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Cooperative Training as a Means of School to Work Transition in Addis Ababa

Received: 13 June 2023     Accepted: 7 July 2023     Published: 20 July 2023
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Abstract

This study aimed at investigating cooperative training situation of Addis Ababa City Administration vis-à-vis school-to-work transition (SWT). Recently, there is drastic educational expansion in Ethiopia at all levels. However, the education system needs to travel a long distance to improve the quality and graduates employability. Moreover, schools focus on knowledge with inadequate consideration for value and skill formation. Training programs were also not related to small and medium enterprise (SME) development. In light of this background, the study tries to examine historical context and current practices including challenges and opportunities of cooperative training. In order to address these problems, qualitative approach was employed with some quantitative information from documents and agencies responsible for cooperative training. Interview was used to investigate challenges and opportunities during cooperative training. The data from the interview were transcribed for analysis. The findings revealed that cooperative training as a social learning has contributed for development of practical skill and work behavior. Since in this method, cost shared by companies, it created opportunity for youngsters to earn their living. Nevertheless, weak linkage between vocational colleges/institutes and cooperative training providers and limited capacity of companies to place trainees exacerbated the problem. In a different vein, the increasing trend of cooperative training coverage displayed a setback in 2020 because of the Covid-19 pandemic and started to revive as of 2021. Consequently, the cooperative training coverage in 2022 found to be 73.12%. Of these, 86% of the graduates were found to be competent on CoC occupational test and 80% of them secured job. Hence, even though there are positive developments in preparing strategies, manuals and guidelines for cooperative training, its implementation is considered as weak in terms of structure, network, coordination, and resources.

Published in International Journal of Vocational Education and Training Research (Volume 9, Issue 2)
DOI 10.11648/j.ijvetr.20230902.11
Page(s) 25-32
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Cooperative Training, School-to-Work Transition, Social Learning, CoC

References
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[10] Groenewald, T. (2004). Towards a definition for cooperative education. In R. Coll & C. Eames (Eds.), International handbook for cooperative education (pp. 17-25). Hamilton, New Zealand: University of Waikato.
[11] Jones, J. (2007). Connected Learning in Co-operative Education. International Journal of Teaching & Learning in Higher Education Volume 19, Number 3, 263-273 http://www.isetl.org/ijtlhe/
[12] Teklehaimanot Haileselassie (2003). “Social Values on Technical and Vocational Education and Training and their Implications on Development in Ethiopia”, The Eye on Ethiopia and the Horn of Africa, 23 (97).
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[23] Desalegn Endashaw (2014). Practices and Challenges of Cooperative Training in TVET Institutes & Companies in Gurage Zone. Unpublished Thesis, Addis Ababa University.
[24] Mellahi, K. (2000). “Human Resource Development through Vocational Education in GulfCooperation Countries: The Case of Saudi Arabia”, Journal of Vocational Education and Training, 52 (2): 329-344.
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  • APA Style

    Yekunoamlak Alemu Woldeyohanis. (2023). Cooperative Training as a Means of School to Work Transition in Addis Ababa. International Journal of Vocational Education and Training Research, 9(2), 25-32. https://doi.org/10.11648/j.ijvetr.20230902.11

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    Yekunoamlak Alemu Woldeyohanis. Cooperative Training as a Means of School to Work Transition in Addis Ababa. Int. J. Vocat. Educ. Train. Res. 2023, 9(2), 25-32. doi: 10.11648/j.ijvetr.20230902.11

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    AMA Style

    Yekunoamlak Alemu Woldeyohanis. Cooperative Training as a Means of School to Work Transition in Addis Ababa. Int J Vocat Educ Train Res. 2023;9(2):25-32. doi: 10.11648/j.ijvetr.20230902.11

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  • @article{10.11648/j.ijvetr.20230902.11,
      author = {Yekunoamlak Alemu Woldeyohanis},
      title = {Cooperative Training as a Means of School to Work Transition in Addis Ababa},
      journal = {International Journal of Vocational Education and Training Research},
      volume = {9},
      number = {2},
      pages = {25-32},
      doi = {10.11648/j.ijvetr.20230902.11},
      url = {https://doi.org/10.11648/j.ijvetr.20230902.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20230902.11},
      abstract = {This study aimed at investigating cooperative training situation of Addis Ababa City Administration vis-à-vis school-to-work transition (SWT). Recently, there is drastic educational expansion in Ethiopia at all levels. However, the education system needs to travel a long distance to improve the quality and graduates employability. Moreover, schools focus on knowledge with inadequate consideration for value and skill formation. Training programs were also not related to small and medium enterprise (SME) development. In light of this background, the study tries to examine historical context and current practices including challenges and opportunities of cooperative training. In order to address these problems, qualitative approach was employed with some quantitative information from documents and agencies responsible for cooperative training. Interview was used to investigate challenges and opportunities during cooperative training. The data from the interview were transcribed for analysis. The findings revealed that cooperative training as a social learning has contributed for development of practical skill and work behavior. Since in this method, cost shared by companies, it created opportunity for youngsters to earn their living. Nevertheless, weak linkage between vocational colleges/institutes and cooperative training providers and limited capacity of companies to place trainees exacerbated the problem. In a different vein, the increasing trend of cooperative training coverage displayed a setback in 2020 because of the Covid-19 pandemic and started to revive as of 2021. Consequently, the cooperative training coverage in 2022 found to be 73.12%. Of these, 86% of the graduates were found to be competent on CoC occupational test and 80% of them secured job. Hence, even though there are positive developments in preparing strategies, manuals and guidelines for cooperative training, its implementation is considered as weak in terms of structure, network, coordination, and resources.},
     year = {2023}
    }
    

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    AB  - This study aimed at investigating cooperative training situation of Addis Ababa City Administration vis-à-vis school-to-work transition (SWT). Recently, there is drastic educational expansion in Ethiopia at all levels. However, the education system needs to travel a long distance to improve the quality and graduates employability. Moreover, schools focus on knowledge with inadequate consideration for value and skill formation. Training programs were also not related to small and medium enterprise (SME) development. In light of this background, the study tries to examine historical context and current practices including challenges and opportunities of cooperative training. In order to address these problems, qualitative approach was employed with some quantitative information from documents and agencies responsible for cooperative training. Interview was used to investigate challenges and opportunities during cooperative training. The data from the interview were transcribed for analysis. The findings revealed that cooperative training as a social learning has contributed for development of practical skill and work behavior. Since in this method, cost shared by companies, it created opportunity for youngsters to earn their living. Nevertheless, weak linkage between vocational colleges/institutes and cooperative training providers and limited capacity of companies to place trainees exacerbated the problem. In a different vein, the increasing trend of cooperative training coverage displayed a setback in 2020 because of the Covid-19 pandemic and started to revive as of 2021. Consequently, the cooperative training coverage in 2022 found to be 73.12%. Of these, 86% of the graduates were found to be competent on CoC occupational test and 80% of them secured job. Hence, even though there are positive developments in preparing strategies, manuals and guidelines for cooperative training, its implementation is considered as weak in terms of structure, network, coordination, and resources.
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Author Information
  • Department of Educational Planning and Management, Addis Ababa University, Addis Ababa, Ethiopia

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