Efforts to Overcome the Challenges

graduated from TVET A, B, and D for the last three years could get jobs immediately after they finished the program. Almost all of them were employed at local enterprises/factories.

The employment ratio is very high compared to the TVET graduates in the other African countries. One of the reasons for this is that TVET institutions/colleges have conducted research with local government to ascertain the market demands. However, sometimes the jobs they get do not exactly relate to what they learned at TVET institutions/colleges. Although the Woreda officers and TVET teachers have been conducting research on the market demand, changes in market conditions can mean that predicting such demand can be diffi cult. There are also some students who cannot get any job after they graduate. According to the teachers, TVET institutions/colleges support those students by giving them counseling or searching job opportunities. The government encourages Level 5 graduates to start their own business by providing budgetary support. Nevertheless, starting a new business is extremely hard work for those young people who just graduated and have neither experience of working nor good connections with the market. For example, at TVET A, which has been running for almost thirty years, there are few graduates who could start new business right after they graduated.

  There is another factor which is important for gaining employment, such as location of the institutions/colleges, has not been given much attention by the government. It can be said that the result of the high employment ratio at TVET A, B, and D is highly depending on the location. TVET A and B are located in urban areas close to a huge industrial zone which has many factories requiring labor. Many of the graduates from TVET A and B are employed there, and the rest of them get jobs inside of the cities. TVET D is also located in an urban area which has been developing rapidly; many buildings and roads are currently under construction. Therefore, according to the TVET D teachers, the graduates can get jobs at those construction works. On the other hand, TVET C is in a different situation; 70% of its graduates are not employed by enterprise/factories but become farmers. The reason is that TVET C is located in a rural area, a small Woreda having few enterprises/factories, in contrast to TVET A, B, and D. This means that the students have to leave the Woreda to go to bigger cities if they would like to get jobs. The school principle mentioned that most of the students who graduate from TVET C have no choice but become farmers since it is very diffi cult for the graduates to go and settle in a new area without much support. He feels that the government has given a little focus on TVET C because it is located in the small Woreda and there is no industrial zone near there. He said that getting jobs must be much easier for the students if TVET institutions/colleges are located near industrial zones.

parents to tell them about the importance of Level 1-2. They have sought to convince them of the advantage of coming to those levels by informing them of the situation in the job market and a short training period of Level 1-2 which can be completed within one year. It is recommended to the people who would like to work as soon as possible.

  The second way TVET institutions/colleges and local governments have sought to increase student number is by a ‘re-tooling’ program which just started from 2010 in Oromia region. This program is managed by the Oromia TVET committee and aims to train existing TVET teachers to be able to teach other fields of competencies. For example, painting decoration, tailing, and plastering teachers took a ‘re-tooling’ program and became finishing contraction work (FCW) teachers at TVET D. Eventually, the program aims to train TVET graduates who would like to change their fields not only to similar ones but also to totally different fields, for example, re-tooling the people who learned accounting to be able to work at construction fi eld. The Oromia TVET committee expects a lot from and looks forward to the results of the program. However, there are a few TVET institutions/colleges which are able to provide the training since the program just started. Moreover, the result of this program should be carefully analyzed in terms of budgetary and quality issues; ‘re-tooling existing TVET teachers’ or ‘employing new teachers.’

Conclusion

This study aimed to find out how the linkage has been established between formal TVET institutions and local labor markets in Ethiopia, especially focusing on 1) what strategies have been used by the government, and 2) what challenges and efforts have the formal TVET institutions made to implement the strategies.

  The formal TVET in Ethiopia has unique characteristics, highly focusing on its TVET sector and having strong initiative for TVET development, which cannot be seen in the other African countries. Although they are owned by the government, the TVET institutions/

colleges are trying to adapt the market demand and situation by using various strategies which the government set, such as making National Human Resource Demand Pyramid, collaborating with local enterprises/factories, and conducting market demand research with TVET teachers and local government offi cers. All the strategies aim to consolidate ‘public-private linkage’ which leads to TVET graduates’ high employment ratio in Ethiopia. It is observed that this linkage not only improved the employment ratio but also it helps to reduce the public fund on TVET without lowering the quality of its education. The formal TVET institutions/colleges in Ethiopia, as in the other African countries, also have the problem of how to purchase new facilities on a limited budget. However, they give opportunities to the students to learn new skills and technologies by collaborating with local enterprises/factories.

The students learn basic skills and knowledge at TVET institutions/colleges and get more practical experience by using machines and facilities at local enterprise/factories during their apprentice period. Also, this linkage brings benefi ts to the local enterprises/factories because they can train the students to be able to work there immediately after they graduate.

  Throughout the research, it can be said that these strategies have been able to be implemented because of the strong government initiative. For example, formal TVET institutions/colleges use their status as ‘public institutions’ in a positive way to establish close links with potential employers. Since the government considers the TVET as one of the most important educational sectors to increase the amount of skilled labor, the TVET institutions/

colleges can easily negotiate with and send their students to the enterprises/factories. This strong government initiative also has a great effect on producing a curriculum that is fl exible and able to adapt according to the results of research on market demand. Since the local government offi cers are in the research groups and send information, the central government can grasp the real situation easily and make prompt decisions, regarding, for example, reconfi guring the fi eld of competences and number of students.

  However, there are three challenges to implement the strategies. One of them is caused by the misunderstanding of ‘levels’. The problem is that most of the students and their parents consider that finishing higher level brings more job opportunities. Each TVET institution/

college has tried to solve this challenge by convincing Grade 10 students and their parents but it seems to need more time to disseminate accurate information about the job market. The other two challenges are caused by the government’s relative lack of attention on the TVET institutions located in rural areas. Those TVET institutions newly started or located in the rural area are struggling to establish a linkage to the labor market since it has not yet made strong connections with potential employers. The government has to give more consideration to the situation of those TVET institutions and should provide support to them to utilize those young members of the labor force for the country’s development.

  In general, formal TVET is not popular in Sub-Saharan African countries because of its poor management and limited budget. However, if the government actively makes an effort to develop ‘public-private linkage’ as has been done in Ethiopia, it is likely that formal TVET will be able to produce good results which will contribute to the country’s development. The formal TVET strategies in Ethiopia having been implemented relatively recently does, of course, have challenges which need to be overcome; nevertheless it has a potential to be one of the models of formal TVET in developing countries.

Notes

1) According to the Oromia TVET committee, the difference between institutions and colleges are the number of students and the establishment year.

2) Ethiopia has a tiered government system consisting of regions, zones, Woreda, and Kebele. Woreda is an administrative division of Ethiopia similar to district, and it is composed of a number of Kebeles. There are 18,000 Kebeles in total.

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【第13回】

１．日時：2014年4月11日（金）13時00分〜12日（土）17時40分 ２．場所：大阪大学豊中キャンパス全学教育推進機構A001教室 ３．プログラム

4月11日（金）

12:00-12:45 受付 12:45-13:00 開会の辞

13:00-13:15 「学校における環境教育が生徒の環境意識と配慮行動形成に与える 影響−ケニア初等・中等学校を事例として−」國政歩美 （大阪大学 大学院人間科学研究科M2）

13:15-13:30 「途上国における“開発”概念の再構築について−ガーナ、UDSの取 り組みから−」近藤菜月（名古屋大学大学院国際開発研究科M2）

13:30-13:45 「住民参加型学校運営による教育効果−セネガル、ルーダ州ダーラ市 を事例として−」藤本めぐみ（名古屋大学大学院国際開発研究科M2）

13:45-14:00 “Examining the Determinants of Primary School Enrollment in Uganda.”

Katsuki Sakaue D2, GSCIS, Kobe University

14:00-14:15 「サブサハラ・アフリカ地域における初等教育の完全普及と援助配分」

隅田姿（広島大学大学院国際協力研究科D1）

14:15-14:25 （休憩）

14:25-14:45 「ケニア初等教育における授業研究の成果と課題」小野由美子・中 島基恵・赤井秀行・小澤大成（鳴門教育大学）

14:45-15:05 「平和の配当としての教育：南スーダンの教育の課題と国際支援」

中村由輝（株式会社フジタプランニング）

15:05-15:25 “Linking Displaced Individuals through Children's Schooling: A Case Study of Syrian Refugee-Managed Schools in Turkey.” Kaoru Yamamoto D1, Graduate School of Human Sciences, Osaka University

15:25-15:45 “Identity & Schooling; The Effects of Education on the Livelihood of Somali Youth in Nairobi.” Rebecca Kronick D3, Graduate School of Human Sciences, Osaka University

15:45-15:55 （休憩）

15:55-16:15 “Effect of Automatic Promotion on Students' Dropout Rate and Learning Achievement -Evidence from Uganda's Primary Education-.” Jeje Moses

16:15-16:35 “Early Grade Learning in Uganda.” Ryusuke Matsuura M2, GSICS, Kobe University

16:35-16:55 “A Study on Student Ability of Curriculum Contents in Primary School in a Rural Area of Malawi: Analysis by Item Response Theory.” Kyoko Taniguchi D3, CICE, Hiroshima University

16:55-17:15 「西南部エチオピア農村における就学動機に関する一考察 −既婚学 生のライフヒストリーに着目して−」有井晴香（京都大学大学院ア ジア・アフリカ地域研究研究科D3）

17:15-17:25 （休憩）

17:25-17:55 「 ユ ネ ス コ か ら み る ポ ス ト2015の 教 育 ア ジ ェ ン ダ（Post-2015 education agenda from UNESCOʼs perspectives）」吉田和浩（広島大学）

18:00-20:00 情報交換会 場所：食堂「宙（ソラ）」

4月12日（土）

09:30-09:50 「ケニアの小学生の就学環境と学習理由−教師、両親、友人間の関係 性に注目して−」澤村信英・野村理絵・佐久間茜・伊藤瑞規（大阪大学）

09:50-10:10 “Why Do Students Transfer under Free Secondary Education Policy in Kenya? The Case of Embu,Meru, and Kisii.” Takako Tasaka D1, IDEC, Hiroshima University

10:10-10:30 「ザンビア基礎学校における数学概念に関する研究−記数法と命数 法に焦点を当てて−」内田豊海（鹿児島女子短期大学）

10:30-10:50 「『アフリカ』的教師像の理解に向けた一考察−20世紀初頭の北ロー デシア南部Chikuni村を事例に−」中村聡（広島大学）

10:50-11:10 「マラウイにおける中等学校教師の指導力−リーダーシップ機能の 視点から−」日下部光（大阪大学大学院人間科学研究科D2）

11:10-11:20 （休憩）

11:20-11:40 「アラビックスクールに子どもを送る家庭の教育への主体性 ガーナ  タマレ市の事例から」北見静英奈（名古屋大学大学院国際開発研究 科M2）

11:40-12:00 「青少年組織トンにおける教育の方法−マリ農村の事例−」今中亮介

（京都大学大学院アジア・アフリカ地域研究研究科D3）

12:00-12:15 「ワガドゥグにおける『ストリート・チルドレン』統計調査：中間 調査報告と今後の計画」清水貴夫（総合地球環境学研究所）

12:15-12:35 「マラウイにおけるインクルーシブ教育の導入と展開−教員養成の 現状と課題を中心に−」川口純（大阪大学）

12:55-13:00 講評・閉会の辞

14:00-17:40 特別講演：大阪大学未来共生セミナー「世界の今と未来を考えよう」

場所：大学会館講堂

４．実行委員会：委員長：澤村信英（大阪大学）、委員：國政歩美（大阪大学M2）、

川口純（大阪大学）、日下部光（大阪大学D2）、山本香（大阪大学D1）

５．受 賞 者：最優秀研究発表賞 田坂尚子（広島大学）

優秀研究発表賞 今中亮介（京都大学）、近藤菜月（名古屋大学）

６．参加人数（事前登録者）：35名

【第14_回】

１．日時：2014年10月24日（金）12時45分〜25日（土）14時20分 ２．場所：総合地球環境学研究所 講演室

３．プログラム

10月24日（金）

11:30-12:30 受付 12:30-12:45 開会の辞

12:45-13:00 「二言語教育普及に向けての課題―ブルキナファソを事例に―」

菅野未可（神戸大学大学院国際協力研究科M2）

13:00-13:15 “The Determinant Factors of Teacher Absenteeism under Primary Education in Uganda.” 沼澤健（神戸大学大学院国際協力研究科M1）

13:15-13:30 「セネガルのフランコアラブ学校に関する生徒と親の認識」松本知子

（名古屋大学大学院国際開発研究科D2）

13:30-13:45 “Examining Gender and Equity Issues in Primary Education in the Pastoral Regions of Uganda-Case of Karamoja Region.” Jeje Moses Okurut D3, GSICS, Kobe University

13:45-14:00 “Effects of Child-to-child Approach on Children's School Readiness: Case of Preschool-aged Children in the Democratic of Congo.” Bernard Loleca Yungu M1, GSICS, Kobe University

14:00-14:10 （休憩）

14:10-14:30 「ケニアの小学生・中学生の将来の夢とキャリア教育―困難な状況 にある生徒たちに着目して―」水川佐保（大阪大学人間科学部4年）