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
No Thumbnail Available
Date
2008-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
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.
Description
Keywords
Human Resource Development Programs