The document discusses establishing a TVET (technical and vocational education and training) clustering system in Ethiopia to improve coordination and resource sharing between TVET institutions. It proposes clustering TVET colleges and institutions based on geography to facilitate joint planning, management, training, and support. The clusters would include both public and private TVET providers. Specific goals of clustering include improving trainer professional development, knowledge management, and addressing common challenges. TVET institutions could be clustered at the urban, rural-zonal, rural-woreda, and remote rural levels. Key stakeholders in supporting the clusters are identified. Responsibilities of cluster committees and roles such as industrial extension, quality improvement, technology transfer, and skills training are outlined.
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
The document outlines the terms of reference and work of the TVET Task Force in Trinidad and Tobago. It establishes subcommittees to address key areas like TVET structure, human resources and infrastructure, teacher training and development, and student services and career development. It identifies weaknesses in the current TVET system like lack of timely labor market data and inadequate teaching resources. The subcommittees make recommendations in their areas like conducting training needs assessments for teachers, establishing career guidance offices, centralizing equipment, and offering stipends for student work attachments.
The document discusses the historical roots and development of competency-based education and training (CBET) as an approach to vocational education. It traces the origins of CBET back to behaviorist psychology in the 1950s and performance-based vocational teacher education programs in the US in the 1970s. Over the following decades, CBET was gradually adopted in various countries as a way to make vocational education more outcomes-focused and aligned with workplace skills. The document provides definitions of CBET and outlines its key objectives to better prepare learners for employment and allow flexible skills accumulation and certification.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
The document summarizes key policies and initiatives that helped skills development systems succeed in Republic of Korea, Singapore, and other countries. It discusses how the Republic of Korea established company high schools and provided tax incentives for private sector training. Singapore invested heavily in technical education and established industry-training partnerships. Both countries aligned education with economic planning and workforce needs.
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
The document outlines the terms of reference and work of the TVET Task Force in Trinidad and Tobago. It establishes subcommittees to address key areas like TVET structure, human resources and infrastructure, teacher training and development, and student services and career development. It identifies weaknesses in the current TVET system like lack of timely labor market data and inadequate teaching resources. The subcommittees make recommendations in their areas like conducting training needs assessments for teachers, establishing career guidance offices, centralizing equipment, and offering stipends for student work attachments.
The document discusses the historical roots and development of competency-based education and training (CBET) as an approach to vocational education. It traces the origins of CBET back to behaviorist psychology in the 1950s and performance-based vocational teacher education programs in the US in the 1970s. Over the following decades, CBET was gradually adopted in various countries as a way to make vocational education more outcomes-focused and aligned with workplace skills. The document provides definitions of CBET and outlines its key objectives to better prepare learners for employment and allow flexible skills accumulation and certification.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
The document summarizes key policies and initiatives that helped skills development systems succeed in Republic of Korea, Singapore, and other countries. It discusses how the Republic of Korea established company high schools and provided tax incentives for private sector training. Singapore invested heavily in technical education and established industry-training partnerships. Both countries aligned education with economic planning and workforce needs.
This document provides a summarized list of 31 vocational courses across various fields including commerce, engineering, health, home science, agriculture, hospitality, and others. The commerce-based courses include office secretaryship, stenography and computer applications, accountancy and auditing, marketing and salesmanship, banking, retail, and business administration. The engineering-based courses include electrical technology, automobile technology, civil engineering, air conditioning and refrigeration technology, electronics technology, geo spatial technology, foundry, and IT application. The health and para medical-based courses include ophthalmic techniques, medical laboratory techniques, auxiliary nursing and midwifery, x-ray technician, healthcare sciences, health and beauty studies, and medical diagnostics
This document is a welcoming speech for a graduation ceremony. It congratulates the graduates on completing their education and thanks the government and others for their support. It wishes the graduates success in their future professional careers and advises them that education is ongoing. It also provides details about the institution hosting the ceremony and its plans to expand its educational programs and a new campus in the future.
The document discusses common issues, strategies and changes in technical and vocational education and training (TVET) in SEAMEO member countries. It identifies key issues as lack of industry partnerships, unqualified teachers, insufficient funding, and negative perceptions of vocational education. Strategies proposed to address these include strengthening industry links, improving teacher training, developing IT in teaching, and establishing community colleges. Changes implemented in some countries include skills recognition systems, national training centers and a shift to competency-based education. The document advocates for TVET reforms in Malaysia to meet increasing enrollment demands and ensure quality technical education and skills training for students.
Abstract
Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.
The document discusses technical and vocational education (techvoc). It defines techvoc as education involving both general education and the study of technologies, sciences, and practical skills related to occupations. It describes how the Technical Education and Skills Development Authority (TESDA) was established in the Philippines to oversee techvoc. The document also outlines some principles of techvoc, including learning-by-doing and aligning training with labor market demands. It discusses theories related to techvoc, such as Prosser's sixteen theorems, and strategies used in techvoc like differentiation, information presentation, and reinforcing learning. Finally, it notes some problems with and recommended solutions for techvoc.
Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
This document outlines the National Skills Development Strategy III (NSDS III) for South Africa. The key points are:
1. NSDS III aims to increase access to quality education and training to enable all South Africans to effectively participate in the economy and society.
2. It seeks to address challenges like skills shortages, inadequate skills levels of youth, and lack of basic literacy and numeracy skills that are hindering economic growth.
3. NSDS III will promote closer links between employers, training institutions, and Sector Education and Training Authorities to better align skills with labor market needs. It will also focus on increasing skills for rural development.
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Commencing a new polytechnic tvet college gulele sub(1)berhanu taye
This document proposes establishing a new polytechnic (technical vocational college) in Gulele Sub-City, Addis Ababa, Ethiopia. It would offer training programs in areas with high labor market demand such as railway construction and air transport management. The college aims to produce competent middle-level professionals to meet industry needs. It expects to enroll 2500 students annually and generate income through student projects and services like a restaurant. The key beneficiaries would be youth obtaining new skills, local industries obtaining qualified workers, and the community gaining jobs and development.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
Scripting a new paradigm for Skilling and Employability through Enterprise: ‘...Centum Learning
Improved economic conditions have fueled unprecedented telecom growth in Africa. Africa’s status as being the second most mobile connected continent where about 15% of its billion inhabitants own a cell phone has ushered many African nations into a digital economy and changed lives of people for the better. The telecom revolution has touched people through better access to education and entertainment, helped in disaster management and better agricultural yields and brought people together through social media.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India ...4th_Global_Skills_Summit
This document discusses vocational education in India and outlines several key points:
1. India has a large population and workforce but many lack formal vocational training or education. Only 2% of those aged 15-29 have undergone formal training and demand outpaces current capacity.
2. There is a need to reform and expand vocational education to better align with industry needs and create clear qualifications frameworks and pathways. Industry involvement in curriculum, delivery, and certification is important.
3. The document outlines India's plan to establish a National Vocational Education Qualifications Framework to standardize qualifications, recognize prior learning, and improve mobility between vocational and higher education programs.
Quality and Outreach of TVET- Zambian Case StudyGabriel Konayuma
The document discusses TVET (technical and vocational education and training) in Zambia. It notes that the Ministry of Science, Technology & Vocational Training oversees TVET and enrolls 30,000 trainees annually, though distance learning opportunities are limited. It describes quality assurance systems used to regulate institutions and common challenges around quality. Examples of distance learning programs through TVTC and ZACODE are provided, as are recommendations to enhance quality and outreach, such as increasing use of ICT and partnerships between TVET providers and industry.
plug-in-and-regular-hybrids-a-national-and-regional-comparison-of-costs-and-c...Eric Williams
This document analyzes the costs and carbon dioxide emissions of plug-in hybrid electric vehicles compared to regular hybrids on a national and regional level under different scenarios. Plug-in hybrids can reduce gasoline consumption but increase electricity usage and associated emissions in regions where electricity comes from fossil fuels. The impacts on total emissions depend on whether a carbon price is implemented and gasoline prices. With a carbon price, plug-in hybrids may emit slightly less carbon than regular hybrids nationally but still more than regular hybrids in some coal-intensive regions unless carbon capture technology is adopted. For plug-in hybrids to be cost-effective, gasoline prices would need to exceed $6 per gallon. Both plug-in hybrids
• 11+ Years of IT Industry experience in Analysis, Design, Development, Maintenance and Support of various software applications mainly in Data Warehousing (Informatica Power Center, OWB, SSIS and Business Objects), Oracle (SQL, PL/SQL) and Teradata in industry verticals like Finance, Telecom, Retail and Healthcare.
• Work experience in client facing roles in UK and Ireland.
• Performed numerous roles in Business Intelligence projects as Data warehouse System Analyst, ETL Designer, Onshore coordinator, Technical Lead and Senior Data warehouse Developer roles with multinational IT result-driven organizations
• Extensive experience on Data integration projects accessing sources like Teradata, Oracle and SQL server.
• Created robust EDW Solution from various types of sources like Flat files, XML Files, EDCDIC Cobol copybook from Mainframe systems, DB2 Unload files.
• Extensive experience on Data discovery, cleansing using Informatica IDQ.
• Resolved Inconsistent and Duplicate Data issues during Data Analysis to Support Strategic EDW Goals.
• Extensive experience of Data Integration using Informatica Power center Tool stack.
• Strong knowledge on Data Warehousing concepts, ETL concepts, Data Modeling, Dimensional Modeling.
• Conducted training on Informatica and have achieved awards for proficient training capabilities.
• Excellent understanding of OLTP and OLAP concepts and expert in writing SQL, Stored procedure on Teradata, Oracle and SQL Server.
• Extensive experience in implementing Data Warehousing methodologies including STAR SCHEMA and SNOW-FLAKE SCHEMAS & 3NF for huge data warehouses.
• Extensive knowledge on Change Data Capture (CDC) and SCD Type 1, Type 2, Type 3 Implementations.
• Excellent understanding of Kimball and Inmon Methodologies.
• Provided leadership when addressing high level technical issues and questions with the functionality of the reporting and business intelligence applications.
• Managed the current and strategize to foresee and plan for the future engineering needs in Data Integration space.
• Performed roles as a interface and coordinator between Database Administration, ETL Development, Testing teams and reporting teams to eliminate the road blocks for smooth flow of information.
• Hands on experience in tuning ETL mappings, identifying and resolving performance bottlenecks in various levels like sources, targets, mappings, and sessions.
• Expert in designing and developing of complicate ETL mappings using Informatica PowerCenter.
• Proficient in optimizing performance issues using Informatica PowerCenter and Teradata.
• Having experience on using Teradata utilities (TPT, BTEQ, Fast Load, MultiLoad, FastExport, Tpump).
• Exposure in writing Shell Scripting as per given requirement.
• Work extensively in Teradata GCFR tool.
• Experience in SAP ECC integration with Informatica.
• Got training in Tableau, Qlik View& SAP BW 3.5and done POC for the same.
This document provides a summarized list of 31 vocational courses across various fields including commerce, engineering, health, home science, agriculture, hospitality, and others. The commerce-based courses include office secretaryship, stenography and computer applications, accountancy and auditing, marketing and salesmanship, banking, retail, and business administration. The engineering-based courses include electrical technology, automobile technology, civil engineering, air conditioning and refrigeration technology, electronics technology, geo spatial technology, foundry, and IT application. The health and para medical-based courses include ophthalmic techniques, medical laboratory techniques, auxiliary nursing and midwifery, x-ray technician, healthcare sciences, health and beauty studies, and medical diagnostics
This document is a welcoming speech for a graduation ceremony. It congratulates the graduates on completing their education and thanks the government and others for their support. It wishes the graduates success in their future professional careers and advises them that education is ongoing. It also provides details about the institution hosting the ceremony and its plans to expand its educational programs and a new campus in the future.
The document discusses common issues, strategies and changes in technical and vocational education and training (TVET) in SEAMEO member countries. It identifies key issues as lack of industry partnerships, unqualified teachers, insufficient funding, and negative perceptions of vocational education. Strategies proposed to address these include strengthening industry links, improving teacher training, developing IT in teaching, and establishing community colleges. Changes implemented in some countries include skills recognition systems, national training centers and a shift to competency-based education. The document advocates for TVET reforms in Malaysia to meet increasing enrollment demands and ensure quality technical education and skills training for students.
Abstract
Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.
The document discusses technical and vocational education (techvoc). It defines techvoc as education involving both general education and the study of technologies, sciences, and practical skills related to occupations. It describes how the Technical Education and Skills Development Authority (TESDA) was established in the Philippines to oversee techvoc. The document also outlines some principles of techvoc, including learning-by-doing and aligning training with labor market demands. It discusses theories related to techvoc, such as Prosser's sixteen theorems, and strategies used in techvoc like differentiation, information presentation, and reinforcing learning. Finally, it notes some problems with and recommended solutions for techvoc.
Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
This document outlines the National Skills Development Strategy III (NSDS III) for South Africa. The key points are:
1. NSDS III aims to increase access to quality education and training to enable all South Africans to effectively participate in the economy and society.
2. It seeks to address challenges like skills shortages, inadequate skills levels of youth, and lack of basic literacy and numeracy skills that are hindering economic growth.
3. NSDS III will promote closer links between employers, training institutions, and Sector Education and Training Authorities to better align skills with labor market needs. It will also focus on increasing skills for rural development.
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Commencing a new polytechnic tvet college gulele sub(1)berhanu taye
This document proposes establishing a new polytechnic (technical vocational college) in Gulele Sub-City, Addis Ababa, Ethiopia. It would offer training programs in areas with high labor market demand such as railway construction and air transport management. The college aims to produce competent middle-level professionals to meet industry needs. It expects to enroll 2500 students annually and generate income through student projects and services like a restaurant. The key beneficiaries would be youth obtaining new skills, local industries obtaining qualified workers, and the community gaining jobs and development.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
Scripting a new paradigm for Skilling and Employability through Enterprise: ‘...Centum Learning
Improved economic conditions have fueled unprecedented telecom growth in Africa. Africa’s status as being the second most mobile connected continent where about 15% of its billion inhabitants own a cell phone has ushered many African nations into a digital economy and changed lives of people for the better. The telecom revolution has touched people through better access to education and entertainment, helped in disaster management and better agricultural yields and brought people together through social media.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India ...4th_Global_Skills_Summit
This document discusses vocational education in India and outlines several key points:
1. India has a large population and workforce but many lack formal vocational training or education. Only 2% of those aged 15-29 have undergone formal training and demand outpaces current capacity.
2. There is a need to reform and expand vocational education to better align with industry needs and create clear qualifications frameworks and pathways. Industry involvement in curriculum, delivery, and certification is important.
3. The document outlines India's plan to establish a National Vocational Education Qualifications Framework to standardize qualifications, recognize prior learning, and improve mobility between vocational and higher education programs.
Quality and Outreach of TVET- Zambian Case StudyGabriel Konayuma
The document discusses TVET (technical and vocational education and training) in Zambia. It notes that the Ministry of Science, Technology & Vocational Training oversees TVET and enrolls 30,000 trainees annually, though distance learning opportunities are limited. It describes quality assurance systems used to regulate institutions and common challenges around quality. Examples of distance learning programs through TVTC and ZACODE are provided, as are recommendations to enhance quality and outreach, such as increasing use of ICT and partnerships between TVET providers and industry.
plug-in-and-regular-hybrids-a-national-and-regional-comparison-of-costs-and-c...Eric Williams
This document analyzes the costs and carbon dioxide emissions of plug-in hybrid electric vehicles compared to regular hybrids on a national and regional level under different scenarios. Plug-in hybrids can reduce gasoline consumption but increase electricity usage and associated emissions in regions where electricity comes from fossil fuels. The impacts on total emissions depend on whether a carbon price is implemented and gasoline prices. With a carbon price, plug-in hybrids may emit slightly less carbon than regular hybrids nationally but still more than regular hybrids in some coal-intensive regions unless carbon capture technology is adopted. For plug-in hybrids to be cost-effective, gasoline prices would need to exceed $6 per gallon. Both plug-in hybrids
• 11+ Years of IT Industry experience in Analysis, Design, Development, Maintenance and Support of various software applications mainly in Data Warehousing (Informatica Power Center, OWB, SSIS and Business Objects), Oracle (SQL, PL/SQL) and Teradata in industry verticals like Finance, Telecom, Retail and Healthcare.
• Work experience in client facing roles in UK and Ireland.
• Performed numerous roles in Business Intelligence projects as Data warehouse System Analyst, ETL Designer, Onshore coordinator, Technical Lead and Senior Data warehouse Developer roles with multinational IT result-driven organizations
• Extensive experience on Data integration projects accessing sources like Teradata, Oracle and SQL server.
• Created robust EDW Solution from various types of sources like Flat files, XML Files, EDCDIC Cobol copybook from Mainframe systems, DB2 Unload files.
• Extensive experience on Data discovery, cleansing using Informatica IDQ.
• Resolved Inconsistent and Duplicate Data issues during Data Analysis to Support Strategic EDW Goals.
• Extensive experience of Data Integration using Informatica Power center Tool stack.
• Strong knowledge on Data Warehousing concepts, ETL concepts, Data Modeling, Dimensional Modeling.
• Conducted training on Informatica and have achieved awards for proficient training capabilities.
• Excellent understanding of OLTP and OLAP concepts and expert in writing SQL, Stored procedure on Teradata, Oracle and SQL Server.
• Extensive experience in implementing Data Warehousing methodologies including STAR SCHEMA and SNOW-FLAKE SCHEMAS & 3NF for huge data warehouses.
• Extensive knowledge on Change Data Capture (CDC) and SCD Type 1, Type 2, Type 3 Implementations.
• Excellent understanding of Kimball and Inmon Methodologies.
• Provided leadership when addressing high level technical issues and questions with the functionality of the reporting and business intelligence applications.
• Managed the current and strategize to foresee and plan for the future engineering needs in Data Integration space.
• Performed roles as a interface and coordinator between Database Administration, ETL Development, Testing teams and reporting teams to eliminate the road blocks for smooth flow of information.
• Hands on experience in tuning ETL mappings, identifying and resolving performance bottlenecks in various levels like sources, targets, mappings, and sessions.
• Expert in designing and developing of complicate ETL mappings using Informatica PowerCenter.
• Proficient in optimizing performance issues using Informatica PowerCenter and Teradata.
• Having experience on using Teradata utilities (TPT, BTEQ, Fast Load, MultiLoad, FastExport, Tpump).
• Exposure in writing Shell Scripting as per given requirement.
• Work extensively in Teradata GCFR tool.
• Experience in SAP ECC integration with Informatica.
• Got training in Tableau, Qlik View& SAP BW 3.5and done POC for the same.
Iv-Consult is an engineering company that provides tailor-made solutions for offshore and yard handling, static structures, special moving structures, ports and yards layout, steel structures, and more. They have experience in various markets including oil and gas, buildings and structures, industry and energy, infrastructure and ports, maritime, and water. Iv-Consult aims to provide high quality engineering services worldwide while exceeding customer expectations. Their goal is to find optimal solutions through collaboration with customers.
Este documento resume las partes principales del aparato respiratorio humano. Describe las funciones del sistema respiratorio como el intercambio de gases, regulación del PH y producción de IgA. Luego detalla algunas de las estructuras clave como la cavidad nasal, faringe, tráquea y pulmones, explicando brevemente la función y ubicación de cada una.
Open Source Project Management Tools (AKA "How will you know it's broke, if y...Polished Geek LLC
An independent review of several different open source project management tools and how they compare. Includes:
- Redmine
- EasyRedmine
- ]ProjectOpen[
- Project.net
- ProjectFork on Joomla 3 CMS
- Open Atrium 2 on Drupal 7
Presented October 24, 2013 at the All Things Open conference in Raleigh, NC by Deb Cinkus, CEO of Polished Geek, a Joomla web development company
Jai Prakash Shukla has over 7 years of experience in IT industry as a senior Xamarin and .NET professional. He specializes in modules requirement gathering, designing and developing cross-platform mobile applications using Xamarin and ASP.NET MVC applications. Some of his skills include C#, JavaScript, SQL Server, and developing applications for Android and iOS platforms. He is seeking a responsible career position where he can utilize his experience in growing an organization.
Visual communication jill_fernie-clarke_GretaMedelyte
This document summarizes key concepts from Roland Barthes' work "The Rhetoric of the Image" about how meaning is derived from visual images. It discusses how images have denotative and connotative meanings, with the denotation being the literal, obvious meaning and connotation referring to cultural, symbolic, and ideological meanings. The document also examines how cultural context influences the interpretation of images and how images can take on meaning beyond their denotation through connotation.
2016 Innovation Roundtable Keynote by Michael SkokMichael Skok
Michael Skok, Co-Founder and Partner of Underscore.VC was invited to give the keynote presentation at the 2016 Innovation Roundtable Summit in Copenhagen.
The document describes an integration playbook consulting firm that helps companies with mergers, acquisitions, and separations by developing customized integration playbooks and providing other services. It outlines the firm's expertise, thought leadership publications, credentials from over 230 projects, principles for developing effective playbooks, typical playbook contents and development approach, and examples of common playbook tools and templates. The playbooks are designed to strategically align integrations, be adaptable, consistent, simple, facilitate knowledge transfer and flexibility across different M&A scenarios.
Introduction to Islamic Finance - David Simpson - 3 Verulam BuildingsDavid Simpson
The document provides an overview of Islamic finance principles and products. It discusses the sources and schools of Sharia, key concepts like riba (interest), gharar (uncertainty), and darura (necessity). Specific Islamic financial structures and contracts are explained, including murabaha, ijara, musharaka, sukuk, and takaful. Sukuk contracts like ijara and mudaraba are described in detail. The document aims to introduce some of the fundamental concepts and instruments in Islamic finance.
Promoters play an important role in bringing about the incorporation and organization of a company. Promoters are not agents or trustees of the proposed company but do have fiduciary duties to the company and future shareholders. Pre-incorporation contracts entered into by promoters on behalf of the proposed company make the promoters personally liable since the company does not yet exist, though the company can later adopt such contracts under law. The duties and potential liabilities of promoters are outlined in the Companies Act.
This document discusses different types of precedent that courts can apply, including:
- Binding precedent from higher courts that must be followed
- Persuasive precedent from various sources that can influence courts
- Original precedent where courts establish new principles through analogy
It provides examples of how precedents can be overruled, reversed, distinguished, or followed by higher courts. The key points are that binding precedent must be applied, while persuasive precedent and original thinking allow flexibility, within constraints of fairness and consistency.
Agile project management is a contemporary approach to managing software development projects that values interacting with skilled individuals, delivering working software products, establishing close customer interaction, and adopting quick changes. Some popular agile methodologies include eXtreme Programming, Scrum, Feature Driven Development, and Lean Software Development. The goals of agile project management include executing projects faster and developing software with higher customer satisfaction through regular adaptation, constant collaboration, and iterative development processes.
Este documento fornece um resumo sobre legislação de segurança e medicina no trabalho no Brasil. Ele discute brevemente a história das condições de segurança e saúde no trabalho, define acidentes de trabalho e seus benefícios previdenciários, e apresenta as principais normas regulamentadoras relacionadas à segurança e saúde ocupacional no país.
Formulário Perfil Profissiográfico PrevidenciárioGustavo de Tarso
Este documento fornece instruções para preenchimento de um Perfil Profissiográfico Previdenciário (PPP), com o objetivo de registrar informações sobre a atividade laboral e exposição a riscos de trabalhadores. O PPP contém seções para dados administrativos do trabalhador e empresa, registro da atividade laboral e fatores ambientais, e resultados de exames médicos. Há também instruções detalhadas para preenchimento de cada campo do documento.
The document provides an overview of the Technical Education and Skills Development Authority (TESDA) of the Philippines. It discusses TESDA's mandate to oversee technical education and skills development. It outlines TESDA's organizational structure, functions of departments like the Planning Office and Regional Offices, and training programs delivered through schools, centers, communities and enterprises. The document's purpose is to inform about TESDA's role in developing Filipino workforce skills.
Skill Development for Tribal Youth and Its Future StrategiesAvikalp Mishra
The document discusses strategies for developing skills among tribal youth in India. It notes that tribal youth currently work in low-paying, unskilled jobs but aspire to more skilled occupations with better opportunities. It recommends a comprehensive program to address their livelihood aspirations, promote entrepreneurship, meet industry demand, and fulfill government goals of increasing employability. Key strategies include raising awareness of vocational education, evolving various training models, collaborating with existing vocational institutions, establishing new training centers, diversifying course offerings, developing trainer resources, using ICT, leveraging government schemes, and facilitating industry connections and job placement. The goal is to provide training in life, business, technical, and practical skills to improve tribal youth employment prospects
The document discusses strategies to increase employability amongst youth in India by boosting their skillsets. It outlines several challenges including a lack of practical and job-ready skills amongst graduates, as well as a mismatch between the skills taught and those required by employers. It then proposes several strategies across five principles - amendments to the vocational course system, educational reforms, tax system reforms, improved training programs, and counseling services. Challenges and opportunities of each strategy are also discussed. The document emphasizes training and counseling to help youth identify their strengths, weaknesses, opportunities and threats to develop their skills and career paths.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the TESDA Act to coordinate and oversee technical education and skills development in the Philippines. It was formed by merging the functions of the National Manpower and Youth Council, Bureau of Technical and Vocational Education, and Apprenticeship Program to reduce duplication and provide national direction for technical-vocational education. TESDA is tasked with formulating skills development plans, setting skills standards and certification tests, coordinating policies and programs, and providing guidelines for technical-vocational institutions in both public and private sectors.
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
Human resource is an essential determinant of economic growth and development. It consists
of different factors like education, health, migration, vocational training and (information
technology) IT development vocational training and skill development are among them.
Vocational training improves the productivity and production and enhances the efficiency of
the labour force. This paper attempts a study of skill development to facilitate higher growth
in economy.
This document provides an overview of Industries Education and Training Institute (IETI), a training organization in South Africa. IETI's mission is to develop skills and promote independence through education and training. It offers accredited skills training programs across South Africa, focusing on upskilling employed and unemployed individuals. IETI's training covers a range of industries and aims to provide marketable skills to enhance trainees' employment prospects and incomes. It works closely with government, businesses and communities to identify training needs and opportunities.
1. The document discusses the importance of skills development for economic growth in middle-income countries. It argues that skilled workforces are needed to utilize modern technologies, increase productivity and value addition in manufacturing.
2. Policies and reforms are needed to develop skills training programs. Sri Lanka has implemented a National Vocational Qualification Framework to standardize training and certification across industries. This framework establishes skills standards and competency-based training programs.
3. Quality assurance is crucial for technical and vocational education and training systems. Sri Lanka's quality assurance system evaluates and monitors training providers to enhance employability and match training to workforce needs.
TVET plays a key role in sustainable development by developing skills that promote social, environmental, and economic sustainability. It aims to increase employability and entrepreneurship which helps communities. There are four types of TVET skills formation systems in the Philippines: (1) school-based programs through technical schools, (2) center-based programs at regional training centers, (3) community-based training for enterprise development for marginalized groups, and (4) enterprise-based programs through apprenticeships and learnerships within companies. TVET is overseen by the Technical Education and Skills Development Authority to properly allocate human resources in the Philippines according to the Labor Code.
The document summarizes the National Technical Education and Skills Development Plan (NTESDP) 2018-2022 created by the Technical Education and Skills Development Authority (TESDA) of the Philippines. The NTESDP aims to guide stakeholders in developing the country's middle-level workforce. It identifies key industries for employment growth and sets objectives to create an enabling environment for technical vocational education and training (TVET), prepare workers for the future of work, assure industries with workforce needs are met, address needs of disadvantaged groups, and instill integrity in the TVET sector.
Education and Training Position Paper - NA - May 2013 - EN - FinalBrian O'Reilly
The document is an education and training position paper presented to Vietnam's National Assembly. It discusses 3 key areas: 1) improving national administration of higher education through frameworks to ensure relevance and autonomy, 2) enhancing higher education quality and relevance through updated curricula and academic staff, and 3) advancing vocational education based on industry needs to provide skilled technicians. The position paper emphasizes working closely with stakeholders to develop Vietnam's workforce and maintain economic growth through quality education.
Empowering MSMEs - Skills Development of the MSME Sector - Part - 7Resurgent India
One of the thrust areas for increasing the competitiveness of MSMEs includes skills development. Skills development not only helps in improving productivity but also fosters entrepreneurship. Hence, it is imperative for the concerned governmental agencies, trade associations and MSMEs to come together and discuss on how to make training programmers relevant and attractive for MSMEs. The lack of human resources has been a long-standing problem faced by MSMEs in the country. Despite India’s large pool of human resources, the MSMEs continue to lack skilled manpower required for manufacturing, marketing, servicing, etc.
The document provides information about the Network of Vocational Education Stakeholders in Kenya (NVES), a network of Kenyan organizations working in technical and vocational education and training. The organizations work to promote quality and innovative vocational education that effectively responds to market needs by linking with the private sector, advocacy, and policy work. The network aims to build the capacity of vocational training centers through modern training technologies and innovations. The newsletter provides updates on NVES' activities, achievements, and events, including success stories of students who benefited from their dual training system approach to vocational education.
Alleviating poverty through educationabstractLärarrummet
This document discusses alleviating poverty through education in Kenya. It notes that education leads to acquiring skills and knowledge which provide both long-term and short-term benefits. It defines human capital as the stock of competencies, knowledge, and skills embodied in individuals that allows them to economically productive. The document also discusses Kenya's policy framework which aims to stimulate economic growth and eliminate poverty through sustainable policies and a conducive environment for innovation. It focuses on the Technical, Vocational Education and Training (TIVET) sector and its role in producing skilled professionals needed to achieve Kenya's Vision 2030. The conference aims to learn lessons from Kenyans who have lifted themselves out of poverty using skills gained from education to improve
The document outlines a program to enhance community engagement and science culture development in TVET institutions in Ethiopia. It discusses three components of community engagement: 1) developing a community vocational career guide, 2) strengthening industry extension services, and 3) improving knowledge and technology transfer. It also discusses two components of science culture development: 1) integrating STEM into TVET and 2) developing indigenous talent and skills. The overall goal is to improve the quality, relevance, access, and equity of community engagement and science culture practices in TVET institutions.
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
Education and Training Position Paper December 2012 - EN - FinalBrian O'Reilly
The document discusses two key issues in Vietnam's education system - higher education and technical/vocational education and training (TVET). For higher education, it notes the recent approval of a new education law but that implementation will determine its practical effects. For TVET, it identifies insufficient quality of programs and unpopularity among youth as problems widening the skills gap, and recommends improving industry partnerships, public relations to increase prestige, and ensuring employment opportunities for graduates. The business group pledges continued support of Vietnam's education system to develop its skilled workforce and sustain economic growth.
The path to effectively scaling skill development programmes.pdfsearchngo1
About 12 million new workers are added to India's workforce annually, of which just 3.1 million are skilled or qualified. The Indian government launched the Skill India Mission with the goal of training 550 million individuals by 2020 in order to address this skills gap. The Mission along with NGO Skill development has focused a great deal of attention on the problem of livelihoods and skill development since its debut on July 15 of this year, and it has received a lot of support from businesses and other important actors in the industry. By 2020, the "demographic dividend" is expected to reach its peak in the nation. Therefore, India has to take advantage of this opportunity by fully utilising this resource and implementing scalable and reproducible techniques.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the Technical Education and Skills Development Act to coordinate and monitor skills development programs in the Philippines. TESDA aims to reduce overlapping skills training, provide national direction for technical-vocational education, and integrate public and private sector efforts. It develops competency standards, administers skills assessments and certification, and oversees technical-vocational education delivery through school-based, center-based, enterprise-based, and community-based programs.
1EMIS PPT ADDIS ABABA CITY ADMINISTRATION EDUCATION, AND TRAINING BOLE BRANCH...berhanu taye
ADDIS ABABA CITY ADMINISTRATION EDUCATION, AND TRAINING QUALITY, REGULATORY AUTHORITY, BOLE, LEMI KURA, AND YEKA BRANCH Cluster Coordination Office Institutions Accreditation License, Expansion, Upgrading and Renewal Directorate Private and NGO TVET Institutions EMIS
Capacity building on EMIS Berhanu Tadesse Taye April 14, 2024
Introduction
The Education Management Information System (EMIS) serves various essential purposes in the education sector, halping to streamline administrative processes, improve decision-making, and enhance the overall quality of education. Some key uses of EMIS include: An AI Education Management Information System (AI-EMIS) is an advanced technology solution dat incorporates artificial intelligence capabilities into the traditional education management information system. AI-EMIS leverages AI algorithms and machine learning techniques to enhance data analysis, automation, decision-making, and prediction capabilities within the education sector.
ውድ AI EMIS ሰልጣኝ የሥራ ባልደረቦች በሙሉ፤ ቀጥሎ የቀረበላችሁ የመረጃ አያያዛችንን በላቀ ቴክኖሎጂ ተጠቃሚነት ለማረጋገጥና የተሰጠው ስልጠና ተግባር ተኮር ስልጠና በመሆኑ፣ እና ቀጣይ ጨብጣችሁት እንድታልፉ የታሰበው ሥራችንን በላቀ ቴክኖሎጂ ተጠቃሚነት እንድታዘምኑ ይረዳችኋል በሚል ማሳያ ሥራ በመሆኑ ነው።
ከታች የተያያዘው አክቲቭ ሊንኩን በመጫን፣ እና እስኪከፍት ድረስ በመጠበቅ፣ ኢሜላችሁን በማስገባት ሙሉ ለሙሉ ሲከፍትላችሁ የሚሞላ የስልጠና እርካታችሁን ለመለካት የቀረበ መጠይቅ ነው።
አሰልጣኙን መገምገሚያ ፕላትፎርም፤ ታሳቢ የሚያደርገው የአሰልጣኝ የስልጠና አሰጣጥ ብቃትን፣ አሳታፊነትን፣ ጥራትን ወዘተ…ታሳቢ በማድረግ ስልጠና በተሰጣቸው ደንበኞች የሚሞላ ፕላት ፎርም ነው፡፡ የቀረበልዎን መጠይቅ ሰለሚሞሉ፣ በቅድሚያ ምስጋናዬ ላቅ ያለ ነው!
Dear AI EMIS Trainee Colleagues; Next, to ensure the use of our data management with advanced technology and the training given is a task-oriented training, It is intended for you to go through next coz it is a demonstrate work dat will halp you to update our work with the use of advanced technology. Click on the active link below, and wait until it opens, enter your email, and fill out a questionnaire to measure your satisfaction with the training.
The trainer evaluation platform; It is a platform dat is filled with clients who have been trained considering the trainer's training efficiency, participation, quality, etc. Please fill out the provided questionnaire, thanks in advance!
-Google Forms https://docs.google.com/forms/d/1wk1yP81nRngpIVHPoJZa MlhumltIQCh3ovaBN3lo-yU/edit
///or/// Open it up the Activ Link try to fill out.
1. https://docs.google.com/forms/d/11QaKizlJK0BHJl4ymtWichU4gzMfyh_PnAnx0BBrUJc/edit
2 for further reading https://www.slideshare.net/
slideshow/berhanutaye uplods
1EMIS PPT ADDIS ABABA CITY ADMINISTRATION EDUCATION, AND TRAINING BOLE BRANCH...berhanu taye
ADDIS ABABA CITY ADMINISTRATION EDUCATION, AND TRAINING QUALITY, REGULATORY AUTHORITY, BOLE, LEMI KURA, AND YEKA BRANCH Cluster Coordination Office Institutions Accreditation License, Expansion, Upgrading and Renewal Directorate Private and NGO TVET Institutions EMIS
Capacity building on EMIS Berhanu Tadesse Taye April 14, 2024
Introduction
The Education Management Information System (EMIS) serves various essential purposes in the education sector, helping to streamline administrative processes, improve decision-making, and enhance the overall quality of education. Some key uses of EMIS include: An AI Education Management Information System (AI-EMIS) is an advanced technology solution that incorporates artificial intelligence capabilities into the traditional education management information system. AI-EMIS leverages AI algorithms and machine learning techniques to enhance data analysis, automation, decision-making, and prediction capabilities within the education sector.
ውድ AI EMIS ሰልጣኝ የሥራ ባልደረቦች በሙሉ፤ ቀጥሎ የቀረበላችሁ የመረጃ አያያዛችንን በላቀ ቴክኖሎጂ ተጠቃሚነት ለማረጋገጥና የተሰጠው ስልጠና ተግባር ተኮር ስልጠና በመሆኑ፣ እና ቀጣይ ጨብጣችሁት እንድታልፉ የታሰበው ሥራችንን በላቀ ቴክኖሎጂ ተጠቃሚነት እንድታዘምኑ ይረዳችኋል በሚል ማሳያ ሥራ በመሆኑ ነው።
ከታች የተያያዘው አክቲቭ ሊንኩን በመጫን፣ እና እስኪከፍት ድረስ በመጠበቅ፣ ኢሜላችሁን በማስገባት ሙሉ ለሙሉ ሲከፍትላችሁ የሚሞላ የስልጠና እርካታችሁን ለመለካት የቀረበ መጠይቅ ነው።
አሰልጣኙን መገምገሚያ ፕላትፎርም፤ ታሳቢ የሚያደርገው የአሰልጣኝ የስልጠና አሰጣጥ ብቃትን፣ አሳታፊነትን፣ ጥራትን ወዘተ…ታሳቢ በማድረግ ስልጠና በተሰጣቸው ደንበኞች የሚሞላ ፕላት ፎርም ነው፡፡ የቀረበልዎን መጠይቅ ሰለሚሞሉ፣ በቅድሚያ ምስጋናዬ ላቅ ያለ ነው!
Dear AI EMIS Trainee Colleagues; Next, to ensure the use of our data management with advanced technology and the training given is a task-oriented training, It is intended for you to go through next because it is a demonstrate work that will help you to update our work with the use of advanced technology. Click on the active link below, and wait until it opens, enter your email, and fill out a questionnaire to measure your satisfaction with the training.
The trainer evaluation platform; It is a platform that is filled with clients who have been trained considering the trainer's training efficiency, participation, quality, etc. Please fill out the provided questionnaire, thanks in advance!
-Google Forms https://docs.google.com/forms/d/1wk1yP81nRngpIVHPoJZa MlhumltIQCh3ovaBN3lo-yU/edit
///or/// Open it up the Activ Link try to fill out.
1. https://docs.google.com/forms/d/11QaKizlJK0BHJl4ymtWichU4gzMfyh_PnAnx0BBrUJc/edit
2 for further reading https://www.slideshare.net/
slideshow/berhanutaye uplods
Final Edited Post Accreditation Feedback በአዲ አበባ ከተማ አስተዳደር የትምህርትና ስልጠና ጥራት ...berhanu taye
Those who are not mentioned in the above tables, but the information is compiled in the training institutes.
The fact that the ratio of computer/training module to trainee is 1:1, however, the ratio of trainee department/module is not less than 1:10, which shows the weakness of training institutions. Repetition rate is high
Hewan fashion design Training Institute is licensed for 25 trainees, but it has added 2 more sewing machines than can be held in the workshop room and used 27 sewing machines in total, which violates the standards; This means that it allows 42.5 square meters; The standard allows 1:7 for a workshop for one trainee, and filling the room with a training machine without adding 3.4 square meters of land for the additional machine, means that when calculated by the ratio, it shows that the room is crowded by 0.136 square meters for one trainee. It is information. This data shows the training institutes that have the problem.
The institutions have a trainee class ratio of 1:2 when the data is compiled.
It was found that the ratio of coach to coach should be 1:2 on average, but it is 1:27. The training department/module ratio is not less than 1:10, which shows the weakness of the training institutions. Promotion rate is low.
ከላይ በሠንጠረዧቹ ውስጥ ያልጠገለጹት ነገር ግን በማሰልጠኛ ተቋማት ውስጥ መረጃው የተጠናቀሩት
የኮምፒውተር/ማሰልጠኛ ሞጁል ሰልጣኝ ጥምርታ/ሬሾ/ 1፡1 መሆኑ፣ ነገር ግን፣ የሰልጣኝ መምሪያ/ ሞጁል ከ1፡10 ያላነሰ ነው ይህ ያሰልጠኛ ተቋማትን ድክመት የሚያሳይ ነው፡፡ repetition rate is high
ሔዋን ማሰልጠኛ ተቋም ለፋሽን ዲዛይን እውቅና ፈቃድ የተሰጣት ለ25 ሰልጣኞች ሲሆን ነገር ግን፣ ወርክሾፕ ክፍል ውስጥ መያዝ ከሚችለው በላይ 2 ሲንጀር ጨምራ እውቅና ፈቃድ ከተሰጣት በላይ በአጠቃላይ ለ27 የልብስ መስፊያ ማሽን መጠቀሟ የወጣውን ስታንዳርድ የሚጣረስ መሆኑ፤ ይህ ማለት ደግሞ 42.5 ሜትር ካሬ የሚፈቅድ ሲሆን፤ ስታንዳርዱ ለአንድሰልጣኝ 1፡7 ለወርክሾፕ የሚፈቅድ ሲሆን፣ ለጨመረችው ማሽን 3.4 ሜትር ስኩየር መሬት ሳትጨምር ክፍሉን በማሰልጠኛ ማሽን መሙላቷ፣ ማለት፣ በሬሾ ሲሰላ ለአንድ ሰልጣኝ 0.136 ሜትር ስኩየር በቀነሱ የክፍሉን መጨናነቅ ያሳያል በመሆኑም ከስታንዳርድ በታች ለአንድ የወርክሾፕ ሰልጣኝ 1፡56 ሜትር ካሬ በመሆኑ ክፍሉ ለሰልጣኞች መጨናነቁን የሚያሳይ መረጃ ነው፡፡ ይህ መረጃ ችግሩ ያለባቸውን ማሰልጠኛ ተቋማት የሚያሳይ ነው፡፡
ተቋማቱ የሰልጣኝ ክፍል ጥምርታውን 1፡ 2 መረጃ ሲጠናቀር 1፡2 መሆኑ፡፡
የሰልጣኝ አሰልጣኝ ጥምርታውን በአማካኝ 1፡2 መሆን ሲገባው 1፡27 መሆኑ ለማወቅ ተችሏል፡፡ የሰልጣኝ መምሪያ/ ሞጁል ከ1፡10 ያላነሰ ነው ይህ ያሰልጠኛ ተቋማትን ድክመት የሚያሳይ ነው፡፡
Promotion rate is low. Therefore, it is understood that there is something that training institutions need to improve. It can be understood from the tables presented above that there is a lack of information due to the lack of information that should be filled in the checklist we have made.
The completed data shows that the dropout rate is at a high level.
In addition, professional qualification assessment is not being evaluated as it should be.
The trainees who are being trained are required to properly document the training they are undergoing at the training facility and report it to the authority office.
በመሆኑም ማሰልጠኛ ተቋማት ማሻሻል ያለባቸው ነገር እንዳለ መረዳት ተችሏል፣፣ከላይ የቀረቡት ሠንጠረዦቹ ማስተዋል የሚቻለው የሰራንበት ቼክሊስት መጠይቅ ላይ መሞላት የሚገባቸው ሳይሞሉ በመቅረታቸው የመረጃ እጥረት እንዳለ የሚያሳይ ነው፡፡
የተሞሉትም መረጃዎች የሚያሳዩት መጠነ ማቋረጥ ከፍተኛ ደረጃ ላይ መሆኑን ነው፣
በተጨማሪም የሙያ ብቃት ምዘና በሚገባው ልክ እያስመዘኑ አለመሆኑን ነው፡፡
የሚሰለጥኑ ሰልጣኞች በየባቹ የሚሰለጥኑትን
Addis Ababa City Administration Education and Training Quality Regulatory Authority New Accreditation License, Expansion, and Renewal License Directorate Bole, Mimi Kura and Yeka Branch Cluster Coordination Office Technical and Vocational Team 2016 E.C. Post Accreditation Monitoring and Support Feedback.
Curriculum Implementation in TVET A curriculum must be implemented if it is to make any desired impact on students and to attain its goals.
Unless it is implemented, it cannot be evaluated for betterment.
Careful planning and development are obviously important, but they count for nothing unless teachers are aware of the product and have the skills to implement the curriculum in their classroom
Domestic Works Help It is known that the official.docxberhanu taye
This document discusses technical and vocational education and training (TVET) institutions in Ethiopia. It describes a meeting held between TVET institution heads and the cluster coordination office to discuss issues related to training standards and competencies. Concerns were raised that some institutions were graduating trainees without proper training or evaluation. The coordination office committed to improving oversight of institutions to ensure quality, efficiency and fairness of TVET. An earlier letter sent to institutions about new domestic work training standards is also discussed.
Management, leadership and Synergy.pdfberhanu taye
Management, Leadership and Synergy Implementation in Ethiopia. When you he/she are a leader, you he/she have an obligation to practice good governance. Because if you do good in all the works done, you will be rewarded a thousand times. On the contrary, if you he/she do something bad, it is appropriate and a continuous process in Management to hold accountable, so I raised this management concept. As the saying goes, "carrot and stick" always exists in management language. It is appropriate not to doubt that officials who do not manage or lead properly, will be delayed, hastened, and will have resistance...
የካ ቅርንጫፍ ሚገኙ ተቋማት መረጃ New Microsoft Excel Worksheet (2).pdfberhanu taye
Addis Ababa City Administration Educational Training Quality Regulatory Authority Yeka branch
Educational Training Institutions Accreditation and Renewal Directorate Technical and Vocational Private and Non-Governmental Institutions Details
Comparative study of UK Leadership with Africa Countries Leadership.docxberhanu taye
Synopsis
An Assessment of EPRDF Party versus Prosperity Party and the article also include comparative study of foreign parliamentary provision of power, i.e., Comparative study of UK leadership with Africa countries leadership. In general, Western leadership regularly resigns versus Africa leadership has no accountability and responsibility in their bad governance. They are seen as leaders who want to stay in power in a coup d'état, kill, persecute, oppress their people, leave them in poverty, etc. the first part of the article is about EPRDF Party versus Prosperity Party the second part of the article is logical reasoning and hasty general conclusions in 21st century logic, When you present an issue and provide your audience with a logical reasoning, premises and hasty generalization / conclusion; and based on a stable and unshakable or strategic decision-making based on a solid foundation. The third part of the article also, it is observed that the leadership of the Western world is regularly resigning; African leaders should take responsibility for any crimes they have committed in their bad governance; they have no accountability!! The education and training I had been doing for twenty-five years were a success; Or failure is seen when we can clearly say what we did, and what we didn't do. I leave the other topics to those who deserve responsibility and accountability; … I leave the other atrocity and cruel topics to those who deserve to inherit them. But let's take a look at what I wrote about my career as a supporter when I was doing teaching and education, training, Silver Jubilee special (25 years) service period, I also used reference articles to make it a fugitive. As far as globalization is concerned, competition is also international. Therefore, my question is what has Ethiopia achieved or lost in the Millennium Development Plan and Goals? Is that Status of Millennium Development Goals in Ethiopia? In the fourth place: - To summarize, what was our performance in education and training in the last 30 years?
Education and Training for All ACTION RESEARCH ET -.pdfberhanu taye
የችግሩን ስፋት ለማሳየት በዙሪያው የተሰሩ ማጣቃሻዎች ምን ይላሉ?
የሕዝብ አገልጋይ / ሲቢል ሰርቫንት ስትሆን አሰራርህ ግጭት ውስጥ የማያስገባህ ከሆነ አትራፊ አመራር ያስብልሃል፡፡ ነገር ግን፣ በራስ ጊዜ የሚፈጠር የተዛባ ውሳኔ ሀገርን ከማክሰር አንጻር ሲታይ የገንዘብ ኪሳራ ብቻ ሳይሆን፤ በህይወትም ዋጋ ሊያሰከፍል ይችላል፡፡ ስለዚህ መሪ ስትሆን በየቀኑ የምትወስነው ውሳኔ ወደፊት ትክክለኛ የሆነ፣ በህግ የማያሰጠይቅህ እና ፀፀት ውስጥ የማያስገባህን ፍትሃዊ ፍርድ መስጠት ግዴታህ ነው፡፡ 6 conflict resolution techniques and strategies for the workplace By Ben Madden በሚል ቤን ማደን እንደጻፈው ከሆነ ብዙውን ጊዜ ከግጭት ጋር የተያያዘው የስራ ቦታ ውጥረት የአውስትራሊያን ኢኮኖሚ በዓመት 15 ቢሊዮን ዶላር እንደሚያስከፍል ይገመታል፣ ስለዚህ ለንግድዎ ዋና መስመር አስከፊ መዘዝ ሊያስከትል ይችላል። እንደ ሥራ አስኪያጅ/መሪ፣ የግጭት አፈታት የእርሶ ሚና ቁልፍ አካል ነው። ምንም እንኳን ደስ የማይል ሊሆን ቢችልም, በየቀኑ ከሚያደርጉት በጣም አስፈላጊ ነገሮች አንዱ ነው፡፡
“Workplace stress, which is often associated with conflict, is estimated to cost the Australian economy nearly $15 billion a year, so it can have disastrous consequences for your business’ bottom line. As a manager/leader, conflict resolution is a key part of your role. While it may be unpleasant, it is one of the most important things you’ll do day-to-day.”
According to Mullins (2010) It is important that staff themselves should also feel a sense of involvement and know how they can play their part in achieving the goals and objectives of the organisation. They should be given ‘ownership and partnership’ in the training process.
There should be a clear set of objectives and a defined policy for training. This will enable the design of a carefully planned programme of training. The programme should address such questions as: Who is to be trained and why? What should they be taught? How and where should the training be undertaken, and by whom? How will the training be assessed and evaluated? The expected results of training should be understood clearly and realistically and be seen as reasonably attainable. Wherever possible, desired object-ives should be stated in behavioural terms such as: Exactly what, after training, should the trainee now be able to do?
Group work is your organization fulfill the above questions? As worker what is your role in the selection of training? Is training according to workers skill gap in your organization?
The debate over jonas and the debate over his acceptance of the article on hi...berhanu taye
Finally I want to tell you and advise you that you are better not only in age but also in knowledge. This is not to say that I did not graduate from Ababa University without knowledge; Learn from this article that I have learned to challenge you with knowledge. Not as if you were saying, 'I have learned,' I want you to think and act like an educated man, but I do not want to be like Plato. or knowledge; concerned only with what is obvious / sketchy or lacking completeness). For this demonstration, I will link you to the following article. Here is Plato, a student of Socrates, who was opposed to the death of Socrates and was deeply saddened. Here is the story: Socrates: 427-347 BC the student Plato began to flourish in Greece. Plato was deeply saddened by the death sentence of his beloved teacher (Socrates) and could not believe it.
Belaye zeleke new tvet ngo capital budget berhanu tadesse taye berhanu taye
ACKNOWLAGEMENT
Most importantly, Mulugeta Haile Selassie, Head of the Gulele Sub-City Technical and Vocational Office, who has been with me from the beginning to the end to ensure that the project proposal, strategy plan and action plan will be responsible for the project. I offer my respect and gratitude.
Next, I would like to express my sincere gratitude to the trainers of both the technical and vocational training institutes who assisted me in completing this research project and strategy plan by filling out a questionnaire for finance and relevant departments and providing comments during the meetings and consultations! I would like to express my sincere gratitude to my colleague Mahlet Fisseha and Ms. Tesfanesh Kebede for the Gulele TV Office.
Last but not least, thanks to the staff of the Belaye Zeleke High School department hears and principals for their cooperation to:-
1. Mr. GebreAmlak Zekarias
2. Mr. Tilahun Yirga
3. Mr. Mehari Fanta
Sifa skills initiative for africa project and meeting minutesberhanu taye
SIFA Skills Initiative for Africa
EMD Private Construction Finishing Works Training Institute and EMD Private Construction Finishing Works PLC
Manager Director: Ato Mikyas Eshetu leader of the institutions
Mr. Berhanu Tadesse Taye Senior TVET Curriculum Professional from Yeka Branch TVET has been coordinator and author of the agenda of the Project
Mr. Suba Subagadis, from Ethiopia Federal Technical and Vocational Agency member
Mr. Zumenu Aynadise from Eagle business and research development Company/ firm member
Toyota Production System (TPS) History Sakichi Toyoda founded the Toyoda Spinning and Weaving
Company in 1918. He developed the first steam-powered loom that could detect a broken thread and
stop itself automatically. This innovation led to the wider principle of jidoka, or automation with a
human touch – later to become one of the two pillars of TPS.
Some years later in 1937, Sakichi’s son Kiichiro founded the Toyota.....
Book review and bast practice in tvet institution yeka branch amharic edited ...berhanu taye
Congratulations to the institutions that have passed the assessment process and received the highest marks!
My recommendation
• It is important to believe in the leadership, education and training policy makers and senior professionals that the development and distribution of training curricula, TTLM and reference books will greatly enhance the skills, knowledge and attitudes of trainees.
• Therefore, although we have decided to work at our branch office with these evaluation criteria, However, we have excluded it from the review due to the fact that the standard of the book is not included in the comparison format. Therefore, I think this practice should be considered as it has a negative impact on the quality of education and training.
• Although there is no one who encourages us to implement our system in a research-based manner, I have tried to present such problems in the slightest, by resisting the pressures that make it work. Therefore, instead of working on research projects with stakeholders only, the research work done by the staff should be designed to encourage them.
• A standardized workshop manual will be developed for training; the main training manual will be provided with books and reference books that can help with the curriculum.
• Therefore, at the institutional level, textbook evaluation and evaluation at TTLM and reference books should be included in the evaluation criteria in the future as the training institutions will be the main beneficiaries.
• At the institutional level, it is appropriate to encourage and reward the supply of textbooks at the institutional level, and it is important to believe that the result will increase the quality of training and save generations.
• Recognizing that the main culprits are those whose professionalism and political affiliation are at stake; It is important to identify these components and deploy them to their appropriate functions.
• Therefore, I say that these unskilled leaders, policymakers and senior professionals should be assigned to the right job.
2013 berhanu training need assessment presentationiberhanu taye
"Modern education glorifies learning and makes the country proud too!" The statement shows that Emperor Menelik II's vision and mission were to educate, research, innovate, etc., with respect, not with the current and former leaders of our country. They have shown us many ways; As a scholar, he glorifies learning, not for siding with liars for personal gain, but for harming innocent people; The international standard of scholar is only to show the practical principles of morality and conscience.
And when done right, it will be presented in this way without compromising the language of education and training!
"Modern education makes learning proud and makes the country proud!" Only King Menelik II Learning is glorified, not by lies, but by deeds."
"ዘመናዊ ትምህርት መማር ያስከብራል ሀገርንም ጭምር ያኮራል!" የሚለው አባባል የሚያሳየው የእምየ ንጉስ ሚኒሊክ ሁለተኛ የዜጎቻቸው መማር፣ መመራመር፣ የፈጠራ ስራ የሚያስደስታቸው፣ ወዘተ ራአይና ተልኮ ከበሬታ ጋር ብቻ እንጂ የሊሎች የአሁኑና የቀድሞ የሀገራችን መሪዎች አለመሆኑን፤ በብዙ መልኩ አሳይተውናል፤ መማር የሚያስከብረው ምሁር ሆኖ ለግል ጥቅሙ ሲል ከሀሰተኞች ጋር በመወገን፣ መጎዳኘት ንጹሃንን በመጉዳት ሳይሆን፤ ምሁርነቱን አለምአቀፍ መስፈርት የሚያሳየው የስነምግባርና የህሌና መርህ በተገባር ማሳየት ብቻ ነው፡፡
እናም በትክክል ሲተገበር የትምህርት እና ስከልጠና ቋንቋ ሳይሸራረፍ በዙህ መልክ ይቀርባል!
2021 Annual Performance Report. Because the report contains both legal and illegal institutions; It is designed so that you do not enter into any agreement with the illegal institutions.
የ 2013 ዓ.ም አጠቃላይ የአመቱ የስራ አፈጻጸም ሪፖርት፡፡ ሪፖርቱ በውስጡ ህጋዊና ህገወጥ ተቋማትን የያዘ ስለሆነ፤ ህገወጦቹን ተቋማት እንድትለዩዋቸው ምንም አይነት ስምምነት እንዳትፈጽሙ ታስቦ የተዘጋጀ ነው፡፡
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Leveraging Generative AI to Drive Nonprofit Innovation
Tve tcluster (0)
1. TVET Clustering System within
outcome based and industry
extension
By Berhanu Tadesse Taye
Gulele Sub City Addis Ababa
November 15, 2016
2. Prefaces
What is exactly Clustering means in TVET? And how can TVET
colleges and institutions deans, TVET leaders and staffs implement it?
Polytechnic TVET cluster colleges are colleges which can be established
based on geographical site for management purpose including planning
(both short term and strategic plan), organizing, implementing,
controlling, monitoring and evaluation work. It supports with each
other’s TVET colleges with TVET institutions concerning innovation
and invention, pedagogy and training provision, modular curriculum
preparation upgrading, TTLM up grading, project planning and value
chain, how to intensify trainees saving culture, kaizen implementation
on the enterprises, benchmarking, other facilities which are available in
the areas and make as an asset willingly without negative inflames.
NB. The above mentioned polytechnic TVET colleges and TVET
institutions indicate not only government but also private and NGOs
TVET institutions since enterprises based TVET provision are more
effective according to Japanese TVET system.
The government is doing to address the problem of unemployment
practical GTP can spend ranks of middle income countries by changing
the level of poverty prevalent in the country. The success of this plan
Technical Vocational education and training educational sub sector will
have an important role. On the other hand TVET educational sub sector
3. has a vital role to play in providing the country's ongoing peace,
democracy and development agendas in terms of successfully
completing the core of human resources and technology.
Father's happened in terms of jobs TVET highly skilled in trained
manpower individually or cooperatively to produce trainees his/her own
work created a good person minimum allocated by citizens. The
country's large numbers of trained professionals are required in relation
to the working conditions in a variety of professions. This system is
aimed at the needs of skilled manpower problem is solved involving the
government-funded not only the private sector, including non-
governmental organizations (NGOs). Thus, the quality should be better
trained to carry out their commission to produce a close technical and
vocational education and training institutions are eligible for citizenship.
That internal and external quality audit weaknesses and improving
ongoing support and spread continuous quality improvement system of
education and training. Based on market demand, competitive and
motivated, trained labor force, mainly quantity and quality of these
institutions is necessary to raise attention to the needs of trainers and the
leader's attitude and ability. Based on this fact was known to have
worked during the fiscal year, a variety of capacity-building activities,
but it is still important to continue to strengthen.
4. According to the industrial extension strategy, technology transfer and
industrial development through small and micro enterprises Quality and
Productivity Improvement (Kaizen), technical skills, entrepreneurial and
technological transfer and capacity building support within the
enterprises stages in accordance with the demand, the depth and the
width of competitiveness for service to the country by the middle
transformed into medium industries their main purpose is to create an
economy countries and conducive to spend in your trip.
In Gulele Sub-City Administration Technical and Vocational Education
and Training Offices execution the major activities planned in the
2016/17 budget year, the abyss, the main objectives and implementation
strategies, challenges, problems, and solutions, including set.
Government to do more strengthen our country's renaissance based on
the preparation of a variety of short, medium and long-term plans. First
past years Growth and Transformation Plan was an important victory
growth is finalizing the implementation of the second Growth and
Transformation Plan. Growth and Transformation Plan to achieve the
first technical and vocational education and training sector ended the
industry needed labor force and could contribute to a feasible approach
problem solving technology. Growth continued in the second run more
strength to contribute to the success of the transformation plan than
5. strengthen and shortcomings were also required to register through the
provision of adequate results.
In addition to the above mentioned the main purposes of establishing
cluster polytechnic TVET cluster colleges are:
To improve Professional development,
To provide intensive and persistent short term training for TVET
institutes trainers, administrators and staffs,
Knowledge management, Managing institutes aligning training
with the needs of the business., self and personal skills, tracer
study, situational analysis and training societal demand at grass
root level,
To develop cooperative work among the institutions ‘entire activity
of TVET colleges and TVET institutions through meeting and
workshop,
To improve production and productivity system of farmers,
To work by sharing manpower and materials resources,
To solve common problems like implementing government TVET
complex policy and strategy implementation; and
To share experiences
Based on the above purpose TVET institutions can be clustered in three
ways
6. 1. Urban polytechnic TVET cluster colleges: urban TVET
institutions have a lot of challenges and problems. Hence,
according to their nearer geographical location one cluster college
entertain seven to eight TVET institutions if the institutions are
more than the above mentioned number the cluster can delegate for
active colleges and institutions supporting each other. Since, the
clusters are included two sub-cities TVET institutions
encompassed in one cluster.
2. Rural (at zonal and woreda levels) polytechnic TVET cluster
colleges: this is when a great number of TVET institutes including
woreda farmer training centers (FTC) are found in a populated
rural area, 2, 3, to 5 nearby TVET institutions organized in one
cluster. If there is no polytechnic TVET clusters colleges available,
better TVET institutions can serve as supporter cluster center of
FTCs,
3. Remote rural Kebeles (district) areas TVET institutions are not
expected but each district has their own FTCs. In the less
populated areas where there is no transportation services
constructed, which are far apart, one FTC that can be reached
within 2-3 hours walk from the cluster (very far to cluster center),
another mechanism should be designed to strengthen the system of
enhancing and providing special help to that particular cluster.
7. The cluster should work with stakeholders i.e., TVET
institution and TVET office, MSEs office and chamber of
commerce, rural agriculture office, education office and
health office,
The administration staff in the stakeholders should support
each other in realizing the implementation of packages,
The implementers should be well organized and furnished
since the TVET makes invention and innovation,
Trainers should have efficiency, effectiveness and required
qualification,
The clusters should be led by a trained institutional
leaders, directors or deans,
Clusters should have enough workshop, classrooms, and
administration rooms according to structural organization
including rooms for a library and resource center.
Stakeholders situation
Coordinators of TVET offices leaders, supervisors and inspectors as
chair person, Heads/deans of the TVET polytechnic cluster college serve
as a secretary. Stakeholders’ direct contribution to the success of TVET
training provision is significant. Observable progress cannot achieve
without TVET provision. In addition to this amelioration of the country,
what we call effective sector stakeholders contribution in the sector
8. working with it improve work activity. Among other the following are
few of stakeholders;
Micro small enterprises (MSEs) office,
Ministry of agriculture
Ministry of culture and truism
Trade & industry (Investment) Offices,
Women and Children Office,
Adds Ababa Credit and Saving institute,
Addis education office,
Youth and sports office,
Government construction office,
Code enforcement office,
Ethiopian airlines authority,
Culture and Tourism office,
Land development Management office,
Ministry of transport
Ministry of health
Defense minister,
justice office,
Revenue office,
Firms, factories and industries at large and
Private enterprises that provide training cooperation for the
trainers and others donors (Indigenous none governmental
9. organization /INGOs) and international none governmental
organization /NGOs unilateral and multilateral
organization stands, support and help for the improvement
of TVET.
It would also be preferable if it is located centrally to the other
member TVET institutions; clustered.
Clustered TVET institutions coordinator committee
The committee manages the cluster institutions and should consist
of the following members:
Experienced trainers members,
MSEs office and chamber of commerce members,
TVET institutions leaders/deans members,
Rural agriculture office members,
Education office members and
Health office members,
Duties and responsibilities of the committee members and official
bodies will prepare according to TVET strategy but the above
setup prepared by me …
10. Concerning cluster (linkage) TVET institution of Gulele sub-city
our context working with one Polytechnic TVET cluster colleges
are college and different stakeholders cooperatively with more than
19 linkage TVET institute, TVET College and different
stakeholders with signing memorandums of understanding.
I, The goal of 18 public and private institutions, their geographical
proximity and organizational structure will be to fill,
1. Creating and reached to fix the problems reorganized its
structure to extend cluster system,
2. The tracking function is engaged, the Institutions sits within the
clusters,
3. Within the cluster their bodies and experience to identify and
spread best bridge to the other activity,
II, The goal of 18 public and private institutions to be organized
and efficient flow of information and information systems,
1. Identify the problem in detail the stages of the flow of
information management,
2. The function of the information private and government
institutions to organize an unpopular Information Technology,
3. The action is consistent promotes exchange of information,
III, the goal will be to give customers an efficient service,
1. Customers to ensure that education and training services,
11. 2. The institutions seem to act out information to trainees by
providing education and training Official transcript of evidence,
3. Own will, charges, raising the standard, the expansion program
will replace permission, service charging,
IV, Benchmark goals and best practices in the private sector
expansion,
1. Identify best practices in the private sector,
2. The function of different experiences in innovation,
3. Functionality inherent experiences to expand to other
institutions
Goal one of public and private institutions, their geographical proximity
and organizational structure will be to fill,
1. Creating and reached to fix the problems reorganized its structure to
extend cluster system,
2. The tracking function is engaged, the Institutions sits within the
cluster,
3. Within the cluster their bodies and experience to identify and spread
best bridge to the other activity,
Goal two of 2 public and 20 private institutions to be organized and
efficient flow of information and information systems within Gulele sub-
city cluster,
12. 1. Identify the problem in detail the stages of the flow of information
management,
2. The function of the information private and government institutions to
organize an unpopular Information Technology,
3. The action is consistent promotes exchange of information,
Goal three will be to give customers an efficient service,
1. Customers to ensure that education and training services,
2. The institutions seem to act out information to trainees by providing
education and training Official transcript of evidence,
3. Own will, charges, raising the standard, the expansion program will
substitution (if their permission paper lost) questions, service charging,
Goals four and scale up best practices in the private sector expansion
and benchmark to others,
1. Identify best practices in the private sector,
2. The function of different experiences in innovation,
3. Functionality inherent experiences to expand to other institutions
Goal five of public and private institutions, their geographical proximity
and organizational structure will be to fill,
13. 1. Creating and reached to fix the problems reorganized its structure to
extend cluster system,
2. The tracking function is engaged, the Institutions sits within cluster,
3. Within cluster their bodies and experience to identify scale up, and
spread best practice benchmark to the other activity,
Goal six of public and private institutions to be organized and efficient
flow of information and information systems,
1. Identify the problem in detail the stages of the flow of information
management,
2. The function of the information private and government institutions to
organize Information Technology,
3. The action is consistent promotes exchange of information,
Objectives of combination/ interface
The purpose of this document is shared accountability for each entity
concerned bodies and is implementing obligations of each entity could
achieve this by putting the blame on the issue of the responsibility of
leadership and institutional capacity development and preservation
14. training be accessed by entering a small building set goals.
2. Combination/interface
Technical vocational education and training institutions supported
enterprises in the framework of the preparation and implementation of
quality support to ensure that the MSE explains. Skill gap identifying the
skills and training trainers role in the development of high- micro and
small professional an effective framework to support its case country's
workers' leaders achievements it is necessary combination work
concluded and signed by using memorandum of understanding.
3. Interface goals and expectations can be applied to maintain the
outcome of the activities, work in processes
The process of development experts led by implementing programs
designed for persons with a common plan to pay attention to aspects of
aviation was new and micro enterprises and operators a complete
industrial extension services, technology transfer and product / service
delivery (quality, price, quantity and time) terminating be competitive in
the market,
15. 4. Work process coordinators, professional duties and
responsibilities of the joint
1. Global Partner technical and vocational education and training
strategy and national goals based on a common plan to prepare,
2. Evidence on the distribution scheme at all levels to communicate with
the relevant experts and officials,
3. Jointly published a plan based on published every 15 days in
accordance with the check list will review,
4. Base facilities, Micro small enterprise / Office are participating in the
joint action plan preparation, work, work distribution, as necessary,
5. Any of the trends and events that may affect the implementation of
the scheme will identify and resolve them,
6. Levels quickly prepared to send periodic reports to the relevant
information needed for a decision,
7. Jobs as necessary to have an impact on the sector to work together to
jointly work in consultation with external stakeholders, / colleges,
institutions, Micro, a leader of the sector offices
8. micro and small enterprises / operators skill, resource / technology,
functional and organizational structure set up to identify gaps and
support the joint support plan with practicing trainers,
5. The process of technology transfer and industrial extension head
16. Duties and Responsibilities
1. Prepare plan based on the city planning leader, gives induction on the
plan,
2. Follow the delivery of industrial extension service, selection and
training native service,
3. Industrial extension service will work accomplishment stakeholders’
discussion and evaluation’
4. Work in process and provide support lead coordinate and Provide
technical support
5. Sets experience sharing platforms,
6. Introduce new procedures will be applied throughout the work process
7. The work process ensures that the overall activities of the worker
performance correctly
8. The work process as needed by customers/clients / Handles, supports
9. Gulele Sub-city will be held from industrial extension service reports
Submission forms and information collection,
10. The process further enhances the capacity of staff, to carry out their
duties properly evaluate, monitor implementation
11. Work on the operation of the process requires solutions for
problems;
10. Work process management sector represents all important areas;
17. 11. Work Process provides a superior officer Agency report
documenting performance / reverse concerned / shows
6. Quality and Productivity improvement (kaizen) professional
duties and responsibilities
1. Fulfilled Success for counseling services to facilitate industrial
extension facilitate
2 Special need Desire to facilitate ways for micro enterprises operators
a special counseling service, supervise and coordinate
3. Enterprises stages of the depth and width necessary for
competitiveness and facilitate access to counseling and support services
to the Company;
4. Micro small enterprises sector cluster necessary training to suit your
proximity and organize;
5. Quality management and productivity improvement services / QMS,
ISO, KAIZEN.../ functionality, supervise and coordinate;
18. 6 Service / BDS / supervise the performance thereof;
7. Situational Analyses makes: Contains information to the subject;
8. SMEs production handling and utilization of equipment lease
utilization provides counseling services;
9. Enterprises to transfer part of the business development advice and
information service compiles Kaizen,
7. Technology development of professional responsibility
1. Identify with the village in the industry for small and micro
enterprises in terms of technological gaps and coordinate support.
2. Trainers working with technologies that will support the foundation
plan to work out a plan before.
3. Separated transfer them to gather information and technology gaps
through institutional support;
4. Prostitute enterprises in accordance with the criteria set out different
extension circuit industry, along with agents, latte TVET institutions to
transfer a grocery list;
5. Enterprises technologies, which monitors compliance with the
required level and quality of support;
6. Father TVET institutions to promote micro and small enterprises,
which are common technologies;
19. 7. Technology production management tools facilitate maintenance and
training them to identify enterprises that require training and advice;
8. Micro and small enterprises contain the information technology
support, disseminate, and transfer for the concerned body;
9. Support to value bands and fashion institutions through all of the
technologies that will be built
8. Technical skills gap training and professional responsibility
1. Allocate small computer training separately from micro and small
enterprises in various fields
2. Different round training stream assigned send trainees to the TVET
institutions to supervise the training process
3. Industrial extension services working together with trainees to
facilitate the assessment of professional competence after training
4. Training brought changes at the workplace and evaluates the results of
industrial extension agent with Micro-Enterprise Offices
5. Compile the information necessary for the training process
6. The method facilitates access to specialized training and micro
enterprises for demand
7. The Company will arrange for them to be trained in accordance within
enterprise Competitiveness for growth
20. 8. Send the relevant part of the report preparation and implementation of
training
9. Support will take a competence assessment was based enterprises at
the professional level in the workplace
10. Given that the training program in accordance with the cleaning
9. Job creation and business management professional duties and
responsibilities
1. Job creativity, mathematics record and book keeping, planning price
and pricing ready for training distribute materials and resources designed
to accept housing
2. Institutions to support preparatory activities, coordinate, monitor
3. Prepared manuals creates the opportunity for training coaches
4. Training program sets along with other trainer expertise
follow up training in,
5. Within enterprises, supports, evaluates, and provides a response to
problems
6. Training provisions gather information; compile reports for concerned
bodies
Accountability
21. ϖ jointly or separate sitting duties and responsibilities Planning sitting
on automatic if not completed signatory parties in accordance with an
agreement reached
ϖ As simple part of management professionals and their role and
contribution to the outcome and accountability in all levels of lives will
be responsible for all
ϖ Industrial extension and technology transfer core process will be
subject to retrieve the results step by step guide Offenders
12. Interface Document Date
ϖ This Memorandum understanding of technical and vocational
education and training Offices / Industrial extension and technology
transfer core process from the date of the signed document with experts
from core process be under the guidance of a legal document since,
2016/17 will start work after approval
ϖ the best mode of operation of the new document may be amended at
any time as a circuit common discussion
ϖ This Memorandum will be used from now justified October 28-20016
A.M
22. Tie document signed bodies
1. Core process leader
2. Quality productivity improvement (kaizen) expert
Mr. Name ..................................
signature_______________
date_____________
3. Technology Development Expert
name________________
signature_____________
date_______________________
4. Entrepreneurship trade management expert
Name Mr. /Miss
signature_______________________
date____________________________
5. Technical skill gap in professional training
Mr.