|Title:||A Comparative Study Of Government And Private Middle Level Tvet Program Implementation In Oromia Regional State|
|???metadata.dc.contributor.*???:||Seyoum Teferra (Professor)|
|Keywords:||middle level TVET program implementation in government|
|Publisher:||Addis Ababa University|
|Abstract:||The purpose of this study was to investigate the status of middle level TVET program implementation in government and private training institutions in Oromia Regional State. To this end, an attempt was made to look in to the major factors that affect the implementation of the middle level training program such as stakeholders' participation in management, availability and adequacy of resources, conditi0n of training provision and curriculum implementation and level of trainees' awareness on TVET program. In order to attain the objectives of the study, a comparative method was employed to identify the similarities and differences between six government and six private TVET institutions. These training institutions were selected based on random sampling technique. The subjects of the study were three regional and ten zonal officials, twelve principals, twelve vocational counselors, 128 teachers/trainers, 264 students/trainees and managers of ten Organizations that participated in offering apprenticeship training. The regional and zonal officials, principals, vocational counselor and apprenticeship offering organizations were selected based on purposive sampling technique. Teachers and students were selected from each department based on random sampling technique. Information was obtained using questionnaires, interviews, observation and documents. The data were analyzed using percentage, chi-square, t - test and weighted mean values. The findings of the study revealed that the participation of female teachers was very low in government TVET institution while it was almost none- in private TVET institutions. The majority of teachers in government TVET institutions had College diploma, while the teachers in private TVET institutions had B.A/B.Sc degree. The finding shows that most of the teachers in government TVET institu tions had taKen upgrading courses, while teachers in private TVET institution had not attended enough refresher courses. On top of this, the participation of stakeholders in differ~nt managerial activities was moderale for both government and private TVET institutions. However it seem better in private institutions than in government TVET institutions relatively. In addition to this, the government TVET insti tutions were better in physical facilities, while private TVET institutions were better in availability and adequacy of training materials, human resource and financial resource, curriculum implementation and awareness creation among students. However, even though, the program implementation seems better in private TVET institutions, the over a ll middle level TVET program implementation not exceed moderate in both government and private TVET institutions when it is seen against the Education and Training Policy and TVET strategies. Therefore, the TVET institutions should practice the participatory management in the course of program implementation. Also, the TVET institutions should be furnished with necessary human, material and financial resources before launching TVET t raining. In this regard, to maintain quality of training, and to obtain the skilled, selfreliant and competent manpower required by the economy, the regional government should provide accreditation license based on the standard set (or accreditation. There should be a lso regular follow up in order to take corrective measure on time. Above all, among the students and the society at large, from training institution to the federal level, awareness creation on TVET program implementation . should be given due attention.|
|Appears in Collections:||Thesis - Educational Planning & Management|
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