Towards competence-based technical-vocational education and training in Ethiopia

Solomon, Getachew Habtamu

doi:10.18174/388252

Cited by 7 publications

(10 citation statements)

References 102 publications

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“…This study corroborates previous studies in different countries (e.g, Geerligs and Nijhof 2002;Solomon 2016) that also show how the flexibility principle is a difficult principle to realise in educational practice. The low score for the principle of flexibility indicates that the studied vocational programmes do not offer students opportunities to perform learning and assessment activities at their own pace, place, and time, or that the educational programme and methods are not adequately adjusted to meet each individual student's needs.…”

Section: Conclusion and Discussionsupporting

confidence: 91%

“…There are some initial attempts at evaluating competence-based education implementation in Uganda (e.g. Mulder and Kintu 2013), Ethiopia (Solomon 2016), and Indonesia (Nederstigt and Mulder 2011). Nederstigt and Mulder (2011) examines three study programmes from two universities in the faculty of agriculture and faculty of medicine in Indonesian Higher Education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Evaluating competence-based vocational education in Indonesia

Misbah

Gulikers

Dharma

et al. 2019

Journal of Vocational Education & Training

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This paper investigates the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework developed in a Western context exist in Indonesian policy documents and school practices. This study reviews educational policy documents and collects cross-sectional survey data from 41 school principals, 453 teachers, and 2219 students from 41 agricultural vocational schools in five provinces of Java, Indonesia. Results showed that the ten CCBE principles listed in the framework exist to large extent in Indonesian policy documents. School principals, teachers, and students noticed the realisation of CCBE principles in the study programme to differing degrees, except for the principle of flexibility that was largely absent. The level of CBE implementation varied, from the level of starting competence-based to that of largely competence-based education. The findings contribute to the discussion of CCBE design principles and lesson learned of CBE implementation in a non-western perspective.

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Section: Conclusion and Discussionsupporting

confidence: 91%

Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluating competence-based vocational education in Indonesia

Misbah

Gulikers

Dharma

et al. 2019

Journal of Vocational Education & Training

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“…Further, the existing trainers lack appropriate skills and are not competent to provide training per the occupational standards. Many of the teachers are said to be old-timers and lack the creativity and practical skills to competently give the desired training using the new curriculum available at TVET Colleges (Solomon, 2011).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Research in accounting education in Africa in general and in Ethiopian in particular were relatively ignored (Lubbe & Coetzee, 2018) though there are some researchers who studied the challenges in undergraduate accounting education at university level in Ethiopia (Mihret & Bobe, 2014;Kidane, 2012;ROSC, 2007;Belete & Dessalegn, 2011). Also, the challenges of the existing TVET system were studied in general terms to some extent (Dadi, 2014;Solomon, 2011). But TVET accounting education and training, in particular, were relatively ignored.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Evaluation of Outcome-Based Accounting Education and Training in Selected Colleges in West Oromia, Ethiopia

Lakew

Musa

2019

Business, Management and Education

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Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.

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“…The competence methodology as developed has been used in various projects in education development cooperation projects of ECS, such as in Uganda (Kasule et al, 2015), Ethiopia (Solomon, 2016) and Indonesia (Zainun et al, 2015) to name a few. Reflections about these projects (Mulder & Gulikers, 2011;Nederstigt & Mulder, 2011;Mulder & Kintu, 2013) showed the complexities of attempts to implement competence-based education practices in the non-western world.…”

Section: Learning Arrangementsmentioning

confidence: 99%

Competence for life: a review of developments and perspective for the future : Farewell address upon retiring as Professor of Education and Competence Studies at Wageningen University & Research on 20 October 2016

Mulder¹

2016

Preprint

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Esteemed Rector Magnificus, distinguished colleagues, respected students, family and friends.It is a great pleasure for me to see you all here and to give this farewell address after 42 years of active service in education and science. First of all I would like to apologize for those amongst you who do not understand English very well. Wageningen University is an international university, there are many international colleagues present here, and most of our academic meetings are held in English. What I would like to do in this farewell address is to present a review of competence theory, research and practice and share a perspective on future research on competence for life. I will begin with the short version of the turbulent history of the chair group I have been leading during the past 18 years. Then I will go into the alignment of the mission of ECS with the mission of Wageningen University. Next I will address the competence construct which has been the core focus of ECS, and give a short overview of the competence research we have conducted so far. Next I will point at overviews and syntheses which have been published during the last decades, and then I will go into the issue of competence for life and the future. Finally of course I like to conclude with a series of words of thanks. Short turbulent history of ECSSo, first of all in short hand the turbulent history of ECS. Or should I say the remarkable history of the chair group within this university. I will keep this short, although you may find this the most exciting part of my talk. When I came to Wageningen University from the University of Twente in 1998, I was not aware of the difficult situation in which Wageningen University was finding itself. Actually, it went through an existential crisis. Draconic measures were taken to discontinue many chair groups and several education programs. What nobody expected was that soon after my start in October 1998 it was decided to also strike the chair of Agricultural Education from the list of chairs of the University. This happened in November 1998, within six weeks after I assumed my position. It felt like being in the 4 | Prof.dr. Martin Mulder Competence for Life -A Review of Developments and Perspective for the Future famous Brussels bar 'A la Mort Subite'. I have spoken about this sudden and unexpected move of the university already in my inaugural address of 2004. I shared that I convinced the university that educational research and teacher education were contractual and legal commitments of Wageningen University, which resulted in postponing the decision to dissolve the chair group, and as we say in Dutch: 'van uitstel kwam afstel'. Postponing resulted in withdrawal of the decision. The chair was reinstalled as chair of 'Education Science' and a bit later as 'Education and Competence Studies'.Some may also remember the picture I showed from the regional newspaper, which commented on the strategic plan of the university at that time, saying that certain professors had luck, such as now emeritus profes...

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Towards competence-based technical-vocational education and training in Ethiopia

Cited by 7 publications

References 102 publications

Evaluating competence-based vocational education in Indonesia

Evaluating competence-based vocational education in Indonesia

Evaluation of Outcome-Based Accounting Education and Training in Selected Colleges in West Oromia, Ethiopia

Competence for life: a review of developments and perspective for the future : Farewell address upon retiring as Professor of Education and Competence Studies at Wageningen University & Research on 20 October 2016

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