The government of Ethiopia provides TVET in a cooperative modality, which requires the active involvement of enterprises. The study was conducted to investigate the involvement of enterprises in cooperative training within the Oromia Regional State of Ethiopia. The study aimed to determine whether enterprises were appropriately equipped, knowledgeable about the purpose of the training, and participated in planning and assessment, as well as their willingness to provide hands-on practice, if there is compensation for enterprises' involvement in cooperative training. Data were collected through questionnaires administered to 80 TVET instructors selected using simple random sampling technique. This method focused on instructors with direct experience in cooperative training programs across four purposefully chosen administrative zones, considering geographical diversity, community lifestyles, variations in enterprise concentration, and related factors to capture a range of perspectives. The researcher used the mean score to determine the instructors' responses and standard deviation to indicate the degree of variability in the response. The findings revealed a significant mismatch between the number of trainees and the available space in enterprises, highlighting capacity constraints. Furthermore, the study indicated a lack of enterprise involvement in key aspects of the training process, including planning learning activities, participating in trainee assessments, and contributing to the evaluation of trainee performance. Instructors also reported that enterprises possessed limited knowledge regarding the learning outcomes of the training programs and were not actively engaged in trainee assessment. Compensation provided to enterprises for their participation in cooperative training was perceived as minimal, and no formal warranty was in place to cover potential damages occurring during the training period. To mitigate the problem of TVET training, it is necessary to encourage collaboration between TVET colleges and enterprises by compensating enterprises involvement and potential damages. Equip TVET colleges in peripheral areas with well-equipped workshops and resources to enable them to provide comprehensive in-campus training. On top of that, it is paramount to establish clear policy frameworks, invest in capacity-building for instructors and mentors, and implement robust monitoring mechanisms for all cooperative training programs. © The Author(s) 2025.
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