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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4020

Title: Factors Affecting the Implementation of Technical and Vocational
Authors: Berhe, Gedewon Hailu
Advisors: Abdulaziz Hussien
Keywords: Education Behavioral
Studies
Copyright: Jul-2011
Date Added: 27-Nov-2012
Publisher: AAU
Abstract: The main aim of this study was to investigate the factors that affect the implementation of technical and vocational education and training in selected public institutions of Southern Zone of Tigray. Accordingly, it tried to look into the factors related to human resource and non-human resource aspects of the TVET institutions. The sample population used in the study consisted of 37 trainers, 162 trainees, and 12 TVETB officials, TVET institute coordinators, and core process owners within the TVET institutes. Both the trainers and trainees were first selected on the basis of department and occupational area respectively by using stratified sampling. Then the sample population was taken from among these by employing simple random sampling method proportionately. Three higher TVETB officials were purposively selected; still purposive sampling was employed to select three institute coordinators and 6 core process owners in the institutes because of their dependability due to the positions they hold. All in all, there were 211 respondents. The frequency count, percentages, and the mean score were the statistical methods used in analyzing data. The study showed that the trainers are assigned in jobs beyond their qualifications and the different inputs of training (facilities, materials, and services) are below the standard. The facilities in most cases were not initially meant for TVET training. Because of this and other reasons like the trainers’ being inexperienced and with lower qualification, the inefficiency of the leadership to properly conduct supervisory activities and provide supportive and timely feedback, the training process is not being carried out satisfactorily. From the findings it was concluded that the institutions are not in a position to achieve the objectives stated in the Ethiopian National TVET Strategy in terms of human resource and non-human resource factors that are important in conducting quality training. Therefore, in order to alleviate the problems associated with human and non-human inputs of training, it is recommended that the Ministry of Education and the regional TVET bureau should devise ways of securing and retaining competent TVET training staff and search for additional inputs in order to lessen the existing severe problems with regard to such basic facilities as classrooms, workshops, libraries, sports fields, latrines, etc. and materials by regularly involving all concerned bodies including influential individuals, governmental, and non-governmental organizations. vii
URI: http://hdl.handle.net/123456789/4020
Appears in:Thesis - Educational Psychology

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