ETHIOPIA
Education Sector Development Programme III
1995 E.C. – 1997 E.C. (2002/03 G.C. – 2004/05 G.C.)
Joint Review Mission
29th October -16th November 2007 G.C.
Final Report
22 January 2008 G.C.
Table of Contents
ACRONYMS AND ABBREVIATIONS ....................................................................................................... III
EXECUTIVE SUMMARY ..............................................................................................................................V
1
INTRODUCTION ................................................................................................................................... 1
1.1
1.2
1.3
1.4
2
THE TERMS OF REFERENCE AND THEIR INTERPRETATION BY THE JRM ............................................. 1
BACKGROUND INFORMATION TO THE THEME OF THE JRM ................................................................ 1
THE PROCESS OF THE JRM ................................................................................................................. 4
STRUCTURE OF THE REPORT AND ACKNOWLEDGEMENTS ................................................................... 6
PERFORMANCE .................................................................................................................................... 8
2.1
ACCESS .............................................................................................................................................. 8
2.1.1 Access to Secondary Education .................................................................................................... 8
2.1.2 Access to TVET ........................................................................................................................... 12
2.1.3 Access to non-formal TVET ........................................................................................................ 13
2.2
QUALITY .......................................................................................................................................... 14
2.2.1 Quality in Secondary education .................................................................................................. 14
2.2.2.1
Quality in TVET ..................................................................................................................... 16
2.3
EFFICIENCY...................................................................................................................................... 16
2.4
EQUITY ............................................................................................................................................ 17
2.5
COMMUNITY PARTICIPATION ........................................................................................................... 19
2.6
MANAGEMENT ISSUES ..................................................................................................................... 19
2.7
FINANCIAL ISSUES ........................................................................................................................... 20
2.8
CAPACITY BUILDING ........................................................................................................................ 21
3
DEMAND ORIENTATION .................................................................................................................. 23
3.1
3.2
FRAMEWORK ................................................................................................................................... 23
MECHANISMS FOR TUNING AND STRENGTHENING RELATIONSHIPS BETWEEN EDUCATION LEVELS
AND BETWEEN THE EDUCATION SYSTEM AND THE WORLD OF WORK............................................... 24
3.2.1 Introduction ................................................................................................................................ 24
3.2.2 Curriculum.................................................................................................................................. 25
3.2.3 Linking mechanisms.................................................................................................................... 26
3.3
THE PREPAREDNESS OF STUDENTS FOR THEIR NEXT STEP AND THEIR QUALITY ................................ 31
3.3.1 Introduction .................................................................................................................................. 31
3.3.2 Quality of general secondary and preparatory students ............................................................... 31
3.3.3 Quality of TVET students .............................................................................................................. 32
3.3.4 Quality of CSTC students .............................................................................................................. 34
3.4
PREPARATION OF STUDENTS FOR THEIR CHOICE ............................................................................... 35
3.5
ESSENTIAL FACTORS IN VIEW OF SYSTEM’S IMPROVEMENT ............................................................. 35
3.5.1 The reputation of hand work and TVET and students’ interest in enrolment ............................. 35
3.5.2 Placement/assignment of students .............................................................................................. 36
3.5.3 English as medium of instruction ................................................................................................ 37
3.5.4 Introduction of the TVET new system ......................................................................................... 37
3.5.5 The equilibrium between supply and demand of TVET graduates .............................................. 38
3.5.6 Communication ........................................................................................................................... 39
3.5.7 10 Years of academic education before practical talent gets a chance ...................................... 39
3.5.8 Outflow of students with 10th grade with limited preparation for the world of work .................. 39
3.5.9 The importance of the role of the private sector ......................................................................... 41
4
RECOMMENDATIONS ....................................................................................................................... 42
i
ANNEXES ....................................................................................................................................................... 47
ANNEX 1
ANNEX 2
ANNEX 3
ANNEX 4
ANNEX 5
ANNEX 6
TERMS OF REFERENCE ............................................................................................................ 47
BIBLIOGRAPHY........................................................................................................................ 51
COMPOSITION OF THE REGIONAL TEAMS ................................................................................. 52
SUGGESTIONS FOR THE JRM PROCESS..................................................................................... 54
FLOWS OF STUDENTS SECONDARY EDUCATION ....................................................................... 55
GUIDELINES ............................................................................................................................ 56
ii
Acronyms and abbreviations
AFD
ARM
BoCD
BoFED
BoLSA
BoTIT
BoWA
CPD
CSTC
E.C.
Ecbp
EFA
EMIS
ESAA
ESDP
ETP
FY
G.C.
GER
GTZ
HE
ICT
IIZ/DVV
JRM
MCB
MDG
MOARD
MOE
MOFED
MOH
MOI
MOWA
NFE
NGO
PAP
PSCAP
PTA
REB
SDC
SNNPR
SSR
STR
TDP
TTC
TTI
TVET
UNESCO
UNICEF
UPE
WAD
WEO
ZEO
Agence Française de Développement
Annual Review Meeting
Bureau of Capacity Development
Bureau of Financial and Economic Development
Bureau of Labour and Social Affairs
Bureau of Bureau of Trade, Industry and Transportation
Bureau of Women’s Affairs
Continuing Professional Development
Community Skill Training Centres
Ethiopian Calendar
Engineering Capacity Building Program
Education for All
Education Management Information System
Education Statistics Annual Abstract
Education Sector Development Programme
Education and Training Policy
Fiscal Year
Gregorian Calendar
Gross Enrolment Ratio
German Technical Cooperation
Higher Education
Information and Communication Technology
Institute for Intern. Coop. of the German Adult Education Association
Joint Review Mission
Ministry of Capacity Building
Millennium Development Goals
Ministry of Agriculture and Rural Development
Ministry of Education
Ministry of Finance and Economic Development
Ministry of Health
Medium of Instruction
Ministry of Women’s Affairs
Non-formal Education
Non-Governmental Organisation
(National) Program Action Plan
Public Service Delivery Capacity Building Programme
Parent and Teacher Associations
Regional Education Bureau
Skill Development Centre
Southern Nations Nationalities and People’s Region
Student Section Ratio
Student Teacher Ratio
Teacher Development Programme
Teacher Training College
Teacher Training Institution
Technical and Vocational Education and Training
United Nations Education Science and Cultural Organization
United Nations Children’s Fund
Universal Primary Education
Women’s Affairs Department
Woreda Education Office
Zonal Education Office
iii
Key to the calendars
Ethiopian Year (E.C.)
1997
1998
1999
2000
Julian Calendar (G.C.)
2004-05
2005-06
2006-07
2007-08
iv
Executive summary
The JRM
1
The 2007 JRM took place between 29 October and 16 November with two
objectives as set out in the TOR, i) to review the overall progress of ESDP implementation
during 1999 and ii) to examine in how far post-primary education (leaving out tertiary
education) prepares its graduates sufficiently for the post-school life, with special attention
to the question in how far the education system in Ethiopia is demand driven and how this
could be improved.
2
The JRM team was briefed on performance of Secondary Education, on the
present formal TVET system in the light of the envisaged new system and on the nonformal TVET system. The briefing session was also used to prepare the 6 regional teams
and agree on the methodology and instruments for the collection and analysis of the
information of the field visits.
3
The Mission consisted of 50 members, representing the Ministries of Education,
Finance and Economic Development, Agriculture and Rural Development and Women’s
Affairs, the Regional Education Bureaus and Development Partners. Six teams visited 8
Regions/City Administrations; Addis Ababa, Afar, Amhara, Dire Dawa, Gambella, Oromia,
SNNPR and Tigrai. There they visited: Relevant Government Institutions: 8 REBs, 3 ZEOs,
4 WEOs, 5 BoTITs, 2 BoFEDs, 2 BoCDs, 3 BoLSAs, 1 BoWA, 1 Centre of Competence;
Education/training Institutes: 7 Universities, 31 Public TVET Colleges/ Institutes, 10
Private TVET Colleges/Institutes, 1 TVET for Distance Learning, 19 Public Secondary
Schools, 1 Private Secondary School, 3 CSTCs; Entities from the World of work: 3
Chambers of Commerce, 2 SME Agencies, 4 Public Enterprises, 9 Private Enterprises, 1
Cooperative Society, 1 NGO and 2 Incubation Centres.
4
It will be clear that the institutions visited are far from representative for Ethiopia
neither for Ethiopia as a whole, nor for the different regions. It has not been the intention of
the JRM to strive for completeness, nor would this have been possible. Data collected,
observations made and insights gathered should be seen as valuable information, thought
to be relevant by the JRM. The JRM put an effort in substantiating its findings but very
often they will need further examination. The findings shed some light on some issues in
post secondary education in Ethiopia and they provide ideas and guidance for policy
development in the observed areas.
Performance
5
At regional level the statistical tables that were prepared in advance for the JRM
respondents to be filled in, proved to be particularly challenging. In most cases the tables
were not filled in and discrepancies were observed for the 1998 data when comparing the
data as provided by some of the REBs with those in the 1998 Statistics Annual Abstract.
Therefore data from the first draft of the 1999 Abstract have been used for 1999 in as far
as available. This concerns GER 9-10, GER 11-12 and the Gender Parity Index. For the
other indicators the regional data have been used because it is considered that data from
the same source will tend to be more consistent. Statistical data are thus not completely
consistent, sketchy and sometimes un-complete.
6
Access to Secondary Education has been increasing considerably between 1998
and 1999, 12% at federal level for Grade 9-10 and 41% for Grade 11-12. The regions
show comparable increases individually with the exception of GER 9-10 in Amhara, which
is considerably higher with 25.1%. It seems that the thrust of increased enrolment in
primary education is reaching 11th grade. Findings of the teams confirm the well known
differences regarding Secondary Education between the regions with by far the highest
v
GER of 88.7 in Addis Ababa for grades 9-10 as compared to 6.6 in Afar. When applied for
children originating from the Afar only and excluding the “highlanders” GER would be
below 1. Gambella shows a high share of over-aged students between 20 and 30 and
even above 30 years of age. For the regions for which data is available, TVET access is
also going up. Admission for public and private institutions together goes up between 26
and 119%. In most of the regions demand for TVET admission was reported to exceed
supply, to a considerable extent in general.
7
Contribution of the private sector in Secondary Education is significant and of the
schools in the country 17.9% is private. Private schools are concentrated in urban
conglomerates and in Addis Ababa and Dire Dawa most of the schools are private 75%
and 70% respectively. In the other regions their share is roughly around 10%. Figures in
Addis Ababa show a significant increase of 29.7% in the number of private Preparatory
schools whereas the number of public Preparatory schools remains the same. This may
indicate that the private sector is actively reacting to the thrust of students. There are no
data on this issue in other urban areas but information gathering and analysis would be
interesting in support to policy making.
8
Generally speaking data on TVET are scanty, which hampers assessment of
developments in the sector that can be considered as crucial for the development of the
country. The (incomplete) data for 1998 – 1999 provided by theJRM teams show
enrolment clearly going up, with increases between 17.4% for Tigrai and 66.7% for
Oromia. Some of the teams furthermore reported that demand for TVET training exceeds
supply considerably. Data from the 1998 ESAA show that the share of the private
sector in TVET provision is considerable. In 1998, 50.948 students were enrolled in
public TVET institutions and 53.020 in private ones, data are not disaggregated for the
other 16.543 students in Oromia. Probably more than 50% of the students is enrolled
in private institutes. The (incomplete) data of the JRM teams indicate that 69% of the
institutes are private.
9
No data are available on numbers of students that follow training in CSTCs. The
capacity of non-formal TVET through CSTCs is unevenly spread between the regions. The
scarce information collected by the JRM teams reports 155 CSTCs for Oromia, 18 for
Addis Ababa, 8 for Tigrai and none for Gambella.
10
Between 1990 and 1998 the Student to Teacher Ratio (PTR) has been steadily
increasing nationally, which indicates worsening of quality. For the short 1998 - 1999
period in the 4 regions that provided data on this issue PTR has shown a positive
development. For Addis Ababa, Oromia and SNNPR the PTR declined and for Tigrai it
remained stable. For Addis Ababa the decline is a continuation of a downward trend since
1994. For Oromia and SNNPR the decline discontinues a slow but steady PTR increase
and the stable PTR in Tigrai is a continuation of the situation over the last two years. Thus
growth of the number of teachers is superior to the increase of enrolment. This in
combination with an increase in the share of qualified teachers is a positive
achievement in those 4 regions.
11
The positive development as shown through this indicator has still to be
transformed in improved outcome, a better performance of students in grade 10 and 12
examinations. Narrative information provided by the JRM teams sketches a picture of
inadequate quality due to the well-known factors as scarcity of (qualified) teachers,
crowded classes and lack of teaching materials and equipment and assesses that
generally speaking quality is degrading. Positive exceptions are there, examples are
reported of private schools with very good results. Although this information is anecdotal it
is considered interesting in view of the enormous challenge for quality improvement of
education. The difference is normally attributed to the selection of students through an
vi
entrance examination and better conditions in private schools, but deeper insight in its
causes should be obtained because lessons could be learned.
13
The general picture of TVET quality is a big concern as can be read in all regional
reports. Adding to the inadequate conditions in terms of classroom space, equipment and
materials the situation regarding teachers is worrying. Difficulties in getting qualified
teachers was reported and teachers were said to often be professionally under-qualified
and technically ill-equipped to carry out the intended trainings, a serious problem for
education where 70% is supposed to be practical training. Also qualified teachers were
said to be insufficiently prepared. Like in secondary education there are considerable
differences between schools and some are performing well, private and public.
14
Efficiency is expressed by the Student to Section Ratio (PSR). At federal level
between 1990 and 1995 the trend for the PSR has been upwards and since then it has
been stable with a slight increase over 1998. Addis Ababa, Oromia, SNNPR and Afar
provided data on the PSR illustrating that for 1998-1999 the PSR has decreased for these
regions, which shows that the development of infrastructure is keeping pace with the
increase in enrolment in secondary education and is even building up some backup.
15
Comparison of data on GPI for Grade 9-12 in 1998 with data for 1999 taken from
the first draft of the 1999 ESAA shows an increase in GPI for all regions with the exception
of Addis Ababa and Dire Dawa. Four JRM teams provided serviceable GPI information,
which for Oromia and SNNPR was in line with ESAA data. The lower GPI for Addis Ababa
in 1999 seems contradictory to data in the regional report that indicate that, expressed in
numbers, in 1999 for the first time more females than males were enrolled. Afar shows a
decrease in GPI from 0.87 to 0.76 instead of an increase from 0.64 to 0.90. Data on
admission to 11th grade show that here the gender gap is closing rapidly with female
participation increasing significantly in some of the regions and with girls outnumbering
boys in Tigray. Women as role models are still not well presented in secondary education,
the share of women teachers and women in management positions is low. Addis Ababa
with females on high management positions and concerted action to recruit more women
in comparable positions is an example. In TVET requirements for admission for females
are lower. Participation of females is high and of the regions that provided data for 1999
half have a higher enrolment for female students and half for male. In 1998 female
enrolment at federal level was 50.5%.
16
Findings on management are in line with those of earlier studies and JRMs, which
observe that there are weaknesses in i) communication and information flows, horizontally
and vertically, ii) the compilation, organization and analysis of data for policy making and
operational improvements and daily management iii) staff retention, resulting in the loss of
often laboriously built up capacity in the organisation and of institutional memory. Of
management strengthening activities the School Improvement Program (SIP) is assessed
positively by participants and the practical and participative approach for the development
of school management plans with the involvement of principals, supervisors, teachers and
local community representatives may be an example for the way in which capacity building
can be realized, based upon learning by doing in a day to day context.
17
At TVETs the levels of information, preparation and implementation of the new
outcome-based modular curriculum are different and at least part of the institutions is not
yet prepared to play the role that is expected from them. The changes that are foreseen
and that need to be properly managed are far-reaching and an intensive involvement of
the institutions and thorough explanation and preparation of staff are required in order to
prepare them for the new role they are expected to play. Activities have been undertaken
to prepare institutions but apparently this has not been sufficient and attention is needed
for the improvement of the management of the change process.
vii
18
With regard to finance the overall picture for both secondary education and TVET is
one of financial constraints with the consequence of recurrent salary expenditure taking
the major share of the budget leaving little space for quality improvement, investments and
recurrent maintenance and materials expenditure. This is negatively impacting on
possibilities to provide adequate training, more in particular in TVET institutions. Part of the
TVET institutions generates income by cost sharing and income generating activities but
these are insufficient to make up for shortfalls in general. However, the results of these
activities show significant differences varying between 4% and 34% of their total
budget. The JRM could not analyse the causes of these differences. However, it would
be interesting to make such an analysis in order to get insight in how efficiency of the
institutions in terms of use of the available resources (human, equipment) can be
increased.
19
Both, the decline of the STR in secondary education in combination with the
increase of enrolment and the positive trend in the share of qualified teachers in the body
of teachers are signs of good progress in capacity building in this area. There are positive
experiences through the Teacher Development Program (TDP), especially through the
Higher Diploma Program (HDP) and Continuous Professional Development (CPD)1
components of the TDP. Activities are also deployed in the area of management
strengthening however, the JRM has no insight in the extent of these activities as
compared to the number of staff and teachers in the education system and their training
needs. The challenges are enormous as is well known and observed by this and former
JRMs. At schools level the SIP program is appreciated by its participants and content and
approach of the program seem to be promising. There is a dire need for capacity building
for TVET teachers, who were frequently said to be professionally under-qualified and
technically ill-equipped to carry out the intended trainings, also when they are qualified.
Weaknesses were said to be more in particular on the pedagogical and practical
levels. The highly necessary assessment of the quality of TVET teachers’ preparation
and the definition of measures to improve it are being undertaken in the framework of
the ecbp.
Demand orientation
20
Demand orientation has been analysed by systematically exploring which
mechanisms exist for communication between i) the different organizations and entities
within the education system and ii) between the education system and the World of Work
and by subsequently examine what the quality of these linkages is. Secondly, the quality of
the students is assessed, from the perspective of the extent to which they respond to the
needs of the employer/World of Work or, in the case of the shift to the next education level,
the extent to which they are prepared to successfully perform. Finally, from the perspective
of the students it is important that they are aware of the possible choices for their study
and for their future career in the World of Work, a demand from their side. Therefore
insight is gathered in how the system supports students to prepare them to make these
choices.
21
An essential matching mechanism, both within the education system and between
the education system and the World of Work is the curriculum. The methodology used by
MoE for curriculum development for Secondary Education and, in the past, TVET applies
1
An impact study carried out by Mekelle University mentions i)increase in the application of active learning
methods, ii) change in teaching style, iii) improvements in communicative skills, classroom language and
classroom assessment and, iv) better classroom management and teaching aids preparation as a result of the
CPD program.
viii
techniques that in principle heed the tuning between the different levels within the
education system and between the education system and the World of Work. In practice
the opinion is that general secondary curriculum is oriented towards the academic content,
without preparing students to more practical applications which are required for TVET,
more in particular in the case of mathematics. In spite of its academic character the
Preparatory does not properly prepare students for entering the HE system because
academic preparation, mainly in English language, maths and science subject is below the
required standards. It will be clear that this may be only partly the consequence of the
quality of the curriculum. The traditional TVET curriculum favours theoretical instruction
and it is not workplace and labour market oriented. The apprenticeship, an unquestionably
world of work oriented element, does not have satisfactory results because it is not
properly fleshed out in practice, partly due to employers’ attitude to not create the
appropriate conditions for gathering good work experience.
22
Linkages, channels for communication between entities are another possible
mechanism. We distinguish between official/institutionalized linkages and linkages created
by personal initiatives. The analysis shows that within the education system linkages
between First Cycle Secondary and TVET and between Second Cycle Secondary and the
Universities are hardly present. Between TVET and the World of Work official and
institutionalized mechanisms at high level between TVET and the World of Work which
would enhance demand orientation are not present yet, but there are promising initiatives
like the participation of TVET institutions in high level platforms with representatives of the
regional government and the World of Work. They can be considered as an initial step for
the creation of a platform for exchange and analysis focusing on education and labour
market issues. The initiative to develop the occupational standards with the strong
participation of representatives from the industrial/business community have certainly also
provided contacts that can be developed into more permanent linkages. A variety of
linkages between the education system and the World of Work were identified which are
originating from institutions’ or personal initiatives. The initiatives are aiming at different
objectives like improved communication between stakeholders, better tuning between
supply and demand in qualitative or quantitative terms and improved direct delivery of
services from TVET institutions to the World of Work. The degree to which TVETs are
involved in such initiatives is variable but they show that the consciousness of the
importance of strong links is present with both, TVETs and the World of Work. They are
good and promising examples that should be proliferated and further built out.
23
The preparedness of students entering from General Secondary education into
TVET is considered insufficient by TVET staff, in particular for the subjects of English and
mathematics. The preparation is too academic and students have difficulties in using their
knowledge for practical applications. Along with this it became clear that the aspiration of
most of the students is not TVET but Preparatory in preparation for Higher Education. This
is exacerbated by the fact that part of the students in TVET is not enrolled in the subject of
their first choice as a consequence of the placing system. Motivating them is a challenge.
The university representatives indicate that Preparatory students are generally
inadequately prepared, specifically in English language competence, mathematics and
science subjects. In addition students are not trained to formulate their own thoughts in
writing. It is those skills that students in HE are lacking.
24
The assessment by employers of the quality of TVET students is extremely varied
and fluctuates between good, which means well prepared and directly employable and at
the other side expensive and with no added value, which was stated by employers by
saying that they preferred to contract untrained people because they were cheaper and
easier to train. A comment in this sense was reported by two of the regional teams. The
quality of TVET institutions varies considerably and this becomes clear by the quality of
their graduates. Employers are very much aware of this. Some employers tend to only
contract graduates of certain institutes, others declared that they had open application
ix
procedures but that they invariably selected candidates from the same TVET institutions.
These two observations imply that TVET as a whole has an image problem as far as the
quality of its graduates is concerned and this is evidently justified. Minimum standards with
regard to the quality of TVET’s graduates are not guaranteed, which undermines the
credibility of TVET as an institution. It is required to set minimum standards to TVETs’
quality and these should be adhered to. The introduction of the occupational standards as
foreseen in the framework of TVET reform are an adequate instrument for this purpose.
25
Automatism of government structures to take in graduates is under pressure in
some of the regions and enhancing self-employment is stimulated in response. The
creation of Incubator Centres where groups of graduates and others are supported to start
their own business seems to be a promising perspective as some ICs show. Intensive
support is required, which reveals that training in entrepreneurship at TVETs, if given, is
insufficient. Based upon very limited observation accounting, cost estimating and
acquisition are seen as crucial subjects that have to be improved. Furthermore, saturation
of the market for products and services can be foreseen as a threat for the initiative and
diversification and innovation have to be proactively addressed, at policy making level and
in TVET students’ preparation.
26
The TVET institutions in their role of trainers of quality graduates show
considerable differences, some of them have well prepared staff and are well equipped,
others are lagging far behind. Overall the lack of skilled TVET teachers is a major
challenge for the system and the main cause for not being able to train enough skilled
human resources. This is a reason for major concern because the direly needed increase
of quality of the labour force in the World of Work can only be introduced by highly skilled
people/teachers and TVETs’ role here is crucial. The selection mechanism for students,
the future TVET teachers, content and approach of the curriculum for their training and the
capacity of the TVET trainer institutions should be urgently assessed and findings should
be implemented with priority. The availability of adequate and appropriate instruction
materials and equipment is insufficient in many public TVET institutions, more in particular
in the technical fields. Furthermore budget is often insufficient to buy materials for practical
work. This hampers possibilities to give students practical training even when equipment is
available. Minimum standards should be set and adhered to for equipment and non
personnel recurrent budget.
27
An adequate and fair system for the accreditation of TVET institutions is vital for
TVET responding to the required quality standards. At present accreditation is apparently
not applied consistently for public and private institutions and monitoring is not sufficient as
it was reported that accredited institutions are functioning under conditions inferior to those
when they were accredited.
28
The very scarce information gathered on CSTCs indicates that they can be
instrumental in preparing people for employment as part of the students acquires relatively
well paid jobs through employers or self-employment. This observation is in line with the
assessment of two thirds of the CSTCs involved in the EXPRO project.
29
Counselling as an institutionalized instrument to prepare Secondary School
students for their future in the education system or in the World of Work at institutional
level is weakly developed. Counselling through own initiatives is more widely spread be it
very moderately. If students have had the opportunity to make a better substantiated
choice with the help of counselling the probability that placement will be in line with their
choice is limited because practice learns that the placement system allocates students to
subjects that are often not their preference. Counselling and support to TVET students is
common. It is very much related to the organization of apprenticeships and the support to
guide students into the World of Work. Positive experiences are reported.
x
Essential factors in view of system’s improvement
30
Demand orientation of the post-primary education system is a very pertinent
subject in view of improvement of systems’ relevance and effectiveness. It is however only
one factor between many that are decisive for the final outcome and others were observed
and thought important to be mentioned. The “white collar” professions are in high demand
and have the highest reputation in society. Common disdain of TVET and blue-collar
works, poor image of both TVET training and TVET teachers and ignorance of job
opportunities restrict students from considering vocational education and training as a
viable option. This perception of TVET is a significant obstacle for the development of
TVET into a high quality education tool in support to Ethiopia’s development.
31
The assignment system for students of both, TVET and HE proves to allocate
students only in a limited degree to the training of their preference where most probably
they would be able to use and develop their talents to the maximum. For TVET students
only academic quality is tested whereas they are going to be enrolled in a training where
practical work is in fact the main component. The JRM expects that this assignment
system negatively influences motivation, commitment to studies and ultimately the quality
of degree and skills with which students enter the labour market upon graduation. The
JRM understands that the development of a good allocation system is complex and
challenging in general and more so in the Ethiopian context but thinks that adaptation to a
more flexible system that better responds to students’ interests is to the benefit of both
students and Ethiopian society.
32
Insufficient command of English was mentioned without exception by staff as one
of the shortcomings in preparation of students who entered a subsequent level of the
education system. JRM team members also frequently observed difficulties of students
and also staff to express themselves in English. English as medium of instruction in the
present conditions apparently does not lead to good command of English. It furthermore
must have a negative impact on students’ performance as the recent study on medium of
instruction also indicates (Heugh,K, 2007). Therefore the JRM deems it indicated that the
Ethiopian government reassesses its English Language Medium of Instruction Policy
considering the insights and findings as laid down in the MoI study.
33
The implementation of the TVET reform is a major challenge with the potential to
give a substantial impulse to the improvement of TVET quality in the country. However,
observations of the JRM in the field showed that TVET institutions are not yet sufficiently
prepared to play their role as foreseen. Action must be taken to make the introduction of
the new system to a success.
34
There is not a clear insight in the degree to which TVET graduates are absorbed by
the labour market, but difficulties in finding employment were reported by most of the
teams. Furthermore, there are observations that may indicate that the public sector is no
longer the automatic future employer for graduates of part of the streams. There is a need
for a structure or mechanism that builds up insight in supply and demand on the labour
market and where school leavers can be accompanied in order to integrate them in the
World of Work and have them contribute to the development of the country, thus rendering
beneficial the investment made in them. Mechanisms like the high level initiative in Tigrai
and Adama (see 3.19) may be instrumental to realize this.
35
The analysis on the existence of linkages between the different levels in the
education system and between the education system and the world of work shows that
these linkages and thus information provision and sharing and communication between
different institutions, horizontally and vertically are only feebly developed. This confirms
findings of studies and former JRMs. Whether progress has been booked in this field is not
clear, but much remains to be done, not only to improve functioning of the education
xi
system in general but also in support of the change process for the implementation of the
new TVET system.
36
There is a huge outflow of 10th grade students with a academically geared
certificate who are poorly prepared for their professional participation in society. Drop outs
face the same problem. The capacity of the non formal system, which could provide a
solution for them to learn a trade is very limited. Related to this is the observation that the
design of the system does not provide opportunities for younger students with less than 10
years education to follow vocational training within the formal system. Such access would
give room for more practically gifted youth to not dropping out and become properly
prepared for the world of work. There is a real challenge to make these people with a high
potential in which has been invested much, by themselves and by society, participate in
the World of Work and give them the opportunities to develop themselves professionally.
Short and modular courses are a possibility to reach relatively many people and to have
results in the short term. Expansion of private sector involvement, expansion of non-formal
TVET in CSTCs, better use of the existing capacity (here one can think of the role that
TVET institutions can play to prepare candidates who want to pass the examination for the
modular certificates in the new TVET system), integration of profession-oriented elements
in the Secondary curriculum and the creation of TVET in the formal system starting from
8th instead of 10th grade are alternatives.
37
The contribution of the private sector to both, secondary education and TVET is
considerable, valuable and essential. The JRM received signals about measures taken at
regional level that may create uncertainties and threaten private sector’s contribution to the
development of the sector. In the opinion of the JRM this issue needs the attention of MoE.
Further examination of the situation is required and it may be indicated to reflect on the
role MoE wants the private sector to play and in how far the present rules and regulations
are adequate for a maximum contribution of the private sector to the challenge to develop
a well performing education sector.
Recommendations
Secondary Education
Access
1
The contribution of the private sector in secondary education is significant in urban
regions and at least part of the schools is providing good to very good education as
students’ results show. Furthermore, the rapid expansion of the number of private
secondary schools in Addis Ababa indicates that there seems to be an interest of
individuals or groups to invest in the establishments of new schools or the expansion of
existing ones. In the opinion of the JRM these two conditions may provide an opportunity
to the benefice of secondary education in general. Enhancing private schools’ contribution
alleviates the pressure on government to expand capacity, which would leave more room
for the improvement of quality in public secondary education. It is therefore recommended
to investigate possibilities to increase private sector’s interest in contributing to secondary
education e.g. by giving it access to programs like TDP, fiscal benefits, and other
measures. A study should be commissioned by MoE to see whether win-win conditions
can be created that provide more and better secondary education at a relatively low cost
for government. (I)2
2
It is suggested to give priority to recommendations followed by (I). Recommendations indicated
with (II) are considered to have a lower priority.
xii
Quality
2
The potential of plasma technology to enhance Secondary Education quality has
not materialized yet. Causes are insufficient technical capacity to install and maintain
systems, the centralized and inflexible system for broadcasting which leaves insufficient
possibilities for the teachers to give pedagogical support and for the students to absorb the
content of the lessons and the incompatibility of the text books with the plasma
programmes. The heavy investment made in the system should be rendered effective by:
i) making the system technically reliable. To this end an inventory should be made
of the present status of plasma systems with a subsequent initiative to install all screens as
foreseen and to repair those that are not operational. Furthermore an adequate system for
plasma maintenance should be designed and implemented;
ii) making the system demand and pupil oriented, as well as teacher friendly. A
study has to be carried out in order to see how this can be realized, including possibilities
for programme editing at a more local level and the use of CD-roms.
Coordination for the implementation of this recommendation should be with MoE, and it
should commission the studies on both the hardware side and the content side. The
regions should be closely involved and contribute in order to design a system that
responds to their needs. (I)
TVET
Quality improvement
3
Improvement of the quality of TVET teachers is key. The direly needed increase of
quality of the labour force in the World of Work can only be introduced by highly skilled
people/teachers and TVETs’ role here is crucial. The selection mechanism for students
(the future TVET teachers), content and approach of the curriculum for their training and
the capacity of the TVET trainer institutions should be urgently assessed and findings
should be implemented with priority. Due to an unavoidable long lead time to results of this
essential process, this issue should have the highest priority. MoE should have the lead in
this process using expertise present in the TVET Reform team. (I)
4
The TVET Reform programme is a major operation to improve TVET’s relevance
and quality and many instruments have been worked out to realize system’s improvement.
System’s implementation is complex and involves many stakeholders and partners. The
JRM observed that institutes are aware of the reform but that there is lack of clarity on the
process and its implications with at least part of the partners. It is therefore recommended
that the present implementation process is critically assessed by GTZ and that
experiences are integrated in view of process’s improvement. Elements to be considered
are information provision and preparation of partners like TVETs and employers,
systematic monitoring in view of learning and strengthening of the process and the use of
multiplication mechanisms in order to use the expensive support by foreign experts
efficiently and to make it sustainable. GTZ should carry out the assessment and implement
the findings. (I)
5
Relevant and good curricula that contain 70% of practical work can only be taught
by properly prepared teachers if they are working in adequate circumstances. Therefore
minimum requirements for TVET institutes with regard to premises, training
machinery/equipment and training materials have to be developed and then institutes have
to be outfitted accordingly. Link the upgrading if the installations to the implementation of
the TVET Reform. MoE should have the lead in the establishment of the standards, using
xiii
expertise present in the GTZ team. The REBs or TVET Commissions are responsible for
implementation. (I)
6
Self-employment is one of the options for the introduction of TVET graduates in the
World of Work. For this reason entrepreneurship is one of the subject matters in part of the
TVETs. Observations of the JRM showed that preparation is apparently not sufficient and
observed weaknesses in finance, cost estimating and marketing. Students should also be
made aware of the importance of innovation and diversification and there are undoubtedly
other subjects to be introduced. It is recommended that MoE revise the curriculum for the
entrepreneurship course in consultation with the project for TVET reform. (II)
7
The accreditation system is an instrument of utmost importance for quality control
of TVET institutes. The present system is based on input criteria and sets standards for the
number of students that can be enrolled, the quality of the teachers and equipment that is
required. JRM teams reported evasion of the rules by institutes and divergent application
of the rules for governmental and non-governmental training institutions. The Moe should
reassess the present accreditation system in the perspective of its adequateness to
properly evaluate the quality of the institutes that apply and the REBs and TVET
Commissions should follow the rules and regulations and design and implement
appropriate systems for monitoring. (I)
Non-formal TVET
8
There is a huge outflow of the system of graduates from 10th and 12th grade who
were not absorbed by the higher levels in the education system. An approximation for one
of the regions shows that this group is 4 to 5 times as big as the students who are admitted
to TVET and HE. These graduates are not properly prepared to enter into the world of
work but it is clear that they represent a potential in which society and they themselves
have invested much. Additional professional training should be there to help them find their
position in the World of Work and to prevent them from being idle. This creates a huge
need for professional training for the 10th grade and 12th grade outflow. Courses of short
duration and a modular approach create possibilities to reach many people and to have
results in the short run contribute to society and to render productive the investment that
has been made in their former training. In the framework of the TVET Reform attention
should be paid to the question as to how capacity can be created to cater for this high
potential demand. MoE should discuss possibilities with the TVET Reform team to
integrate this issue in the programme. (I)
9
Training needs in the informal sector are enormous and CSTCs can contribute to
the provision of such training. In some of the regions CSTCs showed a promising
performance with respect to the creation of opportunities for non-skilled people, which is
confirmed by an assessment of the CSTC strengthening programme. MoE has given little
attention to non-formal TVET, which can be understood given the other challenges, but
one should realize that support to the non-formal education sector is the direct way to
address poor people’s training needs and to thus contribute to poverty reduction. It is
therefore recommended that MoE analyses how it can better support initiatives in the nonformal education sector. (II)
10
In the present set-up of the TVET system the entrance level is grade 10, which is a
long and possibly unattainable academic preparation for students who have the capacity to
acquire the knowledge, skills and abilities on a moderately complex professional level.
Children with a talent for craftsmanship and practical work have limited opportunities to
perform well and there is a high probability that they drop out. TVET streams should be
created within the formal system to accommodate those children by providing practice
xiv
geared education with shorter academic preparation. MoE should discuss possibilities with
the TVET Reform team to integrate this issue in the programme. (II)
Linking mechanisms
11
The linkages between the education system and the World of Work are very weakly
developed and need strengthening in order to enhance demand drivenness of the system.
Interesting initiatives were observed by the JRM that could be applied more broadly.
Proliferation of good experiences in order to provide ideas to the parties that can contribute
to the strengthening of linkages is a relatively easy way to enhance linkages. It is therefore
recommended to make an inventory of the successful and promising ongoing initiatives for
enhancement of demand orientation within the education system and between the
education system and the world of work using the examples gathered by this JRM as a
basis. Develop and implement a strategy to have them taken over and spread out in the
government system at different levels and in the world of work. REBs take the lead in their
regions and invite other relevant Bureaus and the business community to participate. (II)
Essential factors in view of system’s improvement
12
Although the perception seems to be slowly changing, enrolling in TVET is often
seen as a second choice for those who fail to continue to Preparatory education. Inflated
respect of higher education, common disdain of TVET and blue-collar works, poor image
of both TVET training and TVET teachers and ignorance of job opportunities restrict
students from considering vocational education and training as a viable option.
Improvement of the quality of the TVET system should therefore be accompanied by
initiatives to enhance its status. To this end work out and implement a campaign that
advocates the potential and the attractiveness of skill-based/blue collar employment. Such
a campaign should be prepared by professional firms and it should be implemented by
using different forms of media. “Promising practices” of for instance TVET graduates who
have created companies and become financially successful could be presented as part of
the campaign. Timing of the campaign should be adapted to the implementation of the
TVET Reform in order to substantiate it with examples of improvements that have been
realized and to use it for the provision of information on the envisaged system. Enterprises
and employers have an interest in a changed perception of blue-collar works and TVET
and could be interested to participate. MoE should take the initiative for the campaign and
commend it. (II)
13
Observations of the JRM reveal that many students are enrolled in disciplines
which were not their choice, be it the first or second one, thus negatively influencing their
motivation. It is clear that this situation is related to a very high demand for limited
available capacity. However, the present placement system that rigidly applies results of
exams leaves opportunities unused for enrolment of a higher percentage of students
according to their choice. It is therefore recommended to launch a study which explores
the possibilities to improve the placement/assignment system in order to make it more
flexible and to increase the probability that students are assigned to studies that
correspond to their choice and their talents and aspirations. Examples of systems used in
other countries for very popular fields of study are entrance exams for these fields of study
and weighed ‘lottery’ system for those studies for which the government and universities
have set maximum limits for the number of entrants. (I)
14
English is invariably mentioned as a subject that causes problems for the
smooth influx into a higher education level and the JRM has observed that command
of English is a problem for both students and teachers. MoE has taken up the issue by
xv
investing in strengthening the capacity of teachers in teaching of the English language.
It can be doubted however in how far this goes to the essence of the issue and
therefore the JRM recommends to reconsider the use of English as Medium of
Instruction and to establish at federal and regional level fora for discussion and reform of
the policy on the medium of instruction at primary and secondary education, in line with the
results of the MoI study. MoE should act as the coordinator of the initiative and the REBs
should manage the process at regional level. (I)
15
The contribution of the private sector to TVET is considerable, valuable and
essential. The JRM received signals about measures taken at regional level like not
admitting graduates to government organizations or closing institutes, which may create
uncertainties and threaten private sector’s contribution to the development of the sector. In
the opinion of the JRM this issue needs the attention of MoE. It is first of all important to
carry out a study that gives a better insight in the dimensions of the problem and that
provides information on i) the regions where the problem exists, ii) the frequency and type
of training concerned, iii) the foundations for the decisions and their validity. The results of
the study will indicate whether further steps are required to improve rules and regulations
and their implementation in order to get a maximum contribution of the private sector to the
challenge to develop a well performing education sector. The MoE should commission the
study. (II)
16
Conduct a study on federal level with the participation of all regions to the needs of
the different professions in the labour market and the capacity of the education system to
respond to these needs. Develop and implement a plan to tune the qualitative and
quantitative capacity of the education system to the needs and build in mechanisms that
allow adaptations when needs are changing over time. (I)
xvi
1
Introduction
1.1 The Terms of Reference and their interpretation by the JRM
1.1
The JRM 2007 was organized in October-November 2007 by the Ministry of
Education (MoE) jointly with its partners the Ministry of Agriculture and Rural Development
(MoARD), the Ministry of Finance and Economic Development (MoFED), the Ministry of
Health (MoH),the Regional Education Bureaus and the Development Partner agencies
supporting the implementation of the Education Sector Development Program (ESDP).
1.2
The Terms of Reference for the JRM (annex 1) indicate that the purpose of the
JRM is to assess the performance of the education sector and identify key actions that can
contribute towards qualitative and quantitative improvements in the sector. The JRM
should be fed by the results of the Annual Review JRMARM) 2007 and in turn feed into the
ARM 2008. Objectives were:

To review the overall progress of ESDP implementation during the
previous fiscal year, with special emphasis on qualitative and quantitative achievements,
as well as efficiency.

To focus on the theme “Post-primary Education and the transition to world
of work”. The aim of this part of the JRM is to investigate whether post-primary education
(leaving out tertiary education) prepares its graduates sufficiently for the post-school life.
The JRM shall in particular scrutinize in how far the education system in Ethiopia is
demand driven and how this could be improved.
1.3
Focus of the JRM was on post-primary education, excluding tertiary education. This
implied that analysis of documentation and focus of the interviews during the field visits
would not cover the whole education system. Therefore the JRM restricted the broad
objective to review overall progress of the ESDP to progress in general secondary
education, preparatory secondary education and TVET.
1.4
The ToR specify the second objective for the JRM by formulating questions to be
considered. Analysis of the questions showed that they were only partly related to the key
question of the ToR. After discussion in the JRM it was decided by mutual agreement that
a framework developed by the consultant would be used to address the key question on
the demand orientation of the education system in Ethiopia. The questions have been
embedded in a checklist for the interviews that allowed a broader and systematic analysis
of the areas to which the questions referred.
1.2
Background information to the theme of the JRM
1.5
Poverty reduction is the core objective of the Government of Ethiopia (GoE) and its
strategy to attain this is laid down in the second poverty reduction strategy, the Plan for
Accelerated and Sustained Development to End Poverty (G.C. 2005/06-2009/2010),
PASDEP (MoFED 2006). TVET more in particular is envisaged to provide the necessary
“relevant and demand-driven education and training that corresponds to the needs of
economic and social sectors for employment and self-employment”, which is needed to
achieve the accelerated economic growth through commercialisation of agriculture as well
as economic growth and employment creation through private sector development. The
Plan further stresses the need for an increasing role and involvement of the private sector
and non-governmental organisations, as well as community involvement, in the delivery of
educational services.
1
1.6
The Education Sector Development Program III (ESDP III) (Moe 2005) is aligned
with the PASDEP, which sees it as a key element for the realization of the strategy. ESDP
III indeed responds to the expectations of PASDEP. It observes that between 1996/7 and
2004/5, TVET has gone through a considerable expansion3 but that in spite of this formal
TVET only caters for less than 3% of the relevant age group. It concludes that current
performance of the TVET system is below the required level and that it does not respond
to market demand. It therefore proposes a coherent system including formal and nonformal training, with access to certification without the requirement of school enrolment and
possibilities to enter the higher education system after obtaining a diploma. It enfolds an
ambitious plan to increase enrolment rates, strengthen quality a.o. by improving teaching
methods and investing in e.g. physical infrastructure, equipment, training materials,
libraries and ICT facilities. A total of 3 million ETB or about 6% of the ESDP III budget has
been allocated for TVET over a five-year period.
1.7
Structured information on the existing broader TVET system is difficult to acquire.
The TVET Strategy (Ecbp& Moe 2006 a) gives a concise and apparently rather complete
picture. “The Traditionally, Technical and Vocational Education and Training (TVET) in
Ethiopia has been fragmented and delivered by different providers at various qualification
levels. Public TVET institutions under the education sector, concentrating on middle level
technical training at post Grade 10 level, are complemented by the employer-based inhouse TVET schemes of public and private companies, TVET schools run by (mainly
church based) NGOs and an increasing number of private commercial TVET providers.
Meanwhile, in non-formal TVET programs, public institutions, NGOs, and private schools
offer employment-oriented training to various target groups, including school leavers,
people in employment, school drop outs and marginalized groups in the labour market.
Unlike formal TVET, these programs are not systematically recorded. Informal (on-the-job)
training is widespread, but due to the absence of a systematic testing and certification
system there are currently no mechanisms to recognize informal occupational learning.
Traditional apprenticeships in the small and micro enterprise sector constitute another
presumably important, yet entirely un-researched, training environment. Public training
schemes to produce qualified administration and health personnel cater for specialized
segments of the labor market. Agriculture TVET programs, which have been massively
expanded during recent years, are disconnected structurally with non-agriculture TVET
programs.”
1.8
Non-formal TVET in Ethiopia is difficult to grasp in both qualitative and
quantitative terms. The Non-Formal TVET Implementation Framework4 lists institutions
that are in some way involved in non-formal TVET training. It mentions Community Skills
Training Centres (CSTC), Rural Technology Training Centres, Regional Micro and Small
Enterprise Development Agencies (ReMSEDA), NGO-run TVET provision and different
tailor made trainings by the Chamber of Commerce and the Women Entrepreneur
Association. Part of the providers of formal TVET, the TVET colleges and institutions,
public and private, are also involved in non-formal TVET training. The CSTCs are the core
of government’s non-formal TVET provision and reportedly there are 290 centres
operational. A study on poverty reduction and capacity building5 assesses that almost all of
these are highly underutilized and functioning only during a few months per year due to
low budgets and the lack of trained coordinators able to design need-based oriented
3
Schools providing formal non-agriculture TVET increased from 17 to 199, and enrolment from
3,000 to 106,300 (31% non-government TVET institutions). In 2004/05 another 42,000 trainees in
agriculture TVET programs and 10,000 in teacher training institutes and colleges (MoE 2005) .
4
Ecbp & MoE 2006c
5
MoE, IIZ-DVV 2005
2
training programs. Most CSTC coordinators are primary school teachers by profession and
have never been trained on skill training. The range of skill areas offered is limited and will
normally consist of woodwork, sewing, pottery, embroidery, weaving, metal work and
sometimes house construction. The training program is not demand-oriented and new
appropriate technologies or market relevant subjects are not being offered. The training
concentrates on technical know-how and does not transfer knowledge on subjects like
accounting, credits and cost estimates, necessary to enhance the potential to start a
successful own business. The study states that NGO driven centres are usually better
equipped but lacking skilled trainers. No information is available neither about the capacity
and the number of people trained in these non-formal centres nor about participants in
formal TVET institutions’ training. The intention is to revitalize the CSTCs through the
EXPRO project, started in 2002 (GC) which is set up by the Institute for International
Cooperation of the German Adult Education Association (IIZ/DVV) and in which 17 CSTCs
have been designated as model centres and received extra support. End 2004, 2013
people had been trained and although there is no accurate assessment of the impact of
the training delivered, two thirds of the centres operating indicated that the training had
improved the situation of the people trained. Although they did not all obtain work
immediately, they all acquired skills that enabled them to compete effectively on the local
job market, and they were motivated to create, either alone or in collaboration with others,
income-generating work6.
1.9
Mid 2005 an extensive and comprehensive program has started to improve and
modernize TVET in Ethiopia. The National TVET Strategy (Ecbp & MoE 2006) has as its
overall objective “to create a competent, motivated, adaptable and innovative workforce in
Ethiopia contributing to poverty reduction and social and economic development through
facilitating demand-driven, high quality technical and vocational education and training,
relevant to all sectors of the economy, at all levels and to all people in need of skills
development”. This will be realized by the creation and development of a comprehensive,
integrated, outcome-based and decentralised TVET system for Ethiopia with a coherent
framework for all actors and stakeholders in the TVET system, an adequate institutional
set-up to manage and implement TVET and to ensure a quality management system
(QMS). Quality improvement of TVET (formal and non-formal) is foreseen, which also
implies that it is responsive to the needs of the labour market and the expansion of
relevant TVET offers in Ethiopia, in particular to target groups that have been previously
neglected and labour market segments that are key to national development. A
strengthened private training market and enterprises have an important role to play in the
new TVET system. In order to overcome the present inefficient and ineffective
fragmentation TVET is seen as an overarching term to describe all modes of formal, nonformal and informal training and learning below higher education provided by all public and
non-public providers and companies. The TVET system will assist formal and non-formal
initial TVET schemes including traditional apprenticeships provided by skilled
crafts(wo)men, and informal learning such as learning on-the-job and self-organized
activities.
1.10 The TVET system will be decentralized with the Federal authorities being
responsible for national policy formulation and State authorities for implementation of the
system with possibilities to delegate functions to lower levels. To ensure the demandorientation of the actual TVET delivery and its linkage with the local labour market, the
TVET system will delegate major responsibilities directly to the TVET institutions. Key
instruments in the system are:
6
AFD/GTZ 2006
3
National occupational standards, to be developed by people knowledgeable about
and experienced in the world of work, which define a range of competencies that should be
achieved through TVET in order to enable a person to perform in a given occupation.
TVET providers have to develop curricula that are based on the national occupational
standards
and
are
appropriate
to
the
relevant
learning
process.
Occupational assessment, which is based on the occupational standards and
carried out in State TVET Centres of Competence verifies individual occupational
competences and is offered for all defined TVET qualifications at all levels. National TVET
Qualification Certificates will be awarded upon passing the occupational assessment.
Occupational assessment, and hence certification, is open to everybody who has
developed the required competence through any means of formal, non-formal or informal
training and learning. As such, the outcome-based system is a major tool to accord equal
importance and to ensure demand-orientation to all forms of TVET.
1.3 The process of the JRM
1.11 The JRM Preparatory Commission composed of representatives of the government
of Ethiopia and the Development Partner agencies prepared the ToR for the JRM and the
preparatory program for the team and it made arrangements with UNDP for contracting
international consultants and organizing logistics . The mission team leader arrived prior to
JRM’s implementation, providing time to prepare the guidelines for the full mission.
During the first three days of the full mission, in addition to availed relevant documents
(see annex 2 for the bibliography), briefings and presentations were given in order to
provide the team with background information needed for a better understanding of the
part of the education system under consideration and on ongoing developments there.
This part of the program consisted of:
A briefing on the status of implementation of the JRM 2006 and ARM 2007
recommendations and on the performance of Secondary Education at Federal and
Regional level;
Presentations and discussions on TVET (formal and non-formal), Higher Education,
Quality Assurance in Higher Education, Curriculum Development by MoE;
Presentations and discussion on the successes and challenges of three REBs.
During the final part of the program the team leader briefed and oriented the 6 teams on
their visits to the regions, discussed the visits’ guideline with forms and checklists for data
collection, suggestions for the organization of the visits and analysis and reporting on
findings. See annex 3 for the composition of the teams and annex 6 for the guideline,
which presents the suggestions, data collection formats and interview’s checklists. The
regional teams finally prepared themselves by completing the program for the regions.
This was considerably facilitated by the input of the representatives of the Regions.
1.12 During the visits the teams were accompanied by regional representatives who
functioned as guides and resource persons. After field work the teams briefed the REBs
about the findings and prepared a regional report. Findings, conclusions and
recommendations of these reports are integrated in this JRM 2007 Report. The separate
regional reports for Addis Ababa, Afar, Amhara, Dire Dawa, Gambella, Oromia, Southern
Nations Nationalities and People’s Region and Tigray are annexed.
1.13 Table 1.1 gives an overview of the institutions that were visited and indicates the
coverage of the visits as compared to total number of similar institutions in the region. Goal
of the teams was to cover relevant government institutions at the regional level,
education/training institutions (Secondary Schools, TVET institutions, Universities and
CSTCs) and representatives of the World of Work (representative bodies, institutions and
enterprises).
4
Table 1.1 : Coverage of institutions visited
Region
Regional level
Education institutions
World of Work
institutions
Addis
Ababa
AA Education Bureau
BoTIT
AA University
TVET Institutions Public (4-10)7
TVET Institutions Private (2- ?)
Second. Schools Public (3-42)
Second. Schools Private (1-128)
CSTCs (1-19)
SME Agency
Project Manager
Afar
REB
BoFED
BoCB
BoTIT
BoLSA
Bureau Womens Affairs
Afar Language Institute
Semara University
TVET Institutions Public (3-6)
TTC
Second Schools Public (2-10)
Afar Pastoral Development
Association
Amhara
NA
NA
NA
Dire Dawa
DD Education Bureau
BoTIT
BoLSA
Rift Valley University College
TVET Institutions Public (1-14)
Second. Schools Publ. (2-10)
SME Agency
Gambella
REB
BOFED
TVET Institutions Public (3-3)
TVET Institutions Pr.(1-1)
TVET Distance Learning (1-1)
Second. Schools Publ. (3-9)
Regional Chamber of
Commerce
Private Enterprises (2)
Oromia
REB
BoTIT
Centre of Competence
Adama University
TVET Institutions Public (5-52)
TVET Institutions Pr.(3- 123)
Second. Schools Publ. (3-306)
CSTCs (1- 155)
Regional Chamber of
Commerce
Public Enterprises (4)
Private Enterprises (3)
Incubation Centre
SNNPR
REB
Zonal Ed. Dptmts. (3-13)
WEO (1-126)
Awassa University
Arba Minch University
TVET Institutions Public (11-23)
TVET Institutions Private (1-38)
Secondary Schools Public (3-186)
Tigray
REB
BoTIT
BoLSA
WEO (3-46)
TVET Commission
Mekelle University
TVET Institutions Public (4-23)
TVET Institutions Private (3-20)
Second. Schools Publ. (3-85)
CSTCs (1-2 )
Cooperative Society
Regional Ch. of
Commerce
Private Enterprises (3)
Incubation Centre
The teams strived for the maximum coverage within the limitations set by the available
time and the vastness of the country. Generally speaking:
the relevant entities at regional level were contacted;
the different types of education institutions were reasonably covered with the
exception of the CSTCs;
the number of secondary schools and TVETs that was contacted was very limited
as compared to the total in the region;
for the World of Work the majority of the teams met with the relevant representative
bodies of the regions, contacts with individual enterprises were limited.
7
4 Institutions visited out of 10 existing
5
It is clear that the institutions visited are far from representative for Ethiopia neither for
Ethiopia as a whole, nor for the different regions. It has not been the intention of the JRM
to strive for completeness, nor would this have been possible. Data collected, observations
made and insights gathered should be seen as valuable signals, thought to be relevant by
the JRM. The JRM put an effort in substantiating its findings but very often they will need
further examination. The findings shed some light on some issues in post secondary
education in Ethiopia and they provide ideas and guidance for policy development in the
observed areas.
1.4
Structure of the report and acknowledgements
1.14 The JRM 2004 report consists of the main report and the 8 regional reports, Addis
Ababa, Afar, Amhara, Dire Dawa, Gambella, Oromia, Southern Nations Nationalities and
People’s Region and Tigrai.
1.15 After the introductory chapter 1, chapter 2 assesses performance of Secondary
Education and TVET on the basis of the performance indicators of ESDP:
Access
Quality
Efficiency
Equity
Community participation
Management issues
Financial issues
Capacity building
The conclusions on performance finalize this chapter.
Chapter 3 deals with the specific theme for this JRM, the demand orientation of the
education system.
After an introduction with an explanation of the framework that is used for the
analysis, chapter 3.2 examines the mechanisms for the tuning and strengthening
of relationships between i) education levels within the education system and ii)
between the education system and the World of Work are examined.
Chapter 3.3 investigates in how far the students are prepared to respond to the
requirements of the next level of education when they shift from one level to the
next or to the requirements of the world of work when they leave the education
system with a certificate or diploma.
Chapter 3.4 deals with the question in how far students are supported to make their
choice for a next step be it within the education system be it into the world of
work.
Chapter 3.5 finally discusses factors that along with the demand orientation of the
system have a considerable impact on the quality of students preparation for
the world of work .
Chapter 3.6 gives the conclusions
Chapter 4 finally presents the overall recommendations and
Suggestions for the following JRM are given in annex 5.
1.16 In the report the Ethiopian Calendar is used in principle. When, occasionally, dates
are given in the Julian (Gregorian) calendar dates are marked G.C.
6
1.17 The JRM team would like to thank the JRM Coordination Committee, the Ministry of
Education and the Development Partner community for facilitating the whole JRM process.
A special word of thanks is addressed to the staff members of the regional, zonal and
woreda bureaus, to staff and teachers in the institutions and to the representatives of the
world of work who were very cooperative in assisting the teams and who provided them
with the necessary information.
7
2
PERFORMANCE
2.1
Performance is assessed to a considerable extent by analysing trends in statistical
data as availed by MoE, the REBs and the individual institutions visited. At regional level
the statistical tables that were prepared in advance for the JRM respondents to be filled in,
proved to be particularly challenging. In most cases the tables were not filled in and
discrepancies were observed for the 1998 data when comparing the data as provided by
some of the REBs with those in the 1998 Statistics Annual Abstract. Therefore data from
the first draft of the 1999 Abstract have been used for 1999 in as far as available. This
concerns GER 9-10, GER 11-12 and the Gender Parity Index. For the other indicators the
regional data have been used because it is considered that data from the same source will
tend to be more consistent. Statistical data are thus not completely consistent, sketchy and
sometimes un-complete.
2.1
Access
2.1.1 Access to Secondary Education
2.2
Table 2.1 shows access data for First Cycle Secondary education expressed as
Gross Enrolment Rate (GER). The general trend is up, 12.5% at federal level. This is
following a general upward trend since 1990 as the graph shows.
Graph 1: GER grade 9-10 at federal level
Ethiopia Grade 9-10 GER
45
40
35
30
25
boys
20
girls
15
10
5
0
1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06
Source: MoE
At regional level the figures show considerable differences, between a 19,8% decrease in
Gambella and an 38.7 increase in Dire Dawa. In Gambella this is probably caused by
unreliable population data. The Dire Dawa team expressed doubts about the reliability of
the data provided to them and 1990 – 1998 figures show fluctuations in contrast to the
other regions that show a regular pattern comparable to that of the graph shown above.
Data for Addis Ababa, Oromia, SNNPR and Tigrai are in line with the field reports and are
slightly below the average at federal level. In Afar increase is moderate, no comparison
can be made with field data as these were not provided to the team. In Amhara the
increase is also far above the federal average, but a comparable increase has been shown
since 1996. The Gambella team reported that there are many over-aged students, 20-30
years old and some over 30. This means that the GER, which is even high as compared to
other regions hides the challenge that the region faces with regard to access. Enrolment in
8
Afar is comparatively very low with 6.6%. Here emphasis is still put on primary education
on which level GER is also considerably below the federal average. Of this moderate 6.6%
a substantial part of the students are not originating from Afar but they are children of
families that migrated there. A rough calculation shows that the chance of a non-Afar child
to enter secondary education is about 20 times bigger than for an Afar child. This means
that GER for the Afar group is below 1%.
Table 2.1
GER 9-10 in the regions visited
GER 9-10
1998
1999
Increase (%)
Federal
Male
Female
Addis Ababa
Male
Female
Afar
Male
Female
Amhara
Male
Female
Dire Dawa
Male
Female
Gambella
Male
Female
Oromia
Male
Female
SNNPR
Male
Female
Tigray
Male
Female
33.2
41.6
24.5
101.9
110.5
94.6
6.6
6.9
6.3
30.3
36.4
24.0
47.8
57.58
38.72
67.7
104.9
28.1
35.6
47.4
23.3
29.1
39.7
18.3
40.8
45.8
35.7
37.2
45.2
28.6
108.2
113.6
103.5
6.8
7.0
6.4
37.9
42.9
32.9
66.3
78.6
54.7
54.7
81.5
26.0
37.9
50.3
25.3
32.4
43.8
20.7
45.4
50.1
40.6
12.5
6.2
3.0
25.1
38.7
-19.8
6.5
11.3
11.3
Source: Education Statistics Annual Abstract 1998 and MoE first draft 19999
2.3
We report on the Secondary Second Cycle (11-12) and not on Secondary 9-12
because enrolment in grades 9-10 is a multiple of those for grades 11-12, which shades
the 11-12 developments. The GER 11-12 for Secondary Second Cycle (table 2.2) shows a
considerable increase in all regions, between 25.7 and 200%. Dire Dawa data are not
trustworthy with enrolment increasing by a factor of 27. With the high percentage for Afar
one has to consider the very small numbers of students, which can explain the steep
increase. The other regions show increases around the 41% federal average, with the
exception of Addis Ababa. The sharp increase with 73.5% was explained to be partly
caused by the fact that in previous years the intake criterion to Second Cycle had been
higher than for other parts of Ethiopia in order to boost other regions and rural areas. For
8
Data for 1997
9
Data as provided by MoE
9
intake in the year 1999 (E.C.) these criteria for Addis were set down to the national level,
hence the number of students from grade 10 to Second Cycle leaped up. No data are
available on the longer term trend in GER 11-12 enrolment but it can be expected that the
general steep increase can be attributed to the thrust caused by increased GERs at
primary level in earlier years. Three regions, Oromia, SNNPR and Tigrai provided data on
11th grade admission as shown in Table 2.3. These data indicate almost equal increases
for 11th grade and for 11th and 12th grade together. If the data are correct this means that
growth rates over the last two years have been the same in each of the regions, which
corresponds to an exponential increase over this short period for the these regions, each
with its own growth factor. This is the case for SNNPR and Tigray, the 1998 data show that
for Oromia data for 11th and 12th grade together have been provided instead of 11th grade
admission.
Table 2.2
GER 11-12
GER 11-12 in the regions visited
1998
1999
Increase (%)
Federal
3.9
5.5
41.0
Male
5.7
7.2
Female
2.0
3.7
Addis Ababa
11.3
19.6
73.5
Male
14.0
22.0
Female
9.0
17.6
Afar
0.8
2.4
200
Male
1.0
3.1
Female
0.5
1.3
Amhara
4.6
6.0
30.4
Male
7.3
8.2
Female
1.9
3.7
Dire Dawa
0.5
13.8
Unreliable data: increase
Male
16.6
not credible
0.5
Female
11.3
0.5
Gambella
2.0
2.9
45
Male
3.7
5.4
Female
0.1
0.2
Oromia
3.5
4.4
25.7
Male
5.4
6.5
Female
1.6
2.3
SNNPR
2.5
3.6
44.0
Male
3.5
4.9
Female
1.5
2.3
Tigray
6.7
10.9
62.7
Male
9.6
12.2
Female
3.7
9.5
Source: Education Statistics Annual Abstract 1998 and MoE first draft 1999 10
10
Data as provided by MoE
10
Table 2.3
Admission Preparatory in some of the regions visited
Admission Prep 11
1998
Oromia
39513
Male
30659
Female
8854
SNNPR
9489
Male
6915
Female
2574
Tigray
7755
Male
5663
Female
2092
Source: Data provided by REBs
1999
Remarks
50299
37350
12949
13633
9253
4380
12446
5883
6563
27.3% increase
43.7% increase
60.5% increase
2.4
According to figures of MoE provided for this JRM in 199811 there were a total of
780 secondary schools in Ethiopia. These data are not consistent with those provided by
the regions. If we use a mix of figures, those of the regions which are lacking completed
with MoE figures, the number is 851. The regional data do not provide information on the
school owners and we therefore use MoE data to get an indication of the share of private
schools. Of the 780 schools 140 or 17.9% were private schools. Most probably this share
is higher in reality as many initiatives are taken to establish private schools and the
difference in data will have originated in recent years. The share of students in private
schools will be below the share of the schools because Government schools normally
have much higher intake numbers. MoE data indicates that approximately 6% of enrolment
in grades 10-12 across the country. In Addis Ababa and Dire Dawa the private schools
outnumber the public schools. The contribution of the private sector (including religion
based institutions) to secondary education is significant and apparently increasing in the
urban regions where the JRM received information on this issue. It would be interesting to
learn in how far this is a general trend in regions other than Addis Ababa and Dire Dawa
from the viewpoint of policy development for secondary school capacity extension.
2.5
Table 2.4 shows the trend in the development of the number of secondary schools
in the regions since 1997. Expansion is the general trend, partly by the increase of public
schools but apparently also by private initiatives. Unfortunately not all regions have
disaggregated public and private schools but data on the situation in Addis Ababa shows
that the share of public grade 9-10 education institutions remained constant (about 26%)
and that it decreased considerably in grade 11-12 education institutions, from 32% to 21%.
It should be borne in mind that this does not necessarily mean that the number of students
in private schools is increasing proportionally as much, due to the fact that Governmental
schools normally have much higher intake numbers.
Table 2.4
Expansion number of secondary schools in regions visited, 1997-1999
No of 9-12
Secondary Schools
1997
1998
1999
% Public
in 1999
Addis Ababa
Afar
Amhara
Dire Dawa
106
6
NA
NA
133
NA
NA
NA
170
10
NA
10
25
100
NA
30
The data provided do not indicate a year, but phrasing “there are… secondary schools in …
justifies the assumption that the data refer t 1998, being the most recent year with statistics
available.
11
11
Gambela
Oromia
SNNPR
Tigrai
NA
NA
139
NA
7
NA
NA
80
9
306
186
85
100
NA
NA
NA
Source: Data provided by the REBs
2.1.2 Access to TVET
2.6
Rules for entrance to TVET are highly regulated according to the criteria of scores
from grade 10 and gender. Lowest score for being accepted to Government TVET is 1.2
for females and 1.4 for males, and then entrance is open to 10+1. Students below these
levels will have to try the private schools or non-formal system, or be engaged in the world
outside education. To be accepted in 10+2 females need 1.6 points and males 1.8. To
start
in
10+3
(degree
program)
2.0
points
are
required.
No data is available on federal level yet. Table 2.5 shows the data as collected by the
regional teams. Actually some of the numbers in the table may be higher as students
attending evening classes are not consistently included. Generally speaking data on TVET
are scanty, which hampers assessment of developments in the sector that can be
considered as crucial for the development of the country. On the basis of the available
data one can see that the trend in the regions is clearly up, with increases between 26%
for Gambela and 119% for SNNPR although the latter seems to be unreliable. It was
furthermore reported that demand for TVET training exceeds supply in general with one
example of an extreme where an institution had over 1,000 students registered for
admission for only 50 places. Data from the 1998 ESAA show (see table 2.11) that the
share of the private sector in TVET provision is considerable and probably more than
50%. In 1998, 50.948 students were enrolled in public TVET institutions and 53.020 in
private ones, data were not disaggregated for the other 16.543 students.
Table 2.5
Admission TVET in regions visited
Admission TVET
Addis Ababa
Male
Female
Afar
1998
1999
2308712
11864
11223
NA
NA
NA
NA
NA
2555
1230
1325
2580
1898
682
17757
8321
9436
25572
18465
7113
About 2500
Male
Female
Amhara
Remarks
Data of 2 institutions not
available
Male
Female
Dire Dawa
Male
Female
Gambella
Male
Female
Oromia
Male
Female
SNNPR
Male
Female
12
2049
1540
509
10657
6212
4545
11631
5957
5674
Admission
males
seems unreliable, target
2000 set at 11.618
data for 1997
12
10527
4835
5692
Tigray
Male
Female
12365
NA
NA
Data for 1998 and 1999
not
comparable:1998
data complete, for 1999
data
for
part
of
institutions not included
Source: Data provided by the REBs
2.7
In spite of the insufficiency of the data on the number of TVET colleges and
institutions as collected by the teams and presented in table 2.6, the importance of the
contribution of the private sector in TVET provision is clear, 69% of the institutes that have
been reported are private. Given this fact and the observation that the quality of education
provided in at least part of these institutions is good it is alarming that the Oromia and
SNNPR regional teams reported that uncertainty and unfavourable policy decisions by the
REB put the willingness and interest of the private sector to do large scale investments
under threat. There is a need to develop a clear policy with regard to the involvement of
the private sector in TVET, also in the light of the strategy for the New TVET that clearly
assumes a prominent role for the private sector in TVET provision.
Table 2.6
Number of TVET institutions in regions visited, 1997-1999
No of TVET 1997
Colleges/
Institutions
1998
Addis Ababa
NA
NA
NA
NA
Afar
NA
NA
Amhara
NA
NA
Dire Dawa
NA
NA
Gambela
NA
162
Oromia
40
NA
SNNPR
16
(public
Tigrai
only)
Source: Data provided by the REBs
1999
% Public
in 1999
77
6
NA
20
4
175
61
43 (public
+ private)
13
NA
NA
1513
75
30
38
53
2.1.3 Access to non-formal TVET
2.8
Information on non-formal TVET is scarce, even much scarcer than on formal
TVET. Access data were not found. From the very few data collected it can be said that
Addis Ababa with 18 CSTCs and 74 non-government institutions for non-formal TVET and
Oromia with 155 CSTCs are relatively well provided in quantitative terms. No data is
available on Amhara and SNNPR, regions where one would expect some capacity. In Dire
Dawa there is no CSTC and the JRM team reported no non-governmental TVET
institutions to exist. In Tigray there are 2 CSTCs under the TVET Commision and some 6
under the woreda education offices with enrolments of respectively 100 and 200 per year.
Afar reported 1 non-governmental institution and in Gambela there is no non-formal TVET
institution. When considering the assessment on non-formal TVET as made in the study
Poverty Reduction and Capacity Building through Livelihood Skill Training at CSTCs and
VTCs the quality of the great majority of these institutions can be expected to be very
moderate. This image is worrying and it seems that opportunities are lost. Preliminary
results of the EXPRO project show14 that CSTCs have a potential to provide relevant,
13
Data provided by the regional team specifies that out of 20 institutes 1 is public and 15 are
private. For 4 institutes the status is not indicated. For the calculation the assumption is made that 2
are public and 2 private
14
AFD/GTZ 2006
13
accessible and low cost training of short duration in both urban and rural areas, which is
complementary to the formal TVET education supply.
2.2
Quality
2.2.1 Quality in Secondary education
2.9
The student-teacher ratio (PTR) is one of the indicators that education statistics use
for quality monitoring in secondary education and data at regional level are available.
Other factors are teachers’ qualification, class size and the availability of lab facilities and
text books. Quantitative data on part of these subjects were collected with the institutions
visited but the result of this effort was very limited; of the 20 secondary schools visited only
5 forms were returned, part of them with incomplete information. Observations on quality
are thus to be considered with care.
Graph 2: PTR and PSR at federal level
90
80
70
60
50
PTR
40
PSR
30
20
10
/0
6
20
05
/0
5
/0
4
20
04
/0
3
20
03
20
02
/0
2
/0
1
20
01
20
00
/0
0
/9
9
19
99
19
98
/9
8
19
97
19
96
/9
7
0
Source: MoE
2.10 Graph 2 shows that at the federal level the PTR over the last 10 years has steadily
gone up. No data are available yet on 1999 EC (2006/2007 GC). For Addis Ababa,
Oromia and SNNPR the PTR declines and for Tigrai it remains stable as table 2.7 shows.
For Addis Ababa the decline is a continuation of a downward trend since 1994. For Oromia
and SNNPR the decline discontinues a slow but steady PTR increase and the stable PTR
in Tigrai is a continuation of the situation over the last two years. The decline/ stable
situation in combination with the growth of access means that numbers of teachers must
have increased considerably. Figures of Addis Ababa with a massive increase of 33% in
the number of secondary education teachers confirms this and the pattern is also seen for
the few schools for which data have been provided; one school is stable and the others
show increases between 9 and 17%. The percentage of qualified teachers also goes up in
Addis, from 82.1 to 85.0%, which will also be a reflection of teachers’ participation in the
apparently successful Summer In-Service Programs as shown in table 2.8.
Table 2.7
Student-teacher ratio in regions visited
Student-teacher
ratio 9th -12th grade
Addis Ababa
Afar
Amhara
Dire Dawa
Gambella
1998
1999
39:1
NA
NA
NA
NA
33:1
NA
NA
36:1
NA
14
62:1
58:1
63:1
Source: Data provided by the REBs
Oromia
SNNPR
Tigray
55:1
52:1
63:1
Table 2.8 Teachers participating in Summer In-Service Programs Addis Ababa
Year (E.C.)
1997
1998
1999
Diploma level
280
245
316
Degree level
249
425
635
Source: Addis Ababa regional report
The picture for the individual schools is mixed. One school maintains its 100% qualification
level although the number of teachers is increased, for another school the percentage of
qualified teachers goes up from 43% to 53%, but there is one school falling back from
100% to 81%, most probably due to the more often reported problem of the retention of
qualified teachers.
2.11 The very incomplete data on textbook availability indicate that in Addis Ababa
investments in textbooks have steeply gone up over the last two years, 328% between
1997 and 1998 and 29% between 1998 and 1999. Individual schools’ developments in
other regions are less positive; stable to a slight increase in numbers, which in fact reveals
a decline in availability when considering the increase in the number of students.
2.12 In relation to the positive development with regard to teacher qualification it is
relevant to refer to an observation made by the SNNPR team that the recent federal policy
to increase the pre-service training requirement for secondary school teachers from 3 to 4
year degree program may heighten the teacher problem in the short to medium term. This
is because better trained teachers will be entitled to a higher salary and will demand it,
thus within any given budget the number of teachers that can be hired will fall. While the
policy is commendable it should be considered within a general context of education
receiving a decreasing share of the national budget, acute teacher shortages and the
decision not to employ in public schools teachers trained in private Teacher Training
Colleges. The high pupil to teacher ratio in Grades 9-12 in the SNNP Region (60:1 in
2005/06) may thus be expected to continue increasing over the short and medium term.
2.13 Overall and with due caution we can say that the picture of the way in which the
conditions to create quality are developing is positive although a more solid data base is
required to substantiate this appraisal. Furthermore, the effect of the improvement of the
conditions in favour of good quality still have to be translated into actual outcome, a better
performance of the students at grade 10 and grade 12 exams.
2.14 The qualitative information obtained through the interviews provides a picture that
differs from the direction the indicators show. Overall the image is that quality of secondary
education is poor and frequently the interviewees gave as their opinion that quality is
deteriorating. This is due to factors like large class sizes, a shortage of teachers and those
available with insufficient qualifications, insufficient textbooks and materials, plasma
teaching which leaves insufficient time for teacher input, content of new textbooks, which
does not coincide with the content of the plasma programs, poor student command of
English and lack of specialist classrooms (especially labs). Plasma technology in which
has been heavily invested has the potential to enhance the quality of teaching. In practice
the effectiveness of plasma has been very low. Factors mentioned were insufficient
technical capacity to install and maintain systems, the centralized and inflexible system for
broadcasting which leaves insufficient time for the teachers and incompatibility of plasma
programmes and text books content. One of the regional teams reported plans to take up
programme editing at a more local level and to use CD-roms in order to make the system
more effective. A factor of a different order is the poor discipline, both among students and
15
teachers, which was reported as a serious problem in some of the schools visited. This is
the global picture and one should be aware that performance of schools was found to be
highly variable. The SNNPR team states that private institutions are performing better than
public schools with an example of a private school where approximately 90% of the grade
10 students were achieving a GPA of 3 or above, whereas for the region as a whole 54%
of the boys and 70% of the girls achieved a GPA between 0 and 2. In Addis Ababa
comparable cases are reported. Difference in quality between schools is an issue to be
studied and more in particular the mechanisms that lead to these differences. Lessons
could be learned from the findings.
2.2.2.1 Quality in TVET
2.15 No indicators are applied for the monitoring of quality of TVET at regional level.
Quantitative data as collected by the teams were scanty as for the 41 TVET institutions
visited only 14 forms were returned with sometimes incomplete data. The general picture
on the basis of the interviews is that quality of TVET is a big concern. Quality includes
the allocations of quality teachers, provisions of appropriate training materials and
equipment, and quality of management. In this regard, some TVET institutes (both
public and private) raised problems in getting qualified teachers to teach in the
technical courses. It was frequently mentioned that the teachers were professionally
under-qualified and technically ill-equipped to carry out the intended trainings, also
when they are qualified. The low standing of manual work and TVET is said to have its
negative impact on the interest to become a TVET teacher and on motivation when at
work. In Tigrai it was reported that in some institutions the lack of practical training was
not caused by the absence of equipment but by the inability of teaching staff to operate
it. This is a serious problem for education where 70% is supposed to be practical
training. Adding to the inadequate conditions in TVET institutions is the fact that the
effort made by the government to scale up TVETs throughout the country has not been
accompanied by the provision of up-to-date technical equipment. Some information
could be collected on teacher qualification. For Tigrai at regional level the percentage
of qualified teachers (Bachelors’ degree or higher) went up from 28.4 to 35%. For the
individual institutions visited in average 58% of the teachers were qualified of whom
4% with a MSc degree. In chapter 3.3.2 a more thorough analysis has been made of
the quality of the TVET institutions, by also considering the appreciation of employers
and the absorption by the labour market of students who leave TVET institutions with a
certificate.
2.3
Efficiency
2.16 Student to Section Ratio (PSR) and drop out and repetition rates are the indicators
for efficiency. Graph 2 shows that between 1990 and 1995 the trend at the federal level
has been upwards and that since then the PSR has been stable with a slight increase over
1998. Table 2.9 with regional data - as far as these are available - illustrates that for 19981999 the PSR tends to go down, which shows that the development of infrastructure is
keeping pace with the increase in enrolment in secondary education and is even building
up some backup. For Addis Ababa the PSR has slightly decreased in 1995 and 1996 and
has been stable since then. For Oromia the PSR’s decline represents a break with the past
ten years in which it gradually increased and in SNNPR trend has been gradually up since
1996. In Afar the PSR has been stable since 1996 after it showed a decline between 1994
and 1996.
16
Table 2.9
Student-section ratio in regions visited
Student-section ratio
9th -12th grade
Addis Ababa
1998
76:1
55:1
NA
Afar
NA
Amhara
NA
Dire Dawa
NA
Gambella
62:1
Oromia
88:1
SNNPR
63:1
Tigrai
Source: Data provided by the REBs
Grade 9-10
Grade 11-12
1999
62:1
56:1
NA
NA
NA
NA
55:1
82:1
63:1
2,17 The character of the other data collected by the teams leaves little possibilities for
analysis. Most of the (few) figures refer to one year only, which puts them in a vacuum.
Very high drop-out rates (8-15%) are reported in SNNPR and Gambela (7.8 – 16.4%) .
Both in Addis Ababa and Tigrai the main cause for drop-out are of an economic character,
need for wage earning and insufficient resources to pay fees for private schools. Other
causes are long distance to school and family and medical problems. It is also reported
that less performing students drop out before Grade 12 exam and enrol again in the next
year in order to enhance their chances for a better result. In SNNPR drop out and
repetition in public TVET were reported to be very low partly due to the provision of
effective orientation to students prior to admission. Private TVETs have high drop out
rates, the main reason being the inability to pay the fees. Students also leave because
they find a job before finishing.
2.4
Equity
Gender
2.18 Gender disparity is indicated using the Gender Parity Index (GPI), the ratio of
female to male enrolment rates. ESAA 1998 data indicate a GPI for Grade 9-10 of 0.57 for
1997, of 0,59 for 1998 and, according to the first draft of the 1999 ESAA GPI for 1999 is
0.63, a gradual improvement. No data are available for the Grade 9-12 GPI before 1999.
Table 2.10 presents the regional GPI for Grade 9-12 in 1998 and 1999, the latter data
taken from the first draft of the 1999 ESAA. Here the GPI goes up in all regions with the
exception of Addis Ababa and Dire Dawa. Only the regional teams of Addis Ababa, Afar,
Oromia and SNNPR provided data on gender. Comparison of these data with table 2.10
shows that Oromia and SNNPR show a similar upward trend. The lower GPI for Addis
Ababa in 1999 seems contradictory to data in the regional report that indicate that,
expressed in numbers, in 1999 for the first time more females than males were enrolled.
Afar shows a decrease in GPI from 0.87 to 0.76. In Gambela in 1999 enrolment of females
in both first and second cycle is very low with the highest gender gap in the country. Early
marriage is mentioned as an important cause for this. Apparently this is not always an
impediment as it is reported that 70% of the females attending one of the schools are
married and that many have children. Addis Ababa is the positive exception and girls even
outnumber boys. Generally speaking participation of girls tends to decrease in the higher
grades, but in Addis Ababa it was reported that in some schools this was not happening,
probably due to the fact that students came from better to do families.
2.19
Data on admission to 11th grade (table 2.3) show that here females participation is
increasing significantly, more in particular in Oromia and Tigrai with the ratio between
females and males increasing with 27% and a spectacular 200% respectively. In Tigrai
17
girls outnumber boys. No explanation is given for the sharp increases. In Addis Ababa the
number of females as compared to males is almost equal as increase in Dire Dawa is only
a moderate 4% and in Oromia 12%. The share of women teachers and women in
management positions is low. Addis Ababa with a female Sub-City Education Director,
some women in senior management positions in TVET institutions and concerted action to
recruit more women in comparable positions is an example and may lead the way to better
gender equity in the system.
Table 2.10
Gender parity index in regions visited
Gender parity índex 1998
Grade 9-12
0.98
Addis Ababa
0.64
Afar
0.58
Amhara
0.73
Dire Dawa
0.24
Gambella
0.46
Oromia
0.45
SNNPR
0.69
Tigray
1999
Remarks
0.91
0.90
0.77
0.70
0.32
0.50
0.47
0.81
Source: Education Statistics Annual Abstract 1998 and MoE first draft 199915
2.20 Females are admitted to TVET institutions with lower grades than males, 1.4 as
compared to 1.6 for males for admission to 10+1 TVET and 1.6 as compared to 1.8 for
males for admission for 10+2 TVET. Females are mostly present in the “soft” trades
although some are also trained and professionally occupied in the typical male jobs like
auto mechanics and general mechanics. Table 2.11 shows that in most of the regions
females outnumber males both, in public and private institutions. Overall, at federal level
enrolment of females in TVET, public and private together is 50.5%
Table 2.11
(Female) enrolment in 1998 in TVET in the regions visited
Enrolment in TVET
Addis Ababa
Afar
Amhara
Dire Dawa
Gambella
Oromia
SNNPR
Tigray
Total
Public
Private
Total (% female)
Total (% female)
16.272
202
16.444
1.465
974
29.292 (50)
(44)
(50)
(53)
(51)
(42)
Not disaggregated
16.273 (45)
1.090 (53)
16.341 (58)
8.584
7.209
50.948
(53)
(54)
3.047 (36)
3.318 (53)
53.020
16.543
Source: 1998 ESAA
Urban-rural
2.21 Secondary schools and in particular TVET institutions tend to be concentrated
in the urban areas. This concentration is logical but JRM teams observed mechanisms
to neutralize this situation. In Tigrai there is a clear policy to establish a secondary
school in each of the woredas in the region. Private TVET institutions there have
established branches in rural areas. In SNNPR the rural students are charged lower
15
Data as provided by MoE
18
fees than urban students. In Afar the construction of boarding schools is foreseen.
CSTCs are seen as a potentially important instrument for the provision of TVET in rural
areas. It is furthermore interesting to see that distance education is spreading, which
also can boost equity in this respect.
2.5
Community participation
2.22 Community participation seems to be limited according to JRM teams’ reporting.
Regions report in general that in secondary schools PTAs function and are involved in
budgetary decisions. However, narrative reporting and information provided on the forms
do not indicate activities for income generation other than through school fees. Addis is the
exception with schools reported to have activities and one outstanding case where about 5
million Birr had been raised for the construction of 36 class rooms and inventory. In TVET
the participation of the community is rare.
2.6
Management issues
2.23 Expansion of the education system at all levels in combination with decentralization
and the inclusion of society in the process through e.g. the development of PTAs is a
major challenge for which management is crucial. The need for strengthening the
management capacity of the education sector is generally acknowledged and MoE’s
strategy for capacity development which has been worked out recently addresses this
issue at different levels. Its implementation can be expected to contribute to major
improvements.
2.24 Findings on management challenges of former JRMs refer to i) the insufficiency of
communication and information flows both horizontally between entities at regional and
woreda level and vertically between schools, woreda and region, ii) to the inadequate
availability of recorded data on performance and their application for planning and policy
making, iii) to the difficulties in retaining staff and this, in combination with insufficiencies in
hand-over and information recording systems leading to the loss of institutional memory.
These weaknesses were also observed by teams of this JRM. It needs furthermore to be
stressed that circumstances between the regions and also within the regions are often not
comparable and thus need different approaches adapted to specific circumstances.
2.25 A positive development was observed with regard to management capacity building
at school level through the School Improvement Program (SIP). The development of
management plans with the involvement of principals, supervisors, teachers and local
community representatives was taken up and highly appreciated. Apart from providing an
instrument which serves as a basis for the implementation of activities the plans can be
expected to have a positive influence on ownership of the persons involved and the
process for plans’ development is in fact an example on how communication can be
enhanced in practice, an approach with probably more impact than just spreading the
message that communication should be improved. Teacher assessment, another element
of the SIP, has the potential to enhance performance when it is being used not as an
instrument of control but as one for the creation of commitment of staff.
2.26 With regard to TVET the teams made observations which may be used to
strengthen the development of this sector.

Attention for TVET is rather recent and this is reflected in the poorly documented
information which is available for monitoring the sector and planning future action. It is
imperative that an adequate system for performance monitoring and planning be
developed and integrated in the EMIS.
19

The public TVET institutions are accountable to different Regional Bureaus; the
Agricultural Colleges to the Bureau of Agriculture and Rural Development, the Health
Science Colleges to the Regional Health Bureau and the others to the Education Bureau16.
Communication between the institutions is not adequate which impedes the exchange of
experiences and the development and preservation of standards for education and skills
training.

The envisaged TVET reform is a major undertaking and it implies drastic changes
as compared to the present situation. This requires an intensive involvement of the
institutions and thorough explanation and preparation of staff in order to be prepared for
the new role they are expected to play. Adequate timing of implementation leaving
sufficient time for preparation is also a condition for success. The JRM observed that the
colleges were at different levels of information, preparation and implementation of the new
outcome-based modular curriculum and that at least part of them is not yet prepared to
play the role that is expected. Insufficient clarity about e.g. the modular approach, the new
qualification system and the approach and organisation of non-formal training were
observed. One TVET college was only teaching 2 out of the 9 obligatory trades of the new
building curriculum more than one year after the start of the introduction due to a skill gap
amongst teachers. It is true that not all trades have to be introduced at the same time but
the example shows that difficulties are met. Institutions have to be better prepared for their
new role which is fundamentally different from the former/still remaining situation where the
system was much more centralized. The JRM mission observed that there is no properly
worked out plan for this crucial change process. It is understood that stakeholders have
been involved in the development of the occupational standards and that training has been
provided to a limited number of people but apparently this is not sufficient. It is appreciated
that the change process is very complex and challenging but more attention should be
given to the active involvement of stakeholders and TVET institutions in particular in order
to get them on board and make them the owners of the program with the subsequent
commitment to its success.
2.7
Financial issues
2.27 During the last JRM Finance has been thoroughly analysed and teams were
therefore requested to concentrate on income generating initiatives of the institutions with
sources and types of expenditures and on the adequacy of the available funds with
attention for areas of under-funding. Information on these issues was to be provided
through formats to be filled out by the institutions. We have seen that the provision of data
in general has not been easy. The basis for the analysis is therefore limited, no information
on CSTCs’ financing was received.
2.28 The overall picture for both secondary education and TVET is one of financial
constraints with the consequence of recurrent salary expenditure taking the major share of
the budget leaving little space for quality improvement, investments and recurrent
maintenance and materials expenditure. This is negatively impacting on possibilities to
provide adequate training, more in particular in TVET institutions.
2.29 In Addis Ababa the ESDP plan shows good intentions with a share of 25% for
capital expenditures for secondary education and 47% for TVET, to be spent on the
improvement of quality of education and maintenance of buildings, equipment and
furniture. Community participation is planned to be significant as compared to previous
years. Unfortunately no data on 1999 are available yet to show in how far intentions have
materialized. Narrative reporting however reveals that there were huge problems in
16
TVET Promotion Agency in Amhara.
20
relation to lack of capital funds because of the need for building new classrooms,
workshops and other infrastructure or for rehabilitation of the existing ones.
2.30 In Oromia where the team focused on TVETs, financial constraints were also
general with budgets mostly going to personnel emoluments. Cost sharing and income
generating activities are applied to make up for shortfalls but under-funding remains
with limited financing available for the procurement of technical machinery, for their
repair and maintenance and for materials for practical work. Public institutions do not
have the financial autonomy over the funds they raise through income generating
activities. Due to the fact that the available capital budget is managed by the REB
procurement of equipment and materials is complicated and cumbersome.
2.31 The 4 public TVETs that provided financial information generated income
representing a share of 18% of their total budget in average, with 4% for the lowest
performer and 34% for the highest income generated. Income generation at secondary
schools was negligible. In SNNPR the picture is comparable with 90.5% of the recurrent
budget of secondary schools going to salaries. Block grants which should be put at
schools’ disposal had not been paid or only partially to the schools visited. TVET
institutions also faced critical financial constraints due to the allocation by Regional
Government of only 60% of the amount that they requested. Attempts to fill the financing
gap through offering paid evening classes, cost-sharing arrangements and the sale of
products with a revenue of about 5% of the annual expenditure cannot compensate the
shortfall.
2.8
Capacity building
2.32 Capacity building is seen as an important requirement to strengthen the limited
capacity, widely recognized as a key challenge within civil service. Findings of the regional
teams show that this challenge has been taken seriously as a high level of training
activities is reported. There are positive experiences through the Teacher Development
Program (TDP), especially through the Higher Diploma Program (HDP) and Continuous
Professional Development (CPD)17 components of the TDP. In Addis Ababa more than
220 officers from REB and Sub-Cities received training in short (3-5 days) courses on
planning and evaluation and on result oriented plan and performance and on civil service
improvement and strategic management leadership. About 1100 teachers received training
in plan preparation and continuous education, student centred approaches, English
teaching methods and in general teaching methods. It is not clear whether this was only for
secondary school teachers (about 2700) or also for primary teachers (about 12.000)
Teachers of some of the private secondary school in Addis Ababa do in-service training at
Addis Ababa University at their own cost and receive additional salary after completion.
Requests of private schools in Addis Ababa to participate in the TDP program have been
declined. Upgrading of teachers may have its negative effect in that upgraded teachers
leave the system for better paid work. The extent of this phenomenon has not been
quantified but it may be a serious impediment for the aspirations to improve quality.
2.33 Assessment and evaluation of the training provided is not a habit and this is not
only true for the trainings mentioned above. In this respect the observation made by the
Gambela team is relevant; “Capacity building is the often stated solution (to limited
17
An impact study carried out by Mekelle University mentions i)increase in the application of active learning
methods, ii) change in teaching style, iii) improvements in communicative skills, classroom language and
classroom assessment and, iv) better classroom management and teaching aids preparation as a result of the
CPD program.
21
capacity) and of course, capacity must be strengthened if education management is to
improve. However, effective capacity building is complex and difficult to achieve. It was
stated that the REB has received much training (one aspect of capacity building) but with
limited impact. It will therefore be important to look beyond training as a solution in itself.”
This remark is very relevant in the opinion of the JRM. This situation is not typical for
Ethiopia, there are estimates that in the industrial world more that 80% of training is not
effective. Context-related organization development activities will normally show better
results.
2.34 The quality of TVET teachers is an issue that needs special attention as has been
observed by different teams. There are serious problems with respect to teachers’
theoretical as well as pedagogical and particularly practical skills capacities and therefore
there is a dire need to concentrate a great deal of effort on capacity building in the TVET
system. An interesting initiative was observed in Maichew TVET College which is trying to
address the issue of lacking practical skills amongst teachers by having TVET teachers go
for internships in companies.
22
3
DEMAND ORIENTATION
3.1
Framework
3.1
When considering demand orientation for post-primary education in relation to the
school system itself and also in relation to the school system and the World of Work (Wo
W) we can discern a number of institutions and entities that should communicate in order
to create understanding of the needs to which products and services should respond. On
the basis of the questions of the ToR the system has been defined for which the analysis
has to be carried out. Below there is a schematic representation of the part of the
education system that is considered in this JRM. The diagram shows the different
interfaces that have to be looked at: i) the interfaces between the different education levels
and ii) the interface between the education system and Ethiopian society with its world of
work.
Interface
Ethiopian Society/ World of
Work
School system – Ethiopian
Society/
World of Work
Degree
Higher Education
12+
Certifi
cate
Drop
out
Drop out
Second Cycle
Secondary
11-12
Certificate or
diploma
TVET
Drop out
10+1, 10+2, 10+3
First Cycle
Secondary
9-10
Certificate
Drop out
Interfaces between
levels of education
Ethiopian Society/ World of
Work
Influx students from primary
level
3.2
Students enter the system and then pass a path that goes through different
education levels and in principle they should leave the system to find their way well
prepared in the World of Work with a certificate, diploma or degree. Part of the students
will not succeed and they have to be catered for by private education providers or by the
non-formal system. This is not presented in the scheme, which only shows the formal,
public system. Formal training is also provided by TVET schools run by NGOs (private non
for profit), private for profit TVET providers and employer-based in-house TVET schemes
23
of public and private companies18. Non-formal, not systematically recorded programmes
offer employment-oriented training to various target groups, including school leavers,
people in employment, school drop outs and marginalized groups in the labour market.
Traditional apprenticeships are another source for employment oriented training. The JRM
has covered institutions of the formal public and private system and Community/NGO Skill
Training Centres (CSTC).
3.3
We have to consider needs at both quantitative and qualitative levels. Quantitative
needs are related to the number and level of trained professionals that are required for
society like medical doctors, nurses, teachers at different levels, metal and wood workers,
service providers for tourism. On the qualitative level the question is in how far knowledge
and skills of these professionals respond to the needs of the labour market. For the
analysis of the linkages between the education system and the World of Work the analysis
should be carried out at both the qualitative and quantitative level. Linkages within the
education system only have to consider the qualitative aspects.
3.4
This chapter analyses demand orientation by systematically exploring which
mechanisms exist for communication between i) the different organizations and entities
within the education system and ii) between the education system and the World of Work
and by subsequently examine what the quality of these linkages is. Secondly, the quality of
the students, the extent to which they respond to the needs of the employer/World of Work
or, in the case of the shift to the next education level, the extent to which they are prepared
to successfully perform, is an important indicator for the demand orientation of the system
and it will be assessed. Finally, from the perspective of the students it is important that
they are aware of the possible choices for their study and for their future career in the
World of Work, a demand from their side. Therefore insight is gathered in how the system
supports students to prepare them to make these choices. Demand orientation of the postprimary education system is studied because it is considered as a factor that considerably
influences the quality of products and services. Contacts with the different parties revealed
other factors than demand orientation that have a significant influence on quality, a
separate sub-chapter handles these.
3.2
Mechanisms for tuning and strengthening relationships between education
levels and between the education system and the World of Work
3.2.1 Introduction
3.5
Possible mechanisms for tuning and strengthening relationships between education
levels and between the education system and the World of Work can be divided in three
categories. First there are the curricula, defining the content and the character of teaching
and training and thus a major factor influencing the quality of the professionals who are
trained by the system, and therewith the extent to which the training is demand driven. If
the curriculum adequately considers the requirements for the different education levels and
finally the World of Work it smoothens the transfer of the students between the different
education levels and finally between the education system and the World of Work. Another
mechanism to tune supply and demand between different levels or between the education
system and the World of Work are in fact the dialogue and the contacts, which enable
parties to exchange and develop an understanding of requirements and needs. Here we
distinguish between official/institutionalized mechanisms and mechanisms that can be
considered as the own initiative of one of the parties. Examples of official/institutionalized
mechanisms for linking the different education levels and the education system to the
18
E.g. Ethiopian Airlines. Numbers of trainees very limited
24
World of Work would be i) platforms with representatives of relevant entities that analyze
performance and tuning on a regular basis and propose measures for improvement or ii)
monitoring instruments that follow developments by monthly surveys with the participation
of representatives of enterprises and institutions related to the labour market. Results can
be used to develop policy measures. The category of own initiatives’ linking mechanisms
are initiatives taken up by individuals or institutions and which establish a link of some sort.
3.2.2 Curriculum
3.6
For Secondary Education and the former TVET system curriculum development
is/was the responsibility of MoE and for this purpose it applies techniques that in principle
consider the smooth connection between the different levels by using curriculum flow
charts for the curriculum design. The participation of experts and representatives of
relevant entities should furthermore cater for the integration of the needs of those who will
continue students’ education in a next step or, for TVET, who would be their employers.
These techniques can in principle provide a good connection between the different levels.
It will be clear that it was beyond the possibilities of the JRM to adequately assess
curricula s’ quality because both specialized expertise and time were not sufficiently
available. However, some remarks can be made on the basis of observations of
interviewees and JRM team members.
Secondary education
3.7
Observations on the curriculum as collected by the different regional teams can be
summarized as follows. The curriculum for Secondary and Preparatory level seems mainly
to have the objective of producing relevant competence in order to proceed with higher
education and university studies. It does not properly link General Secondary education to
TVET and to Society. The opinion is that curricula are often very bulky and theoretical and
oriented towards the academic content, without preparing students to more practical
applications which are required for TVET, more in particular in the case of mathematics. In
general all informants replied negatively to the question of whether they were involved in
the development of the curriculum in view of better tuning it to TVET. General statements
were given by some informants, such as “Curriculum should be better related to the
individual needs of the students.” Some comments referred to the importance of the school
as a means to prepare students for their functioning in society, not from the perspective of
work, but as responsible citizens. They judge that therefore the curriculum should be
modified to adapt it more to the needs of society.
3.8
School teachers reported that sometimes the curriculum makes links between
secondary education and the world of work, for example in the chemistry curriculum there
is a practical element on breweries. However, in practice neither the time nor the budget is
available to make a visit.
3.9
The curriculum of the Preparatory and in fact of the general education system in
general does not properly prepare students for entering the HE system, because academic
preparation, mainly in English language, maths and science subject is below the required
standards. Student qualities were said to be weakening and students having major
problems in English, maths, essay writing, presenting… implicating that preparatory
education – whether related to the curriculum or its implementation – did not fully meet its
objectives and that there is a major gap between secondary and higher education.
TVET
3.10 Over the years there has been widespread criticism of the “traditional TVET
institutions” that they were not really reflecting the market’s or employers’ needs. At
previous times training tended to be static, irrelevant, too much theoretically focused, and
in any case the education system seldom could afford to equip the TVET institutions with
25
relevant, up-to date teaching materials as tools and machines. ESDP III mentions flaws in
the previous/present TVET system that are partly related to the curriculum. It states that:
“TVET concentrates on institution-based training which favours theoretical instruction.
Initial training is still input-oriented and follows curricular requirements instead of workplace
and labour market requirements.”
3.11 The new TVET system that is presently implemented provides instruments for the
integration of demand orientation through amongst others i) the introduction of National
Occupational Standards, developed in collaboration with relevant institutions and
professionals, from which modular and outcome-based curricula will be developed by
TVET providers based on the specific needs of its target groups, including basic
entrepreneurial and business management training and ii) cooperative TVET, which
provides training in partnership between enterprises (practical part) and institutions
(theoretical part).
3.12 The element of the previous/present curriculum that definitely links the TVET to the
World of Work is the apprenticeship. In principle all students are required to do a period of
about two months to gather work experience in local business, both private and public.
Lecturers at the TVET colleges view this as a crucial link with the world of work, including
for the purpose of getting feedback on how well their students are prepared for work. They
would like to have better opportunities to engage with their students while they are on work
experience. Some employers are supporting the apprenticeship practice and cooperate
well with the TVET colleges when they try to find suitable apprenticeship placements. As
most of the TVET Colleges report of difficulties to find appropriate apprenticeship
placements and as representatives from the world of work are doubtful regarding what
their benefits are from this, one can conclude that the majority of employers are more
hesitant and negative and finds that opening up for these young trainees, which often have
limited if any former experience with physical labour, is not an advantage. TVET officials
told JRM that many employers have a tendency of shying away from training students due
to for instance wear and tear on the machines. As a consequence students were said to be
watching instead of operating equipment, not getting real practical experience. Possibly
partly as a consequence of this some employers expressed their vision that the work
experience was not sufficient to develop the practical skills needed by TVET students.
3.2.3 Linking mechanisms
I
A
Within the education system
Through official/institutionalized mechanisms
3.13 There were no evident, systematic and regular links reported between the different
levels of the Secondary school system. Of course in Grade 9-12 schools the management
maintains links overall within the school.
3.14 No formal institutional linkages between first cycle secondary and TVET colleges,
both public and private were reported to exist, which means amongst others that general
secondary schools do not have insight in how their students perform. In general at
secondary school level little interest was shown in TVET and the performance of former
students, probably because TVET is seen as a last resort.
3.15 Formal links between second cycle secondary and the tertiary education appear
to be weak and there was no institutional structure reported for stakeholders from
preparatory schools and universities to discuss issues of common interest. I n-take into
the universities is based on the placement process that takes place at MoE.
This
mechanism for student placement is perceived as highly centralized and mechanistic. This
26
situation severely limits the possibility for “tuning” between the two levels. In the opinion of
the JRM the quality of the linkage could only be improved by a significant change from the
existing command style to a more open, interactive and flexible system.
B
Through own initiatives
3.16 Very few linkages were reported to exist between the different levels of the
education system and they seem to be limited to rare initiatives of individual staff
members. One example was given of Teacher Education Colleges in SNNPR that
sustained linkages with secondary schools mainly for teaching practice purposes and in
Gambella of an operational linkage between the public TVET College and a non for profit
TVET in the form of some exchange of teachers and students although this is relatively
limited.
II
Between the education system and the World of Work
II-1
Secondary Education and the World of Work
3.17 Secondary Education is in principle academic up to 10th grade and preparing for a
next step in the education system. Part of the10th grade students will not be admitted to
11th grade or TVET and leave the system with a certificate. The same applies for 12th
grade students who are not admitted to Higher Education. For these students there are no
mechanisms observed by the JRM for their entrance in the World of Work, neither
official/institutionalized nor by own initiative.
II-2
TVET and the World of Work
3.18 Diversity in Ethiopia is immense and there is a danger that this is overlooked when
going through a compilation of findings of the teams that visited Regions as diverse as
Addis Ababa and Gambella or Afar. It should be borne in mind that contexts vary
immensely. We give two examples to demonstrate this. At the one hand there is Addis
Ababa where MSE is apparently well organized with the Medium and Small Scale
Enterprises Office with offices at all levels in Sub-Cities and down to Kebelle levels and an
interest in working together with TVETs. This, in principle, is an ideal partner for TVETs to
start initiatives. At the other hand there is Gambella with high unemployment for technically
skilled people and where there seems to be a big gap between the World of Work and
TVET. This is demonstrated by JRM’s team information that a private and a state owned
cotton plantation enterprise (situated in the rural Gambella area) had a need for new skilled
manpower (up to hundred vacancies) such as accountancy, mechanics, plant science
specialists, surveyors and electricians, but that they were at a loss as to how to find such
human resources. They were not even aware of the supply opportunities of the local Gambella
education and training services. It was automatically assumed that people from other regions
should be contracted. In the following the JRM gives examples for linkages at different levels
that were observed by the teams. Although the picture is far from complete it shows that at
least part of TVET is not isolated and it provides interesting examples that are suitable for
proliferation in the country. Regions and organizations to which the examples refer are
mentioned in order to facilitate tracing, with the help of the regional reports, for interested
parties.
A
Through official/institutionalized mechanisms
3.19 Structural linkage mechanisms as the examples under 3.5 do not exist. Yet the
JRM observed interesting initiatives that can be examples and which have a potential to
develop into valuable mechanisms. Initiatives for the creation of platforms for exchange
27
and analysis at high level are observed in Tigrai and Amhara where TVET is under the
responsibility of TVET Commissions/TVET Promotion Agency19 which report directly to
Region Cabinets and not through the REB. This will bring TVETs and World of Work closer
together on a platform where interests of the market are better represented. This justifies
the expectation that there will be an increased pressure to make the TVETs more demand
driven. This institutional measure has been implemented in Amhara as it is still under
discussion in Tigrai. Another example is Adama where a council exists on micro and small
scale enterprises and which comprises representatives from the OBoTIT, city
administration, bureau of education and TVET colleges. The major aim is to facilitate the
creation of cooperatives, which include TVET graduates amongst others, in order to help
them to start their own businesses. These initiatives have the potential to develop into
structural more comprehensive platforms that can play an important role to improve
demand orientation.
3.20 Another category are high level initiatives to carry out tracer studies as a basis for
policy making to better match supply and demand on the labour market. Examples for
matching supply and demand in more quantitative terms are i) the BoTIT Tigrai initiative to
carry out an inventory of supply and demand of professionals and of TVET quality, which
has been used for the development of a proposal for a strategy to try and fit the supply of
post-graduate education to Region’s demand and to tackle issues like the low interest of
youth in blue collar jobs. The strategy is still being discussed. ii) In Oromia a recent study
conducted in all the public institutions has led to the decision to close one of the college’s
courses. iii) An example that can be seen as geared to better respond to qualitative needs
is Tigrai where the TVET Commission conducts tracer studies 6 months after graduates
complete in order to assess the effectiveness of TVET programs. When deficiencies are
observed further training would be provided. This initiative is not fully effective because
response of graduates is limited. These initiatives are promising and they clearly show that
the importance of demand orientation is understood and that solutions are actively being
sought. They are experiences that can be built upon and used to develop instruments
which are feasible in the Ethiopian context.
3.21 At a lower level the vocational counsellor is an important link between the TVETs
and the business world. Vocational counsellors are apparently appointed institutionally in
TVETs in Oromia and SNNPR. Their responsibilities include organising work placements
for students, keeping records of potential employees, and making sure that tracer studies
are conducted. In principle this model is functional but effectiveness is mixed and possibly
depending on the preparation and the capacity of the counsellor. It appears that their role
is not always clear to teaching staff and that the relationship with the business community
is not automatically easy because responsiveness may be limited.
3.22 Organizations like SME Agencies, which have expressed an interest in linking with
TVETs and also Cooperative Societies which may represent many members have a
potential to play an important role for enhancing demand orientation when integrated in
high level platforms.
3.23 Employment offices may exist officially under the responsibility of BoLSA, but the
JRM has not seen examples of properly functioning ones. At different occasions
interlocutors indicated that they would be useful. In Tigrai BoLSA is directing its support to
disabled persons and single mothers and BoTIT developes excellent activities to stimulate
self-employment. Whether certificate holders have a place to direct themselves to for
support in finding employment is not clear. It is obvious that a “classic” labour office is not
a solution in the circumstances of Ethiopia but creative solutions adapted to the context
should be found to create an entity where school leavers can be accompanied in order to
19
In Amhara
28
integrate them in the World of Work and have them contribute to the development of the
country, thus rendering beneficial the investment made in them.
B
Through own initiatives
3.24 The regional teams observed initiatives by schools, other organizations or
individuals with the objective of linking TVET to World of Work in some way. It has to be
noticed that a clear distinction between official/institutionalized initiatives and own
initiatives cannot always be easily made.
Establishment of platforms for alignment
 In Oromia a private TVET college is planning to reinstall a monthly forum consisting
of the mayors, private and public employers, faculty and students’ representatives and
media as a platform for dialogue on pertinent issues of the labour market.
Tracer studies, surveys and feasibility studies
3.25 Tracer studies, surveys and feasibility studies were frequently mentioned as
instruments used to link TVET to the World of Work. Objectives of the studies were
different and the following can be distinguished:
 Studies with the objective to support students to find employment;
 Adjustment of TVET’s supply to market demand.
o
Studies with a broad scope like in Dire Dawa where a Government TVET
College performed a study to gather insight of the demand in the market and was
adapting its program in accordance with the findings.
o
A study with a smaller scope was carried out in SNNPR by a private TVET
to see in how far the indicated scarcity of accountants at banks justified expansion
of its capacity and subsequently expanded.
 Different studies were mentioned that were carried out with the objective to identify
opportunities. The studies were mostly carried out from the perspective of
opportunities in the labour market. In Oromia however, a private TVET explored the
interest of grade 10 students for different trades. Response from the perspective of
the institution was promising in that doubling of capacity would be required to respond
to the interest. It is not clear in how far the institution also considered the existing
demand for these trades, an important consideration.
Quality
3.26
Teams observed initiatives that had the objective to improve quality.
 In Mekkele there is regular contact between private TVET colleges (Don Bosco and
Sheba college) and the World of Work with the objective to align teaching at the
college with the demands of the World of Work.
 In Tigrai St Mary’s, a non for profit private TVET, traces students since 3 years and
follows up with their employers to assess performance. Findings are fed back into the
curriculum, a very good example of quality management.
 In Dire Dawa students in nursing were reported to have given their input with the
objective to improve the curriculum. However, proposed changes were not accepted.
The JRM is not in the position to assess this case. Rejection may certainly be
29
justified. The interesting part is that students invest their time and energy to propose
changes, which in their opinion would lead to an improvement, a laudable initiative. A
very important aspect in this case is the feed back that the students got on their
initiative. No information is available on this issue. With feed back in this case we
refer to the way in which students and their teachers were informed by authorities
about the decision to decline the proposal. If one is interested in committed staff and
students and a system that develops through the use of its own potential, the way for
authorities of dealing with this case should be one of explaining the decision with
arguments and inviting the persons involved to come with other proposals.
Marketing related initiatives
3.27 The JRM identified initiatives which can be characterized as having a marketing
objective.
 In Dire Dawa TVET College organizes training in different streams free of charge
for private agencies to maintain good relations with stakeholders in the private sector.
This was responded to by the Small Scale Enterprises Association by donating an
expensive machine (stone cutter) to the College as a token of reciprocal relationship.
 A small scale enterprise in Dire Dawa that took the initiative to facilitate the
preparation of the regional TVET guidelines, thus investing in them in time and kind
because it was convinced of their importance.
Agreements for tailor made training
3.28 The World of Work invited a number of TVET institutions to provide tailor made
training because they were expanding activities creating a huge requirement of additional
human resources that needed training or because they want to keep up their standards
with well trained personnel.
 In Mekelle TVET institutions have contracts with a tannery company, the Ethiopian
Electricity Company and a textile company, MAA Garment, to train new staff. For the
tannery and garments companies this is related to the expansion of production
capacity. In the case of the tannery company 500 people are being trained.
 The Regional Health Bureau in Mekelle has made an agreement with Sheba
College. This agreement stipulates that Sheba College will deliver the required
training for health professionals. The graduates will be employed through the RHB in
the region.
 Maichew TVET College has an agreement with a chips board factory under
construction, which will be operational in February 2008. The factory contracted 32
graduates from the college and has 70 college students as apprentices. These are
being trained in the factory that is presently under construction and they will be
contracted when the factory is operational. College teachers are also getting
acquainted to the installation.
 In Dire Dawa there was an impressive initiative in the private sector where the
college was able to tap into a broader development project in the area (targeting rural
farmers) thus giving students more access to the World of Work.
Providing employment for students
3.29 The JRM teams frequently reported links established by institutions or individual
teachers with enterprises that were set up with the objective to open opportunities for
students to be employed.
30
Interest from the side of the business community
3.30 There is a genuine interest from the World of Work to establish closer links with the
education system. In the regions visited at many occasions representatives of World of
Work showed a keen interest to participate in platforms and activities geared at the
creation of closer links between World of Work and education, more in particular
Universities and TVETs.
Potential
3.31 The Government system is a potential employer for TVET certificate or diploma
holders established as entrepreneurs. They can be a client for e.g. school furniture and
equipment and equipment for agriculture and examples of this were observed. This
provides opportunities to get former students started under conditions of a certain
protection. However, care should be taken that quality standards are set and the
development to an independent position is enhanced. Under these conditions it should be
explored whether part of big orders of this kind, e.g for World Bank projects, could be
reserved for starting entrepreneurs.
II-3
CSTCs and the World of Work
3.32 The JRM teams collected limited information on CSTCs. No linkages were reported
to exist between secondary schools and CSTCs. One may say that this can be expected
because CSTCs cater for drop outs in principle. However, schools could provide
information to drop out students but also to students who do leave school with a certificate
but without a professional preparation about opportunities CSTCs do offer.
3.33 In Addis Ababa there are institutionalized links between the Centers and the World
of Work. CSTC graduates are supported by a Steering Committee at city level and sub-city
level that monitors and evaluates students’ success in finding jobs. The Steering
Committee maintains contacts with the employers, provides land, sheds or other areas
were the cooperatives can work as well as equipment upon start-up. The sub-city steering
committee organizes graduating students into cooperatives and facilitates micro-financing
for them. The CSTC itself maintains contacts with the world of work to help their students
obtain employment. In other regions there were no formalized linkages reported only
contacts with individual employers.
3.3
The preparedness of students for their next step and their quality
3.3.1 Introduction
3.34 The demand of World of Work is graduates with the adequate knowledge and skills
and in the right numbers. Higher Education and TVET want students who are well
prepared to follow their programmes. We therefore look at the preparedness of students at
the different levels to take the next step, their quality. Quality has been dealt with in the
chapter on performance, here we broaden the scope and also look at students quality from
the perspective of the receiver. Judgment of staff in the education system and of
employers in the World of Work and absorption of graduates by the labour market are
important indicators. There is some overlap with the former chapter, which is difficult to
prevent when we want to give a coherent picture.
3.3.2 Quality of general secondary and preparatory students
3.35 The quality of the academic preparation of general secondary students for TVET is
insufficient in the opinion of TVET staff and performance in mathematics and English are
being mentioned over and again as the weak points and, more in particular, the ability to
apply academic knowledge in practice. First cycle graduates are prepared for second cycle
rather than for TVET as interlocutors said. Apart from the quality of the preparation during
31
their former education there is another important factor that contributes to their weak
starting position when entering TVET. Students who do enter the TVET system are by and
large those who gain a low score in the end of grade 10 examination. As a result, these
students tend to be the weakest in mathematics and language. Along with that there is
their aspiration, which was to be admitted to the Second Cycle and therefore there is a
challenge in motivating them when they get to TVET institutions. This is exacerbated by
the lack of choice for many grade 10 leavers with respect to the courses they study at
TVET. Students do indicate their preference for subjects but test scores finally decide
where they go. Consequence is that students in many instances do not get either their first
or second choices. This creates a situation where TVET is regarded as the ‘worst option’
with the subsequent unfavourable consequences for students’ motivation. For the deficient
academic preparation teachers at general secondary schools identified a whole set of
general quality issues that hinders their work in preparing students. These included large
class sizes, lack of materials, plasma (not enough time for teacher input), poor student
command of English on entry, lack of specialist classrooms (especially labs), and
textbooks which do not match the content of the plasma lesson. The problems
encountered by the use of English as medium of instruction can be added to these factors.
3.36 The same factors adversely influence the preparedness of Preparatory School
(grade 11-12) graduates who come to join the university. The university representatives
indicate that students are generally badly prepared, specifically in English language
competence, mathematics and science subjects. In addition it was mentioned here that
assessment procedures throughout primary and secondary education has lead to lowering
of quality of incoming students. Resulting from high enrolment figures in primary education,
assessment is only done through multiple choice tests (to diminish workload for teacher in
correcting tests). This has an impact on teaching practice, which means that children in
primary and secondary are not trained to develop essay writing skills, negotiation skills, are
not expected to formulate their own thoughts in writing. It is those skills that students in HE
are lacking. The expansion of intake capacity at HE has also lead to lowering of quality of
university entrants. When intake capacity was low, incoming students needed higher GPA
(Grade Point Average) to enter, only the very best, the cream of the cream, could come to
university.
3.3.3 Quality of TVET students
3.37 There is no systematic data available that give insight in the quality of TVET
students. The JRM teams found that tracer studies are carried out with the intention to
identify students’ employment and employers’ satisfaction. Tracer studies seem to be
rather common in Addis Ababa and Oromia in the other regions they are more sporadic.
Difficulties are encountered when carrying out tracer studies as the example of a reputed
TVET in Addis shows. There a study that had been realized with the assistance of GTZ
was characterized as a failure. There were very little findings to report because it was
almost impossible to find former students, also when they are engaged in education and
training. Experiences in Tigrai confirm this difficulty. In spite of the un-availability of
systematic data the interviews of the JRM teams in the regions are a source from which
some insight in the issue of students’ quality can be obtained. For this purpose use has
been made of the judgement of employers on TVET students’ performance, of TVET
students’ absorption by the labour market and of observations related to teaching
conditions in the TVET institutions.
3.38 A broad selection of the findings of the different regional teams gives an impression
of the absorption of TVET students by the World of Work and of their preparedness to
properly play their role.
 The Addis Ababa JRM team stated that the general impression from discussions with
many respondents was that there is a belief that World of Work or further education was
32
occupying the students. Generally speaking the appreciation by employers of the quality of
TVET students who take up their jobs is mixed and it seems that they are to a
considerable extent related to the quality of the institutions that have prepared the
students. In Tigrai employers in industry showed a clear preference for students from two
of the technical TVET colleges, one public (Maichew College) and one private non for
profit (Don Bosco). Two other institutions in the region also have a good reputation, St
Mary’s, a non for profit TVET in the area of agriculture and mechanics and Sheba College,
providing training in health, ICT, secretarial and other trades. The World of Work
appreciates the quality of these graduates. The quality of instruction is perceived as very
good. One important reason is that these private institutions have state of the art practical
training facilities.
 In Oromia the team observed, be it only on the basis of anecdotal evidence, that there
was a wide variation in employment rate of students who had finished their study, from
100% reported by one college to as few as 25% in another. In addition to quality they
indicated as possible causes for this discrepancy differences in the types of courses
offered (business graduates appear to be more employable than those who take courses
such as hairdressing or tailoring), the location of the college with respect to business, and
how pro-active the vocational counsellor was in trying to match graduates with potential
employers. A clear sign for the meagre appreciation of the quality of at least part of the
TVET institutions is the finding that in many cases employers expressed the opinion that
the TVET system was not really relevant to the world of work and that they preferred to
employ untrained people because they are cheaper and easier to train.
 The extent to which civil service takes in graduate students is another important factor
influencing absorption. The Gambella team for instance reported that it is the ambition of
the vast majority of the graduates of the public 10 + 1/2/3 system to secure Government
employment and that it can be expected that given the need for the extension of education
and health services in the region students of Teacher Training and Health Science College
will get jobs. For the Agriculture College graduates who are absorbed into the civil service,
mainly as (agricultural) Development Agents, it is expected that the saturation point will
soon be reached. In general, TVET college graduates of the ‘soft areas’ are able to find a
civil service job, whilst those in ‘hard subjects’ attempt to find private sector employment,
or become self-employed. For most of these, opportunities are scarce and informal, often
day to day work, is the norm. Observations in Afar, the other emerging region visited show
that there it is also expected that civil service will absorb TVET institutions’ outflow in the
coming years.
 In Tigrai the absorption of TVET graduates by the World of Work is seen as a major
challenge. The BoTIT director clearly stated that the government structure has become
saturated over the past years and that most graduates have to find employment outside of
government now. In the past, a clear expectation of government by graduates was that
government would provide the jobs. Government is no longer in a position to fulfil this role
and support for self-employment / entrepreneurship are now the pillars of Government
support. This has been taken up seriously and support to 29 Incubator Centres (IC) is one
of the initiatives taken in this respect. Experience with these centres shows that TVET
graduates are not sufficiently prepared to enter the World of Work through selfemployment and that they need support. This implies that the quality of the content and
approach of TVET training in entrepreneurship have to be improved. The very limited
observation of the JRM spotted accounting, cost estimating and acquisition as crucial
subjects that have to be improved. Furthermore, saturation of the market for products and
services is a threat for the very valuable concept of ICs if diversification and innovation are
not taken up dynamically. This should first of all be the responsibility at the higher level of
policy makers. Students have to be prepared for it during their training.
33
 SNNPR findings show the differences in appreciation very clearly. There some TVET
colleges stated that one of their main problems was that there was a lack of employers in
the local area who were willing and able to hire their students upon graduation whilst
others claimed that their graduates were demanded by employers and that within three
months of graduation the majority find employment. The extent to which TVET graduates
are able to successfully secure employment depends in part upon the course that they
have taken. Those enrolled in health and agriculture colleges found employment relatively
quickly, however this was the exception rather than the rule. Due to concerns regarding
the quality of TVET graduates and the fact that they are more expensive than nongraduates, the JRM discovered that part of the employers in SNNPR prefer to employ
people with practical experiences through informal contacts based upon a sound
reputation instead of TVET graduates.
3.39 The quality of the TVET institutions is obviously a major factor influencing students’
quality. The regional teams observed considerable differences between the institutions
visited, from those with well prepared staff and well equipped (some public TVET colleges
have gone through major improvement programmes during the latest years) to others
lagging far behind. Overall the lack of skilled TVET teachers is a major challenge for the
system and the main cause for not being able to train enough skilled human resources,
especially in the public TVETs. The JRM found that the pedagogical skills as well as the
practical skills of most TVET teachers are in practice not adequate, even though the
teachers have the official certificates. The adequacy of TVET teacher training was
questioned by different interviewees. A general comment heard about quality of teachers:
“The factors influencing quality is the morale. They do not choose to be teachers, but are
assigned by the MOE based on their grades. Low grade point average students either go
to TVET or come to the TVET trainer training Institute. Most students come here instead of
going to TVET because they do not want to do hard labour.”
3.40 With respect to the availability of adequate and appropriate instructional material
and equipment the picture is mixed. In the fields of business, administration, secretarial
studies, computer courses, typing courses and tailoring, instructional material appears to
be adequate, both at private and public institutions. When it comes to the fields of
engineering and technology, the non for profit private institutions appear to be better
resourced than the public. One case was mentioned where a public technical college, well
equipped and well staffed, could not provide practical training because of a shortage of
material due to non-wage recurrent budget constraints and cumbersome bureaucratic
procurement procedures.
3.41 Accreditation should set the quality standards for the TVET institutions. The system
sets standards for the number of students and the quality of teachers and equipment.
Whether this is fully respected by private commercial TVET institutions was questioned
following a number of regional reports and it appears that the rules agreed for accreditation
are not followed once the licence has passed. Too many students are admitted per class
and it happens that staff are presented for accreditation only. This all has a negative
impact on the quality. Tight monitoring following accreditation is required. Remarks were
made by interviewees that governmental schools and colleges easier than nongovernmental institutions obtain full accreditations. Criteria for accreditations should be
applied equally for governmental and non-governmental training institutions.
3.3.4 Quality of CSTC students
3.42 To the knowledge of the JRM there are no studies that give an insight in the extent
to which CSTC graduates are absorbed by the World of Work and how they perform. On
the basis of the interviews with CSTC representatives the impression is that part of the
CSTC leavers find jobs, by being employed or by self employment. However, information
is very sketchy and it varies from a very positive assessment by informants in one Addis
34
Ababa CSTC who say that the trainees do not have a job problem and that all graduates
are in high demand, especially graduates of metal work and the sewing and embroidery
program. It should be remarked here that in Addis Ababa there is a well developed
structure for guidance of CSTC students that supports them in getting employed.
Information from other regions is limited to a statement of a CSTC director who claims that
CSTC graduates are well received by the World of Work because employers approach the
institution in search for employees and the findings of a tracer study - very incomplete indicating that 30% of the respondents (not the students) get a relatively well paid job.
3.4 Preparation of students for their choice
3.43 Counselling as an institutionalized instrument to prepare Secondary School
students for their future in the education system or in the World of Work at institutional
level is weakly developed. Reportedly it only exists in SNNPR and there it is said that it
needs strengthening in order to become effective. Counselling through own initiatives is
more widely spread be it very moderately. Dire Dawa reports extracurricular activities and
information sharing in students peer groups and the initiative of university students who
provide information to secondary schools. In most of the regions teachers are reported to
provide information to students and in one region private preparatory schools encourage
and sustain contacts with their former students and invite them to give talks to their
followers in grades 11-12.
3.44 When considering the potential effectiveness of preparing students for their future
choices we have to consider the context in which students are to make their choice. The
present system in fact leaves very little room for a personal choice as the placement
system is very mechanistic and reduces student’s influence to a minimum.
3.45 For TVET students counselling/support is common and mentioned to exist in
almost all regions visited. It is very much related to the organization of apprenticeships and
the support to guide students into the world of work by e.g. keeping records of potential
employers, carrying out tracer studies, providing information on micro-credits and
initiatives and support for incubator centres. Experience in Tigrai learned that it is almost
impossible to contact students after they graduate. Therefore the initiative has been taken
to provide them with information on job opportunities before the examination. The intention
is to extend this activity backwards and implement a system of counselling throughout the
study period.
3.5 Essential factors in view of system’s improvement
3.46 Demand orientation of the post-primary education system is a very pertinent
subject in view of improvement of systems’ relevance and effectiveness. It is however only
one factor between many that are decisive for the final outcome. The regional JRM teams
observed conditions/situations that have a considerable impact on system’s quality. Some
of them may have been dealt with to some extent in the context of other issues but the
JRM thinks that their importance deserves attention and therefore deems it indicated to
present them here together with relevant observations that have not been reported yet.
3.5.1 The reputation of hand work and TVET and students’ interest in enrolment
3.47 The “white collar” professions are in high demand and have the highest reputation
in society. Although the perception seems to be slowly changing, enrolling in TVET is often
seen as a second choice for those who fail to continue to Preparatory education. Inflated
respect of higher education, common disdain of TVET and blue-collar works, poor image
of both TVET training and TVET teachers and ignorance of job opportunities restrict
students from considering vocational education and training as a viable option. This
35
induces low levels of motivation amongst those students who eventually enrol in TVET
colleges thereby inducing low levels of achievement. This image of TVET reflects
comments of interviewees and seems to be the perception of TVET in society. Examples
of students’ reactions confirms this. A student in a private secondary school asked whether
he considered going to TVET responded: “No because the salary is low and you will not
be successful. I do not believe that the education is as good as at university. TVET is hard
labour and the society does not accept TVET graduates. TVET teachers are not qualified
and the students are not equipped with the right materials upon graduation.” TVET is seen
as a last resort and even when attending TVET the great majority of the students
expressed their intention to try and enrol in Higher Education. When asked whether they
would try to get admission to 11th grade by repeating 10th grade exam about half of a group
of TVET students confirmed that they had done so. This perception of TVET is an
essential obstacle for the development of TVET into a high quality education tool in
support to Ethiopia’s development.
3.5.2 Placement/assignment of students
For TVET
3.48 Students who do enter the TVET system are by and large those who have the
ambition to be admitted to the second cycle secondary but who due to a low score in the
end of grade 10 examination can only enrol in TVET. Assignments of students to
institutions and subjects are only based on the results of (academic) examinations.
Practical skills are given no preference in spite of the fact that TVET is geared to practice
and students will in principle dedicate 70% of their time to practice. The selected students
tend to be the weakest in mathematics and language and there is a challenge in motivating
them when they get to TVET institutions. This is exacerbated by the lack of choice for
many grade 10 leavers with respect to the courses they study at TVET, there is a
considerable probability that they are not enrolled in the stream of their choice. This
creates a situation where TVET is regarded as the ‘worst option’.
For Higher Education
3.49 The MOE is responsible for allocating upper secondary school students to
University places throughout Ethiopia. After completion by students of the University
entrance examination at the end of grade 12 students complete University application
forms in which they express preference for the subject they wish to study. Once these
forms have been completed they are sent to the MOE where individual students are
allocated to individual universities throughout Ethiopia and are allocated to specific subject
faculties within the allocated universities. The student may find that his first choice subject
has not been granted to him and that he/she must accept the second, third or end choice.
Further, the student must accept the specific University allocated to him/her. The only
power which the student has is the power to achieve the highest possible entrance
examination score and thus to increase the number of subject choices available to him/her.
The JRM found that in practice many students were not enrolled in the course of their
preference. One team interviewed 4 students of whom none studied the course of their
preference and the SNNPR team reported that this was the case for approximately 75% of
all undergraduate students of the two universities they visited. Assigning students to
various courses for which they did not apply has a significant negative impact upon their
motivation, retention, commitment to studies, hard work and ultimately the quality of
degree and skills with which they enter the labour market upon graduation. In the opinion
of the JRM the quality of the assignment system could only be improved by a significant
36
change from the existing command style to a more open, interactive and flexible system in
which individual choice had a greater place.
3.5.3 English as medium of instruction
3.50 On the issue of the English language, particularly in terms of student learning, it is a
known fact (see also the study on Medium of Instruction (MoI) (Heugh,K, 2007)) that
learning can only take place if students can fully grasp instructions / information given and
if they can ponder on information given in a language that they fully understand. That is the
reason that it is stated in the Ethiopian Education and Training Policy (ETP) that education
from Grade 1 to grade 8 will be provided in the mother tongue (23 languages presently).
The Ethiopian ETP on medium of instruction is applauded throughout the continent and
often referred to as good practice. Countries such as Mozambique have adopted the
Ethiopian policies and have introduced local language as the medium of instruction in
primary schools (after having had centuries of Portuguese MoI in all the entire school
system …). However, in the context of changing mandates between the federal
government and regional governments, a number of regions have decided to introduce
English as the MoI from Grade 5 onwards. This has led to a range of problems (clearly
described in the MoI study report) which have their impact on learning outcome results.
3.51 It is clear from meetings the team had with teachers and students that the English
language does not properly work as a means of communication. Students interviewed
(even 3rd year university students enrolled in English Language teacher training courses!)
could not understand simple questions posed in English and could not appropriately
express themselves in the English language. The same was noted for students and staff at
preparatory schools and TVET colleges. More serious though is that in team discussions
at the university, TVET colleges and preparatory schools, the lack of understanding of the
English language amongst students and teachers was quoted to be one of the main
obstacles in achieving quality outcome. It is therefore crucial that the Ethiopian
government reassesses its English Language Medium of Instruction policy considering the
insights and findings as laid down in the MoI study.
3.5.4 Introduction of the TVET new system
3.52 The regional teams found that the TVET colleges and institutions were acquainted
with the new TVET Strategy and some of them reported to have been involved in
discussions during the drafting stage of the Strategy and in awareness workshops
including most of the stakeholders. Overall however TVET colleges and institutions are at
different levels of information and there are many questions regarding the way in which the
new outcome-based curriculum will be implemented and the consequences for their
functioning. Preparation of the colleges where the new system is being introduced is
insufficient as the example of a college in SNNPR shows where in the construction sector
only 2 out of 9 trades were actually being taught due to a skill gap amongst the teachers,
this in spite of the fact that the reform was implemented last year. The team reports that a
general state of confusion was observed regarding the new modular course structure.
There are comparable signs from other colleges, for instance in Tigrai. Reportedly only 20
persons have been trained in each of the regions, which is clearly not sufficient for the
planned introduction of the new system. More in general, the introduction of the new
system shows weaknesses in areas like information provision, inclusion of the target group
and approaches applied. It is appreciated by the JRM that the realization of such a
complex process encounters difficulties however, reflection is needed to design an
appropriate and realistic process for the introduction of the system. One of the aspects that
needs due attention is the diversity in Ethiopia that also comes into view through the
different observations of the JRM regional teams. The Gambella team suggests in this
37
respect that it will be unrealistic to move forward with implementation of the sophisticated
package of national reforms. An incremental approach, which prioritises and sequences
reforms should be adopted. Within this, it is suggested that the provision of non-formal
TVET (e.g. CSTC’s) is likely to be particularly relevant to the region, and specific
consideration should be given to this area.
3.5.5 The equilibrium between supply and demand of TVET graduates
3.53 As we have seen in chapter 3.3.3 only sketchy information is available on the
degree to which TVET graduates are absorbed by the labour market. Quantitative
information is scarce and carrying out tracer studies is complicated because graduates are
difficult to trace and often not responding. In Addis Ababa interlocutors expressed as their
impression that the majority of students was employed or continued studying and in
SNNPR the JRM reported that some TVET institutions claimed that their graduates found
employment within three months but the team observed that in general a significant
fraction of TVET college graduates fail to find a job upon completion of their training. Of
two institutions in Oromia that provided information the employment rate was 100% and
25% respectively. Differences in quality, types of courses offered, location of the college
and performance of the counsellor were indicated as possible causes for the discrepancy.
In other regions employability for the “hard subjects” was reported to be problematic like in
Gambella and Tigrai. Civil service will normally absorb graduates from public TVET
colleges for teachers, health workers and agriculture workers. However, there are signs
that this automatism is disappearing.

In Gambella it is foreseen that the routine absorption of graduates from the
Agriculture TVET will come to an end in the short run;
 In Tigrai BoTIT has observed saturation of some of the government structures and
discrepancies between supply and demand of professionals and has consecutively
launched an activity to make an inventory of the absorption capacity of institutions and
enterprises and the quality and capacity of education institutions and used this as a basis
for developing a strategy to create a fit between the labour market and the providers of
education and training;
 In SNNPR it is reported that courses in hairdressing and dressmaking have been
closed due to over-saturation;

In Addis a bakery program has been closed;
 From different regions cases are reported of non-admittance to government services of
graduates of private education institutions.
It is clear that the information collected by the JRM is sketchy and that further investigation
is required in order to get a sufficiently clear picture of the situation. One should take into
consideration that there is a development that needs due attention in order to prevent that
scarce resources are ineffectively used.
3.54 Structures and mechanisms to match supply and demand on the labour market are
not properly developed. Employment offices may exist officially under the responsibility of
BoLSA, but the JRM has not seen examples of properly functioning ones. At different
occasions interlocutors indicated that they would be useful. In Tigrai BoLSA is directing its
support to disabled persons and single mothers and BoTIT developes excellent activities
to stimulate self-employment. Whether certificate holders have a place to direct
38
themselves to for support in finding employment is not clear. It is obvious that a “classic”
labour office is not a solution in the circumstances of Ethiopia but creative solutions
adapted to the context should be found to establish an entity that builds up insight in
supply and demand on the labour market and where school leavers can be accompanied
in order to integrate them in the World of Work and have them contribute to the
development of the country, thus rendering beneficial the investment made in them.
Mechanisms like the high level initiative in Tigrai and Adama (see 3.19) may be
instrumental to realize this.
3.5.6 Communication
3.55 Information provision and sharing and communication between different institutions,
horizontally and vertically, are not adequately developed as can be derived from many
observations. First of all there is of course the outcome of the analysis on the existence of
linkages between the different levels in the education system and between the education
system and the World of Work that shows that these linkages and thus information flows
and communication actions are feebly developed. Other examples are of government
bureaus, e.g. REB and BoTIT, not being aware of activities of each other which had a high
potential of synergies, insufficient communication between REB, Zonal Education
Offices and Woreda Education Offices in the decentralized education system and
the lack of communication between Sectoral Regional Bureaus for Agriculture and Health,
responsible for the regional TVET colleges in their area of work and REBs and WEOs,
which constraints quality and standards of the education and skills training provided.
Information and communication are essential for the development of an effective and
demand driven education sector and advocacy around the nature and role of TVET within
the education sector are a condition for the successful implementation of the new TVET
system. It is therefore important that policymakers and development experts recognise the
key role that information and communication play as development also depends on sound
communication channels at every level. It is crucial that there are more concentrated
efforts on the part of all actors and stakeholders to improve the communication channels at
all levels so that needed information, research findings and decisions cascade to the lower
levels.
3.5.7 10 Years of academic education before practical talent gets a chance
3.56 In the present set-up of the TVET system the entrance level is grade 10, which
seems to imply a rather long academic preparation for students to go into a TVET career.
In other words, in the present system you need academic preparation up to grade 10
before you can acquire the knowledge, skills and abilities on a moderately complex
professional level, e.g. National TVET Certificate II in terms of the new Ethiopian TVET
Qualifications Framework (ETQF). Or, putting it more bluntly, you would need 10th grade to
become a plumber or electrician, professions for which there is a dire need in Ethiopia.
This also means that children with a talent for craftsmanship and practical work have
limited opportunities to perform well and that there is a chance that they drop out. It is not
clear in how far there are intentions to create streams within the formal system that
accommodate those children by providing practice geared education with shorter
academic preparation. In the opinion of the JRM this issue needs due attention.
3.5.8 Outflow of students with 10th grade with limited preparation for the world of
work
3.57 Access to education has increased dramatically over the past years, starting at
primary level and now permeating into secondary education, TVET and higher education,
a very impressive achievement. Capacity in post primary is also expanding but friction
39
between education supply and demand has developed at this level. The JRM has, on the
basis of data for the Tigrai region, carried out a rough approximation of the flow of students
that enters secondary education with their successive distribution over TVET, second cycle
secondary education, HE and outflow out of the education system. The available data did
not allow an accurate calculation (a cohort should be followed for this purpose) but the
approximate approach used gives an idea about the situation. We refer to annex 5 for the
flow scheme and the justification of the calculation. The figures show that of the influx of
35.500 who enter 10th grade about 23.850 or approximately 67% leaves the system with a
10th grade certificate and few as drop outs. Their preparation for the world of work is very
limited. About 6.150 (17%) leaves the system with a 12th grade certificate or as a second
cycle secondary drop out (minority) and with comparable limitations as to their
preparedness for the world of work. About 16% of the students entering 10th grade can be
said to be prepared for a professional career, 93.900 (11%) through TVET and 1.600 (5%)
through University. As said earlier, calculations are approximate and carried out on the
basis of data of one region, but it is clear that the outflow is huge and accurate calculations
will give results with the same order of magnitude.
3.58 There is no information on the way in which the other 84% find their way and how
they perform but it is clear that these people represent a potential in which society and
they themselves have invested much. Additional professional training should be there to
help them find their position in the World of Work and to prevent them from being idle. This
creates a huge need for professional training for the 10th grade and 12th grade outflow.
Courses of short duration and a modular approach create possibilities to reach many
people and to have results on the short term. Private education and training providers and
non formal education have to play an important role. The capacity of the latter is very low
in Tigrai, 100 per year in CSTCs and 200 per year in the non-formal private institutions
according to information provided to the JRM. In other regions, like Addis Ababa and
Oromia the situation is better, but capacity remains very limited, which makes access for
those with less economic capacity difficult. It can be concluded that there is a real
challenge here and that the huge effort put in the expansion of TVET and HE will only
provide part of the solution. Expansion of private sector involvement, expansion of nonformal TVET in CSTCs, better use of the existing capacity (here one can think of the role
that TVET institutions can play to prepare candidates who want to pass the examination
for the modular certificates in the new TVET system), integration of profession-oriented
elements in the Secondary curriculum and the creation of TVET in the formal system
starting from 8th instead of 10th grade. When mentioning the CSTCs as a possible solution
for this group we touch upon a training need that is enormous as compared to the one we
are dealing with here and for a group of people that did not have an opportunity to get so
far through the formal education system. In order to get an impression of the numbers of
people who are dependent on alternatives like CSTCs we quote the study “Vocational
Training in the Informal Sector”20 that indicates that “in terms of impact on skills in the
informal sector, the TVET system trained a mere 0.0009% of operators working in the
sector in 2003, self-training accounted for 30% of new skills acquisition, and skills
acquisition through on-the-job training in family enterprise accounted for the remaining
69%. When taking the perspective of society in general and not of the education system as
the JRM has done, questions of another order come up. This JRM is not the framework to
discuss this issue, but we refer to the study for the interested reader.
20
AFD/GTZ 2006
40
3.5.9 The importance of the role of the private sector
3.59 Findings of this JRM show that the contribution of the private sector to post-primary
education is considerable, both in quantitative and qualitative terms. In 1998 in secondary
education at federal level 17.9% of the schools were private, in Addis Ababa and Dire
Dawa they were a clear majority. In TVET 50.948 students were enrolled in public
institutions, 53.020 in private ones, data for 16.543 students were not disaggregated. It can
be expected that this share will increase. Available information does not allow an overall
comparison between public and private regarding their quality but for secondary education
excellent results were reported for private schools and some private TVET institutions
were also mentioned to have good quality. Given this situation it is important that
conditions are created to stimulate the private sector to contribute to the expansion and the
qualitative improvement of education in the country. The JRM observed situations that may
create uncertainties and thus hinder further expansion, more in particular in TVET
education.
3.60 Some of the teams mentioned measures of regional government to no longer
contract teachers graduated at private institutions. The SNNPR team was the most explicit
and reported that it had been informed that 9 private TVET colleges had been closed and
that a further 45 had been officially threatened with closure. With 26% of TVET enrolments
in SNNPR accounted for by private institutions in 1998 EC, the team thought this a
worrying development and it was concerned about the possibility that this might create
uncertainties regarding potential future Government policy measures, especially regarding
the extent to which private TVET and teacher training institutions in Ethiopia may be
allowed to operate even when accreditation is granted. The team saw the threat that
public-private partnerships and future expansion of the sub-sector would be limited as a
consequence as private potential TVET providers might refrain from large scale
investments, particularly if they would anticipate unstable policy environment or
unpredictable policy changes. This would lead to a situation with increasing demands on
SNNPR Government to provide greater public TVET services to its populace at a time
when budgets and resources are severely constrained.
3.61 The JRM deems it indicated to inform MoE about these signals from the different
regions and thinks that they need further examination. After the rapid expansion of the
private sector in education they seem to indicate that reflection is required on the role MoE
wants the private sector to play and on the question in how far the present rules and
regulations are adequate for a maximum contribution of the private sector to the challenge
to develop a well performing education sector.
41
4
Recommendations
Secondary Education
Access
1
The contribution of the private sector in secondary education is significant in
urban regions and at least part of the schools is providing good to very good education
as students’ results show. Furthermore, the rapid expansion of the number of private
secondary schools in Addis Ababa indicates that there seems to be an interest of
individuals or groups to invest in the establishments of new schools or the expansion
of existing ones. In the opinion of the JRM these two conditions may provide an
opportunity to the benefice of secondary education in general. Enhancing private
schools’ contribution alleviates the pressure on government to expand capacity, which
would leave more room for the improvement of quality in public secondary education. It
is therefore recommended to investigate possibilities to increase private sector’s
interest in contributing to secondary education e.g. by giving it access to programs like
TDP, fiscal benefits, and other measures. A study should be commissioned by MoE to
see whether win-win conditions can be created that provide more and better
secondary education at a relatively low cost for government. (I)21
Quality
2
The potential of plasma technology to enhance Secondary Education quality has
not materialized yet. Causes are insufficient technical capacity to install and maintain
systems, the centralized and inflexible system for broadcasting which leaves insufficient
possibilities for the teachers to give pedagogical support and for the students to absorb the
content of the lessons and the incompatibility of the text books with the plasma
programmes. The heavy investment made in the system should be rendered effective by:
i) making the system technically reliable. To this end an inventory should be made
of the present status of plasma systems with a subsequent initiative to install all screens as
foreseen and to repair those that are not operational. Furthermore an adequate system for
plasma
maintenance
should
be
designed
and
implemented;
ii) making the system demand and pupil oriented, as well as teacher friendly. A
study has to be carried out in order to see how this can be realized, including possibilities
for programme editing at a more local level and the use of CD-roms.
Coordination for the implementation of this recommendation should be with MoE, and it
should commission the studies on both the hardware side and the content side. The
regions should be closely involved and contribute in order to design a system that
responds to their needs. (I)
21
It is suggested to give priority to recommendations followed by (I). Recommendations indicated
with (II) are considered to have a lower priority.
42
TVET
Quality improvement
3
Improvement of the quality of TVET teachers is key. The direly needed increase of
quality of the labour force in the World of Work can only be introduced by highly skilled
people/teachers and TVETs’ role here is crucial. The selection mechanism for students
(the future TVET teachers), content and approach of the curriculum for their training and
the capacity of the TVET trainer institutions should be urgently assessed and findings
should be implemented with priority. Due to an unavoidable long lead time to results of this
essential process, this issue should have the highest priority. MoE should have the lead in
this process using expertise present in the TVET Reform team. (I)
4
The TVET Reform programme is a major operation to improve TVET’s relevance
and quality and many instruments have been worked out to realize system’s improvement.
System’s implementation is complex and involves many stakeholders and partners. The
JRM observed that institutes are aware of the reform but that there is lack of clarity on the
process and its implications with at least part of the partners. It is therefore recommended
that the present implementation process is critically assessed by GTZ and that
experiences are integrated in view of process’s improvement. Elements to be considered
are information provision and preparation of partners like TVETs and employers,
systematic monitoring in view of learning and strengthening of the process and the use of
multiplication mechanisms in order to use the expensive support by foreign experts
efficiently and to make it sustainable. GTZ should carry out the assessment and implement
the findings. (I)
5
Relevant and good curricula that contain 70% of practical work can only be taught
by properly prepared teachers if they are working in adequate circumstances. Therefore
minimum requirements for TVET institutes with regard to premises, training
machinery/equipment and training materials have to be developed and then institutes have
to be outfitted accordingly. Link the upgrading if the installations to the implementation of
the TVET Reform. MoE should have the lead in the establishment of the standards, using
expertise present in the GTZ team. The REBs or TVET Commissions are responsible for
implementation. (I)
6
Self-employment is one of the options for the introduction of TVET graduates in the
World of Work. For this reason entrepreneurship is one of the subject matters in part of the
TVETs. Observations of the JRM showed that preparation is apparently not sufficient and
observed weaknesses in finance, cost estimating and marketing. Students should also be
made aware of the importance of innovation and diversification and there are undoubtedly
other subjects to be introduced. It is recommended that MoE revise the curriculum for the
entrepreneurship course in consultation with the project for TVET reform. (II)
7
The accreditation system is an instrument of utmost importance for quality control
of TVET institutes. The present system is based on input criteria and sets standards for the
number of students that can be enrolled, the quality of the teachers and equipment that is
required. JRM teams reported evasion of the rules by institutes and divergent application
of the rules for governmental and non-governmental training institutions. The Moe should
reassess the present accreditation system in the perspective of its adequateness to
properly evaluate the quality of the institutes that apply and the REBs and TVET
Commissions should follow the rules and regulations and design and implement
appropriate systems for monitoring. (I)
43
Non-formal TVET
8
There is a huge outflow of the system of graduates from 10th and 12th grade who
were not absorbed by the higher levels in the education system. An approximation for one
of the regions shows that this group is 4 to 5 times as big as the students who are admitted
to TVET and HE. These graduates are not properly prepared to enter into the world of
work but it is clear that they represent a potential in which society and they themselves
have invested much. Additional professional training should be there to help them find their
position in the World of Work and to prevent them from being idle. This creates a huge
need for professional training for the 10th grade and 12th grade outflow. Courses of short
duration and a modular approach create possibilities to reach many people and to have
results in the short run contribute to society and to render productive the investment that
has been made in their former training. In the framework of the TVET Reform attention
should be paid to the question as to how capacity can be created to cater for this high
potential demand. MoE should discuss possibilities with the TVET Reform team to
integrate this issue in the programme. (I)
9
Training needs in the informal sector are enormous and CSTCs can contribute to
the provision of such training. In some of the regions CSTCs showed a promising
performance with respect to the creation of opportunities for non-skilled people, which is
confirmed by an assessment of the CSTC strengthening programme. MoE has given little
attention to non-formal TVET, which can be understood given the other challenges, but
one should realize that support to the non-formal education sector is the direct way to
address poor people’s training needs and to thus contribute to poverty reduction. It is
therefore recommended that MoE analyses how it can better support initiatives in the nonformal education sector. (II)
10
In the present set-up of the TVET system the entrance level is grade 10, which is a
long and possibly unattainable academic preparation for students who have the capacity to
acquire the knowledge, skills and abilities on a moderately complex professional level.
Children with a talent for craftsmanship and practical work have limited opportunities to
perform well and there is a high probability that they drop out. TVET streams should be
created within the formal system to accommodate those children by providing practice
geared education with shorter academic preparation. MoE should discuss possibilities with
the TVET Reform team to integrate this issue in the programme. (II)
Linking mechanisms
11
The linkages between the education system and the World of Work are very weakly
developed and need strengthening in order to enhance demand drivenness of the system.
Interesting initiatives were observed by the JRM that could be applied more broadly.
Proliferation of good experiences in order to provide ideas to the parties that can contribute
to the strengthening of linkages is a relatively easy way to enhance linkages. It is therefore
recommended to make an inventory of the successful and promising ongoing initiatives for
enhancement of demand orientation within the education system and between the
education system and the world of work using the examples gathered by this JRM as a
basis. Develop and implement a strategy to have them taken over and spread out in the
government system at different levels and in the world of work. REBs take the lead in their
regions and invite other relevant Bureaus and the business community to participate. (II)
44
Essential factors in view of system’s improvement
12
Although the perception seems to be slowly changing, enrolling in TVET is often
seen as a second choice for those who fail to continue to Preparatory education. Inflated
respect of higher education, common disdain of TVET and blue-collar works, poor image
of both TVET training and TVET teachers and ignorance of job opportunities restrict
students from considering vocational education and training as a viable option.
Improvement of the quality of the TVET system should therefore be accompanied by
initiatives to enhance its status. To this end work out and implement a campaign that
advocates the potential and the attractiveness of skill-based/blue collar employment. Such
a campaign should be prepared by professional firms and it should be implemented by
using different forms of media. “Promising practices” of for instance TVET graduates who
have created companies and become financially successful could be presented as part of
the campaign. Timing of the campaign should be adapted to the implementation of the
TVET Reform in order to substantiate it with examples of improvements that have been
realized and to use it for the provision of information on the envisaged system. Enterprises
and employers have an interest in a changed perception of blue-collar works and TVET
and could be interested to participate. MoE should take the initiative for the campaign and
commend it. (II)
13
Observations of the JRM reveal that many students are enrolled in disciplines
which were not their choice, be it the first or second one, thus negatively influencing their
motivation. It is clear that this situation is related to a very high demand for limited
available capacity. However, the present placement system that rigidly applies results of
exams leaves opportunities unused for enrolment of a higher percentage of students
according to their choice. It is therefore recommended to launch a study which explores
the possibilities to improve the placement/assignment system in order to make it more
flexible and to increase the probability that students are assigned to studies that
correspond to their choice and their talents and aspirations. Examples of systems used in
other countries for very popular fields of study are entrance exams for these fields of study
and weighed ‘lottery’ system for those studies for which the government and universities
have set maximum limits for the number of entrants. (I)
14
English is invariably mentioned as a subject that causes problems for the
smooth influx into a higher education level and the JRM has observed that command
of English is a problem for both students and teachers. MoE has taken up the issue by
investing in strengthening the capacity of teachers in teaching of the English language.
It can be doubted however in how far this goes to the essence of the issue and
therefore the JRM recommends to reconsider the use of English as Medium of
Instruction and to establish at federal and regional level fora for discussion and reform of
the policy on the medium of instruction at primary and secondary education, in line with the
results of the MoI study. MoE should act as the coordinator of the initiative and the REBs
should manage the process at regional level. (I)
15
The contribution of the private sector to TVET is considerable, valuable and
essential. The JRM received signals about measures taken at regional level like not
admitting graduates to government organizations or closing institutes, which may create
uncertainties and threaten private sector’s contribution to the development of the sector. In
the opinion of the JRM this issue needs the attention of MoE. It is first of all important to
carry out a study that gives a better insight in the dimensions of the problem and that
provides information on i) the regions where the problem exists, ii) the frequency and type
of training concerned, iii) the foundations for the decisions and their validity. The results of
the study will indicate whether further steps are required to improve rules and regulations
and their implementation in order to get a maximum contribution of the private sector to the
challenge to develop a well performing education sector. The MoE should commission the
study. (II)
45
16
Conduct a study on federal level with the participation of all regions to the needs of
the different professions in the labour market and the capacity of the education system to
respond to these needs. Develop and implement a plan to tune the qualitative and
quantitative capacity of the education system to the needs and build in mechanisms that
allow adaptations when needs are changing over time. (I)
46
ANNEXES
Annex 1
Terms of Reference
TERMS OF REFERENCE
ESDP JOINT REVIEW MISSION 2007
Purpose
The purpose of the JRM is to assess the performance of the education sector and identify key
actions that can contribute towards qualitative and quantitative improvements in the sector. This will
be done through a review of progress reports and studies in conjunction with field visits.
The JRM should be fed by the results of the Annual Review Mission (ARM) 2007 and in turn feed
into the ARM 2008.
Specific objectives of the JRM
The first objective of the JRM will be to review the overall progress of ESDP implementation
during the previous fiscal year, with special emphasis on qualitative (e.g.: teacher/pupil ratio,
qualifications, textbook availability in classrooms, mainstreaming of gender equity measures) and
quantitative achievements, as well as efficiency.
The second objective of the JRM will be to focus:
Post-primary Education and the transition to world of work
The aim of this part of the JRM is to investigate whether post-primary education (leaving out tertiary
education) prepares its graduates sufficiently for the post-school life. The JRM shall in particular
scrutinize in how far the education system in Ethiopia is demand driven and how this could be
improved.
a)
Secondary Education
o To what extent does preparatory program (second secondary circle) prepare its pupils
for
university education? (i.e. do the university professors deem their students having
the
necessary prequalification to efficiently study the subject enrolled in)
o Does general secondary education (grade 9&10) prepare its students sufficiently for
TVET in
the academic fields of specialization? (i.e. do the TVET teachers deem their
students having
the necessary prequalification to efficiently study the field of
specialization enrolled in, e.g. in
maths, etc)
o To what extent do preparatory program schools communicate with universities for a needs
assessment of their pupils in order to enter into tertiary and TVET system? What
else
could be done for a more demand driven education?
o What at secondary level prevents female students from transfer into the tertiary system?
o Is there counselling for graduates with regards to post-primary education (i.e. TVET, higher
education) and employment/self-employment? How is the counselling conducted – in
cooperation with relevant stakeholders (i.e. universities, TVET colleges and institutions,
employers, etc.)? How effective is the counselling? How are the choices for study made? How
realistic are university first choice selection – how are students informed about what priorities to
give in their request for admission?
o What are the opportunities to access general secondary and preparatory program education in
rural areas?
b) Technical and Vocational Training (TVET)
o Is there pre-TVET counselling on the subjects offered? How much does counselling
consider students’ abilities and interests?
47
o
o
o
o
o
o
o
o
o
o
o
o
In how far are future trainees free to choose their subject? How likely is for them to get
their first choice?
In how far does TVET prepare its trainees for their future employment/selfemployment? Do employers appreciate TVET educated graduates?
To what extent is entrepreneurship training/preparation for self-employment integrated
in the TVET-programmes?
Is there a demand-oriented approach in the TVET sector? (I.e. do the colleges and the
education bureaus appreciate the needs of the employers - private and public - in the
formation of their trainees?). Is there institutionalized cooperation between TVET
providers and employers?
What is the role of private training providers in delivering demand-driven TVET? (i.e.
Where do they stand in comparison to the public providers with regards to quality,
acceptance etc.)
What happens to trainees after they graduate from the TVET institution (tracer-study of
alumni)? (Screening of existing tracer studies). Do the TVET institutions trace their
graduates?
Do TVET institutions help graduating and recently graduated trainees? E.g. posttraining services in helping them to identify micro-financing options, providing start-up
support and business development services, career options, job search, role of
internship.
What is the gender ratio amongst TVET trainees and what in what professional
clusters?
Is female entrepreneurship specially fostered, if so are the specificalities of being a
female in Ethiopia taken into account?
Is there the need to develop special learning materials for TVET e.g. in math?
How many areas of specialization exist within the TVET system, and how were they
defined? Is there the need for a revision of those fields?
What are the opportunities to access TVET in rural areas?
Focal Discussions
The JRM team will also review and discuss a number of recent studies on secondary education and
TVET, which will be identified by the JRM coordinating committee. This include the Study on
“Education for Sustainable Development” described below, which will present its first results during
the JRM.
A discussion on these studies will take place during the first few days of meetings in Addis Ababa
(22-26 October). The reports will be distributed to all stakeholders in advance.
Regional Teams
There will be six teams, each of which will visit one of the following regions:
1. Addis Ababa/Dire Dawa
2. Oromiya
3. SNNPR
4. Tigray/Afar
5. Amhara
6. Gambella
The Ministry of Education, The Ministry of Finance and Economic Development and The Ministry of
Labour and Social Affairs will be requested to assign one representative to each team (six team
members each).
48
Each team will consist of a mix of approximately 14 participants, who will be split up into sub groups
in the regions. The following is an indication of potential participants:
1-2
1
1
1
1
1
1
1
1
1
1
3-4
1
Ministry of Education
Ministry of Finance and Economic Development
Ministry of Labour and Social Affairs
Ministry of Agriculture and Rural Development
Ministry of Health
Ministry of Women Affairs
Regional Education Bureau
Regional Bureau of Finance and Economic Development
Regional Bureau of Labour and Social Affairs
Regional Capacity Building
International Consultants
Development Partner representatives
Civil society representative
Organisation of the visits
Each regional team will visit key stakeholders in a given region. In particular, in 2007, emphasis will
be placed on visiting:
o
o
o
o
o
o
o
Regional Education Bureaus and BOFEDs
Regional Micro- and Small Enterprise Development Agency
Secondary Schools
TVET Colleges & Institutions (public and private)
Employers (private and public)
Teacher Training Institutes
1 Higher Education Institution
Each regional team will begin its visit in the regions by meeting the Regional Education Bureau
(REB). It will then conduct different visits in the region and it will conclude the field trip by returning
to the REB to debrief the REBs and to discuss findings with them. Regional JRM reports will be sent
to the REBs and BOFEDs as soon as they are finalized.
Responsibilities of the regional team leaders and the overall JRM team leader
There will be one team leader per regional team. While assisted by all team members, regional
team leaders will have the responsibility for the entire work of the mission in the regions. They will
lead discussions and ensure that a regional JRM report, following the format set by the overall team
leader, is prepared in due time (draft executive summary and recommendations of the regional
reports to be ready by 12 November; final regional report to be ready by 16 November).
In 2007, two of the regional team leaders will be international consultants. The overall team leader
will not lead a regional team but be member of one of the 6 teams, s/he will also be an international
consultant. Three regional team leaders will be provided from GTZ and one regional team leader
will be provided by the MoE.
The completion of the final JRM report will be the responsibility of the overall JRM team leader. The
JRM team leader will put together a final report based on the regional reports and on discussions
with the regional team leaders and other stakeholders. It will be the responsibility of the overall JRM
team leader to ensure that the final JRM report is well balanced and policy-orientated and that it
reflects the differing needs of the regions visited.
Education officials and Development Partners will comment on the draft JRM executive summary
and recommendations during the last week of the JRM (10-16 November). The ESDP Central
Steering Committee will endorse the final report. The final report will be made available to all
interested stakeholders and will be used as a reference document for the next Annual Review
Meeting.
49
The final report should present a limited number of implementable recommendations.
Calendar
15 October:
Dcumentation made available to all team members by MOE/REBs
22-26 October:
Team leader: preparation of methodological guidelines
29-31 October: JRM Consultative meetings in Addis.
This will include the following:



One day for thematic presentations and discussions
One day for briefing from MoE (and discussions) about the status
of the education sector and relevant policies
A day for orientation for the seven teams
01-09 November
10-16 November:
16 November
Field visits
Conclusion of reporting and feed-back
Presentation first draft report to H.E. Minister of Education
Psentation of first draft report to Development Partner group
Couding dinner
30 November: Team leader submits final draft report
07 December Last day for substantial comments on the final draft report to be forwarded to the
teamleader
14 December Team leader submits final report to JRM secretariat
21 December: Final report approved and endorsed by Central Steering Committee
.
50
Annex 2
Bibliography
AFD/GTZ 2006
Vocational Training in the Informal Sector , Working Paper Draft , Richard
Walther, November 2006
ARM 2007
Summary Proceedings of the Ninth ESDP Annual Review Meeting (2007).
DIFID 2007
Technical and Vocational Skills development, April 2007
Ecbp 2006
Guidelines for conducting Graduate's Tracer study and Software Applications
for Data collection Compilation and evaluation
Ecbp & MoE 2006a
National TVET Strategy. Discussion Draft approved (2007)
Ecbp & MoE 2006b
Ethiopia TVET Qualification Framework
Ecbp & MoE 2006c
Non-Formal TVET Implementation Framework
Ecbp & MoE 2006d
Pathways TVET.
Ecbp & MoE 2007a
Ethiopian Occupational Standards EOS Development guideline
Ecbp & MoE 2007b
Cooperative training framework
ESDP JRM 2005
ESDP Joint Review Mission Education Sector Development Programme II.
Joint Review Mission 2005. (February 6 2006).
ESDP JRM 2006
ESDP Joint Review Mission Education Sector Development Programme III.
Joint Review Mission 2006. (December 2006).
Heugh,K 2007
Study on Medium of Instruction in Primary Schools in Ethiopia: final report
(Commissioned by the Ministry of Education, January)
Education Sector Development Program III 2005/2006 – 2010/2011
(1998 EFY – 2002 EFY) Program Action Plan (PAP)
Education Statistics Annual Abstract, E.C. 1998.
Poverty Reduction and Capacity Building through Livelihood Skill Training at
CSTCs and VTCs
MoE 2005
MoE 2007
MoE, IIZ-DVV 2005
MoE, IIZ-DVV 2006
National Adult Education Strategy
MoE, IIZ-DVV,
UNESCO 2006
National alternative basic education strategy for out of school children
MoFED 2006
Ethiopia: Building on Progress
A Plan for Accelerated and Sustainable Development to End Poverty,
September 2006
TVET Reform - Professor Dr. Hermann Schmidt, Addis Ababa, 19 February
2007
51
Annex 3
Composition of the regional teams
EDUCATION JRM 2007: LIST OF PARTICIPANT & REGIONS
Oromia
SNNPR
Dire Dawa/Addis
Ababa
Gambella
Amhara
Tigray/Afar
Evelyn Stockell,
GTZ
Ms Florence
Ssero, UNESCO
Mr Andes Wirak
International
Consultant
Mr John Virtue,
MoE ESDP
Mr Bisuneh
Tekele, MoE
Steffen
Roetcher, GTZ
Ms Sara Marazzi,
Education TWG
(Italian Dev.
Cooperation)
Ato Workiye
Tegegn, Finland
Embassy
Ms Davetta Samuels,
UNESCO IICBA
Walter d’Hondt,
BTC
Ato Solomon
Takele,
UNICEF
Mr Ben van
Baren,
International
Consultant
Ato Demissie
Legesse, USAID
Ms Yumiko
Mamakawa, JICA
Ato Kefyalew Ayano,
UNICEF
Ato Temesgen
Kebebew, MoE
Gender
Ato Mamo
Getahun,
WFP
Emanuele
Fantini, Italian
Development
Cooperation
Ms Maria Mdachi,
UNICEF
Ato Shimeles
Worku, WB
Mr. Richard Webber,
Ato Temesgen
Kibebew, MoWA
Ato Seifu Ali,
UNICEF
Ms Mieke Vogels,
Netherlands
Embassy
Derje Alemu, MoE
TVET
Mr. Jakob Norman,
EC
Ato Abebe
Basazinew, MoE
Curriculum
Ayenalum
Meshesha,
MoFED
Ato Tenaye
Assefa, MoE
ESDP
Mrs Eeva KaisaLinnen, Finland
Embassy
Yasabu Berkneh
Mr. Phil Johnson,
MoE ESDP
Ato Solomon Teferi,
Exams. Agency
Ato Demessew
Alemu, MoARD
Azab
Lemma,
MoFED
Gebre Medin
Demelesh
Megersa, MoFED
Ms Olga de Biaggo,
Italian
Development
Cooperation
Ato Hailu Kassa,
MoFED
Ato Girama
Woldetsadik,
ADB
Ato Gushaw
Geda,
MoARD
Ato Adugna
Alemen, MoE
Higher Ed
Getenesh Asfaw,
MoARD
Ato Alemayu Assfu,
MoFED
Ato Andualum
Tenawe, A.A.
Finance Bureau
Mr. Chris Berry,
DFID
Ato Asfaw
Mengistu, MoARD
9
8
MoE TDP
Ato Bizuneh
Feten, MoH
REB Tigray
? Afar
Bizuayehu
Birhanu,
MoARD
7
6
8
6
52
Table 2.1
GER 9-10 in regions visited
GER 9-10
1998
1999
Federal
Male
Female
Addis
Male
Female
Afar
Male
Female
Amhara
Male
Female
Dire
Male
Female
Gambella
Male
Female
Oromia
Male
Female
SNNPR
Male
Female
Tigray
Male
Female
33.2
41.6
24.5
81.9
43736
44618
6.6
6.9
6.3
NA
37.2
45.2
28.6
88.7
45993
48143
NA
NA
69.022
46.22
67.7
NA
78.6
54.7
NA
35.3
47.4
23.0
27.4
36.3
17.9
38.8
45.8
35.7
38.0
50.0
25.0
30.1
39.7
19.9
45.4
50.1
40.6
22
Ababa
Dawa
Remarks
Excluding
evening
schools. For 1998 incl.
e.s. M 55466 F 56116
NA
Unreliable data: target
and result exactly the
same
Indicated to be unreliable.
Many over-aged, 20-30
and some >30.
Data for 1997
53
Annex 4
Suggestions for the JRM process

For the preparation of the teams briefings were given on issues that were relevant
with the exception of Higher Education and HERQA which were rather difficult to
connect. Focus of the presentations themselves was not sufficient, the character
very general and not clearly related to the theme of the JRM. This was in spite of
the fact that part of the presentators had been briefed, be it shortly before the
presentation was held. Subjects for presentations should be selected with more
care, presentators should be the really knowledgeable people and they should be
properly briefed.

With regard to the visits there are no special issues that are not known from former
JRM, like problems due to distance, accommodation, etc.

A more fundamental point is on the ToR for the mission the invariably addresses
the point of the assessment of the performance over the past year. Very relevant in
itself, but difficult to realize in the setting of the JRM. Time is short, teams are
inexperienced and, very important, data necessary for the analysis of the
performance in relation to the indicators are difficult to get. It is thought that the
teams are not the indicated instrument for this task. If the real objective is to assess
performance the task should be given to a consultant who can carry out the field
visit after proper preparation and with sufficient time.

The theme, the degree of demand orientation of post-primary education was
relevant and interesting. The approach provided a good framework but it was
complex and probably worked out in too much detail. This has given some
difficulties as can also be seen in the regional reports. However, it is thought that
the result provides interesting information that is apt to be built upon.

Reporting is quite a task for the teams and time is short. This goes at the cost of
discussion and reflection between team members. One wonders whether there are
other ways of sharing results than through reports. This is of course very much
related to the requirements and interests of MoE and Development Partner
community. But it would be interesting to see if other forms are acceptable and
feasible, exploration of a theme for instance by different teams and in different
regions. And sharing the results during a workshop of two days, with thorough
discussions on the different findings. This may be far more productive than the
production of reports by individuals.
It is proposed, just as a suggestion, that the Coordinating Committee discusses these
questions, on the relevance of performance assessment in the setting of the JRM and
on the way in which one wants to share findings.
54
Annex 5
Flows of students secondary education
Higher Education
1.600 (5%) 12+
6.150 (17%)
Second Cycle
11-12
TVET
10+1, 10+2, 10+3
7.750 (22%)
3.900 (11%)
First Cycle
9-10
23.850 (67%)
35.500 (100%)
Influx from 8th grade
Influx into Secondary 10th grade: GE 1998 is 76937 students, GER growth 1997-1998 is
about 17% overall (male and female together) 41500 are 9th grade and 35500 are 10th
grade.
We assume that in 1997 a total of 35500 students entered 9th grade of whom 29900 took
the exam for 10th grade in 1998. The difference is caused by drop outs, repeaters and
students who withdrew from examination. Of those 29900 a total of 3917 enrolled in TVET
and 7755 were admitted to 11th grade, leaving 23828 students who left the education
system with a certificate or as a drop out. Part will possibly repeat.
In 1998 GE 11-12 was a total of 12127 students of whom 7755 were in 11th grade, the
influx, and 4372 were in 12th grade. Of the latter 4393 took the exam for 12th grade.
Assuming that students with more than 250 points (this is probably closer to 280 but not
presented as such in the table) flow into HE, this would sum up to 1589. Thus 6166
students left the formal education system with a 12th grade certificate or they dropped out.
Part will possibly repeat.
The figures in the scheme have been rounded off due to their approximative character.
It has to be stressed that these figures are approximative and that the only way to get
exact figures is to follow a cohort. However, the numbers give an insight in the order of
magnitude of the flows. This indicates that of the students who enter 10th grade
approximately 67% leaves the system with a certificate and few as drop outs. Their
preparation for the world of work is very limited. About 17% leaves the system with a 12th
grade certificate or as a second cycle secondary drop out (minority) and with comparable
limitations as to their preparedness for the world of work.
55
Annex 6
Guidelines
ESDP JOINT REVIEW MISSION 2007
1
Purpose and objectives
1.1
Purpose
The purpose of the JRM is to assess the performance of the education sector and
identify key actions that can contribute towards qualitative and quantitative improvements
in the sector. This will be done through a review of progress reports and studies in
conjunction with field visits.
The JRM should be fed by the results of the Annual Review Mission (ARM) 2007 and in
turn feed into the ARM 2008.
1.2
Specific objectives of the JRM
The ToR state that “The first objective of the JRM will be to review the overall
progress of ESDP implementation during the previous fiscal year, with special emphasis
on qualitative (e.g.: teacher/pupil ratio, qualifications, textbook availability in classrooms,
mainstreaming of gender equity measures) and quantitative achievements, as well as
efficiency.”
This JRM will only cover part of this objective, which in fact addresses all elements of the
Ethiopian education system. Field visits and data collection will be concentrated around
the theme for this JRM “Post-primary Education and the transition to world of work” and on
the tuning between First and Second Cycle Secondary, TVET and Higher Education. The
scope of this JRM will therefore be on these elements and on the non-formal system
related to “the world of work”.
“The second objective of the JRM will be to focus on the theme “Post-primary Education
and the transition to world of work”. The aim of this part of the JRM is to investigate
whether post-primary education (leaving out tertiary education) prepares its graduates
sufficiently for the post-school life. The JRM shall in particular scrutinize in how far the
education system in Ethiopia is demand driven and how this could be improved.” Along
with this the ToR express an interest in the question in how far tuning between different
education levels and coaching of students in the preparation of choices to be made are
adequate.
Visits to a number of regions will support data collection. The following regions will be
visited: 1. Addis Ababa/Dire Dawa
2. Oromiya
3. SNNPR
4. Tigray/Afar
5. Amhara
6. Gambella
2
Tasks of the JRM mission
2.1
Overall progress of ESDP implementation
56
a Review in the regions that are visited ESDP implementation and assess the overall
performance of the ESDP programme for First23 and Second Cycle Secondary and
TVET against planned educational goals and set targets. The Mission will look for
evidence of the programme’s performance at the relevant federal levels and institutions
within the system.
b Identify areas of success as well as constraints in achieving planned educational
goals and targets, and analyze with the stakeholders the factors which have been of
influence on the achievement of these results. Collect suggestions for improvements.
Draw lessons from this analysis.
Ad a. Assessment of overall performance
The achievements to be assessed regard the following:
Overall performance and general progress in improving access, quality, efficiency and
equity of education in Ethiopia.
a. Effectiveness in management issues as financial planning, budget utilization,
administration, reporting and capacity building.
Methods of assessment:


Collect data on educational performance indicators at Regional and school level,
using standardized formats. The responsible persons at the various levels will be
asked to fill in the forms.
Interviews with responsible officers and stakeholders on these issues.
Instruments:
Formats for collecting data on educational performance indicators and income generation
in Annex 1

Checklist of relevant topics on performance issues (Annex 2)
Ad b. Areas of success and constraints
Areas of success and constraints are identified and analyzed with the various stakeholders
and suggestions for improvements are collected. The team draws lessons from this.
2.2
Post-primary education, tuning between education levels and transition to
the world of work
On the next page there is a schematic representation of the part of the education system that is
considered in the specific part of this JRM. The diagram shows the different interfaces that have to
be considered: the interface between the education system and Ethiopian society with its world of
work and the interfaces between the different education levels.
23
Data collection on First Cycle Secondary may be limited
57
Interface
Ethiopian Society/ World of
Work
School system – Ethiopian
Society/
World of Work
Degree
Higher Education
Drop out
12+
Certifi
cate
Certificate
Second Cycle
Secondary
Drop
out
TVET
Drop out
10+1, 10+2, 10+3
11-12
Certificate
First Cycle
Secondary
Drop out
9-10
Ethiopian Society/ World of
Work
Interfaces between
levels of education
Influx students from primary
level
The scheme only presents the formal, public system. We also have to realize that formal
training is also provided by employer-based in-house TVET schemes of public and private
companies24, TVET schools run by NGOs and private commercial TVET providers.
Informal, non systematically recorded programmes offer employment-oriented training to
various target groups, including school leavers, people in employment, school drop outs
and marginalized groups in the labour market. Traditional apprenticeships are another
source for employment oriented training. The JRM will cover institutions of the formal
public and private system and Community/NGO Skill Training Centers (CSTC)
It is the task of the teams to:
a
explore in how far different levels of education are tuned and
b
in how far the education system is demand driven
Strengths and weaknesses in the system will be identified and suggestions for
improvements will be given.
The teams will do this by exploring the interfaces as indicated in the scheme. Mechanisms
and factors influencing functioning in the non-formal system will also be explored.
Methods of assessment:


Gather insight in the actual situation through reading of key documentation and
discussion in the team.
Interviews with responsible officers and stakeholders.
Instruments:
24
E.g. Ethiopian Airlines. Numbers of trainees very limited
58

Checklist of relevant topics on linkage issues (Annex 3)
Mechanisms and factors influencing functioning in the on-formal system will be identified
and analyzed with the various stakeholders and suggestions for improvements are
collected.
3
Documented sources of information
Documents have been compiled for review by the JRM. Key documents are available as
hard copies for all team members. Documents that provide background information on
more specific topics and policy matters are available with the regional team leader on a
CD-ROM.
A list of this documentation is attached as Annex 4.
4
Teams and organization
The composition of the regional teams and their travel schedules are enclosed as Annex
5.
In order to increase visits’ efficiency it is recommended to split up the team in 3 groups.
One will concentrate on Performance, one on the issues with regard to the Interfaces
between different education levels and one on the Interface between the school system
and the world of work.
The teams are supposed to really work as a team under the guidance of the regional team
leader. The regional team leader assigns specific tasks to team members, manages the
field missions, sees to it that the assignment is carried out according to the agreed
guidelines, and compiles the report on the field visit according to the agreed reporting
format (see paragraph on reporting). Each member of the team is responsible to the team
leader.
During the field mission the following rules apply:
1. Take the JRM as seriously as possible. This is a full time assignment ( 29 October – 16
November) for all members. Consultants and Government representatives are
expected to continue with the JRM through and through.
2. Travel light; one vehicle may be the only option at times.
3. Wrap up the day’s activities before going to bed
4. Bring your malaria pills with you
5. Leave your itinerary and contact details with your family (regional teams fill in the
Participants’ Information Form, attached as Annex 6.
6. Every regional team leader needs to have the contact details of Ato Tizazu and Ato
Aberra Makkonnen who will be in Addis all the time.
Ato Tizazu
01111564042 and mobile 0911 249434
Ato Aberra Makkonnen 01115510088 and mobile 0911 208941
5
Reporting
A reporting format for the field missions is included in Annex 7. At day two after
completion of the field missions, the regional team leaders submit an executive summary
and recommendations to the team leader, according to the format provided (Annex 8).
This executive summary systematically covers all review topics listed above.
59
The schedule of reporting is as follows:
Sunday 11 November - afternoon: regional team leaders submit executive summary to
team leader.
Tuesday 13 November - afternoon: team leader discusses with regional team leaders
major findings, conclusions and recommendations.
Friday 16 November
-Presentation first draft report to H.E. Minister of Education
-Presentation of first draft report to Development Partner group
-Afternoon: draft regional reports are ready and handed in
-Concluding dinner
60
Annex 1. Formats for collecting data on educational performance indicators
Form 1 – Secondary Schools: educational data and data on income generation
Name of region
Name of wareda
Name of school/institution
Type of
school/institution25
GER and NER indicators do not make sense for secondary schools as students may come
from neighbouring woredas etc. I.e. the catchment area is undefined, thus the school age
population is not identifiable.
Baseline
EC 1998
Target
EC 1999
Result
EC 1999
Target
EC 2000
Raw data allowing calculating ESDP 3 indicators
(see form 3)
Enrolment Gr 9-10
Boys
Girls
Enrolment Gr 11-12
Boys
Girls
Grade 11 Admission
Boys
Girls
Number of teachers Gr 9-12
Number of qualified teachers Gr 9-12
Number of sections Gr 9-12
Number of textbooks found in the school
25
Secondary Gr 9-10, Secondary + Preparatory
Public – Private – Religeous – Community
Range of grades taught
61
Revenues and expenditure
EC 1998
EC 1999
Expected
EC 2000
Total revenue
Revenue generated by institution
Source(s) of generated revenues: a)
b)
Expenditure allowed ?
Expenditure on : a)
b)
c)
62
Form 2 – TVET Institutions educational data and data on income generation
Name of region
Name of wareda
Name of TVET Institution
Type of TVET
institution26
Baseline
EC 1998
Target
EC 1999
Result
EC 1999
Target
EC 2000
Raw data allowing calculating ESDP 3 indicators
(see form 3)27
Enrolment 10+1
Boys
Girls
Enrolment 10+2
Boys
Girls
Enrolment 10+3
Boys
Girls
Enrolment Non-Formal
Attach enrollment data by field of specialization/occupational title per TVET
institution visited. These are available.
TVET Teachers by Qualification
26
10+1; 10+2; 10+3; non-formal
Public – Private – Religious – Community
27
Enrolment figures for 10+1 to 10+3 include formal evening classes
63
Level
Male
Female
Total
Below certificate
Certificate
TVET Diploma
BA/BSc
MA/MSC
Others
Equipment
How do you rate the appropriateness of equipment available at the specific TVET
Institution28
Fully in line with the
demands of the
local labor market
Largely in line with
the demands of the
local labor market
1
2
More or less in line
with the demands of
the local labor
market29
Hardly in line with
the demands of the
local labor market
Not at all in line with
the demands of the
local labor market
4
5o
3
Revenues and expenditure
EC 1998
EC 1999
Expected
EC 2000
Total revenue
Revenue generated by institution
Source(s) of generated revenues: a)
b)
Percentage of revenue returned to treasury/regional
administrations
Percentage of revenue retained for own operational
budget
Expenditure on :
Form 3- Regional educational data
28
Ask separately TVET staff, TVET students, employers/enterprises and give your own assessment
as JRM Team.
29
Give this rating also if some departments are to be rated 1 or 2, but others 4 0r 5.
64
Name of Region:
Name of REB:
Date:
Baseline
EC 1998
Target
EC
1999
Result
Target
EC 1999 EC 2000
2. ACCESS INDICATORS
2.830 Gross Enrolment Rate - Secondary 9-10
2.7.1 Male
2.7.2 Female
2.9 Admission to Preparatory 11
2.9.1 Male
2.9.2 Female
2.10 Admission to TVET
2.10.1 Male
2.10.2 Female
2.11 Admission to Degree program
2.11.1 Female
2.11.2 Male
2.12 Admission to Post graduate program
3. QUALITY INDICATORS
3.8 Secondary 9-12 student/teacher ratio
4. EFFICIENCY INDICATORS
4.3 Secondary school student/section ratio
6. GENDER PARITY INDEX
Secondary (9-10)
Standard Region Education Data form has been adapted to the JRM’s requirements.
Original numbering has been maintained.
30
65
List of TVETs
-Public TVETs
-Private TVETs with accreditation
-Private TVETs without accreditation
-CSTCs
Please indicate year of establishment and year of accreditation when applicable
66
Annex 2
Checklist (on performance issues, successes and constraints,
suggestions for improvements)
1. Performance issues:
a. Collect quantitative performance indicators using Forms 1-3.
Discuss
2. Access issues:
a. factors which influence access (which are those; how to deal with them?)
3. Quality issues:
a. factors influencing the quality of teaching like quality of the lecturers,
curriculum, availability of textbooks, school facilities (including equipment
and materials for practical training)
4. Efficiency issues:
a. number of trainees in a class, drop out (reasons; predominant groups)
5. Equity issues:
a. factors which influence the enrolment and retention of female trainees
b. factors which influence the share of female lecturers at institution
6. Management issues:
a. staffing situation at the institute: problems in staffing and capacities of staff
b. problems in planning, budgeting, administration, reporting….
c. availability of guidelines, procedures, manuals, formats ….
d. school management (quality, plans and actions for improvement)
e. hiring of lecturers: process of planning and budgeting
7. Financial issues
a. income generating initiatives, sources, expenditures
b. adequacy of available funds (utilization of funds; areas of under-funding)
8. Capacity building
a. staff capacity needs and staffing of the institution (filling the gaps;
identification of training needs; ways and means of staff training; availability
of resources)
9. Gender
a. factors which influence the share of female teachers at the institution (e.g.
recruitment policies, cultural traditions)
b. training on gender issues (what is done; experiences; results?)
c. gender sensitive content of curricula en textbooks
d. guidelines on gender issues issued?
10. What is planned or done to improve the situation in the different areas?
11. Successes and constraints
a. What are major successes in the training programme and its
implementation, and why?
b. What are major constraints in the programme and its implementation, and
why? How does one cope with these constraints?
12. Recommendations and suggestions
67
a. What needs to be done to improve quality of training programmes and
delivery (funds; policies; capacities; modes of delivery; management;
relevance etc.)? What can be done by the institutions themselves? What by
the Regions and federal government?
68
Annex 3
Checklist on linkage to the professional world and tuning
between education levels
Consider this list as a check list. The questions are a support to help you cover subjects
that may be interesting. Do not try to cover them all in one interview. The list will then end
up in kind of a straight jacket. Go through it at night and compare it with what you have
been discussing during the day. You can fill in gaps in the next interview. You are invited to
come up with other issues when you think them interesting. Please fit them under the right
chapter and there is always “others” when it does not fit.
The idea is to start the interviews with an open question, which allows getting an
impression of how demand orientation and the need and possibilities of linking the different
institutions/entities are perceived by the interviewees. Then a sequence of questions is
prepared that facilitates a more systematic collection of data, opinions and ideas that can
contribute to a sketch of the situation around education and demand orientation in
Ethiopia.
3.1
First cycle secondary
1. General
a. You are an institution that prepares students for either going to the Second
Secondary Cycle or TVET. How are contacts with the TVET level organized
and how do you appreciate the present situation?
2. Mechanisms for tuning with TVET institutions
a. Are there contacts of your school with TVETs to discuss the preparation
/the needs of students who intend to attend TVET?
b. Are you in any way involved in the development/adaptation of the
curriculum in view of better tuning it to TVET requirements? Do
mechanisms exist for this purpose to your knowledge (official or through
own initiative)
c. Are there mechanisms or initiatives to facilitate communication between
secondary schools/your school and TVET institutions. How do they
function? Is their existence important?
d. Are there any contacts with the non-formal professional training sector?
3. Quality of preparation of students for TVET
a. Do you know how your students perform after having entered into TVETs?
Are there mechanisms for follow up. Are they part of the education system
or do they result from the initiative of your school or a TVET?
b. If there is no organized follow up, how do you think your students perform?
What are your sources of information for this assessment?
c. Are there initiatives to better tune preparation of students to requirements of
TVET? Which ones?
d. What are causes for insufficient preparation of students and what can be
done so that first cycle secondary schools prepare their students better for
enrolment in TVET? ( at the level of the region, the TVET institutions, first
cycle secondary schools in general, your own school)
e. If you have ideas for improvements, are there channels to communicate
them to relevant persons/institutions?
4. Preparation of students for study and career choice (Also to be discussed with
students)
a. How do you support your students in making their choice for the next step in
their education? Is there counselling/other activities in this respect?
69
b. How is the counselling conducted – in cooperation with relevant
stakeholders (i.e. TVET, representatives of possible areas of employment?
How effective is the counselling ?
c. How are the choices for the next step made?
d. In how far are future trainees free to choose their subject? How likely is it for
them to get their first choice?
e. In case of students’ drop out, is there any initiative from your side to support
them in finding their way in the non-formal professional training sector?
5. Initiatives for improvement
a. Have you taken any initiatives to improve the situation for your students and
your institution?
b. If so, which initiatives? If not, what prevents you from taking initiatives?
6. Other issues
a. Access
Can your school enrol all students who are interested. If not what are
limiting factors?
b. Gender
What at secondary level prevents female students from transfer into
the tertiary system?
7. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
8. Suggestions and recommendations
a. What could be done to improve demand orientation in your relation with
TVET? Consider possibilities for the both institutionalized and own
initiatives of institutions.
b. What would you recommend to i) authorities and ii) to your own
organization in order to get a more demand driven system?
70
3.2
Second cycle secondary
1. General
a. You are an institution that prepares students for either going to Higher
Education or to the World of Work. Are arrangements made with Higher
Education and/or WoW in order to respond to their demands and how do
you appreciate the present situation?
2. -Mechanisms for tuning with Higher Education and WoW
a. Are there contacts of your school with HE institutions and WoW like
Chamber of Commerce, employers/entrepreneurial associations in order to
be able to better respond to their demands?
b. Are you in any way involved in the development/adaptation of the
curriculum in view of better tuning it to HE and WoW requirements? Do
mechanisms exist for this purpose to your knowledge (official or through
own initiative)
c. Are there mechanisms or initiatives to facilitate communication between
secondary schools/your school and HE and WoW institutions. How do they
function? Is their existence important?
3. Quality of preparation of students for HE or WoW
a. Do you know how your students perform after having entered into HE or
WoW? Are there mechanisms for follow up like tracer studies? Are they part
of the education system or do they result from the initiative of your school or
a TVET?
b. If there is no organized follow up, how do you think your students perform?
What are your sources of information for this assessment?
c. Are there initiatives to better tune preparation of students to requirements of
HE/WoW? Which ones?
d. What are causes for insufficient preparation of students and what can be
done so that second cycle secondary schools prepare their students better
for enrolment in HE or integration in woW? ( at the level of the region, the
TVET institutions, second cycle secondary schools in general, your own
school)
e. If you have ideas for improvements, are there channels to communicate
them to relevant persons/institutions?
4. Preparation of students for study and career choice (Also to be discussed with
students)
a. How do you support your students in making their choice for the next step in
their education? Are there counselling/other activities in this respect?
b. How is the counselling conducted – in cooperation with relevant
stakeholders (i.e. TVET, representatives of possible areas of employment?
How effective is the counselling?
c. How are the choices for the next step made?
d. Is this choice realistic in the sense that it duly considers opportunities in the
labour market? Have students been properly informed about the
considerations that are relevant/important ( e.g. possibilities on the labour
market, intellectual and social capacities) when making their request for
admission?
e. In case of students’ drop out, is there any initiative from your side to support
them in finding their way in the non-formal professional training sector?
5. Initiatives for improvement
71
a. Have you taken any initiatives to improve the situation for your students and
your institution?
b. If so, which initiatives? If not, what prevents you from taking initiatives?
6. Other issues
7. Access
a. Can your school enrol all students who are interested. If not what are
limiting factors?
8. Gender
a. What at secondary level prevents female students from transfer into the
tertiary system?
b. Is female entrepreneurship specially fostered, if so are the specificities of
being a female in Ethiopia taken into account?
9. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
10. Suggestions and recommendations
a. What could be done to improve demand orientation in your relation with HE
and WoW? Consider possibilities for both official and own initiatives of
institutions.
b. What would you recommend to i) authorities and ii) to your own
organization in order to get a more demand driven system?
72
3.3
TVET
In relation to the interface TVET – HE the check list does not explore possibilities to better
tune these levels in the sense that students would be better prepared to make this step.
Intention is in fact to discourage this path and stimulate TVET certificate holders to enter
WoW. Focus on this interface is on why TVET is not a preferred choice for students.
1. General
a. You are an institution that prepares students for the World of Work. Are
arrangements made with representatives of WoW in order to respond to
their demands and how do you appreciate the present situation?
2. Mechanisms for tuning with WoW
a. Are there contacts of your TVET with WoW like Chamber of Commerce,
employers/entrepreneural associations in order to be able to better respond
to their demands?
b. Are you aware of the Ethiopian Occupational Standards? How secure do
you feel in applying them?
c. Are you in any way involved in the development/adaptation of the
curriculum in view of better tuning it to WoW requirements? Do mechanisms
exist for this purpose to your knowledge (official or through own initiative)
d. Is there a demand-oriented approach in the TVET sector? (I.e. do the
colleges and the education bureaus appreciate the needs of the employers
- private and public - in the formation of their trainees?).
e. Are there mechanisms or initiatives to facilitate communication between
TVETs/your school and WoW institutions. Is there institutionalized
cooperation between TVET providers and employers?
f. How do they function?
g. Is their existence considered important by stakeholders?
3. Quality of preparation of students for both TVET and WoW
a. Does general secondary education (grade 9&10) prepare its students
sufficiently for TVET in the academic fields of specialization? (i.e. do the
TVET teachers deem their students having the necessary prequalification to
efficiently study the field of specialization enrolled in, e.g. in maths, etc) ). In
which areas is preparation inadequate? What are causes for inadequate
preparation (e.g. curricula, quality of preparatory schools, selection of
students, others)?
b. How many areas of specialization exist within the TVET system, and how
were they defined? Is there the need for a revision of those fields?
c. To what extent is entrepreneurship training/preparation for self-employment
integrated in the TVET-programmes?
d. Do you know how your students perform after having entered into WoW or
said in a different way, in how far does TVET prepare its trainees for their
future employment/self-employment? Do employers appreciate TVET
educated graduates?
e. What is your judgement on the relevance and quality of the present TVET
training?
f. Are there mechanisms for follow up certificate holders like tracing systems?
Are they part of the education system or do they result from an initiative of
TVET/your school? Does the TVET have tracer studies? (If tracer studies
exist please ask a copy to screen them in view of quality and interesting
data)
73
g. If there is no organized follow up, how do you think your students perform?
What are your sources of information for this assessment?
h. Are there initiatives to better tune preparation of students to requirements of
WoW? Which ones?
i. What are causes for insufficient preparation of students and what can be
done so that TVETs prepare their students better for integration in WoW? (
at the level of the region, the TVET institutions, TVETs in general, your own
TVET)
j. If you have ideas for improvements, are there channels to communicate
them to relevant persons/institutions?
4. Preparation of students for study and career choice (Also to be discussed with
students)
a. Is there pre-TVET counselling on the subjects offered? How much does
counselling consider students’ abilities and interests?
b. How is the counselling conducted – in cooperation with relevant
stakeholders (i.e. TVET, representatives of possible areas of employment?
How effective is the counselling? How effective is the counselling?
c. How do students make the choice for their future employment?
d. In how far are future trainees free to choose their subject? How likely is it for
them to get their first choice?
e. TVET is not a popular choice for students and if they have a certificate they
tend to aim for enrolment in HE. What are causes for this situation? How
could TVET become more attractive? Would for instance a perspective of
well paid employment convince?
f. Do TVET institutions help graduating and recently graduated trainees to find
their position in WoW? E.g. post-training services in helping them to identify
micro-financing options, providing start-up support and business
development services, career options, job search, using internships for this
purpose.
g. In case of students’ drop out, is there any initiative from your side to support
them in finding their way in the non-formal professional training sector?
5. Initiatives for improvement
a. Have you taken any initiatives to improve the situation for your students and
your institution?
b. If so, which initiatives? If not, what prevents you from taking initiatives?
6. Other issues
a. Access
Can your school enrol all students who are interested. If not what are
limiting factors?
b. Gender
i. What at secondary level prevents female students from transfer into
the TVET system?
ii. Is female entrepreneurship specially fostered, if so are the
specificities of being a female in Ethiopia taken into account?
iii. What is the gender ratio amongst your trainees overall and in the
different professional clusters?
c. Public and private TVETs, non formal
i. How do you compare public and private training providers in
delivering demand-driven TVET? (When considering quality,
acceptance, response to WoW requirements, others)
74
ii. How do you compare public and private training providers in
delivering demand-driven TVET? (When considering quality,
acceptance, response to WoW requirements, others)
iii. How intensively are your installations being used throughout the
year?
7. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
8. Suggestions and recommendations
a. What could be done to improve demand orientation in your relation with HE
and WoW? Consider possibilities for both official and own initiatives of
institutions.
b. What would you recommend to i) authorities and ii) to your own
organization in order to get a more demand driven system?
75
3.4
University
The checklist concentrates on the interface between preparatory and HE. Interfaces with
WoW and TVET are not part of the ToR.
1. General
a. You are an institution that receives students from preparatory schools. In
how far are they prepared for their study at your institution?
2. Mechanisms for tuning with preparatory
a. Are there contacts of your institute with the preparatory sector or schools in
order to get a better tuning of students’ preparation to your demands?
b. Are you in any way involved in the development/adaptation of the
preparatory curriculum in view of better tuning it to HE requirements? Do
mechanisms exist for this purpose to your knowledge (official or through
own initiative)
c. Are there mechanisms or initiatives to facilitate communication between
preparatory and HE institutions. How do they function?
d. Do you consider their existence important c.q. should they be created if they
do not exist?
e.
3. Quality of preparation of students for HE
a. To what extent does the preparatory program prepare its pupils adequately
for university education in your opinion? (Is in fact the opening question.
Following questions may also have been touched upon in the response)
b. In which areas is preparation inadequate?
c. What are causes for inadequate preparation (e.g. curricula, quality of
preparatory schools, selection of students, others)?
d. What could be done (more) to improve the situation?
e. Are there initiatives to better tune preparation of students to requirements of
HE? Which ones?
f. What are causes for insufficient preparation of students and what can be
done so that the preparatory sector prepares its students better for HE ( at
the level of the region, the preparatory schools)
g. If you have ideas for improvements, are there channels to communicate
them to relevant persons/institutions?
h. Preparation of students
4. Preparation of students for study and career choice (Also to be discussed with
i. students)
b. Is your institution involved in counselling of future students in order to
support them in their choice for their future study? If so, do you see any
results?
c. How do students make the choice for their future study subject?
d. Have you ideas on how students could be better prepared for their choice?
e. In how far are future trainees free to choose their subject? How likely is it for
them to get their first choice?
f. Do you see possibilities to improve students’ placement?
5. Initiatives for improvement
a. Have you taken any initiatives to improve the linkage between your
institution and the preparatory sector/preparatory schools? Which
initiatives? Do you think that important?
b. If no initiativer are taken, what prevents you from taking them?
6. Other issues
76
a. Gender
7. What at secondary level prevents female students from transfer into the HE
system?
8. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
9. Suggestions and recommendations
a. What could be done to improve demand orientation in your relation with the
secondary sector? Consider possibilities for both official and own initiatives
of institutions.
b. What would you recommend to i) authorities and ii) to your own
organization to improve tuning?
77
3.5
REB
1. General
a. You are responsible for the education institutions in your Region, with the
exception of HE. Demand orientation is the issue of this JRM. In how far is
in your opinion the education system in your region demand driven i) in its
relation to the WoW and ii) internally, when we consider the relation
between the different levels of the system (considering general secondary,
preparatory, TVET and HE).
2. Mechanisms for tuning between levels
a. Is there an institutionalized system to support demand drivenness and
mutual tuning within the education system and of the education system with
WoW?
b. Which measures are taken to tune curricula between the different levels. Is
there a system of monitoring with subsequent adaptations?
c. Do you consider demand orientation of the system important and are
initiatives taken to enhance it for the education the system?
d. Is the REB accessible for initiatives for the improvement of demand
orientation? If so can you give examples?
3. Quality of preparation of students within the system and for their transfer to WoW
a. How is the quality of tuning between the different levels?
b. What are the major problems encountered and on which interfaces?
c. Which measures are foreseen to improve the situation?
4. Preparation of students for study and career choice (Also to be discussed with
i. students)
b. Are there institutionalized systems ( e.g. counselling) to prepare students
for their next step to another education level or to WoW? Are they
adequate?
c. Do you think that such systems are important? Which result would you
expect when a good system would be operational?
d. Are there initiatives to improve the systems?
5. Other issues
a. TVET financing
i. Are TVETs funded by the Region? In which way?
ii. Do TVETs have to return part of the generated revenues? Which
percentage?
6. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
7. Suggestions and recommendations
a. What could be done to improve demand orientation in the system?
Consider possibilities for both official and own initiatives of institutions.
b. What would you recommend to i) authorities and ii) to institutions to improve
demand orientation?
78
3.6
World of Work
1. General
a. This visit takes place in the context of a review that envisages to gather a
better insight in how far and with which quality the education system in
Ethiopia serves the needs of the WoW. What is your global assessment of
education system’s performance?
2. Mechanisms for tuning between training institutions and WoW
a. Are there contacts of your organization with any institution involved in the
provision of training services which envisage to better tune their services to
your demand? You may consider formal TVET (public and private) that may
wish to better prepare students who may be contracted by you, private
organizations providing training of interest to your employees and nonformal Community Skills Training Centres (CSTC). Who took the initiative?
Are these contacts formalized or ad hoc?
b. Are you by any institution invited to participate in the
development/adaptation of their curriculum in view of better tuning it to
WoW requirements? Do mechanisms exist for this purpose to your
knowledge (official or through own initiative)? Would you be interested to
participate? Which point of view would you bring in?
c. Is there a demand-oriented approach in the TVET sector? (I.e. do the
colleges and the education bureaus appreciate the needs of the employers
- private and public - in the formation of their trainees?).
d. Are there mechanisms or initiatives to facilitate communication between
public or private professional training institutions and companies or
representative bodies of employers? How do they function?
e. Is their existence considered important by you and other stakeholders?
Would you invest in them in time and possibly a contribution?
3. Quality of preparation of students for WoW
a. We are interested in the performance of five groups of certificate holders:
General Secondary, Preparatory secondary and TVET (10+1, 10+2, 10+3).
How do you assess their preparedness for the labour market?
b. More specifically, do you observe a difference in quality between certificate
holders from public or private TVETs? What are the differences and in how
far can these be attributed to their training?
c. What is your judgement on the relevance and quality of the present TVET
training?
d. What is your appreciation of CSTC students?
e. For interviewees with a TVET certificate: how do you on hindsight assess
the quality of your TVET training?
f. For entrepreneurs who started a business for themselves and have a TVET
certificate: To what extent did TVET prepare you to start and run your own
business? What was satisfactory and what should be improved?
g. Which elements of professional training would you whish to see improved?
h. Would you be ready to give a contribution to students’ preparation e.g. by
providing internships? What benefit would you expect from this?
i. Do you maintain contacts with training institutions with the intention to
choose the best students when they finish their study?
j. How can professional training be improved in your opinion? Who should
take the lead in order to have the best chances for success?
79
4. Preparation of students for study and career choice (Also to be discussed with
students)
a. Are you involved in any activity geared at information provision to students
in order to support them in making the right choice for their professional
career?
b. Are such initiatives effective in your opinion?
c. Are you aware of any initiative of TVET institutions to help graduating and
recently graduated trainees to find their position in WoW?
5. Initiatives for improvement
a. Have you taken any initiatives to improve the quality of professional training
in order to improve the quality of the labour force in the longer run?
b. If so, which initiatives? If not, what prevents you from taking initiatives?
6. Other issues
a. Access
i. Can your school enrol all students who are interested. If not what
are
limiting factors?
b. Gender
i. Do you consider gender as a factor of influence when you contract
an employee?
ii. Would you contract a qualified woman in a predominantly male
profession?
7. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
8. Suggestions and recommendations
a. What could be done to improve demand orientation of the education sector
in Ethiopia? Consider possibilities for both official and own initiatives of
institutions.
b. What would you recommend to i) authorities and ii) to your own
organization in order to get a more demand driven system?
80
3.7
Community Skills Training Centers (CSTC)
1. General
a. How do you assess CSTC as compared to TVET? Are they complementary
or can they be seen as competing?
2. Mechanisms for tuning with WoW
a. Are there contacts of your institution with WoW like Chamber of Commerce,
employers/entrepreneurial associations in order to be able to better respond
to their demands?
b. Is there a demand-oriented approach in the CSTC sector ? (I.e. do the
colleges and the education bureaus appreciate the needs of the employers
- private and public - in the formation of their trainees?).
c. Are there mechanisms or initiatives to facilitate communication between
CSTCs and WoW institutions. How do they function? Do you consider them
important?
3. Quality of preparation of students for both TVET and WoW
a. To what extent is entrepreneurship training/preparation for self-employment
integrated in the CSTC-programmes?
b. Do you know how your students perform after having entered into WoW or
said in a different way, in how far does CSTC prepare its trainees for their
future employment/self-employment? Do employers appreciate CSTC
educated professionals?
c. What is your judgement on the relevance and quality of the present TVET
training? And on your CSTC training?
d. Are you in any way following your students in view of getting insight in the
performance in their jobs?
e. If there is no organized follow up, how do you think your students perform?
What are your sources of information for this assessment?
f. Are there initiatives to better tune preparation of your students to
requirements of WoW? Which ones?
g. Which support do you get from government to improve the quality of your
professional training?
h. What are causes for insufficient preparation of students and what can be
done so that CSTCs prepare their students better for integration in WoW? (
at the level of the region and of your own TVET)
i. If you have ideas for improvements, are there channels to communicate
them to relevant persons/institutions?
4. Preparation of students for study and career choice (Also to be discussed with
i. students)
b. Is there any counselling for your future students on the subjects offered?
How much does this counselling consider students’ abilities and interests?
c. Which are the considerations/circumstances that make students choose for
CSTC as a training institute?
d. Do CSTC institutions help trainees to find their position in WoW? If so,
how?
5. Initiatives for improvement
81
a. Have you taken any initiatives to improve the situation for your students and
your institution?
b. If so, which initiatives? If not, what prevents you from taking initiatives?
6. Other issues
a. Perspective and funding
i. How do you see your centre develop over the next 5 years?
ii. How are your activities funded? Perspective for the future?
b. CSTCs and TVETs
i. Are you collaborating with TVETs? In which way?
ii. What is the added value of CSTCs as compared to TVETs?
c. Access
i. Can your school enrol all students who are interested. If not what
are
limiting factors?
d. Gender
i. Is female entrepreneurship specially fostered, if so are the
specificities of being a female in Ethiopia taken into account?
ii. What is the gender ratio amongst your trainees overall and in the
different professional clusters?
7. Successes, strengths and constraints
a. What are major successes in establishing linkages, improve response to
demand and support students in decision making on their professional
future?
b. What are major strengths for achieving the issues above?
c. What are major weaknesses for achieving the issues above?
8. Suggestions and recommendations
a. What could be done to improve demand orientation in your relation with
WoW? Consider possibilities for both official and own initiatives of
institutions.
b. What would you recommend to i) authorities and ii) to your own
organization in order to get a more demand driven system?
82
Annex 4.
List of documents
MoE and Education TWG – JRM 2007
Overview: Research and Related Literature
General documents
* ESDP III
* PASDEP
* ARM 2007
* JRM 2006
I. TVET – Core Documents – Ethiopia
* 1. National TVET Strategy, Engineering Capacity Building Program (ecbp & Mo),
August 2006, Discussion Draft approved January 2007
Document outlines the major principles of the intended TVET development for the future
(Replaces and older version adopted in 2002). Main thrust of the strategy is that TVET
development relies on an outcome based system.
2. Ethiopia TVET Qualification Framework, (ecbp & Mo) September 2006
Document proposes an Ethiopian TVET Qualifications Framework (ETQF). It is to be considered
a model, which will be expanded and completed to a full ETQF in a process involving all
stakeholders over the next few years. The ETQF also constitutes the first step towards the
development of a model Ethiopian National Qualifications Framework (NQF), which will
encompass TVET as well as general and higher education. The ETQF will be integrated into this
NQF.
* 3. Non formal TVET implementation framework, (ecbp & MoE), August 2006
Document outlines a framework for the implementation of non-formal TVET. To be seen in
the context of the overall TVET reform, and supplements the new TVET Strategy.
4. Pathways TVET, (ecbp& MoE), October 2006
Concept paper on Pathways in TVET which aims to explain the functions of pathways
within a reformed TVET system. Document indicates clues on different sideward, upwards
and diagonal movement possibilities for different levels in the TVET system and between
TVET and the other educational streams, i.e. general and higher education. Emphasizes
83
the need for integration of the whole education and training band and the need to establish
an umbrella National Qualification Framework to facilitate smooth, well-coordinated
pathways to promote lifelong learning and keep citizens in pace with rapidly changing
technologies. Document lays conceptual ground for different pathways in the education
and training system for enhanced and lifelong development of human resources.
5. National Adult Education Strategy, (MoE, IIZ-DVV), September 2006
Lays down strategic guidelines and implementation framework for the development of
Adult Education. It is to address the educational and training needs of adults (15 years
and over) in general and that of youth and young adults between the age of 15 and 29
years in particular.
6. National alternative basic education strategy for out of school children, (MoE, IIZ-DVV,
UNESC), September 2006
This National Alternative Basic Education Strategy is to lay down strategic guidelines and
implementation framework for strengthening the provision of Alternative Basic Education
(ABE) for children out of school as a significant strategy to ensure universal primary
education for all children in Ethiopian.
7. Ethiopian occupational standards EOS Development guideline, (MoE, OSA Dept, ecbp,
TVET Reform Component), March 2007
Document conceptually elaborates on “Occupational Standards” as a core element of the
Ethiopian National TVET-Strategy and an important factor within the context of the
Ethiopian TVET-Qualification Framework (ETQF).
8. Cooperative training framework, (ecbp& MoE) June 2007.
Document proposes and illustrates a mode of training delivery which involves enterprises
actively in the provision of training, with trainees attending two different venues of learning
– the enterprise and a TVET institution. It suggests a model of how the necessary
interaction between TVET institutions and enterprises can take place.
9. Lecture TVET Reform - Professor Dr. Hermann Schmidt,Addis Ababa, 19 February
2007
II. Gender & TVET – Ethiopia
10.1 Gender Concept Draft, ecbp Oct. 2007 – not to be cited
10.2 Annex to the ecbp Gender Concept Draft Oct. 2007, not to be cited
III. Tracer Study Guidelines, Ethiopia (ecbp & MoE), May 2006
11.1. Tracer Study Guidelines, (Cover and Table of Contents) esbcp, May 2006
84
11.2 Guidelines for conducting Graduate's Tracer study and Software Applications for
Data collection Compilation and evaluation, Dec. 2006
11.3 E.C TVET Graduates Tracer Study Questionnaire for TVET graduates
11.4 Taby Computer training & Consultancy Tutorial on Using Standard Office
Applications for Data compilation and Evaluation November 17-19 2005
IV. Related Literature Ethiopia
11. 5 Technical and Vocational Skills development, DIFID, April 2007
11.6 Technical Diffusion, human capital and market for skilled workers and high level
education in Ethiopia, Italian Development Cooperation, June 2001
11. 7 Strategy for transferring the technical and vocational education and training (TVET)
system reform to the TVET implementing bodies on State and institutional level- Draft
Version only – not to be cited!
11.8 Vocational Training in the Informal Sector, R. Walther, November 2007
* High priority reading as per leading consultant Van Baren
NB Literature Suggestion in keeping with JRM 2007 objectives are very welcomed
especially in the area of post-secondary education!
85
Annex 5.
Composition of the regional teams, travel schedules and
contact persons
EDUCATION JRM 2007: LIST OF PARTICIPANT & REGIONS
Oromia
SNNPR
Dire Dawa/Addis
Ababa
Gambella
Amhara
Tigray/Afar
Ms Evelyn
Stockell, GTZ
Ms Florence Ssero,
UNESCO
Mr Andes Wirak
International
Consultant
Mr John Virtue,
MoE ESDP
Mr Bisuneh
Tekele, MoE
Steffen
Roetcher, GTZ
Ms Sara Marazzi,
Education TWG
(Italian Dev.
Cooperation)
Ato Workiye Tegegn,
Finland Embassy
Ms Davetta
Samuels, UNESCO
IICBA
Walter d’Hondt,
BTC
Ato Solomon
Takele,
UNICEF
Mr Ben van
Baren,
International
Consultant
Ato Demissie
Legesse, USAID
Ms Yumiko Mamakawa,
JICA
Ato Kefyalew Ayano,
UNICEF
Ato Temesgen
Kebebew, MoE
Gender
Ato Mamo
Getahun,
WFP
Mr. Emanuele
Fantini, Italian
Dev Cooperation
Ms Maria Mdachi,
UNICEF
Ato Shimeles Worku,
WB
Mr. Richard Webber,
Ato Temesgen
Kibebew, MoWA
Ato Seifu Ali,
UNICEF
Ms Mieke
Vogels, Neth.
Embassy
Derje Alemu, MoE
TVET
Mr. Jakob Norman, EC
Ato Abebe
Basazinew, MoE
Curriculum
Ayenalum
Meshesha,
MoFED
Ato Tenaye
Assefa, MoE
ESDP
Mrs Eeva KaisaLinnen, Finland
Embassy
Yasabu Berkneh
Mr. Phil Johnson, MoE
ESDP
Ato Solomon Teferi,
Exams. Agency
Ato Demessew
Alemu, MoARD
Azab
Lemma,
MoFED
Ato Girama
Woldetsadik,
ADB
Ato Hailu Kassa,
MoFED
Ato Gushaw
Geda,
MoARD
Ato Adugna
Alemen, MoE
Higher Ed
Ato Andualum
Tenawe, A.A.
Finance Bureau
Ato Bizuneh
Feten, MoH
Ato Bekabtu
Arwaga, MoFED
Bizuayehu
Birhanu,
MoARD
Ato Yohannes
Tefera, MoARD
MoE TDP
philinaddis@yahoo.com
Demelesh
Megersa, MoFED
Ms Olga de Biaggo,
Getenesh Asfaw,
MoARD
Ato Alemayu Assfu,
MoFED
Mr. Chris Berry,
DFID
Ato Asfaw Mengistu,
MoARD
Italian Dev.
Cooperation
Ato Alemayehu Assefu,
MoFED
9
10
8
Regional team leaders in blue.
6
9
9
Team Leader: Ben Van Baren
benvanbaren@hotmail.com
Mobile 913 293 386
Visiting schedules
REGIONAL FIELD VISITS
86
* Please note that additional field visits may be added.
JRM 2007 – Dire Dawa / Addis Ababa
Thursday 01/11/2007:
hotel
Flight ET ADD to DIR dpt:
Meeting with REB
Dire Dawa
Friday 02/11/2007:
Visit Dire Dawa TVET college
Visit Dire Dawa Secondary School
Saturday 03/11/2007:
hotel
Debriefing at REB
Team meeting
Dire Dawa
Sunday 04/11/2007:
Flight ET
Monday 05/11/2007
Visit Addis
JRM 2007 – Amhara
Thursday 01/11/2007:
hotel
Travel Bahir Dar: flight ET
Bahir Dar
hotel
Meeting with REB
Travel to Gondor
Visit Gondor TTC
Visit Fassile Dis Preparatory School
Gondor
hotel
Team Meeting
Gondor
hotel
Gondor
hotel
Visit Kola Deba Preparatory School / 30km from the town
Visit Chelega Preparatory School / 70km from the town
Travel to Desse
Desse
hotel
Visit Desse TVET College
Visit Desse TTC
Visit Memeher Akaleweld Preparatory School
Visit Konebolecha Preparatory School / 23km from the town
Visit Heyeken Preparatory School / 30km from the town
Desse
Friday 02/11/2007:
Saturday 03/11/2007:
Sunday 04/11/2007:
Monday 05/11/2007:
Tuesday 06/11/2007:
Wednesday 07/11/2007:
87
hotel
Travel to Debermarkos
Visit Debermarkos TVET College
Visit Debermarkos Preparatory School
Visit Debermarkos TTC
Visit Dejen Preparatory School
Visit Awebele Preparatory School
Debermarkos
hotel
Travel to Deberberehan
Visit Deberberehan TTC
Visit Heyelemariyam Preparatory School
Visit Debersina Preparatory School
Visit Anewar Preparatory School
Deberberehan
Thursday 08/11/2007:
Friday 09/11/2007:
Travel to Addis Ababa
Addis Ababa: Team meeting analysis and report writing
JRM 2007 – Oromia team
Thursday 01/11/2007:
hotel
Travel from Addis Ababa to Dendi
Visit Ginchi Secondary School
Ambo
hotel
Visit Ambo TVET Institute
Visit Ambo S.D.C.
Ambo
hotel
Team meeting
Ambo
hotel
Ambo
hotel
Travel to Becho
Visit Tulu Bolo Secondary School
Visit Tulu Bolo TVET Institute
Travel to Addis Ababa
Addis Ababa
hotel
Travel to Arsi
Visit Asella Secondary School
Visit Asella Teacher Training College
Visit Asella TVET College
Adama (Nazareth)
Friday 02/11/2007:
Saturday 03/11/2007:
Sunday 04/11/2007:
Monday 05/11/2007:
Tuesday 06/11/2007:
Wednesday 07/11/2007:
Visit Adama University
Travel to Arsi Negele
Visit Arsi Negele Secondary School
Travel to Shashemene
Visit Shashemene Secondary School
88
hotel
Visit Shashemene TVET College
Shashemene
hotel
Travel to Addis
Travel to Gerare Jerse /North Shewa/
Visit Fecha TVET
Visit Fecha Secondary School
Addis Ababa
Thursday 08/11/2007:
Friday 09/11/2007:
Meeting with Regional Education Bureau
Addis Ababa: Team meeting analysis and report writing
JRM 2007 – Gambella team
Friday 02/11/2007
hotel
Travel to Gambella: flight ET
Meeting at REB
Visit BoFED
Gambella town
hotel
Team meeting
Gambella town
hotel
Gambella town
hotel
Gambella Teacher Training and Health Science Institute
Gambella Secondary School
Gambella town
hotel
Travel from Gambella to Abobo Woreda ( 50km drive)
Visit Abobo Secondary School
Gambella Town
Saturday 03/11/2007:
Sunday 04/11/2007:
Monday 05/11/2007:
Tuesday 06/11/2007:
Wednesday 07/11/2007:
Travel from Gambella to Apeno
Visit Apeno TVET College
Visit Etange Secondary School
Thursday 08/11/2007
TBC
Friday 09/11/2007
Flight ET
Addis Ababa: Team meeting analysis and report writing
JRM 2007 – SNNPR team
Thursday 01/11/2007
Travel by car from Addis to Awassa
89
hotel
Awassa
hotel
Meeting with REB
Visit Hawassa TVET
Visit TTC
Awassa
hotel
Travel to Welayta Sodo woreda (3h drive)
Sodo town
hotel
Team meeting
Sodo town
hotel
Visit Sodo Secondary School
Visit Boditi Preparatory School
Visit Boditi TVET
Sodotown
hotel
Travel to Hossana (2h drive form Sodo)
Visit Hossana TTC
Visit Hossana TVET
Hossana town
hotel
Travel to Arebamenech
Arebamenech town
hotel
Visit Arebamenech TTC
Visit Arebamenech TVET
Travel to Awassa
Awassa
Friday 02/11/2007
Saturday 03/11/2007:
Sunday 04/11/2007:
Monday 05/11/2007:
Tuesday 06/11/2007:
Wednesday 07/11/2007:
Thursday 08/11/2007
Friday 09/11/2007
Travel to Addis Ababa
Addis Ababa: Team meeting analysis and report writing
JRM 2007 – Tigray/Afar team
Thursday 01/11/2007
hotel
Travel to Mekelle: flight ET
Mekelle
hotel
Meeting at REB
Visit BoFED
Visit Atse Yohannes Secondary School
Visit Mekelle TTC
Mekelle
hotel
Team meeting
Mekelle
Friday 02/11/2007
Saturday 03/11/2007:
90
Sunday 04/11/2007:
hotel
Mekelle
hotel
Visit Mekelle S.D.C.
Travel form Mekelle to Wekero (50km drive) visit Wekero
Travel
to Hewezen
Secondary
School and visit Masho Secondary School
Travel to Tsaeda Amba and visit Edagahemus Secondary School
Adigerate
hotel
Visit Adigerate S.D.C.
Visit Ageazi Secondary School
Travel to Mekelle
hotel
Travel by car from Mekelle to Afar
Semera town
hotel
Meeting with REB
Visit BoFED
Visit Semera Secondary School
Semera town
hotel
Visit Semera University
Travel from Semera to Asayeta
Visit Asayeta TTC
Visit Asayeta TVET
Asayeta town
Monday 05/11/2007:
Tuesday 06/11/2007:
Wednesday 07/11/2007:
Thursday 08/11/2007
Friday 09/11/2007:
Saturday 10/11/2007:
Debriefing with REB
Travel to Addis Ababa
Contact persons in the region
91
Annex 6
Participants’ Information Form
ESDP JRM 2007 Participants’ Information
Region_________________
Regional Team Leader______________
Please PRINT ALL ENTERIES.
N
o.
participant’s full name
agency+
phone no
home
details
contact remarks
1
2
3
4
5
6
7
Note: The Regional Team Leader will have this complete list at all times during the JRM
for any eventualities
92
Annex 7
1
1.1
1.2
2
Reporting format for the field missions
INTRODUCTION
The Joint Review Mission
Objectives and approach taken
THE ….. REGION
2.1
2.2
2.3
General information
The development policy of the region
Objectives and strategies for TVET (public/private/non-formal) in the region
3
PERFORMANCE
known.
In this chapter do not dwell on things that are already
Concentate on findings/observations which are special/specific
for TVET
A
Findings
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Access
Quality
Efficiency
Equity
Community participation
Management issues
Financial issues
Capacity building
Successes, constraints and coping mechanisms
B
Conclusions and recommendations
3.10
Conclusions
3.11
Recommendations
4
DEMAND ORIENTATION AND TUNING
4.1
4.1.1
4.1.2
4.1.3
Mechanisms for tuning
Through curricula
Through official/institutionalized mechanisms
Through own initiatives
4.2
Quality of linkages and preparation of students of the public education system
4.2.1 General Secondary – TVET
4.2.1.1 Quality of the linkages
4.2.1.1.1 Linkage within the education system (G.S.-TVET)
93
4.2.1.1.2 Linkage with WoW (only TVET)
4.2.1.2 Quality of students’ preparation
4.2.1.2.1 General secondary students
4.2.1.2.2 TVET students
4.2.2 Preparatory – Higher Education
4.2.2.1 Quality of the linkage
4.2.2.1.1 Linkage within the education system
4.2.2.1.2 Linkages with WoW (with Preparatory only)
4.2.2.2 Quality of students’ preparation (of preparatory students only)
4.3
Quality of linkages and preparation of students in the private and non-formal
education system
4.3.1 Private TVET
4.3.1.1 Quality of the linkages
4.3.1.1.1 Linkage General Secondary – Private TVET
4.3.1.1.2 Linkage with WoW (Private TVET only)
4.3.1.2 Quality of Private TVET students’ preparation
4.3.2 CSTCs
4.3.2.1.1 Linkage General Secondary - CSTCs
4.3.2.1.2 Linkages with WoW (CSTCs only)
4.3.2.2 Quality of CSTCs’ students’ preparation
4.4
4.4.1
4.4.2
4.4.3
4.4.4
Preparation of students for study and career choice
General Secondary students
Preparatory students
TVET students (public and private)
CSTC students
4.5
4.5.1
4.5.2
4.5.3
4.5.4
4.5.5
4.5.6
Other issues
Access
Gender
TVET financing
Perspective and funding of CSTCs
CSTCs and TVETs
Whatever comes up
5
6
7
Observed practices that can serve as examples
Successes, strengths and constraints
Conclusions and recommendations
ANNEXES
1
List of persons met
2
List of documents consulted
3
4
Educational statistical data
Others, to be determined
94
Annex 8.
Executive summary reporting format for field missions
For the executive summary please follow the set up of the report.
Chapter 2
Data on the Region
Very short, essence, position and ideas on TVET in strategies
Chapter 3
Performance
-Follow set up chapter and systematize as indicated below
 achievement indicators (can be descriptive)
 trends (positive as well as negative)
 factors which influence equity
 specific bottlenecks
 remedial actions that seem to work
-Conclusions and recommendations essential
Be critical and precise when giving recommendations
Limit number
Indicate 3 which are most important according to the team
Chapter 4
Demand orientation and performance
-Follow set up of chapter and be very succinct.
-Try to find patterns and mention interesting initiatives/ideas
-Approach is systematic/theoretical. Practice may show that potential
linkages/mechanisms etc. are not present. Indicate this, non-existence of
something is also a finding. Helps to get an overall picture.
-Conclusions and recommendations essential
Be critical in giving recommendations
Limit number
Indicate 3 which are most important according to the team
Chapter 5
Observed practices that can serve as examples
-Succinct description
Chapter 6
Successes, strengths and constraints
-Major s,s en cs as seen by stakeholders
-Succinct description
Chapter 7
Conclusions and recommendations
These are the overall concl & rec
Be critical and precise when giving recommendations
Limit number
Indicate 3 which are most important according to the team
95
96