Abstract:
The purpose of the study is to assess the implementation of a competency- based TVET training.
The study is driven by the question: What are the competencies of the trainers who are assigned
for the training process?; To what extent are training facilities (Equipment, machines, tools,
materials, workshop and classroom buildings, modules and internet access) available and
appropriate for the implementation of CBT in the colleges?; To what extent are the trainings
being delivered in the colleges based on labour market informationi' ; To what extent are the
colleges implementing cooperative training with relevant· industries? And what are the major
obstacles of competence based training practice in the colleges. The sample of the study consisted
of 67 trainers, 2 deans, 2, vi deans, 6 department heads, 3 vocational counsellors, 567 trainees of
the colleges and 30 enterprises working with the colleges. Stratified random sampling method
was used to select the trainers, trainees, and enterprises; and simple random sampling
particularly lottery method was employed to select the deans and vocational counsellors. In order
to address the objectives of the study, a descriptive survey method was used. To gather the data, a
questionnaire for trainees, trainers and enterprises were prepared and administered; and semi
structured interview to deans, v/deans, department heads and vocational counsellors were
conducted. Moreover, document analysis also employed to search data related to labour market.
The data obtained in these instruments were analysed using both quantitatively and qualitatively.
The quantitative data were tallied carefully, arranged and structured in tables and analyzed
using percentages, weight mean, and standard deviation. The results obtained from the study
pointed out that the implementation of competency-based TVET training is not effective. This is
because of trainers are not competent enough; shortages of training facilities like workshops,
machines, equipments, internet services, problem on the content of curriculum module; the
training delivery is to some extent different from the local labour market studies; and co
operative training is not implemented effectively. Furthermore, findings revealed that the
implementation of competency-based TVET training is challenged by different factors such as
budget constraints, lack of awareness and commitment of different stakeholders, shortage of
relevant enterprises for co-operative training and poor perception of trainees about TVET, etc.
Recommendations were drawn based on the findings to implement the competency based TVET
training effectively. The practitioners have to be equipped with the needed skill gap training, the
colleges should equipped with adequate facilities, the training should align with local labour
market studies of the colleges and further awareness creation should be perform for effective
implementation of co-operative training were some of the recommendation forwarded.
