እንካó ን ደኅና መጣችሁ፡፡

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Technical Vocational Education And Training

• Summary Report

• Anbesu Biazen

• January 2009

• Addis Ababa, Ethiopia

TVET Mapping Summary Report

Education Foundation

January 24, 2009

Map of Ethiopia

Contents of the Presentation

• Background study• Formal and non Formal TVET sector in Ethiopia• Labor market in Ethiopia • Lessons learnt from previous interventions/

approaches, good practices • Practical and policy challenges • SWOT • Opportunities for the future for improved

harmonization of different actors • Way forward

Introduction

• With introduction of ETP, TVET has become been paid serious attention.

• The number of formal TVE centers has increased from 17 to 380

• However, there is very little documented information showing efforts made to link TVET training with labor market.

• The present desk work is an attempt to cover the art of review of the status of formal and non-formal technical and vocational education and training and the labor market in the country

• The study is initiated by Educans foundation

Rationale for the mapping

• The importance of the mapping exercise lies in the establishment of future relevant partnership and design activities to improve TVET provisions.

• The mapping will function as a guide for TVET further development and strengthening partnership.

Objectives

• The overall objective of this study is to describe the policy environment and the current situation regarding demand and supply of TVET,

• Identify the performances, problems, strengths, weaknesses, opportunities and threats, lessons learned and options for (coordinated) support for the TVET sector in Ethiopia.

Methodology

• Reviewing the available documents

• Discussions with key informants

Reporting mechanism

Composition of the study team:

• Ato Anbesu Biazen

• Ato Amha Aligaz

The context

• Population: 79,221,000 (50.1 % males and 49.9 % females).

• Population growth rate: 2.7% A major concern for planners, development workers and the government at large.

• About 17 % of the total population lives in urban settings and 83 % in rural areas.

• About 50 % of the population is between the ages of 15 and 54 and 4 % of the population is over the age of 60.

Continued …• 90% of the poor live in rural areas, most of them exclusively engaged

in agriculture. • Around 35 million people of the Ethiopian work force are characterized

by low skill levels and very low average educational attainment.• Only 10% of the urban population has post-secondary school

education. 75% of the workforce is concentrated in low skill employment

• Less than half of the urban workforce is engaged in wage employment. A significant portion of the urban workforce works for unpaid family business.

• More than 40% are self-employed in the informal economy, most of which live on the edge of poverty.

• In urban areas, about 26% of the workforce is officially unemployed

TVET Strategy indicates that:

• Over 31 million people live below the defined poverty line of 45 US cents per day and millions of people are at risk of starvation every year (TVET Strategy 2006).

• The PASDEP estimates that the country has to raise its average economic growth rate to 8% annually in order to achieve the MDG.

• The Ethiopian work force of around 35 million people.

• Capacity building is thought the way out from the problem of poverty.

Facts and figures on the formal TVET Program

• It provides training for those who competed their tenth-grade education.

• The students obtain certificate, diploma and advanced diploma upon completion of 10+1, 10+2 or 10+3 of the TVET program.

• The number of TVET centers has grown from 17 to 388, and enrolment from 3,000 to 191,151.

• Over 30% of the students were enrolled in non-government TVET institutions.

• Around 60% of formal TVET is provided in the form of regular programmes and 40% in evening classes

Continued …

• The annual average increase was 28.1%.

• The Ministry of Agriculture runs 25 of the 388 TVET centers.

• In 2004/05, 42,000 trainees were enrolled in agriculture TVET programmes

• Some 10,000 in teacher training institutes and colleges.

Gender Disparity

• It is considerably high. Only 43% of the total enrolment consisted of female students.

• The girls are limited to traditional female stereotype roles. They need to equally participate in all vocational areas including the prestigious ones.

TEVET Curriculum

• Twenty broad vocational areas have been identified for the TVET program by the MOE.

• Over 163 trades have also been identified under the twenty vocations.

• Currently the formal TVET institutions are providing about 39 trades in regular, evening and distance learning.

• The trades provided in the regions ranges from 6-39 in regular classes, 5-18 in evening classes and 2-11 in distance learning in government institutions.

Curriculum development

• It was centralized at the beginning.• The vocational areas and the specific trades • Training materials development is now left for

training institutions.• MOE develops occupational standards with the

involvement of stakeholders.• The MoE supports other Ministries and

organizations in the development of occupational standards.

Challenges in curriculum development

• Introducing changes in the curriculum with in a short period of time.

• Instructors lack competency for developing training materials based on the occupational standards.

Training

• In principle trainees have opportunities for career development.

• Apprenticeship is not sufficiently exercised.• In most cases trainees have little choice in the

selection of trades. • Trainers are said to be old timers.• They have been given short term trainings of

trainers.• Trainers are criticized for lacking practical skills.

Facilities and equipment

• Government formal TVET training institutions are well equipped and furnished.

Employment opportunities

• The employment opportunity is said to be low.

• Experts feel that there is plenty of opportunity for self employment.

• Labor market assesments and tracer studies are lacking.

The Non-formal TVET• The government, NGOs and the private sector have been running

different training programs. • NFTVET has been provided with the purpose of building the

capacity of the workforce and alleviating poverty by providing skill trainings for the poor and improving their livelihood.

• The scale at which training has been given was so small that it has not made substantive change on the life of the majority of the poor

• Trades given in NFTVET centres include woodwork, metalwork, tailoring, embroidery, weaving, typing, computer training, driving, etc.

• These trades have been given in institutions like Community Skill Training Centres (CSTC), prisons and other government institutions.

NF-TVET definition

• NF–TVET means training based on well-defined curricula, either within or without an institution, with or without guidance from a teacher or trainer.

Continued …• This includes: • Training over different periods of time – from short-term courses of a

few days to long-term programs of up to 6 months, • Training through different modalities: (institutional, community

based, mobile, link and apprenticeship)• Life skills or add-on components for ABE / Primary Educations • Training for a wide range of target groups:

– Unemployed, youth and adults, – School dropouts and those with grade 8 - education or lower including

illiterate people, – People potential /active in the informal economic sector, – People from urban and rural areas, – Landless poor, and– Disadvantaged groups– People with disabilities

• The recent Non- Formal TVET mapping survey report showed that Non- formal TVET is provided in over 400 government, Private, community and non-governmental organizations.

• The number would have been larger were the FTC included.

Profile of training Providers:

• Of the known different modalities of training i.e. institutional, community based, mobile, link and apprentice, the mobile modality is observed only in one case.

• The Save the Children UK is the sole provider of mobile training to the rural people on woodwork, tailoring, weaving and embroidery.

• Although it is known that apprenticeship is being exercised almost in all vocations, there is very little documentation on how it works, how many are trained and what the benefits are in terms of self-employment and improving the livelihood of trainees.

Objectives of the training institutions:

• To provide training that will enable poor youth and adults engage in self-employment with the ultimate goal of improved livelihood of trainees.

• Disabled persons, people with HIV/AIDS and poor women are among those who are given training opportunities\by NGOs and CBOs.

Types of trades provided

• The types of trainings provided in Ethiopia are very few (only 26 types) in number.

• The major types of trainings provided in government institutions are basic metal work, tailoring, knitting and embroidery.

• Leather craft, heavy machine operation, metal work, secretarial science and photographing, and private institutions provide training on wood work, embroidery, hair dressing, food preparation leather work, car décor, massage, driving, basic computer skills, computer maintenance, and beauty skills training are provided by the private organizations and NGOs.

Availability of training manuals

• Most adapt materials made available by the MOE.

• There are short comings like formal TVET centers.

Market assessment and training needs

• All the government, NGO and private training institutions claim that what they have provided so far is need based training.

Trade preference of trainees:

• Government trainees don’t have trade preference.

• The situation is quite different in private and NGO institutions

Equipment

• Government institutions are known for using too old equipment that has been used for decades.

• NGOs and the private organizations are better of

Unit cost:

• The available data didn’t enable to calculate unit cost.

Enrollment

• There is no documented statistical data on enrolment, drop out and retention on NF-TVET institutions at Federal, Regional as well as institutional level.

Informal TVET training:

• Informal (on-the-job) training is widespread

• No study made.

Policies:

• The PASDEP’s • The TVET revised strategy • The Industrial Development Strategy of 2003 • The Poverty Reduction Strategy• ETP• All these policies emphasize the need for the

Provision of TVET for poverty alleviation, livelihood improvement, economic development, reducing unemployment

Education Sector Plan

• (ESDP III outlines a comprehensive development vision for the TVET sector.

• ESDP III has allocated a total of 3,000 million ETB to TVET over a five-year period. Increasing enrolment and improving facilities are targeted.

Main Actors

The most important actors identified by the MOE include:• Employers, both private and public• The business sector• Representatives from the MSE sectors• Workers and employees represented by trade unions

and professional associations• Public and private TVET providers• Civil society and NGOs• People living and working in rural areas by relevant

associations• Teachers and instructors in the TVET system• Trainees and their families.

Key donors

• GTZ is the major donor in providing technical and financial assistance

• The Chinese government also provides technical and other forms of assistance for the formal TVET program.

• The government of Ireland has also been assisting the TVET program financially.

• UNESCO has shown some interest to support the TVET in terms of curriculum development

• IIZ/DVV has also been supporting the Non-Formal TVET program. IIZ/DVV has also been supporting the Non-Formal TVET program.

Demand and supply

• The Available formal TVET institutions provide training only for less than 3% of the appropriate age group.

• Youth unemployment in urban areas is considerably high

Issues:

• development of training materials

• Trainers in-competency

• Facilities and equipments are needed for diversified trades

• Demand for TVET training

• Unemployment

• Budget limitation and limited NGO support

Labour market in Ethiopia

• The assessment addresses the points outlined in the TOR

• Time limitation hasn’t enable to go through each point deeply

Facts and Figures

• Population: estimated at 79,221,000 (50.1 % male and 49.9 % female).

• About 17 % live in urban and the remaining 83 % in rural.

• About 50 % of the population is between the ages of 15 and 54 and 4 % of the population is over the age of 60.

Continued …

• Economy has a dual nature: traditional small holding subsistence agriculture and the modern sector which consists of public employment, manufacturing and service sectors.

• Agricultural sector economic activities are dominated by subsistence crop and livestock productions. Exportable agricultural commodities including sesame, coffee, cotton, vegetable and spices are also cultivated in many parts of the country.

• the agricultural sector contributed 45 % to GDP and accounted for 80 percent of all exports, mainly coffee, oilseeds and processed and semi-processed hides and skins.

Continued …

• Modern economic activity is concentrated in urban areas.

• textile, beverage and food processing, construction, quarrying and service sector.

• In 2006/2007, manufacturing, mining, trade, tourism, construction, services and others made up 55 percent of GDP.

• Over 36 percent of the urban population lives below absolute poverty line and urban unemployment rate is estimated at 16 percent

Continued …

• Unemployment is the highest in the age group 15 – 19 years and age group 20-24.

• About 80 percent of employed youth work in the informal sector, many of whom are unpaid family workers.

• Unemployment rate for women is higher than men both in urban and rural areas.

• Government or public sector employment accounts for 18 %.

• Private business employment accounts for about 15.7 % of the total formal sector employment

• Informal sector contribution to the GNP was estimated up to 40 % and its share of total employment 70%

Formal/Informal Economy and Employment

• The labour market is highly segmented between the informal and formal sector employment.

• Informal sector economy and employment is household establishments not officially registered as business and do not have business licenses or fixed place of business.

• Informal sector employment comprises the self employed mechanics, domestic workers, real estate and other financial intermediaries, daily labor, small food and beverage, clothing enterprises, street vendors of all types including neighborhood outdoor food markets, small scale bar and restaurant services and seasonal farm labor.

Continued …

• The formal sector urban employment and economic activities are comprised of self employment, public sector employment and private business employment.

Employment and Unemployment

• Rural

• Urban

Rural Employment

• 83 % of the population is agrarian, where close to 80 % generate employment and income

• Of the total rural farming households, 9.9% are engaged in crop production, 4.2 % in livestock and 85.9 % in mixed agriculture

• Women percentage is higher.

Urban Unemployment

• Over 36 percent of the urban population lives below absolute poverty line.

• Urban unemployment rate has declined from 20.6 % in 2005 to 16 % in 2006.

• Unemployment is the highest in the age group 15 – 19 years and age group 20-24.

• Unemployment rate for women is higher than men both in urban and rural areas.

• The average employment rate is 56 percent.

Urban Employment

• The total employed urban population is estimated at 3,836,812, of which 54 % male and 46 % female.

• Employment is categorized as self employment, public sector employment and private business employment.

• Self employed economic activities represent about 42 % of the total employment in the country, followed by government or public sector employment (18.3 %).

• Over the past ten years, the urban economy grew at an annual rate of approximately 2 percent per capita.

Public sector employment

• The sector’s employment represents about 17.5 % of the total urban employment.

• The sector is a major market for skilled workforce, absorbing about 68 percent of employment among those with higher education.

Private Business Employment

• In FY 2006/2007 there were 1443 industries engaged in manufacturing activities including food products, beverage, textiles, wood products and basic steel and equipment.

• The sub sector offered employment opportunity for about 136,043 persons. Women constitute 26 % of the total employment of the sector.

• From the total establishments, only 469 companies employ over 50 workforces, 390 between 20 and 49 employees and 584 companies between 10 and 20 employees.

Service Sector Employment

• The sector includes health services, insurance and banking, whole sale and retail trade, hotels and restaurants, communications and information technology services as well as freight and public transportation services

• In 2005, the service sector employment represented about 20.7 % of the total urban employment.

Construction Sub-sector

• The sub sector provided employment and income for daily labor, micro and small businesses engaged in metal and woodworks, masons, drafts man, small and medium size building contractors and construction machinery and equipment rental service businesses

• In 2005, employment in the construction sub sector represented about 5.7 % of the total employment.

Micro and Small business (MSE

• It is expanding

• Most the businesses employ family members.

• Generally there is a need for more information in this sub sector.

AGE and Gender Specific Employment

• Only about half of Ethiopia’s 2.4 million urban youth were employed in 2005

• About 80 percent of employed youth work in the informal sector, many of whom are unpaid family workers.

• Only 27 percent of illiterate youth were in paid employment against 61 percent of the high skilled.

• Skills mismatch is another problem facing youth. In 2005, 36 percent of highly skilled 15-24 year olds were in non-professional jobs.

• The share of women in non agriculture employment stands at 40.6 %.

The Main Actors in Labour Market

• The Ministry of Labor and Social Affairs (MoLSA):is responsible for planning and coordinating employment promotion activities

• The Labor Advisory Board: representatives the labor union, some ministries

• The Confederation of Ethiopian Trade Unions: represents workers interest in the country

• The Employers Association

School to Work Transitional Services and Practices

• Ministry of Labor and Social Affairs (MoLSA) and its regional branches place suitable candidates in available public sector positions in urban areas

• Agriculture and health extension services are deployed as extension workers or Development Agents / experts in the rural areas with the respective government bureaus and offices

• Through Micro and Small Business Development Offices, TVET graduates trained on construction areas are assisted to engage in self employment ventures

Continued …

• For non agriculture non health TVET graduates and other regular schoolling fields, private sector employment recruitment is made through news papers

• School to work transitional services, such as employment, orirnetation, counseling, training on job search skills, referrals and job placement are not available in many parts of the urban areas.

Demand and supply for the labour Market

• Good periodic Labor Market Information System for tracking the labor market activities and needs is not available.

• The size and quality of urban labor supply is also reportedly increasing.

Issues Related to Labor Market

• Diversification and development of the manufacturing sector

• Bring informal-sector businesses into the formal sector, and use its potential to generate formal employment and increase household income.

• Inability to link education and traing to labor market demand reults in mismatch of employment or underemployment. Thus, Improvement in the quality of TVET trainings and structiral linkages to industries will increase chaces of employment for graduates.

To improve school to work transition:

• Concerned authorities should develop, insititutionalize and publish periodc labor market information and trends

• Formal education and TVET institutions should make an effort to learn and follow current labor market demand and trends to reflect and act according to industry needs and requirements

• Regular schools and vocational training instiutions producing candidates for the labor market should consider establishing career couselling and placement departments to assist graduates in finding employment and to monitor and track transition of students from school to work.

• To address youth unemployment and to facilitate easy entry into the labor maarket, well planned and monitired apprenticeship program shuld be developed and implemented.

Lessons learned from previous interventions/approaches and

good practices • Necessary policy documents• The vocational areas, the specific trades of training have been

identified• The decentralization of the development of training materials at

training center level • A considerable number of the skilled labor force is facing problems

of unemployment. • Apprentice ship is not effective as expected • School to work transition is smooth only in situations where the

government trains students for specific job opportunities. • Studies made on the TVET program are almost inexistent • Conducting tracer studies and providing counseling services

Practical and policy challenges

• Less than 3% of the appropriate age group get formal TVET training. Access to NFTVET is also limited.

• Low quality of TVET provision• In effective apprenticeship exercise• Unemployment of TVET graduates• Qualification and training of TVET teachers/instructors • Under-funding • Meeting the training needs of all who needs it• Poor documentation• Lack of study and evaluative reports

Opportunities for future improved harmonization of

different actors • Availability of clear policy direction and political will• Opportunities for involving different stakeholders in

planning and implementation of the TVET program.• The demand for training both formal and non-formal

TVET institutions is high.• NGOs and donors could play key role in providing

technical and financial support to the training organizations.

• Occupational standards are available•

The way forward

• There is a big demand for TVET training as only one percent of age group is currently getting some form of NF-TVET training.

The increasing number of girls participating in the TVET program is encouraging. However, there is need to examine the gender gap in terms of trades and take measures that could bridge the gap. It is also important to ensure that girls are participating in all types of vocational training

Continued …

• A wide range of trades need to be made available at training institutions in the regions

• Trainers available at both formal and non-formal TVET centers need quality on the job training.

• Trainers need training and coaching in the development of training materials.

• Resources need to mobilized and made available to training institutions

• Win the support of factories and employers for apprenticeship training by creating awareness, conducting advocacy work and introducing incentives.

Continued …

• The economic development and the expansion of formal TVET centers need to be closely monitored

Linking TVET provision to local development could also solve the problems of seed money, revolving fund, provision of land, etc.

• Carry out intensive advocacy work and win the support of NG, bilateral organizations.

• Make more efforts to strengthen foreign investment by introducing motivational mechanisms and loosening all bottlenecks

Continue …

• Expanding the job opportunities require diversifying and developing the manufacturing sector of the economy.

• The informal sector could provide plenty of opportunity for formal employment provided the government encourages the sector in terms of tax trust in becoming legal entities.

• Linking TVET to the labor market demand is of prime importance for both employment and growth in the conomic sector. The two should feed with one another in harmony.

Can we make a difference?

Yes, we can.

Thank you