Abstract:
Abstract
This study was to investigate opportunities and challenges of competence based TVET in north wollo
zone governmental TVET collages. A descriptive Survey research design andquantitative methods were
employed for this research. Total population of the study are six TVET college, 236 trainers, 54 industry
trainers, and 3850 trainees. Three colleges were selected by using simple random sampling. Trainers
and trainees were selected using stratified random. Pertaining industry trainer’s purposive sampling
method was employed.Regarding sample size 63 trainers and 190 trainee to meet the research objective.
Data collecting instruments are questionnaire, interview, and document review were employed. Methods
of data analysis was descriptive such as frequency to analyze demographic characteristics of
respondents , mean and standard deviation to analyze data obtained from questioner using IBM SPSS
version 20. The main findings of the study are lack of equitable quality TVET institution that unable
keep quality competence based training due to un even distribution of training facilities, lack of
machines and equipment’s, lack of training materials, lack of qualified trainers about TVET, poor image
of TVET system, absence of standardized occupational curriculum and training materials, inadequate
finance and policy gap, ineffective cooperative training practices, overburden of trainers, un
encouraging and monotonous of institutional assessment practice on the sides of challenges while the
opportunities are increased female trainees enrolment, clear TVET and MSE strategies, National TVET
standards, competence based National occupational standards and competence based occupational
assessment, competence based curriculum at regional level. the researcher conculudein line with
objectives of study are a clear TVET and MSE strategies, revision of proclamation no.954/2008,
preplanned occupational and TVET institutional standards, introduction of Competence based training
and project based training, while the challenges are lack of equitable TVET institution, lack of qualified
trainers and competence. The recommendations of the study are Ensuring Quality of TVET Trainers,
Revising occupational standards and curriculum, improving quality Assurance, Building capacity in
TVET, Building the image of TVET, Financing to TVET, and Formulating TVET policy and revision of
TVET strategy are recommended.
