Abstract:
This study explored the conceptions, practices and challenges of competence-based education at
Bahir Dar University. The study employed mixed research approach with an exploratory sequential
design. Interview was conducted with 22 (18 males, 4 females) purposively selected instructors and
academic leaders. Documents were reviewed. The qualitative data collected through interview and
document review were analysed using content analysis method. The results of interview data
indicate ten categories of conceptualizing competence and three ways of conceptualizing
competence-based education. The results of the document review indicate misalignment among the
five components of strategic alignment in all the five undergraduate curricula. Based on the
qualitative results and extensive review of related literature, five–point Likert-scale questionnaires
were developed and administered to 305 instructors and 376 students. The quantitative data were
analysed using one sample t-test, independent-samples t-test, and one-way MANOVA. The result
of the one sample t-test indicates that instructors were practicing principles of competence-based
education rarely. Independent t-test result indicate perception difference between instructors and
students about instructors’ practice of CBE principles. The result of MANOA shows competence
based education principles’ practice difference among the five academic units despite overall rare
practicing. The result further indicates nine categories of challenges hindered the practice of
competence-based education. Based on these findings it was concluded that the practice of
competence-based education is putting the ‘old wine in a new bottle’ exercise despite pressures
from national education policy and the world of work. Finally, implications for theory, policy,
practice, and future research were forwarded.