TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia

Yadessa Tolossa Woyessa; Akwasi Arko-Achemfuor

doi:doi:10.11648/j.ijvetr.20210702.11

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TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia

Yadessa Tolossa Woyessa, Akwasi Arko-Achemfuor

Published in International Journal of Vocational Education and Training Research (Volume 7, Issue 2)

Received: 10 July 2021 Accepted: 30 July 2021 Published: 5 August 2021

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Abstract

The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.

Published in	International Journal of Vocational Education and Training Research (Volume 7, Issue 2)
DOI	10.11648/j.ijvetr.20210702.11
Page(s)	41-49
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

TVET, Curriculum, Curriculum Mapping, Labour Market Demand, Training Needs

References

[1]	Ansah, S. & Kissi, E. 2013. Technical and Vocational Education and Training in Ghana: A Tool for skill Acquisition & Industrial development. Journal of Education and Practicewww.iiste.org ISSN 2222-1735 (Paper). ISSN 2222-288X (Online) Vol. 4, No. 16, 2013 https://www.researchgate.net/publication/305475999.
[2]	Belbase, S. 2011. Philosophical foundations of curriculum design: A Reflective Analysis. College of Education. University of Wyoming.
[3]	Creswell, J. 2014. Research Design: Quantitative, qualitative and mixed methods approaches (4th edition). University of Nebraska -Lincoln.
[4]	Kanselaar G. 2002. Constructivism and socio-constructivism. Article published on July, 16, 2002.
[5]	McKernan, J. 2008. Curriculum and Imagination: Process Theory, Pedagogy and Action Research. New York: Routledge.
[6]	MoE. 2012. TVET Curriculum Development Manual. Addis Ababa, Ethiopia.
[7]	MoE. 2010. Model Curriculum of Building Construction Works. Addis Ababa, Ethiopia.
[8]	MoE. 2009. Ethiopia Occupational Standards (EOS) Development Manual. Addis Ababa, Ethiopia.
[9]	MoE. 2008. National Technical & Vocational Education & Training (TVET) Strategy. Addis Ababa, Ethiopia.
[10]	Oliva, P. & Gordon, W. 2013. Developing the curriculum (Eighth edition). Boston: Scott, Foresman and Company.
[11]	Ornstein, A. &Hunkins, F. 2014. Curriculum Foundations, Principles, and Issues (Sixth edition). Edinburgh Gate: Pearson Education Limited.
[12]	Shaorshadze, I. and Krishnan, P. 2013. Technical and Vocational Education and Training in Ethiopia. Paper for the International Growth Centre – Ethiopia Country Programme.
[13]	Steketee, C. & et al. 2013. Towards a theoretical framework for curriculum development in health professional education. Health Sciences Papers and Journal Articles.
[14]	Steffe, Leslie P.; Gale, Jerry (2012). Constructivism in Education. Oxon: Routledge. ISBN 978-1-136-47608-2.
[15]	Tubsree, S. & Bunsong, S. 2013. Curriculum Development of Vocational Teacher Education within the Contexts of ASEAN Integration Process.
[16]	UNESCO & ILO, 2002. TVET for Twenty-first Century: UNESCO and ILO Recommendations. Paris.
[17]	UNEVOC. 1993. International Workshop on Curriculum Development in Technical and Vocational Education, Final report, Turin.
[18]	Werner, E. and et al. 2012. A Roadmap to Vocational Education and Training Systems around the World. Discussion Paper No. 7110. IZA. Bonn.
[19]	Yusoof, M. 2013. Designing Vocational Education (Vocational Skill) Program. Electronic Journal of Vocational Colleges-June (Special Issue).
[20]	Zhao, Z. & Raune, F. 2014. Areas of Vocational Research. New Frontiers of Educational Research. Springer-Verlag Berlin Heidelberg.

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Yadessa Tolossa Woyessa, Akwasi Arko-Achemfuor. (2021). TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia. International Journal of Vocational Education and Training Research, 7(2), 41-49. https://doi.org/10.11648/j.ijvetr.20210702.11

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ACS Style

Yadessa Tolossa Woyessa; Akwasi Arko-Achemfuor. TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia. Int. J. Vocat. Educ. Train. Res. 2021, 7(2), 41-49. doi: 10.11648/j.ijvetr.20210702.11

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AMA Style

Yadessa Tolossa Woyessa, Akwasi Arko-Achemfuor. TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia. Int J Vocat Educ Train Res. 2021;7(2):41-49. doi: 10.11648/j.ijvetr.20210702.11

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@article{10.11648/j.ijvetr.20210702.11,
  author = {Yadessa Tolossa Woyessa and Akwasi Arko-Achemfuor},
  title = {TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {7},
  number = {2},
  pages = {41-49},
  doi = {10.11648/j.ijvetr.20210702.11},
  url = {https://doi.org/10.11648/j.ijvetr.20210702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210702.11},
  abstract = {The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.},
 year = {2021}
}

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TY  - JOUR
T1  - TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia
AU  - Yadessa Tolossa Woyessa
AU  - Akwasi Arko-Achemfuor
Y1  - 2021/08/05
PY  - 2021
N1  - https://doi.org/10.11648/j.ijvetr.20210702.11
DO  - 10.11648/j.ijvetr.20210702.11
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 41
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PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20210702.11
AB  - The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.
VL  - 7
IS  - 2
ER  -

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Author Information

Yadessa Tolossa Woyessa

Department of Adult Education and Community Development, Ambo University, Ambo, Ethiopia
Akwasi Arko-Achemfuor

Department of Adult and Youth Development, University of South Africa, Pretoria, South Africa

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APA Style

Yadessa Tolossa Woyessa, Akwasi Arko-Achemfuor. (2021). TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia. International Journal of Vocational Education and Training Research, 7(2), 41-49. https://doi.org/10.11648/j.ijvetr.20210702.11

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ACS Style

Yadessa Tolossa Woyessa; Akwasi Arko-Achemfuor. TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia. Int. J. Vocat. Educ. Train. Res. 2021, 7(2), 41-49. doi: 10.11648/j.ijvetr.20210702.11

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AMA Style

Yadessa Tolossa Woyessa, Akwasi Arko-Achemfuor. TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia. Int J Vocat Educ Train Res. 2021;7(2):41-49. doi: 10.11648/j.ijvetr.20210702.11

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@article{10.11648/j.ijvetr.20210702.11,
  author = {Yadessa Tolossa Woyessa and Akwasi Arko-Achemfuor},
  title = {TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {7},
  number = {2},
  pages = {41-49},
  doi = {10.11648/j.ijvetr.20210702.11},
  url = {https://doi.org/10.11648/j.ijvetr.20210702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210702.11},
  abstract = {The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.},
 year = {2021}
}

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TY  - JOUR
T1  - TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia
AU  - Yadessa Tolossa Woyessa
AU  - Akwasi Arko-Achemfuor
Y1  - 2021/08/05
PY  - 2021
N1  - https://doi.org/10.11648/j.ijvetr.20210702.11
DO  - 10.11648/j.ijvetr.20210702.11
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 41
EP  - 49
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20210702.11
AB  - The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.
VL  - 7
IS  - 2
ER  -

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