እንካóን ደኅና መጣችሁ፡፡
Welcome
Technical Vocational Education And
Training
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Summary Report
Anbesu Biazen
January 2009
Addis Ababa, Ethiopia
TVET Mapping Summary Report
Education Foundation
January 24, 2009
Map of Ethiopia
Contents of the Presentation
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Background study
Formal and non Formal TVET sector in Ethiopia
Labor market in Ethiopia
Lessons learnt from previous interventions/
approaches, good practices
Practical and policy challenges
SWOT
Opportunities for the future for improved
harmonization of different actors
Way forward
Introduction
• With introduction of ETP, TVET has become been paid
serious attention.
• The number of formal TVE centers has increased from
17 to 380
• However, there is very little documented information
showing efforts made to link TVET training with labor
market.
• The present desk work is an attempt to cover the art of
review of the status of formal and non-formal technical
and vocational education and training and the labor
market in the country
• The study is initiated by Educans foundation
Rationale for the mapping
• The importance of the mapping exercise
lies in the establishment of future relevant
partnership and design activities to
improve TVET provisions.
• The mapping will function as a guide for
TVET further development and
strengthening partnership.
Objectives
• The overall objective of this study is to
describe the policy environment and the
current situation regarding demand and
supply of TVET,
• Identify the performances, problems,
strengths, weaknesses, opportunities and
threats, lessons learned and options for
(coordinated) support for the TVET sector
in Ethiopia.
Methodology
• Reviewing the available documents
• Discussions with key informants
Reporting mechanism
Composition of the study team:
• Ato Anbesu Biazen
• Ato Amha Aligaz
The context
• Population: 79,221,000 (50.1 % males and 49.9
% females).
• Population growth rate: 2.7% A major concern
for planners, development workers and the
government at large.
• About 17 % of the total population lives in urban
settings and 83 % in rural areas.
• About 50 % of the population is between the
ages of 15 and 54 and 4 % of the population is
over the age of 60.
Continued …
• 90% of the poor live in rural areas, most of them exclusively engaged
in agriculture.
• Around 35 million people of the Ethiopian work force are characterized
by low skill levels and very low average educational attainment.
• Only 10% of the urban population has post-secondary school
education. 75% of the workforce is concentrated in low skill
employment
• Less than half of the urban workforce is engaged in wage employment.
A significant portion of the urban workforce works for unpaid family
business.
• More than 40% are self-employed in the informal economy, most of
which live on the edge of poverty.
• In urban areas, about 26% of the workforce is officially unemployed
TVET Strategy indicates that:
• Over 31 million people live below the defined
poverty line of 45 US cents per day and millions
of people are at risk of starvation every year
(TVET Strategy 2006).
• The PASDEP estimates that the country has to
raise its average economic growth rate to 8%
annually in order to achieve the MDG.
• The Ethiopian work force of around 35 million
people.
• Capacity building is thought the way out from the
problem of poverty.
Facts and figures on the formal
TVET Program
• It provides training for those who competed their tenthgrade education.
• The students obtain certificate, diploma and advanced
diploma upon completion of 10+1, 10+2 or 10+3 of the
TVET program.
• The number of TVET centers has grown from 17 to 388,
and enrolment from 3,000 to 191,151.
• Over 30% of the students were enrolled in nongovernment TVET institutions.
• Around 60% of formal TVET is provided in the form of
regular programmes and 40% in evening classes
Continued …
• The annual average increase was 28.1%.
• The Ministry of Agriculture runs 25 of the
388 TVET centers.
• In 2004/05, 42,000 trainees were enrolled
in agriculture TVET programmes
• Some 10,000 in teacher training institutes
and colleges.
Gender Disparity
• It is considerably high. Only 43% of the
total enrolment consisted of female
students.
• The girls are limited to traditional female
stereotype roles. They need to equally
participate in all vocational areas including
the prestigious ones.
TEVET Curriculum
• Twenty broad vocational areas have been
identified for the TVET program by the MOE.
• Over 163 trades have also been identified under
the twenty vocations.
• Currently the formal TVET institutions are
providing about 39 trades in regular, evening
and distance learning.
• The trades provided in the regions ranges from
6-39 in regular classes, 5-18 in evening classes
and 2-11 in distance learning in government
institutions.
Curriculum development
• It was centralized at the beginning.
• The vocational areas and the specific trades
• Training materials development is now left for
training institutions.
• MOE develops occupational standards with the
involvement of stakeholders.
• The MoE supports other Ministries and
organizations in the development of
occupational standards.
Challenges in curriculum
development
• Introducing changes in the curriculum with
in a short period of time.
• Instructors lack competency for developing
training materials based on the
occupational standards.
Training
• In principle trainees have opportunities for
career development.
• Apprenticeship is not sufficiently exercised.
• In most cases trainees have little choice in the
selection of trades.
• Trainers are said to be old timers.
• They have been given short term trainings of
trainers.
• Trainers are criticized for lacking practical skills.
Facilities and equipment
• Government formal TVET training
institutions are well equipped and
furnished.
Employment opportunities
• The employment opportunity is said to be
low.
• Experts feel that there is plenty of
opportunity for self employment.
• Labor market assesments and tracer
studies are lacking.
The Non-formal TVET
• The government, NGOs and the private sector have been running
different training programs.
• NFTVET has been provided with the purpose of building the
capacity of the workforce and alleviating poverty by providing skill
trainings for the poor and improving their livelihood.
• The scale at which training has been given was so small that it has
not made substantive change on the life of the majority of the poor
• Trades given in NFTVET centres include woodwork, metalwork,
tailoring, embroidery, weaving, typing, computer training, driving,
etc.
• These trades have been given in institutions like Community Skill
Training Centres (CSTC), prisons and other government institutions.
NF-TVET definition
• NF–TVET means training based on welldefined curricula, either within or without
an institution, with or without guidance
from a teacher or trainer.
Continued …
• This includes:
• Training over different periods of time – from short-term courses of a
few days to long-term programs of up to 6 months,
• Training through different modalities: (institutional, community
based, mobile, link and apprenticeship)
• Life skills or add-on components for ABE / Primary Educations
• Training for a wide range of target groups:
– Unemployed, youth and adults,
– School dropouts and those with grade 8 - education or lower including
illiterate people,
– People potential /active in the informal economic sector,
– People from urban and rural areas,
– Landless poor, and
– Disadvantaged groups
– People with disabilities
• The recent Non- Formal TVET mapping
survey report showed that Non- formal
TVET is provided in over 400 government,
Private, community and non-governmental
organizations.
• The number would have been larger were
the FTC included.
Profile of training Providers:
• Of the known different modalities of training i.e.
institutional, community based, mobile, link and
apprentice, the mobile modality is observed only in one
case.
• The Save the Children UK is the sole provider of mobile
training to the rural people on woodwork, tailoring,
weaving and embroidery.
• Although it is known that apprenticeship is being
exercised almost in all vocations, there is very little
documentation on how it works, how many are trained
and what the benefits are in terms of self-employment
and improving the livelihood of trainees.
Objectives of the training
institutions:
• To provide training that will enable poor
youth and adults engage in selfemployment with the ultimate goal of
improved livelihood of trainees.
• Disabled persons, people with HIV/AIDS
and poor women are among those who
are given training opportunities\by NGOs
and CBOs.
Types of trades provided
• The types of trainings provided in Ethiopia are very few
(only 26 types) in number.
• The major types of trainings provided in government
institutions are basic metal work, tailoring, knitting and
embroidery.
• Leather craft, heavy machine operation, metal work,
secretarial science and photographing, and private
institutions provide training on wood work, embroidery,
hair dressing, food preparation leather work, car décor,
massage, driving, basic computer skills, computer
maintenance, and beauty skills training are provided by
the private organizations and NGOs.
Availability of training manuals
• Most adapt materials made available by
the MOE.
• There are short comings like formal TVET
centers.
Market assessment and training
needs
• All the government, NGO and private
training institutions claim that what they
have provided so far is need based
training.
Trade preference of trainees:
• Government trainees don’t have trade
preference.
• The situation is quite different in private
and NGO institutions
Equipment
• Government institutions are known for
using too old equipment that has been
used for decades.
• NGOs and the private organizations are
better of
Unit cost:
• The available data didn’t enable to
calculate unit cost.
Enrollment
• There is no documented statistical data on
enrolment, drop out and retention on NFTVET institutions at Federal, Regional as
well as institutional level.
Informal TVET training:
• Informal (on-the-job) training is
widespread
• No study made.
Policies:
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The PASDEP’s
The TVET revised strategy
The Industrial Development Strategy of 2003
The Poverty Reduction Strategy
ETP
All these policies emphasize the need for the
Provision of TVET for poverty alleviation,
livelihood improvement, economic development,
reducing unemployment
Education Sector Plan
• (ESDP III outlines a comprehensive
development vision for the TVET sector.
• ESDP III has allocated a total of 3,000
million ETB to TVET over a five-year
period. Increasing enrolment and
improving facilities are targeted.
Main Actors
The most important actors identified by the MOE include:
• Employers, both private and public
• The business sector
• Representatives from the MSE sectors
• Workers and employees represented by trade unions
and professional associations
• Public and private TVET providers
• Civil society and NGOs
• People living and working in rural areas by relevant
associations
• Teachers and instructors in the TVET system
• Trainees and their families.
Key donors
• GTZ is the major donor in providing technical and
financial assistance
• The Chinese government also provides technical and
other forms of assistance for the formal TVET program.
• The government of Ireland has also been assisting the
TVET program financially.
• UNESCO has shown some interest to support the TVET
in terms of curriculum development
• IIZ/DVV has also been supporting the Non-Formal TVET
program. IIZ/DVV has also been supporting the NonFormal TVET program.
Demand and supply
• The Available formal TVET institutions
provide training only for less than 3% of
the appropriate age group.
• Youth unemployment in urban areas is
considerably high
Issues:
• development of training materials
• Trainers in-competency
• Facilities and equipments are needed for
diversified trades
• Demand for TVET training
• Unemployment
• Budget limitation and limited NGO support
Labour market in Ethiopia
• The assessment addresses the points
outlined in the TOR
• Time limitation hasn’t enable to go through
each point deeply
Facts and Figures
• Population: estimated at 79,221,000 (50.1
% male and 49.9 % female).
• About 17 % live in urban and the
remaining 83 % in rural.
• About 50 % of the population is between
the ages of 15 and 54 and 4 % of the
population is over the age of 60.
Continued …
• Economy has a dual nature: traditional small holding
subsistence agriculture and the modern sector which
consists of public employment, manufacturing and
service sectors.
• Agricultural sector economic activities are dominated by
subsistence crop and livestock productions. Exportable
agricultural commodities including sesame, coffee,
cotton, vegetable and spices are also cultivated in many
parts of the country.
• the agricultural sector contributed 45 % to GDP and
accounted for 80 percent of all exports, mainly coffee,
oilseeds and processed and semi-processed hides and
skins.
Continued …
• Modern economic activity is concentrated in
urban areas.
• textile, beverage and food processing,
construction, quarrying and service sector.
• In 2006/2007, manufacturing, mining, trade,
tourism, construction, services and others made
up 55 percent of GDP.
• Over 36 percent of the urban population lives
below absolute poverty line and urban
unemployment rate is estimated at 16 percent
Continued …
• Unemployment is the highest in the age group 15 – 19
years and age group 20-24.
• About 80 percent of employed youth work in the informal
sector, many of whom are unpaid family workers.
• Unemployment rate for women is higher than men both
in urban and rural areas.
• Government or public sector employment accounts for
18 %.
• Private business employment accounts for about 15.7 %
of the total formal sector employment
• Informal sector contribution to the GNP was estimated
up to 40 % and its share of total employment 70%
Formal/Informal Economy and
Employment
• The labour market is highly segmented between the
informal and formal sector employment.
• Informal sector economy and employment is household
establishments not officially registered as business and
do not have business licenses or fixed place of business.
• Informal sector employment comprises the self
employed mechanics, domestic workers, real estate and
other financial intermediaries, daily labor, small food and
beverage, clothing enterprises, street vendors of all
types including neighborhood outdoor food markets,
small scale bar and restaurant services and seasonal
farm labor.
Continued …
• The formal sector urban employment and
economic activities are comprised of self
employment, public sector employment
and private business employment.
Employment and Unemployment
• Rural
• Urban
Rural Employment
• 83 % of the population is agrarian, where
close to 80 % generate employment and
income
• Of the total rural farming households,
9.9% are engaged in crop production, 4.2
% in livestock and 85.9 % in mixed
agriculture
• Women percentage is higher.
Urban Unemployment
• Over 36 percent of the urban population lives
below absolute poverty line.
• Urban unemployment rate has declined from
20.6 % in 2005 to 16 % in 2006.
• Unemployment is the highest in the age group
15 – 19 years and age group 20-24.
• Unemployment rate for women is higher than
men both in urban and rural areas.
• The average employment rate is 56 percent.
Urban Employment
• The total employed urban population is estimated at
3,836,812, of which 54 % male and 46 % female.
• Employment is categorized as self employment, public
sector employment and private business employment.
• Self employed economic activities represent about 42 %
of the total employment in the country, followed by
government or public sector employment (18.3 %).
• Over the past ten years, the urban economy grew at an
annual rate of approximately 2 percent per capita.
Public sector employment
• The sector’s employment represents about
17.5 % of the total urban employment.
• The sector is a major market for skilled
workforce, absorbing about 68 percent of
employment among those with higher
education.
Private Business Employment
• In FY 2006/2007 there were 1443 industries
engaged in manufacturing activities including
food products, beverage, textiles, wood products
and basic steel and equipment.
• The sub sector offered employment opportunity
for about 136,043 persons. Women constitute 26
% of the total employment of the sector.
• From the total establishments, only 469
companies employ over 50 workforces, 390
between 20 and 49 employees and 584
companies between 10 and 20 employees.
Service Sector Employment
• The sector includes health services,
insurance and banking, whole sale and
retail trade, hotels and restaurants,
communications and information
technology services as well as freight and
public transportation services
• In 2005, the service sector employment
represented about 20.7 % of the total
urban employment.
Construction Sub-sector
• The sub sector provided employment and
income for daily labor, micro and small
businesses engaged in metal and woodworks,
masons, drafts man, small and medium size
building contractors and construction machinery
and equipment rental service businesses
• In 2005, employment in the construction sub
sector represented about 5.7 % of the total
employment.
Micro and Small business (MSE
• It is expanding
• Most the businesses employ family
members.
• Generally there is a need for more
information in this sub sector.
AGE and Gender Specific
Employment
• Only about half of Ethiopia’s 2.4 million urban youth were
employed in 2005
• About 80 percent of employed youth work in the informal
sector, many of whom are unpaid family workers.
• Only 27 percent of illiterate youth were in paid
employment against 61 percent of the high skilled.
• Skills mismatch is another problem facing youth. In
2005, 36 percent of highly skilled 15-24 year olds were in
non-professional jobs.
• The share of women in non agriculture employment
stands at 40.6 %.
The Main Actors in Labour Market
• The Ministry of Labor and Social Affairs
(MoLSA):is responsible for planning and
coordinating employment promotion activities
• The Labor Advisory Board: representatives the
labor union, some ministries
• The Confederation of Ethiopian Trade Unions:
represents workers interest in the country
• The Employers Association
School to Work Transitional
Services and Practices
• Ministry of Labor and Social Affairs (MoLSA) and
its regional branches place suitable candidates
in available public sector positions in urban
areas
• Agriculture and health extension services are
deployed as extension workers or Development
Agents / experts in the rural areas with the
respective government bureaus and offices
• Through Micro and Small Business
Development Offices, TVET graduates trained
on construction areas are assisted to engage in
self employment ventures
Continued …
• For non agriculture non health TVET
graduates and other regular schoolling
fields, private sector employment
recruitment is made through news papers
• School to work transitional services, such
as employment, orirnetation, counseling,
training on job search skills, referrals and
job placement are not available in many
parts of the urban areas.
Demand and supply for the
labour Market
• Good periodic Labor Market Information
System for tracking the labor market
activities and needs is not available.
• The size and quality of urban labor supply
is also reportedly increasing.
Issues Related to Labor Market
• Diversification and development of the
manufacturing sector
• Bring informal-sector businesses into the formal
sector, and use its potential to generate formal
employment and increase household income.
• Inability to link education and traing to labor
market demand reults in mismatch of
employment or underemployment. Thus,
Improvement in the quality of TVET trainings
and structiral linkages to industries will increase
chaces of employment for graduates.
To improve school to work
transition:
• Concerned authorities should develop, insititutionalize and publish
periodc labor market information and trends
• Formal education and TVET institutions should make an effort to
learn and follow current labor market demand and trends to reflect
and act according to industry needs and requirements
• Regular schools and vocational training instiutions producing
candidates for the labor market should consider establishing career
couselling and placement departments to assist graduates in finding
employment and to monitor and track transition of students from
school to work.
• To address youth unemployment and to facilitate easy entry into the
labor maarket, well planned and monitired apprenticeship program
shuld be developed and implemented.
Lessons learned from previous
interventions/approaches and
good
practices
Necessary policy documents
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• The vocational areas, the specific trades of training have been
identified
• The decentralization of the development of training materials at
training center level
• A considerable number of the skilled labor force is facing problems
of unemployment.
• Apprentice ship is not effective as expected
• School to work transition is smooth only in situations where the
government trains students for specific job opportunities.
• Studies made on the TVET program are almost inexistent
• Conducting tracer studies and providing counseling services
Practical and policy challenges
• Less than 3% of the appropriate age group get formal
TVET training. Access to NFTVET is also limited.
• Low quality of TVET provision
• In effective apprenticeship exercise
• Unemployment of TVET graduates
• Qualification and training of TVET teachers/instructors
• Under-funding
• Meeting the training needs of all who needs it
• Poor documentation
• Lack of study and evaluative reports
Opportunities for future
improved harmonization of
different actors
• Availability of clear policy direction and political will
• Opportunities for involving different stakeholders in
planning and implementation of the TVET program.
• The demand for training both formal and non-formal
TVET institutions is high.
• NGOs and donors could play key role in providing
technical and financial support to the training
organizations.
• Occupational standards are available
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The way forward
• There is a big demand for TVET training as only
one percent of age group is currently getting
some form of NF-TVET training.
 The increasing number of girls participating in
the TVET program is encouraging. However,
there is need to examine the gender gap in
terms of trades and take measures that could
bridge the gap. It is also important to ensure that
girls are participating in all types of vocational
training
Continued …
• A wide range of trades need to be made available at
training institutions in the regions
• Trainers available at both formal and non-formal TVET
centers need quality on the job training.
• Trainers need training and coaching in the development
of training materials.
• Resources need to mobilized and made available to
training institutions
• Win the support of factories and employers for
apprenticeship training by creating awareness,
conducting advocacy work and introducing incentives.
Continued …
• The economic development and the expansion
of formal TVET centers need to be closely
monitored
 Linking TVET provision to local development
could also solve the problems of seed money,
revolving fund, provision of land, etc.
• Carry out intensive advocacy work and win the
support of NG, bilateral organizations.
• Make more efforts to strengthen foreign
investment by introducing motivational
mechanisms and loosening all bottlenecks
Continue …
• Expanding the job opportunities require
diversifying and developing the manufacturing
sector of the economy.
• The informal sector could provide plenty of
opportunity for formal employment provided the
government encourages the sector in terms of
tax trust in becoming legal entities.
• Linking TVET to the labor market demand is of
prime importance for both employment and
growth in the conomic sector. The two should
feed with one another in harmony.
Can we make a difference?
Yes, we can.
Thank you