|Title:||practices and challenges of IFALP. Descriptive|
|???metadata.dc.contributor.*???:||Professor Derebssa Dufera|
|Keywords:||TVET trainees are characterized by incompetence|
|Abstract:||A considerable number of TVET trainees are characterized by incompetence, as revealed by COC assessment which resulted in failure to be self employed and employed in different public and private sectors. Using this situation as a rationale, this study aimed to assess the reasons behind incompetence of trainees of competency based program in TVET institutions of Oromia Regional State. To achieve this purpose, basic research questions such as ‘what is the current competence status of trainees in COC assessment?’ and ‘what factors contributed to the incompetence of trainees?’ were set. To answer these basic research questions and to achieve the purposes of the study, a concurrent embedded mixed research type was employed. Percentages, mean values, standard deviation, Mann-Whitney U test and binary logistic regression were employed to analyze the data. The study revealed the ineffectiveness of TVET program with 74.6% incompetence and 25.4% competence of trainees in COC assessment. After investigating the factors that are responsible for incompetence of trainees in COC assessment the study found out that weak preparation of teaching learning materials, poor implementation of principles of competency based training, poor TVET teachers training and poor TVET institutions and industry linkage. The study also investigated the factors that have strong predicting power of competence of trainees in COC assessment. Integrating knowledge, skill and attitude during training, making competencies to be achieved public in advance, actual demonstration of competencies during training, engaging trainees in applying skills similar to the real world of work, using progress record chart during training and providing practical skills to trainees by industries during cooperative training were found to be the major predictors of competence of trainees in COC assessment. Based on the findings, it is recommended that the involvement of industry experts and curriculum experts in preparation of curriculum materials, close supervision and support during implementation of competency based curriculum, promoting TVET program to higher institutions to improve the image of TVET, using different options to motivate industry owners to fully cooperate during cooperative training and competency-based pre-service and tailored in-service trainings for TVET teachers should be realized for effective competence –based curriculum.|
|Appears in Collections:||Center for Rural Development Studies|
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