Secondary technical/vocational education program in Ethiopia, 1983-199

This study investigates the effectiveness of technical/vocational education in Ethiopia respective to the employability of graduates between 1983 and 1992. Contrary to the findings of Professor Philip Foster in Ghana in the 1960s, technical/vocational graduates in Ethiopia during the period of study have been able to find jobs related to their specialization.;Data for this study came from written surveys, face-to-face interviews with students, teachers, administrators, government officials, site evaluations, and review of literature review. A total of 2496 participants have been utilized for the study.;Findings reveal that, (1) the majority of students selected technical/vocational education for financial gains and to fulfill their interests. This finding supports the high status of technical/vocational education and refutes the notion that students enrolled in order to escape possible failure on the Ethiopian Secondary School Leaving Certificate Examination. (2) the majority of the former technical/vocational students (83 percent) had taken the Ethiopian Secondary School Leaving Certificate Examination before graduation from the technical/vocational schools. (3) no hindrance to the upward mobility in both education/employment of graduates was observed. (4) most students were satisfied with their technical/vocational education and their subsequent employment. (5) employers was satisfied with technical/vocational training. Based on performance evaluation, nearly 70 percent of graduates were at or above the average. (6) employers were critical, however, of the lack of leadership exhibited by the Ethiopian Government in the technical/vocational education program. (7) the Ethiopian public firmly believes that technical/vocational education is vital to Ethiopia's economic success. Readers in the U.S. should note the critical difference between technical/vocational education in Ethiopia and the U.S. In Ethiopia, technical/vocational education is highly regarded and even considered superior to purely academic education. The brightest students in Ethiopia aspire a place in technical/vocational education. Ethiopians regard their technical/vocational graduates as the generators of national economic development. Thus the quality and effectiveness of Ethiopia's technical/vocational education is perceived to be of great value to society and national development.;The study concludes with a proposal to establish an organization which oversees the comprehensive aspects of technical/vocational education at the elementary and secondary levels. There should be separated administration of technical/vocational and academic education. The technical/vocational program demands qualified professional teachers and administrators, flexible curricula, and sufficient budget. The program must be monitored to evaluate the educational needs, the national employment situation and the performance of graduates in the working world.