TVET in Ethiopia: An Integrated Analysis of Psychosocial Perceptions, Enacted Practices, and Systemic Barriers

Abstract

Technical and Vocational Education and Training (TVET) is a strategic pillar for Ethiopia’s socio-economic development and Sustainable Development Goals (SDGs). However, its transformative potential is constrained by a complex interplay of trainers’ and trainees’ perceptions, institutional practices, and structural barriers. This study investigates the interrelationship between psychosocial perceptions, enacted educational practices, and systemic challenges in shaping the experiences of Ethiopian TVET trainers and trainees. A sequential explanatory mixed-methods design was employed, collecting survey data from 250 participants (150 trainees and 100 trainers) and in-depth interviews with 25 participants across four public TVET colleges. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The findings reveal a critical dissonance: while trainees recognize TVET’s societal value (M=4.2), they internalize a pervasive stigma that diminishes personal career optimism (M=2.5) and self-efficacy (M=2.8). This psychosocial crisis is compounded by theory-heavy curricula and inadequate practical resources (e.g., hands-on time, M=2.1), rooted in systemic failures like obsolete infrastructure (M=1.9) and weak industry linkages (M=2.3). Thematic analysis synthesizes these dimensions into a self-reinforcing "cycle of constraint." The study concludes these three dimensions form a negative feedback loop of underperformance. Transforming Ethiopian TVET requires a multifaceted reform strategy that simultaneously rebrands its societal image, revitalizes its pedagogical core, and addresses foundational systemic inefficiencies.