TVET has been given an important place in the Education system of the country since 2002 in order tornobtain the necessary skilled man power for the nationsâ€™ economy. As a result Policies and strategiesrnwere designed and enormous TVET trainees involved in this sector. The purpose of this study was tornassess the implementation phase aimed at investigating the problems that cause low performance ofrntrainees in CoC assessment. Nefas Silk and Tegibare-id colleges were selected as the study area. Inrnorder to develop detail conceptual framework, literatures were reviewed and analyzed. Thenrndescriptive study was employed to: assess the placement of trainees with relation to their interests,rnassess the availability and utilization of facilities and instruction materials, evaluate the trainingrnprocess conducted during the implementation phase, evaluate how the management body performsrnits role for the accomplishment of the established policies and strategies of the training program,rnevaluate the contribution of cooperative training, and assess the results of trainees and possiblernreasons for their low performance. The study revealed that some trainees are assigned to the field ofrnstudies in which they do not prefer to be trained, shortage as well as under utilization of trainingrnmaterials, excluding relevant courses from some field of studies, high turnover of trainers, skillrndeficiency of trainers and the management body. From this evidence the training program conductedrnin those colleges indicate that though TVET program is designed to provide the necessary skilled manrnpower for the economy the actual performance of the program failed to achieve its objectives due tornmisplacement of trainees, under utilization of available human and non-human resources, and lack ofrncompetent management body. Therefore the respective government body is required to give greatrnemphasis at the practical area of the training program besides to the development of policies andrnstrategies