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Stakeholders' Perceptions of Occupational Competency Assessment and Certification Systems in Ethiopia's TVET Programs

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Title: Stakeholders' Perceptions of Occupational Competency Assessment and Certification Systems in Ethiopia's TVET Programs
Language: English
Authors: Ashebir Tekle (ORCID 0009-0002-2560-9368), Solomon Areaya, Getachew Habtamu
Source: Higher Education, Skills and Work-based Learning. 2025 15(2):274-289.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Career and Technical Education, Certification, Competency Based Education, Minimum Competency Testing, Student Attitudes, Educational Quality, Stakeholders, Job Skills, Career Readiness
Geographic Terms: Ethiopia
DOI: 10.1108/HESWBL-02-2024-0030
ISSN: 2042-3896
Abstract: Purpose: This research aims to explore stakeholder perspectives on Ethiopia's occupational competency assessment and certification systems. Design/methodology/approach: The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques. Findings: There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers. Practical implications: A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021). Originality/value: The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466015
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Stakeholders' Perceptions of Occupational Competency Assessment and Certification Systems in Ethiopia's TVET Programs
– Name: Language
  Label: Language
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  Data: English
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  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Ashebir+Tekle%22">Ashebir Tekle</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2560-9368">0009-0002-2560-9368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Solomon+Areaya%22">Solomon Areaya</searchLink><br /><searchLink fieldCode="AR" term="%22Getachew+Habtamu%22">Getachew Habtamu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2025 15(2):274-289.
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  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
– Name: Pages
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  Data: 16
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  Data: 2025
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competency+Testing%22">Minimum Competency Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/HESWBL-02-2024-0030
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2042-3896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This research aims to explore stakeholder perspectives on Ethiopia's occupational competency assessment and certification systems. Design/methodology/approach: The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques. Findings: There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers. Practical implications: A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021). Originality/value: The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1466015
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        Value: 10.1108/HESWBL-02-2024-0030
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      – Text: English
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        StartPage: 274
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Certification
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      – SubjectFull: Competency Based Education
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      – SubjectFull: Minimum Competency Testing
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      – SubjectFull: Educational Quality
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      – SubjectFull: Job Skills
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      – SubjectFull: Ethiopia
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      – TitleFull: Stakeholders' Perceptions of Occupational Competency Assessment and Certification Systems in Ethiopia's TVET Programs
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