Module 2 Comparitive Studies in Curriculum and Instructins.pptx

Moule 2 Comparitive Studies in
Curriculum and Instructions
Prof.Omprakash H M, Professor
College of Education and
Behavioral Sciences
Department of Curriculum and
Instructons
Bule Hora University, Adola,
Ethiopia

Unit 1: Introduction to Comparative
Education
1.1 The Basic Concepts of Comparative
Education
1.2 Historical Developments of
Comparative Education
1.3 Purpose and uses of Comparative
Education
1.4 Scope of Comparative Education

1.1 The Basic Concepts of Comparative
Education
Basic Concept:
Getao (1996), defined Comparitive Education as a descipline,
the study of eucational system in which one seeks to
understand the similirities and differences among educational
system. The field of Comparative Education is best defined as
an intersection of the social sciences, education and cross-
national study.
Comparative Educationa as focusing on various education
systems, out come of societal or contextual forces.

Noah and Eckstein (1969), defined
Comparitive Education as follows:
Comparative Education is potentially more
than a collection of data and perspectives
from social science applied to education in
different countries. Neither the topic of
education nor the cross-sectional dimension is
central to any of the social sciences; nor are
the social sciences concerns and the cross-
national dimention central to the work of
educators.

Isaac Kandel (1881-1965), defined that
Comparative Education shold not emphasize
only educational set up, organization,
administration, methods, curriculum and
teaching but also the causes behind educational
problem of different countries and attempted
solutions in the light of their social, political,
culture and national ideologies. It is not
suffecient to know that education systems are
different than ones own education system. For
example, in order to understand the Germanees
education system, it is neccessry first to study
the Germanees National charactre, as that has
shaped the Germanees educationa system.

1.2 Historical Developments of Comparative
Education
The history of Comparative Education can be traced from the
earliest times of human history. For example, prehistoric human
differentiated between the two genders that is, between man and
women. In order for the human to improve his/her life
comparison has been an important aspect in their life. In
political settings, leaders have been inspired to yield equal or
more power and authority in comparison to their neighbours. In
education circles reformers and educationists have been
compairing their system witht that found in other countries in
order to improve their own. In line with this thinking, then what
is comparatve eduincation?

Comparative Education ia a fully establashed academic field of
study that examines education in one country (or group of
countries) by using data and insights drawn from the practices
and situation in another country, or countres.
So, Comparatve Education as a descipline, the study of
educational systems in which one seeks to understand the
similarities and differences among eucational systems.
Nichola Hans (1988-1969) arrived at the following classification
of three groups of factors influcing the educational
development in countries, they are:
1. Natural Factors: Race, Environment and Language
2. Religious Factors: Catholicism, Anglicanism, and
Protestantism
3. Secular Factors: Humanism, Socialism and Nationalism

1.3 Purpose and uses of Comparative
Education
According to Harold J Noah and Max Eckstein
(1993), Comparative Education has four purpose:
1. To describe educational system, process or
outcomes.
2. To assist in the development of educational
institutions and practices.
3. To Highlight the relationship between education
and society.
4. To established generalized statments education
and education those are valid in more than one
country.

5. The most basic utility of comparative education is to describe
education systems/learning communities, within their social
context, in order to satisfy the yearning for knowledge which is
part of human nature. The most basic utility of Comparative
Education is to describe education systems within their societal
contexts in order to satisfy the yearning for knowledge which is
sui generis part of human nature.
6.Understanding/Interpreting/Explaining On the next level
Comparative Education also satisfies the need to understand:
education systems are explained or understood from surrounding
contextual forces which shape them. Conversely if education
systems are also shaped by the societal matrix in which they are
embedded (and if education systems, in turn, shape societies and
cultures) then the comparative study of education systems also
fosters an understanding of cultures or societies.

7. Evaluation Comparative education serves the purpose of
evaluating education systems: the own education system as
well as universal evaluation of education systems. In the
current age of competitive globalised world, the evaluation of
the domestic education projects assumes even bigger
importance-hence the proliferation of studies such as the PISA
(International Programme for the Assessment of Student
Achievement) and IEA(lnternational Educational Assessment)
studies, and the international ranking of the universities. The
universal evaluation entails how well the education systems of
the world rise up to the challenges of the twenty first century
world as well as an estimation of the limits and possibilities of
the societal effects of education.

8. Intellectual Comparative education is an intellectual activity
that scholars can pursue to the highest level possible in the
academic ladder. They can pursue it in their masters and
doctoral programmes. An individual can do this in order to
enhance his/her intellectual capacity concerning other systems
of education with the purpose of enlightment. This knowledge
would help the individual to understand their education system
better and that of others with the intention of improving and
solving problem in their own system. Knowledge for its own
sake is the sole ground upon which comparative education
need to make a stand in order to merit inclusion among other
academic fields.

9. Planning modern societies have come to appreciate the
importance of planning. Various problems that are associated
with over-population, under production, diseases, economic
nonviability, industrialization and social ills can be tackled
through planning. Planning requires careful formulation of
objectives, establishment of priorities and the identification of
the means to achieve those objectives. Since an educational
policy affects millions of people, rational decisions need to be
made so that the policy can achieve the desired results.
Comparative education is also pursued to design anew
education system, to plan education, and to reform education
systems (Steyn and Wolhuter 2010). In reforming or improving
the education system or in grappling with an educational issue,
challenge or problem, one country could benefit from the
experience of other countries that once had faced the same
problem, could reveal the full extent and implication of the
problem and possible contributory causes; and could also
suggest possible solutions to the problem. This call for proper
planning that comparative education can provide a helping
hand.

10. Practicability We are living in a practical age in which
education is regarded as a consumer good. The pattern of
education, which loses its practicability, goes on being
replaced by such patterns, which have practical utility.
Those patterns of education that have no practical utility
are being reformed. For example, in United Kingdom the
state supported primary schools whose objectives was to
teach the masses how to read and write, so as to enable
them work better in the industrial society. These systems
have survived with modification and improvements.

11. Humanitarian viewpoint The original
inspiration source of the scholarly field of
Comparative Education, the philanthropic
ideal of the time of Jullien (1775-1848)
remains the most noble cause in
comparative education. Serving and
improving the state of humanity is in the
current age of qlobafisation more urgent
than ever by nurturing a global citizen,
equipped with a creative, critical and
caring mind set.

12. Education problems in world perspective Most countries of
the world have identical problems in their educational
perspective. Therefore, it is possible for them to learn lessons
from each other on how they resolved a particular problem. For
example when Kenya was implementing her free primary
education in 2003, Nigeria could have provided some of the
clues of the problems, which were to be expected, and the
solutions to them. Uganda, a close neighbour to Kenya also
implemented her universal primary education earlier and she
could have provided Kenya with practical solutions on how she
managed her problems. Other lessons could have been learnt
from Cuba on how she managed to obtain total literacy while
India has problems in achieving it. These countries can provide
important lessons to Kenya during her implementation of free
primary education.

13. One would want to know how nations have struggled to
establish media of instruction. The comparative approach would
yield a deeper understanding of educational problems and their
solutions. In this era, the purpose of Comparative Education
would be better understanding of the changed circumstances and
to have better equipments to fulfil the new responsibilities
14. Innovation in education There are many innovations, which
are being introduced to education today. The development of
technology has facilitated new methods of organizing learning.
For example the use of Radio and Television to deliver
knowledge, use of other aspects of the media, Open University,
African Virtual University (AVU) and computer assisted distance
learning has been introduced to education.

15. Economics of education Much of the massive expansion in
the provision of education since the middle of the twentieth
century took place on the basis of the belief that the provision of
education results in economic growth and increased economic
productivity. In the recent year's research has generated the
realization that the spread of education is positively correlated
with increasing productivity.
16. Education for international understanding.
International understanding is a central purpose
for studying comparative education. The two world
wars made man to seek even more seriously the
various ways of promoting international
understanding.

Uses of Comparative Education:
1.There is the subject matter/content perspective which
covers the essential components of educational systems
such as aims, content or curriculum, administration,
financing, teacher education and structure.
2.There is the geographical unit/area study perspective
which comprises intra-national, international, regional,
continental and global or world systems studies and
analysis.
3. The national studies may involve several nations within a
region or a continent.
4. Then there is also the ideological approach, which
compares countries educational systems on the basis of
differing political, social and economic ideologies that are
followed.

5. The national philosophy in a country influences the kind of
the education that is provided. This can further be affected by
the political party manifestoes that propagate a particular
ideology.
6. The Socialist countries have used socialism as the main
ideology that is followed in their countries and this has
affected the education system in those countries. On the other
hand Western countries have used several ideologies such as
pragmatism, nationalism and democracy in furthering their
educational ideals.

7. The thematic scope focuses on themes, topical issues or
problems and compares them within one or more geographical
units.
8. This can further be done by analysing of a topical issue in
education and understanding it.
9. Lastly the special/ historical scope deals with the study of
historical development of education.

1.4 Scope of Comparative Education
There are five perspectives that capture the scope of comparative
education. These are;
1. The subject matter and content; this covers the essential
components of educational systems such as structure, aims,
content or curriculum, administration, financing, teacher
education.
2. Geographical units of study; these comprises intra-national,
international, regional, continental and global or world systems
studies and analysis.
3. Ideological scope; this compares countries' educational
systems on the basis of different political, social and economic
ideologies. For example, democratic, communism, socialist,
capitalist, free market and mixed economies.

1. Thematic scope; this scope focuses on educational themes,
topical issues or problems and compares them within one or
more geographical units. For example free primary and
secondary education, universal primary education, education
for all and universal higher education.
2. The historical or spatial scope; this deals with the study of the
historical development of the discipline from the earliest (pre-
historic) phase known as the period of Travelers' Tales to the
modern phase known as the period of social science
perspectives.

Unit 2: Comparative frame works and Approaches
in Education
2.1. Comparative Educations frameworks
2.2. Comparative Educations approaches
2.1. Comparative Educations frameworks
Generally speaking, the development process of
comparative education can be divided into three stages:
1.Method reference period,
2.Factor analysis period and
3.Social Scientific methods period.

1. The emergency of newly independent states and developing
countries who wanted a good educational system as soon
aspossible. For instance, the newly introduced educational
system in Ethopia 6-3-3-4 which was borrowed from America
took the Ethopia delegation to schools.
2. The improvement in the modern means of transport as well as
communication.
3. The awareness of scientific and technological achievements
in the advanced countries such as Russia and Sputnik.
4. The socio-economic and political problems facing
other countries.

2.2. Comparative Educations approaches
Awolola (1986) identified eight approaches to the study of
Comparative Education. They are:
(a) Problem approach/Thematic approach
(b) Case study approach
(c) Area study approach
(d) Historical approach
(e) Descriptive approach
(f) Philosophical approach
(g) International approach
(h) Gastronomic approach

a) Thematic or Problem Approach
Here, the investigator will first of all identify a particular
educational problem in his own country. Then, he will begin to look
foranother country that has the same problem. The researcher will
also study the education problem of another country in relation to
their culture. The researcher will not only study the education
problem of another country but he will also examine the solution
applied to such problem by the affected country. From this, he will
think of how he will be able to solve their own educational problem
as well. It should be noted that Culture, economic, Socio Political
factors vary from one country to another as a result of which
educational problems and solutions may not necessarily be the
same.

b) Case Study Approach
In this approach, an education Comparativist from Ethopai can go
to Kenya to study the primary education Level of the country. His
report (is believed) will be very comprehensive for his readers to
understand. If it is possible for the researcher, he can take all the
educational systems of the country and compare such educational
system with his own educational system. The problem with this
approach is that as a human being, the investigator may not be
totally objective in his report.
c) Area Study Approach
The world area here could refer to a village, a town or country
depending on the educational comparativist who wants to carry
out the study. Under this approach, the educational
comparativist will engage himself in the educational practices of
only one country, if it is a country that he has chosen.

The investigator is going to involve himself in several activities
as a result of which he is going to arrive at a body of
generalizations on the educational system he is studying. The
study under this approach is always based on geographical,
linguistic or racial boundaries.
However, Bereday (1958) is of the opinion that "one of the oldest
and clearest ways of introducing the subject (Comparative
Education) is to study one geographical area at a time" He
therefore identified the following stages in the area study
approach:
(a) Descriptive Stage - At this stage, an Educational
Comparativist can make a description of his own educational
system as well as practices. The researcher has to start by reading
extensively.

He will start by reviewing the available literature on the
educational system of the country being studied. To enable the
investigator have on the spot assessment, he can personally visit
the country whose educational system is studying.
(b) Interpretation Stage - At this stage of the study, the investigator
will now collate and analyse the data gathered from various sources
to enable him do justice to the educational system of the area being
studied.
(c) Juxtaposition Stage - At this stage of the study, the
investigator will put side by side the result obtained from the
interpretation stage with the educational system of his own
country.

(d) Comparative Stage - At this stage of the investigation, the
researcher will objectively compare and contrast the educational
practices of the country being studied with that of his own. It is at
this stage of the study that whatever hypotheses that might have
been formulated by the researcher that will be rejected or
accepted.
d) Historical Approach
Under this approach, an investigator will only take a village, town
or country for the examination of its educational historical
development right from the first day when education was
introduced into the place and the time of study. This approach
will enable the researcher to identify the factors that are
responsible for the current educational system of the country
being studied. However, the problem with this approach is that
greater emphasis is always placed on the past.

e) Descriptive Approach
Here, the investigator will have to describe everything he finds on
ground. Such things to be described could include: Number of
schools, student enrolment, number of teachers, number of the
school buildings including classrooms as well as the number of
subjects being offered. However, the approach is not very popular
among the modern educational Comparativists.
g) International Approach
This is an approach whereby all the variations existing from one
area to another within the same country are taken into
consideration while comparing the system of education of a
foreign country with one's educational system.

h) Gastronomic Approach
This is a method where by both the diet as well as the eating
habit of the people in a particular country are related to the
practices of their education, the approach is not very popular
among the modern educational comparativists.
The Field Study Approach
This approach is not new in the area of the subject. On this approach,
Brickman (1966) cited by Alabi and Oyelade (1998) observed
that:
Visitation of foreign countries whether for the purpose of commerce,
conversation curiosity or conflict, goes back to ancient history,
travelers in all historical periods must have brought back facts and
impression concerning the cultures of the other countries they had
visited, included in their reports must have been comments relating to
the young and their upbringing. They may also have made some
remarks regarding the similarities and differences in the ways of
educating children. Some, indeed, may have arrived at conclusions
involving the expression of value judgments.

Unit 3: Comparative study of International/Global
system of Education
3.1 Western Europe
3.2 North America
3.3 Latin America
3.4 Africa

3.1 Western Europe
Education in English at the initial stage, was provided
byvoluntary agencies including the churches. However,
such schools founded by the voluntary agencies were
financially aided by the government. With the rapid
growth in population as well as the expansion in the
Industrial Sector and the enactment of education Act
of 1870, schools' boards were established to assist the
Voluntary Schools, later, the parliamentary Acts
Elementary Education made elementary education
compulsory and free.

In the development of education in Western Europe, the
Catholic played significant roles as quite a number of the
Voluntary Schools were founded by them. However, the
education Act of 1902 gave the following three levels of
education.
(a) The Elementary School
This school is designed for the children aged 5-14
years, in order to ensure that majority of the
children attend elementary school, elementary
education in Western Europe was not only tuition
free but it is also compulsory for all the children
who are within the age of 5 and 14 years.

(b) Secondary School
This school was designed for children who have already
completed the elementary education. It is designed for
children whose parents are rich enough to pay the school
fees. Unlike elementary education, it is not compulsory at
all. Secondary education after graduation offers the products
clerical jobs among others.
(c) Preparatory and Public Schools
These schools were very expensive and were meant for
children of the upper class (the Aristocrats). These
preparatory and public schools gave birth to the
establishment of both the University of Oxford and the
Cambridge University.

Types of Schools in Western Europe
The following types of schools are in existence in Western
Europe.
A nursery school is school designed for children
aged 3-5 years. Nursery school also serves as a
temporary home for the children whose parents
are working. Nursery education can be dated back
to 1850,through the efforts of Friedrich Frobel as
well as Maria Montessori.It should be noted that
day-nurseries where the children ofworking
parents are kept are not the same thing as
nursery school. The reason is that, real nursery
education is for the children aged 3-5 years and it
is also part of the school system. It is tuition free.
(a) Nursery Education

Primary Education
Following as the objectives of primary education in Westren Europe
(a) Recognising the child from 7-11 is a total being whose
character, intelligence as well as physical abilities are moulded and
trained.
(b) Arousing in the pupils a lively interest in man's ideals,
achievements, literature, history as well as language.
(c) Developing an awareness in the pupils limitation; and
(d) Demonstrating to the pupils how to acquire knowledge as well
as learning for themselves.

Primary school in Westren Europe could be divided into:
(a) Elementary and
(b) Higher elementary schools.
(c) According to statistics, about 93 percent of the children within the
age of twelve years were in the elementary school.
The Fisher education, Act of 1918 made primary education
compulsory for children up to the age of fourteen years and it also
recommended the re-organization of primary education. Simply,
primary education in Westren Europe can be described as the
education of young children below the age of eleven years. For the
purpose of administration, all the public primary schools were being
administered by the local education Authorities. It was also the
responsibility of the Local Education Authorities to control all forms
of secular education in the privately owned (Voluntary) primary
schools.

There are some primary schools called Direct Grant
School. Parents pay school fees in these schools. Primary
school head is always given contract appointment.
Inspectors only visit schools on request. Primary school
subjects include: History, Geography, Nature study, Crafts,
Arts and Physical Education, French, Religious Education.
Also, the extra school activities include: Gynamastic,
Swimming, music among others.
Secondary Education
Secondary school in Western Europe maybe day or
boarding school which offers to each of its scholars, up
to and beyond the age of 16, a general, education,
physical, mental and moral, given through a complete
graded course of instruction of wider scope and more
advanced degree than that in elementary schools.

About four types of secondary education can be identified in
Western Europe. They are:
(a) Secondary Modern Schools
(b) Secondary Grammar Schools
(c) Technical High School and
(d) Comprehensive School
(a) Secondary Modern Schools are designed for students who are
not academically inclined after their Primary Education.
Secondary Modern Schools cater for secondary education for
academically weak students up to the age of fifteen (15) years.
(b) Secondary Grammar Schools are designed for the students who
are academically inclined after their primary education. These
schools in addition to giving sound formal education to the
students, also serve as the Custodian of English Tradition.

(c) Technical High Schools are provided for students who have
an intension of working in the industry later in life. In other
words, these schools are established to cater for the needs of
commerce and industry. The products of this school are
admitted into the faculties of engineering for engineering
courses in the Western Universities.
(d) Comprehensive Schools: These schools are established to
cater for children aged 11-18 years. The students in these
schools offer the same subjects up to their second year. At the
end of their third year, the students will be expected to
choose three subjects apart from English language and
Mathematics which they will like to study in their last two
years.

Technical or Further Education in Western Europe
These are the institutions provided for young persons for the purpose
of assisting them to develop their various aptitudes and also to train
them to become responsible adults in life. Such schools among
others include physical, practical as well as vocational training. An
increased interest in the development of Western Industry after the
World war II for the training of skilled manpower in the area of
technology greatly contributed to the development of further or
technical education in Western Europe. At the end of the course, the
students could be presented for the examination of the city and
guilds of Western Institute or any other related professional
examinations.
For children under the age of sixteen years, tuition is free while
those who are above the age of 16 years and are working have to pay
fees. Technical colleges or further education are run on both part
time and full time basis.

Teacher Education in Western Europe
Teacher education is the professional training designed
formteachers of all categories starting from the nursery
school to the university. Perhaps, the first teachers' College
for the training of secondary school teachers was the college
of preceptors which was founded in the year 1846.
With effect from 1904, the local education authorities were allowed
to establish their Teachers Colleges. As from 1921, the Western
Universities include Teacher education programme in their
curricula. For the degree in education, students would spend three
years and the fourth year would be for their teaching practice after
which a university diploma or certificate in education would be
awarded.

In 1943, the Board of education recommended that more Teacher's
colleges should be founded so as to be able to solve the problem of
inadequate qualified teachers.
The primary school teachers were of four categories:
(a) Certificated
(b) Uncertificated
(c) Supplementary and
(d) Specialist teachers.
In case of secondary schools, the teachers are expected to
specialize in a particular subject. While the teachers for the old
elementary schools were trained in the two-year colleges after
their secondary education, the secondary school teachers were
trained in a one-year teachers' diploma course at the university
departments after graduating either from the faculty of Arts or
Science.

Adult Education in England
Adult education in England can be described as education
designed for people who have left school, adequate facilities for leisuretime
occupation in organized cultural training and recreative activities
for persons who are above compulsory school age and can benefit from
such educational programmes.
Adult Education in Western Europe
Adult education in Western Europe can be described as education
designed for people who have left school, adequate facilities for
leisuretime occupation in organized cultural training and
recreative activities for persons who are above compulsory school
age and can benefit from such educational programmes.
University Education in Western Europe
Higher institutions in both England and Wales include: the
Universities, colleges of education as well as the polytechnics. The
most popular universities are the Oxford University founded in
1185 and Cambridge University in 1230. The two oldest
universities were founded by the Church of England.

In order to break the monopoly of both the Oxford University and
the University of Cambridge, London University was established
in 1828. School fees are being charged by the universities with
which the universities are being financed in addition to financial
aid from the public. Each university is autonomous in respect of
admission, examination and award of degrees among others.
3.2 North America
Each State in North America has the power to establish its own
system of education. The local districts under the States also
have the power to establish schools boards and to found schools
as well. The power of the States to set up schools does not in any
way, prevent the church from establishing schools in any of the
states.

The Education Levels in North America include:
(b) Elementary or Primary Education
(c) Secondary Education
(d) Teacher Education and
(e) University and Adult Education.
At the beginning, nursery education was part of primary
school between 1868 and 1873. By 1888, nursery
education had spread to many places in North America.
The Lanham education Act of 1940 also enhanced the
development of nursery education in America by giving
subventions from the federal government to nursery
education.

Later, individuals who had interest in the education of
children started to part-take in the running of nursery schools.
Also, the churches were participating in the running of nursery
school.
(b) Elementary or Primary Education
Primary Education in North America is the education
given to the children which has the duration of six years.
The purpose of North American primary education
includes:
(a) Turning out well-adjusted citizens
(b) Helping the children to be active participants in the
building of their own lives and also to assist them in
understanding the roles expected of them in establishing
a better North American society.

The primary school subjects include: Mathematics, Science,
Geography, History, Social Studies, English language, English
literature, French, German and Spanish. However, religious
subjects are not included in the school curriculum as
Americans have freedom of worship. In the primary schools,
the promotion of the pupils is always based on continuous
assessment and not on any promotion examination. It is the
duty of the Local Schools Board to provide some of the school
materials.
A public primary school is headed by the principal who is
the administrative head of the school. While the primary
school teachers are expected to have a university degree,
the principals are in addition expected to have master’s
degree of educational administration and supervision.

The failure of the Federal Government to include Religious
Instructions in the school curriculum was one of the reasons
that forced the Catholic to establish their own schools where
religious instruction was included in the school curriculum.
By implication, there are both private and public primary
schools in North America.
(c) Secondary Schools in North America
Secondary education in America is the type of education
given to the adolescents on the basis of three years in the
Junior Secondary School and three years in the Senior
Secondary School. This can be referred to as 3 - 3 secondary
education system.

The aims and objectives of North American Secondary Education
include:
(a) Creating a strong egalitarian society where everybody will have
equal opportunity.
(b) Preparing students for survival in the future
(c) Preparing the students for their colleges and universities. Some
States in North America provide free secondary education and free
textbooks for their citizens particularly up to the age of sixteen
years. The products of primary schools are always admitted into
the secondary schools.
There are both public as well as private secondary schools in North
America. The Ordinance Act 1785 which made it mandatory for
each township to set its sixteenth section for the use of education
as well as the North West Ordinance of 1887 greatly enhanced the
development of education in America.

However, the problem of sub-standardized secondary schools
and willingness to provide secondary education for many North
American children led to the introduction of Junior High
School.
In the Junior High School, the students are expected to
spend three years after their primary education that is
between the age of 12-15 years. After successfully completing
the Junior Secondary Education, the students will start their
Senior High School Education which is meant for the
students, who are academically inclined.
The public senior high schools are tuition free. Provision of
learning materials for schools and the general financing of
schools are responsibilities of the local schools district.

In America, private high schools or secondary schools are also
allowed by the constitution. However, unlike the public high
schools, tuition is not free and the teaching of religious education
is allowed.
It is on record that America has started operating 6-3-3-4
education system, yet, the old system of 8-4 years is still in
operation (eight years of primary education and four years of
secondary education).

Teacher Education in the North America
Teacher education in North America like in other places
refer to the professional training being given to the
would-be teachers. The aims and objectives of North
American Teacher Education include:
(a) Preparing teachers for the needs and aspirations
of North American as a democratic nation.
(b) Preparing teachers who will later assist in the
training of North American children for the purpose
of promoting their culture. The establishment of
Jefferson College in Washington among others in
the 1800s marks the beginning of teacher
education in North America.

The preparation of primary school teachers is always done by the
normal schools. These normal schools are recognized by the
State Boards of Education for the training of primary school
teachers. The subjects being offered in thee training institutions
include:
Administration, psychology, philosophy, History of education.
On the other hand, the secondary school teachers are expected
to be university degree holders after a period of four years either
in a college or in the university.
In most cases, teachers' appointment is always on contract basis
and it is renewable yearly, provided the concerned teacher is still
interested in working in his school. At the same time, the school
district board of education has the constitutional power to
terminate the contract appointment of any of its teachers.

The North American University Education
In North America, higher education is provided in the colleges of
education, higher technical institutes and universities. In 1862,
the North American Government passed the Morrill Act which
made it compulsory for the North Americans to make land available
to the North American Federal Government for the development of
Universities and higher institutions of learning.
There are two major categories of higher education in America, they
are:
(a) The state universities and colleges which are maintained by the
state and
(b) Independent universities and colleges which are run by various
churches and private individuals. In these private colleges and
universities, high school fees are changed. A degree programme lasts
for four years.

Adult Education in North America
The beginning of Adult education can be traced to the
establishment of Lyceum in Massachusetts in 1826. Also, the
Smith Lever Act of 1914 as well as the Adult education
Association of the United States in 1951 greatly contributed to
the development of Adult Education in North America. Adult
education in North American is run by private individuals such
as lawyers, physicians, architects, teachers and musicians for
the purpose of self culture, community instruction as well as
the mutual discussion of common public interest. In 1906, the
university extension was started and this has been extended to
most of the universities in North America.

Technical Education
There have been some technical institutions as early as the middle of
19th century. But there was no serious attempt to promote technical
education until when the Mosco technical school was able to perform
creditably well at the international exhibitions in the 1970s.
Thereafter, more technical institutions began to spring up in
America. Also, the Morill Act of 1862 assisted in the development of
technical education, private individuals started founding both
commercial as well as business colleges.
The Smith-Hughes Act among other things recommended that a
Federal Board of vocational education should be set up. It was on the
basis of this that the Federal Board of vocational education was
established in which a substantial amount of money was set aside by
the federal government for the general promotion of vocational and
technical education throughout North America.

3.3 Latin America
Despite significant progress, Education remains a challenge in
Latin America. Among people between the ages of 13 and 17
years, only 80% are enrolled in the education system; among
those, only 66% attend secondary schol. The remainig 14%are
still attending primery school.
The earliest schools in Latin America were mostly controlled by
trustees who were elected by the voters of a parish or by Anglican
Clergymen. However, the establishment of Education Grant
brought the education administration under the various Christian
Missions through the committee that were set up by their
missionary headquarters in England. It is the responsibility of
each religious society to supervise its schools, to provide
textbooks and also to recommend appropriate teaching methods.

In order to involve the local people in the
educational administration, fourteen school boards
were founded in the year1914. The members’
appointment was done by the governor on the
basisof the recommendations made by the schools'
managers as well as another local government body.
Also, twenty-one district school boards were
appointed based on the recommendation made by
the parish school boards.

However, after the reorganization of the school board as a
result of the recommendations made by the legislative
committee of 1926, the following were to see to the
improvement of education department.
(a) Director of Education
(b) Deputy Director of Education
(c) 3 Chief Inspectors of Education
(d) Inspectors of Education and
(e) Assistant Inspectors of Education

Stages of Education
The system of education in Latin America was a resemblance
of the traditional British education system. The education
curriculum was made to be relevant to the needs and
aspirations of theLatin America particularly at the primary
education level. After independence, the British external
examinations were replaced with the Latin America regional
external examinations.

Structurally, the Latin Amerca education Levels include
(a) primary
(b) secondary and
(c) Tertiary level of education.
Formal education in Latin America is always provided by both
the state as well as the private individuals particularly the
religious organizations. Primary education in Latin America is
designed for children aged 6-11 years and it lasts for six years.
Majority of the Latin America children attend the state or public
schools where tuition is free. Like the primary schools, there
are state secondary schools as well as private secondary
schools. In the early years of Latin America education history,
secondary education was not recognized as a continuation of
primary education, because secondary education was believed to
be superior.

Administration
No wonder then why secondary schools were under the
supervision of the Latin America schools commission while
both the primary education as will as teacher training were
put under the Supervision ofthe Board of Education and the
department of education. However, based on the Kansel
commission in 1943, a central education authority was set
up in the year 1950 to perform the duties assigned to the
school commission as well as the Board of Education. Also,
in 1956, the Central Education Authority was dissolved and
a statutory body of education advisory council was set up.
The council was primarily to advise the Education Minister
on Education issues. With effect from 1965, the management
as well as the supervision of education had been put under
the control of the Education Ministry.

Secondary education inLatin America generally consists of
two cycles. The first cycle designed for children aged 12-14
years comprised of grades 7 -9 while the second cycle lasts
for only two years with grades 10 - 11. In a few cases, some
secondary schools have grade 13 which can be regarded as
the sixth form.
Tertiary Education
Unlike both the primary and secondary education, the
provision of tertiary education in Latin America is almost the
responsibility of the state. At this level of education, there are
universities offering degrees, diplomas, professional
certificates as well as other forms of tertiary institutions in
Latin America.

Financing of Education
To be able to adequately finance education in Latin America,
the government allocates a substantial part of its annual
budget to education. Also, the little money realized from the
tuition fee assists in the funding of education. It should be
noted that primary education which is designed for the
children aged 6-15 years is free particularly in all the public
primary schools.

3.4 Africa
The section on Quality of Education in Africa explores whether
students are meeting education targets and learning outcomes as
well as teacher training and effectiveness in African schools. The
Public Spending on Education Systems section looks at the
investments in education at all levels by African governments.
Early Childhood Education
Early childhood education offers positive lasting benefits for
children. The early years of a child’s life lay the foundation for
their socio-emotional development. More often than not, early
childhood years will determine whether a child will be successful
in school, gain decent employment and income, as well as
influence the lives of future generations.

Investing in early childhood development benefits whole
societies. Yet, African countries are lagging far behind other
regions in early childhood development. Children enrolled in
pre-primary education programs are more likely to come from
affluent households, although children in low-income
communities in Africa would gain the most from such
programs. The goal of pre-primary schools should be to prepare
children for success in primary school. However, the quality of
early education programs tend to vary significantly from
country to country. If early education programs exist in a
country, studies found that teachers are often untrained and
schools lack the necessary resources and effective curricula for
early childhood development.

In sub-Saharan Africa, only seven countries achieved the
gross enrollment ratio target of 80 percent or more students
in pre-primary education programs.
Primary Education
Primary education enrollments in Africa have
experienced steady progress since 1999. With the launch
in the year 2000 of the U.N. Millennium Development
Goals (MDG), a set of ambitious development targets to
reduce extreme poverty worldwide by 2015, many
African countries committed to working towards the
development goal of achieving universal primary
education. Sub-Saharan Africa has demonstrated the
greatest improvement in primary education enrollments
compared to other regions of the world.

The Africa region has experienced an impressive increase
in the number of students enrolled in primary school.
Between 1990 and 2012, the number of children enrolled
in primary schools more than doubled, from 62 million to
149 million children.
Secondary Education
Given the impressive strides that African countries have
achieved in moving towards universal primary education,
expanding greater access to a secondary education is
critical. A secondary education is essential in preparing
students for higher education and important life skills.

Additionally, a secondary education provides the skills and tools
to help meet a country’s growing demands for highly skilled and
educated workers in a globalized world. There is a growing
recognition among African governments on the need to invest in
and expand access to secondary education.
After graduating from primary school, many students are finding
it difficult to attend secondary schools close to home. Across
Africa, secondary schools can accommodate only 36 percent of
qualifying secondary students.
Vocational And Technical Training
Greater attention has centered on the importance of technical
and vocational education and training (TVET) in enhancing
Africa’s global competitiveness and creating decent employment.
Technical and vocational skills development helps to strengthen
the local workforce in emerging economies.

A skilled workforce also creates an attractive economic
environment for investors.
Technical and vocational education and training has not been
a top priority for many African countries. In 2012, technical
and vocational programs accounted for only 6 percent of total
secondary enrollment in the region, a slight drop from 7
percent in 1999.

Higher Education
Higher education yields significant benefits for both African
young people and society, as a whole: better employment
opportunities and job prospects, improved quality of life, and
greater economic growth.
And investments in higher education pay off. Returns to
investments in higher education in Africa are 21 percent—the
highest in the world. As the world becomes more
technological, the school curriculums in Africa need to evolve
to provide the right education and training for jobs in today’s
workforce. A severe mismatch still exists between the skills
of young African workers and the skills that employers need
for today’s global workforce.

Quality Of Education In Africa
The African education system stands at a crossroad.
More students than ever before in history are enrolled in schools
throughout Africa. That’s good reason to cheer, but the pipeline of
trained teachers, instructional materials, and infrastructure
development have not kept pace with the heavy demand. Rising
enrollment rates have drastically outpacedan increase in
education funding, resulting in shortages of instructional
materials and supplies, poorly stocked libraries and overuse of
school facilities.

Indeed, while more students are in school classrooms, there is a
deeper learning crisis at play: many students are not gaining
basic skills while attending school. In fact, some students in
school are not much better off than those who missed school.
Consequently, the quality of education in Africa is in a perilous
state. Private institutions are increasingly stepping in to
educate children who lack access to an education or to fill the
gaps in a country’s public education system.
In 2012, the average pupil/teacher ratio in primary school was
42:1. That statistic has not changed since 1999.

 Government review and regulate school and district financial
record-keeping.
 More comprehensive training of head teachers and administrators
in economic administration.
 Regular government inspection of schools. Encourage parents to
complain or fight against school fees and proactively help parents
to know their rights.
 Empower and mobilize local watchdog organizations such as
parent-teacher organizations and school-management committees.

 Improve teacher compensation. Government investment
in child and youth development through appropriate
education and health policies and programmes.
 Increase access to early childhood development
programmes. Increase access to schools. Improve
transportation infrastructure in rural areas.
 Diversifying systems of education and broadening skills
taught to make education more pertinent to the demands of
the economy.

Unit 4: Comparative study of Local System
of Education
4.1. Pre-school Education
4.2. Primary Education
4.3. Secondary Education
4.4. Vocational and Technical Education

The Ethiopian school system consists of eight years of
elementary education, divided into two cycles of four years, and
four years of secondary education, divided into two stages of two
years (4+4+2+2). ... About 7 percent of elementary schools were
private as of 2012/13, most of them located in Addis Ababa.
Introduction:
Traditionally, education in Ethiopia was religiously based and
provided in church schools and monasteries to the elite few, mostly
males. Modern Western education did not arrive in Ethiopia until
the 20th century and developed only slowly. Merely 3.3 percent of
the elementary school-age population attended school in 1961 –
back then one of the lowest enrollment ratios in Africa.

Unlike in other African countries, where European colonial rulers
imposed modern education systems patterned after their own,
Ethiopia’s education system evolved – technically speaking –
indigenously. Discounting a short period of military occupation by
Italy from 1936 to 1941, Ethiopia is the only country in Africa that
was never colonized.
However, Ethiopia’s education system was nevertheless intrinsically
shaped by external influences. To compensate for the lack of
qualified personnel in Ethiopia, Ethiopia’s imperial government
imported teachers, administrators, and education advisors from
countries like France and Egypt. It also invited foreign private
schools into the country when it attempted to build a more modern
education system in the early 20th century. French was the
language of instruction at many Ethiopian schools until 1935.

4.1. Pre-school Education
In the earlier period Pre-primary school education in Ethiopia was
basically given by elder brother/sisters and faith based institutions
namely Orthodox Church “Abinat“school, Mosque /mederesa/
missionaries… for the sake of maintaining the moral values and
serving the religious purpose. According to Aregash, (2005) in
Ethiopia the first modern kindergarten was established by French
railway workers in 1908 at Dire Dewa. International communities
and foreigners are main contributors to introduce kindergarten in
Ethiopia. In 1963 the community service based kindergartens were
established by the government in different parts of the country
namely, Ras Desta sefer (A.A), Debrezeit, Debrebirhan, Hawasa and
Asmara (UNICEF, 2007) as cited by (Adane, 2008).

Recently Early Childhood Care and Education has become
one of the priorities for the education sector. Pre-primary
education is one of the potential inputs to the overall
improvement of quality of education and reduction of drop
out and repetition rates in later stages of formal schooling.
Moreover, participating in ECCE is the right of the child and
it is a foundation of Education for All. It also has significant
contribution in economic return (ESDP IV, 2010).
The emergence of the comprehensive National Early Child
Care and Education Policy Framework (NECCEPF) (MoE,
2010) which was endorsed and signed by the Ministry of
Education, Ministry of Health and the then Ministry of
Women, Children and Youth Affairs was considered
phenomenal in the history of preprimary education in the
country.

Following the NECCEPF and its Implementation Strategic Plan
(MoE,2010), new initiatives such as O-class (School Readiness
Program), Child to Child and Accelerated Learning Readiness
have been initiated by the Ministry of Education in
collaboration with UNICEF in the country. These undertakings
have not only drastically increased the preprimary school 8
enrollment rate from 5.3% in 2011/12 to 39% (MoE, 2016) but
also raised the awareness and the public interest in the
program.
The use of mother tongue in preschool education is one of the
pertinent achievements of the ongoing initiatives. In the field
study, it was found that about 85% of the respondents said they
use the children’s mother tongue in O-class. The remaining 15%
were teachers from SNNPR, Afar, Gambella and Benshangul-
Gumuz where Amharic is used as medium of instruction.

4.2. Primary Education
Owing to the implementation of education and training policy and
the country’s commitment to realize universalization of primary
education, the number of primary schools has increased from 12,089
in 2001/2 to 33, 373 in 2014/15 while the students’ enrolment has
shown drastic increment over the same period. Net enrollment rate
was raised from 54% in 2002/03 to 94.3% in 2014/15. Regarding
efficiency of primary education, previous huge regional, urbanrural
and gender gaps were improved over the years. For instance, GPI was
raised from about 0.7 in 1999/00 to 0.93 in 2014/15 while dropout
rate was improved from 18% in 2008/09 to 9% in 2013/14.
Furthermore, policy provision for the implementation of mother
tongue as a medium of instruction at the primary level is an
encouraging attainment.

Finally, the attempt to apply the learner centered method such
as problem solving approach, practicing cooperative learning,
continuous assessment, and the continuous professional
development programs for teachers are among the encouraging
undertakings in the primary education sub-sector.
In spite of different policy provisions and guidelines, many gaps
and challenges are still observed at this level.
male and female enrolments are almost equal in urban areas, girls’
enrolment was less than that of their counterparts in rural Ethiopia
during the same years, entailing that more actions are needed to
close the gap between rural male and female children’s enrolment
than in urban Ethiopia. Furthermore, it was observed that there is
inadequate inclusion of children with special needs as well as
absence of any provision for gifted and talented children.

Though primary dropout rate is brought below 10% at the
national level, dropout is still a concern in some grades. For
instance, 19% of pupils enrolled in grade 1 in 2013/14, have
left school before reaching grade 2 in 2014/15 (MoE, 2016).
Regardless of the efforts made, increased participation in
primary education was not accompanied by quality learning
outcomes. Graduates of primary education lack competence
which requires integration of knowledge, skills and the
necessary values. The focus seems on factual knowledge, and
good proportion children fail to master basic skills of leaning
at the completion of first cycle.

The findings indicate that soft/life skills subjects (such as
aesthetics - art, music, sport and vocational skills) are not either
adequately incorporated or not included, and the curriculum is
highly saturated with academic subjects and contents. Civics
and ethical education contributed little to the socialization of
students’ behavior and do not strongly advocate about unity
with diversity in the primary schools. Besides, problem solving
skills which promote critical and livelihood skills are not given
due attention. Co-curricular activities which are instrumental to
promote social competence and moral development are not part
of the curriculum. The study participants have also expressed
the poor practice of continuous assessment in the learning-
teaching process.

The current study revealed that educational facilities and
materials are inadequate in most of the observed primary
schools which in turn affected quality of education. Some of
the challenges identified include lack of clean and separate
sanitation facilities for girls and boys, inadequate teaching
materials, laboratories and lab chemicals and library, poor
physical conditions and unsafe school environment (including
gender based violence), and poor provision and utilization of
ICT facilities in almost all primary schools.

4.3. Secondary Education
The increasing need for secondary education in today's world is
justified by the fact that:
(i) Primary education alone does not provide the skills necessary
for the adoption of new production methods and technologies
necessary to compete in a global economy;
(ii) When the opportunities for secondary education are limited, it
is likely to reduce demand for primary education; and
(iii) Successful expansion of primary education will inevitably
increase demand for secondary education.

Since the change of government in 1991, a number of efforts
have been made to reform the inherited education system
which was characterized by irrelevance, poor quality and
unemployable graduates. Moreover, in addition to absence of
clearly articulated policy, the pre-1991 education system
suffered from problems of access, equity, and quality.
Beyond redressing the inherited education problems, the 1994
Education and Training Policy were necessitated by the new
political order which had radically structured the country into
autonomous regional states. The new policy authors viewed
education as a tool for development and for solving social,
political and economic problems; “education enables individuals
and groups to make all rounded development by acquiring
knowledge, abilities, skills and attitudes”, they argued.

The metaphors, problem-solving and integration of R&D
featured frequently in the policy document suggesting a
pragmatic philosophy of education. Contrary to traditional
views of education as an end itself, the policy authors viewed
education as a critical factor for social change and wealth
creation.
To enhance quality of education the government had taken a
series of reforms such as the multimillion dollar program
supported by the World Bank (GEQIP) and USAID (IQPEP). The
latter intervenes in primary education and the former both in
primary and secondary education. GEQIP was originally a two-
phase 10 year program (2009-2018) when it started in 2009.
There are now however some preparations to start Phase 3 of
GEQIP after completion of Phase 2.

GEQIP (Phase 1) was primarily intended to improve quality of
general education. GEQIP as a whole is a federal program
implemented through decentralization modality involving 11
regions over 900 woredas, 21 universities, 36 colleges of teacher
education (CTEs), and about 40000 schools and Alternative
Basic Education (ABEs) centres.
GEQIP supports
(1) Implementation of revised curriculum; procurement of
learning materials and strengthening of assessments;
(2) In-service and pre-service training of teachers;
(3) School improvement planning and school grants;
(4) Capacity building for planning and management and
strengthening of EMIS (ibid).

The primary objective of GEQIP 2 is improving learning
conditions in primary and secondary schools and
strengthening of institutions at different levels of
educational administration (World Bank, 2013, p. 6).
The challenges observed in the secondary and preparatory
education are the results of three factors;
(1) New needs that demand new policy frameworks;
(2) The policy itself; and
(3) The result of policy implementation.
The blend between policy-making and policy-
implementation however is clearly noticed as both policy
maker and policy implementer is the government.

The policy-maker should make sure the policy is implemented
by requiring the implementer to account for quality of
education not only for quantity of education which worked
perfectly well.
We remember from the Desk Review results of the Education
Roadmap that student learning outcomes are very low, in fact, in
a deteriorating trend. In this empirical study, most of the
research participants (stakeholders of education) believe that the
majority of secondary and preparatory students do not have the
expected knowledge, attitudes and skills. The students are
viewed as lacking the necessary competence and skills to join the
world of work upon completion of grade 10 and 12. Interview and
FGD results indicated that the stakeholders do not accept that
secondary school graduates are sufficiently prepared for the
level.

Most are job seekers and not job creators. It is puzzling however
why learning outcomes are so low in Ethiopia in spite of the fact
that many new initiatives such as book supply, teacher
qualification, plasma education, new curriculum, school
improvement packages, etc. are introduced. One possible
explanation could be that the system was ‘accountability
incoherent’ (vertically and horizontally) for learning outcomes. It
might have been sufficiently accountability coherent for inputs,
processes and access. One can therefore clearly argue that the
mission of schools has shifted from learning to schooling, a
display of buildings, students, teaching materials and teachers.

Contrary to the Ethiopian context, Vietnam and Malaysia are
high achievers in learning outcomes as gauged by PISA. Viet
Nam ranked 12th in 2016 PISA results while USA ranked 28th in
the same year. In 2009, Malaysia ranked 55 scoring better than
its regional peers. The two countries are also classified as fast
growing economies. These achievements are made true due to
the commitment of the government and the society more to
learning outcomes than to schooling (inputs and processes).
The teachers focus on teaching a few things well and with great
sense of coherence that helps students to progress. The officials
said that they use standards-based curriculum in which student
exit outcomes are aligned with district, state or national
standards.

The most critical efficiency factor in secondary and preparatory
education in Ethiopia is external efficiency, the extent to which
products of secondary education are employable. Self-
employment and job creation competence of secondary education
students is very low. For that matter, the unemployment rate of
educated Ethiopians is rising.
There are varied views of unity in diversity. The multicultural
perspective is more applicable in the Ethiopian context. The place
of multicultural perspective in secondary education indicated that
there is a weak link among the constitution, the education and
training policy, the cultural policy, and the secondary teacher
education policies in terms of addressing the diverse nature of the
country. There is therefore a strong need to inculcate patriotism
in the context of unity in diversity.

4.4. Vocational and Technical Education
Since the imperial period, different policies were enacted to
introduce TVET in Ethiopia. As in many other African countries, it
was considered as second class education. When vocational
education and training was introduced, its objective was to improve
the attitudes toward skilled, manual work, and thus diverts at least
some young people from seeking the white-collar jobs that were
increasingly in short supply, rather to encourage young people to
remain in the rural areas where they could contribute to the
economy by participating in agriculture. In 1970s, selected high
schools were converted to comprehensive high schools where
students could have both academic and vocational education. Since
1994, TVET has become an integral part of the whole education
ecosystem.

In recognition of the critical role it played in emerging economies,
the Ethiopian government has been pronouncing the importance
of TVET to implement growth and transformation plan and
invested significant financial and human resource to improve
access, quality and relevance of the TVET programs.
According to 1994 Education and Training Policy (ETP), formal
TVET is set to be offered at second cycle Secondary Level (Upper
Secondary Level). In addition, the policy outlined that non-formal
TVET would be given for unemployed people, including youth who
failed to complete the education up to 10th grade. The government
has invested significant financial and human resource to increase
access and improve the quality and relevance of formal and non-
formal TVET programs. The government has made big commitment
for the expansion of TVET for increased access. The plan is to
make TVET accessible in every Woreda in the country.

TVET strategy plan launched in 2008 set as its objective to train
competence, motivated, adaptable and innovative lower and
middle level professionals which can contribute to poverty
reduction and social and economic development through
facilitating demand driven, quality TVET and transfer of demanded
technology (TVET, 2008).
The Education and Training Policy (1994) is a big milestone in
recognizing TVET as one of Ethiopian human resource
development sectors and track by itself which is parallel to
academic. The policy served as basis to create better access for
TVET for majority of the citizens. The policy advocates skill
training relevant to local economic development to be given at
primary school levels and school dropouts.

The policy has put basic guideline for skill training (TVET) to be
inclusive for urban and rural community, academically
successful and dropouts in their general education, gender
parity, and for people with special needs so that better
equitable access to TVET would be achieved.
TVET strategy plan (2008) has taken access as one of its main
objectives to achieve its goals. The strategy envisaged to make
TVET accessible, irrespective of the level of educational
attainment, gender, ethnic and religious affiliation. To this
effect, different measures were taken to make TVET accessible
at least in every Ethiopian Woreda. In this regards, significant
progress have been made though there is long way to achieve the
target.

Large numbers of TVET institutions have been built across the
country to increase access. The number of public TVET
institutions have increased from 16 to 334 and enrolment from
about 3,400 to around 273,600 over fifteen years from 2000 to
2015. By private sector, TVET institutions of comparable number
as public were established though they do dominantly train
workforce ICT, commerce and health sectors. Thus, the access
has increased close to one thousand fold. This is dramatic
achievement. In all the regional states and city administrations,
there are TVET institutions that are able to offer trainings in all
Levels, Level I to Level V.

The TVET strategy introduced occupational standards and
outcome based curriculum to ensure relevance of the
TVET for the economy and social development. According
to the strategy, several TVET capacity building initiatives
(curricula, infrastructures, trainers and leaders) have been
undertaken. TVET strategy introduced industrial
cooperative training (apprenticeship) to ensure TVET is
relevant to industry. The office of Center of Competency
(COC) has been established to make an independent
assessment to ensure the TVET graduates have required
competence (knowledge, skill, and values) relevant to
industrial occupation they are trained in.

In order to ensure relevance of the TVET programs, TVET
colleges have been developing their curriculum based on the
occupation standards developed by TVET agency with
participation industry practitioners. More than 600 occupation
standards (OSs) have been developed. In addition, the colleges
are working to ensure students get apprenticeship in the
industry through the cooperative training arrangement. The
recognition the role of on job-training is significant
achievement in ensuring relevance of TVET.

TVET strategy plan (2008) introduced outcome based and
Occupational standard curriculum, Occupational of Competency
assessment of TVET graduates through independent of body, the
office of Center of Competency (COC). In addition, the strategy
introduced several TVET capacity building initiatives that would
improve quality of TVET delivery such model curricula
development, upgrading infrastructures, and upgrading trainers
and leaders using Ethiopian government own finance and
international support. The office of Center of Competency has
been established. Occupational assessment tools have been
developed for different level of qualifications. Trainings have five
different levels: Level 1, Level 2, Level 3, Level 4 and Level 5. The
strategy demands students should complete first level and pass
CoC before join the next level to ensure quality of TVET training.

The TVET leadership and providers recognize that there is serious
quality problems and taking different initiatives to improve inputs
including curriculum, quality of students, trainers, infrastructures,
and encourage participation of employers in TVET.TVET institutions
develop curriculum based Occupational Standards. They tried to
promote TVET among the public to attract trainable students. In
order to upgrade trainers competence, Federal TVET Institute is
established. The Institute trains trainers and provide upgrading
training for trainers. In some TVET institutions, in-house trainers
training have been organized. TVET institutions are organized to
different levels: centers, colleges and polytechnics to give different
levels of training. TVET Centers train from Level 1 to Level 2; TVET
Colleges from Level 1 to Level 4; and Polytechnics from Level 1 to
Level 5. Different initiatives were taken to improve the training
infrastructures of TVET institutions. Different level TVET graduates
have been given CoC assessment.

 Developing skills development policy that encompasses from
semi-skilled worker to technician, (technical) engineers training
and educations in TVET systems;
 Introducing a policy that create comparability and pathways
for transitioning and mobility between academic and TVET
system through National Qualification framework
 Introducing policy that empower occupation based craftsmen
and professional chambers to develop occupational standards;
 Developing policy that promotes citizens learning at their own
pace and learning methods suit them best.
 Developing flexible skills training language policy to ensure
effectiveness of TVET and skill trainings.
 Developing skills training financing policy that encourages
companies and private sectors investment in skills training
and/or financial contribution.

i. Creating compatible and efficient TVET and skills development
governance arrangement and leadership in the formal and non-formal
sector: suggestion - separate ministry which oversees formal, non-
formal and informal skills development job creations and enterprise
development.
ii. Developing strong TVET governance system with checks and
balances at the national, state, municipal, and company levels.
iii. Establishing effective CoC governance system looking into
international best practices to ensure mobility of certified skilled
workers in different regions.
iv. Establishing national curriculum and training materials
development center for TVET semi-skilled and skilled personnel and
middle level professional trainings.
v. Establishing National Sector Skill Councils that develop
occupational standards, occupational training curriculum and
competence assessment instruments;

i. Creating facilities to enhance TVET graduates’ employment
opportunities or capability to incubate enterprises.
ii. Building capacity in TVET institutions so they will be able
to offer the practical and industrial training in their own
campus where the regional industry capacity is limited.
iii. Running formal TVET in general and higher education and
training with broader knowledge and skills
iv. Running non-formal skill training programs in basic TVET
centers and specialized TVET institutions for specific
industrial skills
v. Promoting teaching factory model as alternatives to
industrial training to effect practical component of TVET
training.

i. Developing national TVET promotion program that creates
awareness on importance, breadth and depth of TVET among
policy makers, executive, public and students;
ii. Building brand residential separate TVET institutions that
train skilled workers and operators, technicians and
technologists;
iii. Revision of TVET admission criteria to match the trainees’
capacity with the requirements of the curriculum;
iv. Introducing vocational content in the general education to
create awareness of vocational education in the schools.
v. Establishing TVET at secondary school and post-secondary
education and training programs;
vi. Providing first level of certification for TVET secondary
school completers.

Module 2 Comparitive Studies in Curriculum and Instructins.pptx

Module 2 Comparitive Studies in Curriculum and Instructins.pptx

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