Training on HDP and TTLM for KAC

Instructors

Prepared by
Dr. Amare Getu (DVM, MVSc., Senior Instructor)
Dr. Misaw Kasye (DVM, MVSc., Senior Instructor)

September, 2022
Kombolcha, Ethiopia

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 TABLE OF CONTENTS
CONTETS PAGES
ACKNOWLEDGEMENTS..........................................................................................................2

LIST OF ABBREVIATIONS.......................................................................................................3

1. BACKGROUND INFORMATION.........................................................................................4

1.1. Background Information of Higher Diploma Program..................................................4

1.2. Background of Teaching Training and Learning Modules............................................4
1.3. Back ground of HDP and TTLM in Kombolcha Agricultural College.........................6
2. OBJECTIVES............................................................................................................................7

3. TRAINING IMPACTS.............................................................................................................7

4. TRAINING OUTCOMES = please add the short term and specific effect of the training 7

5. WHAT IS EXPECTED FROM INSTRUCTORS DURING THE TRAINING?................8

6. BUDGET BREAK DOWN = please modify the budget break down...................................8

7. REFERENCES =please complete the reference.....................................................................9

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ACKNOWLEDGEMENTS

We would like to thank Mr. Wubu Taye, the Academic vice Dean of the Kombolcha
Agricultural College, for his positive feedback during the preparation of this training proposal.

We are highly indebted to Mr. Zeleke Desalegn and Mr. Belete Alemu, after all we have
assessed, submitted and notified the gaps to Mr. Wubu Taye ( the academic vice dean) , They
pushed and give us energy to fully develop this proposal.

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LIST OF ABBREVIATIONS

ESDP Ethiopian School Development Program

GTP Growth transformation Plan

HDP Higher Diploma Program

KAC Kombolcha Agricultural College

MoE Ministry of Education

MoLS Ministry of Labour and Skill

SDG Sustainable Development Programme

TTLM Teacher Training Learning Module

TVET Technical Vocational Education and Training

UNESCO United Nation Educational, Scientific and Cultural Organization

WU Wollo University

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 Training on HDP and TTLM for KAC Instructors
1. BACKGROUND INFORMATION
1.1. Background Information of Higher Diploma Program

The Higher Diploma Programme (HDP) was developed as a result of the study into the quality
and effectiveness of teacher education in Ethiopia, (Livingstone et al, 2000), which identified the
needs of teacher educators in Ethiopia. The HDP started in all 21 teacher education institutions in
October 2003 (1996 E.C), as a new compulsory qualification for all teacher educators.

The programme continually develops in line with government policies and strategies. Presently,
the ESDP IV and the Growth and Transformation Plan 2010/11 – 2014/15 (GTP) have informed
the direction. The significant expansion in tertiary education has resulted in the need for more
trained teacher educators, to guarantee the quality and to achieve the sector goals, and to meet
the demand for the HDP.

Those who educate the learners must themselves be of high quality, be highly competent and be
educated for the specifics of their role to produce better teachers and to improve the learning of
all students in Ethiopia. The programme provides teacher educators with support for their
development as effective and reflective practitioners with enhanced professional status.
1.2. Background of Teaching Training and Learning Modules
UNESCO has developed a Strategy for TVET (2016-2021) in alignment with Sustainable
Development Goal and the education 2030 Framework for Action to strengthen TVET systems
of Member States and advance youth employment, access to decent work, entrepreneurship and
lifelong learning opportunities in specific national contexts.
TVET comprises education, training and skills development relating to a wide range of
occupational fields, production services and livelihoods. It empowers individuals, organizations,
enterprises and communities and fosters employment, decent work and lifelong learning thereby
promoting inclusive and sustainable economic growth and competitiveness, social equity and
environmental sustainability. Three targets under SDG4 (4.3, 4.4 and 4.5) have an explicit
mentioning of TVET covering issues related to access, relevance and gender equality.

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The TVET Strategy for 2016 - 2021 has three priority areas:
 Fostering youth employment and entrepreneurship
 Promoting equity and gender equality
 Facilitating the transition to green economies and sustainable societies

Skills development for decent work and livelihood are critical contributions to peace and
stability. Developing life and work skills means equipping learners with relevant ensembles of
knowledge, skills, and attitudes that learners can mobilize independently, efficiently, and
ethically to solve problems from a sustainable development and global citizenship perspective.

Based on needs and contexts of the specific countries, UNESCO supports Member States in
reviewing their TVET policies through analysis and alignment of key policy areas. It also
supports the development of sustainable TVET financing mechanisms, with the view to mobilize
resources for the implementation of the TVET Strategy. To support the effectiveness of TVET
reforms, UNESCO has initiated a TVET Leadership Program through the UNESCO-UNEVOC
International Centre to equip managers in ministries, agencies and TVET institutions with
effective leadership tools and skills to move from policy design to implementation and achieve
the SDG4 targets on vocational skills. In addition, UNESCO has been working on Work-Based
Learning (WBL), which seeks to inform policymakers and practitioners in private sector and
civil society about how to design and manage effective WBL programs targeting young people.

The role of TVET in human resource development and the consequent growth and prosperity of
society is an established fact. This is because TVET furnishes skills required to improve
productivity, raise income levels and improve access to employment opportunities for people. It
does this by playing three major roles: meeting the human power needs of society; raising the
employment opportunity of citizens thereby improving their livelihood; and motivating citizens
for further education and training (Schokland, 2012). They also define TVET as education and
training activity that is mainly provided to lead participants to acquire skills, knowledge, and
understanding necessary for employment in a particular occupation or group of occupations.

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Rauner and Maclean (2008) also stated that vocational education is considered a key factor for
improving or maintaining the competitiveness of enterprises and national economies. TVET
enrolment in Ethiopia existed among the lowest in sub-Saharan African countries (King, 1985, as
cited in Schokland Program on TVET, 2012). However, as of not more than three decades,
Ethiopia made a big effort in changing this history of misconception toward TVET. Particularly,
the year 1994 can be taken as the turning point in this regard. This was the time whereby the
newly assumed Transitional Government of Ethiopia (TGE), which replaced the Derg regime,
has introduced the Education and Training Policy in 1994 that gave a due emphasis for TVET
and the involvement of the private sector in TVET delivery in particular and the need for overall
partnership in general (TGE, 1994, as cited in Learn4Work, Schokland Program on TVET,
2012).

1.3. Back ground of HDP and TTLM in Kombolcha Agricultural College

It is obvious that Kombolcha Agricultural College was established in 1977 G.C. with primary
objective of training of agricultural extension workers. In late 1990 G.C., ATVET has been
launched by MoA throughout the country as optional for higher educational (University)
program to equip trainers in knowledge, skills and attitude at Diploma level. During this time,
Kombolcha ATVET has been one of the federal ATVET that have huge contribution in human
resource development for agricultural sector at national level. After the college has been
transferred to Bureau of agriculture (Amhara Region), it is continued as a backbone, pivotal and
a leading college of human resource development (for BoA in the region) in education, training
and research, and community servicing of both at degree (with the affiliation of WU) and level
based training (I-IV).

Even though, it is considered as a leading college and tried to give both HDP and TTLM training
previously, for its instructors, it is not as such enough and needed training to fill the gap.
Nowadays, HDP and TTLM are mandatory by MoE and MoLS to teach at degree and level
based training, respectively.
Vision
 To be a leading agricultural education, training and research and community service
center in Ethiopia

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Mission
 Empowering agricultural trainees through practical, problem solving, technologically
innovative and adaptive education and training geared towards ensuring agricultural
production and productivity
Programs

BSc and Level based (I-IV) training in Animal Health, Plant Science., Animal Science, Natural
Resource and Management, Cooperatives, Water resource and Irrigation engineering

2. OBJECTIVES

The aim of the Higher Diploma Programme and TTLM for instructors is to improve the quality
of education in the KAC through a licensing programme that will develop the skills and
professionalism of instructors. This training program will enable instructors to:
 support the implementation of the GTP  
 identify their own needs and become a professional, reflective instructors demonstrating
high standards of professional ethics   
 develop teaching as a skill, based on sound theoretical knowledge and experience
 role model good practice and contribute to institutional and community development
 provide a high quality learning experience for student as instructors 
 be involved in action research, collaborative learning and team work
 address gender issues and social inclusion 
3. TRAINING IMPACTS
 Well trained agricultural instructors
 Enhanced gender equality and inclusion by instructors that in turn positively affect their
students and community later on.
4. TRAINING OUTCOMES = please add the short term and specific effect of the training

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5. WHAT IS EXPECTED FROM INSTRUCTORS DURING THE TRAINING?

During the commencement of these training instructors should:

 Commit themselves fully to the Program
 Attend all taught sessions on time
 Participate actively in group work
 Complete lesson plans and evaluations, the reflective activities and other activities during
taught sessions
 Cooperate with the HDL and HDTs to ensure the smooth running of the HDP
 Prepare materials ready for the taught sessions as required
 Complete and hand in all the assignments on time
 Complete the module assessment and self-assessment at the end of each module
 Complete the portfolio for the final assessment on time
6. BUDGET BREAK DOWN = please modify the budget break down
Participants
List Number Unit of Total Remark
price/day

Trainer 4 Wollo University(2)

and Kombolcha
industrial poly
technique(2)
Trainee 22 (HDP) 36
14(TTLM)
Invited 3 Dean, Acadamic and
Guests Administrative vice
deans)
Facilitators 4 From Admintraive
finance,communication,
ICT)
Logistics

Entertainmen 50 50 37500 Break time(Morning

t and in the afternoon)
Notepads 50
pens 50 15 750
Flip charts 10
Contingency

8
(5%)
Total cost

7. REFERENCES =please complete the reference

1. Journal of Education and Vocational Research (ISSN 2221-2590) Vol. 8, No. 3, pp. 16-
28, September 2017
2. UNESCO (2016): Strategy for Technical and Vocational Education and Training (Tvet)
(2016-2021).
3. Livingstone et al, 2000):