M. D. Mesfin, E. J. van Niekerk


The Industrial Development Strategy of 2003 has shown that considerable human resource deficits in Ethiopia are the major reason for the low rate of industrial development. This strategy confirms in its statement: “ and a training system that is capable of producing the manpower that is both professionally and ethically capable of carrying and sustaining the responsibility of seeing to it that our industrial development program will have achieved its goals” (MOFED, 2003). Therefore, it called for efforts towards quality improvement of the workforce, to reverse the marginalisation of the industrial professions in the TVET system, and to build a culture of entrepreneurship and self-employment (MOFED, 2010). In 2009, the Southern Nations, Nationalities People’s Region (SNNPR) Centre of Competence (COC) conducted standard exams for those who graduated from TVETs. The results were disappointing, as only 12.2% of the TVET graduates and 34.9% of the TVET instructors passed the examinations (SNNPR TVET, 2010). Hence, to solve this chronic problem, high calibre deans should be appointed. In line with this idea, in the year 2003, the World Bank designed a training project to produce and assign skilled leaders in higher education in Ethiopia (World Bank, 2003). Although it failed, it was also the plan of the Ethiopian government that the percentage of TVET leaders trained in leadership would reach 100% in the year 2014 (MOFED, 2010). The TVET sector has particular significance for the reduction of poverty and for the promotion of gender equity because it stresses certain dimensions such as opportunities, skills, human resources development and empowerment. However, in Ethiopia, the Ministry of Finance and Economic Development (MOFED) has introduced an emphasis on developing TVET skills only since the turn of the 21st century. As a result, the MOE has required TVET practitioners not only to link up their knowledge and skills with the past in order to understand the present situation, but also to prompt them to look beyond the present to cope with this dynamic world (MOFED, 2006). The present study assumes importance in finding out perceived effectiveness of the leadership styles of deans in Ethiopian governmental technical and vocational education and training (TVET) colleges.


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