THE EFFECTIVENESS OF HUMAN RESOURCE MANAGEMENT PRACTICE
Technical Vocational Education and Training in Ethiopia
Mapping
Learn4Work
Schokland Programme on TVET
Edukans Foundation
Anbesu Biazen
Amha Abegaz
January 2009
Addis Ababa
Contents
1
General Background
1
2
Formal and non Formal TVET sector in Ethiopia
6
A
Facts and figures
6
B
Policies
18
C
Education Sector Plan
19
D
Main Actors
20
E
Key donors and interventions
20
F
Demand and supply
21
g
Issues
21
3
a
Labor market in Ethiopia
22
b
Facts and figures
22
d
Formal and informal economy
23
e
Employment and unemployment rates focus on youth, gender
23
f
Main actors
30
g
Transitional services and practices
30
h
Demand and supply from the labor market
31
i
Issues
32
4
Lessons learnt from previous interventions/ approaches, good practices
33
5
Practical and policy challenges
33
6
SWOT
34
7
Opportunities for the future for improved harmonization of different actors
38
8
The way forward
38
1. General Background
The Ministry of Education and the Regional Education Bureaus have shown their commitment to improving access to Technical Vocational Education and Training. After the introduction of the Education and Training policy in 1994, the number of Formal and Non-Formal TVET provision centers has mushroomed. The Ethiopian government has recognized the importance and the need for establishing a large number of TVET institutions in the effort to promote economic and technological development in the country. Within a short period it has managed to increase the number of TVET centers from 15 in 1994 to 388 in 2006/7. Realizing the importance of linking education and the world of work has finally bear fruit in Ethiopia, districts have been requesting for the provision more and more TVET centers. Presently over the 200 districts don’t have TVET centers.
In the
Mapping
Learn4Work
Schokland Programme on TVET
Edukans Foundation
Anbesu Biazen
Amha Abegaz
January 2009
Addis Ababa
Contents
1
General Background
1
2
Formal and non Formal TVET sector in Ethiopia
6
A
Facts and figures
6
B
Policies
18
C
Education Sector Plan
19
D
Main Actors
20
E
Key donors and interventions
20
F
Demand and supply
21
g
Issues
21
3
a
Labor market in Ethiopia
22
b
Facts and figures
22
d
Formal and informal economy
23
e
Employment and unemployment rates focus on youth, gender
23
f
Main actors
30
g
Transitional services and practices
30
h
Demand and supply from the labor market
31
i
Issues
32
4
Lessons learnt from previous interventions/ approaches, good practices
33
5
Practical and policy challenges
33
6
SWOT
34
7
Opportunities for the future for improved harmonization of different actors
38
8
The way forward
38
1. General Background
The Ministry of Education and the Regional Education Bureaus have shown their commitment to improving access to Technical Vocational Education and Training. After the introduction of the Education and Training policy in 1994, the number of Formal and Non-Formal TVET provision centers has mushroomed. The Ethiopian government has recognized the importance and the need for establishing a large number of TVET institutions in the effort to promote economic and technological development in the country. Within a short period it has managed to increase the number of TVET centers from 15 in 1994 to 388 in 2006/7. Realizing the importance of linking education and the world of work has finally bear fruit in Ethiopia, districts have been requesting for the provision more and more TVET centers. Presently over the 200 districts don’t have TVET centers.
In the