET with the respective contact details are attached in
appendix A.

Table 1. Distribution of TVETs and Training Institutions Assessed by Cluster

S.No Cluster Number of TVETS/Training Institutions Assessed


1 Southern cluster 10
2 Afar 3
3 Somali 5
Total 18

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Table 2. Distribution of assessed TVETs and Training Institutions by Towns/city where they are found.

Town/city Frequency Percent


Yabello 5 27.78
Moyale 2 11.11
Negele
Borena 4 22.22
Awash 1 5.56
Gewane 1 5.56
Dire Dawa 1 5.56
Jigjiga 3 16.67
Werer 1 5.56
Total 18 100

Reviewing the available documents on TVET was one of the measures taken in generating data for
this study. Data were collected based on checklists prepared characterizing the profile of TVETS
and other technical and certificate level training institutions focusing on skill development.
Moreover, brief discussions were made on issues of importance with key experts and officials of the
Zonal TVET agencies, TVET principals and deans. Issues related to the structure and governance
of the institutions, accreditation, admission criteria setting and existing inventory of training skills
and knowledge accumulated by consulting various TVETS and Regional Technical and Vocational
Education and Training Supporting Bureaus working in the pastoral areas. Personal observations
were also made by researchers to verify the collected data and determine the conditions of physical
infrastructure/facility. The study were carried out by a team of two research staff and supported by
three field staff members in parallel sessions in Afar and Somali Region and Southern Clusters.

2. The context

The 2007 Central Statistics estimate indicated that the total population of the country was
79,221,000 of which 50.1 % were males and 49.9 % females. The population of the country is
increasing at the rate of 2.7% every year and this has become an additional concern to planners,
development workers and the government at large.

About 17 % of the total population lives in urban settings and 83 % in rural areas. About 50 % of
the population is between the ages of 15 and 54 and 4 % of the population is over the age of 60.

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The Plan for Accelerated and Sustained Development to end poverty (PASDEP), Ethiopia second
poverty strategy Paper, estimates that the country has to raise its average economic growth rate to
8% annually in order to achieve the Millennium Development Goals. According to the MOE, the
major barrier to economic and social development is low skill level and very low average educational
attainment characterizing the Ethiopian work force of around 35 million people. It is said that over
26% of the work force is unemployed in urban areas and a much larger figure in the rural areas.

The way out from the problem of poverty is thought to be comprehensive capacity building and
human capital formation. In this regard, the Non Formal and Formal TVET institutions are
expected to play key role in building the needed skilled, motivated and competent work force.

The accessibility of TVETS in the pastoral areas of Ethiopia is so limited as compared to those in
the highland areas. Developing regions like Somali and Afar have very few public and private
TVETs level training institutions. For instance Somali Regional State has only one polytechnic
college (Jigjiga Polytechnic College) and two health Science Colleges (Jigjiga and Gode Health
Science Colleges). Jigjiga Poly Technique has 25 different occupational fields in order to respond to
the current market demand of the region and deliver acute and wide spread shortage of low and
middle level technical workforce in the region. It acts as Cluster coordinating College for the whole
private and public colleges found in the region. However, according to the regional TVET office,
additional TVET Colleges are under construction at Gode and Kabridhar areas of the region. In
similar manner, Afar Regional state has two public TVETs (Gewane ATVET which is the oldest
and Amibara TVET which is outside PRIME area).

Because of their proximity to the northern Ethiopian Somali, TVETS in Dire Dawa Administration
were targeted. Dire Dawa has two Public TVETS (Meles Zenawi Memorial TVET, and Ethio-Italian
Poly Technique College). Meles Zenawi Memorial TVET has been operating since 30 years and has
reach experience and capacity and diversified programs at all levels (Level I-V). The second TVET is
established very recently and hence not captured in this study.

In the Borana and Guji pastoral Zones of Oromia, the study captured four public TVETS (Yablelo
Polytechnic, Negelle Polytechnic College, Yabelo Oromia Pastoral Areas TVET, and Moyale
TVET). Furthermore, one public health science college, Negelle Health Science College, has been
included in this study. From the southern cluster, Negelle Polytechnic College has the highest
capacity in terms of personnel, facilities and leadership. Due to lack of financial support to

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pastoralist children in the region and subsequent increase in the number of dropouts, the college is
performing under capacity.

2.1 Formal, Non-formal and informal TVET sector in Ethiopia

Ethiopia is committed to participating in the competitive global market economy. This requires
technical and professional citizens trained in the “ability to learn” and in specific occupations.
Hence, Technical Vocational Education and Training (TVET) is often at the center of education
aimed at marketable and entrepreneurial skills. Ethiopia is putting in place, in part via TVET, a
comprehensive human resource development program. TVET provides training on market oriented
programs based on the demand of industry for various target groups including: graduates of grade
10, school leavers, people who are in employment, school drop outs, and groups marginalized in the
labor market.

TVET is seen as an overarching term to describe all modes of formal, non-formal and informal
training and learning below higher education provided by all government and non government
providers. The TVET aims to provide more TVET opportunities to a wide range of different
groups including, school leavers, dropouts, people without formal education including illiterates,
entrepreneurs and employees, farmers and their families, people from marginalized ethnic groups
and other groups(Edukans Foundation (2009).

It was with this vision that measures were taken to expand the formal and non-formal TVET
program across regions and Woredas. Formal TVET has been provided mainly to secondary school
leavers. Working people have also been benefiting from the program through evening classes and
distance learning. Non-formal TVET has been offering training to a wide range of groups.

Informal TVET sector is also recognized and described as those operations which are unregistered
and operating on a very small scale and with a low level of organisation. The informal sector
operates without fixed locations or in small shops, outlets or through home-based activities. The
government has little or no direct involvement in informal TVET in other words it is not supported,
or regulated by the government.

2.2. TVET Enrollment

According to the Education and Training Policy (ETP), the formal TVET system of the country
requires completion of a tenth-grade education to obtain certificate, at various levels of

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competencies (Level I-V). In order to provide options for the increasing number of school leavers,
the Government embarked upon a massive expansion of formal TVET since 1993. The total
enrolment in TVET in the year 2001 E.C. (2008/09) was 308,501. In the year 2005 E.C. (2012/13),
enrolment has decreased to 238,884. The decline in enrollment might be due to underreporting of
data. It is likely that enrolment and institution figures are higher than indicated in this document
because there are government and non-government TVET institutions in Harari, Somali, and
Benishangul Gumuz which were not reported. In addition, some TVET centers have been opened
in various universities and their enrolment and staff have been reported as part of the higher
education, rather than as part of the TVET system.

Table 2 shows that, in the year (2012/13), female enrolment constitutes 51.2% of total enrolment,
indicating a relatively good gender balance at the national level.

Table 2: Number of students by sex and gender

Sex 2008/09 2009/10 2010/11 2011/12 2012/13 Average annual


growth rate

Male 165,910 196,937 199,799 173,148 116,457 -8.5

Female 142,591 158,483 171,548 157,261 122,427 -3.7

Total 308,501 353,420 371,347 314,159 238,884


-6.2
% of Females 50.3 43.9 48.0 46.2 51.2

Source: MOE, Annual Statistical Abstract 2013

Note! The actual enrollment data could be higher than that shown in the table above since data from
Afar, Somali, Gambela and Harari regions was not included.

The 2012/13 data in Table 3 shows a total of 238,884 students in regular, evening, summer, and
distance learning programs. Oromia and Amhara had the largest enrolment of TVETS followed by
SNNP.

Despite the enormous expansion of formal TVET program, it only caters for less than 3% of the
relevant age group. Enrolment figures in formal TVET programmes show a considerable gender
disparity with about 51.25% female students. Besides girls are over proportionately represented in
commerce and typical female occupations such as textiles and hospitality, and underrepresented in
traditional technical occupations.

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Table 3 TVETS enrolment by Region, Level, and Sex (2012/13)

Source: MOE, Annual Statistical Abstract 2013

Note! The actual enrollment data could be higher than that shown in the table above since data from
Somali, Gambela and Harari regions was not included.

In 2012/13, there are 437 TVET institutions in the country under both government and non-
government ownership. By 2012/13, the number of TVET institutions in Ethiopia is 437 with
12,779 trainers.

Table 4 Number of TVETs Institutions and Trainers in Ethiopia (20132/13)

Source: MOE, Annual Statistical Abstract 2013

Note! The actual data could be higher than that shown in the table above since data from Somali,
Gambela and Harari regions was not included.

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3. Inventory of accredited TVET and Certificate Level Training Programs
The types of institutions assessed in this study were 9 TVET colleges, 3 drivers’ training centers, and
6 health and general colleges. About 11 of them are government owned while the rest are private. In
addition to private and public formal TVET colleges and institutions, there are also adult training
centers in many districted. For example in Borena Zone of Oromia regional state, there are 7 adult
training centers aimed at giving different skill trainings for any interested citizen. One of such
centers was included in this study and we have learned that these centers are mostly under staff and
remain idle. The zonal TVET office stated that some of such centers are also not functional.

The study confirmed that the TVET colleges and other institutions give both formal and non-
formal (short term) trainings in various fields of studies. The formal training provided by TVET
colleges is ranging from level 1 to level 5 given in a time span of 3 months to 3 years. Curriculums
aimed at satisfying the current labor market demands are designed and trainings in different areas
including automotive, building construction, electrical & electronics, metal engineering, ICT, water
resource, agriculture, textile and garment, and business development are implemented. In order to
distribute employment opportunity for large number of individuals, trainees are required to
specialize in one specific skill. For instance, building construction is splited in to 13 different areas
specialization and each of them is given as a separate discipline. Some TVET colleges like Gewane
(in Afar) and Oromia pastoral areas TVET (Yabello) have confined themselves with agriculture
related disciplines aimed at assisting the agro-pastoral community. The health colleges also provide a
number of trainings in health science while the general ones are usually the private colleges that offer
health, technical and business related trainings.

The drivers’ training institutes are also available in all clusters and give driving skill trainings in
different levels ranging from motor cycle to freight 3. All of such types of institutions are private.
However, the government TVET colleges have also started giving this training. For instance, Meles
Zenawi memorial TVET in Dire Dawa and Jigjiga Poly Technique Colleges in Jigjiga town give
driving skill training with other courses. The study also revealed that almost all of the institutions
also provide the short term trainings for any interested group in many areas including skill gaps in
the previously stated disciplines, entrepreneurship, and Kaizen. The types of training programs
being offered in each of the surveyed institutions is attached in Appendix B.

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Employability Conditions

Ideally, the labor marker assessment considering both the supply and demand sides of the market
should be done in order to have a full picture of the employability conditions of trainees. In this
study, attempt was made to assess the employability of graduates of TVETs in different areas of
specialization by asking the training institutes. Deans in these institutes confirmed that market
assessment is normally conducted by TVET colleges, TVET agencies, and other concerned
government offices before trainees are enroll in a program to ensure their employment after they
graduated. This action enhanced the employability of qualified trainees. Most of the TVET
graduates are expected to establish their own enterprise by contributing 20% of the start-up capital
from own source and the rest from government credit. In this respect, limited capacity of trainees to
save 20% of the required capital as a pre-requisite to get credit as well as the delayed and inadequate
credit access jeopardizes employment opportunities, especially for low resource TOPs. Some
graduates also get employment in public and private industries even before their graduation. For
instance, many TVET students in Dire Dawa were employed in Ethio-Djibouti rail way projects
when they went there for practical training, as a dean explained. In some field of studies, like health,
employment is immediately offered by the government if a candidate passes the CoC exam.

4. Training Requirements and Capacity Assessment of TVETs and Other


Institutions in PRIME operational Areas

4.1. Admission Criteria


Training institutions were found to apply the admission criteria cascaded from the TVET
commission of their respective regions. According to the information obtained from the zonal level
TVET offices, admission criteria are set centrally on annual basis. Nationally, about 60% of the
grade 10 completed students are expected to join TVETs while the rest 40% will join preparatory
school and then universities. Such policy directives affect the cutting points or criteria of admission
of higher level trainings. For formal trainings given from level 1 to 5, completion of grade 10 is a
must while anyone including the illiterates can join TVETs to take non-formal or short term
trainings in the area of their interest. The entry requirements for each level of formal training vary by
locations (developed region versus developing/pastoral regions/areas) and sex. The requirement is
lower for students in pastoralist areas as well as females. The admission requirements for different

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types and level of trainings applied for this academic year (2013/14) for all of the PRIME operation
clusters are attached in Appendix C.

As far as the admission seasons are concerned, most of the institutions (65%) surveyed do not have
a fixed period of admission. They do admit students at any time and start the training as long as the
minimum number of students (usually 10) is registered for a program. The rest opted to have the
fixed admission period usually starts in October and ends in June. This is only true for formal
trainings given by colleges. However, for drivers’ training institute and any other short-term skill
trainings, admission is made at any time of the year.

4.2. Capacity of Institutions

This study tries to assess the capacity of the training institutions in PRIME operation area in terms
of physical infrastructure, facilities, staff availability and quality as well as student enrollment
capacity. The number of class rooms, workshops and the seat capacity of all the class rooms owned
have been documented to judge the facility conditions of the institutions. As it can be seen in table
3, on average, about 14 class rooms with a mean seat capacity of 613 students at a time are owned by
a training institute. Of all clusters, the maximum capacity in terms of these facilities including
workshop is located in the eastern cluster since it consists of giant and old TVETs like Meles
Zenawi Memorial TVET (previously called Dire Dawa TVET) and Jigjiga Poly Technique Colleges.

The observation made during the data collection also confirmed the fact that having a building for
class rooms and workshops is not a problem of TVETs. Most of them also have beautiful campuses
convenient for teaching-learning activity. The difference, however, comes on the teaching
equipments their workshops and laboratories possess. In this respect, poly technique colleges like
Negelle Borena, Yabello, Jigjiga and Dire Dawa poly technique colleges have very good facilities.
while the newly established TVETs like Moyale are lagging behind.

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Table 3. Average Number of different facilities the surveyed institutions owned
Eastern cluster Afar cluster southern cluster All cluster
Facilities Mean Min Max Mean Min Max Mean Min Max Mean Min Max
classroom 27 13 60 33 18 48 6.3 2 12 14.3 2 60
seats 1154 640 2400 1320 720 1920 288 40 700 613 40 2400
workshop 10 6 17 5 5 5 3.5 1 7 5.2 1 17

When the capacity of institutions in terms of human resources are assessed, most of them have the
required number of staffs with qualifications ranging from level A (degree holder) to level
C(qualified TVET graduates). The average number of both teaching and administrative staffs of
institutions aggregated by clusters is presented in table 4 while the case of each institution can be
seen in the row data of this study. The staff profile of TVETs should be observed in comparison
with the number of student they enroll. In this regards, TVETs in Afar cluster have better student-
staff ratio while the remaining two have moderate and comparable numbers of teaching staffs.
However, the most important human resource related problem of TVETs is lack of staff
development activity. Most of the instructors do not get the chance of attending further study and
thus there is high staff turnover. In some TVETs, especially the Poly technique colleges, expatriate
staffs coming from Cuba, Philippines, Korea and Germany give technical support.

Table 4. Average number of staffs in the institutions


cluster
Staff Type Eastern Afar Southern All
Teaching Staff 90 55 14 38.3
Administration Staff 80 13 12 28.8

Another important factor used to determine the capacity of institutions is the student related
statistics. Table 5 shows the mean number of students graduated from the institutions since their
establishment aggregated by clusters. Clusters, like the Eastern, composed of the oldest institutions
have produced much more number of skilled manpower. Again, in areas where graduates have
better market access, community has better awareness about the TVET, and with a good supply of
the institutes themselves much more students per colleges are enrolled. On the other hand, the
disadvantaged areas like Afar and Southern clusters have less numbers of students attending TVETs.
The common feature of all clusters and individual colleges is that they operate below their capacity.
As one can see in table 5, on average training a given institution in the PRIME operation area can
host about 992 students at a time though the actual enrolment is about 447 per college. This means

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TVET colleges have utilized only 45% of their capacity. TVET colleges in southern cluster are the
most resourceful but the least utilized centers as poly technique college of Yabelo and Negelle have
only few students. This is owing to the low awareness of students and their families about the job
opportunities following the training. As a result, TVETs considered in this study confirmed that
they well come any formal or non-formal trainee as long as the entry requirements are met.

Table 5. Mean Admission capacity and student enrollment of institutions


Cluster
Variable Eastern Afar southern All
Number of previous graduates per
institute 10982.3 2986 965.8 3848.7
Number of students currently enrolled per
institute 1370 236.3 234 447.4
Enrollment capacity per institute 3200 382.5 637.4 992.5

4.3. Fees and other costs of the training

Basically, there are a number of costs involved in attending a training including the direct and
indirect or implicit and explicit costs. In this study, the fee a trainee is expected to pay (as part of
a direct cost) is considered and documented. Costs trainings related to tuition and registration
fees depend on the ownership structure of the training institution. Normally, such costs are
much higher in private TVET colleges that in the publically owned ones. In all most all of the
government TVET colleges, regular students are only expected to pay a registration fee, usually
ranging from 100 to 200 Birr, when they are admitted. There are also some instances where even
such registration fees are waived. Because most of the running costs of such institutions are
covered from the government treasury. However, any student interested to attend his training in
extension class (either night or weekend) is expected to pay, on average, Birr 150 per month
since payments for instructors should be covered through this way (table 6).

On the other hand, each student should pay a monthly payment of Birr 310 and 276 for regular
and extension classes, respectively, if they attend private college /table 6/. The payment made to
driving skill training varies by the type of vehicle for which a driver is trained. The cost varies
with the duration of the training. The training periods last one and half month for Motor Cycle
and about 3 months for the other higher level driving licenses. Average fees required to finish a
drivers’ training and get licensed ranges from about 2392 for motor to 9775 for public II. The

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drivers’ training cost in government TVETs are about 25% less than their private counterparts.
The problem is most of the government TVETs surveyed (except Jigjiga and Meles Zenawi
Memorial in Dire Dawa) do not give this training.

Table 6. Average amount of Fees charged by TVET colleges and deriving license institutions
(in Birr)
Variable Mean Std. Dev. Min Max
Fee for subject oriented trainings
Private regular per head per month 310 65.6 250 380
Private extension per head per month 276.7 92.9 200 380
government regular per head per level 138.3 70.8 0 200
government extension per head per month 150 42.0 100 200
Private drivers' training fee
Motor Cycle 2391.7 444.6 2000.0 2875.0
Taxi 1 3233.3 686.6 2800.0 4025.0
Taxi 2 5405 . 5405 5405
Public 1 6825 690.5614 6100 7475
Public 2 9775 . 9775 9775
Freight 1 5955 742.681 5100 6440
Freight 2 8360 953.5722 7600 9430

Generally speaking, the tuition fee of all colleges including of the private ones seems fair. The
most challenging cost for the trainees especially for those coming from pastoralist area is the living
cost. Since pastoralist have mainly live animals, milk and meet (perishable products) at home, they
do not have cash or grain to be given for their children who should go to towns to attend
trainings. As a result, many of them are remain in extreme hanger or forced to be dropout of
school. As college deans in southern cluster stated high living expenses cause the freely provided
public TVETs to operate under their capacity. High school students in some pastoralist areas learn
in boarding school where accommodation and meal are provided for free. But, all these
encouraging factors are abandoned when pastoralist students join post-high school education and
cause low motivation to learn. A driving license institute in Negelle town also reported that more
than 100 individuals could not pay and take their driving license though the finish the training
because of low purchasing power of the trainees.

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5. Collaboration of TVETs with Stakeholders
The TVET colleges operating in PRIME operation area do collaborate with government and
non-government institutions as well as private enterprises for the betterment of their operation.
Mercy corps, world vision, JAPIGO, TFE-Germany, UNHCR, ARRA, Save the children-UK,
PCCR, and Toleni University are the international NGOs found to collaborate with the TVETs
though the relationship is not that much strong. There are also government offices with which
TVET colleges are closely working. The health related colleges have a strong relationship with
hospitals and health centers where as other TVETs do usually collaborate with district level
offices of TVET agencies and micro and small scale enterprises, and women and youth affairs,
among others. Getting material, technical and support, securing places for practical trainings,
special trainings agreements and student admission are the major areas of collaboration. For
instance, the UNCHR agrees with TVETs in eastern cluster to training students from the
refugee family. In net shell, TVET colleges in PRIME operation area looks for other strong
collaborations and the previous ones were not significantly benefiting and strong.

6. Challenges and Future Plans of the Institutions

Institutions were asked as to what kind of challenge they do face in their day-to-day operation. The
problems raised by the institutions can be summarized as follows.

• Shortage of training facilities especially in newly established public institutions and all private
colleges
• Lack of staff development and high staff turnover
• Rigid financial and procurement rules
• Poor Coordination and communication among stakeholders
• Less support of the government to the private colleges
• Delayed arrangement of exit exam given by the government agency (especially for drivers’
training)
• High dropout rate of students
• Limited financial capacity of students to pursue their study and create their own job
• Trainees wrong desire and tendency to expect employment from other than creating it

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• Logistics problem like transportation service and water supply, especially for those
established far from the urban centers (Moyale Poly technique college is an example)

Launching new long term and short term training programs, expanding partnership and improving
the physical and human resource needs are the major future plans of the surveyed training
institutions.

7. Concluding Remarks

This study was conducted mainly for assessing profile of Technical and Vocational Education and
Training institutes located in PRIME operation areas, named, Eastern, Afar, and Southern clusters.
A total of 18 public and private institutions were surveyed and the following conclusions were
reached.

• Most of the established training institutions, especially the Poly technique colleges, have
good training facilities and they also serve as a coordinator of other TVETs in their
surroundings. Though the government has shown a good commitment to strengthen TVET,
there are still gaps that need attention of all development partners in fulfilling the training
facilities and qualified staffs, particularly for the newly open and private institutions.
• Generally, Negelle poly Technique College, Meles Zenawi Memorial Poly Technique College
and Gewane agriculture TVET College were found to be the most equipped and strongest
college in Southern, Eastern and Afar clusters, respectively.
• Large numbers of training areas are offered in different colleges and most of the courses are
designed to enable much of the trainees to create their own job and some other to feed the
newly growing industrial and construction sector getting employed in it. Formal trainings
given from level 1 to 5 are only accessible for those who have completed grade 10 while the
short term trainings provided by all institutions are open for any one at a very low or no
tuition fee. And, for all types of trainings in all areas covering living expenses is much more
difficult than paying school fees.
• Almost all the institutions are operating below their capacity because attending TVET is
considered as a last resort by many high school graduates and some of them also need
immediate employment following the economic problem they face.

16
• Colleges considered in the study were found to have some experience of collaborating with
national and international institutions and they warmly well come any interested institution
for any kind of partnership.
• Ensuring the employability of trainees before they start training is given higher emphasis by
stakeholders. However, the requirement of 20% personal saving to get credit remains
unaffordable for many trainees in the pastoralist area. This coupled with the delayed credit
access and other bureaucracies challenges the employment opportunities of trainees.
• Further study should be made on the labor market assessment by taking in to consideration
both the demand and supply side of the market in which trainees and employers side
information could be well documented

17
APPENDIX A: Name and addresses of surveyed TVETs
Name Cluster Contact Person Town Telephone Address
Jigjiga poly technique college Eastern cl Oumer tahir Jigjiga 915330731
Deak Abdulahi
Jigjiga Health Science College Eastern cl Bural Jigjiga 915330880
Lucy TVET college Afar clust Habtamu Amante werer 911928829
Dire
Meles Zenawi memorial TVET college Eastern cl Bahrudin Yusuf Dawa 251113266
Horn International College Eastern cl Akalu Tilahun Jigjiga 913777676
Gewane agriculture TVET college Afar clust Solomon Bekele Gewane 910375305
Yeteem children and destitute mother fund Afar clust Abebe Yimam Awash 923083307
Sydny drivers' training Institute Southern c Yonas Abebe Yabello 911592937
Negelle Health Science College Southern c Mohammed Ilala Negele 916835562
East African College Southern c Molla Salessa Yabello 0916582735/0464460573
Yabello TVET center Southern c Kedja Ali Yabello 0920360315/0464460643
abdi Boru Drivers' License Southern c Endashaw Driba Negele 0916859534/0464451029
Moyale TVET college Southern c Getachew Bekele Moyale 913776883
Negelle poly technique college Southern c Haile Horo Dubie Negele 910682829
yabello poly technique college Southern c Aden Aweke Yabello 0916335989/0464461055
miwama technology college Southern c Tewodros Tesfaye Negele 0464450397/0916850149
Teseroba drivers' training institute Southern c Tewodros Tadesse Moyale 924352387
oromia pastoral areas' TVET college Southern c Dida Kamfarie Yabello 464460233

18
Appendix B: Inventory of formal and non-formal trainings
S.N Name of Occupational
o Institution Area Formal Trainings in different Levels Non-formal Training

level Leve Leve Leve


I l II l III l IV Level v
Negelle Poly
Technique
1 College
Concret works × Manufacturing
Mansonry works × Construction
Building metal works × Agriculture
Data Base Administration × × Service
Hardware and network
servicing × Trade
structural construction Business skills
works × dev’t
Bar bending and
concreting × Coble stone
Basic infrastructure
operations ×
Road civil works ×
Sanitary installation ×
welding ×
Information Technology
Support Service ×
Building Electrical
Installation ×
Basic Electronics
Communication ×
Metal engineering
Management ×
Builiding construction
Management ×
On-site Builiding
Construction ×
Hardware and network
servicing ×
Hardware and networking ×
East African
2 College
Animal health × × × Business skill devt
Coop Management × × × Saving skills devt
Natural Resource × × × Family planning
Information
Communication × × ×

19
Technology
×(Degree
Accounting × × × )
×(Degree
Management )
×(Degree
Business management )
×(Degree
Sociology )
×(Degree
Nursing )
×(Degree
Marketing )
Rural devlopment and Agri ×(Degree
Exten )

Tasa Roba
Driving
License
3 Institute
Freight I
Freight II
Public I
Public II
Bajaji
Motor
4 Moyale TVET
Road Civil works × × Welding
Basic Electrical and
Electronics × × Dress making
IT × × Embroidery
Masonry × × Funinture making
Furniture Making × ×
Welding × ×

Yabelo TVET
5 CENTER

Masonry
Auto engine
Abdi Boru
Driver's and
Mechanics
Training
6 Institute

20
Motor
Taxi-I(Bajaji) Mechanics
Taxi-II(Minibus)
Frieght -I
Freight -II
Public-I
Public -II
Mewama
Technology
7 College
Surveying ×
ICT/Data base × ×
Accounting × ×
Meles Zenawi
Memorial
8 TVET
Surveying × × × ×
Drafting × × × ×
Masonry × × × ×
painting × × × ×
automotive × × × ×
electricity and electronics × × × ×
general metal fabrication × × × ×
ICT × × × ×
Catering × × × ×
Waiter service × × × ×
Hair dressing × × × ×
Textile and garment × × × ×
business
dvet&entrepreunuershhip × × × ×
driving license × × × ×
Automotive × × × ×
Electirical electronics × All the formal
Gewane
Agricultural
9 TVET
Plant Science × × × × Irrigation
Animal Science × × × × Dairy
Natural Resource × × × × Fattening
Marketing
Vegetables

21
Horticulture
Spicy
Env’l Protection
Jigjiga Health
Science
10 College
First aid to
Midwifery × policemen

Clinical nursing ×
Public Health ×
Pharmacy ×
Medical lab ×
Health Information ×
Anesthesia ×
Health Extension ® ×
Accelerated midwifery ® ×
Horn
International
11 College-Jigjiga
Clinical nursing × IT
Midwifery × Others on demand
Human resource
Management ×
Pharmacy ×
IT ×
Jigjiga Poly
Technique
12 College
General drafting
technology × Furniture making
Hotel
Surveying × management
Sanitary × Painting
Textile and
Furniture × garment
Water system Construction × Cobblestone
Water system distribution ×
Elector mechanical
equipment ×
Automotive engine ×
Automotive Electricity ×
Hardware networking ×

22
Database administration ×
General metal Fabrication ×
Building electrical
Installation × ×
Industrial electrical
Machine and drive ×
Consumer electronics ×
Front office operation ×
Gender and development ×
Yabello Poly
Technic
13 College
Auto engine × × × × × All of the formal
Welding × × × × ×
Basic Electronics and
Electric × × ×
Building electrical
Installation × × ×
Furniture making × × ×
concrete works × × ×
Masonry × × ×
Labor Based Road
Construction and Meint. × × ×
Information Technology
and Support Service × × ×
Sanitary Installation Work × × ×
Carpentry and Joinery × × ×
Hair dressing × × ×
Dress making × × ×
Finishing construction
work × × ×
Oromia
Pastoral Areas
TVET
College-
14 Yabelo
Entrepreneurship
and bus-
iness skills
Animal science × × × × development
Industrial
Natural resource extension
management × × × × programs
Animal Health × × × × Kaizen
Crop Production and Agricultural
Marketing × × × × technology

23
technical skill
training
Lucy TVET
College(Werer
15 Afar)
Automotive × × × × Electro mechanics
Building construction × × × × Plumbing
Electricty and electronics × × × × Irrigation
Metal engineering × × × × Welding
ICT × × × × Carpentry
Water resource × × × × House sanitation
Business and Finance × × × ×
Yetem
Children and
Destitute
16 Mother's Fund
Basic Computer Skill ×
Computer Maintenance ×
Surveying ×
Embroidery ×
Sydney
Driver's
Training
17 Institute
No short term
Motor Cycle training
Bajaji(Taxi-1)
Public -1
Freight -1
Freight -2
Freight-3
Auto mechanics
Negelle Health
Science
18 College
Nursing(Public and Urban health
Clinical) × extension
Midwifery ×
Health Information
Technology ×
Rural Health Extension × ×
Urban Health Extension ×

24
APPENDIX C. Admission criteria for TVETS in 2013/14
Admission C.1. Admission criteria for TVETS in 2013/14 applied for developed regions

Region Cluster Sex Level


level I Level II Level III Level IV Level V
Grade 10 Grade 10 2.29 and 2.29 and
M Complete Complete above 2.29 and above above
1 Oromia Southern Grade 10 Grade 10
F Complete Complete 2 and above 2 and above 2 and above
Grade 10 Grade 10
M Complete Complete 2 and above 2 and above 2 and above
2 Afar Afar Grade 10 Grade 10
F Complete Complete 1.8 above 1.8 above 1.8 above
Grade 10 Grade 10
M Complete Complete 2 and above 2 and above 2 and above
3 Somali Eastern Grade 10 Grade 10
F Complete Complete 1.8 above 1.8 above 1.8 above

Admission C.2. Admission criteria for TVETS in 2013/14 for applied for developing
regions or pastoral areas

Region Cluster Sex Level


S.No level I Level II Level III Level IV Level V
2 and 2 and 2 and
Grade 10 Complete Grade 10 Complete above above above
M
1 Oromia Southern Grade 10 Complete Grade 10 Complete 1.8 above 1.8 above 1.8 above
F
2 and 2 and 2 and
Grade 10 Complete Grade 10 Complete above above above
M
1.8
2 Afar Afar Grade 10 Complete Grade 10 Complete 1.8 above 1.8 above &above
F
1.8
Grade 10 Complete Grade 10 Complete 1.8 above 1.8 above &above
M
2 and 2 and 2 and
3 Somali Eastern Grade 10 Complete Grade 10 Complete above above above
F

25
Appendix C.3. Admission Criteria for Driving License Institutes
Type of
License Educational Requirement Minimum age limit
Motor Cycle Grade 4 completed Not less than 18
Bajaji(Taxi) Grade 4 completed not less than 24
Public Grade 8 completed not less than 24
Freight Grade 8 completed not less than 20

26

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