Yadessa Tolossa Woyessa - Academia.edu (original) (raw)

Papers by Yadessa Tolossa Woyessa

The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the c... more The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country's labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.

Cross-cutting issues are those educational issues which do not relate to a specific subject but a... more Cross-cutting issues are those educational issues which do not relate to a specific subject but are of relevance to the whole education sector. Emerging issues are educational issues that have not been addressed so far in any educational system and curriculum. Precisely because they are cross-cutting and emerging, they are not the specific responsibility of a sub-sector, there is a risk that they are somewhat overlooked. Accordingly, there are varied cross-cutting and emerging issues that had been included in the curriculum. There are also the probable forth-coming cross-cutting and emerging issues in education. These might be, for instance, environmental education, philosophy for children education, entrepreneurship education, peace-building education, vocational education, learning skills education, life skills education, indigenous education, early grade reading enhancement/improvement program, among others. The purpose of the study was to discuss issues to be considered to embed...

Conference Presentations by Yadessa Tolossa Woyessa

DACUM Analysis vs. Competency Standards: Implications for Occupational Standards and TVET Curricu... more DACUM Analysis vs. Competency Standards: Implications for Occupational Standards and TVET Curriculum Development
By
Yadessa Tolossa Woyessa
PhD in Education (Specializing TVET)
MA in Adult and Lifelong Learning
MA in Project Management
BSc in Electrical and Electronics Technology
Ambo University, Ethiopia
yadetole@gmail.com
Abstract
DACUM and Competency Standards (CSs) are two commonly used approaches for Occupational Standards (OS) and curriculum development in technical and vocational education and training (TVET) programmes. However, differences in usage and functionality between the two have not been clearly identified. In other words, they are being used interchangeably, and it seems difficult for the TVET training materials developers to choose between them. In this respect, this paper describes and discusses the definitions, principles, and philosophical foundations and makes clear the similarities and differences between DACUM analysis and CSs in terms of their benefits in developing OSs and TVET curriculum. This paper presents an analytical overview and discussion of the definitions, aims, principles, and philosophical background of DACUM and CSs, and addressing subtleties in their approaches. It is concluded that in spite of many similarities between the two approaches, such as allowing the participation of professionals and analysis of jobs and tasks to develop OSs, their main differences lie in the perspectives and qualifiers such as their simplicity, specificity, desired results, performance standard, efficiency, context of assessment, among others.
Key words: DACUM; Competency Standard (CS); Occupational Standard (OS); Technical and Vocational Education and Training (TVET); Curriculum