Author

  • Lemecha Geleto

    • College of Education and Behavioral Studies, Addis Ababa University, Ethiopia
    • Ethiopia

Abstract

Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management, instructors and students.

Keywords

References

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How to Cite

Geleto, L. (2018). Technical Vocational Education Training Institute Curriculum Development in Ethiopia. Journal of Education and Vocational Research, 8(3), 16-28. https://doi.org/10.22610/jevr.v8i3.1989

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Section

Research Paper

Published in

Vol. 8 No. 3 (2017) Law, Vocational Skills & Student Experience View issue contents

Published

2018-01-07

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