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An assessment of partnerships between technical vocational education and training and its stakeholders in the development of Ethiopian SMEs

Author(s): Killian MUNZWA | Tendayi GONDO | Augustine TIRIVANGANA

Journal: Economia : Seria Management
ISSN 1454-0320

Volume: 12;
Issue: 2;
Start page: 39;
Date: 2009;
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Keywords: technical vocational education | curriculum | implementation | partnership

This paper examines the Ethiopian Technical, Vocational Education and Training (TVET) in terms of policy, strategies, curriculum, implementation, practice and challenges faced on the ground by both the TVET program and the nation in meeting the skills needs of industry and human capital development in general as enunciated in the goals of ESDP III, (Ministry of Education, 2005). In doing this the paper reviews the skills needs of industry against the capacity of the institutions of higher education’s capacity to meet these needs. It is in this context that the appropriateness of the curriculum and its implementation in respect of the TVET goals is scrutinized (Ministry of Education, 2008). Furthermore, government policies and strategies in the identification and selection of appropriate candidates for the TVET program and the incorporation of stakeholders are examined. In this assessment issues of collaboration by stakeholders in the provision of training resources and facilities are assessed, especially financing and human resource requirements in respect of staffing levels and requisite technical skills and supportive equipment and other resources. Policies and organizational structures in the identification, mobilization and distribution of such resources are also examined. To this end any opportunities that may exist for the retention and further training of the TVET graduates already employed by the industry are also reviewed. An important aspect of this evaluation is to identify and understand the kind of relationships and partnerships that exist between the TVET colleges, and government. Similarly an assessment is done concerning curriculum implementation, practice and delivery.

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