Change, Continuity and Challenges in Ethiopian TVET System: A Historical Sketch

Abstract

The purpose of this study was to explore change, continuity and challenges in the
Ethiopian TVET system. Qualitative design that drew both primary (interview and questionnaire)
and secondary data was employed. A total of 25 participants were selected by using purposive,
availability and snowball sampling techniques. Data were organized thematically, triangulated
and interpreted. Major findings included that with regard to continuity, the low images of TVET
in the society and the weak TVET-University linkage have persisted through time. Concerning
what has changed, it was found out that the number of TVET institutions showed dramatic
increment over the last twenty years; unlike the Imperial Period and the Dergue Regime, gender
equity has been achieved in the area of enrolment of trainees into TVET institutions in the last
two decades; instead of the traditional objective-based TVET curriculum, an outcome-based
approach has currently been put in place which is based on occupational standards; I – V levels
were established to signify competencies expected of TVET at different points of entry into and
exit from the TVET system. Major challenges included the reluctance of companies to provide
genuine practical training for TVET trainees based on the scheme of cooperative training. It was
concluded that despite the improved access and equity in the areas of TVET, the prevailing low
image of TVET in the society, the provision of little or no genuine company-based practical
training for TVET trainees and lack of the required competences among TVET trainers would
negatively affect the development of the TVET sector. Suggestions were forwarded based on
these findings.