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

Abstract

1 | INTRODUC TI ON The purpose of this study is to examine the alignment of competency-based education (CBE) curriculum with occupational standards to ensure entry-level competence. The study is also aimed to scrutinize teachers, Center of Competency (CoC) experts, and alumni students' awareness of the nature, focus, assessment, and curriculum development of CBE. The outcomes of the investigation would serve as empirical evidence to address problems related to awareness in CBE curriculum development and alignment of CBE curriculum with occupational standards. Literatures were surveyed to provide background information on Background: Technical 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, 2008). 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). Aims: The 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. Methods: The main sources of information were three experts from center of com-petency, 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. Results: From 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. Conclusion: This 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. K E Y W O R D S alumni students, competency-based education, TVET College 2 of 7 | LIKISA the concept, historical development, and challenges in CBE curriculum development.