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首页> 外文期刊>Developing Country Studies >Evaluating the Design of the Ethiopian TVET System in Light of Theoretical Principles of Competence-Based Education and Training (CBET)
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Evaluating the Design of the Ethiopian TVET System in Light of Theoretical Principles of Competence-Based Education and Training (CBET)

机译：根据以能力为基础的教育和培训（CBET）的理论原理评估埃塞俄比亚TVET系统的设计

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摘要

International consensus on policy and research agendas and the need to increase the quality of education and training has heightened the importance of the competence-based education and training (CBET) approach. Adopting European experience (mainly the German model), Ethiopia has embraced the outcome-based approach in its TVET reform since 2008. Drawing on (integrating) the theoretical background on CBET and TVET, this research aimed to evaluate the design of the Ethiopian TVET system to identify the interventions and assumptions that underlie the design of the system and to evaluate it in light of the theoretical principles of CBET. Based on documents analysis, this research has identified various government interventions and assumptions under four elements: overarching/regulatory framework (qualifications framework, OS, management and financing, accreditation of TVET institutions/programs); curriculum design; organization of instruction-learning; and, external assessment and certification of competence. Based on evaluation of the design of the TVET system in light of certain theoretical principles of CBET, this study concludes that the Ethiopian TVET system is (on paper) outcome-based. Whether the interventions and assumptions underlying the design of the TVET system are actually being practiced and are delivering the promised results is yet to be evaluated through upcoming research. In this respect, this research paves the way for such subsequent studies. This study contributes to the literature through its innovative approach to the evaluation of a national TVET system by adapting the theoretical principles of CBET.
机译：关于政策和研究议程的国际共识以及提高教育和培训质量的需要，提高了基于能力的教育和培训（CBET）方法的重要性。埃塞俄比亚借鉴欧洲经验（主要是德国模式），自2008年以来在其TVET改革中采用了基于结果的方法。该研究借鉴（整合）CBET和TVET的理论背景，旨在评估埃塞俄比亚TVET系统的设计。识别构成系统设计基础的干预措施和假设，并根据CBET的理论原理对其进行评估。根据文件分析，本研究在四个要素下确定了各种政府干预措施和假设：总体/监管框架（资格框架，操作系统，管理和财务，TVET机构/计划的认证）;课程设计;组织教学学习;以及外部评估和能力证明。根据CBET的某些理论原理，对TVET系统的设计进行了评估，得出的结论是，埃塞俄比亚TVET系统是基于结果的。 TVET系统设计所依据的干预措施和假设是否实际上正在实践并正在交付预期的结果，尚待通过即将进行的研究来评估。在这方面，这项研究为后续的研究铺平了道路。本研究通过采用CBET的理论原理对国家TVET系统进行评估的创新方法，为文献做出了贡献。

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