An Investigation of the Conceptions, Practices, and Challenges of  Competence-Based Education: The Case of Bahir Dar University

Zewdu, Melkam

dc.contributor.author	Zewdu, Melkam
dc.date.accessioned	2025-04-23T06:50:57Z
dc.date.available	2025-04-23T06:50:57Z
dc.date.issued	2024-11
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/16719
dc.description.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.	en_US
dc.language.iso	en_US	en_US
dc.subject	Psychology	en_US
dc.title	An Investigation of the Conceptions, Practices, and Challenges of Competence-Based Education: The Case of Bahir Dar University	en_US
dc.type	Dissartation	en_US