TVET Annual Questionnaire and Software Training ትምህርት ባለሙያዎች የተዘጋጀ ስልጠናሚያዚያ፣ 2007/15 BERHANU TADESSE TAYE

1. Training Title and Purpose: TVET Annual
Questionnaire and Software Training for
Private, Government and Non Government
TVET Institutions
አ ቃላይ የ TVET ትምህርት ገ ታ በግል፡ መንግስታዊ እና
መንግስታዊ ያልሆኑ TVET ተቋሞችላይ
Gulele Sub-City TVET office
BY: BERHANU TADESSE TAYE

2. ትወራ /projection/ mean a forecasting based on present
trends
አዲስ ገቢ ተማሪዎች + ደጋሚ ተማሪዎች= ተማሪዎች በክፍል
TVET Annual Questionnaire and Software
Training ትምህርት ባለሙያዎች የተዘጋጀ ስል ና
ሚያዚያ 2007

3. General information about the training
Training duration one day
Methods of presentation, short lecture, individual
exercises, group activities and discussions, project work,
using energizer between the session and question and
answer
Target group, private TVET data processers /owners/
Governmental and non governmental TVET data
processers /deans/ the training also accommodate for
executives, managers, supervisors,

4. •መግቢያ
•በክፍለከተማ both private and government TVET institutes የሚታዩ
የትምህርት ችግሮች በርካታና ዘርፈ ብዙ ሊሆኑ ይችላሉ ፡፡ ከእነዚህም
መካካል የመረጃ አያያዝ እና አሰረ ጨት አስፈላጊነው እነሱም ለ አካል
ጉዳተኞች ተደራሽ አለመሆን ኢፍትጠዊ (የ ታ የአካባቢ ወዘተ . . )
የትምህርት ሥርጭት ከፍተኛ የትምህርት ውስጣዊ ብክነት የትምህርት
ጥራት መጓደል ደካማ የትምህርት ዕቅድና አስተዳደር ወዘተ . . . ችግሮች
ሊሆኑ ይችላሉ ፡፡
•ችግሮች ከተለያዩ በኋላ እያንዳንቸው በጥሞና መተንተን ይኖርባቸዋል
ለዚህም የበለ ጥናት ለመስራት የመረጃ አያያዝ እና አሰረ ጨት እጥረት
መፈታት ለተመራ ማሪዎች ወሳኝን ሚና ይ ወታል በመሆኑም ያህ ስል ና
ተዘጋጀቶል፡፡

5. ርዕሶች
ምዕራፍ 1፡ 1. INTRODUCTION TO EMIS:
• CONCEPTS AND FEATURES
• EMIS and Related Concepts
• ምዕራፍ 2 የተማሪ ብዛት ትወራ ስልት
• ምዕራፍ 3፡ የሚጣሉ ግቦችና የተማሪዎች ትወራ
• ምዕራፍ 4፡ መሰረታዊ ግብዓቶችን መተወር
• ምዕራፍ 5፡ የ፤ልፍ ግብዓቶች ዋጋ መገመት፡፡

6. TVET
Annual Questionnaire all private and government TVET institute focused to fill the particular
document of Microsoft office Excel the doc name is 2. TVET institutions Questionnaire it holds
from page one to page eight and annex 1, 2 and OS streaming
1. I/. INSTITUTION IDENTIFICATION AND LOCATION
2. IV/. Characteristics and condition of buildings
3. V/. TRAINER AND ADMINISTRATIVE STAFF DESCRIPTION
4.1. VI/. ENROLMENT DATA (Regular Program)
4.2. VI/. ENROLMENT DATA (Regular Program) Conti ….
5.1.VII/. ENROLMENT DATA (Evening Program)
5.2.VII/. ENROLMENT DATA (Evening Program) Conti ….
6. VIII/. Program Completers and Dropouts (number of trainees who completed and Dropout last year)
7. IX/. REFERENCE S AVAILABLE
8. XI/. INSTITUTION GENERAL INFORMATION
Annex1 - To be used for filling enrollment and buildings
CATALOGUE OF OCCUPATIONAL STANDARDS
Annex 2 - To be used to fill teachers description and books
CATALOGUE OF OCCUPATIONAL STANDARDS

7. • ምዕራፍ 1 What is EMIS
• The acronym EMIS stands for “Education
Management Information System”.
• It is a system for organizing information base in a
systemic way for the management of educational
development.
• Its function is collecting, storing, integrating,
organizing, analyzing, managing and distributing
information for educational planning and
management.
• It provides timely, cost effective and user appropriate
information to support educational planning and
management.

8. • What is EMIS? (Con’t…)
• It provides information on state of education, its
internal and external efficiency, its pedagogical
and institutional operations, its performance, its
shortcomings and needs.
• It includes tool (software) to assist in data
collection, storage and analysis.
• It collects and stores data, but also processes
information that is used for formulating
educational policies, management, monitoring
and evaluation..

9. Knowledge
Symbols
Data
Information
Diagram 1: Information pyramid to indicate the levels of hierarchy
in the development of information.
At the base of the pyramid are fundamental
symbols:
letters, numerals, other codes, such as signs.

10. What is data/information?
• Data is the raw material to a finished
product- which is information.
o Information is data that has been put
into meaningful and useful context.

11. 2. The Benefits of EMIS
 Improving capacities in collecting, processing,
storing, analyzing and disseminating data in order
that decision makers, administrators, and
managers could base their decisions on timely
and reliable data.
 Centralize and coordinate the dispersed efforts in
acquiring, processing, analyzing and
disseminating education management information
system
 Rationalize the nature and flow of information
necessary for decision making by reducing and
eliminating duplication, and by filling in the
information gaps.

12. B. Institutional Framework/structure of EMIS in Ethiopia
Federal
Ministry of
Education
and TVET
bureau .
TVET Agency, Regional Education
Bureaus (REBs)
Sub-City TVET office and Woreda Education
Offices
TVET institutes and other Educational Establishments

13. 4. Principles of Data Collection
In order to produce quality, reliable and useful data,
data collection must be guided by certain core
principles. Some of the principles are :-
Clarity
• The data collected should be based on clear
definitions free of all ambiguities.
• Data gathering instruments and tools must be as
clear as possible.
• In order to have shared understanding, standard
terminologies must be used in order to facilitate
communication nationally and internationally.

14. Principles (cont’d…)
Completeness
•Getting data that is complete (fewer or no
missing values),
•The data should be complete in the sense that
they should be based on a complete list of the
public and private education establishments.
Accuracy
•This principle stresses that the data should be
accurate or exact.
•The data collected must be checked for
exactness at all stages of data collection, data
entry and compilation

15. Principles (cont’d…)
Adequacy
•This principle underlines that the data should be
sufficiently detailed.
•Aggregation of data should be carried out without a
significant loss due to aggregation in information, and
the possibility of tracing information must be ensured.

16. Principles (cont’d…)
Timeliness
•The time that the national Education Statistics Annual Abstracts
should be released.
•Lack of updated and timely data is a real challenge for education
planners and decision makers.
•Current or up-to-date information enables planners to base future
initiatives on what they know to be existing capacity and realities
in the education sector.
•There are often too long time-gaps between data collection and
publication, planning and monitoring in education.
Accessibility
• The comprehensibility (readability) of the data that it should be
accessible in terms of difficulty to read.
• The collected data should be simple in concept and easy to
measure.
• Accessibility may also refer to the availability of the data for
potential users.

17. Principles (cont’d…)
Regularity
 It should be frequently released/reported according to
the planned EMIS schedule for activities and
methods.
 Any delay from deadlines will create delay leading to
un-timeliness of data discussed in the above section.
Consistency
All the data must be recorded using the same definition
and measurement within the system.

18. •Data Collection
•Data Processing
•Reporting
•Publication
•Dissemination
•Feedback
5. The EMIS Life cycle
•Data Analysis

19. ምዕራፍ 2
የተማሪ ብዛት ትወራ
• ትወራ ማለት ምን ማለት ነው?
• የተማሪ ትወራ ጥቅም
በዕቅድ ዘመን የሚኖረውን የተማሪ ብዛት ለማወቅ
አስፈላጊ የሆኑ ፤ልፍ ግብዓቶችን ለማወቅ
የ፤ልፍ ግብዓቶችን ግምታዊ ወ ለማወቅ፡፡

20. በተማሪ የሽግግር ሞዴል የሚወሰዱ ታሳቢዎች
1. በየክፍሉ የተዛወሩት በሚ፣ጥለው ዓመት ይ፣ጥላሉ ተብጪ
ይገመታል፡
2. አዲስ ተማሪ ይመጣል ተብጪ አይገመትም /No New comer
/
3. ተማሪ ካÖረ ተመልሶ አይገባም /No Readmission/
4. አንድ ተማሪ እስከ 2 ግዜ ይደግማል ተብጪ ይገመታል፡፡

21. የተማሪ ትወራ ሲሰራ
በአንድ ወቅት TVET የገቡ ተማሪዎች የ level ደረጃቸው ምን
ያህል ተማሪ እንዳለ ማወቅ ያስፈልጋል
ለምሳሌ
2004…… 1000 ተማሪ level 1
2005…… ? ተማሪ level 2
2006…… ? ተማሪ level 3
2007……. ? ተማሪ level 4

22. ትወራ
• ትወራን በሽግግር ሞዴል መስራት ይቻላል
• የሚያስፈልጉ መረጃዎች
 በየዓመቱ level 1 የሚገቡ ተማሪዎች ብዛት /AIR/
 በየዓመቱ በየክፍሉ የሚያቆር ተማሪዎች ብዛት በፐርሰንት /Drop
out Rate/
 በየዓመቱ በየክፍሉ የሚደግሙ ተማሪዎች ብዛት በፐርሰንት
/Repetition Rate/

23. ትወራ
አዲስ ገቢ ተማሪዎች + ደጋሚ ተማሪዎች= ተማሪዎች በክፍል

24. በ2007 level 1 ተማሪ ብዛት /Enrollment
in level 1/
በ2007 level (1) =100 ተማሪ
level 1 ደጋሚ 2006
85
15
አዲስ ገቢ 2007

25. በ2007 ከ level 1 ወደ level 2 ሽግግር /Transition
level 1 to level 2/
level 2 ?
ከ level 2
የተዛወሩ - 2006 የ level 2
ደጋሚዎች
2007
60
level 2
አቆራጭ
2007
2006 level 1
ደጋሚ
15
25
level 1
10

26. የ level 2 ደጋሚዎች after taking COCAC
/Repeaters in level 2/
level 2- 58
ከ level 1 የተዛወሩ -
2006
የ level 2 ደጋሚዎች
2007
50 ?
level 1– 70
አቆራጭ
2006
2007 level 1
ደጋሚ
10
10

27. ከ level 2 ወደ level 3 ሽግግር /Transition level 1
to level 2/
level 3 ?
ከ level 2 የተዛወሩ -
2006
የ level 3 ደጋሚዎች 6
2007
43
10
level 3
አቆራጭ
2006
2006 level 3
ደጋሚ
5
10
level 2

28. የተማሪ ሽግግር ከ level 1
የሚሸጋገሩ ተማሪዎች ብዛት
ዓ.ም. level
1 2 3 4
2004 100
2005 ?
2006 58
2007 ?

29. የአንድ ዓመት የተማሪ ትወራ /Projecting
Enrollment for One Year/
ዓ.ም. level
1 2 3 4 ድምር
2006 ? ? ? ? ?
2007

30. ለዚህ የሚከተሉት መረጃዎች የስፈልጋሉ
1. ጥቅል ቅበላ መ ን /Apparent Intake Rate/
2. መ ነ አቆራጭ /Drop out Rate/
3. መ ነ ደጋሚ /Repeat ion Rate/

31. የሽሽግግር ሞዴል ሁለት

32. Student Flow Model
Indicators level 1 level 2 level 3 level 4 Total
Base Year (2006) 100 60 60 50 270/160
AI 90
DR 25% 10% 5% 3%
RR 15% 10% 5% 3%
PR ? ? ? ? ?
Target Year (2007) ? ? ? ? ?

33. ግቦችን ማስ፣መጥ /Setting
Targets/

34. በቅድሚያ /First Steps/
• ትወራው ለስንት ዓመት እንደሚሰራ መወሰን /Decide the
number of years for which you want to plan/
• ለሶስቱ አመልካቾች ግብዓቶችን መወሰን /Establish
targets for the three indicators that
determine student enrollment /
–

35. – ጥቅል የተማሪ ቅበላ መ ን /Apparent Intake
Rate/
– መ ነ አቆራጭ /Dropout Rate/
– መ ነ ደጋሚ /Repetition Rate/
• ለንጥር ቅበላ ምጣኔ ትኩረት መስ ት /Also
look at Net Intake Rate/

36. Apparent Intake Rate 2003-2007
N.B Target in 2008 is 105% and assuming the growth rate is constant
Year Age 7 AIR AI
Base Year
(2003)
20,000 70% 14,000
2004 20,600
2005 21,218
2006 21,855
2007 22,510
Target year
2008
23,185

37. Thank You!