An Assessment of Human Resource Development Programs for Technical and Vocational Education and Training (Tvet) College Teachers With Particular Reference to Addis Ababa City Administration

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Date

2008-06

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Addis Ababa University

Abstract

The major pUlfJose of the study was to assess the human resource development programs jar TVET Colleges' teachers with particular reference to Addis Ababa City Administration. Human resource development programs are instruments by which teachers update their professional knowledge, skills, allitudes and abilities. It is expected that teachers should be provided sufficient training and development opportunities to regularly improve their professional levels. Based on the intention of the study, it was conducted considering its timeliness in relation to the changes taking in education and training system. Moreover, there were limited efJortmake use of to the study on human resource development programs for TVET teachers. Above all, thejinding of the study would contribute to the improvement of human resource development management body. As far as the study conducted, descriptive survey methodology was employed. Both primm)! and secondC/l)! sources were used to gather reliable data for the study. Primm)! data were collected ji-om TVET Colleges ' teachers, department heads, and college deans who were in different level of position and educational experts ji'om education bureau using instrument like availability, simple random, stratified and purposive sapling techniques utilized in the study. Relevant document ji-om TVET Colleges' and education bureau were the major sources of secondC/l)! data. The data collectedfrom both sources were analyzed using statistical analysis instruments of percentage and mean. Regarding the results, it indicated that available human resource development programs for teachers were in-service degree program, English language improvement program, limited post graduate program, curriculum based training and educational leadership. They did nut pruvide teachers with enough access to professional development opportunities. Providers were Ministry of Education, the City Administration Education Bureau and Capacity Building Bureau. The planning, organizing and management practices lacked adequate professional skills. The provision of training was not determined by systematized needs assessment. The providers were characterized by on-and-ojJ as well as nonexistence and they were not integrated in such away that they contribute to the success of the education and training policy or the needs of teachers and educational personnel. There was duplication of efJort. Reliance was on external trainers. The talents with teachers and with in the system were not exhaustively addressed and valued as much as possible. To overcome successfit/ly the problem mentioned above, it is recommended that applying need based training and development programs utilizing appropriate training and evaluation methods exerting maximum ejJort in jiilfilling management responsibilities and alleviating resource constraints should get due allention on the part of Education Bureau. Subsequently, these programs call for mutual efforts, selj:il17itative activities and genuine cooperationji-om the side of the teachers.

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Keywords

Human Resource Development Programs

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