Multiple classifier system has shown to be an effective technique for classification. The success of multiple classifiers does not entirely depend on the base classifiers and/or the aggregation technique. Other parameters, such as training data, feature attributes, and correlation among the base classifiers may also contribute to the success of multiple classifiers. In addition, interaction of these parameters with each other may have an impact on multiple classifiers performance. In the present study, we intended to examine some of these interactions and investigate further the effects of these interactions on the performance of classifier ensembles. The proposed research introduces a different direction in the field of multiple classifiers systems. We attempt to understand and compare ensemble methods from the cooperation perspective. In this thesis, we narrowed down our focus on cooperation at training level. We first developed measures to estimate the degree and type of cooperation among training data partitions. These evaluation measures enabled us to evaluate the diversity and correlation among a set of disjoint and overlapped partitions. With the aid of properly selected measures and training information, we proposed two new data partitioning approaches: Cluster, De-cluster, and Selection (CDS) and Cooperative Cluster, De-cluster, and Selection (CO-CDS). In the end, a comprehensive comparative study was conducted where we compared our proposed training approaches with several other approaches in terms of robustness of their usage, resultant classification accuracy and classification stability. Experimental assessment of CDS and CO-CDS training approaches validates their robustness as compared to other training approaches. In addition, this study suggests that: 1) cooperation is generally beneficial and 2) classifier ensembles that cooperate through sharing information have higher generalization ability compared to the ones that do not share training information.

Multiple classifier system has shown to be an effective technique for classification. The success of multiple classifiers does not entirely depend on the base classifiers and/or the aggregation technique. Other parameters, such as training data, feature attributes, and correlation among the base classifiers may also contribute to the success of multiple classifiers. In addition, interaction of these parameters with each other may have an impact on multiple classifiers performance. In the present study, we intended to examine some of these interactions and investigate further the effects of these interactions on the performance of classifier ensembles. The proposed research introduces a different direction in the field of multiple classifiers systems. We attempt to understand and compare ensemble methods from the cooperation perspective. In this thesis, we narrowed down our focus on cooperation at training level. We first developed measures to estimate the degree and type of cooperation among training data partitions. These evaluation measures enabled us to evaluate the diversity and correlation among a set of disjoint and overlapped partitions. With the aid of properly selected measures and training information, we proposed two new data partitioning approaches: Cluster, De-cluster, and Selection (CDS) and Cooperative Cluster, De-cluster, and Selection (CO-CDS). In the end, a comprehensive comparative study was conducted where we compared our proposed training approaches with several other approaches in terms of robustness of their usage, resultant classification accuracy and classification stability. Experimental assessment of CDS and CO-CDS training approaches validates their robustness as compared to other training approaches. In addition, this study suggests that: 1) cooperation is generally beneficial and 2) classifier ensembles that cooperate through sharing information have higher generalization ability compared to the ones that do not share training information.

The traditional education system in the United States developed a goal of sending a high number of students to post secondary schools. The expectation of going to college starts at elementary school and continues through high school and is pushed by the school district’s hierarchy. Schools annually publish numbers through the Department of Education at state and national levels of students moving to college. College progression has become such a priority that many students feel they have failed if not college bound. Students not considered academic often move toward vocational education with the intent of post-secondary education to support a chosen career field. Students with lower grades and abilities are routed to vocational classes utilizing a shop model. The education system identifies and educates students at expected age and grade level requirements. High stakes testing has been established to determine if students meet those educational requirements considered necessary for success. Students not meeting established math, English and reading requirements are given remediation to bring academic skills to appropriate age and grade levels. My thesis described a contextual reading program for building reading skills. Content area material is used to teach academic skills in writing, reading and math to levels supporting high stakes testing needed for success. Contextual reading has improved reading competencies for vocational education students in the CATER program at Kathleen High School in the Polk County School System as well as in the other statewide settings. This has the potential to improve career and technical education (CTE) in other systems. A contextual approach also has potential to improve teaching and learning in socalled academic areas, and improving scores in high stakes tests. Recommendations for further study include following this line of action for younger and adult students

Die Studie untersucht, inwieweit die Konfektionsbekleidungsindustrie (RMG) in der Demokratischen Volksrepublik Laos von den Programmen zur technischen und beruflichen Bildung (TVET) profitiert. Inwieweit die Berufsbildung den sich ändernden Qualifikationsanforderungen im Konfektionsgeschäft gerecht wird, untersucht die Studie. Die Hauptziele umfassen die Analyse des Fachkräftemangels, das Verständnis der Auswirkungen von Berufsbildungsprogrammen auf die Industrie und den Sektor sowie die Empfehlung von Strategien zur Zusammenarbeit zwischen VTI und der Industrie. Die spezifischen Ziele umfassen die Theorie der Zusammenarbeit zwischen Berufsbildungsinstituten (VTIs) und der RMG-Industrie, die Ausrichtung der VTI-Lehrpläne auf branchenspezifische Fähigkeiten, bestehende Kooperationsinitiativen und ein konzeptionelles Modell zur Verbesserung der Zusammenarbeit bei der Lehrplanentwicklung mit Schwerpunkt auf branchenrelevanten Fähigkeiten. Das Ziel dieser Studie ist es, Pädagogen, Interessenvertreter der Industrie und politische Entscheidungsträger dabei zu unterstützen, effektive Berufsbildungsprogramme zu entwickeln, um den sich ändernden Qualifikationsanforderungen der Konfektionsbekleidungsindustrie gerecht zu werden. Es werden unterschiedliche Forschungsmethoden und Fallstudiendesigns verwendet. Eine umfassende Strategie zur Analyse und Verbesserung der Zusammenarbeit von VTI-RMG, um Forschungsziele zu erreichen. Eine Mixed-Method-Forschungsstrategie verwendet sowohl quantitative als auch qualitative Methoden. Das qualitative Element untersucht VTI-Bekleidungsprogramme und betont, wie Ziele, Inhalte und Ausrüstung den Anforderungen der Branche entsprechen. VTIs werden basierend auf Relevanz, Kongruenz und Anwendbarkeit für die Erfüllung der Anforderungen der Branche bewertet. Um die Branchenbeteiligung a zwei technischen Hochschulen in Laos zu vergleichen, wird nun eine quantitative Technik verwendet. Das Engagement der Industrie bei der Erstellung von VTI-Lehrplänen wird mithilfe eines standardisierten Fragebogens mit einer Likert-Skala gemessen. Um eine konzeptionelle Modellentwicklungsstrategie zur Verbesserung der Lehrplanzusammenarbeit zu entwickeln, nutzt die Studie auch qualitative Methoden wie Experteninterviews. Lehrplanentwicklungs- und Kooperationstheorien werden verwendet, um diese Interviews zu analysieren. Die Ergebnisse sollen dazu beitragen, ein konzeptionelles Modell für das Erlernen von Fähigkeiten zu entwickeln, die für den Markt relevant sind, in VTIs. Diese empirische Studie zeigt, wie gut bekleidungsbezogene Schulungsprogramme die sich ändernden Anforderungen der laotischen Bekleidungsindustrie erfüllen. Die Analyse der Korrelation zwischen den VTI-Kursen und den Branchenanforderungen zeigt mehrere bedeutende Inkonsistenzen und Probleme. Die Studie betont die Bedeutung eines Lehrplans, der bestehende Kompetenzen anspricht und die sich verändernde Branche vorhersagt, die durch technologische Verbesserungen und eine wachsende Betonung der ökologischen Nachhaltigkeit gekennzeichnet ist.:TABLE OF CONTENT ABSTRACT i ZUSAMMENFASSUNG ii ACKNOWLEDGEMENT AND DEDICATION iv TABLE OF CONTENT vi LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION OF STUDY 1 1.1. Research background 1 1.2. Research Objectives 12 1.3. Research Questions 12 1.4. Research Hypotheses 12 1.5. Scope and Limitation 13 1.6. List of Publications 13 1.7. Research Structure 16 1.8. Summary 17 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 18 2.1. Introduction 18 2.2. Overview of the Lao PDR Educational System 18 2.2.1. Lao Educational System 19 2.2.2. Technical and Vocational Education in Lao PDR 23 2.2.3. TVET Curriculum Development in Lao PDR 27 2.2.4. Issues and Challenges in the Lao TVET Sector 28 2.2.5. Cooperation between industry and VTIs situation in Lao PDR 29 2.3. Dual-Cooperative Training Programme in Lao PDR 29 2.3.1. Background 29 2.3.2. Vision, Mission and Goals 30 2.3.3. DCT main principles 31 2.3.4. DCT concept and development processes 32 2.3.5. DCT Implementation Framework 34 2.3.6. Learning concepts as a company's strategy for adapting to the complex and dynamic environment 37 2.4. Cooperation between Industry and VTIs 39 2.4.1. Definition of Cooperation between Industry and VTI 42 2.4.2. Cooperation in terms of International Perspective 42 2.4.2.1. Dual System of European and ASEAN Countries 42 2.4.3. Aims of Cooperation between Industry and VTIs 44 2.4.4. Importance of Cooperation between Industry and TVET 45 2.4.5. Cooperation Framework 46 2.4.6. Models between Industry and VTIs 47 2.4.6.1. Dual System Model 47 2.4.6.2. Sectoral Training Model 48 2.4.6.3. Centralised Model 49 2.4.6.4. Local Collaboration Model 50 2.4.7. Impact Factors in the Implementation of Cooperation 51 2.4.8. Component of Cooperation between Industry and VTIs 52 2.4.9. Cooperation in Curriculum Development 53 2.5. Curriculum Development 54 2.5.1. Definition of Curriculum 54 2.5.2. Curriculum Development 55 2.5.3. Model of Curriculum Development 56 2.5.4. Component of Curriculum 60 2.5.5. The Implementation of DACUM in Vocational Training Programme in garment related training programme in Laos 62 2.6. Summary 64 CHAPTER 3: RESEARCH METHODOLOGY 65 3.1. Introduction 65 3.2. Research Design 65 3.3. Research Methods, Instruments, Data Collection and Data Analysis 68 3.3.1. Qualitative Phase 68 3.3.1.1. Literature and Document Analysis 68 3.3.1.2. Content Analysis 69 3.3.1.3. Expert Interview 70 3.3.2. Quantitative Phase 73 3.3.2.1. Likert-Scale Questionnaire 73 3.4. Research Implementation 74 3.5. Summary 75 CHAPTER 4: RESEARCH FINDINGS 76 4.1. Introduction 76 4.2. Empirical Research Findings on Qualitative Phase 76 4.2.1. Content Analysis Results on Curriculum and Job Description 76 4.2.2. Content Analysis Results on Equipment Utilizing in VTIs and Industry 85 4.2.3. Expert Interview Results 87 4.3. Empirical Research Findings on Quantitative Phase 118 4.3.1. Likert-Scale Questionnaire 118 4.4. Conclusion 128 4.5. Summary 130 CHAPTER 5: RESEARCH DISCUSSION AND CONCLUSION 131 5.1. Introduction 131 5.2. Research Discussion 131 5.3. Research Findings and Implications for TVET Theory 133 5.4. Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 137 5.5. Research Conclusion 142 5.6. Research Limitation 143 5.7. Recommendations and Suggestions for Further Research 145 REFERENCES 148 STATEMENT OF AUTHORSHIP 169 APPENDIX A: LIKERT-SCALE QUESTIONNAIRE 170 APPENDIX B: EXPERT INTERVIEW GUIDELINE QUESTIONS 178 APPENDIX C: THE TRANSCRIPTION OF THE EXPERT INTERVIEW 180 / The study examines to what extent the Technical and Vocational Education and Training (TVET) programmes help the Ready-Made Garment (RMG) industry in Lao PDR. The study examines to what extent TVET meets changing skill needs in the ready-made garment business. Analysing skill shortages, understanding TVET programmes' sectoral and national impacts, and recommending methods for VTI-industry partnership are the main goals. The theory of collaboration between Vocational Training Institutes (VTIs) and the RMG industry, VTI curricula alignment with industry-specific skills, existing collaborative initiatives, and a conceptual model to improve curriculum development collaboration, emphasising industry-relevant skills, are the specific goals. This study intends to support policymakers, educators, and industry stakeholders create effective TVET programmes to satisfy the ready-made garment sector's changing skill needs. Mixed-method research and case study design are used. A holistic strategy to analysing and improving VTI-RMG collaboration to meet research objectives. A mixed-method research strategy uses qualitative and quantitative methods. The qualitative element examines clothing VTI programmes, emphasising how objectives, content, and equipment match industry skill requirements. VTIs are evaluated for relevance, congruence, and applicability to satisfy industry needs. Meanwhile, a quantitative technique is used to compare industry participation at two Laos Technical Colleges. Industry engagement in VTI curriculum creation will be measured using a Likert scale in a standardised questionnaire. The study also uses qualitative methods, such as expert interviews, to offer a conceptual model development strategy to improve curriculum cooperation. These interviews will be analysed and curriculum development and cooperation theories utilised. The findings should help create a conceptual model for industry-relevant skill learning in VTIs. This empirical study highlights how well garment-related training programmes meet Laos's changing garment industry needs. The correlation analysis between VTI courses and industry needs reveals several major inconsistencies and issues. The study emphasises the significance of a curriculum that addresses existing competencies and predicts the changing industry landscape, which is marked by technology improvements and a growing emphasis on environmental sustainability.:TABLE OF CONTENT ABSTRACT i ZUSAMMENFASSUNG ii ACKNOWLEDGEMENT AND DEDICATION iv TABLE OF CONTENT vi LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION OF STUDY 1 1.1. Research background 1 1.2. Research Objectives 12 1.3. Research Questions 12 1.4. Research Hypotheses 12 1.5. Scope and Limitation 13 1.6. List of Publications 13 1.7. Research Structure 16 1.8. Summary 17 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 18 2.1. Introduction 18 2.2. Overview of the Lao PDR Educational System 18 2.2.1. Lao Educational System 19 2.2.2. Technical and Vocational Education in Lao PDR 23 2.2.3. TVET Curriculum Development in Lao PDR 27 2.2.4. Issues and Challenges in the Lao TVET Sector 28 2.2.5. Cooperation between industry and VTIs situation in Lao PDR 29 2.3. Dual-Cooperative Training Programme in Lao PDR 29 2.3.1. Background 29 2.3.2. Vision, Mission and Goals 30 2.3.3. DCT main principles 31 2.3.4. DCT concept and development processes 32 2.3.5. DCT Implementation Framework 34 2.3.6. Learning concepts as a company's strategy for adapting to the complex and dynamic environment 37 2.4. Cooperation between Industry and VTIs 39 2.4.1. Definition of Cooperation between Industry and VTI 42 2.4.2. Cooperation in terms of International Perspective 42 2.4.2.1. Dual System of European and ASEAN Countries 42 2.4.3. Aims of Cooperation between Industry and VTIs 44 2.4.4. Importance of Cooperation between Industry and TVET 45 2.4.5. Cooperation Framework 46 2.4.6. Models between Industry and VTIs 47 2.4.6.1. Dual System Model 47 2.4.6.2. Sectoral Training Model 48 2.4.6.3. Centralised Model 49 2.4.6.4. Local Collaboration Model 50 2.4.7. Impact Factors in the Implementation of Cooperation 51 2.4.8. Component of Cooperation between Industry and VTIs 52 2.4.9. Cooperation in Curriculum Development 53 2.5. Curriculum Development 54 2.5.1. Definition of Curriculum 54 2.5.2. Curriculum Development 55 2.5.3. Model of Curriculum Development 56 2.5.4. Component of Curriculum 60 2.5.5. The Implementation of DACUM in Vocational Training Programme in garment related training programme in Laos 62 2.6. Summary 64 CHAPTER 3: RESEARCH METHODOLOGY 65 3.1. Introduction 65 3.2. Research Design 65 3.3. Research Methods, Instruments, Data Collection and Data Analysis 68 3.3.1. Qualitative Phase 68 3.3.1.1. Literature and Document Analysis 68 3.3.1.2. Content Analysis 69 3.3.1.3. Expert Interview 70 3.3.2. Quantitative Phase 73 3.3.2.1. Likert-Scale Questionnaire 73 3.4. Research Implementation 74 3.5. Summary 75 CHAPTER 4: RESEARCH FINDINGS 76 4.1. Introduction 76 4.2. Empirical Research Findings on Qualitative Phase 76 4.2.1. Content Analysis Results on Curriculum and Job Description 76 4.2.2. Content Analysis Results on Equipment Utilizing in VTIs and Industry 85 4.2.3. Expert Interview Results 87 4.3. Empirical Research Findings on Quantitative Phase 118 4.3.1. Likert-Scale Questionnaire 118 4.4. Conclusion 128 4.5. Summary 130 CHAPTER 5: RESEARCH DISCUSSION AND CONCLUSION 131 5.1. Introduction 131 5.2. Research Discussion 131 5.3. Research Findings and Implications for TVET Theory 133 5.4. Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 137 5.5. Research Conclusion 142 5.6. Research Limitation 143 5.7. Recommendations and Suggestions for Further Research 145 REFERENCES 148 STATEMENT OF AUTHORSHIP 169 APPENDIX A: LIKERT-SCALE QUESTIONNAIRE 170 APPENDIX B: EXPERT INTERVIEW GUIDELINE QUESTIONS 178 APPENDIX C: THE TRANSCRIPTION OF THE EXPERT INTERVIEW 180

This thesis aims to evaluate the current state of the art for unconditional text generation and compare established models with novel approaches in the task of generating texts, after being trained on texts written by political parties from the Swedish Riksdag. First, the progression of language modeling from n-gram models and statistical models to neural network models is presented. This is followed by theoretical arguments for the development of adversarial training methods,where a generator neural network tries to fool a discriminator network, trained to distinguish between real and generated sentences. One of the methods in the research frontier diverges from the adversarial idea and instead uses cooperative training, where a mediator network is trained instead of a discriminator. The mediator is then used to estimate a symmetric divergence measure between the true distribution and the generator’s distribution, which is to be minimized in training. A set of experiments evaluates the performance of cooperative training and adversarial training, and finds that they both have advantages and disadvantages. In the experiments, the adversarial training increases the quality of generated texts, while the cooperative training increases the diversity. The findings are in line with the theoretical expectation. / Denna uppsats utvärderar några nyligen föreslagna metoder för obetingad textgenerering, baserade på s.k. “Generative Adversarial Networks” (GANs). Den jämför etablerade modeller med nya metoder för att generera text, efter att ha tränats på texter från de svenska Riksdagspartierna. Utvecklingen av språkmodellering från n-gram-modeller och statistiska modeller till modeller av neurala nätverk presenteras. Detta följs upp av teoretiska argument för utvecklingen av GANs, för vilka ett generatornätverk försöker överlista ett diskriminatornätverk, som tränas skilja mellan riktiga och genererade meningar. En av de senaste metoderna avviker från detta angreppssätt och introducerar istället kooperativ träning, där ett mediatornätverk tränas istället för en diskriminator. Mediatorn används sedan till att uppskatta ett symmetriskt divergensmått mellan den sanna distributionen och generatorns distribution, vilket träningen syftar till att minimera. En serie experiment utvärderar hur GANs och kooperativ träning presterar i förhållande till varandra, och finner att de båda har för- och nackdelar. I experimenten ökar GANs kvaliteten på texterna som genereras, medan kooperativ träning ökar mångfalden. Resultaten motsvarar vad som kan förväntas teoretiskt.

L'enquête empirique menée dans le cadre de cette thèse s'inscrivait dans la perspective de la Loi de Refondation « Pour une école de la bienveillance ». Il s'agissait de contribuer à un programme de recherche de l'Institut Français de l'Éducation (IFÉ), nommé Lieux d'Éducation Associés (LéA). L'objet de cette étude (2014-2017) s'appelait « Innover pour une école bienveillante ». Le terrain d'enquête est celui de l'École Freinet, école historique d'Élise et Célestin Freinet à Vence dans les Alpes-Maritimes (France). En séjournant régulièrement in situ, les pratiques effectives lors de situations d'écriture, propres à l'institution du texte libre, ont été objectivées. Un tel travail d'objectivation donne à voir l'action conjointe des professeurs et des formatrices. Ces pratiques coopératives de formation ont été analysées en s'appuyant notamment sur le cadre de la Théorie de l'Action Conjointe en Didactique (TACD).Cette thèse se propose d'examiner une série de questions : Quel modèle est-il possible de proposer du type de formation pratiqué à l’École Freinet ? En quoi ce modèle, que l'on peut qualifier de clinique, est-il pertinent lorsqu'il s’agit d’une filiation en pédagogie ? Quelles en sont les forces, les faiblesses et les limites ? Ces questions s'articulent à une autre série : En quoi peut-on parler d'une bienveillance professionnelle du professeur ? En quelles autres vertus professionnelles pourrait-elle s’exprimer ? / The empirical investigation carried out within the framework of this thesis was part of the perspective of the Law of Refoundation "For a school of benevolence". It was to contribute to a research program of the French Institute of Education (IFE), named Places of Education Associates (LEA). The purpose of this study (2014-2017) was "Innovating for a caring school of benevolence". The field of investigation is that of the Freinet School, the historical school of Élise and Célestin Freinet in Vence in the Alpes-Maritimes (France). By staying regularly in situ, the actual practices during writing situations, specific to the institution of the free text, have been objectified. Such a work of objectification pinpoints the joint action of the teachers. These cooperative training practices were analyzed based in particular on the framework of the Theory of Joint Action in Didactics (TACD). This thesis proposes to examine a series of questions: What model is it possible to propose from the type of training practiced at Freinet School? How is this model, which can be described as clinical, relevant when it comes to pedagogical filiation? What are the strengths, weaknesses and limitations? These questions are linked to another series: How can one speak of the teacher's professional benevolence? In what other professional virtues could it find its expression?

This qualitative research investigated the implementation problems of apprenticeship training program in the Addis Ababa TVET colleges and enterprises. The research looked into the training program conducted by TVET Colleges and enterprises. Relevant literature on the nature of apprenticeship training and the factors that could affect its implementation were also reviewed. The research applied the theoretical statement of Bandura’s (1977) theory of observation /imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger, 1991), the constructivist view of learning and career theory as the main theoretical frameworks to describe the apprenticeship training process. The theories, however, do not mention the factors that can hamper the implementation of apprenticeship training in a specific social context. The theory of observation was preferred since it can describe the apprentice’s effort to master the skill of an occupation by observing the craftsman at the enterprises. The situated learning was preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly, the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the difference between what the apprentice can accomplish independently and what he/she can do with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in relation with an occupation. The current research has enabled to consider context specific conditions by focusing on the investigation of the causes of the implementation challenges of the apprenticeship training. The researcher collected data from Addis Ababa TVET Agency experts, deans of one private and another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees, supervisors and enterprises by employing unstructured and structured interviews, observation and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction, data display and interpretation, and conclusion. The findings showed that the implementation of the apprenticeship training program had challenges that could be shared among its actors; Trade Unions had no involvement in the implementation of the apprenticeship training program; the selected colleges and enterprises addressed their challenges by using limited strategies and without regular and systematic way; the presence of some less motivating factors for the participation of the apprentices in the apprenticeship training was reported; the presence of conditions that could adversely affect the apprentices’ acquisition of occupational skills was reported; the provision of apprenticeship training at the enterprises lack, either facilities or training services, in order to arrange the apprenticeship training program for TVET college trainees; and there were some indications for the presence of some weak professional qualities of supervisors that have implications for the apprentices’ training. Eventually, it was concluded that the implementation of apprenticeship training program in the Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This qualitative research investigated the implementation problems of apprenticeship training program in the Addis Ababa TVET colleges and enterprises. The research looked into the training program conducted by TVET Colleges and enterprises. Relevant literature on the nature of apprenticeship training and the factors that could affect its implementation were also reviewed. The research applied the theoretical statement of Bandura’s (1977) theory of observation /imitation/, Vygotsky’s theory of ZPD, contextual or the situated learning (Lave and Wenger, 1991), the constructivist view of learning and career theory as the main theoretical frameworks to describe the apprenticeship training process. The theories, however, do not mention the factors that can hamper the implementation of apprenticeship training in a specific social context. The theory of observation was preferred since it can describe the apprentice’s effort to master the skill of an occupation by observing the craftsman at the enterprises. The situated learning was preferred as it gives value to practice as a condition for the effectiveness of learning. Similarly, the research considered Vygotsky’s theory of the ZPD. The application of ZPD indicates the difference between what the apprentice can accomplish independently and what he/she can do with the close assistance of supervisor on a given task. Holland’s career theory (as cited in De lary, Duncan & Swarth, 2006) is also considered to describe the apprenticeship training in relation with an occupation. The current research has enabled to consider context specific conditions by focusing on the investigation of the causes of the implementation challenges of the apprenticeship training. The researcher collected data from Addis Ababa TVET Agency experts, deans of one private and another public TVET Colleges, college apprenticeship training coordinators, trainers, trainees, supervisors and enterprises by employing unstructured and structured interviews, observation and Focus Group Discussion tools. The analysis was made by making the data pass through three successive steps: data reduction, data display and interpretation, and conclusion. The findings showed that the implementation of the apprenticeship training program had challenges that could be shared among its actors; Trade Unions had no involvement in the implementation of the apprenticeship training program; the selected colleges and enterprises addressed their challenges by using limited strategies and without regular and systematic way; the presence of some less motivating factors for the participation of the apprentices in the apprenticeship training was reported; the presence of conditions that could adversely affect the apprentices’ acquisition of occupational skills was reported; the provision of apprenticeship training at the enterprises lack, either facilities or training services, in order to arrange the apprenticeship training program for TVET college trainees; and there were some indications for the presence of some weak professional qualities of supervisors that have implications for the apprentices’ training. Eventually, it was concluded that the implementation of apprenticeship training program in the Addis Ababa TVET Colleges and enterprises had challenges that require the consideration of both institutional and human conditions. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)