LEADERS’ PRACTICES AND CHALLENGES IN IMPROVING INTERNAL EFFICIENCY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES: THE CASE OF HARAR, HARAMAYA AND BABILE TVET COLLEGES

Abstract

The study under the title “Leaders’ Practices and Challenges in Improving Internal Efficiency of Technical and Vocational Education and Training Colleges: The Case of Harar, Haramaya and Babile TVET Colleges” was conducted to learn the’ practices and challenges of TVET leaders in improving internal efficiency of public TVET colleges. The research tried to give evidence-based answers to four basic research question; these are 1) What are the current practices of TVET leaders in imporving internal efficiency of their respective colleges? 2)what specific strategies do leaders employ to enhance internal efficiency in the TVET colleges 3) what are the major hindrances to improving internal efficiency in TVET colleges and 4) in what ways can leaders enhance internal efficiency in TVET colleges. The main purpose of the study was to assess the leaders’ practices and challenges in improving the internal efficiency of TVET colleges. Specifically, the study attempted to (i) assses the current practice of leaders with respect to improvement of internal efficiency (ii)assess specific strategies leaders employ to enhance internal efficiency in the TVET Colleges(iii) identify the major hindrances in improving internal efficiency in the TVET and (iv) identify ways leaders, enhance internal efficiency at Harar, Haramaya, and Babile TVET Colleges. Three TVET colleges were selected from Harari region and eastern Hararghie zone of Oromiya region. A descriptive survey research design was used to conduct the study with qualitative and quantitative approaches. Questionnaire and structured interview guide were used to collect primary data from sample population which was composed of TVET trainees, Trainers, leaders and technical staffs of target colleges.The study revealed that despite the fact that the trainers in each college have adequate skills, knowledge and work experience to deliver their duties as per the guidelines set forth in the TVET policy and strategies, most leaders lack optimal level of readiness, discipline and time management skills. The physical facilities of the colleges meet minimum requirement to conduct the training according to the TVET policy. It is proved that the colleges do not have adequate facilities and supply of consumable training inputs to accomplish effective training programs. Seemingly, it was also found out that the cooperation among TVET leaders, trainers, trainees, and support staffs within the college was loose. In light of the conclusions drawn, it is recommended that the major operational responsibilities should be given to TVET institutions to be autonomous to provide efficient leadership in planning and designing TVET programs, develop curricula, selection of trainees, recruitment of the staff and overall human resource management, using scarce resources properly and generation of external funds. As prescribed in TVET policy and strategy (MoE, 2018), increased responsibilities of leaders require effective, strong, competent and powerful leadership skill.