Professionalization of VET teachers in Ethiopia: The current practices, the challenges and the way forward

In the past, TVET teachers acquired pedagogical and vocational skills at the beginning of their career. This would be adequate for them to prepare TVET trainees for the job they were being prepared. However, today this is no longer possible as real “world of work” is changing and demanding new knowledge, innovative learning methods, advanced technology and work practices in a non-stopping way. One way of tackling the challenge is through professionalization of teachers so that they would be equipped with necessary skills and knowledge that enable them to cope up with the ubiquitous change. As a result, this paper initiated to identify the current practices and challenges Ethiopia is facing in the move towards professionalizing TVET teachers. This was done through critical review of national documents on TVET system where international literatures were also used for comparison. In addition, empirical data were collected from TVET colleges in Jimma town (Ethiopia) for illustration. In general, the study shows that due emphasis was given for professionalization of TVET teachers by clearly defining profiles for TVET teachers of different levels. However, there is high shortage of TVET teachers, particularly industry- based trainers. The shortage is due to lack of competent candidates who can meet the requirements. Lack of Higher Learning Institutions that can supply TVET teachers is the other factor. In addition, those who have gone through pedagogical training were also opting for teacher-dominated teaching approach, which is against the basic principle of TVET pedagogy.