Impact of competence-based training on employability of Technical and Vocational graduates in Ethiopia
The purpose of this study is to critically examine the impact of competence based training on employability of technical and vocational college graduates in Ethiopia. Mixed methods of research design, predominantly concurrent nested strategy were employed to conduct the study. The study involved 162 instructors, 123 Level III automotive technology trainees, 87 department heads and 89 graduates, a total of 461 respondents as a sample. Moreover, 24 respondents (6 industry owners, 6 TVET college deans, 6 competence-based process owners and 6 industry trainers’ leaders) were purposely selected for interview and focus group discussion. Under the study, the researcher used employability of graduates as dependent variable andcompetency basedtraining as independent variable. Descriptive and inferential statistics were employed for data analysis. The study result showed that technical and vocational education and training (TVET) colleges in Ethiopia have been performing below expectations in developing demand-based curriculum and implementing competence-based training in TVET colleges and industries. As a result, among the graduates nearly 50 percent are not employed in the past two years. Hence, it is recommended that constantly consulting and involving relevant stakeholders in setting study profile, identifying intended learning outcomes and strengtheningcompetence basedlearning style are vital for graduates to demonstrate employability skill, knowledge and attitude into the job that consequentially lead to graduate employment.
Published online: 30 November 2017
African Union. The proceedings of the conference of the African Ministers of Education on TVET in Africa. Meeting of the Bureau of the Conference of Ministers of Education of the African Union (2007), 29-31, Addis Ababa.
Biemans, Harm. “Vocation and Business Education and Training in Europe: Qualification and the World of Work,” Journal of Vocational Education and Training, no. 7 (2004), 17-22.
Colline, Michael. Competence in Adult Education: A New Perspective. London: University Press of Oxford, 1987.
Dyson, Jack. Skills, Knowledge and Employability. Geneva: International Labor Office. 2005.
Deibinger, Mannhiem. Structures and Functions of Competence- based Education and Training (CEBT): A Comparative Perspective. InWent, 2005.
Dicbois and Rithwell. Competence –based human resource management. Palo Alto, CA: Davis Black publishing, 2004.
Frere, Cathryn. Developing a Competency Based Curriculum. Virginia: West Virginia University (2010), 9-12.
Goncizi, Andrew. Re-conceptualizing competency based education and training. Sydney: University of Technology, 1996.
Herschbach, Zidrman. VET management in the United States . Geneva, 1995.
International Labour Organization. Implementing Competency-Based Training (CBT) in Bangladesh. Bangladesh, 2012.
Karka, Sandra. Competency based education and training. Myths and realities. England: Eric Publications, 1998.
Kathleen, Santopietro. Competency based education and content standards. Colorado: Northern Colorado Literacy Resource Centre, 2006.
Kudwadi and Suryadi. Development framework of evaluation model based on skill competency standard in high school technology and vocational education. Ban dung: JPIS FPTKUPI, 2011.
Ministry of Education. Guideline on curriculum development. Addis Ababa: Ministry of Education, 2006.
_____. National TVET Strategy. Addis Ababa: Ministry of Education, 2008.
_____. TVET Leaders’ and Trainers’ Qualifications Framework. Addis Ababa: Ministry of Education, 2010.
_____. Cooperative training guideline. Addis Ababa: Ministry of Education, 2010.
Oromia Education Bureau. Baseline Date in Regional TVET system. Addis Ababa, 2008.
Tuning Africa. Tuning and harmonization of higher education: The African Experience, Bilbao: University of Deusto, 2014.
United Nations, Education, Scientific and Cultural Organization. “Technical and vocational education and training for sustainable development: The challenges of implementation.” No. 10 (2005), 1-4.
Workington, Jackie. “Curriculum change in engineering.” European journal of engineering education, no. 27 (2002), 12-17.
Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:
The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.
2. Copyright and Code of conduct:
a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.
b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).
c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.
d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.
e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.
Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.