Competency-Based Approach to Technical and Vocational Education and Training in Africa. Country Report: Ethiopia

Institution	United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP); Institut de la Francophonie pour l’éducation et la formation (IFEF) (Africa)
Titel	Competency-Based Approach to Technical and Vocational Education and Training in Africa. Country Report: Ethiopia
Quelle	(2020), (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Vocational Education; Foreign Countries; Program Implementation; Barriers; Economic Development; Program Effectiveness; Educational History; Labor Needs; Job Training; Apprenticeships; Educational Policy; Partnerships in Education; School Business Relationship; Sustainability; Labor Market; Financial Support; Resources; Private Sector; Public Sector; Governance; Government Role; Language Usage; English (Second Language); Trainers; Secondary Education; Postsecondary Education; Ethiopia + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Ausland; Wirtschaftsentwicklung; History of education; Bildungsgeschichte; Labour needs; Arbeitskräftebedarf; Berufsqualifizierender Bildungsgang; Apprenticeship; Lehre; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Nachhaltigkeit; Labour market; Arbeitsmarkt; Finanzielle Förderung; Betriebsmittel; Hilfsmittel; Privater Sektor; Öffentlicher Sektor; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausbildungslehrer; Trainer; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Äthiopien
Abstract	For the purpose of finding out how competency-based training (CBT) approach is customized, how syllabi are adjusted and aligned on CBT and what positive outcomes were registered as a consequence, the International Institute for Educational Planning (IIEP)-Dakar and the Francophonie Institute for Education and Training (IFEF) conducted a joint study on the customisation and contextualisation of the CBT approach in seven African countries. The study focuses on non-francophone African countries that apply a modular CBT. The aim of the study is to identify good practices and explore how those practices can be used in other contexts/countries to enhance the performance of the CBT approach in their Technical and Vocational Education and Training (TVET) systems and, secondly, to identify the challenges that emerged when the CBT approach was introduced and/or sustained. Based on the findings drawn from the CBT implementation in those countries, the study makes recommendations aimed at helping to better adapt the CBT approach to the specificities of African countries. This report focuses on Ethiopia's progress in CBT implementation approach and adaptation. [For "Competency-Based Approach to Technical and Vocational Education and Training in Africa. Study Based on Seven African Countries: Benin, Ethiopia, Ghana, Morocco, Rwanda, Senegal, and South Africa. Synthesis Report," see ED617235.] (ERIC).
Anmerkungen	UNESCO International Institute for Educational Planning. 7-9, rue Eugène Delacroix, 75116 Paris, France. Tel: +33-0-1-45-03-77-00; Fax: +33-00-1-40-72-83-66; e-mail: info@iiep.unesco.org; Web site: http://www.iiep.unesco.org/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01