EDUCATIONAL MANAGEMENT OF INTEGRATED CHINESE–VOCATIONAL EDUCATION IN ETHIOPIA: INSTITUTIONAL SUPPORT, IMPLEMENTATION CHALLENGES, AND EMPLOYABILITY OUTCOMES

Abstract

The present study examines the manner in which the "Chinese + Vocational" bilingual programme is implemented in Ethiopia with regard to the support systems, problems of implementation, and perception of job prospects by the students. Based on a background of increased collaboration between China and Ethiopia and the demand for bilingual vocational education, the current investigation is based on a qualitative approach. Data were collected via semi-structured interviews of ten students who have been enrolled in the programme at the Federal Institute of Development College. Even though the findings may be explained using Social Cognitive Career Theory, Human Capital Theory, and Second Language Acquisition principles, the study uses the perspective of educational management in order to discuss the results. In particular, the findings show that the success of the programme is conditioned by such aspects of educational management as curriculum integration, teaching-learning process organisation, institutional support system strength, access to necessary resources, and cross-cultural implementation of the programme. Also, several difficulties were reported by the students, including language barrier issues, time restrictions, curriculum pressure, inadequate teaching methods, and lack of practical conditions. On the other hand, the participants named such supportive factors that allowed them to stay active during the training programme as advice from the teacher, teamwork with classmates, motivation provided by family members, learning resources, scholarship, mentorship, and cultural interaction. Some practices that could be used in the implementation of the programme included repetition of exercises, multimedia use, role play, applied learning, and bilingual tasks associated with the acquisition of vocational skills. Such practices allowed enhancing the programme's consistency and its relevance for students' future jobs.