| Abstract: | The provision of quality education to citizens depends on the quality of teacher training.
To this effect, the demand for quality teacher training has been mounting from time to
time. In this regard, Ethiopia has been under going change to address and redress the
prevailing situations through the involvement of public and private colleges.
This study was conducted to assess the basic similarities and differences between public
and private colleges in terms of inputs and processes. In light of this, basic questions that
are related to trainees- admission criteria, instructors’ academic qualification and
teaching experience, physical plant facilities and services as well as managerial
capacities were the focus of the study.
Methodologically, a descriptive method was used to compare the differences and
similarities between 5 public and 5 private TTCs in five zones of Oromia. Availability,
random and purposive sampling techniques were used in identification and selection of
subjects of the study. The subjects of the study were, 437 trainees, 96 instructors, 20
deans and vice deans in the TTCs. The data drawn were collected by means of
questionnaires, interview and observation checklists, and then transcribed for analysis.
The findings of the study revealed that trainees admission criteria which was developed
by the Ministry of Education has been used by public TTCs and this was not the case in
private TTCs. Moreover, private college trainees have the chance to choose courses that
they want to study; whereas the public trainees have not.
On top of these, both state and private owned TTCs were found to be similar in using
under qualified instructors such as diploma holders in conducting their training
program. However, this problem was found to be severe in private TTCs due to shortage
of well-experienced and permanent instructors. Both colleges were suffering from poor
managerial capacity for which the problem is so daunting in private TTCs. Moreover,
both groups could not retain instructors and consequently characterized by high
turnover. Thus, it was concluded that the training programs were entangled with
inadequate manpower (under qualified instructors), poor managerial capacity and high
turnover of instructors and inadequacy in some physical facilities in TTCs thereby
resulting in poor quality of training.
Therefore, it is recommended that the OECB and the private TTCs should plan to recruit qualified academic staff and managers/deans towards improving the quality of training. Further, the regional education bureau should provide technical support to the colleges in general and to the privately owned ones in particular. It is also suggested that both colleges should organize their physical plant facilities and services. |
