technicalvocationaleducationandtraininginethiopia（44页）.docVIP

Technical Vocational Education and Training in Ethiopia Mapping Learn4Work Schokland Programme on TVET Edukans Foundation January 2009 Addis Ababa Contents 1 General Background 1 2 Formal and non Formal TVET sector in Ethiopia a Facts and figures b Policies c Education Sector Plan d Main Actors e Key donors and interventions f Demand and supply g Issues 3 a Labor market in Ethiopia b Facts and figures c Policies d Formal and informal economy e Employment and unemployment rates focus on youth, gender f Main actors (private sector, supporting agencies) g Transition from school to work. Existing approaches to improve transition h Demand and supply from the labor market i Issues 4 Lessons learnt from previous interventions/ approaches, good practices 5 Practical and policy challenges 6 SWOT of key actors of TVET and labor market 7 Opportunities for the future for improved harmonization of different actors (TVET institution, labor market, donor organizations 8 The way forward: from understanding to practical support Recommendations and niches  1. General Background The Ministry of Education and the Regional Education Bureaus have shown their commitment to improving access to Technical Vocational Education and Training. After the introduction of the Education and Training policy in 1994, the number of formal and non-formal TVET provision centers has mushroomed. The Ethiopian government has recognized the importance and the need for establishing a large number of TVET institutions in the effort to promote economic and technological development in the country. Within a short period it has managed to increase the number of TVET centers from 15 in 1994n 10 388 in 2006/7. Realizing the importance of linking education and the world of work has finally bear fruit in Ethiopia, districts are requesting for the provision more and more TVET centers. Prese