Policy Direction and Major Shifts in Ethiopian Edu-

cation and Training System

Roadmap Development (2018-2030)

Ministry of Education

FINAL VERSION

By
Tirussew Teferra, Amare Asgedom, Jeilu Oumer, Tassew W/hanna, Aklilu Dalelo & Berhannu
Assefa

Addis Ababa
July, 2018

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Outline
PAGE
1. Introduction 3

2. Major Shifts 5
2.1. Policy, Governance System and Organizational Structure 5
2.2. Access to Quality and Equitable Education 9
2.3. Education and Training Structure 11
2.4. Curriculum and Assessment 11
2.5. Teachers’ Preparation and Development 13
2.6. Leadership Preparation and Development 14
2.7. Research and Development 15
2.8. Parent, Community and Private Sector Engagement 15
2.9. Skilling and Entrepreneurship Development 16
2.10. Language and Education 17
2.11. Unity and Diversity 17
2.12. Financing Education 18

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1. Introduction

The Government of Ethiopia has been making a considerable effort since 1994 to develop and im-
prove its national education and training system. This is clearly reflected in such action as promul-
gation of a comprehensive Education and Training Policy, education sector development plans
(ESDPs), and a significant financial investment allocated to run the educational and training pro-
grams thereby meeting the national aspirations and local demands. In fact, the policy has greatly
contributed to nation-building and economic growth witnessed over the past two decades or so.

It is also true that there are still variations across and within the localities and regional states in
terms of educational and skill training access and equity. At the aggregate level, however, a very
high performance has been achieved. This commendable achievement would not have been possible
without the commitment of the Government and all education stakeholders.

Challenges ahead include access to quality education and training at all levels, efficiency of the sys-
tem, and gender equality at some levels of the educational structure. Moreover, one should always
ask as to where Ethiopia stands regionally and internationally. With regard to student learning
achievement, there appears to be a wide gap. Given Ethiopia’s ambition to become a middle income
country by 2030, its education system is therefore challenged to improve not just in terms of access
and equity, but also in terms of the quality of its outcomes.

The long-term vision Ethiopia laid down has inspired to develop education roadmap 2018-2030.
The sector is expected to transform and produce knowledgeable citizens with democratic outlook;
who are efficient, effective, inspired and creative; and who would contribute to the realization of
the national vision of the country. The achievement of the national vision requires transforming the
education sector and to design and implement strategies meant to increase access to education and
training, ensure that education offered is relevant to the social and economic development needs of
the country, and establish and maintain high levels of quality to produce adequate, competent, mo-
tivated, adaptable and innovative workforce capable to transfer technologies demanded for socio-
economic development in Ethiopia. Moreover, the educational and training system should be
aligned with the government transformation plans; and is expected to positively affect socio-
economic behavior of citizens such as productivity, living standards, health and demographic char-
acteristics of the population including building strong and nurturing families, participating fully in
civic affairs of their communities, molding morals and value creating culture and shaping history.

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We therefore hope that policy directions suggested and major changes/shifts provided in this doc-
ument significantly contribute to the on-going efforts to strengthen and transform the education
and training system of Ethiopia. It is also hoped that the policy reform suggested, which contains
an abridged version of the desk reviews, field survey, benchmarking reports and validation report
inputs, provides useful references for designing of the Education Roadmap 2018-2030, and a vision
of middle income country by2030 through formation of competent and quality human resources.

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2. Major Shifts

Preamble
The Ethiopian education and training sector assessment conducted from mid-2016-2017 is an im-
portant turning point for the 2018-2030 roadmap development. The evaluation of the 1994 educa-
tion and training policy implementation in itself was the first effort to conduct an objective and
comprehensive assessment of the education policy. In addition to this, the benchmarking and vari-
ous consultations with stakeholders on the findings by the research team have provided invaluable
inputs to identify changes to be made in the system of education, which is the cornerstone to de-
velop the Education roadmap.

The Ethiopian education and training policy has been under implementation for more than 22/23
years without revision, and the gap between policy planned and the practice as well as the current
expectations should be addressed so as to accommodate the present needs. The following major
shifts are hence proposed in order to bridge the gaps in policy implementation; and address some of
the emerging demands of citizens.

Shift 2.1: Policy, Governance System and Organization

2.1.1 Revise the education and training policy and set policy direction
 Define educational philosophy: Education in Ethiopia is expected to create holistic develop-
ment in all citizens; making them confident, competent, critical thinkers, entrepreneurs
and innovative with strong ethical and moral values and ready to stand for justice; peace
and unity in diversity.
 Define the values of education. Education in Ethiopia is based on the following values: Promot-
ing liberty (right to act in the manner of one’s own choice), efficiency (expressed in terms
of accountability, standards, and other measures of quality and productivity), equity
(fairness; economically and socially); accommodate/celebrate diversity; and excellence
(high quality, not only high achievement in test scores but also the intellectual abilities to
reason, interpret information and solve problems).
 Develop a sector vision: The vision of the Ethiopian education system is to be transformed to
become one of the leading systems in Africa, by 2030, capable of providing quality educa-
tion and training relevant to the country’s socioeconomic development in the context of
globalization and knowledge economy.

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 Develop specific sub-sector policies for national curriculum development (preprimary,
primary, and secondary education), TVET, Higher Education, Teacher Preparation and
Development, Educational Leaders and Managers, and Adult and Non-formal Education.
 Elevate the teaching profession by making it one of the Areas/"Bands" students choose
during their university entrance (this might require rethinking the 70/30 scheme).
 Empower teacher education institutions so that they play a role of gatekeepers thereby
preventing access to candidates who are not capable of being quality teachers, set a mini-
mum and harmonized entry behavior to be used during teacher recruitment across the
country (avoid quota system).
 Develop skill development scheme whereby the TVET system enrolls primary education
graduates at secondary school level (for certificates), secondary school graduates in post-
secondary TVET programs (for diploma and Bachelor degree level), and bachelor degree
holders (for Master degree level programs), etc.
 Create comparability and pathways for transitioning between formal/non-formal tech-
nical and vocational training system and the formal education system.
 Introducing a policy that empowers occupation based craftsmen and professional cham-
bers to develop occupational standards and competence assessment.
 Promote a culture that advocates for craftsmanship and skilling citizens in Ethiopian Ed-
ucation and Training System.
 Define the higher education staff mix, where the ratio of non-academic staff to academic
staff falls between 1:2 and 1:3.
 Ensure that the time of academics is fairly distributed in line with the very mission of
higher education institutions - teaching, research and community services.
 Reinstate the freshman program in the university system that will help to improve quality
and strengthen national integration/unity.
 Introduce a university student internship service program whereby all undergraduate
students spend 8-10 months before graduation.
 Develop language on education and training that allows flexibility in medium of instruc-
tion and training, student mobility, national unity and internationalization.
 Develop and strengthen the education and training financing policy that indicates the
priority of the government and budgetary allocations, efficiency and effectiveness as well
as roles of private companies and other stakeholders in funding education and training.
 Develop policy that encourages and incentivize private & industries to participate in
TVET & Skill Training.

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  Ensure that policy implementation be supported by a regular policy evaluation/review
scheme.
 Make preprimary/early childhood education part of general education structure.
 Ensure preschool, primary and general secondary education compulsory.
 Develop a policy that appreciates the variation of learning pace (gifted and talented) and
learning methods among children beginning in the early years.
 Develop a policy on national curriculum development for regular program (academic and
TVET) that stipulates: curriculum is competency based and vocationalised from pre-
school to secondary education, the academic and TVET tracks/streams as of grade 9 (ac-
ademic secondary stream and TVET secondary stream), and degree of flexibility at local
levels to accommodate local needs.
 Introduce a secondary school teacher deployment policy that promotes diversity in the
placement of teachers.

2.1.2 Change the governance and organizational structure of education and training sys-
tem
 Create three Ministries and develop pathways for coordination): (1) Ministry of Higher
Education and Training (MoHET); (2) Ministry of Education and Training (MoET); (3)
Ministry of Skills and Enterprise Development (MoSED).
 Make HERQA an independent agency accountable to the Office of the Prime Minster.
 Put in place a structure within the ministries responsible for coordinating Adult and
Non-formal Education (ANFE) in light of lifelong learning and partnership with the rele-
vant sectors.
 Establish and strengthen independent quality assurance agencies for higher education;
teacher education; general education; and technical and vocational skill development at
national and regional levels.
 Ensure that the school system has the appropriate organizational structure and properly
staffed with administrative/support staff and equipped with the necessary facilities.
 Establish regional or zonal cluster TVET institutions governance system based on their lev-
el and occupation for better quality and effective access of training programs;

 Establish a National Competence Certification of Council (CoCC) that

oversees competence assessment and certification of Level I - V graduates
from formal and non-formal TVET and Skill Training Institutions and ensure
that comparable competence certification is established in all regional states.

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  Establish National Think-Tank TVET Research Institution which researches best practices
and produces policy proposal to the government.
 Apply Site-Based- Management (SBM) in the governance of schools to focus on the school
as a unit of change, decentralize decision making, involve professionals, patrons, and oth-
ers in decision, encourage self-study, and support innovation.
 Develop a governance system that fosters a sense of ownership and commitment among
stakeholders (staffs, parent, industry, leaders) in the system.
 Introduce an Education Law.
 Set up National Qualification Framework (NQF) that sets credit required for permeabil-
ity between different level education and training programs.
2.1.3 Define the roles and responsibilities of sector offices
• Redefine the roles, responsibilities and accountabilities, and relationships for MoE, REB,
ZED, WEO, and Schools in light of decentralization.

• Make REBs responsible for general education and training including training of primary
school teachers and leadership in the region.

• Make ZEDs responsible for secondary education and WEOs responsible for preschool and
primary education.

2.1.4 Ensure that education and training institutions have freedom and autonomy
commensurate with accountability
• Strengthen and empower regional and local education and training departments/offices to
ensure that education and training programs are aligned with demand of the economy.

• Empower the professional associations like Teachers’ Association to make it more profes-
sional and autonomous thereby contributing for the advancement of their respective pro-
fessions.

• Empower occupation based craftsman/technicians associations or specialized product or

service based small enterprise chambers to standardize occupations, develop and revise oc-
cupational standards & assessment tools, and undertake occupational competence assess-
ment.

• Create and maintain a strong accountability relationship in the system among policy mak-
ers/decision makers, education and training providers, and users.

• Establish a strong network between educational institutions and relevant stakeholders (e.g.
university-industry, school-teacher, etc.)

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Shift 2.2: Access to Quality and Equitable Education

2.2.1. Increase access across all levels of the educational system

 Universalize secondary education to reach Low Middle Income Economy.
 Develop schemes of supporting students coming from low income families in prepri-
mary and primary education as well as in the TVET programs.
 Create specialized and broad skill training TVET centers that give short term (three
to ten months) training on range of relevant issues for the unemployed, general edu-
cation dropouts, residents at ‘Woreda’ level.
 Introduce and/or strengthen distance, continuing and online education in higher ed-
ucation institutions.
 Significantly expand access to higher education as a requirement of becoming a
middle income country, but make sure that the necessary resources are ready before
starting a new university.

2.2.2. Improve the quality of education and training at all levels of the
educational system
 Ensure accountability for learning outcomes.
 Introduce research and ICT infrastructure to support leaning and innovation at
all levels.
 Improve the quality of prospective teacher preparation programs across all
levels.
 Create centers of excellence for secondary teacher education in well-established
universities; and at least one center of excellence of preprimary and primary
teacher education at each of the regional states.
 Establish a specialized National University of Education with focus on teacher
education.
 Establish a national Teacher Educational Research and Strategy Institute
(TERSI).
 Introduce national strategy to attract trainable and motivated trainees in to
TVET institutions, including through introduction of special incentives.
 Introduce national strategy to recruit, train and deploy young talented and
motivated professional as TVET trainers.

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  Introduce national strategy to attract, recruit, deploy and retain competent,
industry experienced and motivated trainers.
 Establish residential TVET colleges and polytechnics to ensure equitable
access to quality TVET.
 Establish Higher TVET and skill development universities to train advanced
skills, technical engineers and master technologists.
 Promote Internationalization of HEIs to increase the quality of higher
education. Connect Ethiopian HEIs to world class universities and research
institutions.
 Encourage private provision of higher education with appropriate quality
control in place.
 Develop strong quality assurance and enactment mechanism to deal with
quality of education for non-dormitory delivery of education like open,
continuing, distance and online education.
 Reconsider the existing ratio (i.e. 70:30) of higher education institutions’
intake based on the human power needs of the country.

2.2.3. Ensure an equitable education and training for all learners

 Ensure that all students complete their education, and have achieved the necessary
learning outcomes at the end of each program (through identifying and accommodat-
ing the need of every learner).
 Create an inclusive learning environment at all levels in different locations which
provide the best possible education for every learner (regardless of disability/special
needs, gender, socioeconomic and cultural background, emerging and pastoralist
regions and geographical locations).
 Establish a strong database of students’ profile and background at all levels so that
the necessary service is put in place.
 Increase the female students’ enrollment and the share of female academic staffs to
narrow the gender gap.
 Establish residential middle and higher TVET Institutions to improve access to
quality TVET to all citizens.

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Shift 2.3: Education and Training Structure

 Preschool education (O-class) will be part of the general education and given for
two years at ages 4+ and 5+.
 Primary education will last six years, from grades 1-6.
 Lower secondary education will last two years, grades 7-8.
 Upper secondary will run from grades 9-12, with two tracks (academic and TVET).
 Undergraduate university education will be 4 years (preparatory education will be
part of the university education), for engineering 5 years and medicine 6 years.
 Pre-service preparation of teachers lasts for at least three years for preprimary and
lower primary (12+3) Diploma, for upper primary and secondary grades 9-10 (12+4),
Bachelor; for secondary grades 11-12 (MA/MSc).
 All professional training will be pursued after completion of grade 12, postsecondary
including teacher training and TVET.
 Introduce two or more track systems in the regular/formal education: vocational-
ized academic tracks and TVET track.
 Formal TVET will be given at secondary school level with certificates (Level 1 &
Level 2) and postsecondary level in colleges with higher Certificate & diploma (level
3 & 4)), polytechnics with advanced diploma (level 5) and technical university with
Bachelor and Master Degree.
 Non-formal TVET will be given in short and medium term training (Level 1 to Level
5).

Shift 2.4: Curriculum and Assessment

2.4.1. Produce locally and globally competent graduates

Develop a nationally relevant, developmentally appropriate, and internationally comparable
curriculum. This means producing:
 critically and reflectively oriented persons;
 academically and practically skillful persons;
 morally, aesthetically, physically and socially superior citizens; and
 entrepreneurial and innovative persons; and persons who are life-long learners.

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2.4.2 Develop competency-based curriculum at all levels
 Shift focus of curriculum from knowledge-based content to skill-based content.
 Align content of curriculum with generic, academic and occupational skills.
 Align teacher education curricula to school curricula; and the level for which can-
didates are trained.
 Teach basic skills, life skills and higher order skills.
 Prepare curriculum for the gifted and talented.
 Create pathways for integration and training with non-formal education.
 Contextualize and design comprehensive preprimary education curriculum that
can enhance the holistic development of the child which among others includes
the cognitive, socio-emotional, physical, aesthetic and social skills development.

2.4.3 Vocationalize curriculum by introducing technical, technology and entrepre-

neurial programs for different level of education and training
 Introduce technology courses in primary and secondary education.
 Introduce three-and-six month skill training programs in the form of non-formal
education.
 Introduce strong co-curricular and extra-curricular programs.
 Create TVET track in secondary education.
 Initiate post-secondary TVET programs that are offered in TVET College and
TVET University.

2.4.4 Shift from examination orientations to assessment methods

 Focus on Normative Continuous Assessments (NCA).
 Test not only knowledge but skills and attitude including energy.
 Put the focus of National and Regional examinations on testing competence.
 Introduce international examinations for internationalization and international
competitiveness.
 Limit the number of testing areas/subject matter in regional and national examina-
tions.

2.4.5 Shift to active methods of teaching radically

 Design a program of student activities aligned to learning outcomes.
 Design a program of teacher activities aligned to learning outcomes.
 Create an inclusive teaching and learning environment.

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  Shift emphasis from classroom setting to field setting for learning by doing.
 Employ play as a major approach to teach preprimary school children by using ac-
tivities such as local games, stories, songs and puzzles.

2.4.6 Shift to business and industrial occupation based curriculum for second-
ary school and post-secondary TVET
 Revise occupational standards (OSs) with active participation of chambers of
craftsmen, trade unions, professional engineers/technologist associations, etc.
 Shift from TVET School based occupational competence assessment of TVET
graduates to industrial based assessment.
 Use active practicing craftsmen, technologists and engineers in industry as asses-
sors in competence assessment.

Shift 2.5: Teachers Preparation and Development

2.5.1. Ensure effective preparation and fair deployment and transfer

 Recruit candidates from among the high or medium achievers, on successful com-
pletion of grade 12; diversify the criteria used to recruit candidates into teacher
preparation programs (include content knowledge, pedagogical knowledge, peda-
gogical skills, and attitudes towards teaching, etc. in the criteria).
 Develop a framework for the selection, preparation and development of teacher
educators.
 Develop national framework to recruit, train and deploy young, talented and moti-
vated from secondary school, TVET Colleges, Polytechnic and Technical Universi-
ties graduates.
 Develop strategy to attract practicing engineers, technologists and industry pro-
fessionals who would serve as adjunct faculty at TVET institutions by providing
pedagogical training, incentives and improving the social status of such a service.
 Create standard curricula and modules for educating and training of trainers for
different level of TVET.
 Use diverse modalities of teacher preparation (including but not limited to inte-
grated/concurrent and add-on/consecutive modalities).

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  Improve teachers’ motivation and benefit schemes: make teacher's salary at least
competitive to that of other professions, provide adequate benefits including hous-
ing, transport, free medical treatment, full salary during retirement, loan with low
interest or no interest, etc., and substantially improve hardship allowance and as-
sociated packages.
 Introduce a career structure whereby experienced teachers could assume school
leadership positions.
 Strengthen external and internal support system for school teachers.
 Harmonize teacher deployment by level and subject area.
 Coordinate a teacher transfer, for secondary schools, centrally at federal level (by
the MOE).

2.5.2. Undertake a continuous and systematic professional development (CPD)

 Institutionalize CPD both in schools and CTEs.
 Reconceptualize CPD to address deficiencies both in the subject matter
knowledge and the pedagogical preparation.
 Integrate CPD with career structure and relicensing.
 Abandon the summer program for upgrading; and use it solely for CPD.
 Stop upward movement of teachers following upgrading (increase salary and in-
centive for each level following upgrading).
 Build the capacity of university staff on proper implementation of modular ap-
proach.
 Introduce a scheme in selected pre-school and primary school teacher preparation
colleges for preparation of teachers or trainers for TVET programs.
 Select and capacitate technical colleges and universities that train trainers for
higher level secondary school and postsecondary TVET programs.

Shift 2.6: Leadership Preparation and Development

 Ensure that recruitment, appointment and selection of educational leaders and

managers is done transparently based on merit based and objective criteria/KPI.
 Build the capacity of leaders and mangers through continuous professional
development, supported with incentive schemes.

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  Introduce an alternative accreditation pathway linking leadership preparation,
research, teaching and policy.
 Democratize and professionalize leadership through merit/competency based
assignment at all levels.
 Create a system for preparation and development of TVET leadership
development both at policy maker and operational levels.
 Create a TVET leadership training program in selected TVET colleges or technical
universities. The colleges or universities would recruit candidates with a work
experience in TVET institutions and/or industries.

Shift 2.7: Research and Development

 Create Research and Development (R & D) Unit in each education structure

(MoE, REB, WEB & School).
 Improve research and technology transfer infrastructure including core and com-
mon research laboratories, incubation centers, and publishing houses; all equipped
with IT facilities.
 Increase the budget for research and technology transfer to at least 5% of the total
budget excluding budget for infrastructure.
 Allocate a sufficient budget for community service activities of universities so that
community service becomes a budgeted mandate of universities.
 Establish special procurement modalities suitable for effecting procurement of re-
search and laboratory inputs.
 Make academic staff allocate more time for research and community services by
revising higher education proclamation.

Shift 2.8: Parents, Community and Private Sector Engagement

 Introduce a policy aimed at promoting provision of quality education and training at

all levels by private institutions with support and strict quality control.
 Introduce a legal provision that encourages companies and business enterprises to
engage in higher education institutions thereby enabling them to contribute more ef-

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 fectively in training, student placement for apprenticeship and internship as well as
establishment of joint centers of excellence in technical fields.
 Empower parents, community and private sector to actively participate in monitor-
ing and evaluation of education service delivery.
 Steer university-industry linkages by creating a tripartite relationship (triple helix).

Shift 2. 9: Skilling and Entrepreneurship Development

Initiate skilling and entrepreneurial programs by:

 Establishing national skill development agency or corporation that catalyzes the

creation of market-based, scalable business enterprises by providing funding
through a combination of loan and grants, engages industry and businesses, and
promotes competence of TVET providers and centers of excellence for training of
trainers.

 Initiating entrepreneurial skills development programs in HEIs by establishing en-

trepreneurship centers, streamlining entrepreneurship in the curriculum in capac-
itating higher TVET institutions to be able to incubate industry.

 Establishing national skill training and higher education institutions and infra-
structure mapping office which maps the human resource profile and infrastruc-
ture of public and private universities, skill training centers, TVET colleges and
polytechnics, and stipulates minimum infrastructure and human resource re-
quirement to realize their missions.

 Creating alignment between employer/industry demand and TVET institutions’

mission with trainees’ aspirations for sustainable livelihoods by strengthening
outcome-based TVET and Skill training programs in collaboration with relevant
industry.

 Capacitating TVET institutions to develop internal capacity to provide appren-

ticeship within their premises where appropriate industry is absent.

 Establishing and empowering different occupation practitioners’ chambers and

specialized SME chambers that participate in preparation of occupational stand-
ards, assessment tools and administering competence assessment, certification of
practitioners.

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  Establish National Sector Skill Councils that identify high priority occupations,
revise/develop corresponding occupational standards, and develop guiding qualifi-
cation required to practice the occupations, and competence assessment tools de-
velopment and competence assessment.

 Establish clusters of quality and relevant technical and industrial training institu-
tions by introducing a cluster management system among TVET centers, college
and polytechnics at Zonal or Regional levels.

 Establish Industrial Training Institutes in a public private partnership (PPP)

mode.

 Establish a continental and international skilled workers and technicians training

institutions.

 Create central and regional career service/placement centers (CSC) that provide
counseling and advice to trainees and post-placement support, career develop-
ment counseling and mentorship to TVET and skill training.

Shift 2.10: Language and Education

 Implement proficiency in trilingualism (mother tongue, national working language

(Amharic), optional language to facilitate inter-regional mobility, and international
language (English) as strategy in the policy.
 Use a flexible medium of instruction for general education, and technical vocational
education and training.
 Fully align the language of instruction in teacher education colleges to the level for
which candidates are trained.
 Create an opportunity for prospective teachers to learn various Ethiopian languages.
 Strengthen the teaching of English language and national working language starting
from grade one.

Shift 2.11: Unity and Diversity

 Introduce multicultural courses, at all levels of education, so as to help students get

exposed to the diverse culture/peoples of Ethiopia.

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  Introduce general education programs so that the graduates would have better out-
look (history, geography, communication, etc.) and appreciate unity and diversity.
 Re-introduce university student internship service during undergraduate study and
assign students to locations/regions different from their parents’ location/region.
 Promote cooperation among ethnic groups by minimizing contexts that accentuate
competition.

Shift 2.12 : Financing Education

 Broaden the sources of financing education such as loan and voucher systems that allow
all students to choose the school they want.
 Support and encourage the private sector, NGOS, faith-based nonprofit organizations and
other organizations including foreign companies to expand participation in the education
and training sector.
 Decentralize the financing system, strengthening autonomy and accountability at all lev-
els.
 Reform the expenditure allocation; reallocate spending in favor of lower level education
and training; preprimary and primary education, TVET, ANFE/Integrated adult func-
tional literacy in light of fairness, target group being served, and cost incurred.
 Institute differential block grants, funding formulas that take into account: input based
funding, performance based funding, endowment, and tuition fees.
 Introduce education tax, user fees for those who are capable to pay, continue free fees at
lower levels and strengthen community financing and demand side financing.
 Increase gradually the cost sharing of students from the current 15% to 30% over the
next 15 years.
 Base public funding on competitiveness of educational institutions for students and per-
formance including grant awards.
 Develop guidelines for the generation and execution of internal revenue of education and
training institutions that provides greater autonomy.
 Develop a national framework for procurement and budget usage to have a continu-
ous/smooth and sustainable flow of inputs for teaching, research, and community service.
 Develop a legal framework that encourages businesses and industry to contribute for
preparation of skilled workers they employ to maintain their productivity.

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 Introduce federal government budget contribution to build and operate strategic TVET
institutions in regions and industrial zones and parks.
 Introduce industrial skill training fund to which companies and employers contribute
through payroll levies and employment insurance.
 Solicit multi-lateral organizations and multinational companies to build advanced indus-
trial skill training institutions.
 Introduce performance based budget allocation to public TVET institutions using perfor-
mance index established employability of graduates, enterprises incubated, technology
generated and revenue generated inputs;
 Strengthen the University-Industry Linkages, local and international partnerships and
use this collaborative work as a means of institutional funding sources.
 Provide all institutions with adequate budget for facilities and infrastructure as mini-
mum requirement/standard to run programs.
 Introduce public private partnership (PPP).
 Align the finance of education and training to learning outcomes.

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