| Abstract: | The Ethiopian school systems differentiate between higher education entrance preparatory
and Technical and Vocational Education and Training (TVET) routes or streams at the end of
completion of grade 10. Accordingly, the best students prefer to join preparatory programmes
for it subsequently lead them to university/higher education, while middle- or low-achievers
are enrolled in TVET institutions/centers in which they are trained in various vocational fields
but rare to enter to higher education. A low status of TVET vis-à-vis higher education
entrance preparatory program is also unresolved issue in Ethiopia.
Meanwhile, it is recommended that TVET should be a part of general education and the
system need to facilitate smooth continuing and lifelong learning and ensure continuous entry,
exit and re-entry points and seamless pathways for learners to progress to higher education so
that all citizens have access to lifelong learning(UNESCO & ILO, 2002:31). It is from this
point of view that this study was designed with the purpose of assessing current major
practices and challenges in implementing the principles of continuing and lifelong learning
specifically with regard to TVET pathways to higher education.
The scope of the study was delimited to selected public TVET colleges and private higher
education institutes that are currently working on TVET programs. The major sources of data
for the study were officials, department heads, major courses and common courses-instructors
of sample TVET colleges and private higher education institutes. Moreover, policy and
strategy papers, official documents, statistical evidences, guidelines, instructional materials
and manuals especially devoted to TVET and higher education programs were used as
secondary sources of data.
The analysis and discussion was carried out in relation to Ethiopian National TVET Strategy,
the recommendations put by UNESCO & ILO and contemporary and world-wide accepted
theories, principles and practices with regard to TVET and continuing and lifelong learning.
After analyzing and discussing the data systematically, finally the research has come out with
findings, conclusions and recommendations
The findings revealed that the extent the TVET system has an exit pathways for TVET
graduates to enter higher education was weak. The level of cooperation and dialogue made
among the TVET and higher education sectors in the issue of TVET pathways to higher
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education was also unsatisfactory. Accordingly, it was recommended that there should be
straightforward and sound entry, exit and re-entry points for TVET programs. Hence, TVET
and higher education sectors need to take numerous initiatives to solve the problems by
making sure that TVET students are not barred from entering higher education. Some TVET
major and common course instructors as well as TVET learners comprehend yet as if TVET
programmes were for those who fail to join higher education entrance preparatory programs.
MoE need to work on awareness creation with regard to these issues for the society in
general, and for teachers as well as for students in particular. |
