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Module projections berhanu taye

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TVET Annual Questionnaire and Software Training ትምህርት ባለሙያዎች የተዘጋጀ ስልጠና ሚያዚያ፣ 2007/15 BERHANU TADESSE TAYE

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Module projections berhanu taye

  1. 1. Training Title and Purpose: TVET Annual Questionnaire and Software Training for Private, Government and Non Government TVET Institutions አ ቃላይ የ TVET ትምህርት ገ ታ በግል፡ መንግስታዊ እና መንግስታዊ ያልሆኑ TVET ተቋሞችላይ Gulele Sub-City TVET office BY: BERHANU TADESSE TAYE
  2. 2. ትወራ /projection/ mean a forecasting based on present trends አዲስ ገቢ ተማሪዎች + ደጋሚ ተማሪዎች= ተማሪዎች በክፍል TVET Annual Questionnaire and Software Training ትምህርት ባለሙያዎች የተዘጋጀ ስል ና ሚያዚያ 2007
  3. 3. General information about the training Training duration one day Methods of presentation, short lecture, individual exercises, group activities and discussions, project work, using energizer between the session and question and answer Target group, private TVET data processers /owners/ Governmental and non governmental TVET data processers /deans/ the training also accommodate for executives, managers, supervisors,
  4. 4. •መግቢያ •በክፍለከተማ both private and government TVET institutes የሚታዩ የትምህርት ችግሮች በርካታና ዘርፈ ብዙ ሊሆኑ ይችላሉ ፡፡ ከእነዚህም መካካል የመረጃ አያያዝ እና አሰረ ጨት አስፈላጊነው እነሱም ለ አካል ጉዳተኞች ተደራሽ አለመሆን ኢፍትጠዊ (የ ታ የአካባቢ ወዘተ . . ) የትምህርት ሥርጭት ከፍተኛ የትምህርት ውስጣዊ ብክነት የትምህርት ጥራት መጓደል ደካማ የትምህርት ዕቅድና አስተዳደር ወዘተ . . . ችግሮች ሊሆኑ ይችላሉ ፡፡ •ችግሮች ከተለያዩ በኋላ እያንዳንቸው በጥሞና መተንተን ይኖርባቸዋል ለዚህም የበለ ጥናት ለመስራት የመረጃ አያያዝ እና አሰረ ጨት እጥረት መፈታት ለተመራ ማሪዎች ወሳኝን ሚና ይ ወታል በመሆኑም ያህ ስል ና ተዘጋጀቶል፡፡
  5. 5. ርዕሶች ምዕራፍ 1፡ 1. INTRODUCTION TO EMIS: • CONCEPTS AND FEATURES • EMIS and Related Concepts • ምዕራፍ 2 የተማሪ ብዛት ትወራ ስልት • ምዕራፍ 3፡ የሚጣሉ ግቦችና የተማሪዎች ትወራ • ምዕራፍ 4፡ መሰረታዊ ግብዓቶችን መተወር • ምዕራፍ 5፡ የ፤ልፍ ግብዓቶች ዋጋ መገመት፡፡
  6. 6. TVET Annual Questionnaire all private and government TVET institute focused to fill the particular document of Microsoft office Excel the doc name is 2. TVET institutions Questionnaire it holds from page one to page eight and annex 1, 2 and OS streaming 1. I/. INSTITUTION IDENTIFICATION AND LOCATION 2. IV/. Characteristics and condition of buildings 3. V/. TRAINER AND ADMINISTRATIVE STAFF DESCRIPTION 4.1. VI/. ENROLMENT DATA (Regular Program) 4.2. VI/. ENROLMENT DATA (Regular Program) Conti …. 5.1.VII/. ENROLMENT DATA (Evening Program) 5.2.VII/. ENROLMENT DATA (Evening Program) Conti …. 6. VIII/. Program Completers and Dropouts (number of trainees who completed and Dropout last year) 7. IX/. REFERENCE S AVAILABLE 8. XI/. INSTITUTION GENERAL INFORMATION Annex1 - To be used for filling enrollment and buildings CATALOGUE OF OCCUPATIONAL STANDARDS Annex 2 - To be used to fill teachers description and books CATALOGUE OF OCCUPATIONAL STANDARDS
  7. 7. • ምዕራፍ 1 What is EMIS • The acronym EMIS stands for “Education Management Information System”. • It is a system for organizing information base in a systemic way for the management of educational development. • Its function is collecting, storing, integrating, organizing, analyzing, managing and distributing information for educational planning and management. • It provides timely, cost effective and user appropriate information to support educational planning and management.
  8. 8. • What is EMIS? (Con’t…) • It provides information on state of education, its internal and external efficiency, its pedagogical and institutional operations, its performance, its shortcomings and needs. • It includes tool (software) to assist in data collection, storage and analysis. • It collects and stores data, but also processes information that is used for formulating educational policies, management, monitoring and evaluation..
  9. 9. Knowledge Symbols Data Information Diagram 1: Information pyramid to indicate the levels of hierarchy in the development of information. At the base of the pyramid are fundamental symbols: letters, numerals, other codes, such as signs.
  10. 10. What is data/information? • Data is the raw material to a finished product- which is information. o Information is data that has been put into meaningful and useful context.
  11. 11. 2. The Benefits of EMIS  Improving capacities in collecting, processing, storing, analyzing and disseminating data in order that decision makers, administrators, and managers could base their decisions on timely and reliable data.  Centralize and coordinate the dispersed efforts in acquiring, processing, analyzing and disseminating education management information system  Rationalize the nature and flow of information necessary for decision making by reducing and eliminating duplication, and by filling in the information gaps.
  12. 12. B. Institutional Framework/structure of EMIS in Ethiopia Federal Ministry of Education and TVET bureau . TVET Agency, Regional Education Bureaus (REBs) Sub-City TVET office and Woreda Education Offices TVET institutes and other Educational Establishments
  13. 13. 4. Principles of Data Collection In order to produce quality, reliable and useful data, data collection must be guided by certain core principles. Some of the principles are :- Clarity • The data collected should be based on clear definitions free of all ambiguities. • Data gathering instruments and tools must be as clear as possible. • In order to have shared understanding, standard terminologies must be used in order to facilitate communication nationally and internationally.
  14. 14. Principles (cont’d…) Completeness •Getting data that is complete (fewer or no missing values), •The data should be complete in the sense that they should be based on a complete list of the public and private education establishments. Accuracy •This principle stresses that the data should be accurate or exact. •The data collected must be checked for exactness at all stages of data collection, data entry and compilation
  15. 15. Principles (cont’d…) Adequacy •This principle underlines that the data should be sufficiently detailed. •Aggregation of data should be carried out without a significant loss due to aggregation in information, and the possibility of tracing information must be ensured.
  16. 16. Principles (cont’d…) Timeliness •The time that the national Education Statistics Annual Abstracts should be released. •Lack of updated and timely data is a real challenge for education planners and decision makers. •Current or up-to-date information enables planners to base future initiatives on what they know to be existing capacity and realities in the education sector. •There are often too long time-gaps between data collection and publication, planning and monitoring in education. Accessibility • The comprehensibility (readability) of the data that it should be accessible in terms of difficulty to read. • The collected data should be simple in concept and easy to measure. • Accessibility may also refer to the availability of the data for potential users.
  17. 17. Principles (cont’d…) Regularity  It should be frequently released/reported according to the planned EMIS schedule for activities and methods.  Any delay from deadlines will create delay leading to un-timeliness of data discussed in the above section. Consistency All the data must be recorded using the same definition and measurement within the system.
  18. 18. •Data Collection •Data Processing •Reporting •Publication •Dissemination •Feedback 5. The EMIS Life cycle •Data Analysis
  19. 19. ምዕራፍ 2 የተማሪ ብዛት ትወራ • ትወራ ማለት ምን ማለት ነው? • የተማሪ ትወራ ጥቅም በዕቅድ ዘመን የሚኖረውን የተማሪ ብዛት ለማወቅ አስፈላጊ የሆኑ ፤ልፍ ግብዓቶችን ለማወቅ የ፤ልፍ ግብዓቶችን ግምታዊ ወ ለማወቅ፡፡
  20. 20. በተማሪ የሽግግር ሞዴል የሚወሰዱ ታሳቢዎች 1. በየክፍሉ የተዛወሩት በሚ፣ጥለው ዓመት ይ፣ጥላሉ ተብጪ ይገመታል፡ 2. አዲስ ተማሪ ይመጣል ተብጪ አይገመትም /No New comer / 3. ተማሪ ካÖረ ተመልሶ አይገባም /No Readmission/ 4. አንድ ተማሪ እስከ 2 ግዜ ይደግማል ተብጪ ይገመታል፡፡
  21. 21. የተማሪ ትወራ ሲሰራ በአንድ ወቅት TVET የገቡ ተማሪዎች የ level ደረጃቸው ምን ያህል ተማሪ እንዳለ ማወቅ ያስፈልጋል ለምሳሌ 2004…… 1000 ተማሪ level 1 2005…… ? ተማሪ level 2 2006…… ? ተማሪ level 3 2007……. ? ተማሪ level 4
  22. 22. ትወራ • ትወራን በሽግግር ሞዴል መስራት ይቻላል • የሚያስፈልጉ መረጃዎች  በየዓመቱ level 1 የሚገቡ ተማሪዎች ብዛት /AIR/  በየዓመቱ በየክፍሉ የሚያቆር ተማሪዎች ብዛት በፐርሰንት /Drop out Rate/  በየዓመቱ በየክፍሉ የሚደግሙ ተማሪዎች ብዛት በፐርሰንት /Repetition Rate/
  23. 23. ትወራ አዲስ ገቢ ተማሪዎች + ደጋሚ ተማሪዎች= ተማሪዎች በክፍል
  24. 24. በ2007 level 1 ተማሪ ብዛት /Enrollment in level 1/ በ2007 level (1) =100 ተማሪ level 1 ደጋሚ 2006 85 15 አዲስ ገቢ 2007
  25. 25. በ2007 ከ level 1 ወደ level 2 ሽግግር /Transition level 1 to level 2/ level 2 ? ከ level 2 የተዛወሩ - 2006 የ level 2 ደጋሚዎች 2007 60 level 2 አቆራጭ 2007 2006 level 1 ደጋሚ 15 25 level 1 10
  26. 26. የ level 2 ደጋሚዎች after taking COCAC /Repeaters in level 2/ level 2- 58 ከ level 1 የተዛወሩ - 2006 የ level 2 ደጋሚዎች 2007 50 ? level 1– 70 አቆራጭ 2006 2007 level 1 ደጋሚ 10 10
  27. 27. ከ level 2 ወደ level 3 ሽግግር /Transition level 1 to level 2/ level 3 ? ከ level 2 የተዛወሩ - 2006 የ level 3 ደጋሚዎች 6 2007 43 10 level 3 አቆራጭ 2006 2006 level 3 ደጋሚ 5 10 level 2
  28. 28. የተማሪ ሽግግር ከ level 1 የሚሸጋገሩ ተማሪዎች ብዛት ዓ.ም. level 1 2 3 4 2004 100 2005 ? 2006 58 2007 ?
  29. 29. የአንድ ዓመት የተማሪ ትወራ /Projecting Enrollment for One Year/ ዓ.ም. level 1 2 3 4 ድምር 2006 ? ? ? ? ? 2007
  30. 30. ለዚህ የሚከተሉት መረጃዎች የስፈልጋሉ 1. ጥቅል ቅበላ መ ን /Apparent Intake Rate/ 2. መ ነ አቆራጭ /Drop out Rate/ 3. መ ነ ደጋሚ /Repeat ion Rate/
  31. 31. የሽሽግግር ሞዴል ሁለት
  32. 32. Student Flow Model Indicators level 1 level 2 level 3 level 4 Total Base Year (2006) 100 60 60 50 270/160 AI 90 DR 25% 10% 5% 3% RR 15% 10% 5% 3% PR ? ? ? ? ? Target Year (2007) ? ? ? ? ?
  33. 33. ግቦችን ማስ፣መጥ /Setting Targets/
  34. 34. በቅድሚያ /First Steps/ • ትወራው ለስንት ዓመት እንደሚሰራ መወሰን /Decide the number of years for which you want to plan/ • ለሶስቱ አመልካቾች ግብዓቶችን መወሰን /Establish targets for the three indicators that determine student enrollment / –
  35. 35. – ጥቅል የተማሪ ቅበላ መ ን /Apparent Intake Rate/ – መ ነ አቆራጭ /Dropout Rate/ – መ ነ ደጋሚ /Repetition Rate/ • ለንጥር ቅበላ ምጣኔ ትኩረት መስ ት /Also look at Net Intake Rate/
  36. 36. Apparent Intake Rate 2003-2007 N.B Target in 2008 is 105% and assuming the growth rate is constant Year Age 7 AIR AI Base Year (2003) 20,000 70% 14,000 2004 20,600 2005 21,218 2006 21,855 2007 22,510 Target year 2008 23,185
  37. 37. Thank You!

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