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

Abstract

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.