Federal TVET Institute

Dept. of TVET Leadership &

Management
COURSE -TVET MANAGEMENT (VPD 204)

BY: BEKRE H.(PHD)

ADANE ABEJE
ABEBAW LEMMA

ADDIS ABABA
ETHIOPIA
 Course objectives:
Upon the completion of this course, students will be able to:

 Discuss the definition of TVET, Global Perception towards TVET and the
Role of TVET
 Explain the main issues of National TVET Strategy
Discuss the current trends and challenges in TVET worldwide
Define Management
 Demonstrate the fundamentals and functions of management
 Identify the management theories
Know methods of diversified management work
Understand the principles of Kaizen
Evaluate the importance of Quality Management System
 Chapter One & Two

Purpose of Education
Definition of TVET
World wide perception of TVET
Role of TVET
National TVET Strategy
Outcome - Based TVET Approach /Competence – Based TVET
Challenges of TVET
“Education is the most powerful weapon
which you can use to change the world.”

Nelson Mandela
 Introduction
1. Purpose of Education
According to UNESCO (1999), education is a single most
powerful means to improve the quality of life, the most
powerful weapons against poverty.

World Bank (2008) also describes as education plays a central

role in preparing individuals to enter the labor force as well as
equipping them with the skills needed to engage in lifelong.
 2. Definition of TVET

According to Wikipedia (UNESCO-UNEVOC, 2017), TVET is

education and training which provides knowledge and
skills for employment.
 Definition of TVET – cont.

TVET- refers to those aspects of the educational process

involving, in addition to general education, the study of
technologies and related sciences, and the acquisition of
practical skills, attitudes, understanding and knowledge
relating to occupants in various sectors of economic and
social life (UNESCO, 1999).
3. Worldwide perception about TVET

The 3rd International Congress of UNESCO on TVET,

Transforming TVET: Building skills for work and life,
informs that worldwide governments and other stakeholders
expect TVET to address multiple social and economic
development priorities, from poverty reduction, food security
and social cohesion to economic growth and competitiveness
(UNESCO, 2012).
 In 2007, the African Union drafted the Strategy
to Revitalize Technical and Vocational Education
and Training in Africa (African Union, 2007).

 The report states that there is a fresh awareness

among many African countries of the critical role
that TVET plays in the national development.

 Aim- To foster youth employment

 TVET as Global Development Agenda
Global Sustainable Development Goals 2015-2030
Goal 4. Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all

4.3 By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university

4.4 By 2030, substantially increase the number of youth and adults who have
relevant skills, including technical and vocational skills, for employment, decent
jobs and entrepreneurship.

4.5 By 2030, eliminate gender disparities in education and ensure equal access to
all levels of education and vocational training for the vulnerable, including
persons with disabilities, indigenous peoples and children in vulnerable situations
4. Role of TVET
The purpose of Technical and Vocational Education
and Training (TVET) is to equip people with the
technical and professional skills needed for socio-
economic and industrial development of the country.

The emphasis is on training people for self-

employment.
Cont.

It is a major agent for industrial development as well

as for social progress of any country

It is a fundamental element in the development

equation because it allows individuals and societies to
unlock their potentials, expand their horizons and
adapt to the changes in the dynamic world (Nsiah-
Gyabaah, 2009).
Cont.
UNESCO (2004) clearly states the high importance of TVET in
education as follows:

Since education is considered as the key to effective

development strategies, technical and vocational education
and training must be the master key that can alleviate
poverty, promote peace, conserve the environment,
improve the quality of life for all and help achieve
sustainable development.
Cont.

UNESCO (2009), further explains TVET as an important

element in any national education system since production
and economic competitiveness in most areas are
increasingly dependent on specialized labor which needs
qualified labor sufficiently.
Cont.
 Technical and vocational education and training (TVET) has an
important role to play in preparing young people for the jobs of
tomorrow.

The multidisciplinary nature of TVET and its supposedly close links

to the world of work make it one of the educational sector that
contributes most to the training of skilled labor and gives both young
people and adults the knowledge required to carry out a trade.

For many, it is a main passport to employment and the possibility of

social advancement.
5. National TVET Strategy
 Technical and vocational Education and Training (TVET)
is an indispensable aspect of the educational system of
Ethiopia.

 Following the new Education and Training Policy of 1994,

TVET in Ethiopia was not only tremendously expanded and
diversified, but efforts were also made to make it relevant to
the national development needs of the country (MOE, 2005).
Cont.

The new and current TVET strategy which was developed in 2008 has made
an outcome-based (competence-based) education and training the formal
approach to TVET in Ethiopia (MOE, 2008):

The national TVET system, in line with many modern TVET systems
worldwide, will be re-organized into an outcome-based system.

This means that identified competences needed in the labor market will
become the final benchmark of teaching, training and learning, and that all
institutions, rules and regulations of the TVET system will be (re-) defined
so that they support citizens to become competent (MOE, 2008, p. 21).
Cont.

 TVET in Ethiopia has therefore been reorganized into an

outcome-based system with the main emphasis on
competence development, which is also the point of
departure of competence-based education and training
(CBET).
Cont.

As envisioned in TVET strategic documents (MOE, 2005;

2008), the overall objective of TVET in Ethiopia is:

 to create a competent, motivated, adaptable and innovative

workforce in Ethiopia contributing to poverty reduction and
social and economic development through facilitating
demand-driven, high quality technical and vocational
education and training, relevant to all sectors of the
economy, at all levels and to all people (p.12).
Guiding Principles Of National TVET Strategy

 Demand-orientation
 Quality and Relevance
 Equal access and equal opportunity
 Pathways
 Flexibility
 Life-long learning
 Gender sensitivity
 Contributing to the fight against HIV/AIDS
 Contributing to environmental protection
Conceptual Principles Of National TVET Strategy

 Making TVET Institutions Centres of Technology

Capability, Accumulation & Transfer
 Aiming at a Comprehensive and Integrated TVET
System
 Stakeholders’ Involvement
 Public Private Partnership
 Outcome-Based Approach
 Decentralization
 Efficiency in the TVET System
6. Outcome-Based TVET
THE EDUCATION AND TRAINING SYSTEM
SHOULD BEGIN AND END WITH THE
CUSTOMERS NEEDS
BUT! Who is the customer of the system?
• Commerce
• Industry
• Government
Commerce, Technical and
communicates needs and priorities
Industry Vocational
responds with
and Education &
system and programs / courses
to meet those needs
Government Training
 Cont.
HOW ARE THESE NEEDS
 
IDENTIFIED AND
COMMUNICATED?
Usually through a job
analysis process with the development
of occupational standards

AT...

The industry wide level or

organization level
 Producing Industry Manpower
Requirements

Curriculum and
Occupational Standards
Learning Modules

Development Development of
of OS Curriculum

Recognition of
Assessment & Conduct of TVET Program
Certification Training
OUTCOME BASED
AS AN APPROACH TO LEARNING ...

 places most emphasis on what the learner

should be able to do
 is focussed on performance rather than on
learning process within specified times
 is concerned with the demonstration or
provision of evidence of KSA to a specific
level of Competence
Cont.

 TVET program is based on curriculum developed

from the occupational standards
 Learning is driven by competences written to the
occupational standards
 Local education and training is benchmarked to
international standards
 Cont.
 Learning module is defined as an instructional package dealing
with single conceptual unit of subject matter and enabling the
learner to master one module before entering another

 Training materials are directly related to the units of competence

and the learning modules

 Assessment of learners is based on performing competences

required by a specific learning outcome and by the occupational
standard as a whole
7. The Concept of Competence
Competence is a broad concept comprising the
possession and application of a set of skills, knowledge
and attitudes which are necessary to:
 successfully compete for jobs in the labor market;
 be a productive and adaptable entrepreneur, employee
or self-employed, and
 thus to contribute to personal empowerment in
economic and social development.
Dimensions of Competence

In line with the definition of competence MOE (2008), it also

stated that: Competence involves successful work
performance. As such it is usually seen to comprise four
dimensions, namely:

1. Task kills - this involves undertaking a specific workplace

task.

2. Task management skills - this involves managing a

number of different tasks to complete a whole work activity
Dimensions of Competence – cont.

3. Contingency management skills - this involves

responding to problems and irregularities
when undertaking a work activity. This
may involve dealing with:
 breakdowns
 changes in routine
 unexpected or a typical results or outcomes
 difficult or dissatisfied clients
Dimensions of Competence – cont.

4. Job/role environment skills - this involves dealing with

the responsibilities and expectations of the work
environment when undertaking a work activity. This may
involve:
 working with others
 interacting with clients and suppliers
 complying with standards operating procedures
 observing enterprise policy and procedures.
Competence
Knowledge

Skills

Attitude
7. ISSUES AND CHALLENGES IN DEVELOPED AND
DEVELOPING COUNTRIES

 Curriculum and multiplicity of provision, certification,

standard.

 Mind-set change and poor perception & recognition of

TVET

 Shortage of technical teaching staff.

 TVET lecturers’ scheme of service.

High cost of technical education.

 Cont…

 Employability of graduates.
 Flexible access to TVET throughout life.
 Enculturation of life-long learning.
 Weak monitoring & evaluation and Demand-Supply
Mismatch
 Lacking in efficiency and quality.
 TVET providers. Non-Homogeneous Participation of Ethnic
Groups
 Attrition and Completion issue
 Cont…

The socio-economic environment and the contextual framework in

which TVET delivery currently operate on our continent may be
described by the following groups of indicators:

i) Weak national economies characterized by low job growth, high

population growth, and a growing labor force:

ii) Shrinking or stagnant wage employment opportunities especially in the

industrial sector

iii) Huge numbers of poorly educated, unskilled and unemployed youth

iv) Educated but unemployed college and university graduates
v) Uncoordinated, unregulated and fragmented TVET delivery systems
vi) Low quality
 Cont…

vii) Geographical, gender and economic inequities

viii) Poor public perception
ix) Weak monitoring and evaluation
x) Inadequate financing
xi) Public versus private provision of TVET
xii) Threat of HIV/AIDS
 Chapter Three
Fundamentals of Management
What is Management?

Management is a set of activities (including planning,

organizing, staffing, leading, decision making and
controlling) directed at an organization’s resources
(human, financial, physical, time and information) with
the aim of achieving organizational goals in an efficient
and effective manner.
 All organizations - business, political, cultural or social are involved
in management because it is the management which helps and directs
the various efforts towards a definite purpose.

 Management is a purposive activity. It is something that directs

group efforts towards the attainment of certain pre - determined goals.

According to F.W. Taylor, “Management is an art of knowing what to

do, when to do and see that it is done in the best and cheapest way”.

 It is the process of working with and through others to effectively

achieve the goals of the organization, by efficiently using limited
resources in the changing world.
Efficiency:

 A measure of how well resources are used to achieve a goal. It is getting

high output or the same amount of output at the same amount of input or
lower input, respectively.

 Maximizing the organization’s productivity by wise utilization of scarce

resources.

 It is spending less & acquiring more by minimizing cost

 It is concerned with cost reduction

 It is doing things right

 Usually, managers must try to minimize the input of resources to attain the
same goal.
Effectiveness:

A measure of the appropriateness of the goals chosen (are these

the right goals?), and the degree to which they are achieved.

 It is providing the right product for the right person or customer

 It is doing the right things at reasonable cost (efficiently)

 Determine the success of the organization because it is doing the

right things
 Significance of management

Management is significant since,

 The coordination of resources is impossible without management

 It affects the establishment and re-establishment of many economic

social and political goals of the country

 It helps in Achieving Group or Organizational Goals

 Optimum Utilization of Resources. The success or failure of the

organization mostly depends on the management system because it is the
wise utilization of scarce resources for unlimited human wants.
 Is Management a science, an art or a profession?

Management is science, in that it requires the use of

technical, diagnostic, decision-making skills, logics and
analyses.

And in addition it uses computers and quantitative formulas

to problems on hand. Problems can be solved using
systematic method.
 Management is an art as it requires the use of behavioral and
judgmental skills that cannot quantified the way scientific
information can be. 

 An art may be defined as personalized application of general

theoretical principles for achieving best possible results

 Issues can be resolved using instinct and experience.

It requires use of: Conceptual, communication, interpersonal, and
time-management skills.
To say management is a profession it must fulfill the
following criteria:
 Specialized knowledge
 Competence in application
 Community Service
 Social responsibility
 Self control/ code of conduct
 Levels of Management

The term “Levels of Management’ refers to a line of demarcation

between various managerial positions in an organization.

The number of levels in management increases when the size of the

business and work force increases and vice versa.

The levels of management can be classified in three broad categories:

1. Top level / Administrative level

2. Middle level / Executory

3. Low level / Supervisory / Operative / First-line managers

 Levels of Management
1. Top level management (top Managers) 

 Top level management consists of highest rank managers of an

organization with different titles such as CEO, president, vice
president.

 Top managers are responsible for managing the entire organization

or major parts of it.

 The top management is the ultimate source of authority and it

manages goals and policies for an enterprise.

 It devotes more time on planning and coordinating functions.

The role of the top management can be summarized as follows

a. Top management lays down the objectives and broad policies of

the enterprise.

b. It issues necessary instructions for preparation of department

budgets, procedures, schedules etc.

c. It prepares strategic plans & policies for the enterprise.

d. It appoints the executive for middle level managers.

f. It is responsible for maintaining a contact with the outside world.

g. It provides guidance and direction.

2. Middle level management (middle Managers)

The branch managers and departmental managers constitute middle

level. They are responsible to the top management for the functioning
of their department.
The major functions of middle level management are:

Acting as intermediary between top and operating level management.

Translating long term plans into medium range plans.

Developing specific targets in their areas of responsibility

Coordinating inputs, productivity and outputs of operating level

managements. Achieving objectives set by top level management.
3. Operating (first level) management (first line Managers)

These are types of managers whose subordinates are non management

workers or operating employees. They are responsible for day-to-day
operation.

The major functions of operating level management are: 

 Planning daily and weekly activities and accomplishment based on

the monthly, quarterly, and yearly plans.

 Assigning operating employees to specific tasks.

 Issuing instructions at the work place, following up, motivating and

evaluating workers and reporting to their superiors.
Levels of Management
 Managerial roles
A manager wears many hats. Not only is a manager a team leader, but he or she
is also a planner, organizer, cheerleader, coach, problem solver, and decision
maker — all rolled into one. And these are just a few of a manager's roles.

In his classic book, The Nature of Managerial Work, Henry Mintzberg describes
a set of ten roles that a manager fills. These roles fall into three categories:

 Interpersonal Role: This role involves human interaction.

 Informational Role: This role involves the sharing and analyzing of

information.

 Decisional Role: This role involves decision making.

1. Interpersonal:
 Figure Head Role

 Leader Role

 Liaison Role

2. Informational:
 Monitor Role

 Disseminator Role

 Spokesperson Role

3. Decisional:
 Entrepreneur Role

 Disturbance Handler Role

 Resource Allocator Role

 Negotiator Role
 Category Role Activity
Informational Monitor  Seeks and receives information
relevant to the organization;
 scan periodicals, legal restrictions
and reports; maintain personal
contact with stakeholders
  Disseminator  Provide information where it is

needed in the organization members

via memos, reports, phone calls etc.
  Spokesperson  Transmit information to outsiders via
reports, memos, and speeches
 Represent the organization in
different meeting
 Category Role Activity
Interpersonal Figure head  Represent the organization in a
symbolic way;
 Perform ceremonial and symbolic
duties, such as greeting visitors and
signing legal documents, cutting the
ribbon etc.
  Leader  Direct and motivate subordinates to
achieve organizational goals; help,
council and communicate with
subordinates
  Liaison  Acts as a go-between among
individuals inside and outside the
organization
 Maintain information links both
inside and outside organization via
mail, phone calls and meetings.
 Category Role Activity

Decisional Entrepreneur  Search out and initiate new

improvement projects;
 identify new opportunities, ideas and
delegate idea responsibilities to others
  Disturbance  Handle unexpected events and crises
handler  Take corrective actions during disputes
or crises;
 resolve conflicts among subordinates;
adapt to environments
  Resource  Decide who gets resources; prepare
allocator budgets;
 set schedules and determine priorities
  Negotiator  Represent organizations during
negotiations of union contracts, sales,
purchases and budgets
 Managerial Skills
Not everyone can be a manager. Certain skills, or abilities to translate
knowledge into action that results in desired performance, are required to help
other employees become more productive

 Skill is ability to do something expertly and well.

 Managerial skills are enhanced through formal training, reading, and practice.

There are three principal skills that managers get through experience and
education. These are:
◦ Conceptual skills
◦ Human skills
◦ Technical skills
1. Conceptual skills
This skill calls for the ability to think analytically. Analytical skills enable managers
to break down problems into smaller parts, to see the relations among the parts, and
to recognize the implications of any one problem for others.
 Conceptual skill involves the ability to view the organization as a whole,
understand how the various parts are interdependent, and recognize its
relationships to large environment or business world.
 Are ability (or mental capacity) to conceive and manipulate ideas and abstract
relation-ships.
 the ability to analyze and diagnose a situation and find the cause and effect
 are more needed by top-level managers
The higher the management level, the more important conceptual skills become.
2. Human skills
This skill demonstrates the ability to work well in cooperation with others.

 Human skills emerge in the workplace as a spirit of trust, enthusiasm, and

genuine involvement in interpersonal relationships.

Human skills focus on working with people to accomplish goals through the use
of human resources.

 The ability to understand, alter, lead, and control people’s behavior

 Are needed uniformly at three levels of management. That is the need for human
skills at three levels of management remains fairly constant.

 No matter how human skills are acquired, they're critical for all managers because
of the highly interpersonal nature of managerial work.
3. Technical skills

 This skill requires the ability to use a special proficiency or

expertise to perform particular tasks.

 A manager’s specialized areas of knowledge and expertise, as well

as the ability to apply that knowledge.

The job-specific knowledge required to perform a task. Common

examples include marketing, accounting, and manufacturing.

 Technical skills are most important at lower levels of

management.
 Are greatly needed by first line managers.
Skill Distribution at Various management Levels

Skills
Management Levels
 Principles of Management (Henri Fayol)
1.Division of work
According to Fayol, specialization promotes efficiency of the
workforce and increases productivity.
So every work should be divided among the
individuals and groups according to their expertise and specializations.
2. Authority

The right to give an order and the power to exact obedience. The managers
should have the power to give orders but they should also remember that
with authority comes responsibility. In other words, authority and
responsibility go together and they are the two sides of the same coin.
3. Discipline
Good conduct and respectful interactions.
Employees only obey orders if management play their part by
providing good leadership.

This management principle is essential and is seen as the oil to make

the engine of an organization run smoothly.

4. Unity of command

‘Unity of Command’ means that an individual employee should

receive orders from one manager and should be accountable to that
only.
5. Unity of direction

One head and one plan for a group of activities with the same objective.
people engaged in the same kind of activities must have the same
objectives in a single plan

In simple words, Unity of Direction means the entire firm will move in
the same direction.
6. Subordination of individual interests to the general interest

The interest of any one employee should never be given more

importance than the interest of the organization

Management must see that the goals of the firms are always paramount.
7. Remuneration
Motivation and productivity are close to one another as far as the smooth running
of an organization is concerned. This
management principle argues that the remuneration should be sufficient to keep
employees motivated and productive. Payment
is an important motivator. Pay should be fair to both the employee and the firm.

8. Centralization It
implies the concentration of decision making authority at the top level
management and sharing of authorities for the decision making process at middle
and lower levels of management. It is referred to as the decentralization. Fayol
indicate that an organization should strive for good balance in this principle.
9. Scalar chain (Line of Authority)
The line of authority from top to bottom of the organization.
Every organization has a hierarchical structure and employees should know
their position in the organizations hierarchy.

10. Order

A place for everything and everything in its place; the right man in the right
place.
According to this principle, employees in an organization
must have the right resources at their disposal, so that they can function
properly in an organization.
In addition to social order the work environment
must be safe, clean and tidy.
11. Equity A

combination of kindliness and justice towards the employees.

The management principle of equity is often included in the core values of an organization.

According to Fayol,

employees must be treated kindly and equally. Employees should always be in the right place

in the organization to do things of their expertise and skills.

12. Stability of tenure of personnel

Employees need to be given time to settle into their jobs, even though this may be a lengthy

period in the case of the managers

In every organization, employees must make an effort to reduce employee

turnover. Retaining employees should be the highest and top priority of management as

it also enhances the morale of an employee and increases their productivity.

13. Initiative

Within the limits of authority and discipline, all levels of staff should be
encouraged to show initiative

Allowing all personnel to show their initiative in some way is a source of

strength for the organization

14. Esprit de corps

Harmony is a great strength to an organization; teamwork should be encouraged

An organization must make every effort to maintain group cohesion in the

organization.
It notes that dividing the competition is a clever
tactic’ but dividing your own team is a serious error.
 Individual Assignment (20%)

1. Do you believe that TVET be able to a means for poverty reduction in

developing countries?

If you agree with this, how TVET would play an important role in poverty

reduction?

2. What are the main differences between the current TVET delivery system

(Outcome-based or competence-based) from the previous curriculum-based

TVET delivery system?

3. List some of the advantages of Outcome-based (competence-based) TVET

delivery by giving practical example.

4. According to the new Ethiopian TVET strategy there are guiding
principles of TVET system. List the guiding principles one by one and try
to discuss how far each of them are practicable in our TVET
colleges/institutions.

5. List the managerial skills and elaborate the expected performance of a

manager under each of the skill categories.

6. Try to analyze the current experience of your college management

team and write a short report how the management team practically
exercise the five management functions. Namely planning, organizing,
staffing, directing and controlling.