The Practices and Problems of Human Resource Training and Development in the Education Offices of Oromia

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Addis Ababa Universty


The main purpose of this study was to assess the practices and problems of training and development programs in the education offices of Oromia. To achieve the purpose of the study descriptive survey method was employed. The study was conducted on Oromia Education Bureau that was purposively selected and on four zone education departments and twelve woreda education offices that were selected using simple random sampling technique. Moreover, while purposive sampling technique was employed to select office heads and process owners, simple random sampling technique was used to select pelformers. Hence, 17 office heads, 71 process owners and 88 pelf or mel's were involved in the study. Questionnaire, interview and document analysis were the instruments used to collect data. The data gathered were analyzed and interpreted using tables, percentages, ji-equency counts, mean scores, independent t-test and chi-square. The findings of the study indicate that training and development plan was prepared but it was not specific. It was also found that needs assessment and evaluation were not practiced. Moreover, trainees were not involved in training plan preparation, objectives determination and contents and techniques selection. Off-the-job training was the only method used. There were no clear and transparent selection criteria of trainees. Adequate resources and facilities were not allocated for the program. Shortage of budget, management's lack of support, allocation of insufficient time for the program and absence of training and development policy were the major training and development constraints identified. Based on the findings of the study, it is recommended that the education offices should carl'yout needs assessment comprehensively by considering organization level, task level and individual level needs. Training and development program should be practiced based on participatory approach. Clear trainees' selection criteria and evaluation criteria should be established. Training department and/or training designers should sell the program to managements. The offices should undertake program evaluation. Oromia Education Bureau by eliciting ideas from zone and woreda education offices should formulate training and development policy. In general, the offices should carryout training and development systematically to get fruitfitl results.



Development in the Education