Name:Hawi Degefe Bekele

IDNO

Course Name:

1. Do you believe that TVET be able to means of poverty reduction in developing countries?
Surely, if it is effectively and efficiently practiced, I agree that could be means of
poverty reduction in developing countries like Ethiopia because of the following
reasons:
 It focuses on seventy (70%) practical learning in which students able to
practically serve people in needs.
 Encourage creativity.
 Inspire Innovation.
 Encourage Industriousness.
If you agree with this how TVET would pay an important role in poverty reduction
Roles:

 Create Job opportunities and reducing unemployment: the objectives of job creation
and poverty reduction `can only be realized through appropriate education which
empowers the products of the education system with skills and competencies to
become self-employed.
 Increase productivity
 essential to career development
 vocational education can help to make an individual survive/leave above poverty level
 Engaging unemployed youth in productive activities, increase their level of awareness
and by extension their level of education.
 Helps in preparing individuals with applicable skills and knowledge, hence allowing
people to effectively participate in social, economic and technological innovation
processes, which is necessary for the development of any social structure.
2. According to the new Ethiopia TVET strategy there are guiding principles of TVET
System. List the guiding principles one by one and try to discuss how far each of them is
practicable in our TVET colleges /institutions.
i. Demand-orientation: All TVET in Ethiopia has to respond to the competence
needs and qualification requirements in the labour market. TVET is geared
 towards enhancing the attractiveness of all economic sectors through a
competent workforce and towards improving people’s employability in the
labour market and with regard to self-employment. In the world in general and
Ethiopia in particular there is over population that resulted in unemployment.
Therefore this principles highly practicable n TVET college to create job
opportunities.
ii. Quality and Relevance: The TVET system struggles for the highest quality
and relevance of all TVET offers. It will develop operative means of quality
management, will always monitor the relevance of TVET programmes and
will deliver provision and guidance to TVET institutions to achieve defined
quality standards.
iii. Equal access and equal opportunity: The TVET system attempts for social
inclusion by increasing overall access to applicable formal, non-formal TVET
and informal learning chances by all target groups, while safeguarding
equality of access
iv. Pathways: The TVET system inspires vertical and horizontal mobility and
progression between different TVET occupations and different qualification
levels, but also between TVET, general and higher education. TVET should
always create the opportunity of career progression and continuation of
learning.
v. Flexibility: To respond to the changing work-related requirements and to
accommodate the different demand of the various target groups, the TVET
system allow and boost flexibility and self-motivated development of the
TVET offers.
vi. Life-long learning: The TVET system could deliver life-long learning
opportunities to enable the workforce to keep pace with the rapidly changing
work environments brought about by technological progress and development
in the organisation of work. Life-long learning also implies that people can
continuously enhance their recognised qualifications.
vii. Contributing to the fight against HIV/AIDS: TVET gender-sensitive. All
TVET opportunities equally accessible to female. TVET institutions have to
develop gender sensitive policies in order to ensure that they are not
discriminated against through content nor organisation of TVET programmes
and to effectively prevent harassment of female trainees and staff members.
 This could be achieved through empowering female staffs and organizing
different clubs related to the issues.
viii. Contributing to environmental protection: TVET could create
environmental awareness in Ethiopia and educate Ethiopians about sustainable
uses of scarce natural resources. Therefore, TVET would organize different
events that show the effects of environmental problems on the generation.
Also, through creating

3. Try to analyse the current experience of your college management team and write a
short report how they management team practically exercise the five management
functions. Namely planning, direction ,staffing ,direction and controlling

Our college named as Mattu Poly Technique collage. In our college the team sprite of college
management is excellent they implementing management functions effectively and
efficiently. All collage staff at the beginning of academic colander prepare their annual plan
and submit for college management. Quarterly College management observe whether staffs
implementing their plan. Based on that, all staffs implement according to their plan. For
achieving the objectives mentioned in annual plan our college management organise
everything useful to its functioning our achievement such as raw materials, tools, capital and
personnel.” Thus, organising involves bringing together the manpower and material resources
for the achievement, of objectives laid down by the College. In the case of scares human
resource the college identifying human resource needs, filling the organizational structure and
keeping it filled with competent and qualified staff. In addition to this college management at
the beginning of academic calendar and daily follow by directing or telling people what to do
and seeing that they do it to the best of their ability. It includes making assignments,
corresponding procedures, seeing that mistakes are corrected; providing on-the-job
instructions and, of course, issuing orders. Furthermore, all activities supervised,
administered and controlled whether the activities have been or being performed in
conformity with the plans.