http://hdl.handle.net/123456789/3991 2026-04-03T13:26:13Z http://hdl.handle.net/123456789/4036 Title: Teacher Development for SDG 4 and AUC CESA 2016-25: The role of Private Higher Education in Continuous Professional Development for Teachers in Africa Authors: Yokozeki, Yumiko (PhD); Engida, Temechegn (PhD) 2017-07-01T00:00:00Z http://hdl.handle.net/123456789/4035 Title: Public-Private Partnership, Regional/International Cooperation, and the Role of the Diaspora in African Higher Authors: Yokamo, Yohanan Abstract: A public–private partnership as a cooperative arrangement between one or more public and private sectors, typically of a long-term nature have been used by different governments throughout history. The public-private partnership has a significant impact on the cooperation of higher education. The regional and international cooperation and Diaspora‘s engagement in higher education have a great role in African higher education. Internationally, UNESCO has played a catalytic role in developing an avenue for public-private partnerships in order to help meet the needs of the countries to achieve standard of quality, accessibility and affordability of higher education. In Africa, African Union is expected to act and work on higher education at regional level. However, the past few decades has seen a clear trend towards governments across the globe making greater use of various public-private partnership arrangements. There is ample evidence to show that the right to education is indeed almost a Constitutional policy issue under different countries policy framework and was motivated by cooperation of different stakeholders in higher education. However, there might be a tension between the international organizational type of cooperation and regional or national cooperation framework in Africa. But by and large, the major cooperation‘s for higher education in Africa have evinced a strong desire to conform to international goals and visions on global higher education. The UNESCO Communities public framework for partnership with the private sector in higher education, can serve as opportunities for international and regional Cooperation‘s including Africa. One can find that public-private partnerships in higher education in Africa have failed for various causes like lack of flexibility between the partners, priority focus vs. profit motives, accountability, and conflict of interest in the area and as stronger cause, lack of attention to provide possible and careful solution to the existing regional and international cooperation problems in higher education. Therefore, public-private partnerships, regional and international cooperation‘s and Diasporas are expected to play an increasingly important role in the higher education in Africa for all drive, creating an alternative source of funding for the education and making more technical assistance available. The paper explores the implications of this cooperation in African higher education. 2017-07-01T00:00:00Z http://hdl.handle.net/123456789/4034 Title: Youth Employment: The Impact of Technical and Vocational Education and Training (TVET) in Enhancing Youth Employability in the Labor Authors: Leka, Wanna Abstract: This study attempted to show the impact of college TVET training in enhancing the employability of youth in the labor market. A total of 251 TVET college graduates working in various organizations in five different regions were traced and filled out questionnaires related to their preemployment training and its relevance to their current jobs. The data obtained through questionnaire and other document analysis indicated that their training had enhanced their chances of employability despite some challenges. They seem to have positive outlook towards college TVET program. It was recommended that the expansion of TVET programs must done taking into account various factors the might constrain the effectiveness of the program. 2017-07-01T00:00:00Z http://hdl.handle.net/123456789/4033 Title: Economics of quality education and paths leading to quality education: Evidence from Debre Markos University Authors: Molla, Tsegaye Abstract: The difference in economic development among nations is entirely emanating from difference in human capital development as it is the priority pathway out of poverty, diverse socio-economic and environmental crises. Although huge investment in human capital development has long been made, a mere cost of education will never lead to quality labor force unless paths for quality education (be it internal or external to students) are well substantiated. With this essence, this study was initiated with the objective of identifying paths leading into and out of quality education. The data for the study were obtained from sample of 150 students selected using multi-stage sampling. Factor analysis and path analysis techniques were employed to identify components explaining the most for variation in academic performance and to identify statistically significant paths leading into and out of quality education, respectively. Accordingly, macroeconomic situations (unemployment), student‘s learning-attitude, communication skill, curriculum teaching method, learning facility and school-family background were found as statistically significant factors together explaining 84% of the variation in students‘ academic performance. The path analysis result reveals that learning facilities and macroeconomic situations are statistically significant and have the largest share of determining quality education signifying calibration of educational institutions with required facilities towards quality education. Evidently, a country expecting fruitful returns from huge education investment has to do more for quality education at micro level to produce quality labor force at macro level. Hence, a paradigm shifts from internal (at students and institutions) - to external are needed. Specifically; ensuring cumulative grade point average (CGPA) based employment than chance-based, equipping students morale with entrepreneurship, fulfilling, learning, facilities, integratinggroup-learning-groupcommunication- practicum,revising curriculum (abandoning simultaneous delivery of block and parallel courses), assisting students from low-income or no family are necessary policy interventions recognized as economical pathways to realize our quest for ―quality education and quality labor force for economic development‖ fall policy interventions are synergistically implemented with greater inter-sector integration from micro up to macro levels. 2017-07-01T00:00:00Z