|Title:||Assessment Of Accreditation Practice As The Process Of Maintaining Standards: The Case Of Non- Public Tvet Collehes In Addi Ababa Ctiy Adminstration|
|???metadata.dc.contributor.*???:||Worku Mekonnen,( Ato)|
|Keywords:||Oﬂering Business Trades. In the course|
|Publisher:||Addis Ababa University|
|Abstract:||The purpose of this study was to undertake the Assessment of Accreditation Practice in the Process of Maintaining Standards: The Case of Non Public TVET Colleges in Addis Ababa City Administration Oﬂering Business Trades. In the course of this study, a total of 194 sample respondents- experts from Addis Ababa Education Bureau TVET Branch who accredits TVET colleges in Addis Ababa City Administration, internal (local manager) and external (foreigners) TVET Reform Coordinators who have direct contact on TVET reform in general and the programme implementers- Teachers/Trainers and Management and Administrative Staﬂs in the colleges - were taken from the three types of target groups. In this process, the sample colleges were selected randomly and availability sampling technique was used for the respondents of the programme implementers. In the data collection, interviews were conducted with the accrediting bodies and TVET reform coordinators while questioner was used for programme implementers. Besides, document analysis and observation checklist were utilized. All the instruments were piloted and necessary changes were made. Diﬂerent statistical tools such as percentage, mean, average mean, and t-test were used to analyze the data. Accordingly, the following ﬁndings were obtained: 51 .3 % of the teaching staﬁ” were part-time employee while the guideline demands 70% permanent employee; 60.9% of the teachers did not have pedagogical training even if the guideline and diﬂerent international experiences recommend it; 713% of the trainers did not have industry or service giving, i.e., world of work experience although the guideline demands one year; and 84.7% of the librarians were diploma and certiﬁcate holders though the guideline demands 100% qualified stajf Moreover, TVETpolicies and guidelines were not available in the colleges in the way they were needed. The same was true for training equipments and technologies. In relation to the infrastructure, in spite of the existence of libraries they did not have adequate books and journals. Nor did these colleges had the required space of sport and physical facilities. Most of all, the availability of the required management and administrative staﬂ was dubious. On top of these, the research was also identiﬁed some problems in relation to the quality and efficiency of the accreditation process. These are lack of qualitatively and quantitatively adequate professionals to discharge their responsibility, the focus of the accreditation more on quantity of tools and personnel than quality and lack of Management Information System (IMS) were some of the identiﬁed major problems. Thus, it is recommended that training of continuous professional development to address the pedagogical and professional gap of teachers/trainers; establishment of Management Information System so as to create easy access to information; tuning the accreditation process towards focusing on quality, involving the professional associations so as to solve the human power shortage and revision of the accreditation guideline in line with best international practice so as to make it focus on internal quality, strengthening internal audit and establishment of internal management board.|
|Appears in Collections:||Thesis - Educational Research & Development|
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