The practices and challenges of human resource development in government Tvet Colleges of Addis ababa
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Date
2010-06
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A
Abstract
The main purpose of this study was to assess the practices of human resource development in
government TVET colleges of Addis Ababa and to identify the problems encountered during
implementation of human resource development programs and finally to forward
recommendations. The study was carried out on four government TVET colleges (Addis Ababa
Tegbaraid, Entoto, General Wingate and Mistak). These colleges were selected randomly. The
respondents of this study were 192 trainers (teachers), 4 deans, 4 vice-deans, 4 human resource
training officers, 4 human resource development personnel (officers) and 12 other non-teaching
staffs. To conduct the study stratified followed simple random sampling techniques were
employed. Questionnaire, interview, focus group discussion, and document observation were
used as data gathering instruments. And the data gathered were interpreted and analyzed by
using descriptive and inferential statistics. The result of the study revealed that the TVET
colleges under study have a problem of human resource development that can be source of
frustration and wastage of resources. The human resource development training needs
assessment was not conducted to identifY the gap. Training and development programs were not
designed for managers and other staff personnel. Objectives were not clearly set for human
resource training and development program. Colleges understudy have used both on-the -job and
off-the -job training methods particularly coaching, workshops, seminars and conferences. With
regard to post-training discussion, the finding indicated that the issue was not experienced. Based
on the major findings recommendations are forwarded. Human resource development program
has to get due attention from MOE, TVET colleges Idepartments. Training has to be designed for
manager and other staff personnel. Participation of stakeholders has to be encouraged in setting
objectives, content selection and evaluation the training program. TVET colleges have to design
and negotiate with donor agencies in order to obtain material, financial and technical support.
Training methods have to be chosen bases on clear criteria. Post - training evaluation has to be
taken place regularly.
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Education