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Garment Technology Thesis and Dissertations

2019-03-29

FACTORS AFFECTING THE QUALITY

OF TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING (TVET)

PROGRAM, THE CASE OF

GOVERNMENTAL TVET COLLEGES

IN EAST GOJJAM ADMINISTRATION ZONE

http://hdl.handle.net/123456789/9404

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FACTORS AFFECTING THE QUALITY OF TECHNICAL AND

VOCATIONAL EDUCATION AND TRAINING (TVET)

PROGRAM,

THE CASE OF GOVERNMENTAL TVET COLLEGES IN EAST

GOJJAM ADMINISTRATION ZONE

By

DEREJE ALEMU MIHRETIE

Ethiopian Institute of Textile and Fashion Technology

Department Of Garment

MED in Garment Technology

Bahir Dar University Bahir Dar

September 2018/2010 E.C/

Bahir Dar, Ethiopia.

i

FACTORS AFFECTING THE QUALITY OF TECHNICAL AND

VOCATIONAL EDUCATION AND TRAINING (TVET)

PROGRAM,

THE CASE OF GOVERNMENTAL TVET COLLEGES IN EAST

GOJJAM ADMINISTRATION ZONE

By

DEREJE ALEMU MIHRETIE

A Thesis Submitted to the

Ethiopia Institute of Textile and Fashion Technology in Partial Fulfillment of the Requirements for the MED

in Garment Technology

Under the supervision of

Mrs. Yetanawork Wubneh

Ethiopian Institute of Textile and Fashion Technology

Bahir Dar University Bahir Dar

September 2018

ii

ABSTRACT Technical Vocational Education and Training (TVET) is widely recognized as a

vital driving force for the socio-economic growth and technological development

of Ethiopia. The purpose of this study is to investigate the factors that affect the

quality of technical vocational education and training at eleven governmental

colleges in East Gojjam Zone. Questionnaires were the main data gathering

instruments. Data were analyzed quantitatively using descriptive statistics, and

qualitatively using descriptive narration. The outcome of the study shows that

lack of required TVET facilities, poor funding of TVET programmes; poor training

and retraining of TVET trainers and instructors; poor training methods, poor

managerial activities, and poor assessment of TVET trainees’ competency. Thus,

it was recommended that the Federal TVET agency, stakeholders, policy

makers, and TVET providers in Amhara region. TVET bureau should focus on

TVET quality assurance best practices that have worked on colleges around the

Amhara region. Also, government should adequately fund, plan, implement, and

manage TVET strategy and programmes. The population of the study consists of

447trainers 7819 trainees 50 department heads and 33 deans of the college’s

34TVET expertise and 50 textile garment trainees. Both the trainers and trainees

first selected on the basis of department and occupational area respectively by

using simple random sampling. Then the sample trainers, trainees, and expertise

population took from among these by random numbering table selection method.

The 33 deans.50 department heads and 50 textile garment trainees were

purposively selected; still comprehensive sampling method was employed

because of their dependability due to the positions they hold and to relate the

study with textile garment department regarding quality training. In general,

224(50%) out of 447 trainers and 50(100 )textile garment trainees

782(10%) out of 7819 trainees

50(100%) department heads

33(100%) deans of the colleges and 17(50 ) out of 34 TVET bureau

expertise were selected as a sample.

Keywords: TVET, Quality, competency, Challenges, and Strategy

iii

ADVISORS APPROVAL SHEET

ETHIOPIAN INSTITUTE OF TEXTILE AND FASHION TECHNOLOGY (EITEX)

POST GRADUATE OFFICE

This is to certify that the thesis title “factors affecting the quality of technical and

vocational education and training (TVET) program in the case of governmental

TVET colleges in east Gojjam administration zone’’ submitted in partial

fulfillment of the requirements for the degree of masters with specialization

in garment technology the graduate program of the Ethiopian institute of

textile and fashion technology and has been carried out by Dereje Alemu.

No. MGT/S/019/07 under my/our supervision, therefore, I/we recommend

that the student fulfilled the requirements and hence hereby can submit the

thesis to the institute.

_____________________ __________________ ________

Name of major advisor Signature Date

________________ _____________________ _________

Name of co- advisor Signature Date

iv

APPROVAL PAGE I certify that I have supervised /read/ this study and that in my opinion it conforms

to acceptable standards of scholarly presentation and is fully adequate, in quality

and scope as a thesis for the fulfillment of the requirement for the MED of

Garment Technology.

APPROVED BY EXAMINATION COMMITTEE MEMBERS

______________________ ____________ ____________

Supervisor/ co supervisor Academic status Signature

__________________________ ______________ ______________

External Examiner 1 Academic status Signature

_______________________ _______________ _______________

External Examiner 2 Academic status Signature

(Examination committee members)

This thesis was submitted to the Ethiopian Institute of Textile and Fashion

Technology, Bahir Dar University and is accepted as fulfillments for the MED of

Garment Technology.

______________________ ___________________ _______________

Postgraduate studies Director Academic status Signature

__________________________ ______________ ______________

Scientific Director Academic status Signature

v

DECLARATION

I hereby declare that the thesis is submitted in fulfillment of the MED is my

own work and that all contribution from any other persons or sources are properly

and duly cited. I further declare that the material has not been submitted either in

whole or in part for a degree at this or any other university. In making this

decelerating I understand and acknowledge any breaches in this declaration

constitute academic misconduct, which may result in my expulsion from the

program and/or exclusion from the award of the degree.

Name: DEREJE ALEMU MIHRETIE

Signature of candidate ………………………………………………

Date………………………………………

vi

Ethiopian Institute of Textile and Fashion Technology (EiTEX) Bahir Dar

University (BDU) 2018

vii

ACKNOWLEDGEMENTS

This journey was long and met with many hardships, which taught me renewed

humility and endurance for future endeavors. I wish to thank my Lord, Jesus

Christ, for the strength, wisdom, and courage to persevere when I felt so weak

and wanted to give up so many times over the past 4 years. A special thanks to

my wife Tirwork Chanie, my sons Binyam and Yonatan for their support and

encouragement. My supervisor, Mrs. Yetanawork Wubneh, you are such a

genius! It was indeed a privilege and honor for me to be mentored by an

academic guru of your caliber. Words cannot describe how eternally grateful I am

for continuous professional, high quality standards, advice, motivation,

constructive feedback and support that assisted me to complete my thesis.

Thank you so much for believing in me. I truly appreciate all the extra efforts of

mentoring and coaching. You are a true inspiration to me and I can only dream of

ever walking in your footsteps. Thanks and appreciation to AtoTadele Mebratom

(co-supervisor), and Ato Selam Akalie for their support and assistance with the

online survey data processing. My sincere gratitude to all the deans of the TVET

colleges in the East Gojjam Administration Zone, Who granted permission for this

research study to be conducted. Thank you to all the deputy deans, trainers, and

academic managers of the TVET colleges for sacrificing their valuable time to

complete the online questionnaires. Without your support there would not have

been a research study.

My colleagues at Debre Markos TVET College, Tegegn Aseme, Endalew Kassa,

Shanbel Birhan, Wubtie Abatyhun, and all my colleagues: You granted me study

leave and accepted extra responsibilities during my periods of study leave,

assisted me with technical and administrative matters, and motivated and

supported me throughout this journey. I will remain forever indebted to all of you

for achieving this milestone in my life.

I thank you very much all of you!

viii

Contents

ABSTRACT ...........................................................................................................ii

ADVISORS APPROVAL SHEET .......................................................................... iii

APPROVAL PAGE ...............................................................................................iv

APPROVED BY EXAMINATION COMMITTEE MEMBERS .................................iv

DECLARATION .................................................................................................... v

ACKNOWLEDGEMENTS .................................................................................... vii

LIST OF TABLES ................................................................................................ xii

LIST OF FIGURES ............................................................................................. xiv

LIST OF ABBREVIATION ...................................................................................xv

CHAPTER ONE: INTRODUCTION ...................................................................... 1

1.1. Background of the Study ........................................................................... 1

1.2. Statement of the problem ........................................................................... 4

1.3. Objective of the study ................................................................................. 5

1.3.1.General objective ..................................................................................... 5

1.3.2.Specific objectives .................................................................................... 5

1.4.Significance of the Study ............................................................................. 5

1.5.Scope of the study ....................................................................................... 6

1.6.Limitation of the study ................................................................................. 6

1.7.Definition of Terms ...................................................................................... 6

1.8.Organization of the paper ............................................................................ 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE .................................... 8

2.1.Historical Development of TVET in Ethiopia ................................................ 8

2.2.Concept of Quality in Vocational Education and Training .......................... 14

2.2.1.Quality characteristics ............................................................................ 16

2.2.2.Quality as Exceptional or High Standard ................................................ 17

2.3.Objectives of the Ethiopia TVET Strategy ................................................. 19

2.4.Conceptual Issues: TVET and Quality Assurance ..................................... 19

2.5.Measuring functionality of TVET: Quality Assurance Indicators ................ 24

2.6.Environmental Factors Affecting the Quality of TVET ............................... 26

2.7.Quality as Perfection or Zero Defects ........................................................ 30

ix

2.8.Recent Global TVET Reforms for Quality Assurance ................................ 31

2.9.Quality Assurance in Technical and Vocational Education and Training

(TVET) ............................................................................................................. 32

2.10.General principles of the quality assurance system in Lao PDR ............. 34

2.11.Process of institutional quality development ............................................ 39

2.12.The role of management body in training organizations .......................... 41

2.13. Indicators of Quality Assurance in (TVET) Program ............................... 43

2.14. Quality Assurance Strategies in TVET Program in different country ...... 44

2.15. Challenges of Quality Assurance in TVET Program in Ethiopia ............. 48

2.16. Summary of the review literatures .......................................................... 51

CHAPTER THREE: RESEARGH DESIGN AND METHODOLOGY ................... 53

3.1. Study Design .......................................................................................... 53

3.2. Study Population .................................................................................... 55

3.3. Sample Size and sampling Method ........................................................ 55

3.4. Instruments of Data Collection ............................................................... 56

3.5. Pilot Test ................................................................................................ 56

3.6. Data Analysis ......................................................................................... 56

CHAPTER FOUR: PRESENTATION, ANALYSIS, AND INTERPRETAION OF

DATA .................................................................................................................. 57

4.1. Introduction ............................................................................................. 57

4.2. Demographic Background of Deans, Department heads, and Trainers . 57

4.3. Demographic Characteristics of Trainees ............................................... 58

4.5. Response rate ........................................................................................ 60

4.6. Beliefs of deans about the available facilities, tools, and equipments at

TVET Colleges in east Gojjam zone................................................................ 60

4.7. Department heads perception on facilities, tools, and equipments at


4.8. Perception of trainers about the available facilities, tools, and equipments

at TVET Colleges in east Gojjam zone............................................................ 62

4.9. Perception of trainees about the available facilities, tools, and equipments

at TVET Colleges in east Gojjam zone............................................................ 63

4.9.2.Summery about facilities, tools, and equipments at TVET Colleges in east

Gojjam zone .................................................................................................... 64

x

4.10. Perception of deans on the implementation of training process at TVET

Colleges in east Gojjam zone .......................................................................... 64

4.11. Perception of department heads on the implementation of training

process at TVET Colleges in east Gojjam zone .............................................. 65

4.12. Perception of trainers on the implementation of training process at TVET


4.12.2. Summery about perception of the implementation of training process at


4.13.Traits of trainers as perceived by deans at TVET Colleges in east Gojjam

zone 67

4.14. Traits of trainers as perceived by department heads at TVET Colleges in

east Gojjam zone ............................................................................................ 68

4.15. Traits of leaders (deans) as perceived by trainers at TVET Colleges in

east Gojjam zone ............................................................................................ 69

4.15.2.Summery about traits as perceived by different groups at TVET


4.16. Perception of trainees about the activities given by trainers at TVET


4.17. Perception of Amhara TVET bureau expertise and textile garment

trainees about factors that affect quality TVET training ................................... 71

4.17.1. Perception of quality training by Amhara TVET bureau expertise .......... 72

4.17.1.1.Demographic background of TVET Bureau expertise .......................... 72

4.17.2. Perception of Amhara TVET Bureau expertise about facilities, tools,

equipments, and managerial activities ................................................................ 72

4.18.Perception of textile garment trainees about the availability of facilities,

tools, equipments and supporting management body at Debre Markos Poly

Technical College ............................................................................................... 74

4.19.Perception of textile garment trainees on the activities of trainers .............. 76

Results and Discussion ...................................................................................... 80

CHAPTER FIVE: SUMMERY, CONCLUSION, AND RECOMENDATION ......... 86

Introduction ..................................................................................................... 86

5.1.Summary ................................................................................................... 86

5.1.1.Extent of availability of facilities, tools and equipments .......................... 87

xi

5.1.2.Extent of the implementation of the training process in TVET colleges of

East Gojjam Zone............................................................................................ 87

5.1.3.Extent of traits of deans and trainers in influencing the training given in

TVET colleges of East Gojjam zone ................................................................ 88

5.1.4.Major challenges that impede TVET training in colleges of East Gojjam

zone 89

Conclusion ...................................................................................................... 90

Recommendations .......................................................................................... 92

REFERENCE ..................................................................................................... 94

Appendix A .................................................................................................... 103

Appendix B .................................................................................................... 106

Appendix C .................................................................................................... 110

Appendix D .................................................................................................... 114

Appendix E .................................................................................................... 118

Appendix F .................................................................................................... 121

xii

LIST OF TABLES

Table 3.3.1 Sample size…………………………………………………………… 55

Table 4.2.1 Demographic Background of deans, department heads, and

trainers…….. ........................................................ Error! Bookmark not defined.

Table 4.3.1 Demographic Characteristics of trainees ........ Error! Bookmark not

defined.

Table 4.5.1 Response rate ................................... Error! Bookmark not defined.

Table 4 6.1 Beliefs of deans about the available facilities, tools, and equipments

at TVET Colleges in east Gojjam zone .................. Error! Bookmark not defined.

Table 4.7.1 Department heads perception on facilities, tools, and equipments at

TVET Colleges in east Gojjam zone ...................... Error! Bookmark not defined.

Table 4.8.1 Perception of trainers about the available facilities, tools, and

equipments at TVET Colleges in east Gojjam zone ............ Error! Bookmark not

defined.

Table 4.9.1 Perception of trainees about the available facilities, tools, and

equipments at TVET Colleges in east Gojjam zone ............ Error! Bookmark not

defined.

Table 4.10.1 Perception of deans on the implementation of training process at

TVET Colleges in east Gojjam zone ..................... Error! Bookmark not defined.

Table 4.11.1Perception of department heads on the implementation of training

process at TVET Colleges in east Gojjam zone ... Error! Bookmark not defined.

Table 4.12.1 Perception of trainers on the implementation of training process at


Table 4.13.1 Traits of trainers as perceived by deans at TVET Colleges in east

Gojjam zone……………… .................................... Error! Bookmark not defined.

Table 4.14.1 Traits of trainers as perceived by department heads at TVET

Colleges in east Gojjam zone………. ................... Error! Bookmark not defined.

Table 4.15.1Traits of leaders (deans) as perceived by trainers at TVET Colleges

in east Gojjam zone…………………. ..................... Error! Bookmark not defined.

xiii

Table 4.16.1 Perception of trainees about the activities given by trainers at


Table 4.17.2.1 perception of Amhara TVET bureau expertise……………………73

Table 4.18.1 Demographic background of textile garment trainees……………..74

Table 4.18.3 Perception of trainees about facilities and managerial supporting..75

Table 4.19.1 Textile garment trainees perception on the trainers………………..76

xiv

LIST OF FIGURES

Figure 2.10 General principles of the quality assurance system in Lao PDR…..35

Figure 2.11 Process of institutional quality development…………………………39

Figure 3.1.1 Method of data collection procedure flow chart……………………..54

Figure 4.2.2 Qualification and service in year………………………………………58

Figure 4.4.1 Reason and getting information for joining TVET………………… 59

Figure 4.5.2 Response rate………………………………………………………… 60

Figure 4.9.2.1 Summery about facilities, tools, and equipments…………………64

Figure 4.12.2.1 Summery about perception of implementation training process.67

Figure 4.15.2.1 Summery about traits as perceived by different groups………...70

Figure 4.16.2 Perception of trainees on the activities of trainers…………………71

Figure 4.17.1.1.1 Demographic background of TVET bureau expertise……… 72

Figure 4.17.2.2 Perception of Amhara TVET bureau expertise…………………..73

Figure 4.18.2 Demographic background of textile garment trainees…………….74

Figure 4.18.4 Perception of textile garment trainees about facilities and

managerial supporting………………………………………………………………...75

Figure 4.19.2 Textile garment trainees perception on the trainers……………….76

xv

LIST OF ABBREVIATION

TVET Technical Vocational Education Training

QA Quality Assurance

QMS Quality Management System

ISO International Standard Organization

MOE Ministry of Education

CTAT Cooperative Training and Apprenticeship Training

CT Cooperative Training

UNESCO United Nation Education, Science, and Cultural Organization

SAR Self Assessment Report

ILO International Labor Organization

TE Technical Education

VT vocational Training

VTE Vocational Training Education

OE Occupational Education

CTE Career and Technical Education

NPE National Policy Education

AUQA Australia Universities Quality Agency

NUC National Universities Commission

xvi

NBTE National Board of Technical Education

NCCE National Commission for Colleges of Education

MAS Minimum Academic Education

MLA Monitoring of Learning Achievement

TQM Total Quality Management

TVED Technical and Vocational Education Department

ESQAC Education Standard and Quality Assurance Center

PDCA Plan, Do, Check, and Act

COC Center Of Competency

PASDEP Plan for Accelerated and Sustained Development to End Poverty

UNICEF United Nation International Children’s Emergency Fund

EMPDA Educational Materials Production and Distribution Enterprise

ETF Exchange Traded Fund

USA United State of America

DMPTC Debre Markos Poly Technical College

1

CHAPTER ONE: INTRODUCTION

1.1. Background of the Study

The development of any country depends on the active and responsive

participation of its population. Without having adequate workforce with the

necessary knowledge, skills, and attitudes one cannot imagine changes that lead

to the development of social and economic sectors. Several educators claim that

education is the corner stone for any development. The quality of economic

performance of a country is a function of the quality of its human resources

especially of its young people. Moreover, the development of trained labor force

makes a significant contribution to national development; facilitate the application

of science and technology for the transformation of materials into services and

goods. (UNESCO.1993) the quality of human capital of the nations, not its

material resource that ultimately determines the character and pace of its

economic and social development. Improving the quality of training is the most

important and an essential means by which any nation can achieve optimum

development. Therefore, investment in population quality through TVET colleges

enhances the human capital for productive life. The World Bank research result

indicated that countries were finding it extremely difficult to hire and retain highly

competent, qualified, motivated, flexible, and creative TVET trainers and experts

with the necessary skills and experience and thereby the training was very poor

in quality. In addition, there is no reliable and recognized Africa-wide trainer’s

qualification standard. This implies, the implementation capability of TVET reform

in Africa may be constrained by lack of trained manpower. A direct link between

training and material production is realized through Technical and Vocational

Education and Training (TVET) which is increasingly recognized as an effective

means of empowering young people to engage in productive work and quality life

skills for sustainable livelihood. Hence, TVET programs that respond to the

demands of the labor market, both local and global, are viewed as central to

equip the young with the work skills that will enable them to escape the trap of

poverty and lack of competencies needed for economic competitiveness and

2

promote the skills needed in knowledge-based societies and economic wellbeing

(World Bank, 2007). However, there is a growing concern for TVET improvement

world wide .It has not been able to meet both the international development

target of 1996 and as a millennium development goal since 2000. This paradox

implies TVET has inborn challenges which lasted long that vocational secondary

schools in West Africa is characterized by low enrollment rate and poor

employment outcomes because the best jobs did not require the kind of practical

skills taught in TVET colleges. Foster also realized that students and their

parents clearly saw vocational programs as the second best option. Considering

the Ethiopian TVET system, Ethiopia has been working on the development of

TVET since 1942 when the first TVET institution was established in Ethiopia.

Following the establishment of polytechnic school attempts have been made to

promote TVET in the country. For instance, Ethiopia introduced the

comprehensive secondary education system in 1962 to meet the potential middle

level work force demand in the technical and vocational fields. The 1984 ten

years national plan envisaged, among other things, to promote polytechnic

education as well as respect for work (Wanna, 1998). The Transitional

Government of Ethiopia 1994 reflected its commitment for TVET by issuing a

new education and training policy and strategy. Following the strategy the first

Education Sector Development Program (ESDPI) was launched where Technical

and Vocational Training become one of the main three components aimed that

increase the trained labor force related to the development of the country as a

whole and laid down specific objectives and strategic measures on TVET which

are: The provision of diversified technical and vocational training for those who

leave school at any level of education, The provision of apprenticeship training

for those leaving primary education, The provision of TVET in agriculture,

industrial arts, construction, commerce and home science for those who may not

continue in general education, The provision o f technical training for those who

complete Grade 10 to develop middle-level manpower (TGE, 1994). Similarly,

the Industrial Development Strategy of 2003 highlights the tremendous human

resource deficits in Ethiopia being a major reason for the low state of industrial

3

development. According to the strategy, the country does not have an

educational and a training system that is capable of producing the work force that

is both professionally and ethically capable of carrying and sustaining the

responsibility in industrial development programs. It, therefore, calls for efforts to

raise the quality of the Ethiopian workforce to international standards, to reverse

the previous marginalization of industrial professions in the TVET system, and to

put a substantial focus on building a culture of entrepreneurship and preparing

people for self-employment. (MOE 2006) Consequently, the Ethiopian

government has initiated a new push towards creating frameworks conducive to

economic and social development with the Plan for Accelerated and Sustained

Development to End Poverty (PASDEP). Comprehensive capacity building and

human capital formation are key pillars in all these efforts. As such, National

TVET developed as an important element of the overall policy framework

towards development and poverty reduction as TVET is a key role in building the

required motivated and competent workforce (MOE, 2008). Among the different

categories of training, Technical and Vocational Education and Training (TVET)

is largely believed to determine the competitive strength of a country productive

work force The strategic thinking behind the expansion of the TVET sub-sectors

is to meet the middle-level human power demand of the industry, service sector,

commercial and agriculture which have become very essential to the overall

development of the country. It is an instrument for producing technicians

equipped with practical knowledge, who unlike in the past would be job creators

rather than expecting job to be provided by the government (MOE, 2005).

Amhara TVET regional bureau is concerned with the implementation of TVET

reform and strategies. Amhara TVET regional bureau is given a mandate to lead

the TVET system in the region. Consequently, different offices have been

organized in all Woredas responsible to implement the new TVET system. One

of the major rationales behind the establishment of the bureau as part of the

structural reform was to boost the capacity of the training colleges to the level of

providing quality practical training. Currently the agency is implementing the

reformed TVET strategy of the country. However, several questions can have

4

been raised in connection with its newness regarding its capacity to successfully

realized, the quality of TVET program.

1.2. Statement of the problem

TVET colleges are designed to provide education and training in specific areas of

fields in which the industry requires. As it is indicated in TVET strategy (2008),

the vision of Technical and, Vocational Education and Training (TVET) in

Ethiopia is to create competent and self-reliant citizens to contribute to the

economic and social development of the country, thus improving the livelihoods

of all Ethiopians and sustainably reducing poverty.(TVET Strategy, 2008, p.3)

According to this document, the mere expansion of TVET does not solve the

problems of unemployment and low productivity of the economy unless it is able

to respond to the competence needs of the labor market and create a competent,

motivated and adaptable workforce capable of driving economic growth and

development. So it is essential to find out the optimal way for the successfulness

of the designed program. It is obvious that lack of due attention to the overall

procedures of the training program can make the achievement of the desired

goal questionable. Therefore, when training is designed it has to take the

strategic plan of the country into consideration. Based on that, the objective of

the training has to be determined. Identification of the training content which

fulfills the required competence of the trainees is another vital task. Allocation of

necessary human and non-human resources is crucial factor to bring about

expected change in the trainees ability to perform a specific task. Trainees have

to be recruited and selected according to their interest and ability. Appropriate

training technique shall be employed. Furthermore, evaluating the training

program is compulsory during and after conducting training. When we see the

outcome of the TVET program, a great number of trainees were involved and

graduated from TVET institutions since 2002. But, according to Igbrgbor (2012),

recent information shows that almost ninety percent of trainees are incompetent.

However, the possible reasons for this failure in the training system are not

thoroughly explored and documented. This research tries to contribute to this

information gap by conducting case study at the ground level or practical area.

5

So based on the problem identified, this study attempts to answer the following

questions.

To what extent facilities, tools and equipments are available at TVET colleges

in East Gojjam zone?

To what extent the training process is implemented at TVET colleges in East

Gojjam zone?

To what extent traits of deans and trainers influenced the training given at

TVET colleges in East Gojjam zone?

What are the major challenges that impede at TVET training colleges in East

Gojjam zone?

1.3. Objective of the study

1.3.1. General objective

The general objective of this research is to find out factors that affecting the

quality of TVET program in East Gojjam zone.

1.3.2. Specific objectives

To determine the availability of facilities, tools and equipments at TVET

colleges in East Gojjam zone

To assess the implementation of training process at TVET colleges in

East Gojjam zone

To assess traits of deans, department heads, and trainers in relation to

the training given at TVET colleges in East Gojjam zone

To identify the major challenges that impede at TVET training colleges in

East Gojjam Zone

1.4. Significance of the Study

These days, quality TVET is becoming a regional issue, especially in the East

Gojjam governmental TVET colleges. However, we have very limited researches

conducted on it to assess and identify the problems and fill the gaps to benefit

out of it and there by achieve the intended goals. So, this study is basically

6

designed to assess the quality of training in governmental TVET colleges of East

Gojjam Zone. Therefore, the finding of this study may have the following values:

The study will add relevant feedbacks to the existing concept of quality

training.

The study will suggest some relevant solutions in the case of quality training.

The study will suggest the proper allocation adequate materials, tools, and

equipments for quality training.

The finding of this study may also serve as a spring board to initiate other

researchers who wish to investigate a further study on the situation to

broaden knowledge and shape the concerned institution.

1.5. Scope of the study

The scope of the study is to investigate major factors affecting the quality of

TVET program in East Gojjam Administration Zone by taking eleven

governmental TVET delivery colleges and then to come out with a

recommendation to overcome the quality issue.

1.6. Limitation of the study

The study attempts to collect information from large number of respondents in

order to include representatives from different field of studies involved in the

training program. So it takes considerable length of time to gather information as

well as to carryout data analysis.

1.7. Definition of Terms

Implementation: The actual practice of technical, vocational education and

training at the training institutes with regard to the effectiveness of National TVET

objectives and goals.

Competence: Competence is the possession and application of knowledge,

skills, and attitudes to perform work activities to the standard expected in the

work place. (TVET strategy 2008, p.21)

7

1.8. Organization of the paper

The study consists of five chapters. The first chapter includes: background of the

study, statement of the problem, objectives of the study, significance of the study,

scope of the study, definitions of terms, and organization of the paper. The

second chapter reviews literatures that are related to the research topic. It

consists of conceptual framework and historical background of TVET in Ethiopia.

Under the conceptual framework ,four major areas are covered that include

definitions of TVET, essentials of organizing TVET in education system and

challenges of implementation, training procedures and evaluation methods, and

the role of management body in learning organizations. The third chapter deals

with the research design and methodology. The fourth chapter consists of result

and discussion of the data. The fifth chapter includes summary, conclusions, and

recommendations

8

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Vocational education and training is part of the education system in all societies.

In some ways, it could be claimed that vocational education is as old as man

himself. All other features of normal schooling, such as classical studies, are

obviously much newer than vocational education. But the process of learning

skills came from the unconscious imitation of the skills of producing food, shelter,

and protection from animals (Recoup, 2011).

2.1. Historical Development of TVET in Ethiopia

Throughout the world, Ethiopia is well known for its historical sites such as Axum,

the Lalibela churches, and Gonder. After the golden age of art and technology of

the Axumite Kingdom, technology seemed to decline in Ethiopia for a long time,

though the reasons why technological development did not continue have not

been properly examined by researchers. During the Italian occupation (1935-

1941) it is said that some TVET schools were established in line with Italian

colonialist ambitions. Soon after the restoration of the Ethiopian government,

enrolment continued to increase at Addis Ababa Technical School and Addis

Ababa commercial school. The government was faced with the task of rebuilding

after the war and therefore needed to educate and train people in skills in many

areas. To meet the skilled manpower requirement of the industrial and

commercial sectors, vocational and technical schools were established.

According to Wanna (1998: 298), Addis Ababa Technical School (1942), Addis

Ababa commercial school (1943), Addis Ababa building trade school (1940),

Ambo agricultural school (1946), Jemma agricultural school (1944), W/o Siheen

comprehensive secondary school (1943), and Bahir Dar polytechnic school

(1964) were established. The graduates of these schools were employed in the

commercial and industrial sectors according to their training. However, the

relatively fast increase in the number of graduates from academic and general

secondary schools was not accompanied by an equal rise in employment due to

a lack of the skills required by the employing agencies. The remedy for this

problem was, as noted by MOE (1994), introducing a curriculum which would

9

enable students to acquire employable skills and improve the skill standards to

the required level. In a bid to make the secondary school curriculum more

practical, the concept of a comprehensive program was introduced in the 1960s

with the main objectives of preparing students for work, the appreciation of the

dignity of all labor, and the promotion of skills of efficiency and workmanship. The

first general secondary school converted into a comprehensive secondary was

W/ro Siheen School in Dessie (MOE, 1994: 11). After the death of Minilek II in

1913, Haileselassie continued the effort to promote modern education. He was

supported by protestant and catholic missions in Ethiopia. His efforts were not

only aimed at promoting academic schooling but also to promote technical

schools, like Addis Ababa technical school, which could help solve the problem

of a lack of technical manpower at the time. As time went by, the training given in

comprehensive secondary schools needed revising (Wanna, 1998: 299). In

1978/1979, a study was made by MOE to review the quality of training in

comprehensive secondary schools. The results of the study recommended that a

few comprehensive secondary schools be selected and strengthened to give

effective training. As a result, 14 consolidated government training schools and 3

non-government schools were established. These schools were organized to

admit students who completed Grade 10.There were two streams in secondary

schools– academic and vocational. Students who performed well in completing

Grade 10 and who were interested in entering a technical school were assigned

and trained for three years. Wanna (1998: 299) indicated that the aforementioned

vocational /technical schools had been in operation since 1984 as a ‘10+3

program and all 14 government technical schools were managed by the Ministry

of Education. Of the 14 technical schools, Entoto Vocational and Technical

School, General Wingate Construction School and Addis Ababa Technical

School were in Addis Ababa. All the technical schools continued providing their

training at the 10+3 level up to the 2000/2001 academic year. In 2001/2002, the

new education and training policy came into effect and 10+1, 10+2, 10+3 TVET

programs began. In line with the education and training policy of 1994, 25 skills

development centers were opened in 1997 in different regions, according to

10

(MOE, 2002: 7). Based on the 1995 regulation(according to education and

training policy P: 32,3.9.6) many private institutions started giving training in

10+1, 10+2, 10+3 and 10+4 in Addis Ababa and in the regions based on the

curriculum prepared by Ministry of Education. The responsibility of control and

supervision was given to regional education bureaus (MOE, 2006: 7). A national

TVET capacity-building taskforce was established by the prime minister’s office

to study ways of enhancing the TVET. Accordingly, the strategy was set and the

implementation of an expanded, diversified and integrated TVET system began

in the 2001/2002 academic year when over 50,000 TVET trainees (including

agriculture) were enrolled in 169 government and nongovernment institutions,

using new curriculum and modules of training (MOE, 2002: 2). Starting from

2001/2002, the TVET program came into practice according to the 1994

education and training policy. Students who completed Grade 10 and were

unable to continue academic learning were assigned in 10+1, 10+2, 10+3 (MOE,

2002: 2).In an Ethiopian context, the term TVET combines theory and practice

elements of education, such as specific calculation, knowledge about certain

materials, working methods and also practical training through instruction in the

workshop of an institution or practical work in an enterprise (MOE,

2002).Education and training in Ethiopia has a long history and categorized the

education system of Ethiopia in to three classes: the traditional that extends from

early in the nation’s history, the classical, covering the period from the last

quarter of the nineteen century until1935, and modern (post Italian invasion)

covering since 1941.With regard to technical and vocational education, informal

training has been taking place from parents to children during the ancient times.

After 1940 technical training begins to be provided informal training institutes.

Tegibareid technical school was the first institute established in1940. Following

that, some technical and vocational training institutes, such as Ethio-Swidish

Institute of Building Technology, College of Business Administration, School of

Fine arts (which were located in Addis Ababa); Bahir dar Technical School;

Agricultural Technical schools of Ambo and Jima were established up to 1964.

11

By the time, Non- agricultural vocational and technical training schools were

organized under Ministry of Education.

According to MOE (2002), the number of enrollment in each institute was

estimated based upon the required man power needs of the economy. For

example, for the development plan which covers from 1963-1967, it was

calculated that the special secondary schools have to run out additional

specialists technicians; that was 1550 for manufacturing industry, 927 for

agriculture and forestry technicians, and 1340 commercialists. From 1962 to

1973, the education policy gave precedence to the establishment of technical

training schools, although academic education was expanded. Curriculum

revisions introduced a mix of academic and non-academic subjects. Under the

revised system the two year junior secondary schools offered general academic

program for individuals who wished to continue their education. A number of

vocational subjects prepared others to enter technical or vocational schools.

Some practical experience in the use of tools was provided, which qualified

graduates as semi-skilled workers. The curriculum in the four years senior

secondary schools prepared students for higher education in Ethiopia or abroad.

Successful completion of the cycle also qualified some of the trainees to join the

specialized agricultural or industrial institutes. Others were qualified for

intermediate positions in the civil service, the armed force, or private enterprises

(Mongabay, 2010). This system continued until 2002 and changed by a new

education system. The main problems manifested by Ministry of Education,

which initiated the alteration, at that time were highly linked with the relevance of

the curriculum, the quality of teachers, and the scope of vocational and technical

education. The information released by the Ministry of Education Shows that, the

curriculum lacked to identify the learners profile, the corresponding educational

structure and the necessary inputs to achieve it; the content was overloaded by

theoretical knowledge; it did neither inspire creativity nor equip one with sufficient

skill; the evaluation system did not enable the development of the student and

the achievement of the desired profile at each level since it was not continuous

and the examination lacked the necessary components of academic and

12

practical test. To that effect, Education policies and strategies were revised

aiming at promoting economic and technological development of the country

(EMPDA, 2001). The new education system also changed the structure as

general education, technical and vocational education, and higher education. In

the revised structure, general education consists, primary education which

includes two cycles: first primary cycle being 1- 4 grades and second cycle 5-8

grades. Alternative basic education facilities offer three years of an alternative

curriculum as a substitute for the four years regular primary first cycle. The

secondary level consists of two cycles of two years each: 9-10 grades and 11-12

grades. Those who complete ten years of schooling may either enter the second

cycle to prepare for higher education or enter the TVET institutions to be trained

for productive employment. Within this structure TVET has been placed as formal

and informal system in the lower level education and as formal system at the

middle level education. The intention of lower level TVET is to provide training for

school leavers and dropouts. At the middle level it has been designed to

accommodate those students who sit for national exam after completing grade

ten and are not able to go through the preparatory program. Following this,

Ethiopia has achieved an increase of 1,200 % in TVET enrolment and ranges

second country in Africa in terms of number of training institutions. But the

massive enrollment of trainees, affect the quality of training and education. On

the other hand, according to the Education public expenditure report, the

composition of government education expenditure has moved in favor of general

education (primary and secondary), and to a smaller degree in favor of higher

education, during 2003-08. Looking at the shares of different sub-sectors in

nominal terms, the decline in TVET’s share was 9.6 percentage points, equal to

the sum of 2 points rise in higher education’s share and 7.6 in general

education’s share, in turn consisting of 5.5 points rise in primary and 2.1 in

secondary. The goal of the TVET system, as formulated in its vision and

objectives is to create a competent and adaptable workforce which can be the

backbone of economic and social development and to enable an increasing

number of citizens to find gainful employment and self-employment in the

13

different economic sectors of the country (MOE, 2008). Whereas, the

implementation phase faces the following problems: lack of cooperation of the

employers, lack of effectiveness and efficiency of TVET, un employment of TVET

graduates even in those occupational fields that show a high demand for skilled

manpower, and substantial resource wastages due to underutilization of

equipment in public TVET institutions, and the shortage of a sufficient corps of

TVET teachers/instructors (MOE, 2008). As a result a new education strategy

was developed in 2008.To this end, the national TVET system, reorganized into

an outcome-based system, aimed at identifying competences needed in the labor

market to become the final benchmark of teaching, training, and learning.

Identified Competences were described in National Occupational Standards

which define the outcome of all training and learning expected by the labor

market. National occupational standards are also the benchmark of all quality

management within the TVET system. Output quality of TVET delivery is

measured through a process of learner’s achieved competence. This is done

through occupational assessment, which is based on the occupational standards.

A candidate who has proven, through occupational assessment is awarded a

National Occupational Certificate, which is the official proof of a person’s

competence in a TVET relevant occupational area. Occupational assessment,

and hence certification, is open to everybody who has developed the required

competence through any means of formal and non-formal TVET or informal

learning. The outcome-based system is aimed to be major tool to accord equal

importance to all forms of TVET delivery. More over that, the outcome-based

TVET system authorizes TVET providers with detail guidelines to develop

curricula that are based on the National Occupational Standards. Nonetheless,

the strategy recommends the need of support; by developing curriculum

development guides, model curricula or give orientation to TVET providers. In

order to develop the skills learned within the training institutes, the government

also designed a Cooperative TVET Delivery and Apprenticeship Training

(CTAT).Cooperative training encompasses all forms of training conducted jointly

by TVET institutions and enterprises. The training takes place alternatively in a

14

school environment and in the real-life environment of the workplace. Most of the

training occurs in the enterprise where practical skills and applications of theory

take place. The trainee goes to TVET institutions for only a limited period of time,

to acquire theoretical knowledge and basic skills in the specific training area.

Enterprises and TVET institutions are expected to cooperate in planning,

implementing, and assessing CT: In the planning phase, enterprises are asked to

state their expectations for training outcomes: what skills, knowledge, and

attitudes do they wish trainees to acquire at the end of their training. These

expectations help set occupational standards and develop curricula to meet the

standards. Enterprises are further expected to contribute their expertise to how

the desired training outcomes will be achieved. In the implementation phase,

enterprises participate in implementation by providing practical training on their

premises. They communicate with TVET institutions and other enterprises

regarding the achievement of training objectives; further training needs, problems

experienced during training, and other issues. In the assessment phase

enterprises take part in the committees that perform the final assessment of

training outcomes, e.g. through occupational assessment. From the above

discussion it is evidenced that TVET has got significant attention in the education

system of the country since 2002. Policies are developed and strategies are

designed.

2.2. Concept of Quality in Vocational Education and Training

The concept of quality is a multi-dimensional concept, embracing all functions

and activities of education, including teaching learning process /interaction

between teachers and students/ staffing, classrooms, buildings, facilities,

equipment, academic programs, financial issues, curriculum relevance, services

to the community, cultural values and international dimensions such as exchange

of knowledge, interactive networking, mobility of teachers and students. A

number of individuals have contributed to the issues and definitions of quality. In

light of this, quality means different things to various people depending on one’s

particular background. It also varies from society to society and from institution to

15

institutions. It is multi-dimensional, dynamic, and hard measure, discrepant in

terms of goals and susceptive to social interpretation’s (MOE, 2005:54) Quality is

relative and not easy to define and measure. Many educators agree that an

adequate definition of quality of learning must be related to students'

achievement (output) as its basis. In the context of schooling, the concept of

quality is linked to how efficiently learning takes place. This is believed to be

strongly determined by the teaching and learning style taking place at the

classroom level, teachers' subject knowledge and pedagogical skills, the

availability of textbooks and other learning materials including the time spent by

pupils actually learning their lessons(UNESCO, 1993) What is commonly

employed in the learning institutions including vocational education as a way of

checking quality is setting minimum standards on the educational processes,

such as the qualification of the Academic staff, the organization of curriculum,

and other resources, using student evaluation of teaching although there are

differences in implementation and utilization (MOE, 2005:46).suggests the

following standards: academic standards, standard of competence, and service

standards for quality check and balance. Academic standards measure ability to

meet specific levels of academic attainment in relation to teaching and learning.

Standard of competence measures specific levels of ability on a range of

competencies, which include the general transferable skills required by employer

and skills required for induction in to a profession. This regards TVET

occupational standards and the capability of performing the different units of

competencies at and above a satisfactory level. Service standards measures

identified elements of the service provided by higher education and TVET

institutions. TVET quality issues can be categorized into system, school, or

individual factors. System factors are funding, the need for cooperation between

sectors, work placement requirements, teacher availability, and human resource

issues, the operation of clusters and sustainability. System factors are major

drivers of or barriers to change in vocational education in schools.

16

2.2.1. Quality characteristics

Quality is not a new subject in educational institutions, teacher’s administrators

and policy makers have always been concerned with quality. Even without

adopting a formal quality‟ approach, VET providers have needed to develop

methods, norms, procedures, and standards that allowed them to ensure the

quality of their provision. However, the notion of quality has often been ill defined

in a narrow sense, or not defined at all. (Uvan, 2005)

Quality is defined as:

exceptional (i.e. special, excellent, exceeding particular standards)

consistent (i.e. matching specifications, always right)

fit for the purpose (i.e. relevant to standard mission or to clients‟ needs)

valuable (i.e. accountable, effective, efficient)

Transformative (i.e. enhancing or empowering by means of cognitive

change)

(Middlehurst, 1997).Seyfried categorizes quality aspects in VET according to

the quality of the training process itself, the objectives, and contents of

vocational training, context, and conditions within which the vocational

training takes place. As quality is composed of quite different factors,

depending on the point of view of the observer, he notes that possible quality

indicators could focus on:

Qualifications of trainers

Equipment in classroom

Participants evaluation of the course

Usefulness of the course of participants (motivation/employment

prospects)

Relevance of acquired qualification for the workplace (practical

orientation, social skills, etc,)

There are as many theories of quality as there are writers. These different views

of quality are often confusing and contradictory (MOE, 2005: 2). For instance,

Middlehurst (1997: 46) viewed quality as a spectrum between two polar

establishing acceptable criteria and standards of good performance. This

17

definition focuses on performance-based and accepted criteria. Inputs,

processes, and outputs are the major educational elements to address quality

issues. The relationship between inputs and outputs is influenced by various

factors, and processes and outputs are also numerous and complex. However,

quality in higher education is divergent and controversial. The quality in higher

education is the level of excellence in performance which can be measured by

establishing acceptable criteria and standards of good performance. This

definition focuses on performance based and accepted criteria. Inputs,

processes, and outputs are the major educational elements to address quality

issues. The relationship between inputs and outputs is influenced by various

factors and processes and outputs are also numerous and complex. Today,

nobody questions the importance of quality. Assuring and enhancing the quality

of teaching and learning in higher education is a major objective. Middlehurst

(1997: 48) distinguished five perspectives of quality as exceptional, perfection,

fitness for purpose, value for money and transformation.

2.2.2. Quality as Exceptional or High Standard

Delivering exceptional performance is attainable only in limited circumstances.

This can happen only when the very best and brightest students are admitted to

the system, mainly in world-class universities (Firdissa, 2009: 19).This aspect

considers quality as something distinctive and elitist. Moreover, it is a view of

quality as exceeding very high standards. In education, this notion of quality

tends to focus on inputs and outputs. For example, a TVET that attracts the best

students and provides them with the best resources will excel. Regardless of the

process by which students learn, excellence remains focused on the level of

inputs and outputs as an absolute measure of quality often unattainable by most.

Sallis (1993: 22) said that the absolute concept of quality is unaffordable for all

educational institutions; especially in less developed countries education with

absolute quality is unthinkable. At the moment there is an indication which shows

the deficiency of effectiveness and efficiency in Ethiopia TVET institutions.

Studies have shown that many TVET graduates remain unemployed even in

18

those occupational fields that show a high demand for skilled manpower. In

connection to the MOE (2002) stated:

the quality of training remained poor due to: limited funding; lack of appropriate and

adequate facilities; insufficient number of qualified instructors; inflexible and out dated

occupational standards; lack of adequate functional relationship between training

centers and the real world of work; lack of stakeholders participation in curriculum

design and implementation; and in efficient management.

Additionally, MOE (2006) states that the shortage of sufficient corps of TVET

teachers/instructors represents the most severe obstacle to TVET demand in

Ethiopia. The quality of TVET teachers/ instructors has suffered as a result of the

low reputation of their profession. Most TVET teachers/instructors have relatively

low formal qualification, severely affecting TVET delivery higher qualification

levels.

Furthermore, technical teachers/instructors are often unmotivated. They did not

choose to become technical teachers, but were placed in technical teacher

colleges because there were no other options available. Finally, existing TVET

teachers/instructors are (mostly) inappropriately practically skilled, i.e. not

competent TVET trainers in accordance with occupational standards. This is a

result of a training system that long emphasized theoretical knowledge,

disregarding the importance of practice skills and appreciation of the world of

work. The above listed problems contribute their own share for the lack of TVET

effectiveness and efficiency. To overcome the multidimensional problems of the

TVET institutions, the government and the TVET institutions (like the Deans,

teachers, laboratory technicians, trainees and the administrative staff as a whole)

should have to give due emphasis for proper managing of the existing materials.

Because improper utilization of materials will be contribute its own share on

decreasing the quality of training.

19

2.3. Objectives of the Ethiopia TVET Strategy

The overall objective of the National TVET Strategy is to create a competent,

motivated, adaptable and innovative workforce in Ethiopia contributing to poverty

reduction and social and economic development through facilitating demand-

driven, high quality technical and vocational education and training, relevant to all

sectors of the economy, at all levels and to all people. (Ethiopia TVET strategy

2008: P12)

Specifically, the National TVET Strategy aims to:

Create and further develop a comprehensive, integrated, outcome-based and

decentralized TVET system for Ethiopia Strengthen TVET institutions in view of

making them Centers for Technology Capability, Accumulation & Transfer create

a coherent framework for all actors and stakeholders in the TVET system

establish and capacitate the necessary institutional set-up to manage and

implement TVET in ensuring quality management system (QMS) Improve the

quality of TVET (formal and non-formal) at all levels and make it responsive to

the needs of the labor market. Facilitate the expansion of relevant TVET offers

which are crucial to national development strengthen the private training

provision and encourage enterprises to participate in the TVET system. (Ethiopia

TVET strategy, 2008

2.4. Conceptual Issues: TVET and Quality Assurance

In general, the main responsibility for the effectiveness and quality of the

education lies with the education provider.

The definition of key terms related to quality in TVET institutions varies among

countries and regions. It is important, therefore, that all stakeholders agree on

definitions and vocabulary.

Quality in Vocational Education and Training (VET) refers to three aspects: VET

qualifications, courses, and providers. Educational quality is to be consistent with

the vision and mission of national education initiatives.

20

Quality Assurance for education is the process of monitoring and assessment in

line with defined requirements. The quality assurance system helps an institution

gain confidence in its quality and gain an increase in public trust. Quality

assurance may be undertaken by an external agency or through a TVET

institution’s own internal quality management system (QMS). Quality assurance –

whether external or internal and irrespective of how quality is defined – requires

established benchmarks against which qualifications, courses, and providers can

be assessed.

Quality Control means the systems and mechanisms for quality education that

are in place and are in accordance with designed indicators. The Quality

Standard for TVET institutions may be developed and assessed through:

Internal quality assurance processes;

An external TVET quality assurance agency;

International standard-setting of international generic applications (for

example, ISO9000 provisions).

Quality Auditing is the process of internal monitoring of TVET institutions to

ensure the presence of quality control mechanisms. The administrator of the

TVET institution should develop a positive environment for his/her staff,

conducive to quality work. TVET institutions should develop their own sustainable

approaches to quality monitoring to suit their needs.

Quality Assessment is identification of the quality of TVET institutions against

indicators identified in the TVET QA Manual. This process is designed to help

institutions identify strengths, weaknesses, and opportunities for improvement.

Quality assessment will comprise self-assessment, internal assessment, and

external assessment.

Self-Assessment involves institution-level quality assessment and includes input

from official committees, school staff, and students. A written self assessment

report (SAR) is required. Self-assessment must be conducted yearly in

accordance with the annual development plan of the institution.

Internal Assessment involves quality assessment performed by the Technical

and Vocational organizations. Organizations that employ graduates should be

21

involved in the assessment. Accreditation is the outcome of internal and external

quality assessment. It helps to ensure that institutions are recognized for

providing quality TVET programs.

Internal Quality Assurance is the result of internal quality assessment by an

appointed committee, and external Quality Assurance is the process of quality

assessment and assurance of TVET institutions by an external agency.

Technical Vocational Education and Training (TVET) and Quality Assurance

(QA) are two widely discussed concepts in specialized education. This section of

the paper provides concise explanations on both concepts. VET is a specialized

education designed to empower learners through the development of their

technical skills, human abilities, cognitive understanding, attitudes and work

habits in order to prepare learners adequately for the world of work or positioned

the practically for self-employment after graduation (Winer, 2000,). However,

Badawi (2013) noted that UNESCO and International Labor Organization

unanimously defined TVET as

“A comprehensive term referring to those aspects of the educational process involving, in

addition to general education, the study of technologies and related sciences and the

acquisition of practical skills, attitudes, understanding and knowledge relating to

occupations in various sectors of economic and social life” (p. 284).

Considering the importance of TVET to national development, it has attracted

different names such as Technical Education (TE), Vocational Training (VT),

Vocational Education and Training (VTE), Technical and Vocational Education

and Training, Occupational Education (OE), Apprenticeship Training (AT), and

Career and Technical Education (CTE) in education research literature (Ladipo et

al., 2013).The Ministry of Education has consistently articulated its commitment

to TVET in the national policy on education (NPE) because of the prospects of

poverty eradication, job creation, sustainable development and actualization of

the Transformation Agenda (Ladipo et al, 2013).

22

Apart from poverty reduction potential of TVET, its effective

implementation could also serves as instrument for curbing social exclusion,

where cost of higher education is out of the reach of the majority and as antidote

for youth unemployment, where the labor market is saturated (ETF,

2005).Furthermore, Maclean (2011) asserts that TVET if well positioned could

play multidimensional roles of stimulating economic growth, social development,

improving conventional education, empowerment, wealth creation, poverty

reduction and skills enhancement. In a nation with recurring incidences of youth

restiveness, TVET is well suited to help youths and adults become self-

dependent and self-reliant, while for those working in the industry, TVET is

helpful in the areas of skills enhancement, mitigation of high job turnover and

risks of obsolescence (Okolocha, 2012).

As laudable as the philosophy of TVET is, it is misconstrued by different

people in the society. The parents and wards view vocational education as a

form of education designed for drop-outs and those found to be less intelligent

(ETF, 2005; Ladipo et al, 2013). TVET to some Nigerians is a low quality

education suitable for the less privileged students or second class citizens

(Okolocha, 2012). According to Amodu (2011), the issue of negative perception

of TVET is not limited to parents and ordinary Nigerians, the policy makers are

equally not immune from negative impression about vocational education. The

implication of negative perception of TVET is threefold: (a) low societal

estimation of TVET in the society (b) gross gender imbalance in TVET

implementation, and (c) inadequate human, material, and financial resources for

TVET institutions. Having explained the meaning of TVET and its socio-economic

impacts on the society, the next sub-section operation aliases the term quality

assurance.

Conceptually, quality assurance (QA) refers to performance measures

designed by the authorities for assessing the performance of educational

institutions with a view to ensuring that the learning out comes meet the needs of

each society (Igborgbor, 2012). From another viewpoint, QA refers to established

23

procedures, processes and standard systems that support and ensure effective

delivery of educational services (Kontio, 2012).Besides, within the policy circles,

QA represents a potent “tool which enables policy makers to determine national

educational needs, to assess new approaches to resolving issues, and to

evaluate the effectiveness of policies and strategies” (Asian Development Bank,

1996:1.) From the foregoing, an effective QA should focus on critical elements

such as access/participation, funding, relevance, and quality of TVET (King,

2011; RECOUP, 2011). The relationship between the four elements above and

TVET can better be measured through effective monitoring and evaluation of its

supply, demand and financing elements (King and Palmer, 2008; King, 2011).

To ensure that quality and standards are maintained different nations and

TVET institutions (formal or informal) do have in place QA mechanisms that suite

their socio-economic and educational aspirations. For instance, the United States

of America employed the accreditation systems as QA mechanism at regional,

national, and specialized levels for effective monitoring and coordination of

educational services. Whereas, Australia created a full-fledged QA unit called

Australian Universities Quality Agency (AUQA) to ensure effective quality control

of educational services in tertiary institutions (Mohsin and Kamal, 2012).

Similarly, the government of Nigeria established supervisory agencies to enforce

quality assurance in tertiary institutions. The National Universities Commission

(NUC) maintains oversight functions over the universities; the National Board for

Technical Education (NBTE) oversees the polytechnics; and the National

Commission for Colleges of Education (NCCE) takes charge of the Colleges of

Education. These agencies have over the years developed the Minimum

Academic Standards (MAS) as benchmark for QA and institutional self-

assessment (Onyesom and Ashibogwu, 2013). The MAS is used by supervisory

agencies for institutional accreditation; it covers among others: teaching

quality/effectiveness, floor space for lectures, minimum laboratory facilities per

students, minimum library space, minimum staff/student ratio, minimum teaching

facilities/equipment, and office accommodation (Uvah, 2005). From the foregoing

discourse, the purpose of Accreditation Exercise in USA, Australia and Nigeria is

24

to ensure that standard and quality of higher education are strictly regulated,

maintained and enhanced by educational institutions in line with changing needs

of the society and the industry (Mohsin and Kamal, 2012; Onyesom and

Ashibogwu, 2013).

Ethiopia TVET strategy: 12) The TVET system strives for the highest quality and

relevance of all TVET offers. It will develop effective means of quality management, will

continuously monitor the relevance of TVET programmes and will provide support and

guidance to TVET institutions to achieve defined quality standards. An important

mechanism for this will be the introduction of the system of occupational standards,

assessment and certification

2.5. Measuring functionality of TVET: Quality Assurance Indicators

To avoid measuring TVET performance haphazardly by the rule of thumb,

educationists have developed quality assurance indicators (QAIs) as measures

which give information and statistical bout educational effectiveness, efficiency

and performance in different contexts (Chalmers, 2008). There are several

quality assurance indicators, but the common point of convergence among all the

quality metrics is the need for objective evaluation and quality improvement.

According to UNESCO (2002), the five key components of quality assurance

indicators are: (a) What learners gain; (b) Quality Learning Environments; (c)

Quality Content; (d) Processes that support Quality; and (e) Outcomes from the

learning environment. Additional quality assurance indicators include: (i) the

learners’ behavioral characteristics, attributes and demographic factors, (ii) the

teacher’s professional competencies/pedagogic skills, (iii) the teaching

processes, curriculum and learning environment, (iv) the outcomes of education

(Ehindero, 2004).

Besides, quality assurance indicators could be classified as simple quality

indicator, performance quality indicator and general quality indicator (Cave et al.,

1997; Chalmers, 2008). In practice, simple and performance quality indicators

are quantitative in nature. The simple indicators are employed by quality

25

assurance evaluators for providing a relatively unbiased description of a situation

or process in the school system. The result of such QA is often expressed as

absolute figures devoid of valued judgment. Performance indicators on the other

hand are QA that is tied to a particular standard of learning/teaching, educational

objectives, goal of examination, evaluation of management/teacher/amenities et

cetera. The outcome is relative rather than absolute and it is heavily depended

on valued judgment. The general indicators however are used for QA that is

essentially externally driven to elicit opinions, survey findings, or general

statistics (Cave et al., 1997; Chalmers (2008).

Moreover, quality assurance indicators could also be classified as Input,

Output, Process, and Outcome indicators (Borden).Input and output indicators

are quantitative in nature. The input indicators are employed in QA for measuring

the quality of human, financial, and physical resources available within the formal

school systems. The result of input indicators because of its quantitative nature is

constrained by its inability to determine clearly quality without extensive

interpretation. Output indicators are used in QA for measuring concrete results

produced in the learning environment, including infrastructural/instructional

resources utilized to produce the reported results. The limitation of output

indicators is that it reflects numerical value only, but the quality of the reported

numbers is entirely disregarded. For the process indicators, they are employed

for measuring qualitatively the means used to deliver educational programmes,

activities, and services within the school environment. The process indicators

look at how the education system operates within a particular context; it is a good

measure of inter- and intra-school quality comparison. However, outcome

indicators are employed in QA by institutions and policy-makers to measure the

quality of educational objective, academic activities, and impact of service

delivery. Outcome indicators do not generate results in numerical data like output

indicators, but measure complex processes qualitatively (Borden, 1994).

Furthermore, QA could be carried out using four quality indicators,

namely: finance, access/participation, quality adequacy and relevance of TVET

26

programme (ETF, 2012).Whereas, Ayeni (2012) proposed six quality indicators,

viz: learning resource inputs, instructional process, teachers’ capacities

development, effective management, monitoring and evaluation, and quality

learning outcome. However, Cheung (2001) submitted that there are seven areas

of improvement that is often directed. These include: Teaching Improvement,

Learning Improvement, Curriculum Improvement, Evaluation Improvement,

Classroom Environment Improvement, School Management Improvement, and

Teacher Education Improvement. From the discourse above, the purpose of QA

could be summarized into two, viz: (a) to evaluate brilliant academic performance

of students in standard examinations; and (b) to determine the relevance of the

learning experience to the needs of the students, the community, and the society

at large.

2.6. Environmental Factors Affecting the Quality of TVET

Nigeria’s low quality TVET is linked to a number of environmental factors. The

foremost of the environmental factor is ineffective implementation of TVET

curriculum. According to Onyesom and Ashibogwu (2013), the outcome of

Monitoring of Learning Achievement (MLA) in Nigeria revealed that “there is a

wide gap between the intended curriculum (theory) and the achieved curriculum

(practice).” The constraint of translating educational curriculum into reality in the

domains of colleges, polytechnics and universities had been a recurring

implementation issue in Nigeria for a very long time; this ugly development is

linked to cluster of constraints like inadequacy of experts, irrelevant text-books,

ineffective teaching method, paucity of learning tools for practical-oriented

exercises and poor funding of institutions (Garba, 2004). It is therefore right to

conclude that several laudable educational programmes in Nigeria were

compromised mid-way during implementation because of institution’s inability to

effectively translate the objectives of curriculum into practical realities

(Okebukola, 2004).

27

The second factor that inhibits the quality of TVET in Nigeria is negative

perception by the end-users especially parents, wards, students and

policymakers; a phenomenon linked to poor understanding and low awareness

(Eze and Okorafor, 2012). Similarly, Amodu (2011) remarked that negative

perception of TVET is not an attitude confined to the general public, but the

policy makers in the Education sector are also not insulated from the negative

mind-set about TVET. The problem of negative attitude towards TVET featured in

a survey carried out in Pakistan, where respondents rated Science Education as

more desirable than TVET. From a total of 683 respondents surveyed, 57%

preferred Science Education, 35% favored Technical Education, while 8% voted

in favor of Humanities/Arts. TVET was rated low by respondents because of

negative impression that this form of education attracts lower financial benefits in

the society (Reliance Services, 2012).

The third inhibiting factor against quality TVET is the inability of the

programme to meet the need of the industry. The Nigerian educational system at

present cannot meet the needs of the industry and the society (Omede, 2012).

Empirical studies in Pakistan on the relevance of TVET to the needs of the

industry indicated that 43% of the respondents felt that TVET aligned with the job

demand in the industry; 53% remarked that TVET did not meet industry

expectations and 4% of the respondents were indifferent (Reliance Services,

2012).

Furthermore, TVET experienced fall in quality on account of poor funding

from government and other stakeholders in Nigeria. King (2011) reported that in

several countries of the world, funding/financing of TVET has been very low; the

case is worse in developing nations despite increasing awareness about the

importance of TVET. Empirical finding on funding for TVET from Pakistan

indicated that 75% of the respondents were of the opinion that TVET is grossly

underfunded, 20% replied that TVET is well funded and 5% of the respondents

maintained a neutral viewpoint. The result above is a common feature in

developing nations. In Nigeria, TVET is challenged by paucity of funding from

government and donor agencies (Ladipo e al., 2013). Whereas, huge budgetary

28

allocation is appropriated to security, defense and administration by the

government to the detriment of education sector (Adebakin and Raimi, 2012).

Consequently, quality and standards in the educational institutions have been

compromised because of lack of adequate funding; a development which stifles

the capacity of institutional authorities to meet their teaching, research and

infrastructural needs (Oladipupo et al., 2007; Onyesom and Ashibogwu, 2013). It

was this realization that informed the deliberate inclusion of funding as a key

quality assurance indicator in several working papers (UNESCO, 2002; ETF,

2012; Reliance Services, 2012).

The fifth factor affecting quality of TVET is its inability to stimulate

employability contrary to the widely held notion that specialized education

empowers the citizens to be creative, innovative and productive thereby

improving their employability (Sofoluwe et al., 2013). The rising unemployment

rate in Nigeria negates the presumption that TVET stimulates employability

(Ladipo et al., 2013). TVET Survey findings lent credence to the employability

potential of TVET in Pakistan, where 80% of the respondents favored TVET as a

potent tool for employment, 14% felt it does not and 6% of the respondents

expressed neutrality (Reliance Services, 2012).

The last environmental factor affecting TVET is absence of enabling environment

and infrastructural facilities to strengthen skills acquisition programmes

(Lockheed et al., 1980; King, 2011). Absence of an enabling environment is

worsened by condition of the economy, weak internal capacity of institutions,

poor organizational governance, poor institutional research engagements, the

phenomenon of brain drain leading to paucity of experts, unhealthy industrial

actions, political tampering with policies, unsuitable policy environment,

inadequate funding, shortage of instructional resources, and inconsistent

educational policy (Oladipupo et al., 2007). From the foregoing, the factors

affecting the quality TVET could be summarized as poor conceptualization of

vision and goals, competencies/expertise of instructors, teaching and learning

environment admission and assessment standards, learning environment, and

employability prospects(World Bank, 2007).

29

(Ethiopia TVET strategy, 2008: 15) TVET environment in Ethiopia was

characterized by fragmentation and lack of coordination between the different

delivery systems. Formal TVET was concentrated on secondary school leavers.

Non-formal TVET offers were available to other selected target groups. They did

not, however, reach the broader range of groups in need of TVET. No formally

recognized TVET certification was available for learning outcomes achieved

through non-formal and informal modes of training or learning. There was no

coordination between public and private TVET supply. Furthermore, TVET

targeting of groups in rural areas was divided into agriculture and non-agriculture

TVET running side-by-side without joint and coordinated planning. This situation

resulted in the inefficient use of scarce resources available for TVET in Ethiopia;

lack of transparent and low quality of TVET offers and duplication of programmes

and efforts. In order to overcome this inefficient and ineffective fragmentation in

the future, the TVET system will explicitly address the occupational requirements

in all segments of the labour market, target all population groups in need of TVET

and thus incorporate and coordinate all aspects of TVET in Ethiopia. Therefore,

TVET is seen as an overarching term to describe all modes of formal, non-formal

and informal training and learning below higher education provided by all public

and non-public providers and companies. Against this background, the TVET

system shall build a competent and adaptable workforce according to the needs

of different segments of the labour market, in particular.

In the mainly urban formal sector comprising both public and private

enterprises, TVET will address competence needs in existing companies

and provide an adequately competent workforce necessary to attract new

investments;

In the Civil Service, which urgently needs improved quality of public

service delivery; TVET will provide special attention in this regard.

30

2.7. Quality as Perfection or Zero Defects

Quality as perfection deals with producing consistency through continuous

improvement by adopting total quality management (TQM) to create a philosophy

about work, people and human relationships built around shared values. This

aligns with a positivist paradigm that espouses the belief that the world is

definable, fixable, discoverable, and describable. Hence, quality as perfection

focuses on the process and sets specifications that aim to meet it perfectly

(MOE, 2002). This notion of quality is perhaps applicable to administrative tasks

such as the maintenance of students’ records, but it does not fit well with the idea

of expository learning. Quality in education is difficult to define and measure

(World Bank, 2007: 2). Regarding this, argued that a discussion on the quality of

education usually focuses on the level of pupils’ achievements in examinations,

parents’ satisfaction with the outcome of education, relevant skills, attitude, and

knowledge acquired for life after schooling, and the condition of the learning

environment. However, some of these aspects are subjective and therefore

difficult to measure. There are a number of indicators that contribute to the

quality of educational provisions including pupil-teacher ratio, class size,

availability of facilities and resources, and the qualifications of teachers. Quality

assurance as a whole is a range of actions and mechanisms that support quality

in training. Moreover, quality assurance is about ascertaining the existence of

quality or taking actions to ensure the existence of quality. This view is closely

linked with systems where the emphasis is on accreditation, or on the public

guarantee of quality. Quality assurance is also identified with improvement, and

therefore it follows the process of accreditation or licensing, through which a

basic measure of quality is established. A well-established accreditation process

has a major impact on the quality of training since each and every aspect of the

quality of training should pass through predetermined criteria to be fulfilled by the

trainee or training institute.

31

2.8. Recent Global TVET Reforms for Quality Assurance

There is currently a strong move in many countries towards having

rigorous, internationally recognized TVET quality assurance process. Many

countries have initiated steps for establishment of quality assurance mechanisms

keeping in view the provision of TVET. This initiative is tied to the reforms in

TVET sweeping round the globe. Existing TVET policies are often fragmented

and limited in scope; so far the formal training sub-sector attracts the largest

proportion of government support (Kingombe, 2011). This supply-driven system

is exclusive, inefficient, and unresponsive to labor-market needs and a national

training policy should be all embracing. However, the future of TVET is

generating heated debate nearly everywhere in the world. Kingombe (2011)

posited that globalization and the failure of development policies in the fight

against poverty have put TVET back at the centre of national and international

policy debates; as a result TVET reform constitutes a vibrant area of public

policy. Various national government and international organization like the

UNESCO has being clamoring for overall change in the system of TVET.

According to Kingombe (2011), the purpose of a TVET Reform Project is to

support change within the TVET system, the TVET reform consist of a broad

range of programme of TVET activities that focus on;

1) Development of new national TVET policy

2) Implementation of competency based training.

3) New TVET teacher training arrangement (e.g. development of National

Technical and Vocational Education Qualification Framework and

development of teachers training Qualification).

4) A greater role for the private sector and

5) More decentralized management of the formal TVET institutions.

These TVET reforms differ in various countries due to their various levels of

technological needs and aspirations. On the other hand, when examined TVET

across the globe , it is clear that the global reforms is directing focus and interest

to address social, environmental, political, agriculture, business, sciences and

32

technological needs amongst others. This is so because the world is gradually

transforming from knowledge base to competency base. Nonetheless, many

countries based their TVET reform strategies on sector strategy plans which are

derived from national development plans, such as the improvement of

productivity through skills development in industrial sectors. Consequently, these

transformations have made many nations to establish their TVET model based

on their technological needs.

2.9. Quality Assurance in Technical and Vocational Education and

Training (TVET)

The concept of quality has been one of the most important concepts in

contemporary educational terminology (Zelvys, 2004). In terms of general

concept, quality is defined by the ability or degree with which a product, service,

or phenomenon conforms, to an established standard, and which make it to be

relatively superior to other. Idialu (2007) described quality as standards of

something as compared to other things that is the degree of goodness or

excellence. According to Adegbesan, (2010) quality is not just a feature of a

finished product or services but involves a focus on internal processes and

outputs which includes; the reduction of waste and the improvement of

productivity. Quality as the totality of features and characteristic of product or

service that bear on its ability to satisfy stated or implied needs.

According to Olusola (2008) quality in education has to do with excellence,

standard, appropriateness and real value. Similarly, Oyebade, Oladpo and

Adetoro (2012) opined that quality in education may be considered on the basis

of how good and efficient the teachers are; how adequate and accessible the

facilities and materials needed for effective teaching and learning are; and how

prepared the graduates are for meeting the challenges of life and for solving the

social problems.

In TVET, quality is directly related to the achievement of the learning outcomes

(knowledge, skills, and competence achieved at the end of the learning process)

that fulfils the key stakeholders’ expectations: - students, parents, employers,

33

and community in general (Romanian Ministry of Education, Research, and

Youth, n.d.). Continuous enhancement of the quality of TVET system is a key

priority to any nation that desires to reap the benefits of this all important aspect

of education system. In fact, quality enhancement is viewed as one of the main

objectives of TVET system.

In order to ensure quality in TVET, it is essential to establish quality assurance

(QA) frameworks applying to all aspect of TVET. Globally, the focus today is on

strengthening quality assurance at all levels. Quality Assurance (QA) is a

generic term that can mean different things in different national and regional

contexts. In a broad sense, Onocha (2002) sees quality assurance as the

management of goods, services, and activities from the input stage, through

processes to the output stage of production. According to Adebayo, Oyenike and

Adesoji quality assurance is about consistently meeting product specification or

getting things for the first time and every time. It involves series of operational

techniques and activities which includes all actions taken when requirement for

quality are met. Similarly, Maajumdar, Khambayat, Tsesoro-Gayondato and Solla

(2010) described quality assurance as the process of verifying or determining

whether products or services meet or exceed customer expectations. They

maintained that QA is a process-driven approach with specific steps to help

define and attain goals. Maajumdar et al further stressed that QA helps

determine whether the steps used to provide the product or service is appropriate

for the time and conditions. Quality assurance is about what people at different

levels or units of an organization contribute to accepted standard of product

quality. This involves a coordinated quality assurance system, which should be

systematic; provide fundamentals of practice; be manageable so that its people

will use it; be integrated; and allow scope for individual initiative and professional

judgment (Kirkpatrick, 2005). QA therefore when applied in general concept, is

seen as any systematic process of checking to see whether a product or service

being developed is meeting specific requirements.

Quality assurance in education is the consistent and adequate provision

and utilization of good and high standard resources to foster effective teaching

34

and learning in every stage and aspect of the educational system (Fasasi, 2006).

Quality assurance is the systematic review of educational programmes to ensure

that acceptable standards of education, scholarship, and infrastructure are being

maintained (UNESCO). According to Tuck (2007) quality assurance in education

is the process and procedures for ensuring that qualifications, assessment, and

programme delivery meet certain standards. Oderinde (2004) enumerated two

aspects of quality in education, which are both internal and external. The internal

aspect is the implementations of the school objectives while the external aspect

deals with the implementation of national objectives, which are pre-requisites to

the achievement of quality in any educational institution. Quality Assurance can

refer to all forms of internal and external quality monitoring, evaluation or review

or the systematic review of educational programmes to ensure that acceptable

standards of education, scholarship, and infrastructure are being maintained

(African Union, 2007).

Quality assurance in TVET is the systematic management and assessment

procedures adopted by an educational institution or system to monitor

performance and to ensure achievement of quality outputs or improved quality

(Majumdaret al, 2010). The main actors to quality assurance in TVET are;

teachers, the commission for quality assurance and evaluation, school

management, school inspectorate, and community (Romanian Ministry of

Education, Research, and Youth.) It can be simply put that quality assurance in

TVET programme is the adequate provision and utilization of resources in all

aspects of the programme activities to produce competent and effective

graduates. So, any activity that is concerned with assessing and improving the

merit or the worth of an intervention in the field of TVET or its compliance with

given standards constitutes quality assurance.

2.10. General principles of the quality assurance system in Lao PDR

The overall quality assurance system starts with establishing the quality

standard, conducting assessments, and using the results of the assessments as

shown in the picture below. (Lao PDR context, 2011:3).

35

Figure 2.10. General principles of the quality assurance system

The process of achieving the quality standard involves all stakeholders:

the institutions which will be assessed, TVED, ESQAC, and organizations

that employ students and graduates of the institutions. All concerned

parties must collectively work to achieve the standard.

The quality assurance system includes several activities, starting from the

self-assessment of the institution and finishing with the use of assessment

outputs. Institutions conduct a self-assessment every year. The institution

utilizes the results of the self-assessment to improve internal quality for

the next semester. The self-assessment report is also the basis for the

annual report of the institution to be sent to the parent organization.

After the self-assessment report, TVED conducts an internal assessment.

The assessment team consists mainly of representatives of TVET

institutions. The assessment reviews the self-assessment report and

distributes the information among TVET institutions. The internal

assessment is conducted every two years.

Following the internal assessment, ESQAC conducts an external

assessment, in coordination with outside parties, such as employers and

Standards development:

Components, Indicators, Criteria ...

Quality Assessment

Assessment result reflection

Improve quality,

build trust in

society

36

senior persons involved in TVET. The external assessment report is sent to

an accreditation committee for approval. (In this preliminary stage, the

Ministry of Education (MOE) will receive the report. The accreditation

committee will be established at a later date.) The external assessment is

conducted every three or five years depending on the conditions of the

institution. Ultimately, the accredited institution will gain confidence and

public recognition. Other institutions will also be motivated to gain similar

recognition.

Training enhances and improves person’s skills, imparts knowledge to change

person’s attitudes and values towards a particular direction. Systematic

modification of behavior through the learning event, program, and instruction

enables individuals to achieve the levels of knowledge, skill, and competence

needed to carry out their work effectively. It is a technique which properly focuses

and directs towards the achievement of particular goals and objectives of the

organization (Pattanayak, 2001).

From the above discussion it can be understood that education and training is a

means to develop the required knowledge of the learner which in turn determines

his competence and performance and brings him in the line of others or takes

him ahead of others. Good performance, better competence, desirable qualities

are all products of knowledge. People with knowledge add value to anything.

They change the worthless to worthy one. Knowledge enhances personal traits

as creativity, skills, intelligence, and commitment to work. Therefore, training

programs should be designed so as to provide learning opportunities that are

effective and efficient. Any training program, if systematically developed and

introduced, brings a desirable change in behavior. Any training undertaken

should be well planned, structured, and directed towards the real need.

Armstrong in Tshukudu (2009) states that a systematic training is one that is

specifically designed planned and implemented to meet the defined needs. Thus,

training process consists of planned programs designed to improve competence

and performance at the individual employee, group, and organizational levels.

37

Improved competence and performance imply that there have been measurable

changes in knowledge, skill, abilities, attitudes, and behavior.

Tshkudu (2009), stated that, various authors develop training models about

training and development procedures to be followed. The majority of training

models are systematic in that they describe the training and development

undertaken as a logical series of steps. Before the training program is conducted,

it is necessary that the training needs are identified. Identification of training

needs is first and probably the most important step towards the identification of

training techniques. Once it is established, that need for training is a necessity,

then the question arises what type of training is required?. Learning and

performance are best fostered when students engage in practice that focuses on

a specific goal. Therefore, the trainer must be clear on what type of behavior is

required for the learners as the learning outcome (Eberly, 2013).

Evaluation goals involve multiple purposes at different levels. These purposes

include student learning, instructional material, transfer of training, and return on

investment. Attaining these multiple purposes may require the collaboration of

different people in different parts of the organization.

Tshukudu (2009) identifies five purposes for evaluating training and

development namely: feedback, control, research, intervention, and power

games. Feedback supports quality control over the design and delivery of training

and development activities. Feedback to trainees is critical for imparting a

learning process during training and development. Timely feedback to

participants on the effectiveness of particular methods and on the attainment of

objectives set for the program will help in the development of the programs those

are currently being run and those planned for future. Feedback gives the

following information which needs to be collected for evaluation:

The extent to which the objectives are being or have been met;

Before and after measures of levels of knowledge, concepts used, skills,

attitudes and behavior;

Sufficient detail about content to be able to estimate the effectiveness of

each topic;

38

Evidence of transfer of learning back to the workplace; and

Some identification of those for whom the program was of most and least

benefit; so that the target population can be more closely defined.

Moreover, (Kirkpatrick, (2005)), stated that properly developed and administered,

competency exams can answer various questions like: Can the person who has

been trained to weld, for example, actually do the kinds of welds that are required

on the job? Can the customer information representative provide customers with

the correct information or refer them to the proper agency? Can the manufacturing

supervisor successfully use a new computer-based manufacturing resource

planning system introduced into the plant? By retraining those who have not

acquired the knowledge and skills needed to do their jobs, an organization can

improve employees' performance and the effectiveness of the organization as a

whole.

Competency exams can also increase trainees' motivation levels, because a

"testing hurdle" is required at the end of training. When trainees know they will be

tested at the completion of the training, they are more likely to attend sessions,

actively participate, concentrate, and study course materials. In this way, trainees

are made accountable for their learning

(Kathleen, 2006). Trainers are also held accountable for their instruction.

Competency exams provide trainers with valuable feedback for improving training.

For example, consistently low scores by trainees on certain parts of an exam may

indicate that the training should be revised, more information may be needed,

exercises may need clarification, or more time may be required to cover a

particular topic. Confusion or misunderstanding on the part of trainees can provide

trainers with direction for improving subsequent training efforts (Kathleen,

2006).With regard to Ethiopian TVET system, occupational assessment is

employed by an authorized office (COC). Output quality of TVET delivery is

measured through a process of learner’s achieved competence. This is done

through occupational assessment, which is based on the occupational standards.

A candidate who has proven, through occupational assessment (which may be

39

one assessment or a series of assessments), that he is competent will be

awarded a National Occupational Certificate, which is the official proof of a

person’s competence in a TVET relevant occupational area.

From the above discussion it can be understood that the training evaluation is

concentrated only on the performance of the trainee and the trainer where as

other factors that influence the effectiveness of the training program are not

taken into consideration. To that effect the evaluation process may lack

completeness in the east Gojjam Zone.

2.11. Process of institutional quality development

The institution improves its quality through several methods, including: the “Plan,

Do, Check, and Act” (PDCA) cycle and the Total Quality Management (TQM)

approach. The simple and most popular method is the PDCA cycle, also known

as the Demming wheel (named after W. Edwards Demming, a quality

management pioneer). The cycle is explained below:

Figure 2.11. Process of institutional quality development.

The ‘plan’ part of the PDCA cycle needs to be operationalised and based on the

best evidence, that is. who will say or do, what activities, with whom, under what

conditions? To what degree are these components supported by monitoring and

evaluation of TVET outputs and outcomes?

40

The ‘do’ part of the cycle offers an opportunity to specify how the plan will be

implemented. The speed and effectiveness of implementation may depend on

knowing exactly:

■what needs to be in place in order to achieve the desired results for TVET

stakeholders;

■who is most likely to be able to engage in executing the plan;

■how ‘readiness for change’ among key stakeholders is created in the context of

implementation.

Highlighting the ‘check’ stage and the role of indicators

In this cyclical process, the ‘check’ stage plays a crucial role in ensuring and

improving the quality of TVET provision, particularly by monitoring and evaluating

TVET processes and results. In reality, there are many reasons why countries

and TVET providers should undertake monitoring and evaluation, the need to

know whether TVET provision is meeting its objectives; whether TVET provision

is leading to the desired effects among its target group; and because detailed

information is generated about the progress of TVET provision and the results it

has obtained.

In addition, monitoring and evaluation allow greater transparency and

accountability regarding the management of financial resources. Both monitoring

and evaluation are based on the use of indicators, i.e. measures of the status of,

or change in, the TVET system and provision with regard to its goals (Figure 2).

Users of education and training data, such as policy makers, teachers, parents

and employers, generally focus on performance indicators that measure the

outcomes of the TVET system, namely student or trainee achievement and

success. However, a sound indicator system must also include context

indicators, i.e. those measures of system inputs and processes that assist in the

interpretation

41

2.12. The role of management body in training organizations

Managers have critical roles in the creation, implementation, and management of

an organization. According to MOE (2009).All managers/leaders at various

selves of education system have definite tasks to perform though they may use

different skills because of difference in the nature of the task, competence, and

skill they have. They can do their jobs effectively when they have the required

management skill and competence. The role of the manager to his/her job has

two important aspects namely: a set of managerial functions (planning,

organizing, and controlling) and a set of crucial management skills (technical,

human, and conceptual).Planning anticipates future activities. The purpose of

planning TVET is to establish objectives and translate them into a schedule of

operational activities for a specific period of time.

Briscoe in Tshukudu (2009) identifies specific reasons for planning being an

important management function. Planning contributes to the effective handling of

change. And, if one is to consider the degree to which an organization needs to

change to strive to become a learning organization, planning becomes crucial.

The planning process can be divided into seven phases which include assessing

the situation, establishing objectives, determining an alternative course of action,

evaluating and selecting alternatives, implementing selected plans and

evaluating the progress of the plan in terms of assessed needs, the stated

objectives and set control standards. After the planning process, managers must

organize resources in order to achieve their plan. Organizing can be defined as

the arranging and grouping of jobs, the allocation of resources, and the

assignment of work in the department in order to ensure that functions are

implemented according to the plan MOE (2009) noted the following

The principals’ skill in organizing and coordinating the efforts of teachers and other

school community members ensures proper utilization of resources and successful

achievement of instructional goals. They exercise their management proficiency through

shaping the organizational climate and resource of the school rather than by direct

involvement in each activity. (MOE, 2009: p.20)

42

To be effective in the TVET management, both human and non human resources

must be coordinated to accomplish the objectives of the TVET institutes. This

means, the disorganized human, material and financial resources must be

converted into useful outputs (Folashade, 2000; 25).

Managers are also required to control systems and activities in the organization

to promote learning. Control intends to ensure optimal utilization of resources.

The main aim of control is to ensure that departmental effectiveness and

efficiency are promoted. Control is implemented to ensure that departmental

activities are implemented according to a predetermined standard. Plunkett and

Steiner, L (2010) emphasize that control is the systematic effort of identifying

performance standards and comparing the actual performance with the planned

performance goals and objectives. Performance standards and measures are

developed for the key performance areas. Critical performance areas are

responsibilities or accountabilities of such importance that unacceptable

performance will result in a poor performance appraisal. Key performance areas

must be formulated thoughtfully because an employee’s unacceptable

performance can result in disciplinary action.

In addition to that the school principal, has the responsibility of developing

effective communication system; downward, upward, as well as horizontal.”The

principal should know that effective communication cannot be secured by

sending more orders and directives downward. But he should initiate and

encourage his staff to send their opinions, criticism, questions, and information

upward” (MOE, 2008)

Tshukudu (2009) managers identified specific strategies to enforce effective

communication. Firstly, they should develop a vision for the desired future by

examining past experiences, the present situation, and the future goals. All

information should be disseminated and the vision communicated to all

employees. Secondly, communication of the vision should lead to the creation of

meaning and trust among all employees. Thirdly, management should choose

the best course of action so as to instill trust, identity, and integrity by being

43

consistent in the application of the communication. Fourthly, the manager should

always keep his or her own skills and weaknesses in mind and strive to

overcome his or her limitations by using employees that will compensate for

managerial weaknesses.

College Deans and vice Deans are also responsible to conflict management

activity. Conflict is in evitable. Not all conflict is bad. Some conflicts support the

goals of the group and improve its performance; these are functional, or

constructive, forms of conflict. But there are conflicts that hinder group

performance; these are dysfunctional, or destructive, forms of conflict. As a

whole, conflict in the workplace can affect the effectiveness of individuals, teams,

and the entire organization. So the manager’s conflict handling skill can result in

negative or positive effect in the school environment With regard to the Ethiopian

TVET system, policies and strategies are developed at the national level by the

Federal TVET agency. As it is stated in the TVET Strategy (2008), the state

TVET authorities plan, coordinate, support and supervise the TVET provision in

the irrespective regions, secure funding for the governmental TVET colleges in

the regions. Moreover the system intends to delegate major responsibilities

directly to the TVET colleges. To that effect the East Gojjam Administrate Zone

colleges are delegated operation a autonomy in terms of use of resources,

overall management, and planning of TVET programs. As a result authorities of

these institutes are more responsible to run the training program according to the

designed strategy in order to achieve the desired goal. So it is obvious that the

deans and vice deans of these colleges have to enhance the required

management skills

2.13. Indicators of Quality Assurance in (TVET) Program

Ogbodo (2009) and Ehindero (2004) opined that there are indicators and indices

that are associated with quality assurance in education, TVET inclusive. Some of

these indicators and indices are students, teachers, supervision of instruction

and teaching effectiveness, teaching and learning environment, student

admission policy, recruitment, and selection of academic staff, measurement,

44

and evaluation as well as the flow of operational fund. Similarly, UNICEF (2000)

explained quality education by enumerating the components of quality education

which are:

Learners who are healthy, well nourished, and ready to participate, learn,

and supported in learning by families and communities.

Environments that are healthy, safe, protective, gender sensitive, and

have adequate resources and facilities.

Content that is reflected in relevant curricula and materials for acquisition

of basic skills, skills for life, and knowledge in such areas as gender, and

health.

Process through which trained teachers use appropriate teaching

approaches in well managed classrooms and schools; and skillful

assessment to facilitate learning and reduce disparities.

Outcomes that encompass knowledge, skills, attitudes, and are linked to

national goals for education and positive participation in society.

According to Fasasi (2006) education quality is measured using already

established standards or quality indicators that can be low or above a given

benchmark. The quality is said to be low or poor where standards are not met, or

where stakeholders query or doubt any area of the process or the competencies

of graduates of the educational system/ programmes.

2.14. Quality Assurance Strategies in TVET Program in different

country

Various strategies have been put in place to tackle the challenges of quality

assurance in education in general and TVET in particular in different countries in

the World. However, some of these strategies include: planning; internal and

external evaluation of TVET programmes; improved funding; public private

partnership; training and retraining of TVET teachers/ instructors; adequate

provision of required infrastructures; organizing seminars and workshop for TVET

teachers/ instructors; provision of research grants to TVET teachers/ instructors;

accreditation; and provision of scholarship to TVET teachers and students.

45

Anyakwo (2012) posited that factors such as adequate and functional facilities,

appropriate class size, the right number of qualified and competent TVET

educators, appropriate teaching methods/ strategies; and funding promote the

quality of TVET programmes.

Similarly, Aworanti (2012) stated that to promote the quality of TVET,

there should be adequate and functional facilities; good students’ teacher

relationship; conductive teaching/learning environment; and sufficiently learner-

centered environment. According to the Romanian Ministry of Education,

Research, and Youth (RY) the main actors (teachers, quality assurance

agencies, school management, employers, school inspectors, and community) in

quality assurance plays vital roles in achieving the goals of quality assurance.

The following are some roles of the various actors of quality assurance for quality

outcomes:

Teachers: the roles of the teachers include: use of student- centered teaching

methods; improvement of the quality of teaching process after regular evaluation

(at least annually) of students’ satisfaction; team planning (at least at curriculum

level) of teaching and assessment activities; offering individual support at student

request; and applying the quality assurance measures established at school

level.

Quality Assurance Agencies: Their roles include: internal monitoring of TVET

quality; and coordination of TVET quality assurance and evaluation processes.

School Management: the roles of the school management include: development

of school action plan, following consultation processes with all stakeholders and

taking into account regional and local priorities; promoting a quality culture at

school level; permanent communication with students, parents, and employers;

and efficient and effective maintenance of teaching and learning resources.

Employers of Labor: The roles of the employers include: involvement and

identification of training needs, and the planning of vocational education and

training offer; involvement in the design of locally developed curricula;

participation in the certification of vocational competences acquired by students;

46

and formulating proposal for the improvement of vocational education and

training.

School Inspectorate: The roles of the school inspectorates include: give

guidance and support the schools in quality assurance process; quality control

and formulation of quality improvement proposals; support for professional

development of teachers; and dissemination of good practice in quality

assurance.

Community: The roles of the community include: support the school’s

institutional development; pro active participation in the school’s administration

council; and assurance of the necessary resources for the teaching and learning

process.

Similarly, Onyesom and Ashibogwu (2013) posited that control measures

of quality assurance in vocational education include: proper evaluation and

monitoring; adequate funding; improved supervision; retraining of teachers;

research improvement; and attitudinal change on the part of government, school

administrators and management, TVET teachers, parents, and students.

Quality in TVET institutions varies among countries and regions. It is

important, therefore, that all stakeholders agree on definitions and vocabulary.

Below are some definitions specific to the (Lao PDR context, 2011:1).

Quality in Vocational Education and Training (VET) refers to three

aspects: VET qualifications, courses, and providers. Educational

quality is to be consistent with the vision and mission of national

education initiatives.

Quality Assurance for education is the process of monitoring and

assessment in line with defined requirements. The quality assurance

system helps an institution gain confidence in its quality and gain an

increase in public trust. Quality assurance may be undertaken by an

external agency or through a TVET institution’s own internal quality

management system (QMS). Quality assurance – whether external or

internal and irrespective of how quality is defined – requires

47

established benchmarks against which qualifications, courses and

providers can be assessed.

Quality Control means the systems and mechanisms for quality

education that are in place and are in accordance with designed

indicators.

The Quality Standard for TVET institutions may be developed and

assessed through:

Internal quality assurance processes;

An external TVET quality assurance agency;

International standard-setting of international generic applications

(for example, ISO 9000 provisions).

Quality Auditing is the process of internal monitoring of TVET

institutions to ensure the presence of quality control mechanisms. The

administrator of the TVET institution should develop a positive

environment for his/her staff, conducive to quality work. TVET

institutions should develop their own sustainable approaches to quality

monitoring to suit their needs.

Quality Assessment is identification of the quality of TVET institutions

against indicators identified in the TVET QA Manual. This process is

designed to help institutions identify strengths, weaknesses, and

opportunities for improvement. Quality assessment will comprise self-

assessment, internal assessment and external assessment.

Self-Assessment involves institution-level quality assessment and

includes input from official committees, school staff, and students. A

written self-assessment report (SAR) is required. Self-assessment

must be conducted yearly in accordance with the annual development

plan of the institution.

Internal Assesment involves quality assessment performed by the

Technical and Vocational Education Department (TVED). An

assessment committee may comprise TVED representatives, the

Educational Standard and Quality Assurance Center (ESQAC), and

48

representatives of the TVET Quality Network from each region. Internal

assessment can be conducted every two to three years to enhance

policy review and institutional development planning.

External Assessment involves quality assessment by an external or

independent agency. It may be organized every three to five years.

Employers and organizations that employ graduates should be

involved in the assessment.

Accreditation is the outcome of internal and external quality

assessment. It helps to ensure that institutions are recognized for

providing quality TVET programs.

Internal Quality Assurance is the result of internal quality assessment

by an appointed committee from TVED, ESQAC, and the TVET QA

Network. It ensures that TVET institutions are able to demonstrate their

quality level by measure of TVET QA Manual indicators.

External Quality Assurance is the process of quality assessment and

assurance of TVET institutions by an external agency.

System and Mechanisms refers to implementation steps carried out by

staff. It includes planning in relation to the organization of activities and

allocation of resources towards designed goals.

Quality Component consists of a set of indicators measuring an aspect

of the the quality assurance system.

Indicator is a standard to measure the level of quality implemented.

Educational Product means the output of the TVET institution.

Efficiency refers to the extent to which resources are well used by the

institution.

Effectiveness means the quality of outcome of the TVET institution in

relation to goals and objectives.

2.15. Challenges of Quality Assurance in TVET Program in Ethiopia

Quality Assurance is a key component of successful internalization, mechanism

for building institutional reputation in a competitive local and global arena and

49

necessary foundation for consumer protection. The concept of quality with

regards to education is considered as the worth of education in the area of input,

teaching/learning process, and output as well as the entire gamut involved in the

education delivery system (Onocha, 2012). However, various challenges have

been identified to affect the achievement of the goals and objectives of quality

assurance in TVET. Evidence from research studies (Alfred, 2012; Idialu, 2012)

indicated that the factors militating against quality assurance in vocational

education programmes are numerous. In Ethiopia some of these factors as

highlighted by these authors include the following: inadequate funding;

inadequate staff quality and quantity; inadequate provision of facilities;

insufficient provision of instructional materials; poor retraining scheme for

vocational teachers and poor societal attitude. Other factors include poor

remuneration of vocational teachers; poor administration and supervision;

examination malpractice; poor assessment methods; absenteeism of teachers

and students; poor teacher student relationship, counseling services are not

provided in the schools, administrative flaws in terms of appointment of teaching

staffs; politicization of teachers’ appointment; and total disregard of accreditation

report.

According to Anachuna (2012) the factors militating against quality assurance in

Ethiopia TVET colleges include: population explosion in TVET colleges;

overcrowded classrooms; inadequate funding; inadequate infrastructural

facilities; inadequate academic staff; poor remuneration of instructors; mirage

office accommodation; poor college management; unstable academic calendar

due to incessant strikes by staff, students unrest, examination malpractice;

dearth of research grants; cultism, ill equipped libraries; and too much emphasis

on paper qualification. Furthermore, Babalola (2001) posited that TVET

education in Ethiopia is in crisis. He stated that, there is less money to spend on

training, research, and community services. Also, he maintained that libraries in

Ethiopia TVET education lack adequate and relevant books; laboratories do not

have essential equipments; classrooms are without adequate furniture’s for

students and even office accommodation to TVET education staff. The

50

equipments for science and technical vocational education among others were

lacking in majority of the colleges in Ethiopia. Many colleges’ buildings in every

state of the country were in a terrible state of disrepair; training materials,

workshops, staff offices, and TVET furniture were also lacking, although there

was wide variation from state to state (UNESCO, 2003).

(MOE, 2006). Hence, TVET colleges should provide instructors either with

sponsorship to upgrade their educational level or employ additional masters

degree holders teaching staff to maintain quality in the teaching-learning process.

Second, the teaching staffs were not competent enough in playing their roles and

accomplishing their responsibilities due to the lack of pedagogical knowhow and

on the job training opportunities. Thus, it is imperative to introduce a teacher’s

development program to enhance those on the frontline of education

Folashade(2005) observed that many TVET including Ethiopian teachers are

unhappy, lack the zeal and enthusiasm in their jobs because their welfare is not

taken into consideration by their employers. They go on strikes before being paid

their salaries and retirement benefits are not guaranteed at retirement. Under

these conditions, quality in teaching may be affected. However, Anyanwu (2009)

stated that students can make or mar quality in training. Indeed when the

students are not interested in a subject and do not possess learning materials

such as text and exercise books, quality teaching is jeopardized especially for

technical and vocational education which contribute significantly to economic and

self reliance. Based on the foregoing, it is evident that the quality and

functionality of technical and vocational education programmes in Ethiopia has

been marred by several factors, this situation is worrisome to TVET stakeholders

and need to be addressed.

Cooperative training is the one of training method that helps to improve quality

training. According to MOE (2008) the major advantage of apprenticeship training

(and more generally cooperative TVET delivery forms) is its vicinity to the world

of work. Trainees are systematically exposed to the world of work and learn the

occupational practice in a real life situation. Experience shows that this leads to

51

significantly better training outcomes, practical skills, work attitudes and

theoretical comprehension of the occupational requirements. Furthermore,

enterprises get to know the trainees, which often lead to employment after

graduation. Through cooperative TVET schemes companies can also contribute

to the further development of TVET system. Finally, apprenticeships and other

forms of cooperative training tend to be more cost-effective than school-based

TVET, as TVET institutions need not invest in sophisticated machinery and

training periods in the institutions will be shorter.

2.16. Summary of the review literatures

In general, the literature review insights the relevance of TVET with regard to

social, economic, environmental, and political aspects. To that effect international

organizations such as the ILO and UNESCO give directions and

recommendations to nations on the implementation of TVET. It is also observed

that some developed and developing counties give emphasis to TVET in their

education systems though Africa takes the list percentage as it is indicated in the

literature. In addition to that the challenges of implementation and possible

solutions are forwarded. According to the AU recommendation, it is necessary for

a nation to assess the existing national TVET system capacity, including funding

levels and budget utilization, strengths, weaknesses, and deficiencies before

embarking a large-scale system. The UNESCO and ILO improve that in some

developing countries decision-making processes have been totally devolved to

TVET institutions or skills centers, providing managers with increased autonomy

and accountability for the performance of their institution, and they suggest that

under such circumstances, institutions need to develop their own business or

strategic plans. Moreover, managers will be responsible for the management of

budgets at their own institution. And some form of external accreditation and

quality assurance would need to be a fundamental component of such devolution

to ensure standards. Ethiopia is one of those countries which implement TVET in

a broad base. As a result, since 2002 the education policy is revised to tackle the

previous problems encountered in the education system. Based on that, TVET is

52

integrated with in the education system as formal and informal system. Besides

that, to enable the TVET trainees get more practice at the workplace, cooperative

training is designed. Moreover, to control the quality of the training outcome,

assessment centers of competencies are established, though the result of

trainees who sat for COC assessment is poor. In the literature review it is also

observed that the training program has to be designed according to manpower

requirements of the society. Moreover, different tasks that have to be performed

in the training process are identified. In the training process the first action to be

taken is need identification. Objectives of the training have also to be identified.

Preparation of necessary training materials as well as competent trainers is also

another task. Evaluation of the training program is vital to take corrective actions

at every step. In addition the role of management body in planning, organizing,

leading, and controlling available human as well as non-human resources has

also its influence for the training program to be effective. Based on this

information, the study attempts to assess the roles, nature, scope and challenges

of TVET Programme and its significance for improving Technical/Vocational

education in East Gojjam Administer Zone. The government tries to examine the

current challenges of the TVET programme and recommend possible solutions to

the challenges because Technical and Vocational Education in East Gojjam

Administer Zone faces a lot of challenges regarding quality training.

53

CHAPTER THREE: RESEARGH DESIGN AND METHODOLOGY

3.1. Study Design

The study was conducted in East Gojjam zone TVET Colleges from February

1/2018 up to September 12/2018. In Administration zone there are 11 TVET

Colleges. Currently there are 33 Deans, 50 Department heads, 447 Trainers, and

7849trainees.To reliable the study Amhara TVET bureau expertise and textile

garment trainees from D/M /P/T/C were included.

This study used both quantitative and qualitative approaches. A quantitative

research requires that data be expressed in numbers. Thus it is suitable since

large amounts of data were collected from a large target group. For the empirical

study a self-administered questionnaire was used as the data collection method.

A self-administered questionnaire was easier to administer and allows for greater

anonymity than interviews. The qualitative approach involved open ended

questions in order to get detail information from the respondents. With this regard

the study employed mixed approach so as to make it completed.A cross

sectional study design was used.

54

3.1.1 Method of data collection procedure flow chart

2

Data analyzing and interpretation

Study on the existing training

Data collection

Primary data collection

Secondary data collection

Books

Questionnaires’

Journals

Questionnaires

Understanding the current potential for the Training

Giving information to suit current training to the standard requirements

Giving information to facilitate the

infrastructure to suit for quality training

Giving required information regarding quality training

Documentation and publishing

Through Training experience

Figure 3.1.1

55

3.2. Study Population

The study population were deans, department heads trainers, trainees TVET

bureau expertise, and textile garment trainees who selected as a sample.

3.3. Sample Size and sampling Method

All 33 deans, 50 department heads, and 50 textile garment trainees were

participated in the study using comprehensive sampling method. Whereas

regarding to trainers, TVET bureau expertise, and trainees simple random

sampling was used. According to Cohen and Morison (2007) in determining

sample size for a probability sample one has to consider not only the population

size but also the confidence level and confidence interval. Therefore the

researcher determined the sample size of 95% confidence level and ±3 percent

confidence interval. As you can see in the following table from 447 trainers 224,

from 34 expertises 17, and from 7819 trainees 782 were selected randomly.

Table 3.3.1 Sample size

No College Population (Trainers)

Sample (50%)

Population (Trainees)

Sample (10%)

1 Mertolemariam 48 24 1009 101

2 Amanuel 26 13 237 24

3 Debre Elias 12 6 208 21

4 Debre Work 32 16 599 60

5 Debre Markos 150 75 2088 209

6 Gindewoin 12 6 105 11

7 Yejubie 6 3 181 18

9 Motta 59 30 1578 158

10 Kuyie 20 10 241 24

11 Dejen 36 18 754 75

Total 447 224 7819 782

From Amhara TVET bureau expertise 34 17

56

(782/7819X100%=0.1X100%=10%) for trainees

(224/447X100%=0.5X100%=50%) for trainers

(17/34X100%=0.5X100%=50%) for Amhara TVET expertise

There for, I used random numbering table for selecting the sample of trainees

TVET expertise, and trainers.

3.4. Instruments of Data Collection

Following the pilot test, revised questionnaires were distributed to the

respondents identified for the study of the eleven colleges after getting

permission from the respective bodies. During distribution, orientations were

given for all sample respondents. For student respondents guidance was given

on the spot to assist them in filling the questionnaires properly.

3.5. Pilot Test

Following the preparation of the questionnaires and before distribution, the

questioners were administered to Amanuel TVET college management bodies,

trainers, and trainees were selected through simple random sampling technique.

Amanuel TVET College was selected for pilot testing to test the reliability of the

questions. The reliability was found 0.82 cronbach alpha by using internal

consistency method. The questionnaires were also distributed to four experts to

comment on the clarity of the language, the inclusiveness of the questions

(content validity) and to identify irrelevant questions in order to prove its validity.

Based on the comments given from these experts some questions were

modified.

3.6. Data Analysis

The data collected through close ended questionnaires were analyzed through

Quantitative data analysis technique after entered into SPSS version 20. Version

20 from the quantitative data analysis technique percentage and frequency were

calculated. Qualitative analysis techniques (narrations) used to analyze data

collected by open ended questions.

57

CHAPTER FOUR: PRESENTATION, ANALYSIS, AND INTERPRETAION

OF DATA

4.1. Introduction

In this section, data collected through multi-method instruments are presented

thematically following the concurrent approach. The basic research questions

framed in chapter one of the study was used as major themes under which data

was organized and interpreted. Besides, the quantitative and the qualitative data,

and data from various respondents were analyzed together to triangulate one

with the other instead of treating them separately. Accordingly, the themes under

which the analysis focused are: demographic characteristics of respondents,

4.2. Demographic Background of Deans, Department heads, and

Trainers

Table 4.2.1 Demographic Background

Table 4.2.1 showed the demographic characteristics of the respondents who

participated in filling the questionnaire. Accordingly, all deans were males

(100%). When we see the qualification of deans, majority of them were Bsc

holders. Regarding to their services majority 45.5% of them had 5-10 years and

36. 4% had 1-5 years of services. When we look at the background information

of department heads 66% of them were males and the rest 34% were females.

Majority 66% of the department heads were Bsc holders, only 14% of them Msc.

Regarding to their services 38%, 30% and 32% of the respondents had 1-5, 5-10

and above ten years of services respectively. Majority 52.2% of the trainers were

N

o

participants Sex qualification Service in years

M (%) F (%) Msc

(%)

Bsc

(%)

Level

4(%)

1-5(%) 5-10(%) Above

10(%)

1 Deans 33(100) - 4(12.1

)

29(87.

9)

- 12(36.4) 15(45.5) 6(18.2)

2 Department

Heads

33(66) 17(34) 7(14) 33(66) 10(20) 19(38) 15(30) 16(32)

3 Trainers 117(52.

2)

107(4

7.8)

32(14.

2)

96(42.

9)

96(42.

9)

100(44.

6)

113(50.

5)

11(4.9)

Total 183 124 43 158 106 131 143 33

58

males and the rest 42.8% were females. Level 4 and Bsc holders shared 42.9%

each. Only 14.3% of the trainers had Msc. Majority 50.5% of the trainers had 5-

10 years of teaching and training experience

4.3. Demographic Characteristics of Trainees

Table 4.3.1 Demographic Characteristics of Trainees

Sex Reason for joining TVET Information for joining TVET

M F Develop

Skill

Self

employment

No

alternative

Family Friend My self

399(52%) 368(48 ) 26(3.4 ) 647(84.4%) 94(12.5%) 557(72%) 90(11.1 ) 120(15.5%)

4

29

12 15 6 7

33

10 19 15 16

32

96 96 100

113

11

Msc Bsc Level 4 1 to 5 5 to 10 above 10

Qualification Service in year

Figure 4.2.2 Qualification and service in year of the participants

deans Department heads Trainers

59

4.4. Reason and getting Information for joining TVET

Figure 4.4.1 Reason and getting Information for joining TVET

When we see the background information of trainees, majority (52%) of the

respondents were males and the rest 48% were females. In addition majority

(84.4%) of the respondents the reason for joined TVET was to be self employed,

whereas 12.5% of the respondents joined TVET due to lack of other alternatives.

When we see respondents where they did get information to join TVET, majority

(72%) of the respondents joined TVET based on the information their parents

gave.11.1% got information from their friends. The rest 15.5% of the respondents

had the information by themselves.

26

647

94

557

90 120

0

100

200

300

400

500

600

700

Develop skill Selfemployment

Noalternative

Family Friends My self

Reason for joining TVET Information for joining TVET

M=399 F=368

60

4.5. Response rate

Table 4.5.1 Response rate

Respondents Number of

questionnaire

s distribute

Number of

questionnaires

appropriately filled

and collected

Response

rate with

percent

Trainees 782 767 98.08%

Trainers 224 224 100%

Department heads 50 50 100%

Deans 33 33 100%

TVET Bureau Expertise 17 17 100%

D/M/P/T/C/ Textile garment trainees 50 50 100%

Figure 4.5.2 Response rate

4.6. Beliefs of deans about the available facilities, tools, and

equipments at TVET Colleges in east Gojjam zone

To check the available facilities, tools, and equipments in the colleges under

investigation rating scale questionnaire was filed by college deans and the result

presented below.

782

224

50 33 17 50

767

224

50 33 17 50

0

100

200

300

400

500

600

700

800

900

Trainees Trainers Dep.head Deans BureauEXPERTIES

Textilegarmenttrainees

No of questionnaries distributed No of questionnaries filled

61

Table 4.6.1 Beliefs of deans about the available facilities

Response type Response

frequency Percent Percent

Strongly Disagree 29 12.6% 60.2%

Disagree 110 47.6%

Have no Idea 12 5.2% 5.2%

Agree 79 34.2% 36.2%

Strongly Agree 1 4%

Total 100% 100%

As we can in table 4.6.1, majority (60.2%) of respondents were disagreed and

strongly disagreed about the available facilities tools and equipments. Only

36.2% agreed and strongly agreed about the available facilities, tools, and

equipments. The rest 5.2% of the respondents chosen undecided from the given

alternatives. Therefore, from the above finding we can generalize those TVET

colleges in East Gojjam zone had a big problem related to facilities, tools, and

equipments.

4.7. Department heads perception on facilities, tools, and


To see the available facilities, tools, and equipments in the colleges under

investigation rating scale questionnaire was filed by department heads and the

result presented below

Table 4.7.1 Department heads perception



Strongly Disagree

110 36.7%

77.4%

Disagree 122 40.7%

Have no Idea - -

Agree 54 18.8% 22.5%

Strongly Agree 14 4.7%

Total 100% 100%

62

As we can see, majority (77.4%) of department heads also, disagreed and

strongly disagreed about the facilities, tools, and equipments in TVET colleges.

Only 22.5% of department heads agreed and strongly disagreed on the available

facilities and equipments in east Gojjam zone TVET colleges. Therefore,

department heads also believed that colleges in the study area had problems

related facilities, tools and equipments.

4.8. Perception of trainers about the available facilities, tools, and


In order to assess the available facilities, tools, and equipments in the colleges

under investigation rating scale questionnaire was filed by college trainers and

the result presented below.

Table 4.8.1 Perception of trainers about the available facilities




Disagree 1213 41.8%

Have no Idea - - -

Agree 629 21.7% 21.7%

Strongly Agree - -

Total 100% 100%

As we can see in table 4.8.1, majority (78.3%) of respondents were disagreed

and strongly disagreed about the available facilities tools and equipments. Only

21.7% agreed about the available facilities, tools, and equipments. Therefore,

from the above finding, trainers perceived that facilities, tools and equipments in

TVET colleges of East Gojjam zone were not adequate and to some extent not

available.

63

4.9. Perception of trainees about the available facilities, tools, and


In order to see the available facilities, tools, and equipments in the colleges

under investigation rating scale questionnaire was filed by college trainees and

the result presented below.

Table 4.9.1 Perception of trainees about the available facilities



Strongly Disagree 4047 44% 85.4%

Disagree 3811 41.4%

Have no Idea - - -

Agree 1346 14.6% 14.6%

Strongly Agree - -

Total 100% 100%

As we can see in the above table, majority (85.4%) of trainees disagreed and

strongly disagreed about the facilities, tools, and equipments in TVET colleges.

Only 14.6% of these trainees agreed on the available facilities and equipments in

east Gojjam zone TVET colleges. Therefore, like deans, department heads and

trainers, trainees also strongly believed that colleges in the study area had

problems related facilities, tools and equipments and institutions were not

conducive to give the needed training.

64

4.9.2. Summery about facilities, tools, and equipments at TVET

Colleges in east Gojjam zone

Figure 4.9.2.1 Summery about facilities, tools, and equipments

4.10. Perception of deans on the implementation of training process

at TVET Colleges in east Gojjam zone

Questionnaire was developed that helped the researcher to rate the extent the

training was implemented in TVET colleges of East Gojjam zone. The responses

of deans, department heads, and trainers, were presented follows.

Table 4.10.1 Deans on the implementation of training process




Disagree 100 27.5%

Have no Idea 39 10.7% 10.7%

Agree 87 24% 45.5%


Total 100% 100%

60.20%

77.40% 78.30% 85%

5.20%

36.20%

22.50% 21.70%

14%

Deans Department heads Trainers Trainees

Strongly disagree and disagree I have no Idea Strongly agree and agree

65

As we can see from the above table majority of the deans indicated as the

training had been best implemented (45.5%) by responding as agree or highly

agree to the questions. About (43.8%) responses were negative, which were

disagreeing or highly disagree. The rest responses about (10%) did not indicate

the level of implication (they responded as undecided). Therefore, from the

analysis we can conclude that TVET colleges in East Gojjam zone did not

implemented the training to the expected level.

4.11. Perception of department heads on the implementation of

training process at TVET Colleges in east Gojjam zone

In order to see how the training was implemented in the colleges under

investigation, rating scale questionnaire was filed by college department heads

and the result presented below

Table 4.11.1 Perception of department heads on the implementation of

training




Disagree 163 29.6%

Have no Idea 25 4.5% 4.5%

Agree 191 34.7% 44.9%


Total 100% 100%

As we can observe the finding at the above table department heads responses

regarding to the implementation of the training, 44.9% of them indicated as the

training had been best implemented by responding as agree or highly agree.

Whereas almost half (50%) of department heads indicated as the training was

not implemented the way it had to be by responding disagree or highly disagree.

From the above finding we can conclude that department heads of TVET

colleges in East Gojjam zone were not convinced by the training quality.

66

4.12. Perception of trainers on the implementation of training

process at TVET Colleges in east Gojjam zone

In order to see how the training was implemented in the colleges under

investigation, rating scale questionnaire was filed by college trainers and the

result presented below

Table 4.12.1 Perception of trainers on the implementation of training

process




Disagree 505 18.8%

Have no Idea 447 16.6% 16.6%

Agree 601 22.4% 29.2%


Total 100% 100%

To check the trainers perception implementation of the training effectively

(properly), close ended questionnaire (12 items) were distributed for the trainers.

As it was responded by college trainers, 54.2% (strongly disagree and disagree)

of them did not believed that the training was not implemented effectively. Only

29.2% of them believed the training was implemented effectively implemented as

they responded agree or strongly agree. The rest 16.6% were undecided.

In addition data was collected from open ended questions showed that most

trainers repeatedly said they had skill gap problem. And they need to fill that gap

in order to lead the training effectively and efficiently. Similarly shortage and

inadequate of training materials (even when available it was not given timely)

Therefore, from the finding, we can conclude that trainers did not convinced by

the effectiveness of the training implementation.

67

4.12.2. Summery about perception of the implementation of

training process at TVET Colleges in east Gojjam zone

Figure 4.12.2.1 Summery about perception of the implementation of

training process

4.13. Traits of trainers as perceived by deans at TVET Colleges in

east Gojjam zone

Traits of trainers have an impact on the training specifically and on the quality of

TVET colleges in general. In order to see this TVET College deans were given

their responses.

Table 4.13.1 Traits of trainers as perceived by deans



Very poor 16 12.1% 55.3%

Poor 57 43.2%

Fair 7 5.3% 5.3%

Good 26 19.7% 39.4%

Very good 26 19.7%

Total 100% 100%

43.80%

50.50% 54.20%

10.70%

4.50%

16.60%

45.50% 44.90%

29.20%

Deans Department heads Trainers

Strongly disagree and disagree I have no Idea Strongly agree and agree

68

As we can see in the above table among 33 TVET college deans, 55.3% (very

poor and poor) of them were believed that trainers did not have the necessary

traits for the training ( lack of motivation, resistance to change, lack of desire to

retain in the college and lack of commitment) were the found traits. Therefore,

from the finding one conclude that trainers didn’t have the traits that pave the

way for quality training.

4.14. Traits of trainers as perceived by department heads at TVET


In order to see traits of trainers the colleges under investigation, rating scale

questionnaire was filed by college department heads and the result presented

below.

Table 4.14.1 Traits of trainers as perceived by department heads



Very poor 35 14 54%

Poor 100 40

Fair 25 10.4 10.4%

Good 89 35.6 35%

Very good - -

Total 249 100% 100%

As it was clearly observed in the above table among 50 department heads of

TVET colleges of East Gojjam zone, 54 %( very poor and poor) of them were

believed that trainers did not have the necessary traits for the training. 35% of the

department heads believed that trainers had the necessary traits by responding

(good). The rest 10% (fair) of them believed trainers had somehow good traits.

None of them did choose the response very good. Like deans department heads

also believed that trainers did not have the required traits that facilitate the

training.

69

In addition data collected from the open ended question also showed that most

trainers were not motivated and trainers did not have the desire to retain in the

colleges.

4.15. Traits of leaders (deans) as perceived by trainers at TVET


In order to see traits of college deans under investigation, rating scale

questionnaire was filed by college trainers and the result presented below.

Table 4.15.1 Traits of leaders (deans) as perceived by trainers



Very poor 793 50.6% 78.4%

Poor 436 27.8%

Fair 299 19.1% 19.1%

Good 40 2.6% 2.6%

Very good - -

Total 100% 100%

As we can see in the above table TVET college trainers were asked about deans’

trait. As it was responded by 224 trainers 78.4% (very poor & poor) of them were

believed East Gojjam TVET deans did not have the necessary traits to implement

the training effectively. The traits under investigation were (vision and goal

setting, ability to perform management functions, leading role, communication

skill, interpersonal skill, conflict handling skill and motivating skill). Therefore,

East Gojjam TVET deans did not have these qualities as perceived by trainers.

Only 2.6% (good) of them were believed deans had those qualities. The rest

19.1% of the respondents responded fair. None of the trainers had chosen the

scale very good.

In addition, the data collected from open ended question show that most

respondents confessed college management body was not committed. Due to

this college communities including trainers were not interested by the

management body (poor management)

70

4.15.2. Summery about traits as perceived by different groups at

TVET Colleges in east Gojjam zone

Figure 4.15.2.1 Summery about traits as perceived by different groups

4.16. Perception of trainees about the activities given by trainers at

TVET Colleges in east Gojjam zone

The activities given for trainees by trainers have huge impact on the skill

development of trainees in particular and on the quality training of TVET colleges

in general. Therefore, the researcher assessed activities given by trainers and

presented below.

Table 4.16.1 Perception of trainees about the activities given by trainers



Low 306 6.6% 6.6%

Moderate 1693 36.8% 36.8%

High 1856 40.3% 56.5%

Very high 747 16.2%

Total 100% 100%

55.30% 54%

78.40%

5.30% 10.40%

19.10%

39.40% 35%

2.60%

Trainers as perceived bydeans

Trainers as perceived bydepartment heads

Leaders as perceived bytrainers

Very poor and poor Fair Very goodand good

71

As it was presented in the above table closed ended questionnaire (7 items)

were distributed for trainees. As it was responded by 767 trainees, 56.5 % (high

and very high) of them were believed trainers given them activities that build their

skill. Whereas 36.8% (moderate) of them responded that the activities given by

trainers were moderate. The rest 6.6% (low) of the respondents believed that the

activities given by trainers were less. The activities under investigation were

(providing information on the objectives of the training program and unit of

competency ,providing reading materials on time, assign 80% practical works

related with the 20% theoretical concept, guiding on how to use equipments,

tools and machines , using continuous assessment regularly, providing timely

feedback on trainee’s performance and assisting trainees in cooperative

training). Therefore, as it was described above 56.5% of the trainees believed

that trainers implemented the above listed activities. 56.5%, 36.6% and 6.6%,

very well, moderately and poorly respectively.

4.17. Perception of Amhara TVET bureau expertise and textile garment

trainees about factors that affect quality TVET training

To verify my study I tried to collect additional data from Amhara TVET bureau

and textile garment trainees at Deber Markos Poly Technical College. From

among the 34 Female 4, Male 30 Expertise I took 1 female and 16 male

50 respondents and from 50 trainees I took 37 female and 13 male 100

respondents.

7%

37% 56%

Figure 4.16.2. Perception of trainees on the activities of

trainers

Low

Moderate

High and very high

72

4.17.1. Perception of quality training by Amhara TVET bureau expertise

4.17.1.1. Demographic background of TVET Bureau expertise

Figure 4.17.1.1.1 Showed the demographic characteristics of the respondents

who participated in filling the questionnaire. Accordingly, expertise’s were 16

males (100%) and 1female (100%). When we see the qualification of expertise,

majority 76.47 of them were Bsc holders. Regarding to their services majority

88.23% of them had above10 years and 11. 76% had 5-10 years of services.

Figure 4.17.1.1.1 Demographic background of TVET Bureau expertise

4.17.2. Perception of Amhara TVET Bureau expertise about facilities, tools,

equipments, and managerial activities

To check the available facilities, tools, equipments, and managerial activities in

the region under investigation rating scale questionnaire was filed by expertise

and the result presented below

1

16

4

13

2

15

F M Msc Bsc 5 to 10 above 10

TVETBureau

Expertises

Sex Qualification Servise year

Demographic bankground of TVET Bureau Expertise

Series1

73

Table 4.17.2.1 Perception of Amhara TVET bureau expertise

Response type Response frequency percent

Adequate 0 0%

Moderate 2 11.7%

Not adequate 4 23.5%

Not available 11 64.7%

Figure 4.17.2.2 Perception of Amhara TVET bureau expertise

The above graph showed the perception of Amhara TVET bureau expertise on

the availability of facilities and managerial activities in the region. From

questionnaires the respondents’ response adequate and moderate facilities and

managerial activities 11.7 , not adequate 23.5 not available 64.7 . Therefore

from this result the TVET bureau expertise confirms that there are different

obstacles or hinders to affect the quality training in the region.

0%

10%

20%

30%

40%

50%

60%

70%

Adequate Moderate No adequate Not avaliable

TVET Bureau Expertise Perception

percent

74

4.18. Perception of textile garment trainees about the availability of

facilities, tools, equipments and supporting management body at Debre

Markos Poly Technical College

To see the available facilities, tools, equipments, and managerial activities in the

colleges under investigation rating scale questionnaire was filed by textile

garment trainees and the result presented below

Table 4.18.1 Demographic background of textile garment trainees

Sex Reason for joining TVET Information for joining TVET

M F Develop

Skill

Self

employment

No

alternative

Family Friend My self

13(26%) 37(74 ) 3(6 ) 42(84%) 5(10%) 7(14%) 10(20 ) 33(66%)

Figure 4.18.2 Demographic background of textile garment trainees

Figure 4.18.2 showed that the majority (84 ) textile garment trainees were

interested for joining self employment and they also (66 ) trainees were decided

by themselves for joining the department. The above result proved that trainees

had a better outlook for the department.

0% 50% 100%

Develop skill

Self employment

No alternation

Family

Friends

My self

Re

aso

n f

or

join

ing

TVET

Info

rmat

ion

fo

rjo

inin

g TV

ET

6%

84%

10%

14%

20%

66%

Series1

75

Table 4.18.3 Perception of trainees about facilities and managerial

supporting

Response type Response Frequency Percent

Adequate 0 0%

Moderate 0 0%

Not adequate 14 28%

Not available 36 72%

Figure 4.18.4 Perception of trainees about facilities and managerial

supporting

From the above figure 4.18.4 the result showed that adequate and moderate 0%

not adequate and not available 28% and 72% respectively regarding to facilities

tools equipments and. managerial supporting Therefore trainees were not

satisfied by training due to insufficient training machines, tools, equipments and

poor managerial support at the college.

Adequate Moderate Not adequate Not avaliable

0 0

14

36

0% 0%

28%

72%

Response frequency Percent

76

4.19. Perception of textile garment trainees on the activities of trainers

The questionnaires were given for trainees by the researcher regarding to

perception of textile garment trainees on the activities of trainers at D/M/P/T

College. Therefore, the researcher assessed activities given for trainees and

presented below.

Table 4.19.1 Trainees’ perception on the trainers

Response Type Response

Frequency

Percent

Very High 8 16%

High 15 30%

Moderate 23 46%

Low 4 8

Figure 4.19.2 Trainees’ perception on the trainers

As we can see in table 4.19.1, majority (46%) of respondents were responded

moderate about the activities of trainers, 16 .of the respondents were responded

very high and 30 of the respondents were responded high Only 8% were

chosen low about the activities of trainers. . Therefore, from the above finding we

can generalize those textile garment trainers/Instructors at college need

additional training on textile garment in addition to this the management body

must support this field because it is the most priority area which is focused by the

government.

16%

30% 46%

8%

Very High

High

Moderate

Low

77

Moreover, the trainers should help the trainees on cooperative training by

collaborating with Industry trainers to enhance quality training.

Open ended questions were prepared to gather information from participants in

addition to the close ended questions. The response of deans, department

heads, trainers, trainees, Amhara TVET bureau expertise and textile garment

trainees presented follow.

Many roles assigned for trainers in addition to training process. Most of

trainers’ respondents were disappointed by these roles.

Trainers also repeatedly said they had skill gap problem. And they need to

fill that gap in order to lead the training effectively and efficiently.

Most respondents confessed college management body was not

committed. Due to this college communities including trainers were not

interested by the management body (poor management)

The grading system was also presented one of the weaknesses in TVET

institutions of East Gojjam zone. This led students to perform poorly.

Almost all participants of the study responded that colleges of East Gojjam

zone have been suffered from infrastructure related problem (water,

electricity, tools and equipment, workshops and machines).

Almost all participants proved that shortage and in adequate of training

materials at the colleges.

Negative attitude of trainees towards TVET

Widened gap between the occupational standard and curriculum (the

occupational standard and the curriculum didn’t related)

Budget allocation from regional government was not adequate for this

capital intensive type of training.

Limited number of qualified trainers (most of the trainers had lowest

qualification which was known as ‘’C’’ level.

Many units of competencies (courses), which were not covered as per the

academic calendar. And these courses were not contextualized.

78

Risk of employment opportunities were raised as a major weakness from

trainees. In addition most of the trainees didn’t find conducive organization

for cooperative training.

Almost all respondents said that the occupational competency

assessment both the institutional and COC could not measure fully the

performance of the trainees because the assessment version mostly could

not change year to year and most the college trainers filled trainees result

competent without or partial giving the course.

Amhara TVET Bureau expertise were proved that there were a lot of

problems hinder the quality training through the region.

Textile garment trainees were complain on the teaching learning process

which were given at the college regarding the availability of resources,

activities of trainers, and cooperative training.

Despite the weaknesses, participants of the study also reflected on possible

solutions for the weaknesses they raised.

Trainers’ role has to be limited.

Skill gap trainings must be organized based on extensive assessment

needs of trainers.

Materials and equipments which are necessary for the training must be

fulfilled.

Interested and skilled deans must be haired in TVET institutions.

When new occupational standards develop, trainers must be involved.

Federal and regional governments must give emphasis for the sector

and also try to apply quality assurance in TVET institutions.

Industry and TVET relation must to be strengthened and managed

effectively.

Awareness training about technical and vocational training must be

given for secondary school students particularly and for the community

in general.

79

The occupational competency assessment mechanism must be

improved by Federal and regional governments.

Sufficient and well trained Industry trainers were assigned by the

owners of enterprise.

80

Results and Discussion

After the data was collected and analyzed, Findings of the study were discussed

below in line with the designed research questions raised in chapter one and the

reviewed literature in chapter two. The discussion was made based on the

sequence of research question, finding of the study and the finding from the

former studies and scientific writings.

The more TVET institutions have qualified leaders and trainers, the more the

training will be effective and efficient. From the finding of the current study which

was checked by collecting data through questionnaire (open and close ended)

presented below.

The qualification of deans, department heads, and trainers were found to be very

low. For example if we look at the qualification of deans only 12% of them had

Msc. 14% and 14.3% department heads and trainers had Msc respectively.

Majority (62.9%) of trainers and department heads had the lowest qualification in

TVET college standard.

Contrary to this finding many researchers and organizations argued that TVET

institutions must owned qualified academic staff for providing quality training.

UNESCO (1993) stated that the qualification of academic staff considered it the

minimum standard that commonly employed in learning institutions including

vocational education as a way of checking quality. Similarly MOE (2005)

suggested that academic standards are the basics in quality training.

Additionally, MOE (2006) states that the shortage of sufficient corps of TVET

teachers/ instructors represents the most severe obstacle to TVET demand in

Ethiopia. The quality of TVET teachers/ instructors has suffered as a result of the

low reputation of their profession. The institution added that most TVET teachers/

instructors have relatively low formal qualification, severely affecting TVET

delivery higher qualification levels. Similarly UNESCO (2002) also argued that

among different quality indicators, teacher’s professional competencies,/

pedagogic skills plays important role. Based on the ideas advocated by the

81

above organization and scholar, we conclude that TVET institutions need to have

qualified trainers who fulfilled the minimum requirement in order to bring quality

training. TVET colleges of East Gojjam zone lacked qualified trainer, as it was

discussed above. Therefore, quality will be remained a question.

Quality of TVET training highly influenced by the available facilities, tools and

equipments. The current study was found that the available facilities, tools and

equipments were very low. College deans (60.2%) responded disagree and

strongly disagree about the available facilities, tools and equipments. Similarly

77.4% of department heads, 78.3% of trainers and 85.4% of trainees responded

disagree and strongly disagree about the available facilities, tools and

equipments in East Gojjam zone TVET colleges. This may be due to limited

budget. if there is enough budget, it is possible to fulfill the necessary facilities,

tools and equipments that improves the training. From the open-ended

questionnaire it was found that budget allocation from regional government was

not adequate for this capital intensive type of training.

The above finding is true for various countries in the world, funding/ financing of

TVET has been very low; the case worse in developing nations. Funding for

TVET from Pakistan indicated that 75% of the respondents were of the opinion

that TVET is grossly unfunded. only 20% replied that TVET is well funded.

According to Adebakin and Raimi (2012) Nigerian TVET institutions experienced

similar problem (budget) UNESCO (2002) also described in many countries,

quality compromised because of lack of adequate funding.

As it is stated by MOE (2002) quality of TVET training reminded poor due to lack

of appropriate and adequate facilities, tools and equipment. Amodu(2011) also

strengthened the above idea, in Nigeria TVET institutions have been challenged

by inadequate human, material and financial resources in brining quality training.

King (2011) also described absence of enabling environment and infrastructural

facilities to strengthen skills acquisition program is another factor affecting TVET

institutions. He also added that absence of an enabling environment is worsened

by condition of the economy, weak internal capacity of institutions, poor

82

organizational governance, poor institutional research engagements, and

inconsistent education policy. Most participants of the current study also

indicated the above listed factors as the major problems in their respective TVET

colleges.

Promoting the implementation of the training process is an important part among

different activities of TVET institutions. From the data collected and analyzed for

this study, the implementation of the training process 43.8% deans, 50.5%

department heads and 54.2% were indicated the training was not implemented

effectively by responding disagree or strongly disagree. The implementation of

the training process focused on the following issues. Defining the training

objective clearly, orientation for trainers on occupational standards, designing

model curriculum in line with the occupational standard, inclusion of supportive

courses in the syllabus, skill gap training for trainers, recruitment of trainees

based on their interest, providing training materials on time, instructional media is

very poor, continuous assessment, and evaluation were not implemented

successfully in the training program. As it was stated above the implementation

of the training process found to be very low. In line with the above finding,

babalola (2001) described that libraries In Ethiopia higher education including

TVET institution lack adequate and relevant books and laboratories do not have

essential apparatus. Insufficient provision of instructional materials also listed

among the challenges. Similarly a study by Onyesom&Ashilogwu (2013) in

effective implementation of TVET curriculum is listed as the number one factor

contributing for Nigeria’s low quality TVET training. They also added there is a

wide gap between the intended curriculum (theory) and the achieved curriculum

(practice). Irrelevant text books, ineffective teaching method, scarcity of learning

tools for practical oriented exercise. In addition Okebukola (2004) pointed out

that Nigerian institutions inability to effectively translate the objectives of

curriculum into practical realities worsen the problem.

83

Trainer’s professional competencies/pedagogic skills and the teaching process,

curriculum and learning environment highly impacted TVET institutions quality

training (Ehindero, 2004).

In this study traits of trainers was under investigation and the traits of the trainers

was found poor and very poor (55.3%) as it was perceived by deans. Similarly

department heads perception about the traits of trainers was found 54% (poor

and very poor). As it is presented above trainers did not own the necessary traits

for the training (were not motivated, resistant to change, didn’t have the desire to

retain in the college and were not committed). In addition data was collected from

the open ended questions also showed that most trainers were disappointed by

the role assigned for them. And trainers did not have the desire to retain in TVET

colleges. In line with the above finding, MOE (2006) identified that technical and

vocational instructors were unmotivated even they did not choose to become

technical teachers but were placed in technical teacher colleges because there

were no other options available.

(MOE, 2006). Hence, TVET colleges should provide instructors either with

sponsorship to upgrade their educational level or employ additional master’s

degree holders teaching staff to maintain quality in the teaching-learning process.

Second, the teaching staffs were not competent enough in playing their roles and

accomplishing their responsibilities due to the lack of pedagogical knowhow and

on the job training opportunities. Thus, it is imperative to introduce a teacher’s

development program to enhance those on the frontline of education

Folashade(2005) observed that many TVET including Ethiopian teachers are

unhappy, lack the zeal and enthusiasm in their jobs because their welfare is not

taken into consideration by their employers. They go on strikes before being paid

their salaries and retirement benefits are not guaranteed at retirement. Under

these conditions, quality in teaching may be affected.

It is obvious that college deans like any other leaders need to have certain traits

which help them to lead institutions to be effective and efficiently. In this study

East Gojjam TVET deans’ traits were assessed. 78.4% of TVET deans were

84

(poor and very poor) as it was perceived by trainers ( lack of vision and goal

setting, unable to perform management functions, poor leading role poor

communication skill, poor interpersonal skill, poor conflict handling skill) this

finding was backed by data collected through open ended questions. Most

respondents said TVET college deans were not committed (poor

management).However, researcher and written document approve that the

following Ideas

Tshukudu (2009) identified specific strategies to enforce effective

communication. Communication of the vision should lead to the creation of

meaning and trust among all employees. College Deans and vice Deans are

also responsible to conflict management activity.

Onocha (2002) sees quality assurance as the management of goods, services,

and activities from the input stage, through processes to the output stage of

production.

The principals’ skill in organizing and coordinating the efforts of teachers and

other school community members ensures proper utilization of resources and

successful achievement of instructional goals. They exercise their management

proficiency through shaping the organizational climate and resource of the school

rather than by direct involvement in each activity. (MOE, 2009: p.20)

The Amhara TVET Bureau expertise perception 64.7 facilities and managerial

activities were not available. In line with perception, Anyakwo (2012) posited that

factors such as adequate and functional facilities, appropriate class size, the right

number of qualified and competent TVET educators, appropriate teaching

methods/ strategies; and funding promote the quality of TVET programms

The textile garment trainees were pointed in open ended question that, without

efficient and effective training one could not achieve the goal. This proved by

(World Bank, 2007: 2). Regarding this, argued that a discussion on the quality of

education usually focuses on the level of pupils’ achievements in examinations,

parents’ satisfaction with the outcome of education, relevant skills, attitude, and

85

knowledge acquired for life after schooling, and the condition of the learning

environment.

On the open ended questionnaire the respondents were pointed the major

challenges that hinder quality TVET training. These are

Cooperative training is a mode of TVET provided in partnership between

enterprises and TVET colleges. Basically theory and initial practical

exposure is provided by the TVET colleges. To that effect, the trainees go

to enterprises for only a limited period of time to acquire theoretical,

knowledge and basic skills in the specific training area, but there were not

enough qualified enterprise trainers to give quality training. MOE (2008)

the major advantage of apprenticeship training (and more generally

cooperative TVET delivery forms) is its vicinity to the world of work.

Trainees are systematically exposed to the world of work and learn the

occupational practice in a real life situation.

With regard to East Gojjam TVET colleges, respondents were pointed that

occupational competency assessment mechanism depended on the

trainers. Most of the C Level trainers train level 4 and level 5 without their

capacity due to this reason they gave result to them without training/

partial training.

The COC assessment has their own drawbacks, the assessment versions

do not change year to year, mostly one version given repeatedly several

time for the candidates. This shows that trainees depend on finding the

assessment version from different areas rather than attending institutional

training. Tshukudu (2009) identifies five purposes for evaluating training

and development namely: feedback, control, research, intervention, and

power games. Feedback supports quality control over the design and

delivery of training and development activities.

Ayeni (2012) proposed six quality indicators, viz: learning resource inputs,

instructional process, teachers’ capacities development, effective

management, monitoring and evaluation, and quality learning outcome.

86

CHAPTER FIVE: SUMMERY, CONCLUSION, AND RECOMENDATION

Introduction

This chapter informs the reader about the overall pictures of the study by

summarizing and show the conclusion from the collected and analyzed data.

Finally, based on the conclusion and findings of the study, the recommendation

also presented.

5.1. Summary

The main purpose of this study was to find out factors that affecting the quality of

TVET program in East Gojjam zone.

. The study was tried to answer the following research questions.

To what extent facilities, tools and equipments are available in TVET

colleges of East Gojjam zone?

To what extent the training process is implemented in TVET colleges of

East Gojjam zone?

To what extent traits of deans and trainers influenced the training given in

TVET colleges of East Gojjam zone?

What are the major challenges that impede TVET training in colleges of

East Gojjam zone?

The respondents were from all TVET colleges of East Gojjam Zone. Accordingly

224 trainers. 782 trainees and 17 TVET bureau expertise’s randomly selected

respectively. All (33) deans, (50) department heads across TVET colleges of

East Gojjam, zone and (50) textile garment trainees from D/M/P/T/C were also

included in the study. The research methodology employed in the study was

mixed (concurrent) research design. Participants were selected by multistage

sampling followed by comprehensive and proportional random sampling

technique. The data collection instrument employed was questionnaire (both

close and open ended). The data were analyzed based on the nature of data

collected and the researcher tried to summarize as follows.

87

5.1.1. Extent of availability of facilities, tools and equipments

To find out the extent of facilities tools and equipments availability, the

researcher collects data exhaustively with close and open ended questionnaires

from college deans, department heads, trainers, trainees, Amhara TVET bureau

expertise, and textile garment trainees at D/M/P/T/C.

60.2% of deans were disagreed and strongly disagreed about the available

facilities tools and equipments. Only 36.2% agreed and strongly agreed about

the available facilities, tools and equipments, the rest 5.2% of the respondents

chosen undecided from the given alternatives. The response of department

heads also supports the above finding, 77.4% of department heads, disagreed

and strongly disagreed about the facilities, tools and equipments in TVET

colleges of East Gojjam zone. Only 22.5% of department heads agreed and

strongly disagreed on the available facilities, tools and equipments of TVET

colleges of East Gojjam Zone. Similarly78.3% of trainers also were disagreed

and strongly disagreed about the available facilities tools and equipments. Only

21.7% agreed about the available facilities, tools and equipments in the colleges

under investigation. The response of trainees by far the worst, 85.4% of trainees

disagreed and strongly disagreed about the availability of facilities, tools, and

equipments in TVET colleges. Only 14.6% of these trainees agreed on the

available facilities and equipments in east Gojjam zone TVET colleges. The

Amhara TVET Bureau expertises were response 64.7 not available facilities

and managerial support in the region. Textile garment trainees were response

72 not available and 28 not adequate facilities for quality training at the

college.

5.1.2. Extent of the implementation of the training process in TVET

colleges of East Gojjam Zone

The researcher was intended to answer the research question about the Extent

of the implementation of the training process in TVET colleges of East Gojjam

Zone; therefore, close ended questionnaire was given to college deans,

department heads, trainers and trainees in order to assess their perception, this

88

is what found to be East Gojjam TVET college deans indicated as the training

had been best implemented 45.5% of them by responding as agree or highly

agree to the questions. About 43.8% responses were negative, which were

disagreeing or highly disagree. The rest responses about 10% did not indicate

the level of implication (they responded as undecided). Similarly department

heads responses regarding to the implementation of the training process, 44.9%

of them indicated as the training had been best implemented by responding as

agree or highly agree. Whereas almost half 50% of department heads indicated

as the training was not implemented the way it had to be by responding disagree

or highly disagree. In comparing with deans and department heads relatively

large number of college trainers, 54.2% (strongly disagree & disagree) did not

believe that the training was not implemented effectively. Only 29.2% of them

believed the training was implemented effectively implemented as they

responded agree or strongly agree. The rest 16.6% were undecided.

5.1.3. Extent of traits of deans and trainers in influencing the training

given in TVET colleges of East Gojjam zone

The other concern of the researcher was to assess the traits of deans and

trainers in influencing the training given in TVET colleges of East Gojjam zone. In

order to assess the traits questionnaire was given to participants, the result is

displayed below.

55.3% college deans (very poor and poor) of them were believed that trainers did

not have the necessary traits for the training. Similarly department heads also

rated trainers traits 54 %( very poor and poor) of them were believed that trainers

did not have the necessary traits for the training. 35% of the department heads

believed that trainers had the necessary traits by responding (good). The rest

10% (fair) of them believed trainers had somehow good traits. None of them did

choose the response very good.

In addition trainers were asked to rate college deans’ trait and this is what found,

78.4% (very poor and poor) of trainers were believed that East Gojjam TVET

89

deans did not have the necessary traits to implement the training effectively. Only

2.6% (good) of trainers were believed deans had those qualities. The rest 19.1%

of the trainers responded fair. None of the trainers had chosen the scale very

good.

5.1.4. Major challenges that impede TVET training in colleges of East

Gojjam zone

The other issue of the researcher was to identify the major challenges that affect

the training. In order to identify these challenges, participants of the study were

given open ended question to list out the major challenges that have been

influenced the training in East Gojjam Zone TVET colleges, based on their

responses the challenges summarized below.

Being overloaded (excessive role in addition to the training process).

Skill gap problem

Poor management

Methods of assessment and grading system

Training material (machines, tools, equipments, etc) shortage

Significant difference between the occupational standard and the

curriculum

Unqualified trainers

Employment related problem for TVET graduates

Negative attitude from the general population for TVET institutions

Poor application of QMS and QA at colleges

90

Conclusion

As it was outlined earlier in all the previous section, the analysis of data collected

from different sources was analyzed using both quantitative and qualitative

techniques resulted in wide ranging findings with regard to the extent of available

facilities, tools, equipments, managerial support, the extent of the implementation

of the training process, the extent of traits of deans and trainers were treated.

Based on these findings from the analysis, the following key conclusions were

drawn and presented under here.

As regards to the extent of available facilities, tools and equipments it was found

very low. This is because the aggregate perceived percent of the availability of

facilities, tools and equipments was below average (60.2% of deans, 77.4% of

department heads, 78.3% of trainers, 64.7 of Amhara TVET Bureau Expertise,

85.4% of trainees and 72 Textile garment trainees) did not believe about the

availability of facilities, tools and equipments to run the training effectively by

responding disagree, strongly disagree and not available. Moreover, the

qualitative data revealed that lack of tools and equipments were found to be the

major challenges in providing quality training. The second task derived from the

research question was assessing the extent of the implementation of the training

process in TVET colleges of East Gojjam zone. The finding still not promising,

because 43.8% of deans, 50% of department heads and 54.2% of trainers

disagree and strongly disagree about the effective implementation of the

process. In other way they did not believe that the training was implemented

effectively.

Regarding to traits of trainers, 55.3% of college deans and 54% of department

heads believed that trainers did not owned the necessary traits that facilitate the

training by responding poor and very poor. In turn trainers were asked to rate

college deans’ traits, 78.4% of trainers did not believe college deans in East

Gojjam zone have the necessary traits to implement the training effectively by

responding very poor and poor.

91

As it has been written above in the summary section, participants of the study

listed a number of challenges that impacted the TVET program in East Gojjam

Zone.

92

Recommendations

The study was aimed assessing factors affecting the quality of technical and

vocational education and training (TVET) program in governmental TVET

colleges of east Gojjam Zone. Thus, data was collected through questionnaire

(open and close ended) and analyzed by different data analysis techniques and

major conclusions were drawn based on the analysis. After these, actions were

completed and the researcher forwards the following recommendations for

different stakeholders.

Recommendation for Ministry of Education/ Federal TVET Agency

Based on the findings of the study, the following recommendations were

forwarded to ministry of education/ Federal TVET

Ministry of education should work collaboratively with Amhara National

Regional State of Technical and Vocational Bureau and should develop

the guideline to assign college deans

Ministry of education should scale up TVET leadership program

Employ a supervision strategies to help regional TVET colleges

Exercise the standards /QA and QMS/ in the TVET colleges to assure

the quality training.

Recommendation to regional TVET bureau

Regional TVET bureau should:

Improve funding for TVET institutions in East Gojjam Administration Zone.

Employ qualified and experienced TVET trainers according training level

Establish strong partnership between TVET institutions and industries so

as to aid the effective implementation of TVET curriculum

Skill gap and retraining trainings must be organized based on extensive

assessment needs of trainers.

When new occupational standards develop, trainers must be involved.

Prepare efficient and effective plan for supporting quality training through

the region.

93

Recommendation for college deans

The college deans should:

Train themselves by different mechanisms (from others, reading and

asking training from other institutions and experience sharing).

Organize Skill gap trainings for trainers in the colleges.

Organize awareness training about technical and vocational training for

secondary school students particularly and for the community in general.

Plan managerial activities for supporting the departments.

Recommendation to trainers

Trainers should

Train themselves by different mechanisms (from others, reading and

asking training from other institutions and experience sharing).

Become volunteer to collaborate with deans during the implementation of

the training.

Use training hours efficient and effectively for the better implementation of

the training.

94

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Appendix A

BAHIRDAR UNIVERSITY

ETHIOPIAN INSTITUTE OF TEXTILE AND FASHIO TECHNOLOGY

(EiTEX)

Questionnaire for Trainees

FACTORS AFFECTING THE QUALITY OF TVET PROGRAM:THE

CASE OF GOVERNMENTAL TVET COLLEGES IN EAST

GOJJAMADMINSTRATION ZONE

Dear Respondents

The purpose of this study is to gather information on the quality problems of

technical and vocational education and training program as well as occupational

competence assessment in East Gojjam Administration Zone governmental

TVET colleges. Even though the study is conducted as fulfillment of MED degree

requirement in Garment Technology, it is hoped that the information obtained will

contribute a lot for further improvement of the system. And your response has a

great impact on the value of the study. Therefore you are kindly requested to

provide relevant, rigorous, and sincere information. It shall as well be clear that

no personal secrets will be revealed. The questionnaire consists of three parts;

the first part is instruction, the second part includes general back ground

information, and the third part contains the main body of the questionnaire which

is intended to measure the quality of the training.

I, Instruction

1. No need of writing your name

2. Circle the letters of your choice on the given alternatives and write your

response on the space provided.

II, General background information

1. Name of the Training College. ……………………………………………….

2. Personal Data:

2.1. Sex: Male …………………… Female……………………………

104

2.2. Age: a/ less than 18 years…………………… b/ 18 and above…………

2.3. Field of training (occupation) you are attending ……………Level……..…

III, Details

1) Why do you join in TVET stream?

a) To develop employable skill

b) To be self employed after graduation

c) Because I have no other alternative

2) How did you choose your field of study?

a) With the help of vocational counselor

b) With my family guidance

c) By the influence of friends

d) Because I have no other alternative

3) Facilities, tools and equipments have their own impact for the quality of

training. How do you evaluate the degree to which these resources are

available?

Please rate by putting an “x” mark in the column of your

choice.3=adequate,2=moderately adequate, 1= not adequate, o= not available

No

Facilities and tools and equipments

Rating Scale

3 2 1 0

1 Work shop

2 Equipments

3 Hand tools

4 Machines

5 Raw materials

6 Water supply

7 Electricity

8 Toilet

9 Library

10 Reference books

11 Health service

12 Recreation area

105

4) In your field of training, how do you evaluate your trainers on the basis of

activities given in the table below? Please rate by putting an “x” mark in the

column of your choice.

No

Activities

Very

high

high Moderate Low

1 Provide information on the objectives of the training

program and unit of competency

2 Provide reading materials on time

3 Assign 80% practical works related with the 20%

theoretical concept

4 Guide us about the usage of equipments, tools,

machines etc.

5 Apply continuous assessment for evaluation

6 Provide feedback on the trainee’s performance

7 Trainers are assisting during cooperative training

5) Do you participate in70% of cooperative training program?

a) Yes………

b) No………

6) If your answer to question No 5 is yes, to what extent does it help you to

enhance the college training?

a, very high,,,,,,,,,,,,,,,,,,,, b ,high,,,,,,,,,,,,,,,,,,,c, moderate………….d, low………….

Part III: Open ended questions

1, what weakness do you observe from the training process?

________________________________________________________________

________________________________________________________________

2, what are the solutions you suggest for the problems you observed?

________________________________________________________________

_____________________________________________________________

Thank you!!!

106

Appendix B

BAHIRDAR UNIVERSITY

ETHIOPIAN INSTITUTE OF

TEXTILEANDFASHIONTECHNOLOGY(EiTEX)

Questionnaire for Department Heads

FACTORS AFFECTING THE QUALITY OF TVET PROGRAM: THE



Dear Respondents













I, Instruction





Name of the Training College __________________________

1. Personal Data:

107

1.1. Sex: Male………………..Female………...

1.2 Qualification

10+3……… BED/BSC/BA……….. level IV……….. MA/MSC/MED……….

2. Year of service as a coordinator.

1-5 years…….. 5-10 years…….. Above 10years……..

3. Your current position/career status……………………………

III, General Questions related to training process

1 How do you relate the curriculum currently implemented with the occupational

standards designed for units of competence?

a/ related b/ relatively related c/ not related

2, Facilities, tools, equipments have their own impact for the quality of the


available?

Please rate by putting an “x” sign in the column of your choice. 5=strongly

agree, 4=agree, 3= have no idea 2=disagree 1=strongly disagree

No

Facilities, tools and equipments

Rating scale

5 4 3 2 1

2.1 Workshops are designed and constructed to provide training according to

occupational standard requirements.

2.2 Machines ,Equipments, and hand tools are available for the trainees

2.3 Raw materials are supplied adequately on time.

2.4 There is adequate internet service

2.5 Reference books are adequately available in the library for related field of

studies.

2.6 There is conducive working environment to provide the

desired training program

3. How do you rate the implementation of training process in your college?

Please indicate your response by putting an “x” sign in the column provided.

108

Rating scales: 5=strongly agree, 4= agree, 3=have no idea, 2=disagree,

1=strongly disagree

No Issue considered 5 4 3 2 1

3.1 Objectives of the training are clearly defined.

3.2 Trainers are oriented on the developed occupational standards

3.3 The model curriculum is designed to address the expected outcome of the

developed occupational standard.

3.4 supportive courses are included in the syllabus and given by perspective

trainers

3.5 Necessary training to fill the skill gap of the trainer is conducted on time

3.6 Trainees are oriented, consulted, recruited, and selected according to their

interest.

3.7 Training materials are prepared and distributed on time

3.8 Training is provided by selecting Proper instructional media

3.9 Continues assessment is conducted and feed back is provided to the trainees

about their performance consistently

3.10 Evaluation of the training program is conducted. in quarterly

3,11 Available resources are utilized efficiently and effectively

4. How do you rate the trainers of your college on the following traits? Please

indicate your rate by putting an “x” sign in the column you agree.

No

Traits

Rates

Strongly

agree

agree Partially

agree

Dis

agree

Strongly

disagree

4.1 Trainers are motivated towards the

achievement of training objectives and goals.

4.2 Trainers accept necessary changes without

resistance

4.3 Trainers have the desire to retain in the

college

4.4 Trainers are committed for the accomplishment

of the training program

109

5. To what extent does the current cooperative training implementation help the

trainees to improve their skill?

a/ very high b/ high c/ moderate d/ low e/ very low

6. If your answer for question No 5 is low, please indicate the possible reasons.

________________________________________________________________

________________________________________________________________

7. If your answer for question No. 8 is low, please indicate the possible reasons

for their poor performance?

________________________________________________________________

________________________________________________________________

8. What weaknesses did you observe in implementation of the training process?

________________________________________________________________

________________________________________________________________

9. Please suggest possible solutions for the problems you observed.

________________________________________________________________

________________________________________________________________

10. How do you see the occupational competency assessment method both the

institutional and COC measures the performance of the trainees?

Thank you!!!

110

Appendix C

BAHIRDAR UNIVERSITY

ETHIOPIAN INSTITUTE OF TEXTILEANDFASHIONTECHNOLOGY

(EiTEX)

Questionnaire for Deans


CASE OF GOVERNMENTAL TVET COLLEGES IN EAST GOJJAM

ADMINSTRATION ZONE

Dear Respondents













I, Instruction





Name of the Training Center __________________________

1. Personal Data:

111

1.1. Sex: Male............... Female...............

1.2. Qualification 10+3............... BA/BS/BED............. level IV..............

MA/MSC/MED……………

2. Year of service as a dean.

A/ 1-5 years……. B./6-10 years C / above 10 years……..


1. How do you relate the curricula currently implemented with the occupational

standards designed for units of competence?

a, completely related b, relatively related c, completely not related

2. Facilities, tools and equipments have their own impact for the quality of the


available?

Please rate by putting an “x” sign in the column of your choice. 5=strongly agree,

4=agree, 3= have no idea 2=disagree 1=strongly disagree

No


Rating scale

5 4 3 2 1

2.1 Workshops are designed and constructed to provide training

according to occupational standard requirements.

2.2 Machines ,Equipments, and hand tools are available for the

trainees

2.3 Raw materials are supplied adequately on time.

2.4 There is adequate internet service

2.5 Reference books are adequately available in the library for

related field of studies.

2.6 There is conducive working environment to provide the desired

training program

3. How do you rate the implementation of training process in your college?

Please indicate your response by putting an “x” sign in the column provided.

Rating scales: 5=strongly agree, 4= agree, 3=have no idea, 2=disagree,

1=strongly disagree

112



3.2 Trainers are oriented on the developed occupational standards

3.3 The model curriculum is designed to address the expected outcome

of the developed occupational standard

3.4 Supportive courses are included in the syllabus and given by

perspective trainers

3.5 Necessary training to fill the skill gap of the trainer is conducted

3.6 Trainees are oriented, consulted, recruited, and selected according to

their interest

3.7 Training materials are prepared and distributed on time

3.8 Training is provided by selecting Proper instructional media

3.9 Continues assessment is conducted and feed back is provided to the

trainees about their performance consistently.

3.10 Evaluation of the training program is conducted. in quarterly

3.11 Available resources are utilized efficiently and effectively

4. How do you rate the trainers of your college on the following traits? Please

indicate your rate by putting an “x” sign in the column you agree

No

Traits

Rates

v.

good

good

fair

poor

v.

poor

4.1 Trainers are motivated towards the achievement of

training objectives and goals.

4.2 Trainers accept necessary changes without resistance

4.3 Trainers have the desire to retain in the college

4.4 Trainers are committed for the accomplishment of the

training program

5. To what extent does cooperative training help the trainees to improve their

skill?

a/ very high…………b/ high…………..c/moderate…………d/ low………..e/ very

low

113

6. If your answer for question no 5 is below moderate, please indicate the

possible reasons of their poor performance.



________________________________________________________________

________________________________________________________________

________________________________________________________________

Thank you!!

114

Appendix D

BAHIRDAR UNIVERSITY

ETHIOPIAN OF TEXTILE AND FASHIONTECHNOLOGY (EiTEX)

Questionnaire for Trainers




Dear Respondents













I, Instruction





Name of the Training Center __________________________

1. Personal Data:

1.1. Sex: Male............. Female.............

115

1.2 Qualification 10+3....................BA/BSC/BED...............Level IV..................

MA/MSC/MED.............................

2. Year of service: 2.1. As a trainer...................... 2.2. In other

profession......................

3. Your current position/career status_________________________________


1. How do you relate your field of study with the training you provide?

a) Completely related

b) Relatively related

c) Completely not related



available?

Please rate by showing an “x” in the column of your choice. 3=adequate,

2=moderately adequate, 1= not adequate, 0=not available

No


Rating scale

3 2 1 0

1 Work shop

2 Equipments

3 Hand tools

4 Machines

5 Raw materials

6 Water supply

7 Electricity

8 Toilet

9 Library

10 Reference books

12 Health and safety service

13 Recreation area

3. In your field of training how do you rate the implementation of training

process?

116

Indicate your response by using an “x” sign. Rating scales: 5=strongly agree, 4=

agree, 3=have no idea, 2=disagree, 1=strongly disagree



3.2 Trainers are oriented or communicated about the developed

occupational standards

3.3 The model curriculum is designed to address the expected

outcome of the developed occupational standard.

3.4 Prerequisite courses are included in the syllabus and given by

perspective trainers

3.5 Necessary training to fill the skill gap of the trainer is

conducted on time

3.6 Trainees are oriented, consulted, recruited, and selected

according to their interest

3.7 Instructional materials are prepared and distributed on time

3.8 Proper instructional media is selected

3.9 Continues assessment is conducted

3.10 Feed back is supplied to the trainees about their performance

consistently

3.11 Evaluation of the training program is conducted.

3.12 Available resources are utilized efficiently and effectively

4. How do you rate the leaders of your institute on the following traits? Please

indicate your rate by using an “x” sign in the column you agree

No

Traits

Rates

v.good good fair poor v.poor

4.1 Vision and goal setting

4.2 Ability perform

management functions

4.3 Leading role

4.4 Communication skill

4.5 Interpersonal skill

4.6 Conflict handling skill

4.7 Motivating skill

117

5. To what extent does cooperative training help your trainees to improve their

skill? a/ very high……. b/ high…… c/ moderate……. d/ low……. e /,very

low……..

6. If your answer for question No 5 is low, please indicate the possible reasons.

________________________________________________________________

________________________________________________________________

________________________________________________________________

7.What weaknesses do you observe in implementation of the training process?

________________________________________________________________

________________________________________________________________

________________________________________________________________

8. Please suggest possible solutions for the problems you observe.

________________________________________________________________

________________________________________________________________

________________________________________________________________



________________________________________________________________ ________________________________________________________________

________________________________________________________________

Thank you!!!

118

Appendix E

BAHIRDAR UNIVERSITY

ETHIOPIAN OF TEXTILE AND FASHIONTECHNOLOGY (EiTEX)

Questionnaire for Amhara TVET bureau expertise


CASE OF GOVERNMENTAL TVET COLLEGES IN THE REGION

Dear Respondents


technical and vocational education and training program on governmental TVET

colleges in the region. Even though the study is conducted as fulfillment of MED

degree requirement in Garment Technology, it is hoped that the information

obtained will contribute a lot for further improvement of the system. And your

response has a great impact on the value of the study. Therefore you are kindly

requested to provide relevant, rigorous, and sincere information. It shall as well

be clear that no personal secrets will be revealed. The questionnaire consists of

three parts; the first part is instruction, the second part includes general back

ground information, and the third part contains the main body of the

questionnaire which is intended to measure the quality of the training.

I, Instruction





Name of the regional Bureau __________________________

1. Personal Data:

1.1. Sex: Male............. Female.............

1.2 Qualification 10+3....................BA/BSC/BED...............Level IV..................

MA/MSC/MED.............................

2. Year of service: 2.1. As a trainer.......................................................................

119

2.2. In other profession................................................................................

3. Your current position/career status_________________________________


1. How do you relate your field of study with the training you provide?

a) Completely related

b) Relatively related

c) Completely not related



available?

Please rate by showing an “x” in the column of your choice. 3=adequate,

2=moderately adequate, 1= not adequate, 0=not available

N

o

Facilities, tools, equipments and managerial activities

Rating

scale

3 2 1 0

1 Adequate funding of TVET programmes in the region

2 Adequate training and retraining of TVET trainers/instructors in the region.

3 Adequate provision of required TVET infrastructures and facilities in the region

4 Adequate internal and external supervision in the TVET colleges through the region

5 Adequate planning and implementation of TVET programmes by regional

government.

6 Adequate. Instructional materials are prepared and distributed on time through the

region.

7 Adequate provision of scholarship/grants for TVET trainers/instructors in the region.

8 Adequate cooperative training places like industries or factories are available in the

region.

9 Feed back is supplied to the TVET colleges about their performance consistently on

time.

10 Necessary training to fill the skill gap of the trainers/instructors is conducted on time in

the region.

120

3. What weaknesses do you observe in implementation of the TVET training

process?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. Please suggest possible solutions for the problems you observe.

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. In your suggestion, what are the factors that affect the quality TVET training in

the region?

1/……………………………………………………………………………………………

2/……………………………………………………………………………………………

3/……………………………………………………………………………………………

4/……………………………………………………………………………………………

5/……………………………………………………………………………………………

6/……………………………………………………………………………………………

Thank you!!!

121

Appendix F

BAHIRDAR UNIVERSITY

ETHIOPIAN INSTITUTE OF TEXTILE AND FASHIO TECHNOLOGY

(EiTEX)

Questionnaire for Textile garment Trainees

FACTORS AFFECTING THE QUALITY OF TVET PROGRAM: THE

CASE OF D/M/P/T/ COLLEGE

Dear Respondents



competence assessment at Debre Markos Poly Technicnical College. Even

though the study is conducted as fulfillment of MED degree requirement in

Garment Technology, it is hoped that the information obtained will contribute a lot

for further improvement of the system. And your response has a great impact on

the value of the study. Therefore you are kindly requested to provide relevant,

rigorous, and sincere information. It shall as well be clear that no personal

secrets will be revealed. The questionnaire consists of three parts; the first part is

instruction, the second part includes general back ground information, and the

third part contains the main body of the questionnaire which is intended to

measure the quality of the training.

I, Instruction





1. Name of the Training College. ……………………………………………….

2. Personal Data:

2.1. Sex: Male …………………… Female……………………………

2.2. Age: a, less than 18 years…………………… b. 18 and above…………

2.3. Field of training (occupation) you are attending ……………Level……..…

122

III, Details

1) Why do you join in TVET stream?

a) To develop employable skill

b) To be self employed after graduation

c) Because I have no other alternative

2) How did you choose your field of study?

a) With the help of vocational counselor

b) With my family guidance

c) By the influence of friends

d) Because I have no other alternative

3) Facilities, tools and equipments have their own impact for the quality of


available?

Please rate by putting an “x” mark in the column of your

choice.3=adequate,2=moderately adequate, 1= not adequate, o= not available

No

Facilities and tools and equipments

Rating Scale

3 2 1 0

1 Availability Tools and Equipment in the garment workshop

2 Availability of machines in the garment workshop

3 Availability of standardize workshop

4 Availability of raw materials in the workshop

5 Availability of spare parts in the workshop

6 Availability of computer and copy machine in the workshop

7 Availability of software and internet in the workshop

8 Availability of well qualified trainers/instructors in the garment

department

9 Availability of garment industries for cooperative training

10 Availability of textile garment reference books in the department

11 Training approach applies 70% practical and 30% theoretical

effectively and efficiently

12 Effective supporting of the management body for the department

123

4) In your field of training, how do you evaluate your trainers on the basis of

activities given in the table below? Please rate by putting an “x” mark in the

column of your choice.

No

Activities

Very

high

high Moderate Low

1 Provide information on the objectives of the

training program and unit of competency

2 Provide reading materials on time

3 Guide us about the usage of equipments, tools,

machines etc.

4 Apply continuous assessment for evaluation

5 Provide feedback on the trainee’s performance

6 Trainers are assisting during cooperative training

5) Do you participate in70% of cooperative training program?

a) Yes………

b) No………

6) If your answer to question No 5 is yes, to what extent does it help you to

enhance the college training?

a, very high,,,,,,,,,,,,,,,,,,,, b ,high,,,,,,,,,,,,,,,,,,,c, moderate………….. d,

low………….

Part III: Open ended questions

1, what weakness do you observe from the training process?

________________________________________________________________

________________________________________________________________

2, what are the solutions you suggest for the problems you observed?

________________________________________________________________

_____________________________________________________________

Thank you!!!

factors affecting the quality of technical and …

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