Amhara Regional State

Bureau of labor and training

Education and Training directorate
Awareness creation/Skill gap training for regional bureau experts,
administrative bodies and others on new Ethiopian TVET policy and strategy

July 2022/ Hamlie. 2014 E.C

Bahir Dar
 Frame work of the Presentation
 Ethiopian Education and Training System (ENQF)
 Introduction about the new TVET Policy and Revised Strategy.
 Philosophy of TVET in Ethiopia
 TVET Vision, Mission, Principles and Objectives
 Guiding Principles of the new TVET Policy and strategy
 Core Issues/ the six policy pillars
 major shifts indicated in the new TVET policy and strategy.
 Demand and Supply Pyramid in the new policy
 TVET Policy directions on Occupational Standard, Assessment and Curriculum
 Major changes in revising OS & Curriculum
 Ethiopian Education and Training System

Enroll to TVET
General and provide
Education competent
(Per-Primary workforce for
and Secondary World of Work
Under the mandate Education) (80% )
of Ministry of
General Education
(MoE) Under the mandate of
Ministry of Labor &
Enroll to Higher
Skill (MoLS)
Education
(20% )
Ethiopian Qualifications Framework (Page 6 0f ENTQF)
Sub-framework Sub-framework for HE
levels
for TVET
8 Certificate 8 Third/Doctoral Degree
Second/Masters Degrees
7 Certificate 7 Postgraduate Diploma
6 Sub-framework for Certificate 6 First/Bachelor Degrees
5 GE Certificate 5
4 Certificate 4
3 Certificate 3
2 Certificate 2
1 Certificate 1
Access 3 Grade 12 Leaving Certificate

Access 2 Middle level education certificate

Access 1 Primary school leaving certificate
 Introduction about the new TVET Policy & strategy
 Now a days; TVET is a world of education and training that prepares citizens
to respond to changing technology and labor market by bringing knowledge,
attitudes & skills across different occupations and technologies.

 TVET must respond to the competence needs of the labor market and create a
competent, motivated, and adaptable/Flexible workforce capable of driving
economic growth and development.

 Realization of this national development needs we requires clear and strong

TVET policy and strategy.
Overview on the new TVET Policy & strategy
TVET has no its own policy before this time yet the 1986 E.C Education and Training
Policy of Ethiopia is a big milestone/landmark in recognizing TVET.
The main aim of TVET in Ethiopia is to produce a lower & middle-level, competent,
motivated, adaptable, and innovative workforce through the supply of demand-driven
and quality TVET.
This workforce transfer demanded technologies and contribute to social and economic
development of the country.
In support of the sector; TVET strategy in 2000 & TVET law in 2003 were
introduced/familiarized.
TVET proclamation number 954/2016 prevail the sector to independent and significant
sector for the country’s development.
 The Philosophy /thinking of TVET in Ethiopia
• The philosophical foundation of Ethiopian TVET is established on the view of

• Raising the level and Creating of self-reliant(reliant on one's own powers and resources rather than
those of others) and innovative ( introducing new ideas; original and creative in thinking) society,
• Cultivating/humanizing mentally, physically, socially and spiritually/morally/ethically matured
citizens.
• TVET primarily focusing on preparing the youth being competent today and the future as well.

• In general TVET is perceived /Considered as an entity/unit that depends on:-

excellence/fineness,
competitiveness, and
collaboration/cooperation .
Vision, Mission & Objectives of New TVET Policy & Strategy

Vision: Aspires to create competent, innovative and self-reliant citizens and thereby improve
the livelihoods of all Ethiopians by 2030.
Mission: Producing productive, self-reliant, competent and innovative workforce with
employable skills to meet labor market demand in terms of both quality and
quantity so as to contribute to the prosperity of Ethiopia
- Engaging in research-based knowledge and technology transfer endeavors to
transform the economy and solve societal problems through community
engagement.
Objectives: “…. to create a competent, motivated, adaptable/flexible 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.”
 Medium of Instruction

The type of language that can serve as a medium of instruction can be

English language serving as a medium of instruction in formal TVET training
at all levels. Besides, it is better to align the language of training with local
and international labor market demand.
 cont
The type of language that can serve as a medium of instruction can
be taken as a crucial topic in education and training system.
Policy Direction
A system shall be established to enhance the delivery of TVET in a
language that can prepare the trainees for local and international
labor market.
Strategies
1. Use English language as a medium of instruction for post
secondary TVET system of all levels.
2.Provide short-term/non-formal training by local and foreign
languages based on demand
 Challenges of TVET system that leads to the design of new
TVET policy & Revision of the strategy
Even though TVET has a lot of achievements and contributions to the country’s economy; the
following are considered as the critical challenges of the system.
The quality of the TVET system does not respond to labor market demands due to:
(I). lack of quality assurance system (Weak Mechanism),
(II). outdated training methods and equipment,
(III). trainers lack direct industry experience, and
(IV). poor training infrastructure.
lack of value/importance attributed to TVET and negative perceptions caused by low
enrolment in TVET (Parents and young people still view TVET as a second option, or as
education meant for school dropouts and trainees who cannot join Higher Education )
 Cont..
Low social status perception of TVET in Ethiopia

 Thus, the tag “fail to join University” becomes a condemnation/blame of the Technical
Institute graduates. Hence, these graduates develop

1. a poor self-image and lack self-confidence,

2. consequently their performance at places of work is poor.

 Challenges: Cont’d…

There is lack of sustainable and innovative TVET financing system.

Limited acceptance of TVET qualifications across other education streams/

pathways. Despite the existence of a TVET Qualifications Framework, linkages
(pathways) are still limited between TVET system and general Educ. and higher
education
Graduates tend to lack foundation/basis skills in such areas as reading, writing,
mathematics, computing, communication, teamwork, problem solving, customer
relations, and foreign languages.
 TVET financing
TVET is a resource intensive sector.
However, the context implies there is acute shortage of finance which has led to
absence of adequate facilities and resources.
This requires policy intervention to diversify TVET financing and improve its
utilization.
Policy Direction
An effective, diversified, accountable, balanced, and decentralized TVET financing
and expenditure system shall be established
 strategies
1. Design and implement decentralized system of TVET finance which is based on
public financing formula-block/ user-defined grant budget in a way it encourages
full responsibility, accountability, competitiveness, and effectiveness.
2. Diversify sources and intensify financial partnerships with government and non-
government sectors.
3. Fully enact/participate and strengthen cost sharing scheme which ensures that the
expenditure in TVET delivery and assessment is covered by both the trainee and
the public.
4. Establish national TVET fund.
5. Strengthen public-private partnership in TVET
 cont
Strengthen the income generating capacity of TVET institutions through different
mechanisms.
Develop a system which enables the private sector, local community, NGOs, and civic
associations to engage in TVET financing.
Develop special budget support scheme by the federal government for the TVET
institutions ,
Institute directive for the generation and execution of internal revenue of TVET
institutions.
Guiding Principles of the National TVET System

 Labor Market Orientation  Collaboration and linkage

 Relevance and Quality  Efficiency and effectiveness
 Access and Equity  Inclusiveness
 Pursuing an Outcome-based  Lifelong Learning
education and training system
 Decentralization  Flexibility
 Innovativeness  Greening TVET
 Transparency and responsiveness  Pathways
 Digitization of TVET System  Result based management
Core Issues in the new TVET policy & strategy

In order to achieve the provision of new TVET policy and strategy, six (6) core issues or
programs were designed.
1. Ethiopian TVET Relevance, Quality, Equity, and Access (ENTQF, OS & Curriculum
revision, Expansion of TVET institution, Trainer, assessor and Assessment center,
private sector participation)
2. Ethiopian TVET Research, Innovation and Technology Transfer,
3. Ethiopian Science Culture Development and Community engagement,
4. Ethiopian TVET Infrastructure and Facility Development,
5. TVET Institutional Capacity Development,
6. Monitoring and Evaluation Mechanisms
Note: Each of the six core issues has its own policy direction and strategy
 2.1. Ethiopian TVET Relevance, Quality,
Equity and
Access

Relevant: implies training delivery that is traceable, applicable, significant, and

has logical connection with the intended purposes/ the degree to which it fit
the intended purposes or requirements

Quality:
is the degree to which a process, product, or service satisfies the needs of
customers
2.1.1. TVET Relevance and Quality
Ethiopian TVET Qualification Framework (ETQF)
Qualifications framework is a tool that is used to reform and expand educational
and training provision in ways that will raise the level of the knowledge, skills
individuals so as to improve their productivity and competitiveness and meet
labour market needs,
Policy Direction
The Competence and level-based certification earned/made in different training
sectors and work experience of ETQF
 Strategies

1. Revise the ETQF in line with the National Qualification Framework

2. Revise the competencies /knowledge, skills and attitude/ required at each level
within the ETQF recognizing the trainees’ prior learning.
3. Periodically revise ETQF in accordance with the labor market dynamism.
4. Ensure horizontal and vertical permeability within TVET, and among TVET and other
training sub-sectors.
5. Revise ETQF to introduce eight qualification levels ranging from level I-VIII.
6. Deliver formal TVET training for those who completed grade 12.
7. Deliver non-formal TVET training for school leavers, drop out, job seekers, rural
societies, and others
 Major shifts indicated in the new TVET policy
1. Enrolment of trainees: Deliver formal TVET training for those who completed
grade 12 rather than grade 10.
2. Qualification Levels: Revise ETQF to introduce eight qualification levels ranging
from level I-VIII. (Not limited to five levels)
3. Trainers qualification: in addition to industry experience and certificate of
competence assessment in relevant occupation trainers must be qualified in :-
 a bachelor’s degree and above for training Level I up to II,
 master’s degree and above for level III up to V/5 and for training Level VI/6
 PhD/assistant professor and above for training level VII /7and
 Associate professor and above for training level VIII/8
 Major shifts indicated in the new TVET policy
4. Cooperative training: Deploy alternatives models of cooperative training such as

apprenticeships, internship and traineeship based on realities of the industry,

the nature of the occupation, location of the TVET institutions, and interest of
the industry to allow trainee in acquiring practical and workplace experience

 Internship:- shall mean a mode of training whereby trainees acquire practical

experience offered by an organization and facilitated by training institutions for a
limited period.
 Cont…

Traineeship:- is a training program designed to prepare trainees in TVET institutions for

the world of work by giving them a leg/support to the industry after
finishing a portion of a course in the institutions so that they gain direct
experience under the supervision of experienced industry workers. A
traineeship is a type of vocational training (training under a supervisor)
where you earn a wage and learn about the industry and job you're in!

 Apprenticeship:- shall mean a system for training a new generation of practitioners of

a trade or profession with on-the-job training and often some accompanying study
(classroom work and reading). On-the-job training (OJT) is a practical approach to
acquiring new competencies and skills needed for a job in a real, or close to real,
working environment.
 Cont….

 5. Change level based national assessment to holistic approach: Trainees take national
competency assessment at the exit level administer by Industry. The level by level
assessment is replaced by institutional assessment & administered by TVET
institutions
 Major shifts indicated in the new TVET policy
6. Common courses: Incorporate Generic competencies such as English, mathematics,
Physical education, civic and ethical education in to the curriculum.
7. Indigenous Knowledge and skill: refer to the knowledge and skills that people in a given
community have developed over time and have made positive contributions towards
sustainable development
8. Greening TVET: Give grate consideration for Greening TVET in OS, CM & TM development.
(greater use of resource/raw materials that optimize production/service, recycling & reuse,
reduce/remove pollution & green-house, climate change, environmental degradation.)
9. Entrepreneurship and Employability in TVET:.
10. STEM ( science, technology, engineering and mathematics) : Create STEM center to
encourage/attract Students to join TVET
Note:- All these major shifts has its own policy goals and strategies (P18….)
 Gaps In the previous OSs

• The practice has not fully been based on the needs and Full engagement of the
industry.
• Most of the OS were not properly customized/prepared to country context (taking
directly from benchmarks)
• Since there were no clear understanding on the difference between Occupation &
Jobs, Some occupations are not OS instead Jobs
• OS lacks to show full flow of the work of the industry.
• There were repetition of OS under different sectors
• There were UCs Irrelevant to the OS and there were also unnecessary UCs
 Policy direction & Strategy for OS Development

 Occupational Standards shall be developed and revised based on internationally recognized

experiences, market demand & local realities by engaging professional associations, sector
professionals, industry practitioners, private sectors, and other important stake holders.
Strategies
1. Develop new occupational standards through identifying labor market demand based on
labor market analysis.
2. develop national and local need based occupational standards engaging professional
associations, sectors, industry practitioners, and other important stakeholders.
3. Periodically review occupational standards based on international and local experience
regarding quantity, quality, and relevance to the needs of the industry.
 Gaps on the existing CM and TM

• Existing curricula & TTLMs have not led to the achievement of intended
outcomes adequately, lack compatibility among regions & institutions, exhibited
different outcomes.
• Individual trainers and/or institutions were mandated to develop curricula and
learning materials. Difference among trainers (in competence, experience and
pedagogical skills)
• significant difference /Variation/ in quality of curriculum and learning materials
for a given occupation.
• Delivering incomparable TVET programs across the country.
• Difference in effectiveness of trainees graduated from different TVET
institutions in similar occupations.
Policy direction & Strategy for CM & TTLM Development
• Develop an outcome-based quality TVET curriculum and TTLM that would
enable to acquire the knowledge, skills and attitudes stated in the OS
• Model curriculum and TTLM shall be designed centrally and adopted to
situations in regions/administrations for implementation.
• Create a system to prepare model TVET curriculum and TTLM at national and
customize with regions and TVET institutions.
• Develop curricula and TTLM that aligns with the occupational standards.
• Assist regional authorities to ensure that new curricula are properly employed in
both public and private TVET institutions.
• Give grate consideration for Greening TVET in CM & TM development
(greater use of resource/raw materials that optimize production/service, recycling
and reuse, reduce/remove pollution & green-house, climate change,
environmental degradation.)
• Include indigenous skills and knowledge to the curriculum.
• Integrating STEM in the TVET system boldly (in the curriculum and TM)
 Policy direction & Strategy for Competency Assessment

• A competency assessment system is used to ascertain whether trainees have

developed the knowledge, attitudes and skills stipulated in the occupational
standards of the areas in which they have been trained.

• Although the existing assessment system has been implemented extensively, it has
not been satisfactorily implemented when viewed against expected results.
Therefore, it is appropriate to strengthen the occupational competency assessment
system to improve the expected outcomes of TVET.
Goal
Ensure a valid and reliable occupational assessment system that is supported by
technology and based on industry participation, to improve the efficiency and
effectiveness of TVET.
 Cont’d…
Policy Direction
Valid, reliable, and technology supported occupational assessment which is
implemented through industry participation shall be in place..
Strategies
1. Establish a system to ensure promotion from one level of training to the others
based on valid & reliable competency assessment tools. (Institutional Assessment)
2. Ensure occupational competency assessment and preparation of the assessment
tools is carried out with the participation of professionals, associations, sector
councils, the industry and other relevant stakeholders
3. Employ appropriate technology to support occupational competency assessment
based on the nature of competence assessed.
 Strategies …

3. Introduce a nation-wide standardized occupational competency assessment

system.
4. Establish a system of assessment through standardized assessment tools,
competent assessors, and appropriate assessment processes.
5. Certify competencies acquired through formal, nonformal and informal
training through competency assessment.
6. Establish autonomous national and regional TVET center of competence
(COC) certification bodies/agencies to certify competencies.
 Outcome based TVET strategy
Demand Side – Labour Market
Q Benchmarks Labor
u
a
Market Accomplished
L with the
I coordination
T Occupational Competency of TVET and
y Standard Assessment and the lead role
Development of the
Certification
m Deman industry
a d
n
a Support: Designing Curriculum, Supply Side – Education and
g Supp Preparing Guidelines, etc.
Training
e ly
m
e Formal
n Accomplish
Informal
t ed with the
lead of
Non Formal TVET

34
 Cont…

Formal education refers to the structured education system that runs from primary (and in some countries from
nursery) school to university, and includes specialised programmes for vocational, technical and professional
training.

Informal education is a general term for education that can occur outside of a structured curriculum. Informal
education encompasses student interests within a curriculum in a regular classroom, but is not limited to that setting. It
works through conversation, and the exploration and enlargement of experience.

Informal education refers to a lifelong learning process, whereby each individual acquires attitudes, values, skills
and knowledge from the educational influences and resources in his or her own environment and from daily
experience.

Non-formal education refers to planned, structured programmes and processes of personal and social education
for young people designed to improve a range of skills and competences, outside the formal educational
curriculum. It includes adult basic education, adult literacy education or school equivalency preparation.
 Uses of Occupational Standards in the World
 To upgrade the level of skills of workers in the different sectors with the end view of coming up
with quality products/services, optimal use of equipment, tools and materials and increased
productivity/efficiency of services.
 To provide employers with a structured basis in the preparation of job specifications necessary
for salary/wage administration.
 To enhance the development of HR through a precise assessment of skilled workers.
 To serve as a basis in the establishment of a competency assessment and certification system,
which can be used for setting up of a qualified pool of personnel ready to serve both domestic
and overseas requirements
• To facilitate the setting up of a machinery for the determination of appropriate and adequate
remuneration and
• Finally, to reaffirm the government’s goal of professionalizing the skilled workers for which role
the TVET Occupational Qualification and Certification System
 The Uses of Occupational standards …
• OS is base for Trained personnel
Curriculum and TTLM (Practically &
development Theoretical aspect)

Assessment
Program and Institution (Institutional
accreditation & National)
Occupation
Assessment tools
al standard development & conduct of
assessment & Certification
Trainers and Assessors Competent man power
accreditation and (Trained & Qualified
development manpower)

Industry productivity and

Efficiency of Services
delivery 37
Guiding Principles in Occupational Standard Development
(P18 OSD)

• Expressing Occupational Competence as Outcomes

• Considering Current and Future Market Demand
•Considering Currently Recognized Occupations
•Considering International Best Practices
•Flexible Form and Pathway in Occupational Standard
•Considering Technology and Economic Change
•Involvement of Appropriate Stakeholders
•Getting an Approval from the Relevant Industry

38
 Guiding Principles in OSD …Cont’d

Getting an Approval from the Relevant Industry

OSs are bases for program and curriculum design, training, assessment and certification

Thus, acceptance & recognition of all stakeholders need to be achieved on issues below:
 completeness of the main roles and responsibilities within a defined occupational area
 Inclusion/addition of relevant technical, planning & problem solving skills, ability to work
with others & use information technology
 reflecting best employment practice — describing both existing and emerging practice
 completeness of description on what is essential for successful performance
clarity of specification of what an individual needs to know and understand to do their job
 describing what an individual should achieve, not how they should do it
 consideration of any statutory /legal obligations and health and safety requirements
 Getting an Approval …. Cont’d

 consideration of any relevant environmental aspects which are critical to the

competence
 capturing occupational characteristics such as ethics, values and creativity
 writing in plain language and in a format that makes sense to the people who will use
them
 being free from any overt/obvious or covert/secret discrimination against any sector of
the community
 provision of satisfactory basis for the design of curriculum & assessment
 meeting the needs and have the support of all significant groups of employers and
potential users
 Indication of clear distinction between occupational standards and qualifications
 The need for OS and CM revision:

 To align existing OS & CM with the new TVET policy and revised strategy (to
solve gaps raised.
 To align existing OS & CM with current technology and practices in the current
market.
 To produce a professional who is capable to perform the work and adopt his/her
self to current technology or the job market.
 To develop quality Curriculum that would enable to acquire the knowledge, skills
and attitudes set in the occupational standards (Produce competent graduates with
full knowledge, skills and attitudes required in the workplace ).
 To avoid a miss match between the market demand and the job seeker
Considerations in the OS Development Process :
Current
Industry Quality
setup Service
(technology)

To satisfy
Governme
Occupation Customer
nt focus Anticipa
al standard need
Eg. (Goal ted
in Health developmen
market
sector) t

Quality
Produc
t
international
best practice
 Participants in OS development/Revision

Discus together with respecting of each other to develop OS

with sense of ownership

Quality OS which is
Industry experts who experts from
Jobs in relevant to the Jobs in
have money years professional
Industry Industry Industry
work experience in associations who have
(match with current
Industry relevant experiences
technology)

N
T
Q
F
Facilitators from
MoLS
 OS Revision procedures :
 Conduct labor market studies in that sector (Sector leading ministry with MoLS)
 Examine the gap of existing OS based on the current market/technology/
 Decide whether the identified gap forces to revise the OS or not? If .. organize …
 Invite competent and experienced Practitioner from appropriate Industries who is
capable enough to revise the OS (use criteria setted by MoLS)
After examining the gaps of the OS, experts are expected to revise the OS by:
A. Adding new units of competence/s which is important for the occupation
B. Remove the UC/s which are not necessary for that Occupations
C. Modify the existing units of competencies, (Merge or split UCs).

D. Check & edit all the parts of each units of competences (Name. descriptor,

performance criteria, range of variable, required skill Knowledge, etc.)

 Major changes in OS and CM Revision

• Align the OS with the new TVET Qualifications (Customize OS to be for Grade
12 Completers
• Integrate TVET Generic Ucs ( e.g. OHS, KAIZEN, WORK WITH OTHERS,
etc. ) with the core UCs of the Occupation
• Determine Sector generic/common UCs for the sector (All health OSs shares this
UCs).
• Use the Same name and Mapping system for the same Occupations
e.g.: Lapidary and jolery production from level 1-4 for employee and employer.
• TVET trainers participate in OS development (20:80% ratio) and Industry
experts also participate in CM revision.
 Lapidary & Jewelry production

Lapidary and Jewelry production

Level V

Level IV Lapidary and jewelry production

Level III
Lapidary & Jewelry production
OS

Lapidary & Jewelry production

Level II OS
Implemented procedures in CM and TM Development
Creating a system to prepare model curriculum and TTLM at national level
Practicing centralized approach of CM and TM development.
Using competent and experienced trainers and industry professionals in
collaboration with stakeholders, Regional TVET bureaus and TVET colleges/
Institutes.
Selection of trainers and industry experts done with criteria.
Make Industry professionals to participate on the Dev’t, collaborate with TVET
on CM & TM as of OS Dev’t.
Enabling training providers to use centrally developed CM and TM and give
similar frameworks/information of training
Enables to Review and take corrective actions on developed OS.
Distribution of OS CM and/or TM in one packages
Ethiopian TVET Teacher/Trainer Qualification

MA and Above Train Level 3,4 and 5

Bachelor degree Train Level 1 and 2

NB:
Pedagogy and competency certificates are mandatory
requirements to be TVET Teacher/Trainer
 TVET Training System

Training Modalities

Institutional Industry training:

Training:
provide provide
knowledge and detail practical
basic practical skill (30%)
skill (30%)፣ (40%)

NB: Based on the nature of the occupation, location of the TVET

institutions, and interest of the industry, employ different
alternatives of cooperative training such as: apprenticeship,
internship and traineeship.
 Ethiopian TVET Competence Assessment and Certification Process
Industry Expert/s

Develop
Develop Assessment Tools
OS & assessment

Development
of OS

Provide
competent
work force

Training of
Conduct of Assessors
Provide orientation for of
Assessment Assessment center
management staffs

Federal TVET & Regional Assessment Agencies: develop directives ,

regulations, accredit Assessors and assessment centers
 Greening TVET (GTVET)
• Green skills are those skills needed to:
• Reduce environmental impacts and support economic restructuring,
• Attain clean and climate resilient economies
• Preserve environmental sustainability and
• Provide decent work conditions.
• The main aspects /the why of greening TVET (GTVET) include:
• Transition to greater use of energy from renewable sources,
• Transition to greater use of products and services that increase energy efficiency,
• Reduce/remove pollution and green-house gas emission ,
• Transition to recycling and reuse of west materials,

• TVET needs to develop skills and competencies that pave/shift the way towards a
green economy and society.
 Access and Equity in TVET
Access to TVET
In this context, access refers to the extent TVET is made available to all
segments of the society.
So far, TVET has not been fully accessible to citizens as expected.
Therefore, it is necessary to avail better quality tvet for citizens who meet
requirements.
Policy Direction
Access to outcome based TVET shall be ensured for all citizens of the country.
 strategies
 Expand TVET institutions considering their Distinctive Area of Competence (DAC).
 Encourage the participation and support of the community in TVET expansion.
 Introduce different mechanisms to provide proper readiness for TVET entrants before they join the
sector.
 Encourage nongovernmental and private sector to play leading role in providing TVET to citizens.
 Collaborate with Ministry of Education on the vocationalization of general education
 Establish boarding and mobile TVET institutions to provide access to pastoralists and semi-
pastoralists based on their mobility pattern and economic activities.
 Provide TVET for those who for various reasons, quit their jobs or got trained and remained
unemployed to join the world of work.
 Provide short-term training for those who have specific training needs to join world of work and for
those already employed in the industry.
 Develop diverse mechanisms to encourage public-private partnership (PPP) in TVET Provision.
 Upgrade selected polytechnic colleges to technical universities.
 Diversify modes of TVET delivery through face to face, blended, online learning and others
supported by relevant digital system.
 Private sector participation
It is evident that private sector has been increasingly taking part in delivery of TVET in all
parts of the country.
Enrolment statistics shows that private TVET institutions (including NGOs and religious
institutions) share is nearly quarter of total enrolments in TVET.
Private sector participation in TVET must be recognized and facilitated in a legalized
quality assurance framework by the government
Policy Direction
Enabling environment shall be ensured for the private sector to participate in TVET
system.
 strategies
 Implement fair and sensible licensing, accreditation, and training quality assurance
system to recognize delivery of TVET by private sector.
 Implement a system to share public sector TVET resources with private sector to
increase equitable access to a quality TVET.
 Institute a system to facilitate tax concessions to import high value equipment and
machinery for training by private TVET institutions.
 Develop tax related incentive mechanisms to increase private sector participation
in TVET.
 Establish a special loan scheme for the private sector to encourage them
participate in TVET system.
 Strengthen training opportunities for trainers of private TVET institutions.
 Implement transparent system to provide technical and financial grants to
selected private TVET providers for provision of demand-driven programs.
 Ethiopian TVET Research, Innovation
and Technology Transfer
Research and Innovation in TVET
TVET research activities are still weak and not systematically planned.
The Federal TVET Agency, though lacking an appropriate structure, has been conducting minor research in the areas of
Occupational Standards (OS), assessment, curriculum development and quality management with support of expatriate
experts.
Policy Direction
 A system shall be established to enhance research and innovation in TVET so as to solve problems
of the community.
 strategies
1. Encourage, strengthen, and recognize innovators up on their achievements.
2. Create a conducive environment for TVET trainees and trainers to engage in applied/action
research.
3. Improvindividual, group and institutional levels. e the quality of research and innovation at
4. Strengthen and implement copyright protection in such a way to encourage and promote creative
works.
5. Ensure research work in TVET in line with the technological needs of national development
programs.,
 Technology transfer
The potential role of SMEs in economic development, employment generation and
realization of prosperity has been increasingly recognized in the national development
framework.
Packages were developed to assist MSEs in the form of industry extension service
delivered by TVET trainers.
This service has four linked packages, designed to support MSEs in improving their
product quality and productivity: technology capacity development, technical skills
development, entrepreneurship capacity development and Kaizen capacity
development.
Policy Direction
A system shall be established to enhance technology transfer in TVET so as to
increase competitiveness and productivity of micro, small, and medium level
enterprises/industries.
 strategies
1. Encourage, strengthen and recognize those who have transferred problem solving
technologies up on their performance achievements.
2. Support TVET institutions to develop their capacity to transfer innovated, adopted,
and adapted technologies.
3. Create a conducive environment for TVET trainees and trainers to engage in
technology transfer.
 . Higher Education, TVET, Research Institute and
Industry Linkage /HTRIL/
 HETRIL is a system of work in which research institutions, higher educations and TVET
collaborate with the industry to strengthen the training system and technology
transfer.
 Although achievements have been registered in the areas of technology transfer,
industry extension service, and value chain analysis, a much stronger work has not
been done to translate and expand the intentions into practice.
 Therefore, in order to solve these problems, it is necessary to strengthen the linkage
among and between TVET, higher education institutions, Research Institutions, and
the industry.
 cont.
Policy Direction
Linkage among and between TVET, higher education institutions, research institutes,
and the industry shall be strengthened.
Strategies
1. Establish a legal framework to strengthen the linkage among and between TVET,
higher education institutions, research institutes, and the industry.
2. Establish a unit at all levels in the TVET system to coordinate the linkage among and
between TVET, higher education institutions, research institutes, and the industry.
3. Devise system of integration which enables TVET sectors to work together with
research institutes, higher education institutions, and the industry on technology
transfer and industry extension services.
 cont.
1. Ensure the provision of industry extension services based on enterprise needs by
competent trainers.
2. Develop and accordingly implement a mechanism to motivate technology adopters,
adapters, and innovators in line with their technology transfer results
3. Develop and accordingly implement a mechanism to motivate trainers in line with
industry extension service results.
4. Establish Technical Advisory Panel/ TAP/ and Technical Expert Panel/ TEP/ in each
line ministries and Enterprises/ Industries
5. Organize technology capacity and incubation centers in TVET institutions.
 Talent in TVET
Talent is associated with how well an individual performs in relation to a specific job or
something exemplary possessed by individuals or a natural ability that someone is born
with.
Individuals with high ability or talented in one domain may not perform the same in
other domains.
Some less-academically inclined individuals may be vocationally talented but unable to
demonstrate excellent results in academic..
As a result, these vocationally talented individuals are kept hidden although they are
the “treasure” for the country.
The existing TVET system does not have any mechanism to identify and nurture such
talented citizens.
Therefore, it has become a necessity to have policy intervention to identify and nurture
these vocationally talented trainees.
 cont
Policy Direction
Vocationally talented citizens shall be identified and nurtured
through TVET system.
Strategies
1. Develop a system to identify vocational talents and assign trainees
according to their talents.
2. Establish a system to nurture vocationally talented citizens.
3. Establish awareness creation mechanism concerning vocationally
talented citizens.
4. Establish an incentive mechanism to encourage vocationally
talented citizens.
Ethiopian Science Culture
Development and
Community Engagement
Indigenous knowledge and skills Management in
TVET System,
• Indigenous knowledge and skills refer to the knowledge and skills that
people in a given community have developed over time and have made
positive contributions towards sustainable development.
• Indigenous communities around the world face ongoing threats to the
survival of their indigenous knowledge and skills in view of their tacit
nature.
• It is therefore important to formulate a policy to preserve and manage
indigenous knowledge, skills and technology and integrate them with TVET,
and make use of them for development.
cont.
Policy Direction
A system shall be instituted in TVET to preserve, manage, and integrate
indigenous knowledge and skills with TVET system to use them for
development.
Strategies
1. Develop occupational standards and curricula for indigenous knowledge ,
skills, and technology to deliver through formal and non-formal TVET system.
2. Publicize the importance, values and contributions of indigenous knowledge
and skills to both non-indigenous and indigenous peoples.
3. Devise strategy in TVET to support individuals with special indigenous
knowledge and skill.
cont.
• Establish center of excellence to promote and use indigenous
knowledge and skills in at strategic areas.
• Work with concerned government agencies to identify inventories and
registers of indigenous skills and knowledge systems, considering the
intellectual property implications of such inventories and registries.
• Encourage indigenous skills and knowledge providers to work in
collaboration with modern scientific experience.
• Involve senior community members in the production of resources and
delivering training to trainees to understand and appreciate the
indigenous skills and knowledge.
Voluntarism and National
Service
• Voluntarism and national service are acts of an individual/citizen to freely give
time and labor for the public.
• Voluntarism and national service in TVET sector can be used to produce:
• Citizens with holistic competence,
• Love their country and
• Realize unity in diversity.
• So far voluntarism and national service have not been common practices in the
TVET system.
• It is therefore, important to have policy direction to introduce voluntarism and
national service in the system.
cont.
Policy Direction
A system shall be designed to enable the TVET community to engage in
voluntarism and national services.
Strategies
1. Establish structure and implementation system which enables the TVET
community to participate in voluntary and national services
2. Create conducive atmosphere and allocate appropriate budget to introduce
voluntarism and national services in TVET system.
3. Ensure engagement of stakeholders in TVET voluntary and national services.
4. Integrate voluntarism and national services in TVET programs
TVET Emergency

• The TVET is an emerging sector which occupies big share in education

and training sectors of the country.
• This huge and fast-growing sector with serious need for the
development of the country requires to establish resilient system that
may withstand any emergency that may face the country in general
and the sector in particular.
• Basically, one of the reasons for Ethiopian TVET system suffering from
such challenges is to large extent because of not having clear policy
direction and strategy on how to respond to emergency and mitigate
its effects.
cont.
Policy Direction
The entire TVET system shall be reformed to enable it to respond to all types of
emergencies and mitigate their effects proactively and effectively.
Strategies
1. Design and implement early warning system on emergencies that affect the TVET
system.
2. Design a framework to engage TVET the whole TVET community in provision of skills
for the emergency response.
3. Build a platform to implement digitally supported education and training solutions in
TVET sector in the event of emergency.
4. Establish an effective communication channel to communicate with concerned
bodies during emergency.
TVET Institutional Capacity
Development
2.5.1 TVET Governance and Leadership
• Governance and leadership in TVET system plays significant role in the
realization of the sectoral goal.
• TVET governance and leadership at all levels has not been empowered.
• There is also overlap of roles and responsibilities and structural deficiencies
among different structures in the TVET governance.
• Therefore, Governance and leadership of the TVET system needs further
revision and empowerment to bring a workable arrangement.
Policy Direction,
• The existing TVET governance and leadership system shall be revised to bring
a more effective and workable arrangement.
strategies
1. Establish organizational link and synergy among different TVET
structures at all level.
2. Establish autonomous TVET relevance and quality assurance body
organs at Federal and regional to formulate standards and
strategies; implement those standards; and
3. Accredit the implementation against standards at federal, regional,
and local level.
4. Establish TVET Research and Curriculum Institute
5. Strengthen decentralized system of leadership with responsibility
and accountability at all level of TVET structure,
Cont..
1. Establish a system through which certain polytechnic colleges are
governed under the federal government to equip them with state the
art technology and make them competitive,
2. Differentiate the TVET institutions with the support of the federal
government, regional TVET organs to become centers of excellence in
their distinct area of competence.
3. Strengthen TVET councils comprised of all relevant public and non-
public stakeholders at all level.
4. Strengthen TVET board at institutional level, which is comprised of
professionals, sectoral associations, and community representatives to
enhance its managerial role.
TVET Internationalization and
Partnership
• Development partners are participating in different sectors at
different levels in the effort to bring about the development of the
country.
• Although there has been some degree of participation of
development partners, it has had limitations in providing support in
an integrated way for the enhancement of the quality and
effectiveness of the TVET provided in the country.
• Therefore, it is important to establish a system in which development
partners support the quality and effectiveness of TVET in an
integrated manner.
Cont..
Policy Direction
Integrated participation of development partners shall be enhanced to strengthen
the TVET system through internationalization.
Strategies
1. Integrate the participation of development partners in TVET system of the
country.
2. Internationalize the TVET system to enhance global competitiveness and
partnership.
3. Develop a system which enables development partners to strengthen the
support they provide to the expansion and enhancement of the quality of TVET.
4. Establish a system of capacity building scheme and import of know- how and recourses and
technology.
TVET Image Building
• Even though there is improvement, the misperception of thinking
TVET as a second choice open for only those who failed to join higher
education still persists.
• TVET community and trainees are considered as low-quality
professionals.
• Therefore, it is important to have policy intervention.
Policy Direction
A mechanism shall be developed to build positive societal image
towards TVET
strategies
1. Improve Public Awareness through different media.
2. Organize symposiums, skill competition, exhibitions and other
events that help promote TVET
3. Develop a system to provide career guidance and vocational
counselling service at all levels
4. Promote the participation TVET community in international skills
competition/skills Olympic ,
5. Vocationalize Pre- TVET education and training,
6. Link TVET with employment opportunities,
HR development
• The competence of TVET leaders, experts and trainers refers to the
human resources that have ability to achieve the desired result of the
system. .
• The required outcomes can only be achieved in the system of education
and training when leaders and professionals are transparently recruited,
deployed, and made to undergo continuous training which enhances
their competence and value to others.
• The system of capacity development and deployment has also lacked
effectiveness.
• Therefore, leaders and professionals of the sector need to be competent
to make the education and training system effective.
Institutional leaders development
Policy Direction
A system shall be established to recruit, deploy, develop, promote
attract and retain competent institutional leaders who would lead
the institution achieve its mission effectively and efficiently.
Strategies
1. Ensure a system which realizes merit-based recruitment and
deployment of TVET institution leaders.
2. Develop a clear incentive mechanism to attract and retain TVET
institution leaders
Cont..
• Develop a continuous performance assessment system of TVET
institution leaders based on national standard.
• Ensure need based continuous professional development program
in in TVET system,
• Develop a system which enhances the capacity of TVET leaders
through experience sharing, short term training and other
mechanisms.
• Provide induction training program to TVET leaders at all levels.
• Introduce and implement a term based TVET institutional
leadership assignment system.
 Trainers and assessors development
Policy Direction
A system shall be developed to recruit, deploy, develop, and retain competent TVET trainers and
assessors at different levels with a full range of professional knowledge, skills, attitudes, and
industry experience
Strategies
1. Establish a system through which TVET trainers be qualified in :
• Bachelor’s degree and above for training Level I up to II,
• Master’s degree and above for level III up to V coupled with industry experience and
certificate of competence assessment in relevant occupation.
2. PhD/assistant professor and above for training level VI to level VIII Establish TVET teacher
education institutions in which TVET trainers are trained to develop the required
competence.
3. Establish a system whereby industry trainers and assessors at all levels participating in
cooperative training shall be trained, assessed, and certified in relevant occupations.
4. Establish institutions that provide further training for TVET trainers and assessors at
regional strategic centers.
Cont..
• Establish a system for licensing and relicensing TVET trainers and
assessors.
• Develop a clear incentive mechanism to attract and retain TVET
trainers and assessors.
• Design a mechanism to create opportunity for existing and newly
employed TVET trainers to get exposure to industry experience.
• Introduce dual employment system that allows institutional TVET
trainers to work in industries and the vice versa
TVET Expert’s Development
Policy Direction
A system shall be developed to recruit, deploy, develop, and retain
competent TVET experts at different levels with a full range of
professional knowledge, skills, attitudes and industry experience.
Strategies
 Strengthen merit-based criteria to recruit and deploy TVET experts.
Provide induction training to TVET experts to get them acquainted
with the occupational area they are engaged in.
Design incentive mechanism to attract and retain TVET experts at all
levels.
TVET Legal and Regulatory
Framework
The existing TVET proclamation and other relevant legal documents do not
address the existing dynamism and,
It should be revised to incorporate all the reform agendas and policy directions
indicated in this document.
Policy Direction
The TVET proclamation and other relevant legal documents shall be revised to
incorporate all the reform agendas and policy directions indicated in this
document.
Srategies
1. Revise TVET proclamation which indicates duties and responsibilities of all TVET
actors.
2. Revise TVET regulations in line with the revised TVET proclamation.
3. Facilitate the condition which enables all stakeholders to have the necessary
understanding and implementation of TVET proclamation, regulations, and other
relevant legal documents.
 Monitoring and Evaluation Mechanisms
• Monitoring and evaluation mechanisms are essential to monitor & evaluate the effectiveness of progress and
assess the challenges within the TVET system.
• It will help to assess the progress made and challenges encountered in relation to TVET:
• Governance and leadership,
• Quality and relevance, access and equity,
• Entrepreneurship and employability,
• Innovation and technology transfer, and perception and attractiveness of TVET.
Policy Direction
 Robust monitoring and evaluation system shall be instituted to track changes and make
proactive interventions in the process of implementation of TVET policy, strategy, and goals.
Strategies
1. Establish a comprehensive TVET Management Information System (TMIS) and data base
used to manage different types of data in the system.
2. Translate the objectives of this policy and strategy into key performance indicators (KPIs) and
identify means of verification for the indicators.
3. Harmonize the TVET sector KPIs with the national development indicators.
Cont..
• Develop and implement standardized tools for monitoring and
evaluation of the TVET system.
• Prepare and implement monitoring and evaluation guideline and
make aware all concerned parties
• Establish a monitoring and evaluation mechanism at all levels to
trace implementation issues and take corrective actions.
H
a
v
e

G
o
o
d

t
i
m
e
!