|Title:||Private Colleges and Leadership Efficiency of TVET with Particular Reference to Tigray|
|Keywords:||Private Colleges, Leadership Efficiency,TVET, Tigray|
|Publisher:||ST. MARY'S UNIVERSITY|
|Abstract:||Education in Ethiopia has been made to be the concern of public as well as private sector since 1994 to the contrary of Article 54, 1975 confiscation of private schools in Ethiopia. Article 3.9.6 of the new Education and Training Policy (1994:32) States that “the government will create the necessary conditions to encourage and give support to private investors to open schools and establish various educational and training institutions.” To this effect, private colleges started flourishing in the country and practically share the burden of the government in educational expansion, in general, and in producing skilled labour in particular. However, media like ETV, Tigray people broadcasting service were highlighting disputes between the TVET commission and private colleges in Tigray. On top of this, one of the letters written to TVET (Ref No. 157/98, Date 30-05-98) depicts that” … ክንዓዎ ተወሲኑ ዘሎ ኘረግራማት ስልጠና ንምሃብ ብወገና ክሉ ነገር Aማሊ Eና Iና … ብቀጥታ ክንዓ ክውሰነልና AይግባEን. “This means the decision made to discontinue programs commenced seems unwise because we have fulfilled what is expected of us. Therefore, documents in private colleges depict that there were inconveniences, misunderstandings and inadequate decisions, leadership as a process, never the less, secures the cooperation of others and influence towards the achievement of goals” (Campbell, & others, 1983:143; Rashid, & Arches, 1983: 210; Kinard 1988:328; and Stoner & other 1998:490.) Besides, research results vouched this must be learned through experience and practice and through the assessment of success and failure. From the disputes and letters written, leadership competence of both institutions seemed questionable. A model of leadership developed at the Ohio state University’s Mershon center summarizes leadership role in terms of eight competences; shaping vision; helping groups make decision; laying the foundation for outside support; group power; motivating members; resolving conflicts; attracting out side support and defending group advocacy; getting support from other groups (Woyach, 1992;4). Thus, this study investigated the efficacy of the leadership of TVET and private colleges in Tigray and ascertain whether they assure the leadership model. This study specifically is expected to address the following questions. 1. To what extent is the responsibility of TVET compatible to its institutional capacity? 2. What is the basis for the relationship of TVET and Private Colleges? 3. What is the effect of TVET leadership on the organizational climate of private colleges?The major objective of this study, therefore, is to assess and analyse the effect of leadership on private college’s functions and contribute in the development of research based knowledge of the available four Private Colleges and TVET will be taken as sample of the study.The major objective of this study, therefore, is to assess and analyse the effect of leadership on private college’s functions and contribute in the development of research based knowledge of the available four Private Colleges and TVET will be taken as sample of the study.|
|Appears in Collections:||Proceedings of the 5th National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia|
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