The major pUlfJose of the study was to assess the human resource development programs jarrnTVET Colleges' teachers with particular reference to Addis Ababa City Administration. Humanrnresource development programs are instruments by which teachers update their professionalrnknowledge, skills, allitudes and abilities. It is expected that teachers should be providedrnsufficient training and development opportunities to regularly improve their professional levels.rnBased on the intention of the study, it was conducted considering its timeliness in relation to thernchanges taking in education and training system. Moreover, there were limited efJortmake use ofrnto the study on human resource development programs for TVET teachers. Above all, thejindingrnof the study would contribute to the improvement of human resource development managementrnbody. As far as the study conducted, descriptive survey methodology was employed. Bothrnprimm)! and secondC/l)! sources were used to gather reliable data for the study. Primm)! datarnwere collected ji-om TVET Colleges ' teachers, department heads, and college deans who were inrndifferent level of position and educational experts ji'om education bureau using instrument likernavailability, simple random, stratified and purposive sapling techniques utilized in the study.rnRelevant document ji-om TVET Colleges' and education bureau were the major sources ofrnsecondC/l)! data. The data collectedfrom both sources were analyzed using statistical analysisrninstruments of percentage and mean. Regarding the results, it indicated that available humanrnresource development programs for teachers were in-service degree program, English languagernimprovement program, limited post graduate program, curriculum based training andrneducational leadership. They did nut pruvide teachers with enough access to professionalrndevelopment opportunities. Providers were Ministry of Education, the City AdministrationrnEducation Bureau and Capacity Building Bureau. The planning, organizing and managementrnpractices lacked adequate professional skills. The provision of training was not determined byrnsystematized needs assessment. The providers were characterized by on-and-ojJ as well as nonexistencernand they were not integrated in such away that they contribute to the success of therneducation and training policy or the needs of teachers and educational personnel. There wasrnduplication of efJort. Reliance was on external trainers. The talents with teachers and with in thernsystem were not exhaustively addressed and valued as much as possible. To overcomernsuccessfit/ly the problem mentioned above, it is recommended that applying need based trainingrnand development programs utilizing appropriate training and evaluation methods exertingrnmaximum ejJort in jiilfilling management responsibilities and alleviating resource constraintsrnshould get due allention on the part of Education Bureau. Subsequently, these programs call forrnmutual efforts, selj:il17itative activities and genuine cooperationji-om the side of the teachers.