CHAPTER ONE

1. Background of the study

Technical and Vocational and Education and Training (TVET) must play important roles in implementing and promoting
sustainable development. TVET institutions are major suppliers of workforce who will be in the forefront in dealing
directly with sustainable issues. According to the definition by UNESCO and the International Labor Organization (ILO),
TVET refers to “aspects of the educational process involving, in addition to general education, the study of technologies
and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupants
in various sectors of economic and social life" (UNESCO and ILO, 2001). In addition to technical knowledge and aptitude,
increasing emphasis is on “softer” skills – communication, negotiation and teamwork.

Bateman et al. (2012) stated that TVET plays important roles for instance, in providing the skill sets required by
enterprises and across national economies; supporting pathways into employment for young people; strengthening
mobility between occupations for experienced workers; and supporting the development of new skills and assisting
workers to be prepared to change or progress in their occupations/careers.

Competency Based Training (CBT) is a structured approach to training and assessment that is directed toward achieving
specific outcomes. It is about assisting individuals to acquire skills and knowledge with a view to performing a task to a
specified standard under certain conditions (Harris, & Hodge, 2012). In CBT, the outcomes to be achieved are clearly
stated so that learners know exactly what they have to be able to do, trainers know what training or learning is to be
provided and organizations know the skill levels required of their people. The emphasis is competency based training is on
“performing” rather than just “knowing”. Competency according to Dubois and Rothwell (2004), is defined in terms of
what a person is required to do (performance), under what conditions it is to be done (conditions) and how well it is to be
done (standards). Competency based training promotes education and training in TVET institutions for the world of work
(Klein-Collins, 2013).
Prahalad and Hamel, (1990) noted that Competence systems would address the promise of rendering learning processes
and outcomes that are measurable and manageable throughout the life span. On a related note, the concept of
competence can easily be linked to the performance approach of learning and education made popular by ideas on core
competencies of organizations.

According to (MOE 2008), Technical and Vocational Education and Training (TVET) is the three educational sub-sectors
(general education, TVET and higher education) that the

government of Ethiopia has given high attention. Its primary goal is to create competent and self-reliant citizens to
contribute to the economic and social development of the country. This is assumed to improve the livelihoods of all
Ethiopians by reducing poverty. The overall goal of the national TVET strategy is to create a competent, motivated,
adaptable and innovative workforce in Ethiopia. This contributes to poverty reduction and social and economic
development through facilitating demand driven, high quality technical and vocational education and training, relevant to
all sectors of the economy, at all levels and to all people in need of skills development .
However, TVET has demonstrated significant expansion in the Ethiopian Education sector over the last decade. The
reform made in 2008 envisaged that it would transform TVET delivery from input-oriented to an outcome based one
(MoE, 2010). The results obtained after reform the development of frame works for TVET and the forthcoming TVET
Leaders and Trainers Qualifications; the completion of 250 occupational standards and 211 assessment tools; the
provision of training of trainers; the start of co-operative and in company training; the creation of a “clear system for
technology capabilities’ accumulation and transfer”; and “the identification, development and transfer of 180 demanded
technologies to users on the basis of value chain analysis.

The TVET System will continue to serve as a potential instrument for technology transfer, through the development of
occupational standards, accreditation of competencies, occupational assessment and accreditation, establishment and
the strengthening of the curriculum development system. TVET institutions will serve as the centers of technology
accumulation for MSEs. Rigorous and regular monitoring and evaluation will be carried out amongst TVET institutions;
both government and private monitoring will enable them to ensure the minimum levels of competency (MoFED, 2010),
Despite these achievements and the government’s commitment and efforts, several challenges await the sub-sector.

Training providers may face many problems on their road to create competent trainees. This may be because of their
limited understandings on the outcomes and predefined standards’ on what trainees can do. Nevertheless, this can be
accomplished by using actual training equipment (Machines), Materials, real work place and competent trainers that
contribute to accomplish their actual job requirements (Bezawork,2010). Therefore, it is rational to study the challenges
of the implementation of Competency Based Training program (CBT) in selected TVET colleges in jimma town
Administration.

1.1.Statement of the problem

Technical and Vocational Education and Training (TVET) systems play a vital role in the socio-economic development of a
nation. Due to their vibrant nature, they are continuously subject to the forces which drive changes in the schools,
industry and society.

The opportunities and challenges of TVET are unique due to the needs of the changing economy and local community.
The concern today is not so much about the value and importance of TVET but how to ensure its relevance,
responsiveness and value in an increasingly global economy (Law, 2007).

The government of Ethiopia considers TVET as one of the core development strategies through which to achieve social
and economic properties for its citizens. Currently, it is caring out an intensive expansion and restructuring works in the
sector in order to boost both quality and enrolment in TVET sector. The Competency Based Training (CBT) ensures that
the TVET system in Ethiopia is better placed to serve the skill needs of employers and the labour market (MOE, 2008b).
But implementing the proposed Competency Based Training (CBT) faces some problems.

For instance, according to Caroline (2013), CBT is an expensive form of education and training because of its
emphasis on equipment, well equipped laboratories and other teaching and learning materials for training. All these
come with huge cost implications especially when the number of trainees increases making it a challenge due to
budgetary constraints of TVET Institutions.

There is also the issue mentioned that there is a challenge of facilitation. Since CBT is learner-centred, small class sizes are
preferred to enable effective use of CBT facilitation techniques. The ideal CBT class size is between 16-20 learners
(Norton, 1987). Currently in most of the institutions the class size is more than the average students. There is no doubt
that for effective program delivery, more facilitators with relevant training to deliver CBT will be required. This will have
huge financial implications for the institutions.

Beside to this, workplace experience of learning in the CBT program is important of the training, because it affords the
trainee the chance to put into practice in a real work situation what he/she were taught in order to display
his/her competences. There is a gap in the implementation of the Occupational standards (that define competencies
and which describe good work practice) and National Occupational Standards (NOS), in company

training /industries. In addition to this the numbers of limited industries are also challenges of CBT in working place
learning.

In the contrary, competency based training system is the current issue for the nation of Ethiopia to be implemented
practically. From the student researcher personal experience as a teacher, it is observed that there are some gaps in the
implementation of CBT program. Thus, to contribute his part in fulfilling these gaps, this study research is done.

More specifically, the study is intended to answer the following basic questions

The major question How competency based training program is implemented in connection with the occupational
standards/ TVET curriculum?

1. What are the understanding and readiness of trainees, trainers, principals, TVET counsellor and coordinators to
implement CBT program?

2. Are the training materials, learning resource and infrastructures’ are against to the facility standards?

3. How does the training process link the school based learning and the work place learning based on the occupational
standards?

4. What are the methods employed to assess occupational standards and unit of competency standards?

1.2. Objectives of the Study

1.2.1. General Objective

The general objective of this study is to investigate the challenges that affect the implementation of Competency Based
Training program in selected TVET Colleges in jimma town Administration.

1.2.2. Specific Objectives

The following are the specific objectives of the study

To assess the state of availability, competence and readiness of industries, enterprises, institutions to provide
CBT program effectively integrated with TVET college
To assess the CBT program allow each trainees have the opportunity to develop and evaluated on the
competencies achieved.
 To assess the financial, materials and human factors that adversely affects the TVET colleges in the
implementation of CBT.
To assess the integration of school based and work based learning concerning the occupational standards and
unit of competency.
To assess the methods which employed to evaluate the performance of students based on the occupational
standard and unit of competency

1.2. Significance of the Study

Technical and Vocational Education and Training serves multiple purposes. A key purpose is preparation of youth for
work. This takes the form of learning and developing work related skills and mastery of underlying knowledge and
scientific principles. Work is broadly defined and therefore refers to both formal employment and self-employment. To
support self-employment, TVET curricula often include entrepreneurship training. Related to this is the social
reproduction and transformation of occupational and vocational practices.

The purpose of the study may include :

 By revealing CBT program implementation in TVET, the study may help government, TVET authorities and other
stakeholders to give a comprehensive information how the program works and how they can enhance their
aptitude concerned TVET for appropriate action.
 The study may contribute to TVET Colleges some good experience mode of delivery particularly relating to the
conditions of its implementation.
 The study may also provide a solution to the TVET college problem under this study.
 The study provides useful information which can serve as a spring board for further in depth study

1.4. Delimitation of the Study

This study is delimited to some selected public TVET college of jimma town Administration because the CBT program is
implemented more of in the public TVET College. In jimma town , there are two government TVET colleges currently
offering training in different fields of studies at college levels. This study will be delimited two public TVET colleges in
jimma town Administration .

The sample colleges are jimma polytechnic college and jimma TVET college. The reasons for selecting these two TVET
colleges were due to near jimma industrial park for better offering training and educational programs at college level.
Furthermore, presently in Ethiopia, a number of TVET program at different levels are offered, which lead to different
certificate levels which ranges from level I to level V. From this middle level technical and vocational education training
programs, level III and level IV trainees were selected. Because these levels of trainees have stayed longer in the college
and they can provide the necessary information better than trainees at the lower levels.

In addition to this, the study will be focused on five fields which are automotive technology, electrical electronics, textile
and garments serving and drafting and hotel and tourism. Because these fields of trainings have to use different teaching
equipment, different instructional materials and tools in their workshops and in company training or cooperative training.
 1.7.Organization of the Study

The organization part of this research is consists of five main parts. The first part of this study , consisit of the
background of the study , statement of the problem , objective of the study , significance of study , scope of the
study , operational definition of key terms and organization of the study .

The second chapter deals with review of related literature , which provided a theoretical or conceptual frame
work within which research is conducted , as well as the theory associated with compitance based training and
technical and vocational education . the third chapter is concerned with research design and methodology .
the fourth chapter contain the presentation and analysis of data. The final chapter presents the summary ,
conclusion and recommendation of the study.

CHAPTER TWO
2. Review of Related Literature
2.1. The concept of TVET

TVET (Technical and Vocational Education and Training) is education and training which provides knowledge and skills
for employment.TVET uses formal, non-formal and informal learning.TVET is recognised to be a crucial vehicle for social
equity, inclusion and sustainable development.

TVET enables that flexibility in two ways. One is providing broad based technical knowledge and transversal skills on
which different occupations can be based on. The second is providing continuing vocational training to workers. In
contrast with the industrial paradigm of the old economy, today’s global economy lays the onus on the worker to
continually reinvent himself or herself. In the past, workers were assured of a job for life, with full time employment,
clear occupational roles and well established career paths. This is no longer the case. The knowledge dependent global
economy is characterized by rapid changes in technology and related modes of work. Often, workers find themselves
declared redundant and out of work. TVET today has the responsibility of re-skilling such workers to enable them find and
get back to work Apart from providing work related education, TVET is also a site for personal development and
emancipation. These concerns the development of those personal capacities that relate to realizing one’s full potential
with regard to paid or self employment, occupational interests, and life goals outside of work. At the same time TVET
seeks to enable individual overcome disadvantages due to circumstances of birth or prior educational experiences.

Technical and Vocational Education and Training serves multiple purposes. A key purpose is preparation of youth for
work. This takes the form of learning and developing work related skills and mastery of underlying knowledge and
scientific principles. Work is broadly defined and therefore refers to both formal employment and self-employment. To
support self-employment, TVET curricula often include entrepreneurship training. Related to this is the social
reproduction and transformation of occupational and vocational practices.

The term 'Technical and Vocational Education anda Training' or TVET was officiated at the World Congress on TVET in
1999 in Seoul, Republic of Korea. The congress recognised the term TVET to be broad enough to incorporate other terms
that had been used to describe similar educational and training activities including Workforce Education (WE), and
Technical-Vocational Education (TVE)(Brgen and Hiebert , 2002:16). The term TVET parallels other types of education and
training e.g. Vocational Education but is also used as an umbrella term to encompass education and training activities.
The decision in 1999 to officiate the term TVET led to the development of the UNESCO-UNEVOC International Centre for
Technical and Vocational Education and Training in Bonn, Germany.
However, with the technological revolutions and innovations in science and technology, during the 20 th century, new
domains of knowledge and new discipline have become important at all levels of education and training. Further, the
upward differentiation of TVET from first to second level and then to the third level of education has been an important
development of the 20th century and sets the stage for the 21st century.

The current focus is increasingly upon preparing knowledge workers to meet the challenges posed during the transition
from the industrial age to the information age, with the concomitant post-industrial human resource requirements and
the changing world of work. Technical and vocational education serves different purpose (smith, 1999: 262).

(Mc Neil (1996: 332) indicated that, the current rationale for the indispensability of TVET rests on arguments like, it
serves a national interest by (a) conserving and developing resources; (b) promoting a more productive agriculture, (c)
preventing waste of human labor, and (d) helping to meet an increasing demand for trained workers. It helps in realizing
equality by helping the youth, refugees and the hard-to-employ to find a place in economy through training in general or
specific occupational skills and related work habits. And finally, it helps in facilitating the students’ understanding about
various issues related to society, technology, work, environment,and their own future career development

2.2. Concept of Curriculum Implementation

Jon Wiles and Joseph Bondi (2007) note that over 90 % of new curricula fail to be implemented in their view educators
lack the managerial skills and knowledge necessary to deliver curriculum. Leslie Bishop (1976) stated many years ago that
implementation requires restructuring and replacement; it requires adjusting personal habits, ways of behaving program
emphases, learning space, and existing curricula and schedules. The readiness with which teachers and other accept a
new curriculum party depend on the quality of initial planning and the precession with which the steps of curriculum
development have been carried out.

Sarason (1990) notes two kinds of basic understanding essential to implementation. The first is an understanding of
organizational change and how information and ideas fit in to a real world context. The second is an understanding of the
relationship between curricula and the social institutional context in to which they are to be introduced. On the other
hands the social institutional context is influenced by whether one perceives the world of education as technical or non-
technical. Those with a technical view believe that implementations can be planned down to specifics those with a non-
technical view hold that implementation is fluid and emergent. But many people also view implementation as a
combination of technical and non-technical aspects. Successful curriculum implementation results from careful planning,
which focuses on three factors, people, programs and processes.

To implement a curriculum change educators must get people to change. Some, of their habits and possible views many
school districts have failed to implement their programs because they ignores the people factor and spent time and
money modifying only the program or process. On the other hand, focusing on the new programs provides people with
new ways to meet the objectives of the school’s programs. 12 Organizational processes, too, are important. Re organizing
departments can move people in the direction necessary for successful implementation.
2.3. The concept of Competence and Competency Based Education
2.3.1. Historical Background of CBET

Competence-based education and training (CBET) can be traced back to the education of primary and vocational teachers
in the USA in the 1970s. Poor learning in vocational education programs was the reason for applying new principles to
teacher education. Teaching should be based on the role requirements and standards of the behaviour of effective teachers.
The National Centre for Research in Vocational Education at Ohio State University started research on "performance-based
vocational teacher education” in 1969. Over a period of ten years 100 performance-based modules for vocational education
were developed, which were supplemented by modules for adult and special education.

In 1977, some 23 states had implemented performance- based vocational teacher education and in the late 1980s the
concept shaped many programs of vocational education and training (TVET). Despite skepticism from the very beginning,
CBET gradually entered the context of VET in the UK, Australia and New Zealand. Several other countries are currently
copying the concept of CBET by re-inventing or reforming their VET systems. Many hopes lie on CBET respectively
because it is an "outcome-based approach” and is seen as a "major driver, incentive and motivator of learning” where the
role of individuals is rated higher than that of teachers, government or other stakeholders (Reuling,2002, p. 15). Therefore,
CBET has both a didactical dimension (competences and qualifications) and a political and social dimension 24 (pathways
and opportunities for learning). Consequently, CBET itself may be described as "training which is performance- and
standards based and related to realistic workplace practices. It is focused on what learners can do rather than on the
courses they have done”

This definition (ANTA, 1998, p.10; Misko, 1999, p.3) places the focus of CBET on outcomes measured against industry
standards rather than on courses based on institutional arrangements (classes in schools, e.g., or apprenticeships) where
individual achievements are normally valued against others .Outcome orientation places emphasis on new forms of
assessment. “Recognition” or “Accreditation of Prior Learning” (RPL/APL), mainly through work experience, is another
essential tool to ensure the relevance and transferability of skills and knowledge as well as to lead people back into
learning. Competence-based curricula consist of work place oriented and performance-based modules or units of
competence that can be accumulated to a vocational qualification. Delivery of CBET can be designed individually by
learners, teachers and trainers, which allow a selfpaced mode independent from courses. However, a modular and self-
paced approach to curricula and delivery is not necessary, although it is very compatible with CBET.

2.3.2. Competency

Competency can be defined as the capacity to choose and utilize an integrated combination of knowledge, skills and
attitudes with the goal to do a task. Knowledge, skills and attitudes serve to realize the standard to perform job-related tasks
that typify profession. Several authors offer competence definitions. For example, Garavan and McGuire (2000) define
competence as an action, behavior and outcome a person should be able to demonstrate. This definition constitutes what a
person can do. Competency might also be viewed from the possession of certain attributes such as knowledge, skills, and
attitudes. Kricher et al (1997) view competency as the ability to choose and use the attributes suggesting that competence is
the capability to choose a set of available behavior and to execute suitable skills to meet certain goals. The comprehensive
definition covering all aforementioned is offered by Mulder (2001):“Competence is the ability of a person or an
organization to reach specific achievements.

Personal competence comprise: integrated performance oriented capabilities, which consist of clusters of knowledge
structures and also cognitive, interactive, affective an where necessary psychomotor capabilities, and attitudes and values,
which are conditional for carrying out tasks, solving problems and more generally, effectively functioning a certain
profession, organization, position or role”. 25 Kouwenhoven (2003) suggests that the execution of tasks involves a
cognitive process comprising the utilization of knowledge, skills and attitudes; personal characteristics of professional, and
the meta-cognition. The knowledge, skills, attitudes and personal characteristics should be present in realizing the task
since these elements reflect the deliberate actions.

Kouwenhoven (2003) also holds that the knowledge, skills and attitudes should be used in an integrated manner although
they might be used in varying degrees, depending on the task to be performed. Aschrott (1994) adds that the mental
processing of performing tasks requires cognitive monitoring which is called meta-cognition. Competence can be broken
down into two types, the core competency and the generic competency (Kouwenhoven, 2003). The former relates to the set
of appropriate competencies required to realize a key professional job at a satisfactory level. The latter is associated with
‘life skills’ including self-concept, values and personality traits.

2.4. Concept of Competency Based Training (CBT) in TVET

Competency based training (CBT) places emphasis on what a person can do in the workplace as a result of completing a
programme of training. The emphasis in CBT is on "performing" rather than just "knowing". A competency-based training
system includes more than just training courses related to job performance. It identifies the level of competence required
for different levels of performance within a given work function. Progress with in a CBT programme is not based on time.
An important characteristic of CBT is that it is focused not only on the actual jobs that are required in the workplace, but
also the ability to transfer and apply skills, knowledge and attitudes to new situations and environments (Karim, 2011,
pp.23-24). CBET is an approach to TVET, in which skills, knowledge and attitudes are specified in order to define, steer
and help to achieve competence standards, mostly within a kind of national qualifications framework. Competence (e.g. in
the British context) or competency (e.g. in the Australian context) can be understood as “the specification of knowledge
and skill and the application of that knowledge and skill to the standard of performance expected in the workplace”. A way
of approaching (vocational) training that places primary emphasis on what a person can do as a result of training (the out-
come), and as such represents a shift away from an emphasis on the process involved in training (the inputs). It is
concerned with training to industry specific standards rather than an individual’s achievement relative to others in the
group”.
2.4.2. Competence Standards

Competence standards are the core feature of a competence-based curriculum, since they are an important instrument for
identifying training needs, specifying career paths and recruiting personnel (Gonczi/Hager/Oliver, 1990, p. 35).
Competence standards can be categorized into three types, namely industry standards, cross-industry standards and
enterprise standards (Harris et al., 1995, p. 105). Industry standards refer to units of competence that are required in a range
of workplaces within a certain industry. Cross-industry standards share common units of competence and are integrated in
to industry standards. Enterprise standards are developed and implemented at the level of an individual company and are,
usually, a specification of industry standards as additional units are added, replaced or modified. Although, the flexible
development of standards at the enterprise level is important to address individual needs, national consistency and
acceptance of competences across industries or even nation-wide must be preserved. Therefore, authorized institutions
approve these enterprise standards before they are endorsed.

2.4.3. Competence based Assessment

With the shift from processes to outcomes assessment has to be rethought and re-defined as it is indispensable for the
verification and valorization of competences. Wolf (1995, p. 1) defines assessment in CBET programs as follows:
"Competence-based assessment is a form of assessment that is derived from the specification of a set of outcomes; that so
clearly states both the outcomes, general and specific, that assessors, students and interested third parties can all make
reasonably objective judgments with respect to student achievement or non-achievement of these outcomes; and that
certifies student progress on the basis of demonstrated achievement of these outcomes. Assessments are not tied to time
served in formal educational settings.” It is the outcomes and not the learning processes or courses which are assessed.
Outcomes have to be clearly identifiable as such in order to assure transparent and reliable assessment procedures.
Outcomes are the "real side” of a competence standard and according to the CBET philosophy it is essential to conduct
assessment strictly in accordance with these standards irrespective of the learning process or the circumstances involved.
However, it also means an individual decides which element of competence should be assessed and the assessor then only
measures the demonstrated performance in line with the relevant criteria. Every single criterion must be fully met before
the assessor can judge the performance as competent. Otherwise the assessment must be repeated. Graded assessment is
not encountered in competence-based assessment.

(Wolf, 1995, pp.21).stated that Competence based assessment is conducted on demand and under conditions which should
come as close as possible to real workplaces. Competence based training assessment does not require a peer group to
measure an individual’s achievement against others, i.e. norm referenced assessment, as it is criterion referenced ,i.e.
achievements are measured against the respective competence standard. According to (Beevers, 1993) factors undermining
effective implementation CBT an important assumption underpinning competency-based training is that competency
standards can be established through analysis of work carried out in business and industry and that there will be agreement
about these standards. In fact it has been an exceptionally difficult process to establish national competency standards in
many industries.

Further, the fact that so many teachers in Cornford's studies (1996, 1997) perceived a lack of agreement in standards, with
these teachers all having extensive industrial experience, leads to the conclusion that there is a major problem with the
concept of agreed, industry-based competency standards for the following reasons. In reality, in industry, there are three
distinct levels of standards in most fields of specialization: the first is essentially the cheap and barely sufficient, the second
involves a middle level of excellence, and the third the deluxe or very superior job involving high level craftsmanship. It
depends upon the circumstances and the business organisation as to which standards will be preferred at any one time. The
introduction of enterprise bargaining has further eroded any assumption of uniform standards.
Now it has become possible for an enterprise agreement to establish quite unique sets of competency standards for workers
within the individual enterprise, irrespective of Industrial Training Advisory Board or national standards (Ewer &Ablett,
1996). However, The variety of industrial standards stands as a problem quite distinct from the fact the newer version of
competency-based training advocated by Hager and Gonczi (1993) includes holistic assessment, and cognitive and
affective as well as performance elements. Such departures from the older behavioural standards result in statements of
competency standards of greater generality, and thus concomitant problems with interpretation and establishing reliability
and validity in assessment (Ewer &Ablett, 1996). Further, it is possible that the newer conceptualization of competency-
based training advanced by Hager and Gonczi (1993) was seriously and grievously flawed from the outset. More recently
Hager (1995) has admitted that competency standards are concerned with summative assessment that is measuring the
effectiveness of overall training. Summative assessment and competency-based training standards thus represent the end
product and do not reflect the complex processes of learning which lead to this desirable end state of training (Cornford,
1993, 1999), that is, issues of formative assessment (Hager, 1995). Formative assessment, which involves all assessment of
learning prior to summative assessment, provides vital feedback necessary for improvement in the longs kill earning
process. It is also apparent that the competency-based training model advanced by Hager and Gonczi lacks a substantial
basis provided by research and theory from skill learning, and cognition and development of expertise areas (Cornford,
1993; Stevenson, 1994, 1995). Hence, because of lack or a substantive base for formative assessment, it cannot provide any
substantial guidance for those who need to develop curricula over a number of stages of development of learning in
whatever specialist field. Nor can it provide guidance for teachers 29 as they assist students with feedback through the
development of various skills at varying levels of expertise (Cornford, 1997).

2.5. Institution Building for Outcome-Based TVET Delivery

Previously, TVET delivery did not consider the competence requirements of the labor market as it should be in
occupational standards; thus, it failed to appropriately address the everchanging demands of the labor market. Building an
Outcome-based TVET delivery system is therefore the centre piece of the TVET reform that strives for enhanced quality
and relevance of TVET. An Outcome-based TVET system design will also make it easier to recognize the wide range of
non-formal training and informal learning schemes available, opening access to neglected target (MOE, 2008:25). Training
for high quality skills require appropriate equipment, tools, adequate supply of training materials and practice by the
learners (Midlotn, 1993:210-215).

World Bank on the 30 other has confirmed that inadequate supply of equipment; very poor basic equipment lack of
laboratory and materials will make effective teaching impossible (World Bank, 1993:130- 140). Other requirements
include relevant text books and training manuals and qualified instructors will experience in enterprises. Well qualified
instructors with will experience in enterprises. Well qualified instructors with industry based and well equip workshops in
TVET are very important in preparing the training towards self-employment. The question of institutional facilities are an
important issues in TVET programs, often, access to jobs that training provides depends on the nature and quality of
training and job performance of graduates depends on the right kinds of skills acquired (Getachew, 2005:27).Meeting the
entire costs of functional workshops and providing up to date teaching materials one of the relevant measures to maintain
quality of training.

Vocational and technical usually have high development and recurrent cost (Midleton, 1993:210-215). The more highly
advanced the technology taught, the more expensive the needed equipment and materials will usually be the extremely high
cost of facilities makes it difficult to easily secure the latest technology (World Bank, 1993:130-140). On the other hand,
Norton (1999:240) contained that government decisions about TVET are often stated in terms or quantity rather than
quality. Simply replacing programs or changing size will have considerable impact on the breadth and depth of services
(quality) provision in an environment where there is more focal constituency for the quality of places than quality; it is
often troublesome for institutions to enhance the quality of programs. Taking into account the above discussion in order to
provides quality education for TVET trainees that prepares for wage employment as well as job creation. The Ethiopian
TVET strategy stipulated detailed standards regarding establishment and training equipment enumerated as, TVET
institutions will have suitable. Library and workshops, a class room on average accommodates 25 trainees for each
specialization, rooms for strong training und row materials with regard to training materials, the strategy stipulates that
there will be sufficient hand tools, machines and different equipment and materials in conformity with the number of
trainees in each fields, basic and essential measurement equipment and role materials for training appropriate teaching aid
and others, which are essential for training in each institution (MOE, 2008: 49-51).

2.6. Vocational Counsellor In TVET institute

The vocational counsellor’s job in at TVET College is to work with training coordinators and enterprise/ companies to
implement the cooperative training program. The counsellor needs to be trained for performing this role and assisted during
the implementation process of cooperative training program. These stuffs at TVET institutions are instrumental in
facilitating apprenticeship and preparing youth for apprenticeship training (MOE,2008). It is also focal point in organizing
self- employment support for TVET graduates.

2.7. Worksite Mentor Identification and Training

As one of the requirements of workplace learning, employers are expected to assign a supervisor and/or an in-company
trainer for being a coordinator to follow-up and support trainer in real work environment. Large companies might have a
supervisor for training and educated trainers for in-company training as well. Small companies might have experienced
workers/ employees working as instructors (MOE, 2002:11). In these companies, the supervisor is responsible for the
overall planning, follow-up and evaluation of in-company training. Compared with these trainers for in company training
responsible to train and guide the trainees at the workplace. The workplace training is assuming increasingly critical
position in the provision of training opportunities. Trends in both developed and developing countries suggest that this shift
will become enshrined as a central element in skill formation policies in the near future, as more initiatives seek to achieve
the twin goals of making training an attractive undertaking for employers and of ensuring that training is relevant and
useful for workers (Harris. 2000:36).

The quality or work- based learning is heavily dependent on who provides the training (Bailey and Merritt, 1993). Work –
based learning must be carefully planned and monitored by people who understand both the work setting and what is to be
learned if it is going to not only expose students to the workplace and give them an opportunity acquire specific procedural
skills but also achieve broader goals (Strern, 1997a). Worksites mentors assist in cognitive, personal and professional
development of students. Though sequencing learning opportunities and making connections between what is learned at
school and the worksite, worksite mentors students’ ability to become independent thinkers and workers ( Evanciew and
Rojewski,1999). Worksite mentors must ensure their worksite have educational value (Bailey, et. Al, 2000). 32 Workplace
mentoring has been identified as important aspect of work-based learning. By establishing relationships with caring and
competent adults with who can provide emotional support and facilitate skill development, less experienced youth are more
likely to bridge the gap between school and work. As in other endeavours, workplace mentoring requires planning,
training, monitoring and assessing to ensure that individuals being mentored will achieve successful outcomes (Brow,
2001).
2.8. Memorandum of Agreement Between industries, Enterprise and TVET
Institutions
The cooperating partners (industries /enterprise/ TVET institution) in the cooperative training should establish a
memorandum of agreement (MoA) to identify the occupations in which they want to cooperate. In principle, the
participation will be voluntarily and be promoting program of mutual benefits, incentives and in mutual respect. The
memorandum agreement content includes nature and objective of the cooperative training program, occupational area and
activity for which cooperative training is to provided, duration in hour (start and end, theory and practice) and performance
monitoring and evaluation system. Cooperative training program is a win-win situation because it is a partnership between
enterprise/company, the TVET collage and trainees for mutual advantage. Since the interest of industry and TVET collage
are complimentary, they call for partnership and increase awareness of their interdependence (peter, 1987:34).

2.9. TVET and practice based learning

2.9.1 Integration of course work and work place learning

Practice based learning in vocational education and training is one of the important issues to deliver the integration of
course work and work place learning. According to Browen,B (2003) practice based learning is the engagement of student
learning activates through the collaboration with tertiary institution, industry partner and work place learning includes
industry based placement, work based learning programs integrated with the formal curriculum at a certificate level.
Workplace learning is multifaceted and is utilized in organizations in a variety of ways and is an essential component for
effective employmentbased training.

Historically when TVET programmes have been delivered the delivery has predominately relied on Lecturer directed
instruction, however over recent times there has been an increased focus for trainees to acquire practical vocational skills in
the workplace as pre-employment programmes have lacked the necessary practical hands on skills in 33 preparation for
employment in the workplace. With the introduction of TVET courses in various disciplines and levels being offered by
tertiary providers as alternatives to apprenticeship training, industry placements and work experience have been introduced
into certain courses to provide for a collaborative learning experience during course delivery. Vocational education and
training courses are designed to prepare people for the workplace, to extend their skills while at work and provide for
positive change so that they are able to work in new or similar occupations.

2.9.2. Workplace learning (Collin, 2002).

Stated that Research into the literature by various authors has brought about an increasing awareness by stakeholders i.e.
employers, employees, tertiary educators and trainees that workplace Learning has become an important aspect of
‘informal’ at the workplace Learning. Previous studies indicate that Learning work is the most common way of Learning.
For employees and by far exceeds Learning in formal settings outside the workplace. Research into how people learn show
that most Learning related proficiencies are learned outside the formal classroom, and Greenagel and Lagay (2003) suggest
that where the Learning occurs and how it’s used is closely associated to how adults learn. Workplace Learning has been
identified in the literature as an accepted and effective form of training and differing points of view from several
researchers have been acknowledged (Billett 2001, Boud and Garrick1999, Brown 2003, Collin 2002, Harris, Simons and
Bone 2003). There has also been general agreement amongst stakeholders that workplace Learning has developed and
improved employee’s skills and vocational knowledge through positive workplace training. Various authors have defined
workplace Learning in a number of ways and Boud and Garrick (1999, p.2) stated that there cannot be just one definition
… “many perspectives are needed not only because of the diversity of work and the differences which exist even within a
single organization but because learning in the workplace so multifaceted”. The Australian National Training Authority
(ANTA, 2002) defines workplace learning as or training undertaken in the workplace, usually on the job, including on-the-
job training under normal operational conditions, and on-site training, which is conducted away from the work process
(e.g. learning centre). Skill New Zealand (2001) defines workplace learning as the formal acquisition of skills and
knowledge in the workplace. Two possibilities of learning may occur at the workplace, firstly 34 the learning may be either
‘employer based’, where the learner is an employee working and learning at their place of work, or secondly it may be
‘work based ‘, where someone who is not an employee of the company is there for the purpose of work experience or work
based learning The formalization of knowledge and skills in the workplace are obtained through assessment and the
achievement of a national qualification. Workplace learning may be supported by additional education and training on a
regular or occasional basis (Skill New Zealand, 2001).

Billett (2001) argues that workplace activities are structured by historical, cultural and situational factors and these factors
influence the kind and quality of learning that occurs through work. He critiques earlier assumptions regarding workplace
learning and in particular determines that by describing workplace learning environments and experiences as ‘informal’ is
incorrect. He states that by “describing workplaces as ‘informal’ learning environments is negative, inaccurate and
illfocused and it does little to assist the understanding about workplaces as learning environments” (Billett, 2001, p1-3). In
my view for effective practice based learning to occur the learning that occurs in the workplace is an essential component
of the formal learning process and has to be fully integrated with the vocational education courses. The experiences gained
at the workplace cannot be replicated effectively outside the workplace and adds enormous value to the achievement of a
valid qualification.

2.9.3. Co-operative education

According to MoE(2006 ),Co-operative education is a process of learning that is used to integrate the content of a course
with productive work experiences in a field related to the learners’ academic, personal and career goals. It has been
effective in providing closer relationships between tertiary institutions and industry by integrating the curriculum into a
meaningful process of learning through productive work experience: - students gain the opportunity to combine their
academic knowledge with the practical skills necessary to secure future work prospects. Several examples of work based
learning programmes have been identified in the literature, and numerous institutions predominately in the higher
education sector have utilized co- operative education programmes extensively as the preferred choice of an integrated
learning and practical experience. Co-operative education programmes are also being delivered in the TVET sector as an
alternative option to courses that do not include a work based component.

Co-operative education programmes consist of some form of work related experience where students are 35 required to
arrange a work placement with an employer where an agreed period of time is spent at the workplace. A student will
normally be required to arrange a learning contract with the academic supervisor together with the work based supervisor
prior to spending their time in industry. The work experience component can be completed alongside the academic
requirements prior to graduation whether by studying full time or part time. The learning contract will normally be used as
part of the assessment requirements.
According to Hodges &Coolbear, (1998), There are variations to the work experience component where students may be
required to attend multiple work placements over a set period of time and gain nonspecific experience or there may be a
portion of the programme that occurs at the workplace that is carried out as project based course under the supervision of
an industry supervisor and an academic supervisor. Industry placements have been used as alternative methods of learning
options with tertiary education providers for some time linking education programmes to a real work environment, and
generally the two main objectives of industry placements either provide for students to gain hands on work experience, or
for students to earn academic credits within an academic programme

2.9.4. Competency Assessment on work place learning

According to Roegiers(2004), the majority of the educational systems have agreed to integrate the competency based
approach within their curricula to respond to both the economic and social needs. That determines a ternary relationship
between a public target or “actor”, knowledge and a skill. Professional competence consists of cognitive, integrative,
relational, affective/moral, and habits of the mind dimensions. It is developmental and context-dependent. Competencies
are demonstrable elements or components of performance (knowledge, skills, attitudes and their integration) that make up
competence. Grant, et al (1979) states that competence-based assessment is a form of assessment that is derived from a
specification of a set of outcomes; that so clearly states both the outcomesgeneral and specific-that assessors, students and
interested third parties can all make reasonably objective judgments with respect to student achievement or non-
achievement of these outcomes; and that certifies student progress on the basis of demonstrated achievement of these
outcomes.

In addition, Raven, et al (2001) states that the practice of competence-based assessment encapsulates the following
features: the emphasis on outcomes; specifically, multiple outcomes, each distinctive and separately considered and the
belief that these outcomes can 36 and should be specified to the point where they are clear and transparent Assessors,
assesses, and third parties should be able to understand what is being assessed and what should be achieved. The
decoupling of assessment from particular institutions or learning programmes. With this increased emphasis on student
learning outcomes, Universities must necessarily turn their attention to the articulation and direct assessment of
competencies, and not rely merely on the accrual of hours as a proxy for competence.

The passage of time, in and of itself, does not produce professional competence. Instead, competence is achieved by
engaged participation in structured educational activities and closely supervised experiences that, in fact, do occur over
time. That is, competence is a product of both intentional educational interventions and a sufficient passage of time to
allow for development. Black, & William (1998), state that formative evaluations assess competence and provide ongoing
corrective, developmentally informed feedback to the individual to foster growth. Summative evaluations measure
outcomes at the end-point of a developmental process for purposes of progression and gate keeping. Placement learning
should incorporate both formative and summative assessment.

2.10. The Ethiopian TVET Reform into Outcome Based Approach

The TVET system in Ethiopia is currently rapidly expanding. The government believes that the present low factor
productivity is due to the skill gap, and that left to its own, the industry will provide less training than is socially optimal.
Therefore, publicly provided vocational education is seen by the government as the means to close this skill gap. The
government of Ethiopia looks at the public TVET as the key in improving the productivity of the enterprises and increasing
their competitiveness in the global market.

Government involvement goes beyond mere provision of TVET. The Ministry of Education administers the centralized
exam at the end of the primary school, and scores on this exam determine if a student continues to the preparatory
school or is placed in the TVET track. This national exam also determines which level of the TVET the individual can join.
Furthermore, the allocation of the numbers of places for specialization is also centrally determined. In this regard, TVET
system in Ethiopia is essentially command driven, even though the government recognizes the importance of ensuring
the system is sufficiently flexible and responsive to demands of industry.

At present Ethiopian TVET system is undergoing fundamental change in its teaching‐learning approach which enhances
the goal of poverty reduction strategy. According to MOE (2008) TVET of the country is re‐organized into an outcome
based system. This reform is intended to ensure competences needed in the labour market and it became the final
benchmark of teaching, training and learning. The purpose of this reform is to make TVET serve as important tools for the
countries poverty reduction strategy by different international fund providers. As GTZ (2006) noted the TVET system
reform of the country is able to develop a coherent and comprehensive TVET system that allows Ethiopia to train the
middle level workforce and it boosts the country’s economic growth and competitiveness in global markets.

Therefore, the Ethiopian TVET Strategy reflects best international practices regarding governance, management, delivery
and financing. This reform also ensures fair rates of funding, standard‐based quality assurance and transparent
accountability mechanisms and used for any kind of training provided by any kind of providers. Likewise, the Ethiopian
TVET Qualifications Framework addresses importance of a reform from expanded opportunity point of view. MOE (2010)
describes that an outcome‐based TVET system creates ways for the fair recognition of the wide range of formal, non‐
formal and informal training and learning existing in the country. Thus, building an outcome ‐based TVET system is the
centre piece of the TVET reform. For this reason, the main thrust of the strategy relies on an outcome ‐based system,
dedicated and trusting cooperation among stakeholders. Hence, it opens access to qualifications for previously neglected
target groups and increase chances of an occupational career and creates options for further education and training. In
general, the reform is expected to reflect an important improvement regarding poverty reduction. To this end, it ensures
achievement of its intended goals and thus, it is appropriate to address the development needs of the Ethiopian economy.

CHAPTER THREE
3. Research Design and Methodology
 Method pursued, sampling procedures followed, source of data, size of the sample, data collection tools and data analysis
of the research are presented under this chapter.
3.1. Research Method

The main purpose of this study will to assess the challenges that affect the implementation of Competency Based Training
(CBT). Therefore, the descriptive survey method is employed. The reason why the student researcher selected the
descriptive survey method is that, it helps to describe and interpret the actual events that exist now and existed in the past
and that have influences on the present, and also there by it tries to make the necessary recommendations for adjustment
(Best and Kahn, 1998). Moreover ,to get the general picture of the issue under investigation Mixed research methods will
use, The central premise of employing this design will that jointly using both qualitative and quantitative design
approaches provides a better understanding of the research problems than either research approach alone. The method will
particularly important for the study since it is intended to make detail description and analysis of the strategies and
practices of the implementation of competency based training (CBT) in TVET programs.

3.2. Source of Data

The data will collect from primary as well as secondary sources. In order to get firsthand information, primary data will be
collected from respondents. Those are
 Trainers of the respective government TVET colleges
 Dean of the TVET colleges
 Training coordinator
 TVET counsellor
 Industry/enterprise supervisor
 Trainees of the sampled TVET Colleges and
 jimma town Administrative TVET Agency. Furthermore, secondary sources including official policy and strategy
documents, guidelines, journals, web pages and other resource document relevant to the study will be used to support the
data.

3.3. Sample Size and Sampling Techniques

There are two Government TVET Colleges in jimma town Administration. Out of these training colleges, two of them
(33.3%) were selected for the study using purposive sampling the reasons for selecting these two TVET colleges were due
to their better experiences in offering training and educational programs at college level. This includes: Entoto TVET
College and Meserak TVET College. The sampled colleges had nine departments with 50 occupational areas of training.
Among these 5(55.6%) departments with different streams Electrical Electronic, Drafting and Surveying, Textile and
Garment, Automotive, Hotel and Hospitality, were being included on the basis of sampling. Purposive sampling techniques
were employed to incorporate these occupational areas. Therefore, Identification of relevant sample size was done in
accordance with Gay and Airisan (2003) as guide line. The basic rule behind Gay and Airisan guide line is to determine
appropriate number of participants as a sample size the guide line contain in general, if the population is large the small
percentage needed to get a representative sample, which is helpful to handle the data easily, therefore, the guide line
indicates, if the population sample size is around 500 (50%) should be sampled from the total population, and if the
population sample size is around 1500(20%) should be sampled. The total population of the study was 769 (see Table 2
and 3) which were between 500 and 1500. Therefore, it is appropriate to take 30% of the total population. The total
numbers of trainers which train the selected department were 223 among these 67(30%) were taken as sample population
in each stream into stratum. Among these, 67 main and supportive trainers [42 from Enoto TVET College and 25 from
Meserak TVET college were considered on the basis of quota sampling to set proportionate to size. The other groups of
respondents were trainees of the 2011- 2014 academic year. The total numbers of trainees in the sampled streams were
769. Out of these 231 (30%) were taken as sample population in each stream into stratum. According to Leedey and Ellis
(1989), to secure proportional representatives of the sampled institutions, proportional stratified sampling is appropriate.
Because the population strata appeared in different proportions (see Table 1-2). To pick up the number of respondents
under each stratum, simple random sampling was used.

3.4. Data Collection Instruments and Procedures

3.4.1. Instruments for Data Collection

To obtain adequate, valid and reliable information questionnaire and semi structured interview will be used. In addition,
observation checklists and document analysis will be employed. In regard to document analysis, however, different books,
journals and web-pages were referred so as to apart from the other documents of the competency Based Training system in
the colleges. Depending on the types of questionnaire items, open-ended and close-ended will be used in the
questionnaires. The student researcher will use the questionnaire to collect information from trainers, trainees, and
academic staff. Besides this, semi structured interview will be employed to acquire qualitative data on various components
of the training program to complement and obtain relevant data which will handle by the questionnaire. The interviewees
will be included CBT deputy dean, Department heads of the selected training filed of TVET colleges, industries supervisor
and OBT core process unit of jimma town administrative TVET agency.

3.5. ethical consideration

Regarding ethical consideration , the researcher will be governed by the research code of ethics in maintaining privacy
and confidentiality and or other related values. The research promise to the participant of the study that the information
which was collected from the respondent shall not be transferred to third party in candid or it will not be exploited for
undertaking other than the purpose of the research study . beside this , the process of data collection will be done
anonymously without writing their name , identification on number , telephone number , so that the threat of being
disclosed will be very much minimized.
 3.6 . work plane

3.6.1. research schedule

Time break down

Description

April
March
February

June
January

May
September

November

December
October
August
1 Problem identification July

2 literature review

3 Consultation

4 Proposal writing

5 Proposal presentation

6 Data collection

7 Data analysis

8 Report writing

9 Presentation

3.6.2. Budget Breakdown

 Description
Unit Cost Total Cost
Unit Quantity Duration
(Birr ) ( Birr )

I. Proposal cost

1 Paper (A4 size) Rim 2 250 500

2 Printing document 8 500 4000
3 Researcher (per 1 10 70 700
diem)
4 Transport 20 100 2000
5 Secretary (per diem) 1 10 4144
Sub total 11344
II. Stationary

1 Paper 2 2 200 400 400

2 Pen 6 4 24
3 Pencil 6 2 12
4 Binder 2 250 500
5 Transparence paper 6 20 120
6 CD RW 2 300 600
7 Contingence 2000
Sub total 3656
Total 15000
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BeratergruppeNeuwaldegg (Hrsg.): IntelligenteUnternehmen – HerausforderungWissensmanagement. Service
Fachverlag: Wien, 49-70. edition editor.

Woubekassaye (2014, 175 ).cuuriculem development and research in ethiopia. In William p.pinar (ed).international
hand book of curriculum research. ( 2nded)
Appendix-
Jimma University

College of Education and Behavioural Science

Educational planning and management

Questionnaire for Academic staff/Councillor, Program Coordinator and
Department Heads

The purpose of the questionnaire is to gather information on the implementation of competency based training (CBT)
program in TVET Colleges in Addis Ababa City administration. Thus, your frank and sincere response to the items in the
questionnaire helps to meet the objective of the study. Be sure that the information you provide will be kept confidential
and used only for the academic purpose.

I strongly believe that your input is very important to this study, hence, I kindly requests to answer all the questions
(without skipping). The study is meant for impartial fulfilment of Masters of Art Degree in Management of Vocational
Education.

General Direction: you are kindly to follow the direction

1. Writing your name is not required

2. put ‘√’ mark wherever are alternatives

3. Write your opinion briefly for the open ended questions.

I. Background of the Respondent

Name of collage

1. Your Specialization:__________________
2. Level of qualification A. Diploma  B. Degree  C. MA/MSc.  and above
3. Sex A. Male  B. Female 
4. Experience in years A. Below 5  B. 5 to 10  C.11t o 15  D. above 15 
5. Age A. 20-30  B. 30-40  C. Above 40 

II. In this part of the questioner put ‘‘ √’’ mark under the number which indicates the level of your
agreement/ disagreement.

Please read each statement carefully and choose the answer that corresponds best to your opinion
and put a tick (√) mark in only one space provided for each question from thegiven options in the
below table based on your level of agreement or disagreement. Use the following rating scale to show
your agreement or disagreement

The options represent

 Put‘‘√’’mark in column “5”if you are strongly agree.

 Put ‘‘√’’ mark in column“4” if you are agree.
 Put ‘‘√’’ mark in column “3” if you are neutral.
 Put ‘‘√’’ mark in column “2” if you are disagree.
 Put‘‘√’’ mark in column“1” if you are strongly disagree.

1= strongly disagree 2= disagree 3= undecided 4= agree 5= strongly agree

Please put a tick (√) mark in only one space provided for each question from the given options in the
below table based on your level of agreement or disagreement.

The options represent

Strongly disagree = 1, disagree = 2, undecided= 3, agree = 4 strongly agree =5

No Measuring scale

Questions 1 2 3 4 5
1. 1 Trainees have enough orientation about the overall TVET strategies and
competency
based training system (CBT
1.1 Enough Orientation is given about market demand Occupations
1.2 Enough Orientation is given about occupational standards in each field
of
Occupation
1.3 Enough Orientation is given about the learners on competency based
training
delivery system
1.4 There are lack of adequate Orientation from the concerned body
about the
requirement of the relevant training guideline
6. Trainees are ready to acquire technical and vocational competency
necessary to
complete the objectives of their training program
7. opportunities is given to trainees so as to choose a field of study on the
basis of their
interest
8. Trainees have adequate information about the competency based
training(CBT)
9. Most of the time trainees assigned on the right work position during
industries
Training
10. TVET College provide training for academic staff about the competency
based
Program
 6.1 Training is given about the overall TVET strategies and competency
based
training system
6.2 Training is given about market demand Occupations
6.3 Training is given about occupational standards in each field of
occupation
6.4 Training is given about competency based training delivery system
6.5 training is given about teaching methodology requirements in the
relevant training
Guidelines
15. Academic staffs have knowledge and readiness to apply the CBT program
16. Staff has access to most of instructional delivery materials
17. Teaching staff hold appropriate industry and teacher qualification
18. Teaching staff have proper information in order to fulfill their role
19. Industries are well informed about CBT training
20. Most industries are willing to accept trainees for CBT training
21. Training is given for industries supervisor about the overall TVET
strategies and
competency based training system(CBT)
22. Industries and companies have knowledge of the implementation of CBT
during work
places learning training
23. Supply of teaching and learning materials are on time, and the materials
are up to date
and relevant
24. industries arrange and provide the facilities ,range of work and
supervision to instruct
the trainee as specified in the training plan
25. There are adequate materials, equipment are available in the institution
26. There are sufficient learning and workshop rooms in TVET college
27. The accessibility of computers, library and books in the college very high
28. There are necessary materials and machineries for training process and
practices which is well matched with the course
29. The materials and machineries most of them are out of used and
damaged
30. There are appropriate guide line such as occupational standard and unit
of
competency for CBT training in my college
31. The working environments of the college is conducive for the work place
and work
experience opportunities
32. There are sufficient materials in CBT training offering organizations
33. There are an appropriate information given for trainees about the training
during
work place training
34. Trainees are provided with occupational standards and unit of
competency guide line
in school and work places learning
35. Continues and detailed feed back is given to trainees on their progress
during school
and work place earning
36. Trainees have sufficient information before they begin studying a
particular module or
units of competency
37. Trainees assigned on the right work position during in company training
 38. The teaching learning process allows each learner to have the opportunity
to develop
and evaluated on the competencies achieved
39. T VET colleges integrating the CBT program in to the trainees over all
educational
and training program
40. There are memorandum of agreement between industries and colleges
41. Trainers used verity of teaching methods and teaching aides
33.1 Competency based mode of training delivery
33.2 action Demonstration
33.3 Laboratory work
33.4 Group Discussion
33.5 Simulation practices
33.6 Computer based learning
33.7 Self placed learning
33.8 Practical training in group and individual in workshop same like on
the job
33.9 In company training /cooperative training/ based on each
competency
51. The relationship between theory and practice in CBT program highly
integrated
52. Employers, supervisors are aware of the tasks they can realistically expect
learners to
perform in the work please learning
53. Trainers and work shop masters are familiarly with the equipment and
machineries
54. The teaching learning methods encouraging and motivating the learners
to learn and
achieving the required learning out come in school and work place
learning
55. Trainers link training plan with the work plan
56. Program complementation is based on satisfactory achievement of all
specified
competencies with enough time
57. There is progress charts in each of the workshops
58. Continues and detailed feedback is given to trainees on their progress in
the work
Place
59. The college evaluate the existing training and learning resources against
the facility
Standards
60. Trainees rating reflect the level of competency achieved in each filled
61. Industries/enterprise facilitate training for trainees to learn based on
occupational
standards and unit of competency
62. Trainees are assessed during industries training based on the OS and unit
of
Competency
63. Trainees records are properly kept and reflect there on progress
64. Assessment is continuous and incorporates a variety of different activates
and tasks
with range of situations and contingencies

III Please write your opinion for the following questions!

 1. What are the major problems / challenges Academic staff face in the implementation of
Competency based program in TVET Colleges
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ ______
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ ______

2. What could be the possible solutions to the above mentioned problems?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ ______________________

3. How industries interact with the college during the implementation of Competency based training
program? _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. What methods employed to assess trainees based on the occupational standard and unit of
competency in your colleges? :-
______________________________________________________________________
______________________________________________________________________ __________

Jimma University

College of Education and Behavioural Science

Educational planning and management

Interview questions for TVET College Deans.

General Information

Name of collage

Job position:

Service year with the current position:

Qualification:
I open- Ended Questions
1. Are you familiar with the CBT program/ what information and supports
you have?
2. How is the TVET training program going on in your college?
3. What challenges do you have in the implementation of competency based
training program during training students in inside and outside the
classroom?
4. How do you solve this problem?
5. What challenges do you have in training students in the practical training
of the CBT?
6. How do you solve this problem?
7. How you implementing CBT program in collaboration with CBT offering
organizations?
8. What problems did you face during the implementation process of the CBT
program in the industries?
9. How did you solve the problem?
10.Are teacher familiar with competency –based education and training
methodologies?
11.How to Monitoring, evaluation and problem- coping of the CBT program?
12.Are teaching stuff prepared for the shift to competency based education or
do they view the change from a caution, hostile or defensive perspective?