Evaluating the Implementations of Competence-Based Assessment and Certification System in TVET: The Case of Ethiopia (original) (raw)
Related papers
2016
International consensus on policy and research agendas and the need to increase the quality of education and training has heightened the importance of the competence-based education and training (CBET) approach. Adopting European experience (mainly the German model), Ethiopia has embraced the outcome-based approach in its TVET reform since 2008. Drawing on (integrating) the theoretical background on CBET and TVET, this research aimed to evaluate the design of the Ethiopian TVET system to identify the interventions and assumptions that underlie the design of the system and to evaluate it in light of the theoretical principles of CBET. Based on documents analysis, this research has identified various government interventions and assumptions under four elements: overarching/regulatory framework (qualifications framework, OS, management and financing, accreditation of TVET institutions/programs); curriculum design; organization of instruction-learning; and, external assessment and certi...
Improving the assessment and certification of competences in TVET (background paper)
Building better formal TVET systems principles and practice in low-and middle-income countries, 2023
Technical and Vocational Education and Training (TVET) plays a crucial role in improving the employability of individuals and the productivity of economies. Still, TVET systems often underperform, and skills shortages and labour market mismatches continue to be major challenges for countries around the world. The World Bank, the International Labour Organisation (ILO) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) have joined forces to provide lessons learned and good practices on key aspects of TVET provision. The aim is to support the design and implementation of reforms to improve the performance of formal secondary and post-secondary TVET, especially in low- and middle-income countries (LMICs). The task has been undertaken across five thematic areas, namely (1) using technology to improve access, equity, quality and relevance of TVET; (2) strengthening the development and management of teachers and trainers in TVET; (3) understanding current and future skill needs; (4) strengthening apprenticeships and other forms of work-based learning in TVET, and lastly, the focus of this paper, (5) improving the assessment and certification of competencies in TVET. The intended audience includes key stakeholders in LMICs with mandates and responsibilities in the realm of TVET, including national and sub-national level policy makers, administrators and social partners.
The TQM Journal, 2013
Purpose – This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach – Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings – Ethiopia ' s TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications – Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integrat...
Promises not enough to tackle TVET assessment gaps
University World News, 2021
Technical and vocational education and training or TVET is recognised as a major component of the education system in Ethiopia. Its significant contribution towards the economic development of the country through the production of essential mid-level technicians is widely recognised.
2006
In the current Federal Republic of Ethiopia, Technical and Vocational Education and Training (TVET) is regarded as a key national investment that focuses on the development of its citizens based on the principle of nation building. It is widely believed that the proper training of the youth with different levels of scientific and technical skills will contribute a lot in realizing the development goals of the country. To this end, currently, the government has designed and nation wide implemented the middle level TVET programs. Since the introduction of these programs, however, people have been continuously questioning their effectiveness. This study attempts to analyze how these programs were implemented in Addis Ababa, by taking two purposefully selected TVET colleges: St. Mary’s University College and Entoto TVET College. Besides, it also attempts to elucidate the major bottlenecks that hinder the quality of the implementation of its programs in Addis Ababa. For the execution of ...
Purpose -This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach -Using secondary data, this descriptive case study integrates the realistic evaluation framework of with Total Quality Management (TQM) frameworks. Findings -Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications -Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications -Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVET elsewhere in Africa. Originality/value -A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh.
Development of Authentic Assessment in TVET
Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 2019
Assessment is part of the learning process. Assessment helps students to become more knowledgeable, critical, competent and responsive. Through assessment, the teacher can develop the competencies or talents possessed by each student. The competencies expected and mastered by students after the teaching and learning process are competency, attitudes, skills and knowledge. One emphasis in the 2013 curriculum is authentic assessment, where the assessment carried out is not only the end result but also the process during the learning process. Therefore the teacher must know the mechanisms, procedures and instruments for assessing student learning outcomes in accordance with the competencies to be measured. TVET (Technical and Vocational Education and Training) is education and training that provides knowledge and skills for employment. Ratings in TVET must be valid and reliable. Authentic assessment is one of the assessments that can be used in TVET. Authentic assessment can be stated directly.
2020
Improving the quality of teaching and learning is an ultimate goal of continuous assessment (CA). This study attested that the perceived opportunities of continuous assessment for quality teaching and learning in Dire Dawa University, Ethiopia. To this study purpose survey research design was employed. A sample of 73 instructors and 289 students were involved in this study. The data collected through five-point Likert’s scale questionnaire was analyzed using SPSS 20 and one-sample t-test was used as data analysis method. The reliability of instruments was computed using Cronbach alpha and therefore, all instruments had presumably acceptable liability coefficients. The study found that the instructors and students have acknowledged the opportunities of CA to improve the quality of teaching and learning in HEIs. If CA is to fit for purpose the need to re-balance assessment for grading (summative assessment) and assessment for learning (formative assessment) and to design competency-ba...