Historical records on Ethiopia indicate that the first attempt to introduce technical education in Ethiopia was made by Emperor Tewodros II (1855-1868). He seems to have the conviction that young Ethiopians with technical skills could support European work men who were engaged in the manufacture of mortars at the Gafat Foundry. To that end, he established the first technical school at Gafat in the early 1860s (Bahru, 2002). The establishment of the technical school and the foundry were part and parcel of his modernization program.
However, the turbulent political atmosphere that was prevailing at the time did not allow Tewodros to implement most of his reforms.
Thefirst technical school in Ethiopia was established in 1942 named Addis Ababa Technical School or better known as Tegbare Ed. Students who completed their junior secondary education were admitted to a four year training program. The school was offering training in auto mechanics, carpentry, welding and electricity. Likewise, the Asmara Vocational School came into existence in 1952. Like the Addis Ababa Technical School, it had a four year training program which included forging and welding, auto mechanics, carpentry, electricity and machine shop.( Young and Ross 1965)
Some writers also claim that the history of Technical and Vocational Education and Training (TVET) in Ethiopia dates back to the early 20th century during the reign of Emperor Haile Selassie. The first technical school, known as the Menelik II School, was established in 1908. This period marked the introduction of formal technical education, primarily focused on providing basic technical skills to a limited number of students.
Because of the growing demand for trained manpower in the industrial sector, the Imperial Government of Ethiopia wanted to expand technical education. As a result, in Addition to the existing technical schools, in Addis Ababa and Asmera, the government decided to open another technical school in Bahir Dar popularly known as Bahir Dar Policy Technical College which was established in 1963 through the assistance of the former Soviet Union.
Following the Italian occupation (1936-1941), Ethiopia saw renewed efforts to rebuild and expand its education system, including technical and vocational education. Emperor Haile Selassie emphasized education as a key to modernization and national development. During this period, several technical schools and colleges were established, including several institutions.
The Derg regime, which came to power in 1974, placed significant emphasis on vocational training as part of its socialist policies. The government aimed to align education with the needs of the centrally planned economy. Key developments during this period included:
The number of technical and vocational schools increased, with a focus on producing skilled labor for industrial and agricultural sectors. Efforts were made to reform curricula to better match the skills required by the economy.
With the fall of the Derg regime and the establishment of the Federal Democratic Republic of Ethiopia in 1991, the government launched extensive reforms across various sectors, including education. Key initiatives and developments in TVET during this period include:
Education and Training Policy (ETP) of 1994: This policy provided a framework for the development of education and training systems in Ethiopia, emphasizing the importance of TVET.
Education Sector Development Programs (ESDPs): These programs, launched in phases since the late 1990s, included significant components dedicated to expanding and improving TVET. The ESDPs aimed to make education and training more responsive to labor market needs.
In the 2000s, Ethiopia implemented a comprehensive TVET strategy, focusing on improving the quality and relevance of vocational education. The strategy included:
Competency-Based Training (CBT): Shifting towards a CBT approach to ensure that training programs align with industry standards and the practical skills needed in the workforce.
Public-Private Partnerships: Encouraging collaboration between TVET institutions and industries to enhance the quality and relevance of training.
The Growth and Transformation Plans (GTP I and II), covering the periods 2010-2015 and 2015-2020 respectively, further emphasized the role of TVET in achieving industrialization and economic growth. These plans aimed to:
Expand TVET Institutions: Increase the number and capacity of TVET institutions across the country.
Improve Quality and Relevance: Enhance the quality of TVET through better training for instructors, updated curricula, and stronger linkages with the private sector
In recent years, Ethiopia has continued to focus on expanding and improving its TVET system. Key areas of focus include:
Digitalization and Technological Integration: Incorporating digital technologies into TVET programs to prepare students for modern workplaces.
Sustainability and Green Skills: Emphasizing sustainable practices and green skills in training programs to support Ethiopia’s environmental goals.
The history of TVET in Ethiopia reflects the country’s commitment to developing a skilled workforce to support its economic and social development. From the early technical schools of the early 20th century to the comprehensive reforms of recent decades, TVET has evolved to meet the changing needs of Ethiopia’s economy and labor market. The government’s ongoing efforts to expand and improve TVET demonstrate its recognition of the critical role that vocational education plays in national development. Top of Form Bottom of Form
Since the 1990s, Ethiopia has implemented several Education Sector Development Programs (ESDPs), which include significant components dedicated to expanding and improving TVET. These programs have aimed to align vocational training with the labor market demands and national development goals.
In 2008, Ethiopia launched a comprehensive TVET strategy aimed at improving the quality and relevance of vocational education. This strategy emphasized competency-based training and the establishment of industry linkages.
TVET programs have diversified to include a wide range of fields such as agriculture, construction, information technology, manufacturing, and services, ensuring that training is relevant to various sectors of the economy.
The shift towards CBT has been a major reform, ensuring that the training provided aligns with industry standards and equips students with the practical skills required in the workplace.
Efforts have been made to improve the quality of trainers and to develop curricula that reflect the needs of the economy. This includes partnerships with industries to ensure that the training is up-to-date and relevant.
Strengthening linkages between TVET institutions and industries has been a key focus, with various initiatives to promote internships, apprenticeships, and collaborative training programs.
: Encouraging private sector participation in TVET has led to the establishment of private training institutions and increased investment in vocational education.
Ensuring consistent quality across all TVET institutions remains a challenge, particularly with the rapid expansion of the sector.
Adequate funding and resources are essential to maintain and improve TVET programs, which can be a constraint in a developing economy.
Continuously aligning TVET programs with the evolving needs of the labor market requires ongoing collaboration and flexibility.
Continued efforts to expand access to TVET, particularly in rural areas, are crucial for inclusive economic development.
Integrating digital technologies into TVET can enhance learning experiences and better prepare students for the modern workforce.
Emphasizing sustainability and green skills in TVET programs can contribute to Ethiopia’s environmental goals and create new job opportunities in the green economy.
The growth and development of TVET in Ethiopia reflect the country’s commitment to equipping its workforce with the necessary skills for economic development. While significant progress has been made, ongoing efforts are required to address challenges and harness the full potential of TVET in contributing to Ethiopia’s development goals.
Technical and Vocational Education and Training (TVET) serves multiple purposes. A key purpose is preparation of youth for work. This takes the form of learning and developing work related skills and mastery of underlying knowledge and scientific principles. Work is broadly defined and therefore refers to both formal employment and self-employment. To support self-employment, TVET curricula often include entrepreneurship training. Related to this is the social reproduction and transformation of occupational and vocational practices.
A related role is continuing professional development. The rapid technological changes demand that workers continuously update their knowledge and skills. Unlike the past where a job could be held for life, it is common place to change vocations several times. TVET enables that flexibility in two ways. One is providing broad based technical knowledge and transversal skills on which different occupations can be based on.
The role of TVET is providing continuing vocational training to workers. In contrast with the industrial paradigm of the old economy, today’s global economy lays the onus on the worker to continually reinvent him or her. In the past, workers were assured of a job for life, with full-time employment, clear occupational roles and well established career paths. This is no longer the case. The knowledge dependent global economy is characterized by rapid changes in technology and related modes of work.
Often, workers find themselves declared redundant and out of work. TVET today has the responsibility of re-skilling such workers to enable them find and get back to work Apart from providing work related education, TVET is also a site for personal development and emancipation. These concerns the development of those personal capacities that relate to realizing one’s full potential with regard to paid or self-employment, occupational interests, and life goals outside of work. At the same time TVET seeks to enable individual overcome disadvantages due to circumstances of birth or prior educational experiences.
The total number of TVET colleges in 2018 was 1,672 (of which 670 were public, 952 private and 50 non-governmental organizations). It must be noted that the number of TVET institutions have continued to grow both at federal and regional levels.
TVET programs in the country need to produce highly qualified and skilled young persons to fill in the main pillars of the Ethiopian economy including agriculture, manufacturing industries, mining, health development, IT development and digitalization, tourism and the development of National Green Legacy Initiatives both in rural and urban settings across the country.
BY SOLOMON DIBABA
THE ETHIOPIAN HERALD TUESDAY 18 JUNE 2024
