CHAPTER ONE

1. INTRODUCTION

This chapter deals with the problem under study and its approach. It comprises background
of the study, objectives of the study, significance of the study, delimitation of the study,
and definition of terms.

1.1 Background of the Study

Education has the power to transform lives. It broadens peoples’ freedom of choice and
action, empowering them to participate in social and political lives of their society, and
equipping them with the skill they need to develop their livelihood (UNESCO, 2010:135).
Thus, people need to have the chance for being exposed to education in general and
practical skill of training in particular. This exposure would help them to insure their
existence and contribute in building their country’s economy. To assert this UNESCO in
African Union (2007:17) states the following:-

Since education is considered the key to effective development

strategies, technical and vocational education and training (TVET)
must be the master key that can alleviate poverty, promote peace,
conserve the environment, improve the quality of life for all and help
achieve sustainable development.

In the Ethiopian context, this practice of technical and vocational education and training
has significant role. The overall objective of the National TVET Strategy is:

to create a competent, motivated, adaptable and innovative workforce

in Ethiopia contributing to poverty reduction and social and economic
development through facilitating demand-driven, high quality
technical and vocational education and training, relevant to all
sectors of the economy, at all levels and to all people(MOE, 2008: 12).

TVET is an integral part of the Education for All (EFA) initiative and through its
orientation towards the world of work and the acquisition of skills play an essential role in
promoting a country’s economic growth and contributing to poverty reduction; ensuring the
social and economical inclusion of marginalized communities. Bunning & Zhao, (2006:19)
state that training and education are increasingly integrated into production and work-

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processes to achieve a balance between implicit experienced learning and systematically
contextualized training processes. Regarding this, Yikunuamlak (2000:13) mentioned that
the primary function of vocational education is to assist individuals in building desirable
and effective work habits and gain the required knowledge and skills of occupation to
either enter and/or make progress in it. Similarly, Masresha (2004:16) substantiates this
idea by saying that society would equally benefit from the service of technical and
vocational education in human resource development and it is responsible for the growth of
Gross National Product (GDP).

Besides, quality technical and vocational education and training (TVET) help develop the
individual’s knowledge of science and technology in a broad occupational area requiring
technical and professional competencies and specific occupational skills (UNESCO and
ILO, 2002: 2). As economic, social and technological change gathers pace, people
everywhere need to develop their knowledge and skills, on a continuous basis so that they
can live and work meaningfully in the knowledge society. Education and training
contribute to an individual’s personal development; increase her/his productivity and
incomes at work, and facilitate everybody’s participation in economic and social life. It
follows that education and training can also help individuals to escape poverty by providing
them with the skills and knowledge to raise their output and generate income.

The other issue pertaining to TVET is quality. At the very centre of quality technical and
vocational education and training lies an effective interaction between trainers and trainees.
In fact, an overall improvement in vocational skills for employability and citizenship can
only be realized if there is an improvement in the quality, effectiveness and relevance of
training. Many, both in the developed and developing countries, are increasing the
emphasis they place on improving the capacity of technical and vocational education and
training (TVET) systems, in recognition of the important role TVET plays in equipping
individuals with relevant skills and knowledge for the job market. TVET can also better
enable individuals to participate in social, economic and technological innovation
processes. Therefore, embedding TVET into regional and national innovation structures is
of paramount importance to the economic performance and social development of
countries. Having a pool of skilled and knowledgeable people within the TVET industry is

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as important to the TVET industry as it is to the industries TVET serves (Bunning & Zhao,
2006:17).

The development of TVET differs from country to country. For instance, TVET in different
countries in Africa has various stages. On the whole, TVET has three objectives. The
primary objective of all technical and vocational education and training program is the
acquisition of relevant knowledge, practical skills and attitudes for gainful employment in a
particular trade or occupational area. The need to link training to employment is at the base
of all the best practices and strategies observed world-wide. In recent years, in view of the
rapid technological advances taking place in the labor market, flexibility, adaptability, and
life-long learning have become the second major objective. The third objective, which is
particularly important for Africa, is to use TVET as a vehicle for economic empowerment
and social mobility and for the promotion of good governance and regional integration
(African Union, 2007: 24). I think in addition to these objectives TVET can have also make
trainees self-employing and productive sections of society.

Meanwhile governments in sub- Saharan Africa face some of the toughest challenges in
reforming TVET. Finance is part of the problem institution across the region. They suffer
from a familiar combination of under investment in equipment, low pay for instructor and
problems recruiting qualified staff, and higher per capital cost four times that of secondary
schools due to small class size than general education(UNESCO, 2010:87). Survey reports,
for example, Meselu (2007:3) has studied the TVET situation in Ethiopia and concluded
that TVET face various challenges. According to her some of the problems are the
dynamics and changing demand of skilled labor, uncooperativeness of enterprises and the
society to implement TVET programs and expensiveness of the program by its nature, lack
of career guidance and counseling and the like. The challenge mentioned above gets worse
in the study region-Benshangul Gummuz Regional state.

The delivery of quality TVET is dependent on the competence of the teacher. The
competence is measured in terms of theoretical knowledge, technical and pedagogical skills
as well as keeping abreast with new technologies in the workplace. UNESCO (1990:33)
stated that Technical and Vocational teacher’s need to maintain up-to-date knowledge of

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their subject content and possess the necessary skills to teach successfully. Since replacing
equipment which becomes obsolete in the context of rapid technological advances is
difficult, technical and vocational teachers are ill-prepared to meet the needs of their
students. Moreover, the new requirements of industrial and commercial enterprises are
some of the problems of training TVET teachers. Theodore in Simon (2002:2) states that
the relative success or failure of programs of vocational training depends largely upon the
ability to attract and to hold eager, happy, and able teachers. It is highly desirable that
teachers meet fully and if possible exceed the standards set forth in the state plan for
vocational training.

The development of effective programs of TVET also requires a great deal of attention to
the facilities needed for good instruction. Training for high-quality skills requires
appropriate training equipment and tools, adequate supply of training materials, and
practice by the learners. Other requirements include relevant textbooks and training
manuals and qualified instructors with experience in enterprises (African Union, 2007:38).
The over all condition of facilities and materials at TVET should have solved the problems
of power, spare-parts, consumable materials, maintenance, proper manuals, storage and
organization; proper allocation of machines and materials (Birhanu et al, 1992:53).

Successful TVET System typically provided a strong link between the world of work and
the world of school, requiring active engagement by private sector. The curriculum and the
approach to train/teach also matter (UNESCO, 2010:7). The current curriculum is not
properly implemented in the region.

In Benshangul Gummuz Regional State there are Governmental and non-governmental

TVET Colleges. Among the governmental Colleges, the two Governmental TVET
Colleges, namely Asossa and Manbuk, were established in 2002 (1994 E.C). The Colleges
provide training in industrial, and business sectors. On the other hand, most of the non-
governmental colleges in the region were established; according to the country’s Education
and Training policy to provide training in business, and health areas.

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In Benshangul Gummuz region, until the year 2000/01 (1993 E.C), there was no
Governmental and non-governmental technical school. Then the two TVET institutions
were established in two zones and started working in 2002 (1994 E.C). Therefore, a
considerable change in TVET development is observed in Benshangul Gummuz Region
through the establishment of these TVET institutions. Thus, this study focuses on two
Governmental TVET Colleges and two non-governmental TVET Colleges. This study,
therefore, tries to examine the basic challenges of the existing TVET Colleges in aspects of
the provision of qualified teachers and necessary equipment to successfully carry out the
training programs way of achieving their goals. Moreover, this study will be assessed the
Colleges furnished with the necessary materials and tools based on the current TVET
curricula. This study also evaluates the current practice of the national TVET strategy.

1.2 Statement of the Problem

Technical and Vocational Education and Training programs in developing countries, like
Ethiopia face lots of challenges. In Africa, the quality of training is low, with undue
emphasis on theory and certification rather than on skills acquisition and proficiency
testing. Inadequate instructor training, obsolete training equipment, and lack of
instructional materials are some of the factors that combine to reduce the effectiveness of
training in meeting the required knowledge and skills objectives. Appropriate workshop
equipment, adequate supply of training materials, and practice by learners are the
requirements for high quality skills training (African Union, 2007:23).

In Ethiopia, the major challenges facing the TVET program are well documented in the
TVET strategy. Some of the major challenges include: Low quality and theory-driven
teaching due to resource constraints, lack of skilled TVET teachers, under-funding,
resource shortage, lack of adequate place of work and running costs (MOE, 2008: 11).

The other major problem in all developing countries is the relevance of content of TVET.
Updating and revising of curricula mostly takes place after a major crisis in the labor
market or problems of graduates’ unemployment. There are no systematic evaluation,
graduate tracer systems, and effective two-way linkages between industry and TVET

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(Abdule, 2009:23). Because of this, the materials do not take into account the local
situation. It is necessary to relate such issues with the situation in Ethiopia, particularly
with the reality in Benshangul Gummuz State.

In addition, challenges in the TVET institutions are lack of updated training materials and
tools; lack of skilled manpower; not fully practicing according to the current TVET
strategy. Moreover, due to other challenges they faced in the training environment, use of
too old items of equipment that have been used for decades, lack of adequate facilities, less
awareness of TVET in the region. These are some of the factors that are combined to
reduce the effectiveness of training in meeting the required knowledge and skills
objectives.

In light of the above discussions, the major purpose of this study is to investigate the
challenges of Technical and Vocational Education and Training (TVET) Colleges in
Benshangul Gummuz Regional State. Therefore, the main focus of this study was to answer
the following basic questions:
1. What are the challenges of Technical and Vocational Education and Training
(TVET) Colleges by ways of achieving their goals?
2. How are the internal organizations and resource availability to implement the
current TVET curricula?
3. What are the current practices of these TVET colleges with respect to national
TVET strategy?

1.3 Objectives of the Study

1.3.1 General Objective

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The general objective of this study was to assess the challenges of TVET Colleges in
BSGRS towards the training delivered and to recommend possible solutions.
1.3.2 Specific Objectives
The specific objectives of the research were the following:
1. To identify and examine, the basic Challenges of the existing TVET Colleges in the
implementation of their TVET programs.
2. To examine and understand the internal organization and resource available in the
Colleges to achieve their goals.
3. To examine, the current practice of the TVET colleges’ vis-à-vis the national TVET
strategy.

1.4 Significance of the Study

As TVET is essential for the fulfillment of individuals needs as well as for the national
growth, assessing the challenges of the TVET Colleges in BGRS becomes unavoidable and
necessary. In light of this observation, the researcher believes that the study would have the
following significances:

 It may help planners, regional TVET experts, College managements and policy makers
to be aware of the challenges and there by look for solutions based on the findings.
 It may encourage other interested bodies to be involved in strengthening the finding of
challenging and the implementation of TVET to practical condition.
 It may help the concerned institutions involving and improving the implementation of
TVET.
 It may give chance for experience sharing of institutions from each other.
 It may initiate other interested researchers to carry out more detail studies in the area.

1.5 Delimitation of the Study

According to MoE, (2009:55), all in all, there are 14 TVET institutions in BGRS, of which
ten institutes are college level while the rest are providing in distance mode. Of these

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colleges, five of them are non-government sponsored and are private. Where as the
remaining are sponsored by government. The former institutes provide training on business
and health sectors and the latter give training on industrial, health, agriculture, and business
sectors. The results would be more complete and comprehensive if it were possible to
include all of the TVET institutions in the study.

Hence, taking constraints such as proximity, financial matters, and the researcher’s
engagement in a tight work duty into account, the study was delimited to two governmental
and two- non-governmental TVET Colleges. Therefore, two governmental colleges namely
Asossa and Manbuk and two non-governmental specifically MA and Cenaf, which are
producing trainees in the industrial and business sectors were selected. Regarding the focus
of the study it was limited to the challenges of TVET Colleges in TVET training.

1.6 Definition of Key Terms

The following technical terms are used in this paper as defined hereunder:-
Technical and vocational education and training is education and training to acquire the
practical skills, know-how and understanding necessary for employment in a particular
occupation, trade or group of occupations or trades (UNESCO in African Union, 2007:19).
Quality training is defined as a measure of the training received in meeting the knowledge
and skills objectives, is at the heart of effective vocational training (African Union,
2007:36)
Training means any technical and vocational education and training provided through
formal or non-formal program leading to a certificate or a college diploma and it also
include competence earned trough work experience and attested by the test of professional
competence (Federal Negaritgazeta, 2004:2552).
Trainee means a person who participates in technical and vocational education and
training program provided by a training institution with a view to acquiring or upgrading
his technical and vocational skills (Federal Negaritgazeta, 2004:2552).

CHAPTER TWO

2. REVIEW OF THE RELATED LITERATURE

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This chapter presents review related literature that helps to enrich the study. Under this the
topics of historical development of vocational education, concept of TVET policy, the
purpose and objectives of TVET, challenge of TVET, the system of TVET training, human
resource of TVET, material resource in TVET, guidance in TVET, information source of
TVET, and the current practice TVET in BGRS were discussed.

2.1 Historical Development of Technical and Vocational Education.

The history of vocational education is as old as the history of human being. It started where
people learned essential skills through a trial and error method and advanced when they
started to acquire education in its informal form. Generally, it started when man began to
live together and stated to produce for his basic needs (food, clothing, and shelter).
Historically, work was the true site of vocational training. In this regard, the primitive
society used the digging sticks, stones, bones, and fire to cleat the vegetation and hunting
and gathering their food. During this period the process of learning was simple imitation of
skill, and knowledge passed from father to son and from mother to daughter continuously
and verbally. Such awareness was based on what they had acquired from their parents and
what they had learned by trial and error during the productive activities (Evans, 1971:10)

Traditional skills training existed until the 1400s in the developed world. But it is still
continuing to exist in most part of the developing world, especially in Africa, where it is
used as a major provider of vocational skill training. Technical training in the modern sense
developed during the industrial revolution period in the 18th century, in order to produce the
skilled human power required for the newly established factories at that period, in which
TVET was seen as an opportunity for the people leaving the peasantry life (Delors in
Aleka, 2008:10).

In the mid of the 19 th century, mass production was developed and individual craftsmen
became obsolete and the production of goods shifted from the small shops in to huge
factories. It was the huge production system that forced the big factories to establish
vocational school, in or near their own plants, for the aim of training their own future
workers before they actually assume their production duties (Ibid).

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In the twentieth century, technical schools were expanded and post-school training were
arranged to have a strong link with industries. This period was the period when there was a
great pressure to expand TVET to satisfy the needs for the labor market and when
industrialized countries understood that the qualified manpower had move decisive
importance than any other production factors (Maris; 1994:86).

The 21st century, is the era of information and communication technology on one hand of
knowledge and skill on the other hand where computer and other recent technologies do
not only provide a myriad of new products for the markets but also the way the work is
carried out.

Nowadays, the dynamism of technology and the world wide globalization put TVET on the
top of the development agenda of the countries in order to produce well- trained and
qualified manpower in the shortest possible period of time to cope with the changing
situation and to complete in the world market (Aleka, 2008:12).

The introduction of TVET the Ethiopian education system dated back to more than 50
years. However, the development of the sub-sector in the past was slow and not up to
desired level and quality owing to failure to give proper place and emphasis where there
was no policy support.

After the expulsion of the Italians, the Ethiopian government paid some attention to the
establishment of vocational and technical schools in Ethiopia as a part of its education
system. Wanna in Aleka, (2008:22) identified three periods with regard to the TVET
development in Ethiopia. During the first era (1940’s-1960’s) Ethiopia was rebuilding its
educational institutions and very few schools served students from all over the country.
However, graduates from high schools that could not join tertiary level of education lacked
skilled to be employed among secondary school graduates. From 1962 the government
converted the existing high school in to compressive high schools.

The second era (1960’s-1980’s) was mainly characterized by the attempts made to
vocational high school education. The mission was of reducing unemployment among
young high school completer. However, because of lack of materials and human resource,

10
shortage of qualified teachers and limited budget, the quality of graduate was not as
expected and the problem of unemployment among high school completers did not
improve much. It was during the third era (1980’s-1994) that the government decided to
strengthen a number of selected compressive as well as other vocational technical schools
in order to give effective skill training.

The new education and training policy give special attention to TVET by providing broad
and multi level foundations. The new organization of technical and vocational training
based itself on analyses of the training needs of the country’s economic and social
development (MOE, 2003:3).

Hence, due attention is given to the organization and management of the sub sector,
curriculum and educational materials development, teacher training, the expansion and
building the capacity of institutions, provide quality assurance and accreditation provision
and supply of education facilities, technology, vehicles and materials as well as involving
the private sector.

Middle TVET program comprises three certificate levels: certificate I (10 +1), certificate
level II (10 +2), and diploma level (10 +3) and these were timely based. However, the current
National TVET Qualification Framework (NTQF, 2010:16) comprises five levels; level I,
level II, level III, level IV, and level V and these are outcome based. Level I and Level II
training program is non formal training programs, prepare a person to perform in a range of
varied activities or knowledge application where there is a clearly defined range of contexts
in which the choice of actions required is usually clear and there is limited complexity in the
range of options to be applied under the supervision of level IV or level III.

Level III and level IV training programs are formal training programs, a performance of
leadership and guidance are involved when organizing activities of self and others as well
as contributing to technical solutions of a non-routine or contingency nature under
supervision of level V. Level V TVET program training, trainees’ perform the self-
directed application of knowledge and skills, with substantial depth in some areas where

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judgment is required in planning and selecting appropriate equipment, services and
techniques for self and others (Ibid).

Generally, Ethiopian TVET system is more described in NTQF, (2010:2):

The TVET system is to be wage and self employment-oriented, demand-driven and

outcome-based, and thus appropriate to address the development needs of the
Ethiopian economy. It reflects an important paradigm change during recent years
that puts quality and relevance of TVET as its first priority. An outcome-based
TVET system creates ways for the fair recognition of the wide range of formal, non-
formal and informal training and learning existing in Ethiopia, hence opening
access to qualifications for previously neglected target groups. This will increase
their chances of an occupational career and create options for further education
and training.

Therefore, since vocational education is the medium that safeguards both human and
natural resources, planners and TVET experts should think how well people can be trained
to perform useful work.

2.2 Policy in TVET

Policy refers to a set of relatively stable goals, and choice of a strategy to reach these goals
over a considerable period of time. For national policies for TVET the key goal will be
improved productivity of the workforce. In addition, certain groups are typically identified
for special policy attention on equity ground, such as, the unemployed, the poorest, the
disabled, as well as women and girls and underserved ethnic groups. In particular regional
equity is generally a driving force in politics. However, equity driven aspects of TVET
policies also need to be directed at labor market demand, for unless TVET leads to
improved earnings for the learners, there is no equity gain either. The wide range of target
groups for TVET in any society means that national policies cannot be confined to TVET
for youth still in school (Lauglo 2006:12).

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TVET systems may differ from country to country and within countries. TVET may be
delivered at different levels for different target groups and age cohorts in different types of
institutions, including public and private technical and vocational education and training
institutions, by NGOS, in enterprises, and apprenticeship training centers through formal,
informal and non formal learning arrangements.

TVET policies would previously focus on the mechanisms in place to prepare individuals
for the world of work. However, whereas this is still a priority, the quality of TVET is
increasingly associated with having a broader scope including personal and general skills
which can contribute to lifelong learning, participation and community building, through
entrepreneurial skills as well as a broad set of skills regarding sustainable development.
These broad skill sets tend to have a bearing on an individual’s employability, active civic
participation, and health, and to community building and economic development at the
regional and local level (UNESCO, 2010:5).

High rate of population growth and declining economic growth that causes large number of
unemployment and under employment in rural and urban areas of the developing countries
including Ethiopia are the major challenges that need urgent responses. To attempt these
problems the countries should formulate and implement growth oriented policies that focus
on available abundant resource such as human resource and land. Hence, education and
training policy should be designed in order to address the mentioned socio economic
problems.

Finally, to implement policies and strategies, qualified manpower at all levels is a must.
Policies with good intentions fail due to lack of qualified people to implement them. This is
mainly true in countries like Ethiopia especially in Benshangul Gummuz Region State
where more serious problems exist. This must be given serious considerations.

2.3 The Purpose and Objectives of TVET

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The primary purpose of any technical and vocational education and training system is to
develop sufficient people with the right skills to meet labor market demands and to produce
competent, adaptable and responsible citizens who can contribute to changing and
transforming the livelihood of the countries’ population. King and Palmer, (2010:6) state
that it helps to promote and support development a country, facilitate transition from
school to work for millions of school leavers, and foster equality of opportunity and social
cohesion. It also has a key role to play in addressing current problems such as the fight
against poverty, the food crisis, and deterioration of the environment.

Smith in Aleka, (2008:14) writes that technical and vocational education serves different
purposes. It is used to:
 Provide skill and experience considered valuable by students;
 Facilities the mastery of both non vocational and vocational skills needed by
students;
 Provide hands on learning opportunities;
 Serve as an alternative for potential school dropout;

TVET is to deliberate interventions to bring about learning which would make people more
productive in designated areas of economic activity. However, TVET will also have other
purposes which are not unique to TVET, and which also apply to other forms of education:
to prepare people for independent economic activity; to empower people to play a full part
as citizens in a democratic society which means this purpose is to do with access, choice,
and equity of opportunity; and to enable every person to develop their natural talents and
capabilities to the fullest extent (Mansfield and Mitchel, 1996:3)

Developing countries including Ethiopia also need to improve productivity through their
economies in order to be competitive in the era of rapid economic and technological
change. Improved productivity requires not only capital investment but also a skilled labor
force. Besides the level of the country’s skilled workers and technicians competency is a
key determinant factor of labor force productivity. TVET undeniably is successful in terms
of workers productivity (Middleton in Aleka, 2008:14).

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The primary objective of all technical and vocational education and training (TVET)
programs is the acquisition of relevant knowledge, practical skills and attitudes for gainful
employment in a particular trade or occupational area. Skills acquisition is vital for an
economy to compete and grow, particularly in an era of economic integration and
technological change. TVET is a direct means of providing workers with skills more
relevant to the evolving needs of employers and the economy. TVET can contribute not
only to expansion of job opportunities but also to the reduction of poverty through income
generation for vulnerable individuals and families.

Regarding the objectives of technical and vocational education and training, Louks in
Aleka, (2008:20) states the following objectives:
 To train skilled workers and middle level manpower for industry, commerce or
services.
 To encourage positive attitude to wards manual work.
 To reduce excess demand for higher education.
 To facilitate the schooling of low achievers.

The primary objectives of the TVET program in Ethiopia is to provide various skill training
for the present and future labor force in order to adapt to the requirements of the labor
market.

Apparently, the 1994 education and training policy outlined the following major objectives
of the middle level TVET program:
 To create middle level technical work force in various occupation;
 To provide adequate skills and knowledge that builds problem solving capacity;
 Enable trainees to utilize resource wisely and economically for the benefit of
individuals and thee society;
 Enable to take business risks by establishing their own business relevant to their
skill trade (MOE, in Aleka, 2008:2)

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Nowadays, the major objective of TVET is not simply to bring about economic
development but also to enhance the overall social development. Then, TVET helps to fight
against poverty and integrate young people in to the world of work.

2.4 Challenges in TVET Programming

Quality and relevance of training programs; quantity and quality of TVET teacher and
instructors; management of the TVET system and TVET institutions; and need for rapid
expansion of TVET system are the existing challenges of TVET. In addition, a major
challenge is to continue to flourish in a global economy in which individuals are expected
to have well-developed technical skills, that allow high levels of flexibility and adaptability
and an ability to work across a range of jobs.

2.4.1 International Challenges of TVET

Survey reports in Canadian international development agency (CIDA) state six challenges
identified through international experience in TVET and these are presented hereunder:
1. The crucial importance of the economic and social context :Economies that are growing,
providing more and better employment opportunities are improving access to and adoption
of new technologies and have available financial capital are, of course, the ideal
environments for increased investment in TVET. The provision of education and training is
fundamental but on its own is insufficient.

TVET is most effective as one component of solid economic, labor market and social
policies such as trade, private sector development, rural and urban regeneration, and labor
market reforms. Yet, realistically, it is often the poorer economies that have the most
pressing need for training programs for young people.
2. Limited access for disadvantaged groups: - A particular challenge for developing
country governments will be the development of long-term strategies to increase the
participation of disadvantaged groups in TVET. The access of women to TVET is a major
concern, but other groups are also excluded. Access for ethnic minority groups can be
limited when programs are delivered in official or mainstream languages only. Actual and
opportunity costs may be too high for students from low-income families. Access for

16
students from rural areas may be difficult because many vocational institutions and
programs are located in major cities, and students have to deal with the financial and social
implications of living away from their families. The TVET system may be designed to
cater to young people, leaving older workers with little chance for training.
3. The stigma of vocational education: - In some regions, public perception of TVET as
second class education will continue to limit enrolment rates. Reform and strengthening of
TVET will help to change public perception and increase demand. There are many steps
that developing country governments can take, including institutional capacity building, the
establishment of effective accreditation systems, improvement of teacher training,
curriculum reform, and improved labor market analysis.
4. The issue of high costs and sustainability:-The costs of TVET programming can be
high and financial sustainability of programs may be in question. Budget allocations for
TVET, particularly for maintenance, up-grading of facilities and equipment and on-going
professional development of staff are often much smaller than is required.
5. Poor quality of primary and lower secondary education:-Low enrolment and/or poor
quality in primary and lower secondary education will have a direct impact on skills and
knowledge acquisition within TVET programs. If achievement in literacy, mathematics and
science are low at the primary and lower secondary level, students will not have the basic
academic skills they need to succeed in TVET programs.
6. Weak TVET governance: - The governance and management of TVET may not be
strong in many developing countries. There can be a wide range of TVET authorities and
institutions in one country, including state, non-governmental and private providers, all
with differing interests, administrative structures, and approaches to TVET and
communication and coordination among them may be ineffective.

AU, (2007:52) states that the challenges of globalization for TVET in Africa is the tension
it has created between developing skills for poverty eradication and skills for global
economic competitiveness. Although the primary objective of technical and vocational
training in Africa is to help alleviate poverty through the acquisition of employable skills, a
strategic approach to skills development on the content cannot ignore the effects of
globalization.

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In a globalized world economy, driven by the case of information exchange, financial
flows, and the movement of people, labor, goods, and services across national boundaries,
each country will have to adopt.

2.4.2 Major Challenges of TVET in Ethiopia

In Ethiopia the major challenges facing the TVET program have been well documented in
the TVET strategy. As stipulated in the TVET Strategy (2008), with some little
modifications, the major ones are the following:

 Demand by far exceeds the current supply and that the majority of the population is
not reached by TVET offers at the moment.
 Low quality and theory-driven due to resource constraints and lack of skilled TVET
teachers.
 Lack of cooperation of the employers as they were not consulted during the
planning process.
 Most urban public TVET programmes are under-funded while rural public TVET
programmes suffered from poor facilities and shortages of training materials.
 The lack of adequate and appropriate quantitative and qualitative information on
labour market needs and other areas has created a gap in the generation of
information that could have been used for improving practice and policy.
 Lack of adequate place of work and running costs are the major challenges

2.5 The System of TVET Training

Vocational and technical skills can be acquired by individuals in many ways. Public pre
employment training is only one way to enter skilled job. In modern sector, skills are
obtained from initial and in service trainings offered by public and private organizations;
and wage employment are used as a means of providing skills to many informal sector
entrepreneurs. Training by private and voluntary organizations is a second alternative.

18
Generally, in most countries especially, in Ethiopia TVET can be located in one or more of
the following three distinct institutional settings are:
1. School based training
2. cooperative training and In company training
3. On the job training

2.5.1 School Based Training

School based training is an educational approach for TVET trainees that provide
opportunities to achieve employment- related competencies in the workplace, actually it
provides students with knowledge and skills that help them connect school experiences to
real-life work activities. It is often undertaken in conjunction with classroom or related
learning, and may take the form of work placements, work experience, workplace
mentoring, and instruction in general workplace competencies and broad instruction in all
aspects of industry.

The strategies of school based training is that an individual might use will depend on the
learning style of that individual, the nature of the skills or understandings that are being
developed, and the context in which the training is taking place. Some of the strategies that
might be used by members of a work based training team include action learning,
mentoring, seminars, focus groups, problem-based training, reflection, critical and/or
strategic questioning, and many others.

2.5.2 Cooperative Training and in Company Training

The TVET system anticipates that the public and private sectors will join in a partnership to
deliver a co-operative and in-company training which takes place in the training institution
and at the place of work because bringing enterprises into the training process promises to
improve the relevance of the training offered to market needs. Cooperative and in company
training model is found in many developed countries over the world.

Cooperative training system refers to mode of training delivery of technical and vocational
education and training that combines training in enterprise and institution based on a
training plan collaboratively designed and implemented by industries and respective TVET

19
institutions. Under this system, the industries/companies and the TVET institutions share
the responsibility of providing the trainee with the best possible job qualifications, the
former essentially through practical training and the latter by securing an adequate level of
specific, general and occupation-related basic competency. The word “cooperative” refers
to the two parties providing training: the concept “system” means that the two parties do
not operate independently of one another, but rather coordinate their efforts. The guiding
principle is that as all parties involved, namely: the industry, the trainees and TVET
institutions will gain immediate and long-lasting benefit; they will choose it (MOE,
2010:3).

Any enterprise which can provide a working place to trainees, machines for training, tools,
consumables materials and which can also assign a training coordinator/ supervisor can be
a cooperative training partner. As far as occupational activities of the enterprises, in one
way or another, if the activity of enterprise have similarity with occupational training, any
enterprise, large or small can take part in Cooperative training.

Before starting Cooperative Training program, enterprises and TVET institutions should
negotiate and agree on types of occupations in demand and jointly develop a training plan
right from the occupational standard or from a curriculum derived there from. A training
plan shows topics of the curriculum to be taught either in enterprises or in TVET
institutions. Cooperative training cannot be successful without a training plan.

MOE-ecbp (2010:15) states that in-company training is a training approach through which
active workers already in the enterprises could maintain, or upgrade their competencies
while working. It is also a method by which companies/enterprises cope up with new and
changing technologies. It is also the most cost-effective way to improve the skills of their
employees. This is because:
 training can be scheduled at the companies convenience
 training is more focused, consistent and relevant to their needs
 traveling and accommodation costs are reduced or even eliminated

20
Therefore, in Ethiopia three years since cooperative training is conceived as a major
training modality in our TVET system, and thousands of trainees and numbers of
enterprises and TVET institutions have already been participated and benefited from it.
This experience shows that, being aware of the benefits there from, more and more
stakeholders are likely to participate in this partnership in the future.

2.5.3 On the Job Training

In service training is the mode of training that is intended to serve an organizations need for
staff development. The degree of difference of training from on going production process
will vary within and among organizations. As such, at one end, there is informal on the job
learning in which new employee learns their job through guidance from supervisors and
more experienced workers. At the other end highly institutionalizes company based
training department conduct full time instructions and offer courses at training center
(Laugol 1993:47).

Most employees obtain skill acquisitions at the work place during employment through
informal on he job training or through formal training programs sponsored by employers
and employee offered in the firm or at external training institution.

Firms engage in training due to several reasons. Some of them are as follows:
 To prepare experienced staff for promotion
 To build workers moral and identification with the organization.
 To promote a cooperate culture for better productivity (Laugol 1993:49).

In sum, there is no exclusively preferred mode of training, hence using the combination of
modes of trainings as situation and resource permit can have a better result.

2.6 Resources in TVET

2.6.1 Human Resource of TVET

TVET system managers, professionals and policy deciders will also have to be trained and
their skills upgraded to enable them confidently drive the new strategy with its various

21
implementation structures, such as qualifications framework, accreditation standards,
assessment guidelines, quality assurance and accountability frameworks.

UNESCO, (1990:21), states that TVET requires a more adequate infrastructure and
facilities and more specialized teachers than does general education. Thus, teacher/trainer is
the most important single factor manner on the effectiveness of any part of TVET.
Therefore, the selective recruitment, and retention of sufficient number of capable teachers
in this area of training should be recognized as one important administrative function.

The delivery of quality TVET is dependent on the competence of the teacher; competence
measured in terms of theoretical knowledge, technical and pedagogical skills, individual
work experience as well as being abreast with new technologies in the workplace (African
Union, 2007:9). Without qualified teachers, training programs could not be effective. The
teachers are being trained in trainer’s methodology to enhance their skills in preparing,
managing and delivering training and to make learning achievable on the part of the
trainees. The intention is to make the TVET teachers capable of developing curricula,
assessment tools and Teaching, Training Learning Material (TTLM) and to make them able
to manage the training activities in the workshop in accordance with the requirements of
the standards. In this way, TVET teachers who are willing to teach in the sector shall be
able to comply with requirements, the occupational and methodological (MOE, 2010:6).

Thus, the quality of vocational and technical education depends upon teachers. The teacher
should see himself as a member of a professional body devoted to the search of excellence.
The work experience in industries or comparable experience in particular discipline the
vocational teacher brings is also very important in performance of teachers. UNESCO
(1990:50) asserts that now, more than ever before, it is essential to insure vocational and
technical education teachers possess appropriate, up-to-date knowledge, and skills to meet
the training needs of all trainees. This would help to meet all current and future
requirements in the world of work. UNESCO further points out that the teaching staff
should possess appropriate academic and pedagogical qualifications and coupled with
industrial experience.

22
As stated earlier, good technical and vocational education and training requires teachers
who have technical skills, industrial experiences, and pedagogical skills. But in developing
countries, there is a general shortage both of suitably qualified teaching staff and of
teachers with relevant industrial or commercial experience. It is assumed that most
teachers of vocational and technical education and training could almost any time find
other employment (in a non-teaching position) at a salary greater than what they are
receiving as teachers. So, in order for the TVET teachers to stay in the teaching profession,
they must be satisfied. But developing countries, which suffer from a chronic shortage of
adequately trained manpower, fail to attract sufficient number of talented and qualified
people for their educational establishments because of low financial incentives in education
compared with those in the manufacturing and services industry (Ibid).

A common strategy to overcome the problem of qualified teachers is to train teachers in

both technical and pedagogical skill. But many countries have been unable to establish
effective teacher training institutions and programs. Where it is difficult to attract and
retain technical teachers, it is even more difficult to find and hold highly qualified teacher
trainers. UNESCO, (1990:51) the solution of the problems states that, in addition to their
special subject field, all technical and vocational education and training teachers need to
keep up-to-date in and be aware of the applicability of new technologies to teaching. This
puts technical and vocational teacher trainers increasing pressure to innovate the initial
teacher training courses so as to provide adequately trained technical and vocational
teaching personnel and to update and constantly upgrade their knowledge and skills.
Developing countries have stressed the need for their own staff training programs, featuring
flexibility in the teacher’s application of the newly acquired skill to their specific teaching
institutions. The need to assess their in-service training schemes and consider their impact
on the work of individual teachers is clear. They recognized the importance of links
between educational institutions and industry and commerce in order to provide present
and future technical teachers with practical experience in industry and commerce, thereby
ensuring that they acquire the appropriate knowledge and skill for their teaching.

In Ethiopian TVET system highly competent and motivated teachers/instructors is a

prerequisite for developing a comprehensive, integrated, outcome-based and decentralized

23
TVET system. Without such a pool of TVET teachers/instructors, the implementation of
the National TVET strategy may not be achievable. The establishment of such human
resources can take various paths, such as the development of a new group of TVET
teachers, the upgrading of current TVET teachers to the required standards, the use of
expatriate staff until local staff is able to take over, or a combination of these and other
measures.

Therefore, from the above statements we can understand that human resource is an
important factor to determine how well and how rapidly TVET program may be
implemented to attain the required goal.

2.6.2 Material Resources in TVET

Besides teachers, machines and facilities are also essential to good training. If workshops
have non-functioning equipment and no supplies, then training could be reduced to lectures
and the practical skills component of the curriculum to a large extend will disappear.

The MOE-ecbp (2010:3&4) describes the selection of equipment for training purpose
should takes time and care. Equipping a training facility is a questionable approach if it
means that when trainees enter the work place they find themselves unprepared for the
standard equipment in use. Equipment for training should normally be similar to that being
used in local industry unless orders have already been made for a major industry-wide
switch to new equipment or approaches.

Vocational education costs too much and usually when shortage of budget occur. Such as
maintenance, spare parts, and consumable materials and supplies are most heavily
operating costs (Simon, 2002:20). As the result, the vocational manager must give attention
to a good maintenance program for all equipment. Where staff is willing and able to
maintain equipment and particularly if they can involve students, then this is an excellent
approach. The manager in this case should ensure that a schedule for comprehensive
maintenance is established and that staff are provided time, resources and recognition for
the work involved and for benefits they have provided to the institution.

24
A further responsibility of a vocational manager in TVET is to regularly review the level of
utilization of existing and often expensive equipment. An accurate annual inventory should
be prepared. Besides, equipment which is not used may still have a market value and it may
be possible to trade it for other equipment, or even sell it to raise needed funds. Here too,
enthusiastic and well informed staff can be key partners of the vocational manager if the
opportunity is provided.

Therefore, practice materials for workshops are essential to good training and there should
be effective maintenance of facilities and equipment. These factors contribute substantially
to high recurrent costs typical of good quality vocational programs.

2.7 Guidance and Counseling Service in TVET

Guidance and counseling service involves relevant aspects of all educational system in
general and that of TVET in particular. So it is essential to facilitate its development in
order to make it play significant role in the system. Guidance and counseling service
enables individual trainees to identify, know and appreciate their potential and inclination
towards growth, career development and self-actualization. Guidance and counseling helps
trainees in planning their education and developing their skills so that they may be more
employable in the future. Assuring the employability of trainees begins with effective
guidance and counseling of potential trainees in the choice of training programs in relation
to their aptitude and academic background (African Union 2007:10). Regarding this, MoE-
ecbp (2010:8) stated that:

Guidance and Counseling is an integral part of the effective functioning

TVET institutions in their attempts to educate and train their students to
become efficient and effective technicians. It helps every student to
understand himself, to make the most of his capabilities and interests, to
make effective adjustments with the environment and the institution and to
develop ability and inclination to solve his problems independently. A
primary task of guidance and counseling is that of enhancing learning, not
only learning of skills and knowledge related directly to the world in which

25
 the student lives but also learning related to his “inner world” – that is an
increased understanding of self.

In order to provide adequate guidance and counseling functions, the special vocational
guidance and counseling centers personnel must be appropriately trained. Furthermore, all
TVET staff must be aware of the availability of guidance and counseling in the program
area which they train/teach. Vocational guidance and counseling is completely independent
of and not linked to teaching and administration, while vocational guidance is provided by
staff that is qualified in psychology. Students counseling is carried out by all teachers
(UNESCO, 1990:44).

Generally, the guidance and counseling service programs designed to support individuals
of any age during their life time and aims to help trainees become more confident, more
motivated, and more effective learners. Students learn how to identify and assess their own
competencies, characteristics, and aspirations. They explore a broad range of options
related to learning, work, and community involvement through a variety of school and
experiential learning opportunities. Students develop learning and employability skills and
strategies that they can apply in their secondary and post secondary studies and in the
workplace. They identify and develop essential skills and work habits that are required for
success in the workplace, as well as skills needed for effective communication, teamwork,
and leadership.

To sum, Vocational guidance and counseling service program, as one major input to the
TVET training, plays significant role in production dissemination of information to aware
and facilitate the participation of all clients of TVET in general and helps trainees in
particular to decide their choice at entry and guide in the process of training; supports in
creating job or employment after graduation. Therefore, due attention should be given to
the activity of guidance and counseling in the training institution as well as outside the
institution, so that its contribution to the quality and relevance of training is essential.

26
2.8 TVET and Employment Opportunity

Man has to work if he is to be associated with the society. By means of his work he is able
to provide for his needs and comfort. It is through vocational education that he can prepare
himself for his job. An individual unable to perform service of one kind or another is likely
to become a liability for the society. Therefore, one should think how well people can be
trained to perform useful work.

TVET provide people with the skills that they will use in the future. Starting from this idea
it is often argued that such provision should extend to the people who will be employed in
the future, often some years ahead. It is further argued that the labour force should be
provided with a pattern of occupational skills which corresponds to the pattern of jobs that
will exist in the future.

In the modern sector, training as a solution to unemployment has not established viable for
two main reasons. First, in the absence of job opportunities, the acquisition of labour
market skills does not lead to enhanced employment: vocational education and training,
alone, does not produce jobs. Second, even where an expanding modern sector does offer
employment opportunities, most entry-level jobs do not require significant formal training
before employment. It was also said that barrier to productive self-employment and
development of small enterprises in some countries is low population density and the
consequent lack of concentrated rural markets, a constraint that is intensified where rural
transportation system are weak. In addition, lack of access to credit and raw materials often
limits the development (Simon, 2002:23).

The ultimate aim of vocational training is employment. TVET programs therefore have to
be linked to the job market. In this way, the socio-economic relevance of TVET can be
enhanced. UNESCO and ILO, 2002:2) indicated that:

Education and training can help individual to escape poverty. Knowledge and
skills are the engine of economic growth and social development of every
country; there for providing knowledge and skills help the individual to raise

27
 their out put and generate income. It assures the sustainability of individuals
as well as countrywide prosperity.

2.9 Information Sources of TVET

To improve the quality, relevance, and efficiency of trainings being provided as

well as to identify new need of training, requires a proper and efficient system
collecting timely data that can help to make the training program more flexible and
responsive to the dynamic labor market demand.

Hence, the main ways and means of obtaining information and data is labor market
information system (LMI). It includes all quantitative and qualitative facts related to labor
markets. Summary statistics are included, as are demographics; employment;
unemployment, and vacancy rates; industry data; occupational statistics; summary reports
on outcomes; and forecasts of future trends (MOE, 2010:4).

Labor market assessment may be conducted by distributing a survey instrument to potential

employers, either the entire population or a representative sample; and/or convening a
focus group to collect information. Local labor market assessments have to be carried out
by the TVET institutions, while regional labor market are assessed by regional TVET
agencies following the economic corridors of the region(Ibid).

Middleton, et al. (1996:152) state that, in industrial as well as developing countries

conducting periodical survey annually or quarterly is important to obtain information and
identify structural change in the economy, movement of relative wage and employment by
skill qualification. The data collected can be used to analyze labor market and their
performance to evaluate macro- economic policies. Earning information from household
survey is periodically analyzed with respondent qualification to estimate various level of
schooling and field of study. Data collected on the type of training can also be used to
estimate rate of return to training program. Furthermore, managers of training institutions
can establish their own mechanisms and source of data concerning skill demand and
success of training n fulfilling those demands by forming proper relationship with
enterprise. For the improvement of training quality and efficiency, permanent exchange of

28
market information on the demand and supply has paramount importance; likewise, regular
tracery studies of graduates of training programs can be used to know the balance of skills
and demand on the market, to evaluate training programs and to make training decisions.
Frequent survey of employers can offer pertinent information on expected changes in skill
needs, assessment of pre employment training, and constraints to the productive use of skill
labor.

Generally, creating an efficient mechanism and means of collecting timely data from
relevant sources and proper utilization of the data obtained are crucial to adjust the training
program to skill market demand, decide on the types and scale of training to be provided, to
evaluate the trainings being offered, and to connect training program and economic plan.

Hence, investing labor market information system is a priority issue that need due attention
by the government, employers, and training institution to improve the quality, access,
relevance, effectiveness, and efficiency of education in general and TVET in particular.

2.10 The Current Practice of TVET in Benshangul Gummuz Regional State

Benshangul Gummuz is one of the regional states in Ethiopia with an area of 50,380 square
kilometers. It is located in the western part of the country. Its borders are Amhara region on
the north and north east, Oromia region on the east and south east, Gambela on the south
and the Sudan on the west. The region is divided into three administrative zones namely,
Asossa, kemashi, and Metekel Zones, nineteen woredas, and one city administrative
(Benshangul Gummuz GTP, 2003:5).

According to CSA of 2007, the population of Benshangul Gummuz is 670,847 out of

which 340,378 are men and 330,469 women; urban inhabitants number 97,965 or 14.6% of
the population. The region has an estimated density of 13.6 people per square kilometer.
The ethnic groups include the Berta (25.9%), Gummuz (21.11%), Amhara (21.25%),
Oromo (13.32%), Shinasha (7.59%) and Mao (1.9%).

Like the other regions of Ethiopia Benshangul Gummuz’s economy is based on agriculture.
92.5% of the population in the region depends on agricultural economy and some of living

29
in bordering area of the region working cultural gold mining. The main agricultural
products in the region are maize, sorghum, oil seed, and cereals. Over 60% of this Region
is covered with forest, including bamboo, eucalyptus and rubber trees, incense and gum
forests as well as indigenous species. It has also large amount of unexploited mineral
resources such as lime stone and gold. These may encourage public and private
investments to take part (Benshangul Gummuz GTP, 2003: 5-8).

Education opportunities were extremely limited before the establishment of the regional
government. Especially the indigenous population was not in a position to get schooling.

Coming back to the TVET issues, before 1994 E.C there was no technical and vocational
education and training school/center in the region. The establishment of the two
governmental TVET training centers and following number of other nongovernmental
training centers produce middle level man power in the region. Against the background of
high unemployment, poor performance of the economy and rapid population growth the
training centers are seen as a possibility to train skilled manpower and equip people with
marketable skills to enable them to either find wage employment or to get self- employed.

In the region there are two TVET colleges, one agricultural training College and one
nursing College which are sponsored by the regional government. Number of private
sponsored, health and business colleges is also available in the region. Manbuk TVET
College, and Pawi Nursing College are found in different Woredas, but the other
governmental and private training institutions (12 training institutions including distance
mode) are found in Asossa.

30
 CHAPTER THREE

3. RESEARCH METHOD

3.1 The Research Design

The main objectives of this study were to find out the challenges of TVET Colleges in
Benshangul Gummuz Region towards the training delivered in the colleges. To realize this
descriptive survey method type of research was employed. This method was selected
because it is helpful to show situations as they currently exist. That means the study
determines and describes the way things are (Gay, 2000:275). Moreover, it is economical
and easy to describe the current situations quantitatively as well as qualitatively. Therefore,
the first step of the study was to collect data that examines the challenges towards the
training area. Then, the data was discussed and interpreted. Based on the results of the
study, conclusion and recommendations were provided.

3.2 Research Population

The researcher collected data from primary sources as well as from secondary sources. The
primary data were collected from participants of TVET Colleges. The participants were
trainees, trainers, college management, and Bureau of TVET experts. The sample included
College Deans/principals, vice Deans/principals, and department heads who in this study
are referred to as College management. The trainees and trainers were selected using
stratified random sampling technique as highlighted by Gay (2000:126,138). All college
management members and TVET experts were taken as participants. The numbers of
population and the samples taken from the trainers, management bodies and trainees in the
colleges are shown in the table below.

31
Table 1: Sampling of Management Bodies, Trainers and Trainees
Population Sample
Trainees Manag
College Trai Train Managem Train Total
Industri Busin ement
nees ers ent Bodies ers
es ess bodies
Gover Manbuk 285 16 11 62 38 10 11
nment 257
Asossa 313 43 12 53 47 24 12
al
Privat M. A 160 13 4 -- 50 8 4
112
e Cenaf 120 8 4 -- 40 6 4

Total 878 80 31 100 190 48 31 369

Furthermore, secondary sources such as different documents, colleges’ statistical records,

magazines and WebPages were used.

3.4 Instruments of Data Collection

To get first hand information from the subjects of the study, different instruments were
prepared and implemented based on the review literature to collect the required data. These
were questionnaires, observation (cheek list), focus group discussion, document analysis,
and interviews. The purpose of the questionnaires was to investigate the challenges of
TVET Colleges. Questionnaires are useful for the collection of appropriate data and to
secure data from many respondents at a time (Gay, 2000:283). To obtain quality and proper
data, four sets of questionnaires were administered to the trainees, trainers, management
bodies, and TVET experts. The questionnaires were constructed with close ended and open
ended items which were prepared originally in English and later translated into Amharic.
This was done for communication purposes for trainees. Most of the close ended questions
were constructed in Likert scale. To get their suggestions, comments, and expressions
freely, open ended questions were also be used.

The second instrument used to collect data was interview and this was administered to
selected college management and TVET experts. The researcher used the technique of
structured interview because it is more economical and safe for generalization (Gay, 2000).

32
Observation is the other instrument used to chek the availability of equipment, machines
and training facilities in the college. A check list was prepared and the availability of
resources and machines were ticked. Focus group discussions and document analysis are
important instruments to get sufficient and reliable data. In this context, capturing past and
present information about the colleges is very critical. Participants in the focus group
discussion were some selected management members and trainers of the colleges.

3.4 Procedures of Data Collection

The Questionnaires were piloted to maintain reliability and to evaluate the appropriateness
before they were administered. Pilot test was administered one TVET College, among 20
respondents other than the subject for the study. The purpose of the try out was to check
whether the investigator and the respondents were properly communicating through the
instrument and add some value to the reliability and validity of the questionnaires on the
base of the feedback obtained. After getting all the corrected items, the questionnaires
were distributed and followed up for collection according to the time line. To increase the
quality of the responses, the return time was made short through continuous follow up. The
researcher made the purpose of the study simple and clears to all respondents of the
questionnaires in order to avoid confusion. Besides these, explanations were provided as
required by the respondents.

Observations and focus group discussion were carried out according to the time schedule.
In all the colleges’ machines, training equipment, facilities such as water services, electric
services, workshops, class rooms etc and organizational structures were observed by the
researcher himself. Documents which are indicated as secondary sources were analyzed.

3.5 Data Analysis

To make the collected data ready for analysis, the questionnaires were checked for
completeness. The data were also classified and tallied carefully. The assembled data were
arranged and organized in tables. Computing frequency, percentages and weighted means
were employed to summarize and present the data. Finally, by using descriptive survey
method the organized data were interpreted and analyzed quantitatively as well as
qualitatively.

33
 CHAPTER FOUR

4. DATA PRESENTATION AND ANALYSIS

This chapter deals with the description of the sample population, analysis and interpretation
of the data gathered from sample management bodies (deans and department heads),
trainers and trainees in Benshangul Gummuz Region TVET Colleges. The data obtained
through questionnaires, interviews, and observation check list were analyzed and
interpreted. Out of 369 questionnaires distributed to their categories of respondents, 335
(90.7%) were properly filled in and returned.

4.1 Characteristics of Respondents

The following description of the characteristics of target population gives some basic
information about the sample population involved in the study.
Table 2: Respondent Personal Profile
Items Government respondents Private respondents Total
Manageme Trainers Manageme trainers
nt Bodies nt bodies
No % No % No % No % No %
Sex
 Male 17 94.4 30 90.9 6 100 6 85.7 59 92.18
 Female 1 5.5 3 9.1 -- -- 1 14.2 5 7.81
 Total 18 100 33 100 6 100 7 100 64 100
Age
 20-24 2 11.1 6 18.2 3 50 5 71.4 16 25
 25-29 11 61.1 27 81.8 2 33.3 2 28.5 42 65.6
 Above 30 5 27.7 - - 1 16.6 -- -- 6 9.3
Total 18 100 33 100 6 100 7 100 64 100
Qualification
 Diploma 4 22.2 13 39.3 2 33.3 -- -- 19 29.6
 BA/BSC/BE 14 77.7 20 60.6 4 66.6 7 100 45 70.3
D - - - - - -- -- -- - -
 MA/MSC 18 100 33 100 6 100 7 100 64 100
Total
Field of study
 Business area 7 38.8 11 33.3 3 50 5 71.4 26 40.6
 Industrial area 8 44.4 12 36.3 -- -- -- -- 20 31.25
 Information Technology 3 16.6 2 6.1 1 16.6 2 28.5 8 12.5
 Other fields -- -- 8 24.2 2 33.3 -- -- 10 15.6
Total 18 100 33 100 6 100 7 100 64 100
Service Years
 0-4 8 44.4 14 42.2 3 50 7 100 32 50
 5-9 3 16.6 15 45.5 2 33.3 -- -- 20 31.25
 10-14 2 11.1 4 12.2 -- -- -- -- 6 9.33
 Above 14 5 27.7 - - 1 16.6 -- -- 6 9.33

34
 Total 18 100 33 100 6 100 7 100 64 100
As shown in the table 2, out of 64 respondents 92.18% were males and 7.81% females.
Particularly there is only one female as a member of management bodies (department
head). The possible reason behind this may be the society’s perception that vocational
occupations are regarded as males’ professions and there was no special motivation on the
process of hiring females in the College.

From the total of the respondents 65.6% fall in age ranges between 25 to 29. This indicates
that less experienced trainers and management bodies are involved at the college in the
region.

Regarding the qualification, from the total of the respondents 70.3% are first degree
holders. According to the new education and training policy, the minimum qualification
requirement for deans and department heads of TVET at this level ought to be second
degree (M.A/MSE).

From document analysis (according to Educational Bureau Statistics) held at the two
governmental Colleges, seven trainers who have first degree have started summer and
distance program of MA/MSE to upgrade their qualification and three diploma holder
trainers have joined regular program to upgrade their qualification in first degree. This
implies that better in fulfilling the standard set for the level concerning trains qualification.
However, the number of trainers given opportunities for further training is very small.

With regard to work experience of the trainers and management bodies, 50% of the sample
populations have below five years service. This may show that most TVET trainers lack
practical skills and experience. It should be noted here that the work experience of the
TVET trainers is very important in the performance of trainers.

Relating to the field of studies 40.6% is qualified in business areas. As indicated in the
TVET strategy, hard skill training programs (industry) are encouraged and should produce
self employing and trained people. But 31.5% of the total respondents are qualified in
industrial area and the observation made in the Colleges especially in industrial area of
Governmental TVET Colleges confirms that trainers were newly hired in the College i.e.

35
within two years. This shows that there had been labor turnover in the Colleges and the less
number of experienced trainers in the industry area is a challenge for giving proper
training.

4.2 Presentation, Analysis and Interpretation of the Data

4.2.1 Facilities, Equipment, and machines Availability in the Colleges

Besides trainers, machines, equipments, and facilities such as electric service, water
service, cafeteria, standard workshop, library service and classrooms are also essential to
good training. The table below reveals the Colleges’ standard and identifies the challenges
that hinder the process of training.

Table 3: facilities, equipment, and machines availability in the colleges

Choice
N Responden
Items Agree Undecided Disagree total
o ts
No, % No, % No, % No, %
1 Facilities, Manageme
7 29.2 4 16.6 13 54.2 24 100
equipments, and nt bodies
machines in the Trainers 13 32.5 -- -- 27 67.5 40 100
college are
satisfactory Trainees -- -- 76 28.1 194 71.8 270 100
Total 20 5.9 80 23.9 234 70.0 334 100
2 The training center Manageme
4 16.6 4 16.6 16 66.6 24 100
equipped with nt bodies
modern facilities, Trainers 8 20 3 7.5 29 72.5 40 100
equipment,
computers in relation Trainees 60 22.2 54 20 156 57.7 270 100
to the current TVET
Total 72 21.5 61 18.3 201 60.2 334 100
policy
3 There are no idle Manageme
-- -- 8 33.3 16 66.6 24 100
machines and there is nt bodies
regular maintenance Trainers 7 17.5 33 82.5 40 100
program in the
college. Total 7 10.9 8 12.5 49 76.5 64 100
4 Raw materials for Manageme
7 29.2 --- ---- 17 70.8 24 100
training are provided nt bodies
at the right time. Trainers 15 37.5 ---- -- 25 62.5 40 100
Total 22 34.4 -- -- 42 65.6 64 100
5 The availability of Manageme
4 16.6 --- --- 20 83.3 24 100
electricity, water, nt bodies
cafeteria, workshop,
Trainers 8 20 --- --- 32 80 40 100

36
 and library are
enough in the Total 12 18.7 --- --- 52 81.2 64 100
college.
As it is revealed in the table above, 70.0% of the respondents indicated that the availability
of equipments, machines, facilities in the colleges were not satisfactory. In terms of
equipping the workshop with modern and adequate facilities and equipment (such as
machine, computer etc) still 66.6% of management bodies, 72.5% of trainers, and 57.7% of
trainees answered disagreed that they are fulfilled according to the current education and
training policy. Besides these, majority of the respondents (76.5%) pointed out that the
broken machines and tools were not maintained because of there was no regular
maintenance program in the colleges and 65.6% of respondents revealed that raw materials
for training were not provided at the right time.

Accordingly, from the observation check list from both Governmental and private Colleges
and item five of the above table respondents, 83.3% of management bodies and 47.5% of
trainers responded disagree that the availability of electric service, water service, cafeteria,
standard workshop, library service and classrooms are not enough in the colleges.

Consequently, when interview was carried out with the regional TVET experts and college
deans, all of them agreed with what is said above. To mention some challenges faced both
Government and Private TVET Colleges they forwarded their views. For example, one
respondent from deans has stated that “different machineries, accessories, computers, cars
etc are not fulfilled even at a minimal figure”. Another respondent from the TVET experts
has pointed out the following:
To begin with there is material constraint in the TVET to satisfy the strategy set
at a national level and different resource requirements are not fulfilled at the
rate it is to be.
Finally, TVET experts and deans pointed out that the main reason for the challenge was
budget constraint, poor management, and lack of highly committed, experienced, and
dedicated TVET leaders and experts. .

One can infer from the above discussion that the availability of facilities (electric service,
water service, cafeteria, standard workshop, library service and classrooms), equipment,

37
heavy and simple machines for industrial training area were not sufficient for training in
the Colleges. On the contrary to bring about quality organized training workshops, modern
machines, equipment, material supply and other training facilities should be considered.

4.2.2 Basic Challenges of the Colleges in Achieving their Goal

MoE (2008:21) highlights that the goal of the TVET system is to create a competent and
adaptable workforce to be the backbone of economic and social development and to enable
an increasing number of citizens to find gainful employment and self-employment in the
different economic sectors of the country. Therefore, the ultimate goal of TVET Colleges is
to equip individuals with relevant skills and knowledge that enable trainees to be
competitive in the labor market or to create their jobs. Technical and vocational education
offers a specific training in particular vocations for ensuring the trainees transition from
school to the world of work.

This section discusses the challenges of TVET Colleges in achieving their goals and the
data obtained is summarized in the tables below.

Table 4a: Basic challenges of the college in achieving its goal

Respondents
Management
Trainers
No Items bodies
Mean Rank Mean Rank
Shortage of skilled
1 3.243 2 3.100 2
manpower
Lack of adequate
2 2.540 5 2.725 3
budget
Lack of adequate
3 3.378 1 3.475 1
facilities
Lack of awareness
4 regarding TVET 3.162 3 2.60 4
strategy
5 Poor management 3 4 3.100 2

As indicated in table 4a, lack of adequate facilities, shortage of skilled manpower, and lack
of awareness regarding TVET strategy respectively were the first three challenges in the

38
colleges to achieve their goals. Among the three lacks of adequate facilities was the most
serious challenge.

In line with this view, from the observation check list lack of adequate facilities such as
electricity, water service, organized workshop, library service, well ventilated classrooms
were the prominent problems that affect the training being provided. This situation
indicates that lack of adequate facilities is the basic challenge that hinders the colleges to
achieve their goals.

Table 4b: Basic challenges of the colleges in achieving their goals

Respondents
Management
No Items Choice Trainers
bodies
No % No %
1 Shortage of competent man power, lack of Agree 21 87.5 27 67.5
adequate budget, and lack of commitment of Undecided --- --- --- ---
concerned bodies are major challenges of
the college. Disagree 3 12.5 13 32.5
2 Shortage of competent manpower, lack of Agree 3 12.5 --- ---
awareness regarding the objective, and
shortage of materials are not challenges to Undecided 3 12.5 5 12.5
achieve the objectives of the colleges. Disagree 18 75 35 87.5

The issue of basic challenges was also presented to management bodies and trainers as
shown in the above table. The results indicate 87.5% of management bodies and 67.5% of
trainers revealed that shortage of competent manpower, lack of adequate budget, and lack
of commitment of concerned bodies (TVET experts, trainers, deans, etc) are major
challenges of the colleges.

Respondents were asked to agree or disagree whether shortage of competent manpower,

lack of awareness, and shortage of materials were basic challenges or not. Consequently,
75% of management bodies and 87.5% of trainers reported that these are the basic
challenges to achieve their goals.

The data in the above tables show that the basic challenges faced by the TVET colleges in
BGRS to provide quality training were shortage of competent manpower, lack of awareness
regarding the objective of TVET and shortage of materials.
39
On the other hand, the same questions were asked to regional TVET expert in interviews.
The interviewees have mentioned the following statements, which can strengthen the above
points. One of the interviewees has put the challenges as follows:

It is clear that in order for TVET to develop in the region all actors should be
aware. For example, it is possible to create awareness on the current national
TVET policies and strategies to higher officials and to the society at grass
root level. Opening departments without doing feasible study that fit with the
resource available in the region creates a huge problem to alleviate the real
life problems. Not making students at the elementary and secondary schools
aware so that they can join TVET according to their own interest.”

Another interviewee expressed the following:

“…..There was no definite and clear structure as there was no TVET

agency or commission organized in the region. Besides, competent and
skillful manpower/trainers were not available and there is also shortage of
machineries even the available ones were outdated.

4.2.3 The Internal Organization and resources Available in the Colleges

TVET institutions should be well organized internally with human and non-human
resources to provide outcome based training. These includes facilities, instructional
materials, curriculum, certified and qualified trainers and compliant with workplace
requirements. It is the occupational area that guarantees quality training and is therefore
well known by the community and industry. In addition, TVET institutions shall serve as
centers of technology capability, accumulation and transfer. They shall closely cooperate
with the private sector in undertaking problem-solving research program (MOE, 2008:21).

40
This section deals with the resources available in the Colleges, the colleges’ internal
organization and activities of technology transfer department in the Colleges.

Table 5: Internal organization and resource available

Respondents
Management
Items Trainers Trainees
bodies
No % No % No %
Have technology
transformation department:
 Yes 7 29.16 5 12.5
 No 17 70.8 35 87.5
Total 24 100 40 100
Is the college well organized
internally:
 Yes 3 12.5 5 12.5
 No 15 62.5 27 67.5
 I can’t determined 6 25 8 20
Total 24 100 40 100
The college is well organized
and has enough resource to
implement current TVET
curriculum.
 Agree 4 16.66 17 42.5 108 40
 Undecided 7 29.16 -- -- 72 26.66
 Disagree 13 54.16 23 57.5 90 33.33
Total 24 100 40 100 270 100

The intent in item 1 in the above table was to identify whether or not the TVET Colleges in
BGRS have technology transfer department. The result obtained from different categories
of respondent indicates the following: 70.8% of management bodies and 87.5% of trainers
asserted that there was no technology transfer department in the colleges. In my
observation I have realizes that only one governmental TVET college assigned three
trainers as a committee for leading technology transfer and started on working by
borrowing documents from other colleges outside the Region.

TVET strategy (2008:15) states that, TVET institutions are mainly expected to replicate
new and selected technologies and transfer the same to the relevant industry in order to
increase the competitiveness of the sector according to international standards. It's also
needed that these technologies focus on creative capacity building and greatly contribute to

41
the economic development of the country in propose to alleviate regional problems. Their
benefit will be significant since the trainees who pass through this process are endowed
with outstanding and international workforce ethics. In contrast to the above statement
there is no technology transfer department in the College and this makes the aim of meeting
the objectives of TVET doubtful.

The second item in the same table was intended to examine the internal organization of the
college. Consequently, the result implied that 67.5% of the trainers agreed that the Colleges
were not internally organized to be convenient for providing quality training. On the
contrary, 75% of management bodies answered the College are internally organized. The
reason may be that TVET Colleges in the region were established recently and may
organizing gradually. But all agreed that internal organization of colleges is still a
challenge as facilities, machines, human resources, and equipment the training system
requires are not available.

Regarding the third item 54.2% of management bodies, 57.5% of trainers, and 33.3% of
trainees asserted that the Colleges are not well organized and do not have enough resources to
implement the current TVET curriculum.

Finally, from the above discussion and observations, one can infer that there is little or no
technology transfer. Colleges are not well organized internally according to the new TVET
policy. They do not have enough resources to implement the curriculum and this could
have constrained TVET training in the region. Consequently, this could affect 80% practice
and 20% theory in provision of training according to the curriculum contents. This is the
challenge to bring about quality and effective training system.

4.2.4 The Current Practice of TVET Strategy in the Colleges

MOE (2008:1) states that TVET has to respond to the competence needs of the labor
market and create a competent, motivated and adaptable workforce capable of driving
economic growth and development. The main thrust of the strategy is that TVET
development relies on an outcome-based system and dedicated and trusting cooperation
among stakeholders.

42
TVET Colleges are responsible to produce a number of trainees as per the ratio of 1:3:24 to
meet the manpower demand of the country. If there one person is trained in level V
program, there must be three professionals in level III and IV programs. Through short
term (in formal training system) training twenty-four trainees should be trained in level I
and level II programs.

Table 6: Current practice TVET strategy in the colleges

Choice
N Responden total
Items Agree Undecided Disagree
o ts
No, % No, % No, % No, %
1 Cooperative training Managem
7 29.2 4 16.6 13 54.2 24 100
to be given for ent bodies
trainees on each Trainers 6 15 5 12.5 29 72.5 40 100
occupational title. Total 13 20.3 9 14.1 42 65.6 64 100
2 Trainees are Managem
--- --- 6 25 18 75 24 100
measured by the ent bodies
center of competence Trainers 8 20 --- --- 32 80 40 100
(COC) after
completion college Total 8 12.5 6 9.3 50 78.1 64 100
training.
3 Training is given in Managem
--- --- 6 25 18 75 24 100
the college from level ent bodies
1 to 5 with the ratio Trainers 4 10 5 12.5 31 77.5 40 100
of 1:3:24. Total 4 6.2 11 17.2 49 76.3 64 100
4 To implement new Managem
curriculum 19 79.2 --- --- 5 20.8 24 100
ent bodies
cooperative training
with stake holders are Trainers 24 60 --- --- 16 40 40 100
the current activities
of the college. Total 43 67.2 --- --- 21 32.8 64 100
5 Trainees’ interest to Managem
18 75 --- --- 6 25 24 100
participate at level 1 ent bodies
and level 2 training Trainers 31 77.5 --- --- 9 22.5 40 100
program is very low.
Total 49 76.5 --- --- 15 23.4 64 100

The purpose of item 1 in the above table was to know whether cooperative training at
industries/stakeholders should be given for trainees on each occupational title or not.
Accordingly, as the result obtained from respondents indicates the total of the respondent
57.8% disagreed and particularly 72.5% of trainers disagreed saying that there was
cooperative training between institution and industries/stakeholders. On the other side the
43
total sample 67.2% agreed that there were activities to implement new curriculum of which
cooperative training with stakeholders are the current activities of the college. The possible
reasons may be lack of access of industries in the region and less awareness of stakeholders
to cooperate with training institutions.

However, the implementation apprenticeship training system has faced a number of

problems, mainly due to the lack of cooperation of the employers as they were not
consulted during the planning process. An internship and cooperative training system based
on profound cooperation between TVET institutions and employers and a joint training
delivery still needs to be developed in order to increase the quality of TVET and hence the
employability of graduates (MOE, 2008:11).

Therefore, industries/stakeholders who can provide a working place to trainees, machines

for training, tools, consumables materials and which can also assign a training coordinator/
supervisor can be a cooperative training partner. Then awareness creation and getting
access to well organized enterprises in the region are some of the challenges of TVET
Colleges.

In the second item, 80% of the trainers and 75% of the management bodies asserted that no
trainees are measured by the center of competence (COC) after completion of college training.
Since there were no official center of competency and assessor experts in the region, TVET
graduates are awarded only institutional completion certificate.

A qualification is a formal certification issued by the center of competence in recognition

that a person has achieved competencies relevant to identified individual, professional,
industry or community needs. Then to get national certificate graduates as well as trainers
can obtain a formal qualification through the assessment application outside of the region.
This leads TVET Colleges to expend extra cost, which is another challenge for the
Colleges.

44
Respondents were asked to testify whether or not the policy is implemented in the colleges.
65.6% of the respondents stated that training is not implemented in the college from level 5
to 1 with the ratio of 1:3:24. Besides, 5o% of the management bodies and 62.5% of the
trainers d agreed that trainees’ interest to participate at level 1 and level 2 training program
is very low. Based on the open ended questions for trainees, respondents showed that
trainees are attending only level 3 and level 4 programs. However, there was no sample
trainees program attending level 1 and level 2.

Generally, through focused group discussions, deans forwarded some challenges in the
region which go with the above statement. These challenges are summarized below:
 Lack of COC and accreditation center in the region.
 Lack of an awareness community mobilization activities by influential political
authorities.
 lack of training provisions in level 1 and level 2 because trainees give priority to
the soft skills than hard skills
 Lack of an awareness and know how about outcome based TVET training
program.
 Lack of awareness about cooperative training and in-company training

45
4.2.5 Trainees Interest, Orientation and their Challenges in the Colleges
Table 7 below indicates the interests of trainees in selecting their training program; whether
they have orientation about COC or not and to know the expected challenges of trainees in
the college.

Table 7: Trainees interest, orientation and challenges

Respondents
No Items Trainees
No %
1 You are assigned in the training centre in your
own selection.
 Strongly agree
108 40
 Agree
102 37.7
 Disagree 60 22.2
2 You have received enough orientation to COC
exam to award national certificate.
 Strongly agree
90 33.33
 Agree
150 55.55
 Disagree 30 11.11
3 Which one is the major challenge for you in the
college?
 Lack of skilled trainer 132 48.8
--- --
 Lack of facilities and machinery
--- --
 Weak internal organization 138 51.1
 all
4 After completion training, what you expect from the
following
 Unsuccessful of COC exam 102 37.7
 Competent with others ---
 Lack employer ---
 all 168 62.2
5 In the college teachers/trainers are fully skilled in
their trade.
 Agree 168 62.2
 Undecided 66 24.4
 Disagree 36 13.3
6 Cooperative training to be given for trainees on each
occupational title.
 Agree 90 33.3
 Undecided -- --
 Disagree 180 66.6

46
Regarding the first item 40% and 37.7% replied strongly agree and agree in that they were
assigned in the training centre by their own selection. But 22.2% of the trainees were
assigned in their fields of training without their interest. Even though, the policy states that
training occupation is lead by labor market demand according to trainees’ interest, some
occupational training programs have excess number of trainees. On the other hand, as
observed by the researcher, in some occupations (wood technology, general metal
fabrication so on) no trainees or a small number of trainees were involved.

The result of the second item shows that 55.5% of the respondents agreed that they had
enough orientation. They also noted that their qualification will be approved through COC
assessments. But lack of COC and accreditation center in the region described in table 6 is one
of the bottlenecks to practice the current TVET strategy.

The third item in table 7 was to find out the challenges trainees faced in the College.
Accordingly, 51.1% the trainees witnessed the major challenges in the College were lack of
skilled trainer, lack of facilities and machinery, and weak internal organization. 48.8% of
the respondents reported that lack of facilities and machinery is the major challenges in the
college. Besides this, 62.2% answered that after completing the current training programs
they expect challenges, which include being unsuccessful in COC exam, competing with
others, and lacking employers.

Generally, one can understand from the above discussion market demand training program
should be underlined. Lack of COC and accreditation center in the region is the major
problem, even though trainees have understanding they will be certified after completing
the training program. Lack of skilled trainer, lack of facilities and machinery, and weak
internal organization are challenges in the TVET College. Fear of failure in COC exam which
they sit for by themselves in other regions, stiff competition with others, and lack of employer are
expected challenges for TVET graduates.

47
4.2.6 Human Resource

Quality vocational training requires adequate number and skilled manpower in general and
qualified trainers/teachers in particular. Hence, the items included in table 8 are the major
area where skilled trainer is needed to promote quality training.

Table 8: Human resource in the colleges

Choice
N Responden total
Item Agree Undecided Disagree
o ts
No, % No % No, % No %
1 In the college Manageme
19 79.2 --- --- 5 20.8 24 100
teachers/trainers nt bodies
are fully skilled in
Trainers 18 45 --- --- 22 55 40 100
their trade.
Total 37 57.8 -- -- 27 42.2 64 100
2 Qualification you Manageme
18 75 --- ---- 6 25 24 100
have now is nt bodies
sufficient to teach Trainers 30 75 --- ---- 10 25 40 100
in level 3 and level
4 TVET Program Total 48 75 --- ---- 16 25 64 100
3 Teachers face Manageme
20 83.3 --- ---- 4 16.6 24 100
problems in nt bodies
manipulating or Trainers 29 72.5 --- ---- 11 27.5 40 100
utilizing machines
available. Total 49 76.5 --- ---- 15 23.4 64 100
4 Supervision carried Manageme
8 33.3 4 16.6 12 30 24 100
out by TVET nt bodies
experts at the Trainers 11 27.5 --- --- 29 72.5 40 100
region was
supportive. Total 19 29.6 4 6.2 41 64.1 64 100
5 Upgrading Manageme
16 66.6 --- --- 8 33.3 24 100
program for the nt bodies
Teachers/trainers Trainers 17 42.5 --- --- 21 52.5 40 100
are encouraging.
Total 33 51.5 --- ---- 29 45.3 64 100
6 Teachers get timely Manageme
10 41.6 --- --- 14 58.3 24 100
response to their nt bodies
questions in the Trainers 9 22.5 11 27.5 20 50 40 100
college.
Total 19 29.6 11 17.2 34 53.1 64 100
7 Teachers satisfied Manageme
14 58.3 --- --- 10 41.6 24 100
with the job in the nt bodies
in the college Trainers 24 60 --- --- 16 40 40 100
Total 38 59.4 --- ---- 26 40.6 64 100

48
As indicated in the above table regarding skill of the trainers, 55% of the respondents
disagreed that they are fully skilled in their trades. Besides this, regarding the qualification
they have, 75 percent of the total respondents agreed that the qualification they have now is
sufficient to teach level 3 and level 4 TVET programs. The reason may be that they have
been certified from universities through theoretical knowledge rather than practical skills.
When trainers are also asked whether they face problems in operating or utilizing machines
available in the TVET College, 76.5% of the total respondents suggested that they are
facing problems. These may indicate that the skills acquired by the teachers are not
sufficient to the TVET College program.

In relation to the above issue, from the observation check list and the researcher’s
knowledge no trainers’ are certified by the center of competency (COC) except some
diploma holder trainers in the region. As most of the teachers are fresh to their jobs, they
have difficulty in the training process. Deans and regional officials were asked to comment
on the skills of the trainers. They pointed out that “equitable skill for each trainer by giving
skill gap training; and the availability of competent skilled man power in TVET in the
region is better to none.”

At last, one can deduce that as TVET program is conducted mostly through practical work,
having trainers with such qualification and skills could be a challenge in the training
program in the region.

With respect to the supervision, 64.1% percent of the total respondents disagreed that it
was supportive. As mentioned earlier, there could be difficulty in the skills of the teachers.
And when there is no supportive supervision activity the problem could be more serious.
There is no supportive supervision because there is no technical person who is assigned to
follow and assist the College in the region. Simon,(2002:43) points out that many teachers
of TVET have little or no direct supervision. Consequently, these people are often
confronted with the challenge of working alone.

Regarding the upgrading of teachers 52.5% sample of trainers disagreed that it was
encouraging for the teachers. But as table two indicates TVET teachers/trainers as well as

49
management bodies in the region have got less chance of upgrading. As there are
teachers/trainers and TVET leaders whose qualification is level 5 TVET program and
assigned deans in the College, majority of them are degree holders. To run the TVET
program effectively upgrading of teachers/trainers and TVET leaders into MA/MSC is a
serious issue.

With regard to obtaining appropriate and on time responses 53.1 % of the total respondents
disagreed that the teachers get timely and appropriate response to their requests. When they
were asked to put basic problems of the College, the following observations related to this
issue were made by the teachers:

 There is discrimination in payment of professional allowance among teachers. That

is, some teachers hired at teacher training College have house allowance. However,
those teachers working in TVET Colleges do not have house allowance.
 There exists a problem of getting transfer from one College to another in the region
or outside the region.
 Their request of insurance and clinic service has not been answered.

On the other side, when satisfaction of trainers was assessed 59.7% of the respondents
agreed that they are satisfied with the job in the TVET College. This might be because
most of them have low working experience and there are more graduates from TVET
College who could have less opportunity for employment. The salary rate has also some
contribution in the satisfaction of teachers because it is not practiced for similar teachers
teaching in high schools. However, the problems raised earlier in this section were
supported by many teachers. Since these problems could affect the satisfaction of the
teachers/trainers, the data may need further investigation. On the other side, the
dissatisfaction of the small number of teachers/trainers could affect the training activities.

50
4.2.7 Job opportunities for TVET Graduates

This section is concerned with job opportunity of the TVET College graduates. Data on job
opportunity is presented in table below with the aim of obtaining information about
employment of the TVET graduates.

Table 9: Feasibilities of job opportunity for TVET graduates

N Responde Choice total

Items Agree Undecided Disagree
o nts No, % No % No % No, %
The opportunity of Manageme
5 20.8 10 41.6 10 41.6 24 100
getting relevant job nt bodies
1 after graduation is Trainers 9 22.5 22 55 9 22.5 40 100
high Trainees 96 35.5 174 64.4 270 100
Total 107 32.1 206 61.6 19 5.6 334 100
Guidance counseling Manageme
14 58.3 --- --- 10 41.6 24 100
service in the nt bodies
College. Trainers 24 60 --- --- 16 40 40 100
2
Trainees 138 51.1 36 13.3 96 35.5 270 100
Total 176 52.5 36 10.7 122 36.5 334 100
The trades given are Manageme
4 16.6 7 29.2 13 54.2 24 100
demand driven nt bodies
3 Trainers 8 20 6 15 26 65 40 100
Total 12 18.7 13 20.3 39 60.9 64 100
There is assistance Manageme
4 16.6 --- --- 20 83.3 24 100
for the graduated nt bodies
4 students to have job Trainers 8 20 --- --- 30 32.5 40 100
Total 12 18.7 --- --- 50 77.2 64 100
I will advice my
friends to join the
5 TVET College Trainees 220 81.4 --- --- 50 18.5 270 100
program for the
future
6 After graduation
your aspiration and
Trainees 138 51.1 102 37.7 30 11.1 270 100
expectation is /was to
be self employed

As displayed in the above table, of the total respondents 61.6% were undecided on
statement regarding the high opportunity of getting relevant job after graduation. This
result indicates that not enough information was provided in the College as well as in the

51
region. Besides, there was no tracery study during the process of training and after
graduation of the trainees.

The second item in the same table was intended to know whether there was professional
guidance and counseling service in the TVET College or not. Consequently, the result
implied that from the total sample respondents 52.5% agreed that there is no professional
guidance and counseling services in the College. Based on the observation check list, the
two governmental TVET colleges had a representative guidance and counselor selected
from trainers and gets short term training. On the other side at the two samples private
TVET Colleges in the region there is no representative; they get advices by trainers only.

Changing trainees’ attitude towards TVET policy; enabling TVET graduates to be self
employed; understanding trainees’ ability and others are necessary. Therefore, the
existence of guidance and counseling service in college is a serious issue.

Accordingly, of the total respondents 60.9% disagreed that the trades given in the Colleges
are demand driven. The Deans interviewed made clear that “TVET Colleges opened
training occupations and manage trainees depending on their interests rather than market
demand”. Besides, 83.3% of the respondents of the management bodies and 32.5% of the
trainers indicated that there is no assistance for the graduate students to obtain jobs.

As a consequence when the sample trainees were asked whether they would advise their
friends to join the TVET College program for the future or not, 81.4% said that they would.
Because of shortage of middle trained human power trends in the region employed all
graduates from TVET College. The reason might be that trainees consider TVET as source
of employment.

To understand trainees’ aspirations for the future, more than 51.1% of the trainees’
aspiration and expectation has been to be self employed. On the contrary according to the
researcher’s observation check list trainees joined soft skills training streams such as
business and information technology rather than hard skills and all trainees joined level 3
and level 4 TVET programs. But the policy encourages short term training level 1 and level

52
2 programs and the trainees in the region ignore this. According to the respondents the
main reason for this was their interest in getting wage employment than self employment.

Therefore, it can be said that the same trades given in all the Colleges and some training
occupations (hard skill training) are not selected by trainees. It could be an implication that
needs assessment was not carried out. This means that the labor market and the economy at
large were not sufficiently considered. In other words, it is very doubtful that the selected
fields of training correspond to the actual and future needs of performing government’s five
year growth and transformation plan of the region. This could be one of the current
challenges of TVET Colleges in the region.

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 CHAPTER 5
5. SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

The main purpose of the study was to look in to the challenges of TVET Colleges in
BGRS. In order to achieve the purpose of this study, basic questions were raised regarding
the challenges of TVET Colleges in the region.

Under the review related literature, historical development of vocational education, concept
of TVET policy, the purpose and objectives of TVET, challenge of TVET, the system of
TVET training, human resource of TVET, material resource in TVET, guidance in TVET,
information source of TVET, and the current practice TVET in BGRS were the major
topics that have been reviewed from relevant books, journals, proceedings, thesis, and other
documents to provide firm theoretical ground to the study and in support of the findings.

Descriptive method was chosen and used for its appropriateness to the research topics.
Sample of population were TVET trainees, Trainers, Management bodies, found in the four
TVET Colleges in the region. Moreover, regional TVET experts were also included.
Stratified simple random sampling method was employed for trainees and trainers.
Frequency, percentage, and weight mean were used as an instrument of data analysis.

Accordingly, the data were tabulated and presented in nine tables, analyzed and interpreted.

Regarding the profile of the respondents, 50% of them have below five years services. This
indicates insufficient experience in the field they give training. Moreover, in the industrial
area trainers were newly hired in the colleges. The result indicates that labor turnover and
less experienced number of trainers in the industry area were the challenges.

70.0% of the respondents indicated that facilities, equipment, and machinery availability in
the college was not satisfactory. Moreover, 83.3% of management bodies and 47.5% of
trainers reported that the availability of electric service, water service, cafeteria, standard
workshop, library service, and classrooms were not enough in the colleges. The interview

54
data indicates that budget constraints, poor management, and lack of highly committed,
experienced, and dedicated TVET leaders and experts were the main challenges.

Besides, the other challenges of the college which hinder it from achieving its goal were
lack of adequate facilities, shortage of skilled manpower, and lack of awareness about
TVET strategy and these were ranked from one to three respectively. Likewise 87.5% of
the management bodies and 67.5% of the trainers stated that shortage of competent
manpower, lack of adequate budget, and lack of commitment of concerned bodies were the
major challenges of the colleges in the region.

With regard to internal organization and resources available, 70.8% of management bodies
87.5% of trainers asserted that there was no technology transfer. In addition to this, 54.2%
of the management bodies, 57.5% of the trainers, and 33.3% of the trainees asserted that
the colleges were not well organized and did not have enough resources to implement the
current TVET curriculum.

About the current practice of the TVET strategy in the colleges, 57.8% of the respondents
agreed that there was no cooperation for training functions between institutions and
industries/stakeholders. 80% of the trainers and 75% of the management bodies stated that
no trainees were measured by Center of Competency (COC) after completion college
training program. According to the Federal TVET strategy, training should be given from
level 1 to level 5 with the ratio of 24:3:1. However, 65.6% of the total respondents reported
that this was not implemented in the colleges.

On the challenges trainees face during training and after graduation, 51.1% of trainees
indicated that the major challenges in the colleges were lack of skilled trainers, lack of
facilities and machinery and weak internal organization. 62.2% of trainees also revealed
their expected challenges were being unsuccessful in COC exam, high competition with
others, and lack of employer.

Concerning human resources in the colleges, 55% of the total respondents stated that many
of the trainers were not fully skilled on their trades. Besides, 52.5% of the trainers asserted

55
confirmed that upgrading of teachers was not encouraged. However, 60% of trainers were
satisfied with their job in the TVET colleges.

With respect to supervision, 62% of the total respondents disagreed that supervision was
supportive in the region.

For feasibilities of job opportunity for TVET graduates, 61.6% of the total respondents
were uncertain about the opportunity of getting relevant job after graduation.

On the practice of guidance and counseling service in the colleges, 50.8% of the total
respondents agreed that there was no professional guidance and counseling service in the
colleges. In addition, 83.1% of the management bodies and 42.3% of the trainers indicated
that no assistance was given for the graduates on how they obtain jobs.

The major findings of the study could therefore be summarized as follows:

 There have been labor turnover and less experienced trainers in the industrial area.
 The availability of workshops, libraries, classrooms books, equipments, machines,
and other facilities (such as electricity, water service etc) in the colleges are not
satisfactory.
 Lack of adequate facilities, shortage of skilled manpower, lack of awareness
regarding TVET strategy, lack of adequate budget, and lack of commitment of
concerned bodies are challenges of TVET colleges in the region.
 There is no technology transfer department in the colleges.
 Colleges are not well organized and have not enough resources to implement
current TVET curriculum.
 There is no functional cooperative training with stakeholders.
 No trainees and trainers are measured by COC assessments to evaluate their skills.
 The training system given in the colleges from level 5 to level 1 with the ratio of
1:3:24 not implemented.

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  Lack of skilled trainers, lack of facilities and machinery and weak internal
organization are major challenges in the college while, unsuccessful COC exam,
competent with others and lack of employers are expected challenges.
 Trainers in the college were not fully skilled on their trades.
 The supervision activities in the colleges were nor supportive.
 Trainers and management bodies had less chance in upgrading programs.
 Most trainers are satisfied on their jobs in the college.
 Trainees’ are uncertain about the opportunity of getting relevant job.
 There is no professional guidance and counseling in the colleges.

5.2 Conclusion

Based on the findings of the study the following conclusions were reached:

5.2.1 The availability of experienced and skilled teachers/trainers is a key element for the
provisions of quality training. Contrary to its importance, the study revealed that all
the colleges lack qualified teachers/trainers with practical skill and they were not
assessed by Center of Competency and, hence were not certified. Besides, it was
identified that some teachers/trainers had less working experience and there was
labor turnover in the Colleges. Less effort was made by the department of TVET
under the Regional Education Bureau to narrow this gap and there was no COC
center in the region. It is obvious that less technical skill and experience affect the
quality of training greatly.
5.2.2 To provide technical and vocational training, the Colleges should be furnished with
necessary equipment, machines, and other training materials. However, the study has
shown that the Colleges are still lacking with some machines, equipment, and tools.
The TVET training being provided in the region is also constrained by in adequate
facilities such as library, vehicles, clinics, maintenance room, and water service.
These affect the balance of theory and practice in the provision of the training
process to be implemented as intended in the curriculum. Therefore, these are the
challenges of providing quality training.

57
5.2.3 As has been found out in the study, there were a number of challenges which can
affect Colleges to achieve their goal. The main reasons include absence of quality
management and lack of continuous monitoring on the relevance of TVET programs,
as well as on support and guidance to TVET institutions to achieve defined quality
standards.
5.2.4 Guidance and counseling service is pertinent in helping trainees to know career goals
and understand the world of work. It helps them to decide their field of training,
further training, initial job choice, and job change. Contrary to its importance, the
study revealed that guidance and counseling service was not given special emphasis
in the TVET system. Hence the service being provided is poor. Consequently, this
can adversely affect the training process starting from orientation up to employment.
5.2.5 The TVET strategy underscores the importance of technology transfer through the
replication of new and selected technologies. Such task should be managed by
departments set up for this purpose. However, the finding of the study indicates that
there was no technology transfer because there were no technology transfer
departments in the colleges.
5.2.6 To enhance the quality of training and implementation of TVET strategy, the current
practices of the Colleges should be providing training in collaboration with
enterprises/industries; certifying trainees and trainers at COC center and giving
training from level 5 to level 1 with the ratio of 1:3:24. In the contrary, as revealed in
the study cooperative training is not implemented effectively. In all training
programs only level 3 and level 4 are given in the region. Even though some trainers
attempted to take assessment from other regions, they were not successful.
Therefore, with respect to the national TVET strategy, the current practices of these
TVET colleges in the region seem to be doubtful.
5.2.7 As found out by the study, trainers and management bodies had less chance of
upgrading themselves. In addition, supervision activities were not supportive to the
colleges. These are the challenges that hinder colleges from implementing effective
training system. The result also shows that there were no professional and dedicated
TVET experts; there was no allocated budget for upgrading programs and well
organized of TVET in the region.

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5.2.8 To implement current TVET curriculums, there needs to be well internal
organization and enough resources. The result of the study shows, colleges are not
well organized internally and do not have enough resources. Budget constraints,
poor managements and lack of skilled manpower are some of the main reasons.
Hence, these made the quality of training poor.
5.2.9 The implementation of the current TVET program had faced challenges in
achieving its pre-set objectives. This is due to lack of appropriate information
provision to stakeholders. Therefore, disseminating information to stakeholders is
vital because this will help to increase their awareness and develop the capacity of
institutions. This can also empower training staffs in various ways.

5.3 Recommendation

Based on the findings and conclusion reached, the following recommendations are
forwarded:

5.3.1 The Regional Education Bureau (REB) has responsibility to organize TVET system
in the region as Agency/ Commission with facilities and human resources. Colleges
should be internally well organized as they have potential to implement TVET
strategy. And they should work with the MOE to raise social awareness about the
importance of TVET in the region.
5.3.2 It is necessary that the TVET Colleges should enable the trainees that TVET is
designed not only to be employed but also to be self-employed. And it is necessary
to create partnerships with enterprises.
5.3.3 It is necessary to establish professional guidance and counseling services. Guidance
and counseling service is of utmost importance for all clients of the education and
training system and need to be significantly strengthened. It should take into account
the need of industries, the individuals, and the family of the trainees. It is extremely
useful for each training requirement. It is helpful not only for training institutions but
also for the society at large through creating awareness.
5.3.4 Trainers’ competencies and their performance should be enhanced through training
and support because better trained and motivated trainers are more likely to feel

59
 committed to their profession. So, the need to enhance trainers’ level of competency
so as to obtain better performance:

 Testing competencies and subsequent certification are important features of TVET

that result in enhancing competency and quality of TVET. To accomplish this
mission, Center of Competencies (COC) should be established in the region as core
institution for testing proficiency. This is mainly the responsibility of REB in
collaboration with MOE.
 Provision of skill gap training has to be arranged by REB. Continuous revision and
updating of knowledge and skill are essential.
 Trainers themselves should make efforts to improve their own competencies and
abilities. Self-development through using available learning resources could be
helpful and appropriate for continuous and effective development. Modern learning
resource such as internet, computer based multimedia, and cluster sharing
experiences are good means.

5.3.5 Trainers and TVET institutions are expected to prepare their graduates in job
components and employability skills like self confidence, being creative, facing job
challenges, access to finance and how to deal with people in the work place to be
successful entrepreneurs. To achieve this goal courses like entrepreneur and civics
and ethical education should be strengthened.
5.3.6 Fulfilling basic facilities such as libraries with adequate reference books, workshops
with adequate machines and equipment in the Colleges is very important. This
requires careful investigation of the institutions, identification of the priority area
and preparation of projects. Therefore, REB in collaboration with Colleges should
conduct project preparation. Then, governments, private employers, NGO’s and
communities at large should participate in the implementation of the project.
5.3.7 Accordingly, TVET Colleges should conduct this with the help of technical support
from REB TVET experts. Thus, some of the major areas in focus during assessment
include the following:

60
  Market demand survey must be carried out focusing on employers and would be
trainees.
 Tracery studies need be made on graduates
 Potentials of enterprises/industries to run cooperative training should be studied.

Finally, REB and regional government should give attention to allocate sufficient budget
for these activities.

5.3.8 Labor market information system and data base of the institution are critical factors.
These could be carried out by establishing net work system with employers,
enterprises, other relevant stake holders, and different hierarchical level of the TVET
system in the region. This helps to facilitate timely, adequate and reliable
information exchange.
5.3.9 It is the responsibility of TVET Colleges to establish and enhance technology
transfer department. This effort will have the following advantages for the colleges:

 Trainers and trainees could increase their understanding and creativity of new
technologies.
 The society will get easy and cost effective technology and become successful
economically.
 Budget constraints could be reduced by marketing the products.

5.3.10 Steps should be taken by REB and TVET experts to enhance supervisory and
professional support. It will be helpful if regional experts conduct periodic
monitoring and evaluation in all institution.
5.3.11 REB in collaborate with MOE should arrange and offer opportunities for further
education for trainers and management bodies, for example in second degree
programs and short term trainings in relevant fields.
5.3.12 TVET colleges must devise mechanisms to reduce financial constraints. This could
be achieved by generate their own income from various possible sources. Some of
the means could be selling of products produced by trainees, providing consultancy

61
 service, adapting and transferring new technologies to the user, and rendering
maintenance service in their workshops.
5.3.13 TVET Colleges can enhance employability of their graduates by promoting
attachments with employers. To prepare their graduates in a more effective way
TVET Colleges need to conduct tracery studies which provide them with valuable
information regarding graduates. Based on the feedbacks trainers can improve their
preparation of graduates.
5.3.14 Finally, further in depth study focusing on the challenges of TVET Colleges in
Benshangul Gummuz Regional State should be carried out.

62
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