ADDISS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF CURRICULUM AND INSTRUCTION
MANAGEMENT OF VOCATIONAL EDUCATION

THESIS TITLE: PRACTICES AND PROBLEMS OF PUBLIC

TECHNICAL VOCATIONAL EDUCATION AND TRAINING
INSTITUTION; THE CASE OF METTU POLYTECHNIC COLLEGE

BY

MAYIEL BIEL DENG

ADVISOR

GIRMA ZEWDIE (ASSOCIATE PROFESSOR)

THIS THESIS IS SUBMITTED TO THE COLLEGE OF EDUCATION

AND BEHAVIORAL STUDIES AT ADDIS ABABA UNIVERSITY IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FORTHE
DEGREE OF MASTER OF ARTS IN MANAGEMENT OF VOCATIONAL
EDUCATION

JUNE 2019

DDISABABA

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 Addis Ababa University

College of Education and Behavioral Studies

Department of Curriculum and Instruction

Management of Vocational Education

Thesis Title: Practices and Problems of Public Technical Vocational Education and
Training Institution: The Case of Mettu Polytechnic College

By

Mayiel Biel Deng

Approved by the Board of Examiners Signature Date

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Graduate Committee Signature Date

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Internal Examiner Signature Date

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External Examiner Signature Date

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Thesis Advisor Signature Date

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DECLARATION

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This thesis is my original work and has not been presented for a degree in any other university
and all sources of materials used for the proposal of the actual work have been acknowledged.

Name: -----------------------------------

Signature: -------------------------------

Date of Submission: -------------------

ADVISOR APPROVAL

The proposal and actual thesis have been submitted for examination with my approval as a
university advisor

Name: -----------------------------------------

Signature: -------------------------------------

Date submission: -----------------------------

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ACRONYMS AND ABBREVIATIONS

ALMPs Active Labor Market Policies

CT Cooperative Training

CSTC Community Skill Training Centers

CBP Capacity Building Program

CSTC Community Skill Training Centers

IFC International Finance Corporation

COC Center of Competency

CTE Career and Technical Education

EPLD Effectiveness of Professional Learning Development

ESDP Ethiopia School Development Program

ETP Education and Training Policy

EGSEC Ethiopia General Secondary Education Certificate Examination

FDRE Federal Democratic Republic of Ethiopia

HR Human Resource

HRM Human Resource Management

ILO International Labor Organization

MDGs Millennium Development Goals

MOE Ministry of Education

LMI Labour Market Intelligence

NOS National Occupational Standards

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NGO None Governmental Organization

NBTE National Board for Technical Education

NEAEA National Education Assessment and Examination Agency

NQF National Qualification Framework

TVETI Technical and Vocational Education and Training Institution

PTVET Public Technical and Vocational Education and Training

TVET Technical and Vocational Education and Training

UNESCO United Nations Educational, Scientific and Cultural Organization

NEC National Examinations Council

NCDC National Curriculum Development Centre

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TABLE OF CONTENTS--------------------------------------------------------------------------PAGES
CHAPTER ONE---------------------------------------------------------------------------------------------1
INTRODUCTION-------------------------------------------------------------------------------------------1

1. Background of the Study ............................................................................................................ 1

1.2 Statement of the Problem.......................................................................................................... 2
1.3 objectives of the study-----------------------------------------------------------------------------------3

1.3.1 General Objective--------------------------------------------------------------------------------------3

1.3.2 Specific Objectives-------------------------------------------------------------------------------------3

1.4 Significance of the Study--------------------------------------------------------------------------------3

1.5 Delimitation of the Study--------------------------------------------------------------------------------3

1.6 Limitation of the Study----------------------------------------------------------------------------------4
1.7 Organizations of the Study Chapters------------------------------------------------------------------5

CHAPTER TWO--------------------------------------------------------------------------------------------6

REVIEW OF RELATED LITERATURE--------------------------------------------------------------6

INTRODUCTION--------------------------------------------------------------------------------------------6

2. Concept Technical and Vocational Education and Training ...................................................... 6

2.1 Mission and Vision of TVET in Ethiopia---------------------------------------------------------------------------------8

2.1.1 Mission---------------------------------------------------------------------------------------------------8
2.1.2Vision-----------------------------------------------------------------------------------------------------9
2.2 Theoretical Framework----------------------------------------------------------------------------------9

2.3 Key Challenges and Practices Facing TVET Institution--------------------------------------------9

2.4 The Challenges of TVET on Sustainable Development-------------------------------------------11

2. 5 Remarkable Challenges Facing TVET Developing Countries-----------------------------------12

2.6 TVET in Ethiopia Context-----------------------------------------------------------------------------14

2.7 Ethiopia policy Framework on TVET Institution---------------------------------------------------15

2.8 TVET curriculum development in Ethiopia---------------------------------------------------------15

2.8.1 Challenges of TVET Curriculum-------------------------------------------------------------------18

2.8.2 Status of TVET in Ethiopia--------------------------------------------------------------------------18

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2.8.3 Particular Challenges of TVET in Ethiopia------------------------------------------------------18

2.9 management of TVET institution--------------------------------------------------------------------19

2.10 Strategies in TVET Governance--------------------------------------------------------------------20

2.10.1 Critical Factors in TVET Institutions------------------------------------------------------------20

2.10.2 The Role and Responsibilities of the TVET Leaders-----------------------------------------21

2.11 Support Networks of TVET Institution------------------------------------------------------------22

2.11.1 Cooperating the Public TVET Institution-------------------------------------------------------22

2.11.2 Collaboration on TVET Institution--------------------------------------------------------------23

2.12 Strategic Planning Needed for Country Experience on TVET Development----------------23

2.13 Financing TVET Skills Development-------------------------------------------------------------24

2.14 Overcoming the Problems and Challenges in Public TVET Institution----------------------25

2.14.1 Training TVET Institution Administrative Staffs---------------------------------------------26

2.14.2 Training of Teachers------------------------------------------------------------------------------27

CHAPTER THREE-------------------------------------------------------------------------------------28

THE RESEARCG DESIGN AND METHODOLOGY------------------------------------------28

3. Research Approach and Design----------------------------------------------------------------------28

3.1 Source of Data------------------------------------------------------------------ ----------------------28

3.2Sampling Design---------------------------------------------------------------------------------------28

3.3 Research Instruments---------------------------------------------------------------------------------29

3.3.1Questionnaires----------------------------------------------------------------------------------------29
3.3.2 Interview Schedules---------------------------------------------------------------------------------29
3.3.3 Piloting for validity of the instrument-------------------------------------------------- ----------29

3.4 Method of Data Analysis------------------------------------------------------------------------------29

3.5 ethical considerations----------------------------------------------------------------------------------30

CHAPTER FOUR-----------------------------------------------------------------------------------------31

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA-----------------------31

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4. Profile of the Respondents-------------------------------------------------------------------------------31
4.1 Issues Related to the Challenges of the TVET Institution in General Situation----------------32
4.2 Issues Related to Challenges of Curriculum---------------------------------------------------------32
4.3 Issues Related to Management of Public TVET Institution---------------------------------------33

4.4 Issues Related to College Financial Management--------------------------------------------------34

4.5 Group Discussion---------------------------------------------------------------------------------------39

CHAPTER FIVE------------------------------------------------------------------------------------------41
SUMMARY, CONCLUSION AND RECOMMMENDATIONS--------------------------------41

5 Summary of the Findings--------------------------------------------------------------------------------41

5.1 Conclusions of the Findings---------------------------------------------------------------------------42

5.2 Recommendations---------------------------------------------------------------------------------------42

REFERENCES---------------------------------------------------------------------------------------------43

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LIST OF TABLES
Table: 2.1Training Finance of the Public TVET Institution Policy-------------------------------24
Table: 3.1 Summary of the Sampling Technique----------------------------------------------------28
Table: 4.1The Distribution of the Respondents Sex and Age---------------------------------------31
Table: 4.2: Respondents’ Education Background----------------------------------------------------31
Table: 4.3 Views on the Challenges of TVET Institution-------------------------------------------32
Table: 4.4 Views on the Challenges of Curriculum--------------------------------------------------32

Table: 4.5 Views on Management of public TVET--------------------------------------------------33

Table: 4.6 Views on Financial Management-----------------------------------------------------------34

Table: 4.7 Views on the Challenges of Public TVET-------------------------------------------------35

Table: 4.8 Views on Curriculum--------------------------------------------------------------------------36

Table: 4.9 Agreements and Disagreement of Respondents Attitudes toward TVET--------------37

Table: 4.10 Availability of the Studies Items------------------------------------------------------------38

Table: 4.11 Students Learning Interest-------------------------------------------------------------------38

Table: 4.12 Availability of the Facilities and Services-------------------------------------------------39

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PRESENTED ORAL INTERVIEW AND QUESTIONAIRES SECTIONS

APPENDIX 1-----------------------------------------------------------------------------------47

APPENDIX 2-----------------------------------------------------------------------------------56

APPENDIX 3-----------------------------------------------------------------------------------67

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 ACKNOWLEGEMENTS

This work comes in to an end with the help of the research Advisor who has given me the
strength to go through all the difficult times during the questionnaires design and distribution
among my respondents.

However; there are several people who have helped me in one way or another to achieve the
completion of this thesis. I would like to thank my advisor Associate Professor Girma Zewdie
through real constructive comments and continuous support throughout my study.

Next thank goes to my Dear friends Chemist Wondemagegn Bekelle and Engineering Reta
Guteta who helped me financially and courageous moral support through all the ways in my
research work. Moreover, thanks go to the Dean, Vice Dean, Department heads and Teachers
found in my study site, including my own other friends for the moral support they have had
provided during questionnaires distribution and feedback.

Finally, I would like to express my grateful thanks to my Son and daughters who provided me
with personal talking during data collecting and organizing.

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 ABSTRACT

The objective of this study was to examine the Practices and Problems facing public TVET
institution, taking the case of Mettu Polytechnic College, Illu Ababora Zone Oromiya Region.
The research approach followed was mixed research with a descriptive survey design.
The respondents of the study were TVET Administrative officers, Department heads, Teachers
and Students. The sampling technique used to select teachers and students was simple random
sampling. For administrative officers and department heads, purposive sampling was used.
Data collection instruments, used were questionnaire, interview and group discussion.
Questionnaire was distributed to 30 teachers and 30 students. Interview was conducted with
dean, vice dean and 7 department heads Data analysis technique used was frequency and
percentages. The finding revealed that the college did not have sufficient resources to conduct
the training. The teachers were disappointed by the salary they are paid and additional benefits
when they performed COC examination. Teachers also said that they did not get professional
development opportunities to upgrade their knowledge and skills. Absence of references to refer
on difficult topics in the curriculum was also reported by teachers.

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 CHAPTER ONE
INTRODUCTION
1. Background of the Study
This paper considers the relevance of TVET governance and managing the problems always
arising in general situation of government TVET institution and the paper also is to understand
the role of technical and vocational education and training (TVET) in relation to the
implementation and development practices.
TVET has historically played a key part in UNESCO’s mandate for education. Other
organizations including the World Bank have begun to place a greater priority than has
previously been the case on the skills agenda (World Bank, 2011).
Technical and vocational education and training (TVET) as defined by UNESCO, is “those
aspects of the educational process involving, in addition to general education, the study of
technologies, related sciences and the acquisition of practical skills, attitudes, understanding and
knowledge relating to occupation in various sectors of economic life” (UNESCO).

The shortage of a sufficient corps of TVET teachers/instructors represents one of the obstacles to
TVET development in Ethiopia. The quality of TVET teachers/instructors has suffered as a result
of the low reputation of their profession. Most TVET teachers/instructors have relatively low
formal qualifications, severely affecting TVET delivery at higher qualification levels.
Furthermore, Technical Teachers are more often unmotivated. They did not choose to become
technical teachers, but were placed in technical teacher colleges because there were no other
options available to them. Finally, existing TVET teachers/instructors are (mostly)
inappropriately practically skilled, i.e. not competent to provide TVET in accordance with the
occupational standards. This is a result of a training system that long emphasized theoretical
knowledge (though often not aligned with modern technology requirements), disregarding the
importance of practical skills and appreciation of the world of work (MOE, 2010).

With the introduction of the new middle level TVET programmes, an industrial attachment
period has been introduced to formal TVET. However, its implementation 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

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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, 2010). There are also indications that TVET lacks effectiveness and efficiency. Studies
have shown that many TVET graduates remain unemployed even in those occupational fields
that show a high demand for skilled manpower. Furthermore, substantial resource wastages
occurred as a result of underutilization of equipment in public TVET institutions (MOE, 2010).

This thesis addressed how TVET training was practiced and challenges faced by Public
Polytechnic colleges taking the case of Mettu Polytechnic College in Illu Ababora Zone,
Oromiya Region.

1.2 Statement of the Problem

TVET in Ethiopia is a supply-driven and the oversupply of graduates has obliged the government
to consolidate TVET operation time and again to offset unforeseen problems. With reference to
the fact that the training is a supply-driven, (World Bank 2007, p. 57) has confirmed that in
1994, a new education policy dramatically changed the education system and this includes major
supply-side pushed on TVET to facilitate the school-to-work transition (MoE, 2005).

Technical and Vocational Education and Training (TVET) in Ethiopia seeks to create competent
and self-reliant citizens to contribute to the economic and social development of the country.
Thus, improving the livelihoods of all Ethiopians and bring sustainable development can
reducing poverty (MOE, 2008). According to Demessew (2012) Technical and Vocational
Education (TVET) in Ethiopia, is institutionally separated from the rest of the education system,
and forms a parallel track to general education.

In line with the introduction of the new TVET Policy of 2008, the TVET system of restructured
in a manner that it produced competent labour force through a new curriculum. However, TVET
institutions faced serious problems in implementing TVET training. The shortage of a sufficient
corps of TVET teachers/instructors represents one of the obstacles to TVET development in
Ethiopia. Lack of physical and none physical resources as well as the sectarian involvement in
the implement of the TVET strategy were also cited as major problems of TVET colleges. This
study, therefore, examines how the TVET training has been practiced in Metu Polytechnic

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colleges and the challenges that the college faced in implementing the training. The study was
guided by the following research questions.

1. How was the TVET training conducted in Mettu TVET College?

2. What are the challenges facing Mettu TVET College?
3. What measures are to be taken to mitigate the challenges of the poly technic college?

1.3 Objectives of the Study

1.3.1 General Objective
The major objective of the study is to examine the practice and challenges facing Mettu Poly
Technical College and come up with possible suggestions to mitigate the problems.

1.3.2 Specific Objectives

The following were the specific objectives of this study:

1. Explore how the TVET training conducted in Mettu TVET College?

2. Asses the challenges facing Mettu TVET College
3. What measures are to be taken to mitigate the challenges of the poly technic college?

1.4 Significance of the Study

The results of the study can be used to identify all the shortcomings issues such as problems,
resources priority and manage the implementation process sufficiently. Furthermore, the findings
of the study would help community development practitioners such as rural and urban
developmental analysts; government policy makers and Non-governmental bodies; Social
developers for action to overcome the impacts and challenges of the public TVET institutions.
The study could also serve as a stepping stone for further comprehensive study incorporating all
TVET colleges in the zone.

1.5 Delimitation of the Study

The delimitation to study those challenges facing public TVET institution is to; how public
TVET be effectively incorporate community as an integral part of the labor market; how to gain
the support of administrators, educating teachers/instructors about the importance of sustainable
development and potentiality for transforming the academic curriculum; and how to track what
happens to TVETs’ graduates out look in their own job sites.

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This area of the studies site was selected because the researcher was intered to study with this
college and also it was near to the researcher resided town of which there were some facilities to
reach there on time for data collection. We believe that Mettu Polytechnic College would have
sufficient information on the problems facing government technical and vocational education
and training provision.

The scope of the study was limited to assess the practices and problems facing government
TVET institution of Mettu polytechnic college. The study was focuses on Mettu Polytechnic
College because it is the only TVET College that was organized at polytechnic level providing
training in all levels.

1.6 Limitation of the study

The followings major problems were the limitations factors:
1. The limitation was most students who study at Mettu Polytechnic College are grade
10TH completers. They have many difficulties to understand the medium of instruction
(English).
1. 2.There was a problem of communication in English language even writing appropriate
sentence was difficult because most of the trainees came from grade 10 of the previous
high schooling and the shortage also was because during their previous study; the
medium of communication is Affanoromo. Therefore the limitation was unavoidable.
2. The additional constraints were lack of enough resources to cover the entire and all
requirements to accomplish questionnaires design activity was part of the limitation for
researcher.
3. Some of the questions were difficult to understand of which the limitation for
respondents was from the researcher side during designing questionnaires.
4. The time consuming for college’s Dean/Vice dean, Department heads, teachers and
trainees to fill out and return back the questionnaires on time.
5. College’s instructors were ok in the instruction language (English) but there was a
Problem, the lack of time for individual respondent willingness for filling in the
questionnaires and gave the feedback to the researcher. Another problems being said by
some respondents, the questionnaires were too difficult to understand, this was from
researcher side.

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1.7. Organization of the Study
Chapter one: introduces the historical challenges, inspired and facing public TVET institution by
giving a background on what it is and how these problems would be resolved inMettu public
polytechnic college as well as the world of sustainable development. The chapter also gives the
details of the problems and practices and challenges addressed in the study. The chapter is
consisted of statement of problems, purpose and general objective and specific objectives,
research basic question, significance of the study, operational definition of significance terms
and delimitation of studies that guided the study.

Chapter two: is consisted of the reviewed relevance related literature to the study under sub
themes that influences the factors bringing problems, good or wrong practices and challenges
facing TVET institutional programmes implementation and delivery on the demand for the
institution success in IIllubabor Zone. Chapter three again will be consisted of the research
design, target population, sampling procedures and sample size, data collection procedures,
research instruments, validity and reliability of the instruments, data analysis, ethical issues and
Operational study of the variables in this study design. Chapter four; after data collection and
then research actual report writing, data presentation, data analysis and interpretation will be
covered in this chapter. Finally; chapter five: will be emphasize on the summary of the study,
discussions and findings of the research study, conclusions or generalization of the problems,
recommendations of the study and suggestions for further studies.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

INTRODUCTION

Larsen (2013) describes the most typical combinations of modes in the implementation of
Regional TVET Governance with Central government usually acting as either a Hierarchy or a
Network (normally in more Federal systems). Their work with the partnership countries helps
them mapping the following policy criteria for Networking and Market models. However, in
their work, they have suggested that a successful model for TVET programmes implementation
needs a number of policy criteria:
i) Transparency (awareness of all parties involved, and for Networked models awareness of the
objectives of the network and expectations towards themselves) ii) Accountability (common
understanding of roles, functions, decision modes and rules of cooperation) iii)Participation (do
the members have sufficient knowledge on the issue, are they aware of the evidence,
involvement of all relevant experts) iv)Integrity (no corruption, equal participation for all
members) v)Capacity (competence to understand the processes and structures, ability of
articulation and communication related to the setting)
2.Concept Technical and Vocational Education and Training
The Technical and Vocational Education and Training historically been known as “education for
work.” Mainly it has been aimed to focus on providing the necessary skills and knowledge
needed for trainees to bring positive changes to the workplace in the world of work. The main
purpose of Technical and Vocational Education and Training is focus on acquisition of the skills
and knowledge base economy. It is helpful for the world of work since job-related skills are
playing a decisive role to make youth and adults benefit from employment opportunities that
offer a decent income (Garcia and Fares, 2008).

MoE (2010) states that, the main objective of TVET sub-sector in Ethiopia is to train middle
level human power and transfer demanded technologies, and by doing so, to contribute to
poverty reduction and sustainable development. However, Technical and Vocational Education
in America continues to play great role in its specializing education system. It also plays a
significant role in educational systems across the globe. In developed countries such as Australia,

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Germany, Great Britain, and South Korea, TVET is a key to economic prosperity, while in
developing countries TVET seen as a key to economic self-sufficiency (Chris, 2016).

Probably the most potential problems facing TVET policy makers, the problems area is the re-
focusing of the objectives and purpose of TVET mission. As the present overview explains that,
there are two traditional roles that TVET systems have to play in the region.1)first Role of TVET
as an instrument to overcome social exclusion resulting from high repetition and dropout rates
among basic and secondary school students. This role TVET is an educational alternative for
those who “fail” academically and for those who cannot be accommodated into higher education
(which is mostly publicly provided). 2) Second role TVET as part of active labor market policies
(ALMPs) designed to combat youth unemployment Assad, (2002).

Therefore; the objective and purpose of the study through the problems and practices of public
TVET institution, the following criterion introduced into the public TVET system; i) TVET
systems in the region have to be funded mainly with public resources, which raise the issue of
how to procure additional resources to enhance the quality of TVET services. ii) Diversification
of sources of funding is necessary to mobilize additional resources. iii) Direct budget allocations
to training authorities and training institutions should be complemented with new funding
mechanisms designed to increase accountability, efficiency, relevancies and other additional new
mechanisms include performance-based budget allocations, cost-recovery mechanisms with
provisions to guarantee access to those who cannot pay, and funding of end-users of training
services through competitive training funds. iv) Funding which recognizes the extra costs of
provision in urban and rural areas. v) Clear guidance on how funds can be spent. iiv) Action to
tackle negative public attitudes towards TVET provision and Staff ability to adapt to new ways
of working, Barr, J. and Attrey, A (2017).

The problem that affects public TVET institution not just alternative, but vocational programmes
in general. Many schools have come up with innovative ways to address issue of public TVET
institution but always remain fragment. The roof of one of the school buildings is to reinforce
the support of public TVET institution as to fulfill the requirements suggest in the institutional
implementation strategies. UNESCO-UNEVOC Bulletin | April 2005 / No. 10

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2.1 Mission and Vision of TVET in Ethiopia

2.1.1 Mission
To implement this vision of the TVET system in Ethiopia have to be tripartite-led (fit for purpose
and inclusive). It will provide competencies and life skills to meet the skills demand in the labour
market and forming part of a larger education system with multiple pathways to encourage
lifelong learning. National strategic framework for TVET in Lebanon, (2018).

i) Tripartite-led: means to operationalize the tripartite governance of the TVET system through
the revitalization of the Higher Council for TVET and the establishment of advisory councils in
TVET schools and institutes will; 1) systematically include the private sector in training
provision, counseling, testing, certification and evaluation of programmes.2) Expand training
opportunities inside enterprises as part of a National Apprenticeship Framework that combines
on-the-job training with academic training. 3) Develop partnerships with the business sectors to
better support the development of curricula tailored to competency requirements in the private
sectors.

ii) Fit for purpose: resolving the problems and practices of public TVET institution: 1) the TVET
system needs to provide high quality system that meets the needs of the labour market in the
country and the region. 2) Introduce competency-based recruitment mechanisms for public
administrators, teachers, supervisors and inspectors based on competencies. Provide all newly-
recruited officials with induction training and design an effective pay for performance
compensation system. 3) Enhance and promote common quality assurance mechanisms for
public and private training providers. 4) Provide funding to training providers who demonstrate
positive labour market outcomes among their graduates.

iii)Inclusive: public TVET system needs to; 1) making the adaptations necessary to schools,
curricula and staff/peer attitudes to encourage the participation of women, youth and other
marginalized populations and minority groups. 2) Promote champions who choose non-
traditional occupations and training courses (e.g. women becoming electricians).

iv)Builds skills for work and life: i)the system needs to Provide high quality technical and
vocational education and training for young men and women, taking them into account of
equality for opportunity, sustainable human development, principles of active citizenship,

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democracy and human rights, ii) Integrate and provide training on life skills and citizenship
education. This kind of training should focuses on self-management, communication, critical
thinking, creativity, decision-making, empathy, negotiation, participation, problem solving,
flexibility and respect for diversity.(Lebanese-Palestinian Dialogue Committee census,
December 2017).

2.1.2Vision
The vision and mission are operationalized through eight building blocks, which are equally
important for the achievement of the three main strategic axes: (i) expanded access to TVET; (ii)
enhanced quality and relevance of TVET provision; and (iii) improved TVET governance.
The vision is to recognize that TVET produces individual and social benefits and also
encompassing the individual, the economy and society at large. If the high-quality TVET system
in Ethiopia exists. Key reports and forums on TVET provision in national TVET policies and
frameworks (UNICEF–ILO, 2018).
2.2 Theoretical Framework
Alberto (2005) with productive learning programmes at various secondary public schools in
Latin America was in a conversation with specialists and an analysis of the literature suggested
that educators have encountered a number of challenges in TVET sustainable development as
such the curricular, instructional, financial, utilization of different resources and policies of
delivering the programmes are the challenges which have been greatly hindered the successful
implementation of public TVETs institutional programmes arrangement.
2.3 Key Challenges and Practices Facing TVET Institution
The working groups on public TVET institution identified three main deficits, facing every
public TVET institution, namely: (i) access and service delivery; (ii) quality and relevance; and
(iii) governance and systems.
i) Access and service delivery
The main challenges are: a) Reluctance of students and families to enroll in technical and
vocational education and training. The root causes is; 1.Mismatch between youth expectations
and the salaries and working conditions of TVET level jobs. 2. Lack of clarity in the
competencies acquired by graduates through TVET programmes, accentuating (make something
more prominent or noticeable) the need for improved testing and certification mechanisms. 3.
Failure to adopt horizontal and vertical pathways and modular courses to allow students and

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workers to progress in their education and careers as part of a lifelong learning process. 4.
Absence of career guidance in most TVET Schools. b) Weak infrastructure: 1.Weak
infrastructure of TVET institutions in need of refurbishment (work such as painting, repairing or
cleaning) and equipment to keep up with the requirements of employers and the changing needs
of the labour market. 2. Insufficient allocation of materials to allow trainees to learn through trial
and error.
ii) Quality and relevance
Main challenges: a) Weak relevance of TVET training to labour market demand and The root
causes, 1.Outdated curricula not based on competencies.2. Lack of unified qualification
standards for the competencies, curricula and impact assessment tools.3. Lack of systematic
participation of the social partners in the design, implementation and evaluation of TVET
programmes.4. Lack of accurate and reliable information on current and future needs of the
market.5. Absence of implementation of a national qualification system or sector qualifications
systems to allow for multiple pathways.6. Inadequate accreditation system and quality assurance
mechanisms. 7. Life skills not equitably addressed by existing TVET programmes.
b)Shortage of qualified trainers, staff and supervisors. The root cause is Lack of trainers who
have: a) the knowledge and pedagogical competencies to adopt modern training methods; b)
current and relevant industry/technical experience for training on competencies in demand in the
labour market. c) Lack of meaningful supervision of TVET and an insufficient number of
education supervisors and inspectors for sufficient guidance.
iii) Governance and systems
Main challenges: a) No common priorities for TVET. The root causes: 1.Lack of inter-
institutional coordination mechanisms to harmonize practices, define priorities and learn from
progress. b) Centralized financing system not based on evidence of cost effective approaches.
The root causes: 1.Centralization in the management of TVET constraining the capacities of
TVET providers to introduce innovative practices and multiple financing mechanisms. 2. Lack of
cost efficiency due to a large network of underutilized centers that have been established without
any study examining the number of providers per geographic area relative to the number of
students and labour market demand.
c) Insufficient partnerships with the private sector. The Root causes: 1.Low trust in the efficiency
and relevance of public sector training providers and limited interest among the private sector to

10
partner with public institutions on TVET programmes. Such partnerships would ensure stronger
and more adequate provision of employability skills for TVET graduates, along with the
acquisition of practical experience. 2. Lack of mechanisms for the systematic inclusion of private
sector representatives in the shaping of policies and priorities, as well as in the design,
implementation and evaluation of training programmes. (UNICEF/ILO PARTNERSHIP,
2016)
2.4 The Challenges of TVET on sustainable Development
According to Alberto Arenas (2003) is an assistant professor in the College of Education at the
University of Arizona. Despite an increasing interest by academic institutions to redirecting their
technical and vocational education and training (TVET) programmes to embrace the concept of
sustainable development, educators have encountered a number of challenges as such; curricular,
instructional, and financial challenges that have greatly hindered the successful implementation
of any public TVET institution.
i) Curricular Challenges: All the publicly-funded technical vocational schools offer training,
there is thematic interdisciplinary curriculum that includes the productive activities. The Two
challenges are evident:
First, the lack of teachers training and time to prepare new curriculum, and second, possible
parent resistance to restructuring the TVET programmes. If teachers truly want to integrate
academic and vocational education, the burden is on teachers of academic disciplines to come up
with new lessons that fit smoothly into the productive activity. Most teachers are so
overwhelmed by their current responsibilities that they simply do not have time or energy to add
new ones. Second challenge is the potential for parental resistance to joining the academic and
vocational curricula. Many poor parents, in particular, believe strict academic training for their
children is a ticket out of poverty. They oppose curricular changes that they perceive detrimental
to their children’s future economic prospects.
ii) Instructional Challenges: Competent and knowledgeable teachers are essential to the
successful reorganization of productive learning activities along with the principles of
sustainable development. Unfortunately, the vast majority of teachers receive traditional training
that rarely includes instruction on how TVET can be used to address social justice and
environmental protection. To assist new teachers in adapting to the new pedagogy, some schools
have successfully instituted a mentoring system for new teachers (pairing them up with veteran

11
teachers) as well as biannual meetings where teachers can share both their positive and negative
experiences and get feedback.
iii) Financial Challenges: TVET programmes tend to be expensive to implement, and poor
schools suffer disproportionately from a lack of financial resources. This problem affects not just
alternative but vocational programmes in general. A final challenge for TVET programmes is to
focus on products and services that have as their leitmotif social and environmental
sustainability. From an environmental standpoint, TVET programmes might focus on the
production of environmentally sound products such as photovoltaic cells, energy-efficient
building materials, and water-efficient plumbing appliances. Supplement to UNESCO-UNEVOC
Bulletin (April 2005).
2.5 Remarkable Challenges Facing TVET Developing Countries
The most remarkable Major International Challenges facing any TVET System has been
highlighted. the main problems are categorized and have been analyzed under four major
headings: i) Inadequate capacity, ii) poor quality, iii) low market relevance, iv) weak policy and
institutional capacity.
i) Inadequate capacity: a) not positioned for growth/system is not ready for future growth
demands/insufficient plans for projected demands. b) Limited physical capacity in the exiting
institutes to accept more trainers. c) Limited TVET programmes/places offered by institutes. d)
Skills development priorities do not meet youth’s aspirations. e) Inadequate basic skills and
livelihoods.
ii) Poor quality: a) outdated learning environment such as workshop, laboratory, ICTs and
equipment. b) TVET curriculum and programmes outdated; supply driven and not linked to clear
competencies and standard. c) Inadequate supply of qualified teachers/instructors. d) Very few
high level qualifications occupational and pedagogical skills for TVET trainers) TVET. e)
Trainers lack practical skills. f) Low market relevance TVET programmes not linked to national
economic priorities. g) Mismatch between skills trained and jobs opportunities. h) Direct linkage
between TVET providers and employers is uncommon. i) Few incentives for production
company programmes for skills development. j) Small domestics market and poor jobs
placement services.
iii) Weak policy and institutional capacity: 1) lack of coherent policy framework linked to
national development planning.2) Limited industry involvement in setting TVET priorities,

12
planning and implementation.3) inadequate quality assurance system.4) Lack of
linkages/pathways between TVET institutions and higher eduationuniversities.5) Qualification
framework in plan but regulation and accountability system weakness.6)Limited ICTs in TVET
system.7) TVET institutes management, administrative lack capacities. However, to result these
challenges, the stakeholders (government) have to put a better attention to the public TVET
system, Follow up planned TVET programs and watching the cause of challenges and keep the
TVET programmes effectively and efficiently in a broader way. Intervention into the cause
before the implementation process still in the infantry stage will bring good effect in the process
of developing and implementing it. TVET blueprint, (Philippine, 2016).More over; the Major
Direct/Indirect Internationally Challenges of the public TVET institutions include:1) Institution
related factors: unstable academic calendar, inadequate collaboration between tertiary
institutions and organized private sector, inadequate). 2)Obsolete infrastructure and
equipment, for example poor equipped TVET workshop and libraries, dilapidated classroom
blocks, and weak support structure for students.3) Human resource related problems: such as
brain drain, human capital flight, unattractive conditions of service for teachers, and staff
shortages across board;4) Government related challenges: such as inadequate funding of tertiary
institutions; 5) Student related challenges: such as cultism, examination malpractice, social and
academic vices Egwu, (2009).
However, the most conceptual question in this study posited, is what are the problems impacting
the implementation practices of public Technical and Vocational Education and Training? the
study found that Some of the none prioritized; but major cores challenges in many developing
countries include; “inadequate funding, human and material resources management”. This
predominant situation can be traced internally and externally all over through Governmental and
Non-governmental sponsorship. To this end, every internal education affairs in the world of
work should collectively had to address the anticipated unavoidable problems and challenges in
the implementation process of TVET’s development programmes in the day light of the working
world, also the implementations practices of every public TVET institution is predominantly
needs attention .National Board for Technical Education, (2011),

13
2.6 TVET in Ethiopia Context
Public provision of training services requires developing accountability mechanisms and
decentralization. Technical and Vocational Education and Training is the instrument for the
knowledge economy. Accountability for public provision needs to link outcomes and
performance, and needs to move away from exclusively automatic funding based on enrollment
numbers. Benchmarking and performance indicators need to be developed for comparing
purposes among individual training institutions. Decentralization of training centers implies
devolving management responsibilities and authority to the training institutions themselves, this
is in order to allow them to react and adapt to a changing environment. However; improving the
relevance of training depends on future decentralization of responsibilities. Nevertheless;
centralizing the public TVET provision is good for managing TVET institution which is under
developing regions, for example Gambella and other regions under development. Collaboration
on Knowledge and Skills development on economy, (January, 2005)
The concept of Ethiopia National TVET Strategy mainly developed in Ethiopia is “to create
competent and self-reliant citizens as well as the transfer of demanded technologies to contribute
to the economic and social development of the country (Margarita, 2014). However, in this 21st
century, the Technology is changing very fast and this situation affects the way every society
works and lives. TVET is a key to anticipate responsiveness according to offered relevant
programmes, suitable curriculum and new ways of teaching-learning and assessing the students
Paryono, (2017).
The Ethiopian Education and Training Policy MoE (1994) are clearly stated that trainers should
be adequately trained and certified before they are assigned to train students. Hence, before
trainees are accepted in the institution, the Teachers must be trained as technical and Vocational
teachers, so that they can have the fundamental components of skills that include general
education, theoretical and practical studies, employment experience, and pedagogical studies in
special field. These components would enable the trainers to provide quality training that can
prepare trainees with the required quality of middle level skills UNESCO, (1973). Good
Vocational Training requires instructors who have technical skills, industrial experiences, and
pedagogical skills Middleton, (1996).

14
2.7 Ethiopia Policy Framework on TVET Institution
Technical and Vocational Education and Training (TVET) provides trainees with the technical
skills applicable for the particular trade. In practice, different types of programs are included
under the umbrella of TVET programs. Grubb and Ryan (1999) cited in Krishnan, (2013)
distinguish the following four types of programs. 1) Pre-employment TVET: prepares
individuals for the initial entry into the employment and the regular track of the TVET in
Ethiopia falls under this category; 2) Upgrade training: provides additional training for the
employed individuals; 3) Re-training: provides the training for individuals that have lost jobs or
for those wishing to switch careers; 4) Remedial TVET: provides training to individuals out of
the mainstream labour force Krishnan, (2013).
In Ethiopia, students in grades10 and 12 take a centrally organized examination prepared by the
National Education Assessment and Examination Agency (NEAEA). The tests consist of the
multiple choice questions and are marked electronically. Failure rates in these tests are very high.
One third of all students and half of all the girls fail the exam (Joshi &Verspoor, 2013) cited in
Krishnan).The students that pass the exam in grade 10 can continue to preparatory school (grades
11 and 12) while the remainder are expected to pursue TVET training skills or join the labour
force. TVET training is delivered at five levels (levels one to five) and increasing in duration of
training from one to three years and level of skill on completion, with level five being the
highest) by competent trainers at all levels (Level 1, level 2, and Level, 3)increasing in level of
skill) (MOE, 2015).
2.8 TVET Curriculum Development in Ethiopia
Wojtczak (2002) in Arowolo (2010) posited that curriculum is an educational plan that spells
out which goals and objectives have to be achieved and which topics should be covered and
which methods are to be used for learning; teaching and evaluation. The concept of competence
curriculum has a wide variety of meanings and such perception has been changing overtime
depending on the developments in the society and changes in contents of schooling.

The Ethiopian TVET curriculum development process follows similar procedures with
different competency based TVET curriculum development processes of some other countries.
Ethiopia has mainly adopted its current TVET curriculum experiences from countries such
as Australia and Philippines. However; the problem that may limit the current competence
based curriculum development in Ethiopia is the lack of knowledge and experience to develop

15
the curriculum at the local level of the decentralized responsibility. According to Biemans
describes competence as it is one of many side issues. In broad outlined and in accord to the
writers have viewed the competencies as the sum of interrelated abilities, application of
knowledge, behavioral patterns and skills. At the very least, they presented the six common
characteristics of the conceptual word competence that help to understand it more. thus,
competence is:1) context- bound; 2) indivisible (knowledge, skills and attitudes are integrated);
3) subjected to change; 4) connected to activities and tasks; 5) required learning and
development process, and 6) interrelated.
However, the question of competence curriculum is an important issue in the study through the
problems and practices of public technical and vocational education and training institution. The
concept of TVET competence is broader; it comprises the possession and application of a set of
skills, knowledge and attitudes which are necessary to enable graduates to be successfully
competent for jobs in the labour market. According to Ethiopia National Occupational Standards
define competence as the outcome of all training, learning and forms the benchmark of all
quality management within general education and TVET system delivery. According to
Ethiopian TVET Strategy Document; the competence based training of TVET falls under the
following four (4) basic components:
1) Occupational Standards (OS): indicate the level of performance required for the successful
achievement of work expectations. Occupational standards are defined in terms of the activities
(duties and tasks) performed by a person in a selected occupation and are intended to specify best
practice in a particular employment sector. 2) Competence Based Curriculum (CBC): is a
framework or guide for the subsequent detailed development of curriculum and associated
methodologies, training, assessment and resources. 3) Modularization in competence based
training: should be organized in a modular fashion to meet the requirements as defined in the
occupational standards. In this way, each module or combination of modules describes an
employable set of competences. Successful completion of each training module shall be
dependent on assessment and certification in conjunction with the assessment specifications
stipulated in the occupational standards. 4) Cooperative training as competence based learning
approach: is a mode of training provided in partnership between enterprises and TVET
institutions. It is directed toward the attainment of a skilled and versatile workforce adaptable to

16
a changing technology to meet industry’s current and future manpower needs, Guideline on
curriculum development (Addis Ababa, 2006b).
However, On the basis of TVET system reform in the beginning of the TVET programmes in
2002, all training materials were prepared centrally and used by all institutions. Those materials
were prepared for 10+1, 10+2 and 10+3, but Occupational Standards (OS) changed the
programmes shortly in 2004 (MoE, 2008).This curriculum reform aimed to ensure quality and
relevance of TVET by facilitating the setting of National Occupational Standards, which is
equivalent to international standards, organized occupational assessment and certification
system, offers the National Occupational Qualification Certificates to those who have proven in
an assessment that they are competent in accordance with the defined occupational standards.

The development of the occupational standards has been categorized into five levels i.e. Level 1,
Level 2, Level 3, Level 4 and Level 5 packages. The Level 1 and Level 2 pack-ages are short term
training packages and are developed for those not entitled to enroll in the 10+1, 10+2 and 10+3
program(i.e. students who drop out before completing grade 10 (MoE,2008).

Ethiopian curriculum based development has had identifies the following key competencies for
training institution, though the public TVET institutional implementation practices and delivery
were to maintains quality standard as to achieve the occupational standard designed as of the
following;
1) Life skills Students: should learn to communicate and interact effectively with a diverse range
of people. 2) Base-line skills: all students should at least attain a level of education, which allows
them to participate actively within the society in which they live. 3) Higher-order skills: the
curriculum should be taught in a way that engenders and promotes the development of
application of knowledge, analysis, synthesis, evaluation and innovation. 4) Participation and
contribution: Students should display a positive attitude towards their own education by showing
a willingness to play an active role and contribute in lessons and practical activities. 5)
Independence Students: should be taught to be self-motivated, setting their own high standards
and goals initially within their education, and later in their working life. 6) Adapting to change:
Education should make students perpetual learners. They should be receptive to changes of
situation which affect their lives positively.7) Time management: Students should be taught time

17
management, which includes tools or techniques for planning and scheduling time, usually with
the aim to increase effectiveness and/or efficiency.
2.8.1Challenge of TVET Curriculum
According to Smith, Stanley and Shores (1957) cited in Ughamadu (2006) that curriculum is a
set of educational goals and objectives, a body of subject matter, a list of exercises or activities to
be performed, the learning experiences and a way of determining whether or not the objectives
have been achieved by the learners. Therefore, the term curriculum is defined as all experiences
the students go through in school during the course of their educational programmes (Caswell &
Campbell 1935 cited in Ughamadu, 2006).
However, to this end point, implementing TVET curriculum is not free from challenges.
Therefore; the Implementation of the TVET curriculum in technical colleges has not been
yielding the expected outcomes. This is due to the fact that the aims and objectives of TVET as
enshrined in the National Policy on Education (NPE) and because of this, it does not met the
expected outcome in the TVET curriculum design.
2.8.2 Status of TVET in Ethiopia
The 21st century current status of Technical and Vocational Education and Training in Ethiopia
serve multiple purposes. A key purpose is the preparation of youth for work. This takes the form
of learning and developing work related skills and mastery of underlying knowledge and
scientific principles.
According to Demessew, (2012) Technical and Vocational Education (TVET) in Ethiopia is
institutionally separated from the rest of the education system and forms a parallel track to
general education. however, as indicated in 1994 Education and Training Policy (ETP), the
formal TVET system of the country requires completion of a tenth-grade education to obtain
certificate, diploma and advanced diploma upon completion of the levels 10+1, 10+2 or 10+3 of
the TVET program. The current vocational education system called TVET system defined as a
combination of “theory and practice”.
2.8.3 Particular Challenges of TVET in Ethiopia
Generally; the Particular Challenges of the TVET in Ethiopia; its implementation is however
faced a number of problems, mainly due to 1) the lack of cooperation between the employers and
TVET training institutions. 2) An internship and cooperative training system between TVET

18
institutions and employers. 3) The shortage of a sufficient corps of TVET teachers/instructors
represents one of the obstacles to TVET development in Ethiopia.
4) The quality of TVET teachers/instructors has suffered as a result of the low reputation of their
profession. 5) Most TVET teachers/instructors have relatively low formal qualifications which
are severely affecting TVET delivery to the expectancy of the National TVET strategy. 6) Public
TVET institution’s teachers/instructors are more often unmotivated. The reason behind may be
low salary or low experiences in the use of some sophisticated equipment provided for periodic
practices and Other hand reason with the employed TVET teachers ‘knowledge basis might be
more theory rather than more practical ones. 7) The TVET training system that has been for so
long still emphasized on theoretical knowledge and does often not aligned with modern
technology requirements and it disregard the importance of public TVET institution and would
not be appreciated in the world of work MOE, (2010). 8) under-funding is a structural problem in
public TEVT system. 9) The Costs of TVET remains high when the TVET institution is provided
as center-based training and Therefore the TVET in Ethiopia still predominantly lacking the
mode of delivery.
It is however, an indication that TVET lacks effectiveness and efficiency and also that many
TVET graduates remain unemployed even in those occupational fields that show a high demand
for skilled manpower. 10) The substantial resources wastages occurred as a result of under-
utilization of equipment in public TVET institutions MOE, (2010).11) Public TVET programmes
in Ethiopia are usually more expensive than general education and as a consequence of
budgetary constraints; most urban public TVET programmes are under-funded while rural public
TVET programmes suffered from poor facilities and shortages of training materials (MOE,
2010). Therefore, this joint training delivery still needs to be developed in order to increase the
quality of TVET and employability of the graduates (MOE, 2010).
2.9 Management of TVET Institutions
The Human Resource Management has emerged and evolved as one of the most important areas
of organizational management and practice. However, In this case of the study through problems
and practice of public TVET institution of which the study is concern, quality management is
needed throughout its leadership and management practicing role. The uniqueness of the Human
Resources (HR) approach requires a total different type of attention from managers as Wright,
Smart, and McMahan, (1995) mention that the crucial inputs, among others to an organization is

19
its human resources management. People bring to their jobs the diversity of skills, needs, goals,
and expectations. Therefore, we need to ensure that the human resource requirements of an
organization are identified and plans are made for satisfying those requirements and challenges
(Bulla and Scott 1994).
Guest, Conway, Briner and Dickman (1996) are of the opinion that the interface between the
individuals and the organization is critical to full utilization of human resources. The individual
and the organization establish a “psychological contract”. The management system is always
expecting individual members of the organization to make contributions to the organization and
receive certain rewards in return. The organization provides certain rewards and expects in return
certain contributions from the individual.
In general, the challenges of public TVET institutions, its Human Resource Management has
been described as a broad strategic which involves all managerial of personnel regarding
employers and employees as a single and the most important organizational assets in its
responsibilities and objective of enhancing organizational performance and meeting employees,
institution mission needs. The effectiveness and acceptance of Human Resources Management
policies are related to organizational values and culture .Stone-Romero, &Lukaszewski, (2007).
2.10 Strategies in TVET Governance
Internationally; British Council, (March, 2016) has identified some common themes within
TVET Governance, such as:
1. The role of strong central leadership in driving change and drawing in other policy support 2.
Identifying when it is most helpful to have centralized or more devolved skills policy 3.
Consideration of what difference a country’s stage of development makes 4.Consideration of
what functions and responsibilities should be held centrally by the ministry responsible for skills
policy, and what should be delegated to others 5. The role of the central government ministry to
ensure effective delivery when power and responsibility is delegated. 6. Consideration of
whether it matters that citizens and employers are involved/aware of the processes.
2.10.1Critical Factors in TVET Institutions
Subsequently, the British Council further explored the different ways in which TVET
governance and planning are devolved to sub-national levels. Moreover; a Research identified
that a complex mix of factors are at play in each country studied and that each of these factors

20
can both support and stimulate successful devolution of TVET governance or hinder its progress.
These Critical factors include:
1. Political factors (impetus, structure, coherence, party affiliations, power and its location). 2.
Financial factors (funding availability and stability, systems).3. Institutional factors (centralized
vs devolved, independence vs state controlled, geography etc.). 4. Cultural factors (leadership,
barriers, people strategies).TVET governance (March, 2018).
2.10.2 The Roles and Responsibilities of the TVET Leaders
i) The Role of leader: the main objective of governing TVET institutions is to unifying
objectives and strategies for TVET development both among public and private providers.
Kis and Park, (2012) found that many vocational systems globally suffer from fragmentation,
reflecting a multiplicity of stakeholders, including different government departments, employers
and unions, competing programmes, qualifications and training providers. The end result of such
fragmentation tends to cause disengagement by students and employers in the face of confusion.
To reflect this, there is often a need to simplify TVET systems and coordinate them better; it is
therefore an ideal time to be exploring TVET governance.
However; when describing autonomy within TVET institutions; we are referring to the freedom
to exercise greater control over factors such as delivery, borrowing powers, freedom to work in
new sectors and build new partnerships and independent governance. this theory should enable
TVET institutions to make decisions as close as possible to where implementation practices
happens and allowing, perhaps lead to more cohesive local planning. TVET governance (March,
2018).
To identifying good Governance of TVET institution, the leadership needs to make
understanding more clearly, which mean how institutional leaders interact with different levels
of governance in abroad range of different systems and to this point, the institutional leadership
should aim the following criteria as such: a) Identify the benefits and challenges associated with
the different models of governance and adopt relevance of any country context. b) Examine to
what extent the experience might be useful in supporting the reform agendas of TVET
institution. c) Deliver a clear set of recommendations on how governing agencies can and should
interact with institutional leaders in different contexts. TVET governance (March 2018)

ii) Responsibilities of the TVET leaders: The importance of funding TVET institution becomes
far more compelling and it is vital at all levels of government TVET institutions. One of the

21
barriers to making provision more demand-led is the capacity of staff. In so doing, the following
are greater responsibility of leaders: 1)Curriculum design; 2)Investment in facilities and
equipment; 3)Tackling public perceptions of TVET; 4)Monitoring and evaluation; 5)Freedom to
choose curriculum delivery to meet labour market needs;6)Flexible funding to deliver courses
that are in demand without considering the funding implications. 7) A competitive fee structure
and access to employers to provision more attractive to them; 8) Use of industrial trainers not on
academic contracts. However; as Governance over curriculum design is the top priority, it is
therefore institutional leaders are to make their offer more responsive to demands and then the
freedom to use their local knowledge and expertise to do so. TVET governance (March, 2018).
2.11 Support Networks of TVET Institution
The public TVET institution needs a Networking and Market models to be successful; they need
a number of policy criteria from both Government and institutional leaders. The networking
system should be as such:1) Transparency: awareness of all parties involved, and for Networked
models awareness of the objectives and expectations towards themselves.2) Accountability:
common understanding of roles, functions, decision modes and rules ofcooperation;3)
Participation: do the members have sufficient knowledge on the issue;4)Integrity: no corruption,
equal participation for all members;5)Capacity: competence to understand the processes and
structures, ability of articulation and communication related to the setting. However, For such
networks to function properly they need to include representatives from government and funding
bodies or they tend not to be perceived as having influence and stakeholders will not see a value
in engaging. Christa Larsen of Institute (Frankfurt, 2013)
2.11.1 Cooperating the Public TVET Institution
One area of interest is the extent to which there is a shared political view about what an
institution should deliver and the areas to meeting local needs of public institution and these are:
i) The role of Different central government ministries; ii) role of Central and local government;
iii) role of institution and central government; iv) role of institution and local government;
v)an impact on the institutions when there exist a lack of a shared view as to what TVET should
deliver and these impact may be as such: a) Funding does not follow strategic priorities; b)
Overlap of responsibilities for different partners; c) Mismatch between skills supply and demand;
d) Lack of clarity over the strategic direction of TVET policy; f) Unable to innovate; g) Lack of
trust between partners and Others. If these strategies are not appropriately prioritized, then the

22
challenges in TVET institution development programmes would be un-avoidable. TVET
governance (March, 2018).
2.11.2 Collaboration on TVET Institution
Internal collaboration: The Foremost areas of public TVET that needs Internal Collaborative
Function would be: a) accessing other sources of finances; b) support to develop employer
relationships’ c) Staff development; d) Creating relevant curricula; e) Meeting the needs of a fast
changing labour market; f) Matching demand and supply of skills; g) The development of
qualification standards; h) Delivery of high quality teaching and learning; i) Quality assurance. j)
Accessing other sources of finance TVET for additional functions; p) Establish criteria for
internal of vocational and technical education colleges and training centers. q) Train school
administrations and teachers on self-evaluation, engaging students in the evaluation process. r)
Conduct a standard internal evaluation of TVET institutions and consolidate results through an
objective study undertaken for this purpose. t) Conduct through the Central Administration and
the Education Inspectorate .British council (March, 2018). Hence, Leadership of TVET
programmes managers is the key issue and Productive relationships. TVET managers have to
know how to network and develop relevant, knowledge of high quality TVET programmes by
involving a range of stakeholders. British council (March 2018).
External Collaboration: It is important to recognize that there are different types of TVET
delivery being developed and differing models from the developed world. For example “the
German Dual system is well known. The English model of TVET delivery and its institutional
governance would be more successful for TVET providers in working world”. Subsequently;
The collaboration needed would be:1) Develop lasting relationships with employers;2)Use
freedoms to test innovations and new ways of working world; 3 )Utilize relative curricular
freedoms to build new qualifications; 4)Respond to challenges and opportunities swiftly and
effectively.
2.12 Strategic Planning needed for country experience on TVET Development
The at most considered factors of which the TVET leader should do for the programmes
implementation are as follow: Finance: Adequate financial and human resources; Strategic:
Long term strategic planning and Expansion/modernization of our teaching capacity; Strategic:
Strong partnerships and collaboration across different levels of government; Strategic: Good
quality that is up to date labour market information to know what skills employers need, Staff

23
motivation and acceptance of modernization and reform; Finance: A need for new
facilities/equipment and Sustainable funding; Action: to tackle negative public attitudes towards
TVET provision, Staff ability: to adapt to new ways of working; Strategic Incentives: for
employers to engage with local institutions; funding: matches the policy intentions, Strategic:
Coherence at national level so there is no duplication of TVET delivery and Other Freedom to
control admissions; Strategic: A central drive to create the conditions for success, TVET
governance (March, 2018).
2.13 Financing TVET Skills Development
Atchoarena, (2009) financing skills development is very much linked to the issues of
responsiveness to market’s needs, and to the adaptation and relevance of training.
Ziderman, (2002), writing for the World Bank, suggests that there are 15 finance-related issues
that impact on reaching the main training policy objective of facilitating the development of
effectiveness and efficiency, competitiveness, flexibility, and responsive (demand-driven)
training systems to meet national economic and social needs, and the needs of individuals.
Table 2.1Training Finance of the Public TVET Institution Policy

s/n Role of training finance in meeting policy objective the Explanation

TVET

1 Redefined government Redefinition of government role (diminished, but still,

role critical), entailing reduced public budgetary support for
formal sector institutional training.
2 Funding diversification Diminished government financing role is to be accompanied
by a diversification of sources of financing, greater cost
recovery and cost sharing.

3 Cost sharing Moves towards increased cost sharing, with higher, more
realistic training fees (with scholarships for the needy) and
perhaps state-backed student/trainee loans.

4 Training Levies Funding diversification measures to include training levies

on enterprises.
5 Income generation Funding diversification measures also include income
generation by public training institutions.
6 Decentralization Income generation objectives would be furthered through
decentralization of control over public sector providers and
greater institutional autonomy.
7 Private Sector Government to encourage private sector provision of

24
 training.
8 Funding public training Replace arbitrary, ad hoc funding arrangements by objective
institutions formula funding related to inputs, outputs and outcomes.
Consider case for subsidy of selected private training
institutions.
9 Trainee/consumer More voice is to be accorded to trainee/consumer choice;
choice vouchers may help develop the demand side of the market
where subsidy needs to be retained.
10 Levy-grant But Skills training levies are not normally used to fund
vocational education at the secondary level. There is a basic
assumption that government should pay for those
educational benefits that confer social benefit (like
vocational education) and firms are expected to cover the
cost of training that improves productivity directly. (Hawley,
undated).
11 Training funds National training funds to be developed, to take a broader
and longer term view of training expenditures in a national
context.
12 Training authorities Where institutionally possible, fully-fledged, autonomous
national training authorities to be established.
13 Stakeholders Increased participation of stakeholders (especially
employers) in national training policy formation and
execution).
13 Disadvantaged groups Continuing and enhanced government role in skills
developments an integral part of a package of measures to
assist disadvantaged marginalized groups.
15 Informal sector Central attention to be paid to largely neglected training
needs of small micro enterprises and informal sector
producers.

Ziderman, (2002), recommendations that governments should encourage more national training
funds which should be developed as already being implemented in some countries. A number of
mechanisms exist for raising funds from the private sector towards the cost of skills development
of which the TVET programmes implementation and this will generally form a national training
fund which would be a source of financing outside normal government budgetary channels
though public TVET institution is always under incomplete requirements.
2.14 Overcoming the Problems and Challenges in Public TVET Institution
According to Padaki (2007) Manpower planning is the major in TVET human resource
management. The implication is that project staffs have to know starting date and known the end
date, which makes it tight for organizations to invest in staff development. In most cases, public

25
institute ignores critical human resource Management issues such as “induction for new recruited
staff, meanwhile staffs are assigned to a mission without any training on organizational culture”.
This could dent the image of the organizations behavior of new staff who might contradict the
professed values of the organization. Standards for Professional Learning, (2011).
In additional to this overcoming in meeting the challenges to improve relevancies for TVET
institution, a better quality and increased opportunities for lifelong learning requires diversifying
sources of funding and new funding mechanisms for TVET institutions is needed. Therefore,
financial resources for the modernization of TVET cannot come solely from the State but cost
recovery and greater participation from firms and improving institutional governance is required.
However, following the actual manner would be that, the Government’s strategic objectives for
TVET institutions has to be in a defined manner as such:1) Qualifications framework that would
foster lifelong learning; 2) a system that would be responsive to the demands of the economy; 3)
new legal and institutional basis for governing TVET institutions and enhancing labour mobility.
Collaboration on Knowledge and Skills in the New Economy (January, 2005).
2.14.1TrainingTVET Institution Administrative Staff
Training administrative staff in technical institutes, especially directors, heads of theoretical and
applied courses and their peers on fulfilling their duties is paramount. Develop their capacities in
order to allow them to deal with students. Training officials in education institutions on
monitoring and evaluating processes on the basis of educational and objective indicators is
potential one. Train officials and teachers in TVET schools on conducting an internal evaluation
of their education and draft relevant professional reports is the institute officialdom. Increasing
the capacity of human resources and training officials administratively would allow them to
adequately perform their duties.
Effective professional planning is typically includes variety of opportunities for participants to
learn and master new knowledge and skills. Learning activity that engages teachers as active
learners and problem-solvers is the most effective professional learning for TVET programmes
implementation. The leaders have the key role in teachers’ professional learning and facilitate
teachers’ participation ensuring that substantial time for learning has followed up and will ensure
that there are adequate resources to support teachers’ professional growth and giving
constructive feedback on implementation of new learning (Birman et al., (2009).

26
2.14.2 Training of Teachers
Training TVET Teachers/instructors enables them to improve their abilities in providing
effective services to TVET’s students in addition to the available training materials, the
knowledge, skills, experience and attitude of a trainers should be at high level, especially on the
course he/she is instructing. Likewise, the trainers should know the level of understanding of
their trainees whether the local or the overall country wide situations in which they are living.
There is a set of an integrated programmes and a mechanism to be used in training teachers;
1. New techniques that have emerged in specializations and courses they teach;
2. New teaching methods, including the preparation of courses and adoption of competency-
based teaching methods and life skills, using modern techniques and information technology
in teaching;
3. Linking teaching to standards, costs, clean production, ability to compete, protection of
environment, safety and use of national products;
4. Conducting cumulative and summative evaluations establishing clear criteria to identify
students and apprentices who acquired the required skills;
5. Techniques to teach students life skills; 6) set a permanent mechanism to train teachers and
trainers on a continuous basis on emerging techniques and on modern education and
evaluation methods. Therefore, to effect the implementation of TVET curriculum in
government technical colleges, the Governmental and Non-governmental stakeholders
should work collectively to address the various challenges impacting public TVET
institutions objectives and these objectives of TVET institution could be achieved through
proper funding, management, administration, qualified instructors, positive attitudes of
students toward TVET qualification and public partnership. Journal of Education and
Vocational Research (September, 2017). The Key to this step in planning TVET
implementation process is to ensure that there is a "match" between the planned institutional
programmes implementation and the intended outcomes. If mismatching exist in this
circumstance, Researchers are calling this result "knowledge without change in practice" and
describe it as “inconsequential” if it does not change what a teacher does in the classroom
and this could directly impacts the student teaching (McCutchen et al., 2009).

27
 CHAPTER THREE
THE RESEARCH METHODOLOGY
In this chapter presents the methodology that was carrying out and consists of the research
approach a d design, data sources, sampling data collection and analysis.
3. Research Approach and Design
The researcher has used mixed research approach using both quantitative and qualitative data.
Quantitative approach has been also applied in data collected through the questionnaires which
has been distributed among respondents. Moreover; the quantitative approach was also more
concerned to produces data which uses measurements like amount, volume, quantity and so on.
This design used in this research was a descriptive survey design because the purpose of the
study was to assess the current practice in the selected TVET College. It allows the researcher to
gather data, summarize, analyses, present and interprets for the purpose of clarification and
finally generalizes the issues for solution to the problems.
3.1 Source of data
The study used both primary and secondary data sources. Primary data sources were TVET
teachers, TVET trainees, deans and department heads working in Mettu Polytechnic College.
Secondary data sources include policy documents, articles, books, and various reports.
3.2 Sampling Design
Sample is a small portion of a target population. Purposive sampling technique was used to for
dean/director and head of department because it was deans and department heads who are
directly involved in the practice and administration of the TVET programs. For selecting
trainers/teacher and students, availability sampling was used because the questionnaire was
distributed to those who were available in the college at the time of distributing the
questionnaire. TVET teachers involved were 30 and the students were also 30.

Table: 3.1 Summary of the Sampling Technique

S/n Type of Total Population Sample Sampling
Respondents M F T No Techniques
1 Dean/principal 1 - 1 1 Purposive
2 Vice dean 1 - 1 1 Purposive
3 Department heads 14 - 14 7 Purposive
4 Teachers/trainers 84 8 92 30 Availability sampling
5 Trainees 2000 300 2300 29 Availability sampling
Total 2,101 308 2408 68

28
3.3 Research Instruments
In the selection of the instruments to be used for the study, the researcher ensured that the
instruments chosen were suitable and appropriate by considering the literacy level of the targeted
respondents and their availability.
3.3.1Questionnaires

According to moor (1988) questionnaire gives a relatively objective data and enriches them to
the survey research design of the kind of research. Therefore, the questionnaires were therefore
distributed among respondents and wait for feedback from week follow the submission.
Questionnaires and interview schedules were therefore used as instruments for date collection. A
total of 60 questionnaires were distributed (30 for teachers and 30 for students) and 59
questionnaires were correctly filled and returned and used for the analysis.
3.3.2 Interview Schedules
According to Enon (1998) the interview technique requires the researcher to ask questions orally
or vocally. The technique involves face-to-face interaction between individuals leading to self-
rapport. It was advantageous because it is quite flexible, adaptable. According Kothari (2004) the
interview method for collecting data involves presentation of oral-verbal stimuli and reply in
terms of oral-verbal responses. The researcher used interview schedules to collect data from
Dean/director and department heads. The interview schedule has been structured based on the
research questions of the study.
3.3.3 Piloting for validity of the instrument
Mugenda (1999) defines validity as the accuracy and meaningfulness of inferences, which are
based on the research results. Therefore; the Content validity of the instruments has been
determined by the researcher’s advisor who is the expert in the area of study. Before distributing
the questionnaire a sample questionnaire were given for three department heads to review it for
clarity and understandability. Based on the comments provided, the questionnaire was revised
and later distributed.
3.4 Method of Data Analysis
Data collected through questionnaire were analysed using descriptive statistics, namely,
frequency, percentages, mean and standard deviation. According to Mugenda & Mugenda
(2003), the purpose of descriptive statistics is to allow for meaningful description of the
distribution of scores or measurements using a few indices or statistics. The data from the

29
questionnaires were first coded and entered in the Statistical Package for Social Sciences (SPSS)
to process the analysis of data collected. The scores of each item were statistically organized.
The mean scores were used to interpret data gathered through qualitative approach. The mean
value of each item was interpreted as follows; The problems and practices of public TVET
institution, with a mean value of 1- 2.00 as very low, 2.00 - 3.00 as low, 3.00 - 4.00 as moderate
and 4.00 as high implementation of the activities. The interpretations were made with the help of
frequency and percentage.
3.5 Ethical Consideration
Ethics is a set of moral principles suggested by an individual or group and which is widely
accepted, it entails official rules and behavioral expectations about the correct conduct towards
experimental subjects and respondents, employers, sponsors, other researchers, assistants and
learners (De Vos et al., 1998). However; the following ethical measures were adhered in the
process of data collection, analysis and dissemination.
1) A researcher has official a permit obtained from the college of education and behavioral
studies through the department of curriculum and instruction (management of vocational
education) of the Addis Ababa university main campus to allow him collecting data for research
study. A copy of the permit was submitted to the Dean of Mettu Polytechnic College’s office.
2) Furthermore, the researcher was first pre-visit the college to build rapport before the actual
data collection taken place. This was to ensure familiarity with respondents in advance. The
questionnaires distribution was personally administered to Dean/vice Dean, department heads,
teachers/trainers and trainees as the respondents understudy.

30
 CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of the data collected through
questionnaires and interviews. This chapter consisted of two parts. The first part is concerned
with the description of the background characteristics of the respondents of the sample
population. The second part is concerned with the analysis and interpretation of the main data.
Thus, the quantitative as well as qualitative analysis of data was incorporated in to this chapter.
4. Profile of the Respondents
Table 4.1The Distribution of the Respondents Sex and Age

S/n Age Male Female Percent (%)

1 15-20 13.3% 10% 23.3%
2 21-25 9.5% 8% 17.5%
3 25-30 8% 6.7% 14.7%
4 30 and above 7% - 7%

In the table 4.1 above, number of male is higher in the college by 13.3% and the number of
female is 10% lower. However, the researcher has confirmed that in the college the number of
female workers is lesser than the number of male workers by plus 13.1%.
Table 4.2: Respondents’ Education Background
Educational Dean/principal Vince Dean Department Teachers/senior Total
Background heads instructors
No Ed No Ed No Ed No Ed No
Diploma - - - - - Dm 10 - 10
B.A/B.Sc/ 1 B/sc 1 B/sc 11 B/sc 34 B/sc 47
BED
Degree
M.A/B.Sc/ - - - - 3 M.A - - 3
Degree B/sc
Levels staff - - - - - - 48 Level 48
Teachers
Total 1 1 14 92 - 108

In Table 4.2 above, there was 1 Dean and 1Vice Dean all are degree holders and among the 14
Department heads, 3 of them were master degree holders and 11 were first degree and 10

31
 Teachers were diploma holders, 34 Teachers were Bachelor degree holders and 48 Teachers
were levels holders. Therefore, the researcher has concluded that there is a qualifications
problem among instructors because most of them are levels holders for instruction.
4.1 Issues related to the challenges of the TVET institution in general situation
In Table 4.3 below, question1, 6(37.5%) of the respondents identified that one of the challenges
of the college was related to curriculum challenges and 4 (25%) of the respondents stated
instruction challenge; 6 (37.5%) is due to the leadership and management skills.

Table: 4.3 Views on the Challenges of TVET Institution

S/n GENERAL SITUATIONS TVET RESPONDENTS

ADMINISTRATIVE BODY
1 QUESTION RESPONSES FQ (%) MAX MN STD
What are the 1.the curriculum challenges 6 37.5 4 2.5 1.2
challenges facing
this TVET 2.instructional challenges 4 25
institution? 3.leadership and management 6 37.5
challenges
Total 16 100

Therefore, the data analyzed has considered the problem by 100 percent that there are problems
in general situations.
4.2 Issues related to challenges of curriculum

Table: 4.4 Views on the Challenges of Curriculum

S/n CHALLENGES OF CURRICULUM RESPONDENTS
ADMINISTRATIVE BODY
QUESTION RESPONSES FQ PT(%) MAX MN STD
2 What are the challenges 1.why no Ethiopian curriculum 5 31.2
seen in the TVET and use only Germany TVET 5 2.7 1.3
curriculum designed by internship model
National TVET 2.Australian TVET model 6 37.5
strategy authority?
3.only learning with models rather 4 20
Total 16 100
3 Is the curriculum used 7 43.7
1.Yes, modularization 5 2.5 1.5
in this college is
Modularization one? 2.curriculum is unclear 4 20
3.No references for unit subject 3 18.7
competency for instructors
Total 16 100

32
In Table 4.4, question2, 5(31.25%) respondents suggested that the curriculum did not yield its
objectives and outcomes, 6(37.5%) Ethiopia borrowed TVET curriculum from Australia. Four
(20%) of the respondents have responded that Ethiopia learn from other countries TVET
curriculum models. In this stand point, the data analysis made researcher to confirm that 87.5
disagree on the curriculum models of the other countries which used in Ethiopian as the TVET
system models. However, the respondents are expecting the national TVET strategy to create
Ethiopian own TVET curriculum
Question 3. 7(43.75%) of the respondents said yes, it is categorized, 4(20%) suggested that
curriculum is unclear, 3(18.75%) of the respondents said no references for unit subject
competency for instructors. however, in this responses it shows that 38.75 percent disagreed with
the clarity of the curriculum.
4.3 Issues related to management of public TVET institution
Table: 4.5 Views on Management of public TVET
S/n MANAGEMENTPUBLIC TVET INSTITUTION RESPONDENTS
ADMINISTRATIVE BODY
QUESTIONS RESPONSES FQ PT (%) MAX MN STD
4 What failure do you 1.scarcity resources 9 56.2 6 2.6 1.5
think exist in this TVET 3 18.7
institutional management 2.wrong utilization
system? 3.unstructured management 4 20
Total 16 100
5 As a college Dean/Vice 1.not enough government 9 56.2
4 2.1 1.3
dean/department heads; budget
do you certified with the 2. Yearly budget and other 3 18.7
yearly government addition revenue is needed.
budget or else 3. College financial committee 4 20
sponsorship? is the key to plan the budget.
Total 16 100

In Table 4.5 above, question4; 9(56.25%) of the respondents said the problem related to
institution management is because of the scarcity of the resources.3 (18.75%) wrong utilization
of the financial resources. 4(25%) unstructured management activities is a time wasting. in this
responses, the data analyzed shown that the problem relate to the institutional management is
100 percent causing dissatisfaction among the management of the TVET institutional staffs.

question5; 8(50.0%) of the respondents suggested that problems related and affecting the
management practices for the programmes implementation is because of the none care for

33
college money.1 (18.75%) none planning for the future challenges.4 (25%) practice of using
money for private benefits. in this case as the data analyzed, the researcher was by 43 percent
agree that if these two factors mention are threats, these would contribute to the management
problem.
4.4 Issues related to college financial management
Table: 4.6 Views on Financial Management

S/n RESPONDENTS
FINANCIAL MANAGEMENT ADMINISTRATIVE BODY
QUESTION RESPONSES FRQ PT(%) MAX MN STD
6 What are the 1.limited budget approval 5 31.3 4 2.5 1.2
limitations in
2.problem is where to bring supplies 1 6.3
the government
TVET 6 37.5
institution 3.no enough budget for TVET
funds? 4.no complain for budget when 4 25
government decided
Total 16 100
7 Beside 1.need more additional funds 6 37.5 4 2.5 1.3
government
budge; is your 2.additional private sponsor 5 31.3
College in 3. yes helpful to overcome 5 31.3
partnership with challenges
other privately Total 16 100
sponsors?

In Table 4.6 above, Question 6, 5(31.3%) of the respondents suggested that the strength and
limitation in the government TVET colleges is planning strategically and limited budget.1(6.3)
of the respondents responded to researcher that the limitation in the government TVET college is
the lack of supllies.6(37.5%) suggested that no measurement of the budget allocation. in this
critical situation, researcher during the conversation with respondents, 75.05 percent of the
respondents suggested that the real limitation of the government college is the limited budget (or
financial management) and the immeasurable year budget also a limitation and on another hand,
the strength that might be needed by the institution would be the planning on the overall
institution programmes.
Question7, 6(37.5%) of the respondents said beside the government budget, the college need
additional funds.5(31.3) of the respondent responded to the researcher that the government
college need additional funds to overcome every arisen challenges. 5(31.3%) responded that the
government college needs another private funds to with stand the overall challenges. in this
34
viewed point, the researcher has by 100 percent suggested that it is an outlook suggestion that,
government TVET needs more funds to fulfill all requirements suggested in the public
institutional programmes.
In relation to the Current Challenges of the College (See table 4.6 below),
Table: 4.7 Views on the Challenges of Public TVET
S/n CHALLENGES OF PUBLIC TVET GOVERNANCE RESPONDENTS
INGENERAL SITUATIONS TEACHING STAFFS

QUESTION RESPONSES FRQ PT(%)

MAX MN STD
1 Specifically, what are the 2.Not always paid 25 83.3 4 2.5 1.1
problems of this public
3.No teachers 5 16.7
institution in term of its
governance? development
Total 30 100
2 Why there are the drawback 7 23.3
1.drawback is always of
issues in the government 5 2.9 1.2
TVET institutional scarcity budget
leadership? 2.management problem 13 43.3
3.no enough resources 8 26.7
problem
4.No good payment 2 6.7
Total 30 100

Question1, Scarcity of the budget was mentioned as one of the main drawback in the institution
(23.3%), says management (43.3%) and no enough resources (26.7%). indicating that scarcity of
budget and absence of resources has jeopardized the smooth functioning of the college.

Question 2. 25(83.3%) of the respondents stated that the problem of the institution in term of
governance is that no payment for teachers when conducting COC exam as extra job. About 17%
stated that the problem was absence of teachers’ development project.

With regard to curriculum related problems (Table 4.7 below), Question3, 10(33.3%) of the
respondents suggested that the problematic area in the government TVET institution are financial
area. Four (13.3%) said leadership are a and 2(6.75) said employment of unqualified instructors

35
Table: 4.8Views on Curriculum
S/n CHALLENGES OF CURRICULUM RESPONDENTS
TEACHING STAFF
QUESTION RESPONSES FQ PT MAX MN STD
(%)
1 What are the 1.Financial area 10 33.3 4 2.5 1.2
problematic areas of 2.Leadership area 4 13.3
government TVET
3. unqualified 2 6.7
institution?
instructors
4.college 1 3.3
instructional area
5.specific equipment 3 10
area
Total 30 100
2 What are the 1.Unclear new
23 77 5 2.7 1.3
challenges seen in the curriculum
TVET curriculum 2. teachers
7 23
designed? unpreparedness
Total 30 100

Regarding item 2, 23(77%) said the curriculum was unclear for majority of teaching staff
whereas 7(23 %) said that teachers were not well prepared for the new curriculum.

36
With regard to Table 4.9 below, the teachers’ were asked whether the authorities provided
support to the institution. In this regard, 12(40%) agreed that the national TVET Strategy
Authority has given enough training manuals for all the college’s trainers and trainees. the
remaining, 6(20%) strongly agreed. 11(36.6%) of the respondents disagree of the authority
support to the college. 1(3.3%) of the respondents strongly disagreed, therefore there researcher
was by 60 percent realized that authority is supporting the college.
Table: 4.9Agreements and Disagreement of Respondents Attitudes toward TVET

S/n Challenges of public TVET institution RESPONDENTS

TEACHING STAFFS
QUESTSION RESPONSES FRQ PT(%)
5 National TVET Strategy 1.Agree 12 40.0
Authority has given enough
training manuals for all the 2.strongly agree 6 20.0
college’s trainers and 11 36.7
trainees! 3.Disagree
4.Strongly disagree 1 3.3
Total 30 100
6 Mettu TVET institution is 1.Agree 10 33.3
yearly/monthly/weekly
2.Strongly agree 1 3.3
benefiting from government
for additional funds.
3.Disagree 10 32.3
4.Strongly disagree 9 3.2
Total 30 100

Regarding issues related the Availability of Studies Items (Table 10 below), 12 (40%) agreed but
the rest disagreed, indicating that the college was provided with practical material whereas the
rest disagreed.

37
 Table 4.10 Availability of the Studies Items
S/n AVAILABILITY OF THE STUDY ITEMS RESPONDENTS
TEACHING STAFF
FRQ PT (%)
1 Provision of practical materials 1.Agree 10 33.3
in your school. 12 40.0
2.strongly agree
3.Disagree 6 20.0

4.strongly disagree 2 6.7

Total 30 100
1.Agree 7 23.3
14 46.7
2.Strongly agree

3.disagree 7 23.3

4.strongly disagree 2 6.7

Total 30 100

On Issues related to students view with regard to the benefit they obtain form public TVET, 14
mentioned affordability and relationship with employers as the most benefits of attending public
TVET colleges. The rest mentioned that tight regulations as a benefit.
With regard to table 4.10 below, it is indicate the college level standard for study. This table
shows level 1, level 2, and level 3, level 4 and 5 for the course of study programmes. The table
also shows the reason why students like to learn with government TVET institution. Some of the
students said their interest to learn is because the price is affordable, some said good networking
with employers, some said government institution is regulatory.
Table: 4.11 Students Learning Interest
S/n STUDENTS LEARNING INTEREST RESPONDENTS
COLLEGE STUDENTS
QUESTION RESPONSES FRQ PT(%) MAX MN STD
1 Which training program are you 1.level-ii 5 17.2 4 2.5 1.1
attending now with Mettu 2.level-iii 15 51.7
polytechnic college? 3.level-iv 7 24.1
4.level-v 1 3.4
Total 29 100
2 What are the good things to learn in 1.affordability of the 7 24.4
5 2.8 1.3
government TVET institution rather payment
than private one? 2.good network for 7 24.1
employers
3.government 6 20
institutions are
regulatory
Total 29 100

38
With regard Table 4.11 below, the issues related to the available of the facilities and services, 13
(44.82%) the students said that electricity was not sufficiently available.10 (34.48%) insist to say
library is moderately available, whereas the rest said that it is not available.

Table: 4.12 Availability of the Facilities and Services

S/n FACILITIES AND SERVICES RESPONDENTS
STUDENTS’ RESPONSES

ITEM RESPONSES FREQ PT(%)

3 Electricity 1.adequately available 8 27.6

2.moderately available 13 44.8

3.not available 7 24.1
Total 29 100
4 Library 1.adequately available 8 27.5
2.Moderately available 10 34.4
3.not available 7 24.1
Total 29 100

4.5 Group Discussion

The researcher presented a group discussion with administrative body of the college. The
responses about the actual problems related to the government TVET institution were:
1. No enough financing to the college, the yearly budget is always one million birr, including
salaries. If you see other government institutions like universities, the government provides ten
billion birr a year.
2. No capacity at all with government TVET College.
3. No equipment for college students’ practices. The available machines are old and no
replacement for new ones.
4. Lack of community awareness of the important of the TVET skills for economic development.
5. Level teachers are the students who passed COC exam and are become the college trainers.
Some of them don’t even know the curriculum language of instruction.
6. Most of the trainers are not qualified because the college is selecting them from those who
pass the center of competency (COC). When those students passed the COC exam, they are to be
call levels and they allow for training the trainees. Therefore, most of trainers in college are
teaching based on the levels considered from passing COC exam. But some of the college
instructors are diploma holders, degree holders for better curriculum language of instruction.

39
Others who are more in number are levels teachers. During the instruction of a lesson, the levels
teaching staff do have difficulties in the language of instruction. They are not able to understand
the curriculum language of instruction. The language of instruction is Low for lesson instruction
as well as lack of teaching experience.
5. Again on other side of the students, students always come to learn government TVET
qualification; most of them are grade ten completers. So when they come to join college they are
always facing lot of challenges. they get the manual from the college for their addition reading,
some of them read and do not understand what the books are tell as the instructional language at
Mettu Polytechnic College is English. Some of the students are not even able to do assignments.
This is the problem of the students learning with government TVET institution.

40
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the major findings, conclusions and recommendations
made from the findings.
5. Summary of the major findings
The main purpose of this study was to examine the practice and problems of the public TVET
institution considering Mettu polytechnic college. The study was guided by the following basic
research questions.
1. How was the TVET training conducted in Mettu TVET College?
2. What are the challenges facing Mettu TVET College?
3. What measures are to be taken to mitigate the challenges of the poly technic college?
The major findings are presented below.
1. The majority of the respondents in this study were male (13.1%), indicating that female
TVET teachers’ involvement was less than the male counterparts.
2. It was found that Mettu Polytechnic College has faced financial problem due to
inadequate budget and additional financial support from the government.
3. The finding revealed that most of the teachers in the polytechnic college were not
qualified for teaching in polytechnic colleges as most of them were selected from TVET
completers at diploma/certificate level.
4. It was also revealed that the new curriculum was not clear enough for most of the
teachers which has reduced the proper implementation of the curriculum.
5. Most of the TVET teachers reveled that there were no opportunities for professional
development to increase their professional knowledge and skill.
6. The sample student respondents revealed that they were benefited from attending public
TVET colleges because of affordability and relationship with employers.
7. It was found that the National TVET Strategy Authority has given enough training
manuals for all the college’s trainers and trainees.
8. The various TVET programs were not equipped with the specific facilities that each
training area requires which has reduced the practical aspect of the training.
9. Problems related to management and leadership aspect was also mentioned by the
respondents.

41
5.1 Conclusion
Polytechnic TVET colleges were established to produce highly skilled manpower in various
occupations. It is expected that these colleges must be equipped with the necessary facilities and
skilled human resources to provide the training at the required level. Seen in this light, Mettu
Polytechnic College suffered in lack of financial resources and support which jeopardized the
colleges effort to produce skilled manpower. Although there were different types of support
provided to the college, from the findings, it is very difficult to say that the college current
situation will make it operate to the highest level to realize its goal of producing highly skilled
manpower. Much has to be done to strengthen the college with resources and manpower, both
leadership position and teaching staff.
5.2 Recommendations
Based on the findings of the study, the following Recommendations were forwarded to minimize
and solve the problems that impeding (hindering or slow) the good practice of the public TVET
institution.
- The Government needs to help TVET leaders to take advantage of increasing devolution
(transfer) of the TVET Governance power in practice.
- The Government needs to help TVET leaders to prepare for greater institutional
capacities through providing training and professional development opportunities.
- The Government need to Support TVET leaders with greater freedoms around funding
and strategic planning.
- Need information provision by the TVET agency on the labour market for the benefits of
TVET graduates’ opportunities.
- Human resources capacities need to be given highest priority.
- Government education policymakers need to support greater financial and human
resource capacity for public TVET institutional development as the data analyzed in the
study confirmed that there are numerous challenges in term of many situations which
means the government/public TVET institutions are in most cases suffering from so many
shortages “generally and disproportionately”.

42
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Local Government Association, (2017). Work Local, Our Vision for an integrated and
Devolved employment and skills service: LGA.
Louis C., Lawrence M. and Keith M. (2005). Research Methods in Education
Fifth edition. Shanghai, People’s Republic of China, 13-16 May 2012
MoE (2008 b). National Technical & Vocational Education and Training (TVET) Strategy
(2nd ed.). Addis Ababa: EMPDE.
MoE (2010). Education sector development program (ESDP IV): Addis Ababa
MoE (2015). Education Sector Development Programme V (ESDP V): Addis Ababa
MoE (2008).National Technical and Vocational Education and Training (TVET) Strategy.
Addis Ababa,
Ministry of Higher and Tertiary Education (2005) Report on the Technical and Vocational
Education and Training Policy Review Frame work. Zimbabwe Morrow
46. McBridge (1996).
Ministry of Education, National TVET Strategy (Addis Ababa, 2008), 28-37.Marcus
Buckingham, the One Thing You Need to Know Free Press, N.Y., 200546.
Mugenda & Mugenda M. (2010). Population Contracted by the Open University of
Tanzania, 1999. 4.4.4 Team
National strategic framework for technical vocational education and training in
Lebanon2018-2022International6.
Okafoafor. C , (2010). Human Capital Development and Vision 20: 10) Harvard University
Press
Supplement to UNESCO-UNEVOC Bulletin | April 2005 / No. 10. International center for
Technical and Vocational Education and Training
Ministry of Education,(2010).TVET Leaders’ and Trainers’ Qualifications Framework. Addis
Ababa:
Policy in Rwanda, (April 2008).Technical and vocational education and training (TVET)
TVET governance, (British council, March, 2018)
The UNICEF/ILO, (May, 2016). Regional Consultation on Technical Vocational Education and
Training in the Middle East and North Africa and other TVET reports and
forums.
Paryono (2017) the importance of TVET and its contribution to sustainable development:
Regional Centre Bandar Seri Begawan, Brunei.
Padaki, V. (2007). The human organization: Challenges in NGOs and development programs in
Practice, 17(1). Roper, L., & Petit, J. (Eds.) (2005).
Teferi.A, (2011) attitude of students towards TVET in afar region Addis Ababa
University Unpublished thesis.
Tsegaye. K, (2003).Ethiopia: A country Education Profile. Fact sheet. American Embassy. Addis
Ababa. Ethiopia.
The government of Lebanese-Palestinian, 2015). Dialogue Committee census figure covering 12

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 Refugees Camps, UNRWA
UNEVOC, (2005) Technical and Vocational Education and Training for Sustainable
Development
UNESCO, (2013) International Centre for Technical and Vocational Education and Training
UN
UNESCO (2010). Education for All Global Monitoring Report. Paris.
World Bank Policy Research bulletin, Volume 5, Number 1. Retrieved October 23, 2009
World Bank (2007). Urban Labor Markets in Ethiopia: Challenges and Prospects. Retrieved
On October 15, 2009 from http://www wds.62.
World Bank (2010), Using Mixed Methods in Monitoring and Evaluation: Experiences from
International Development. Policy Research Working Paper, 5245.Washington
DC.
UNESCO (2013) International Centre for Technical and Vocational Education and Training
UN Campus Platz der Vereinten Nationen 153113 Bonn Germany
UNESCO (2000) national Case Studies, Best Practices in Technical and Vocational Education
pdf.pp 16-24.
Ughamadu KA (2006). Curriculum: Concept of Development and Implementation. Onitsha,
Lincel Publishers
.Ziderman (2009) Financing Mechanisms and Instruments: A Conceptual and Operational
Approach.

45
 ADDIS ABABA UNVERSITY

ADDIS ABABA UNVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF CURRICULUM AND INSTRUCTION

MANAGEMENT OF VOCATIONAL EDUCATION AT ADDIS ABABA

UNIVERSITY

46
APPENDIX 1

ORAL INTERVIEW

ORAL QUESTIONS FOR ADMINISTRATIVE BODY

This section is of the oral interview questions with college administrative staff and the responses
have to filling answer space/dash provided.

And thanks

ORAL QUESTIONS

SECTION 1

1.1General information

i) Profiles and the background of: the Dean, Vice, Dean and department heads

Name of institution you are working for; ------------------------------------------------------------

Your position; -----------------------------, academic qualification; --------------------------------

Your task in relation to the problems and practices of public TVET institution ----------------------
----------------------------------------work experience------------------------------------

ii) Corresponding personal details.

1. Age of respondent: a) Below 20 b) 21 -25 c) 26-30 d) Above 30

2. Sex of respondent: a) Male b) Female

1.2 Issues related to the challenges of the TVET institution in “general situation”

1) What are challenges facing this TVET institution?

47
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

2) As administrative body, how do you identify the strengths and limitation of your
administration to keep the institutional programmes running?

Answer space

---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

3) What are the problems and challenges affecting public TVET institution overall development
program?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

4) What are the problems and challenges of public TVET institution in term of its governance?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

5) What are the major challenges hindering the role play by TVET institution’s workers to
integrate the TVET learning activities?

48
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------

1.3 Issues related to TVET governance

6) What are the major problems facing the human resource management of the Mettu
polytechnic college?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

7) What are the problem and challenges in the governance of this public TVET institution?

Answer space

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

8) In order to make a progressive instruction; is there a guideline from federal National TVET
Strategy?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

49
1.4 Issues related to challenges of curriculum

9) What are the challenges seen in the TVET curriculum designed by National TVET strategy
authority?

Answer space
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------

10) Is the curriculum used in this college is Modularization one?

Answer space
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------

1.5 Issues related to management of public TVET institution

11) What failure do you think exist in this TVET institutional management system?

Answer space
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

12) What are the problems related to management practices affecting the college planning for the
programmes implementation?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

13) As a college Dean/Vice dean/department heads; do you certified with the yearly government
budget or else sponsorship?

50
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------

1.6 Issues related to management

14) What are the sorts of good management practices in this TVET institution?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
15) Is there an adequate maintaining of the practical materials available in the workshop for
students ‘skills practices?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

1.7 Issues related to management

16) What are the sorts of good management practices in this TVET institution?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
17) Is there an adequate maintaining of the practical materials available in the workshop for
students ‘skills practices?

51
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

1.8 Issues related to college financial management

18) What are the problems and challenges on the institutional resources utilization?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------

19) What are the wastage issues specifically on the financial usage when every the programmes
implementation process had been intended?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
20) What are the factors impacting TVET financial management and needs more care to the
overall resources? Please mention few of these!

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

1.9 Issues related to collaboration and networking between college and outsiders responsive
body

21) Beside government budge; is your College is in partnership with other privately sponsors?

52
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------

i) External collaborative bodies

22) Would you mention some external collaboration with the college and outsiders?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

1.10 Issues related to the instruction of the college

23) What are the government/ zonal TVET agency involvement during planning, implementation
and evaluation of institution programmes to keep it running?

Answer space

--------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------

24) If so what is the involvement of the institution itself for the college programmes
implementation and evaluation practices to keep programmes running?

Answer space

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

53
25) What factors are involving and affecting the implementation of the planned programmes
when every administration of the institutes decided to implement the planned programmes?

Answer space

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

1.11issues related to the current challenges on the instruction in the college

26) What are the causes for the challenges now seen in Mettu polytechnic college?

Answer space
---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

27) What do you think as a possible solution can you suggest to these Challenges, if they exist?

Answer space
---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------

28) Does the Institution have adequate qualified trainers? If no, are there measure taken to solve
the selection problems?

54
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

29) What is the possible solution would you suggest to these Challenges, the lack of qualified
trainers facing Mettu polytechnic college?

Answer space

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

30) What are the major challenges hindering the role played by the government to integrate the
TVET learning activities?

Answer space

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

31) As your trainees completed their programmes of study, are they to become competitive with
the learnt occupation as a result of good practices?

Answer space

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

55
 ADDISS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIOURAL STUDIES

DEPARTAMENT OF CURRICULUM AND INSTRUCTION

MANAGEMENT OF VOCATIONAL EDUCATION

APPENDIX 2

QUESTIONNAIRES FOR TRAINERS/INSTRUCTORS

To this ends, “This is an open-ended quantitative question”. The responses to questionnaires are
re-arranged from the higher to the lower structure of the institutional administrative body (top
management body) until trainees.

General direction

The purpose of these questionnaires is about investigating the Status of public TVET
institution’s programmes implementation practices and mode of delivery. However, The
Following are the list of Appendixes with Sequence.

Appendixes A for trainers/instructors and Appendix B for trainees/learners. These

questionnaires are distributed and are filling by the trainers/instructors of the college and the
responses have to be written in the answer space/dash provided.

Thank for your cooperation

56
Direction: please fill in your personal background in the blank space provided.

i) Education and personal background

1. Name of institution you are study/working with: ----------------------------------------------------

2. Your position: --------------------------------------------------------------------------------

3. Your task in relation to the institution:

a) Responsibility (duty): ------------------------------------------------------

b) Work experience (years):---------------------------------------------------

c) How many trainees registered this year 2011? ---------------------------

i) Age, marital status, current qualification, family incomes, previous education, family
income, marital status

These personal backgrounds are based on a “closed-ended question”.

Direction: please encircle one of the following normal alternatives of your choice.

4) Age: a) 18-25 year’s b) 26- 33 years c) 34-41 years

5) Marital status: Please tick the currently marriage:

a) Living in a de facto relationship b) Separated c) Divorced d) Never married e)

married and living together.

6) The current qualification to organize and manage the lesson instruction in the college.

a) Certificate with experience b) Diploma c) bachelor degree d) master degree

7) Family income: a) Farming b) Governmental c) Nongovernmental assistance d) Trade

8) Previously Education qualification: a) Certificate. b) Diploma c) never got any

57
2.1Issues related to the challenges of public TVET governance in “general situations”

The responses to these questionnaires are re-arranged from the higher to the lower structure of
the institution administrative body until trainees.

Direction: please you are kindly requested to write in your answer of the following question in
the blank space provided.

1) What are the problems and challenges affecting the overall public TVET institution
development programmes?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
2) Specifically, what are the problems of this public institution in term of its governance?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
3) as the administrative staff, are the objectives of governing this TVET institution remained
fragmented (separated) instead of unifying its objectives and strategies?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

4) What are the major challenges hindering (hiding) the role play by institute’s administrative
staff to integrate the TVET learning activities?

58
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

5) Why there are the drawback issues in the government TVET institutional leadership?

Answer space

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

6) What could be the possible solutions if the above suggested challenges in government TVET
leadership exist?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

2.2 Issues related to TVET governance

7) What are the Critical factors impacting the institutional policies and decision making when
every programmes implementation process is in start?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

8) What are the Critical factors associated with the impact from the TVET management? As
such; Political factors (impetus, structure, coherence, party affiliations, power, Financial factors

59
(funding, availability, stability and systems), Cultural factors (leadership, barriers, and people
strategies)? indicate some of these factors mentioned above.

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

2.3 Issues related to management of institution

9) Can you describe the system of implementation used in this college?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

10) What are the policies and strategies used to functioning Mettu polytechnic college?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------

11) What failure do you think exist in this TVET institution management system?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------

12) What are the major problems facing human resource management in the overall college
development process?

60
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------

13) What are the sorts of good management practices in this TVET institution?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

14) What are the external factors involved in this TVET leadership during implementation and
evaluation of the programmes?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------

2.4 Issues related to college financial management

15) Beside government budge; is your College is in partnership with other privately sponsors?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------

16) What are the problems and challenges on the institutional resources utilization?

61
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

17) What are the major problems related to government subsidies for the TVET institution?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

18) What are the problems faced in the financial management to which more care is needed to
the overall resources? Please could you mention few of these problems!

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

2.5 Issues related to challenges of curriculum

19) What are the problematic areas of government TVET institution? As an example
Mettupolytechnic college?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------

20) What are the challenges seen in the TVET curriculum designed by National TVET strategy
authority?

62
Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------

21) Is the curriculum used in this college is Modularization one?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------

i) External collaborative bodies

22) Would you mention some external collaborative organization in term of additional funds?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

ii) Networking bodies with the institute

Direction: fill in your answer in the blank space below

23) Who are the concerning bodies in networking with your TVET institutions?

Answer space

---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

63
CATEGORY

2.6 Issues related to Scale Categories (attitudinal scale) and measurement scale (ratio)

This part of multiple choices is based on Likert scales(attitudinal scales)

Use A (agree), SA(strongly agrees), D (disagree), SD(strongly disagree).

i) Attitudinal scale category

Direction: please encircle one of the following normal alternativeschoices.

24) National TVET Strategy Authority has given enough training manuals for all the college’s
trainers and trainees!

1) Agreed2) strongly agree3) disagree 4) strongly disagree

25) Mettu TVET institution is yearly/monthly/weekly benefiting from government for additional
funds.

1) Agree 2) strongly agree3) disagree 4) strongly disagree

26) Most Trainees get appropriate job after they have completed the program of study with
Mettu polytechnic college.

1) Agree2) strongly agree3) disagree4) strong disagree

27) Zonal educational bureau is always in collaboration with Mettu polytechnic college
administrative body during planning, implementing and evaluating the programmes
implementation!

1) Agree 2) strongly agree 3) disagree 4) strongly disagree.

ii)Measurement Scale Category

2.7 Issues related to the willing of stakeholder

Direction: Please encircle one of the normal alternatives choices. Use; H(high), VH(very high),
L(low), VL(very low).

64
28) Willingness of the community parents for their children to attend TVET program at Mettu
polytechnic College!

1) High2) very high 3) low 4) very low

29) The role of Mettu TVET institution for implementing the planned study programmes!

1) High2) very high3) low 4) very low planned objectives.

30) Participations of the stake holders (i.e. government, NGO, community, and partners) for the
institution development funds!

1) High2) very higher 3) low 4) very low

31) The role plays by the government for the success of Mettu polytechnic College!

1) Very Highly 2) high 3) low 4) very low

32) Government provision for training practical materials to the Mettu polytechnic TVET
institution.

1) High2) very high 3) low 4) very low

33) How much in birr does each trainee pay to for specific course of study?

a) varying b) proportionate c) Free in charge as the college is of the government d) a and b

2.8 The issue related to the Availability of the Study Items

Availability of items provided to TVET students practices. These statements are based on
the Likert scale category (attitudinal scale)

13.3 Direction: please tick all the study items in the table blow. Use SA (strongly agree), A
(agrees), AD (strongly disagree), D (disagree).

65
Table 1: availability, capability and readiness of the responsible body

S/n Items of statement A SA D SD

34 Provision of practical materials in your

school.
35 Availability of government’s additional
studies support.
36 Availability of appropriate practical materials
/machines for workshop practice.
47 All resources available for learning and
practice
38 Readiness of employers companies to take
Mettu TVET graduates.

66
 ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIOURAL STUDIES

DEPARTMENT OF CURRICULUM AND INSTRUCTION

MANAGEMENT OF VOCATIONAL EDUCATION

APPENDIX 3

QUESTIONNAIRES FOR STUDENTS/LEARNERS

The responses to these questions are re-arranged from the higher to the lower structure of the
institutional administrative body (from top management body until trainees.

The study is concerned with fulfillment of MA of Art Degree in management of vocational

education at Addis Ababa University.

The main purpose of this questionnaire is to gather data/information about the problems and
practices of public TVET institution at Mettu Polytechnic College. Please note that your input is
very important to this study; please try to answer all the questions without skipping any.

These questionnaires are distributed and are filling by the trainees/learners of the Mettu
polytechnic college and the responses have to be encircled on the normal alternative choice
provided

Thank for your cooperation

3.1 General Direction

Please do not write your name but your college name: ----------------------------------------------

Direction: Please encircle one of the following normal alternatives choices.

67
i) Back ground of the Respondent

Sex, Age, Family Income and Marital Status

Direction: encircle one of the following normal alternative of your choice

1) Sex: a) male b) female

2) Marital status: a) married b) single c) divorced/separated. d ) still together with spouse.

3) Age: a) 15-20 b) 21-25 c) 26-30 d) above 30

4) Family income: a) Farming b) Governmental c) Nongovernmental assistance d) Trade

5) Previously Educational qualification: a) Certificate. b) Diploma c) never got any

6) When did you start primary school via high school and known TVET education?

a) 10 years ago b) 15 years ago c) 20 years ago d) 25 years ago

7) Location: a) City b) Region c) Zone d) District/Wareda

8) Field of training program:

a) Mechanical work b) electricity c) carpentry d) plumbing e) accounting

9) Which year of your study you are attending now in 2011E.C/2019 G.C?

a) First year b) Second year c) third year

3.1 Issues Related to Students Learning Interest

1) Are you interested to attend TVET College of Mettu?

a) Yes, as I can get a job with its trained skill

b) No, not my will to study here but my parent’s obligation

c) Study Because of family pressure to attend this college.

2) Which training program are you attending now with Mettu polytechnic college?

68
a) level-II b) level-III c) level-IV d) Level-V

Direction. Please choose one of the following normal alternatives of your choice

3) What is your interest to attend Mettu polytechnic college?

a) Curriculum objectives b) Instructional standard c) Financial payment for study programs is

affordable d) All of them

4) As about the college, what made you attend TVET under Mettu polytechnic college?

a) Full equipped training practice b) Good leadership c) Qualified trainers Recruitment d) All
are relevant to our learning decision.

5) What are the good things to learn in government TVET institution rather than private one?

a) The payment standard b) government network to employers c) payment is affordable

d) Government institutions are regulatory and disciplinary e) all are the aims of the learners

3.2Issues Related to Challenges in Students Learning

6) What are the conditions you are facing in your learning systems?

a) Instruction situation b) lack of time for practice c) distance of residence to come to school on
time. d) all of these

7) As a learner, what are the conditions preventing your performance?

a) Lack of manuals for reading b) standard of instruction is difficult c) short time to attend
lessons d) environment is not suitable for learning e) a,b and c

8) What are the difficulties in the government institution?

a) Technical equipment for the practice b) New technology is news to students

c) Government supplies for new technology is difficult d) Instructional experience by teachers

needs to be the priority d) no difficulty

9) Are the government institution graduates are considerable by employers than private one?

69
a) Employment is permissible

b) No way than learning with the government institution

c) Government college qualification is an occupational

e) All are quality in Government TVET

3.3 Likert Scales Category

To this ends, the responses to these questions are re-arranged from the higher to the lower
structure of the institutional administrative body (top management unit) until trainees.

Direction: please choose one of the normal alternative of your choice

These questions are based on Likert scales (attitudinal scales).

Use A (agree), SA (strongly agrees), D (disagree), SD(strongly disagree).

Please choose one of the following normal alternatives choice.

10) National Strategy TVET Authority has given enough training manuals for all the college’s
trainers and trainees!

1) Agreed2) strongly agreed 3) disagreed 4) strongly disagreed

3.4 The College is Accredited for Training Trainees!

1) Agree 2) strongly agree 3) disagree 4) strong disagree

11) Mettu TVET institution students are yearly/monthly/weekly/daily benefiting from

government for additional services.

1) agreed 2) strongly Agreed 3) disagreed 4) strongly disagreed

12) Most Trainees get appropriate job after they have completed the course of study with Mettu
polytechnic college.

1) Agreed2) strongly agree 3) disagreed 4) strongly disagreed

70
13) Mettu polytechnic college’s learners are always cooperated by outsiders’ stakeholder for
advance practices!

1) Agree 2) strongly agree 3) disagree 4) strongly disagree

3.5 Measurement Scale Category

These questions are based on measurement scale (ratio scale).Use: H (high), VH (very high), L
(low), VL (very low).

Direction: please encircle one of the following normal alternative of your choice

14) Views of community parents for their children to attend TVET programs at Mettu
polytechnic College!

a) High b) very high c) low d) very low

15) The role of Mettu TVET institution for implementing the studies programmes!

a) Highb) very high c) low d) very low planned objectives.

16) Participations of the stakeholders (i.e. government, NGO, community, and partners) to help
students for additional leaning materials.

a) High b) very high c) low d) very low

17) The Role plays by the government for Mettu polytechnic College’s students!

a) High b) very high c) low d) very low

18) Government Supplies of practical materials to the Mettu polytechnic college.

a) High b) very high c) low d) very low

3.6 The Issue Related to the Availability of the Study Items in the College

Readiness of stakeholders to provide TVET students with equipment. These statements are based
on the Likert scale category (attitudinal scale)

Direction: please tick all the following study items in the table blow.

71
Use A (agree), SA (strongly agrees), D (disagree), SD (strongly disagree).

Table 3.1: availability, capability and readiness of the stakeholders .

S/n items of statement A SA D SD

19 Provision of practical materials in your school.
20 Availability of students ‘services has been
negotiated with government.
21 Availability of government’s additional studies
support.
22 Availability of appropriate practical materials
machines for workshop practice.
23 Overall capacities of the TVET required sources
for learning competence.
24 Readiness of employers companies to take
Mettu TVET graduates.

3.7 Facilities and services

Table 3.2: Tick the available Facilities and Services

s/n Facilities and services Adequately Moderately Not available

available available
25 Water supply
26 Electricity
27 Library
28 Internet
29 Sports fields
30 Guidance and Counseling
31 Cafeteria
32 Teachers’ offices
33 Meeting hall
34 Administrative offices
35 Department offices
36 Land for future Expansion

72