Challenges and prospects of competency‐based education: The case of adama science and technology university alumni students and hawas TVET college, adama, ethiopia

Abstract

BackgroundTechnical and Vocational Education and Training (TVET) is one of the salient priority areas in Ethiopian education system. TVET was designed to redress the challenges of poverty, unemployment, low technological development, and low productivity of the economy (MoE, ). The TVET along with competency‐based education (CBE) was introduced in Ethiopia in 2004 in response to the skill needs of the labor market (MoE, 2006).AimsThe primary aim of this study was to examine whether the TVET curricula clearly aligned with occupational standards to ensure graduates’ employability. It was also to examine whether the curriculum is adequate to ensure entry‐level competence.MethodsThe main sources of information were three experts from center of competency, 64 teachers and 210 selected alumni students of Adama Science and Technology University. Questionnaire was used to gather information from the research participants. In the analysis of data, descriptive statistics such as frequency, percentages and mean scores were employed.ResultsFrom the analysis of data, it was found that CBE is not clearly aligned with occupational standards. Also, teachers, Center of Competency (CoC) experts, and alumni students’ awareness of the nature, focus, assessment, and curriculum development of CBE was found to be inadequate.ConclusionThis study showed the need to align CBE with occupational standards to ensure entry‐level competence. There is also a need to create awareness about the nature, focus, assessment and curriculum development of CBE among curriculum designers/teachers.