Evaluating the Design of the Ethiopian TVET System in Light of Theoretical Principles of Competence-Based Education and Training (CBET)

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 certification of competence. Based on evaluation of the design of the TVET system in light of certain theoretical principles of CBET, this study concludes that the Ethiopian TVET system is (on paper) outcome-based. Whether the interventions and assumptions underlying the design of the TVET system are actually being practiced and are delivering the promised results is yet to be evaluated through upcoming research. In this respect, this research paves the way for such subsequent studies. This study contributes to the literature through its innovative approach to the evaluation of a national TVET system by adapting the theoretical principles of CBET

Evaluating the Implementations of Competence-Based Assessment and Certification System in TVET: The Case of Ethiopia

This paper evaluates the implementations of assessment and certification in the Ethiopian TVET system based on review of government documents and a descriptive analysis of primary data. The primary data are obtained by administering questionnaires to 184 TVET heads and 547 students/trainees that are drawn from 40 public, private and NGO TVET institutions in Addis Ababa and by administering interviews to 10 key informants. It is found that assessment is being carried out based on regulations/guidelines and assessment tools in accredited assessment centers by accredited assessors. Implementation of the system has directed the effort of stakeholders towards enhancing learners’ competence and has influenced learning. As a result, the number of candidates who passed the assessment in Addis Ababa has increased from 14.3% in 2009/10 to 61.7% in 2015. Findings also point out that the implementation of assessment is to some extent in line with some of the principles (criteria) proposed in the theoretical literature.  Encouraging practices are observed in terms of linking assessment with the learning outcomes or competence requirements of work place (i.e., national standards) as well as the authenticity, cognitive complexity, directness, consistency, and transparency of assessment. However, quality of internal assessment is hampered due to gaps in institutional capacity especially among smaller TVET institutions. Furthermore, implementation of external assessment is being affected by challenges such as unethical conduct by some assessors; limited accessibility of assessment as a service; capacity (quality) gaps in terms of assessors, assessment tools, materials and machineries; longstanding (but declining) attitudinal problems disfavoring external assessment; weak linkage between the external assessment system and TVET institutions (i.e., delivery); and, possible adverse effects of competence as a single criteria for renewal of accreditation of TVET institutions/programs. Finally, this paper points out some mechanisms that may help address the implementation challenges of a competence-based assessment system in the Ethiopian context. Keywords: evaluation, competence-based education and training, assessment, certification, TVE

Evaluating the Implementations of Competence-Based Assessment and Certification System in TVET: The Case of Ethiopia

This paper evaluates the implementations of assessment and certification in the Ethiopian TVET system based on review of government documents and a descriptive analysis of primary data. The primary data are obtained by administering questionnaires to 184 TVET heads and 547 students/trainees that are drawn from 40 public, private and NGO TVET institutions in Addis Ababa and by administering interviews to 10 key informants. It is found that assessment is being carried out based on regulations/guidelines and assessment tools in accredited assessment centers by accredited assessors. Implementation of the system has directed the effort of stakeholders towards enhancing learners’ competence and has influenced learning. As a result, the number of candidates who passed the assessment in Addis Ababa has increased from 14.3% in 2009/10 to 61.7% in 2015. Findings also point out that the implementation of assessment is to some extent in line with some of the principles (criteria) proposed in the theoretical literature.  Encouraging practices are observed in terms of linking assessment with the learning outcomes or competence requirements of work place (i.e., national standards) as well as the authenticity, cognitive complexity, directness, consistency, and transparency of assessment. However, quality of internal assessment is hampered due to gaps in institutional capacity especially among smaller TVET institutions. Furthermore, implementation of external assessment is being affected by challenges such as unethical conduct by some assessors; limited accessibility of assessment as a service; capacity (quality) gaps in terms of assessors, assessment tools, materials and machineries; longstanding (but declining) attitudinal problems disfavoring external assessment; weak linkage between the external assessment system and TVET institutions (i.e., delivery); and, possible adverse effects of competence as a single criteria for renewal of accreditation of TVET institutions/programs. Finally, this paper points out some mechanisms that may help address the implementation challenges of a competence-based assessment system in the Ethiopian context. Key words: evaluation, competence-based education and training, assessment, certification, TVE

Effectiveness of Technical and Vocational Education and Training (TVET): Insights from Ethiopia’s reform

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, 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 TVETelsewhere 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. Keywords TVET reform, TVET quality, Total quality management, Internal effectiveness, Realistic evaluation, Developing countries, Ethiopi