The Current Major Practices and Challenges to Promote Continuing and Lifelong Learning: the case of TVET Progression to Private Higher Education

Abstract

The Ethiopian school systems differentiate between higher education entrance preparatory and Technical and Vocational Education and Training (TVET) routes or streams at the end of completion of grade 10. Accordingly, the best students prefer to join preparatory programmes for it subsequently lead them to university/higher education, while middle- or low-achievers are enrolled in TVET institutions/centers in which they are trained in various vocational fields but rare to enter to higher education. A low status of TVET vis-à-vis higher education entrance preparatory program is also unresolved issue in Ethiopia. Meanwhile, it is recommended that TVET should be a part of general education and the system need to facilitate smooth continuing and lifelong learning and ensure continuous entry, exit and re-entry points and seamless pathways for learners to progress to higher education so that all citizens have access to lifelong learning(UNESCO & ILO, 2002:31). It is from this point of view that this study was designed with the purpose of assessing current major practices and challenges in implementing the principles of continuing and lifelong learning specifically with regard to TVET pathways to higher education. The scope of the study was delimited to selected public TVET colleges and private higher education institutes that are currently working on TVET programs. The major sources of data for the study were officials, department heads, major courses and common courses-instructors of sample TVET colleges and private higher education institutes. Moreover, policy and strategy papers, official documents, statistical evidences, guidelines, instructional materials and manuals especially devoted to TVET and higher education programs were used as secondary sources of data. The analysis and discussion was carried out in relation to Ethiopian National TVET Strategy, the recommendations put by UNESCO & ILO and contemporary and world-wide accepted theories, principles and practices with regard to TVET and continuing and lifelong learning. After analyzing and discussing the data systematically, finally the research has come out with findings, conclusions and recommendations The findings revealed that the extent the TVET system has an exit pathways for TVET graduates to enter higher education was weak. The level of cooperation and dialogue made among the TVET and higher education sectors in the issue of TVET pathways to higher 252 education was also unsatisfactory. Accordingly, it was recommended that there should be straightforward and sound entry, exit and re-entry points for TVET programs. Hence, TVET and higher education sectors need to take numerous initiatives to solve the problems by making sure that TVET students are not barred from entering higher education. Some TVET major and common course instructors as well as TVET learners comprehend yet as if TVET programmes were for those who fail to join higher education entrance preparatory programs. MoE need to work on awareness creation with regard to these issues for the society in general, and for teachers as well as for students in particular.