ADMAS UNIVERSITY

MEKANISA CAMPUS

ASSESSING TRAINEES PERFORMANCE ON COC EXAMINATION

Mekonnen A

January 2019
Addis Ababa, Ethiopia
 TABLE OF CONTENTS
ABSTRACT................................................................................................................................................II
1. INTRODUCTION...................................................................................................................................1
1.1. Background of Study..........................................................................................................................1
1.2. Statement of problem.....................................................................................................................2
1.3. The objective of Study........................................................................................................................3
1.3.1 General Objective.............................................................................................................................3
1.3.2 Specific objective of study............................................................................................................4
1.4. The significance of Study............................................................................................................4
1.5 Scope of study....................................................................................................................................4
1.6. Limitation of Study.............................................................................................................................3
1.7. Operational Definition of Terms....................................................................................................3
2. REVIEW OF RELATED LITERATURE.........................................................................................5
2.1. The concept of TVET......................................................................................................................5
3. METHODOLOGY..................................................................................................................................8
3.1. Data type and sources......................................................................................................................8
3.4. Sampling method..............................................................................................................................9
4. DISCUSSION, ANALYSIS & PRESENTATION................................................................................10
4.1. Method of data analysis.................................................................................................................10
4.2. Data analysis, Interpretation and Discussion..............................................................................18
5. CONCLUSION & RECOMMENDATION..........................................................................................20
5.1. Conclusion........................................................................................................................................20
5.2. Recommendation..............................................................................................................................20
7. APPENDIXES.......................................................................................................................................22
7.1. Questionnaire....................................................................................................................................22
6. REFERENCES......................................................................................................................................24
ABSTRACT

The main purpose of this survey analysis was to assess the Trainees on COC examination
performance of Mekanisa TVET College. The data used during the study was mainly a primary
data collected through diverse instruments such as questionnaire, interview, observation and
focus group discussion assisted by data collected from a secondary source basically document
review.

Purposive sampling was mainly applied even though some random sampling techniques such as
lottery method and stratified sampling were also used in some circumstances. The questionnaire
was distributed to 64 Trainees and 52 (81.25 %) valid responses have been returned. Descriptive
data analysis without application of statistical computation has been applied. The results of the
analysis indicated that the institution has adopted a well-structured planning and decision-
making process with some gaps at implementations.

Page I
1. INTRODUCTION
1.1 BACKGROUND OF THE STUDY

Technical and Vocational Education and Training (TVET) plays a vital role in preparing
the current and future labor forces that could enhance economic and social development of
a country. It becomes imperative that the development and expansion of Technical and
Vocational Education as continuing education, both within and outside the formal education
system, with either public or private funding, and within the framework of lifelong
learning, should be a prioritized objective of all educational strategies (UNESCO,
ILO.2010)

Bateman et al. (2012) stated that TVET plays important roles for instance, in providing the
skill sets required by enterprises and across national economies; supporting pathways into
employment for young people; strengthening mobility between occupations for experienced
workers; and supporting the development of new skills and assisting workers to be
prepared to change or progress in their occupations/careers.
COC-based training is emphasized in TVET programs. This approach in TVET seen as
particularly effective in closing the gap between TVET provision and employment
requirements. However it is vital in vocational educational practice in many countries,
various TVET colleges/institution are attracted by this approach. Making people competent
has a more positive, and also a more practically relevant, TVET teachers also feel
that, because of its practical relevance, competency-based education can motivate
students to finish their school much more than traditional education can. Moreover,
through their direct contacts with work organizations, TVET institutes notice immediately
how modern companies’ occupations and jobs are changing and encouraging schools to
deliver graduates with broad skills in addition to specific knowledge (Biemans et al, 2005).

Prahalad and Hamel, (1990) noted that Competence systems would address the promise of
rendering learning processes and outcomes that are measurable and manageable
throughout the life span. On a related note, the concept of competence can easily be linked
to the performance approach of learning and education made popular by ideas on core
competencies of organizations.

According to (MOE 2008), Technical and Vocational Education and Training (TVET) is
the three educational sub-sectors (general education, TVET, and higher education) that the
government of Ethiopia has given high attention. Its primary goal is to create competent
and self-reliant citizens to contribute to the economic and social development of the
country. This is assumed to improve the livelihoods of all Ethiopians by reducing poverty.
The overall goal of the national TVET strategy is to create a competent, motivated,
adaptable and innovative workforce in Ethiopia. This contributes to poverty reduction and
social and economic development through facilitating demand driven, high quality technical
and vocational education and training, relevant to all sectors of the economy, at all levels
and to all people in need of skills development.
However, TVET has demonstrated significant expansion in the Ethiopian Education sector
over the last decade. The reform made in 2008 envisaged that it would transform TVET
delivery from input-oriented to an outcome-based one (MoE, 2010). The results obtained
after reform the development of frameworks for TVET and the forthcoming TVET Leaders
and Trainers Qualifications; the completion of 250 occupational standards and 211
assessment tools; the provision of training of trainers; the start of co-operative and
in company training; the creation of a “clear system for technology capabilities’
accumulation and transfer”; and “the identification, development and transfer of
180 demanded technologies to users on the basis of value chain analysis.

The TVET System will continue to serve as a potential instrument for technology transfer,
through the development of occupational standards, accreditation of competencies,
occupational assessment and accreditation, establishment and the strengthening of the
curriculum development system. TVET institutions will serve as the centers of technology
accumulation for MSEs. Rigorous and regular monitoring and evaluation will be carried out
amongst TVET institutions; both government and private monitoring will enable them to
ensure the minimum levels of competency (MoFED, 2010), Despite these achievements and
the government’s commitment and efforts, several challenges await the sub-sector.

Training providers may face many problems on their road to create competent trainees. This
may be because of their limited understandings on the outcomes and predefined standards’
on what trainees can do. Nevertheless, this can be accomplished by using actual training
equipment (Machines), Materials, real workplace and competent trainers that contribute to
accomplishing their actual job requirements (Bezawork,2010). Therefore, it is rational to
study the challenges of the failures COC Assessment in selected TVET Trainers,
Department and Section in Admas University Mekanisa TVET College.

1.2. Statement of the problem

Technical and Vocational Education and Training (TVET) systems play a vital role in the
socio-economic development of a nation. Due to their vibrant nature, they are continuously
subject to the forces which drive changes in the schools, industry, and society. The
opportunities and challenges of TVET are unique due to the needs of the changing
economy and the local community. The concern today is not so much about the value and
importance of TVET but how to ensure its relevance, responsiveness, and value in an
increasingly global economy (Law, 2007).

The government of Ethiopia considers TVET as one of the core development strategies
through which to achieve social and economic properties for its citizens. Currently, it
is carrying out an intensive expansion and restructuring works in the sector in order to boost
both quality and enrolment in TVET sector. The COC Based Training (CBT) ensures that
the TVET system in Ethiopia is better placed to serve the skill needs of employers and the
labor market (MOE, 2008b). But implementing the proposed COC Based Training (CBT)
faces some problems.

For instance, according to Caroline (2013), CBT is an expensive form of education and
training because of its emphasis on equipment, well-equipped laboratories, and other
teaching and learning materials for training. All these come cost implications the number
of trainees increases making it a challenge due to budgetary constraints of TVET
Institutions.

There is also the issue mentioned that there is a challenge of facilitation. Since CBT
is learner-centered, small class sizes are preferred to enable effective use of CBT
facilitation techniques. The ideal CBT class size is between 16-20 learners (Norton, 1987).
Currently, in most of the institutions, the class size is more than the average students. There
is no doubt that for effective program delivery, more facilitators with relevant training to
deliver CBT will be required. This will have huge financial implications for the institutions.

Beside to this, workplace experience of learning in the CBT program is important of the
training, because it affords the trainee the chance to put into practice in a real work
situation what he/she were taught in order to display his/her competences. There is
a gap in the implementation of the Occupational standards (that define competencies and
which describe good work practice) and National Occupational Standards (NOS), in
company
training /industries. In addition to this the numbers of limited industries are also challenges
of
CBT in working place
learning.

In the contrary, competency based training system is the current issue for the nation
of Ethiopia to be implemented practically. From the student researcher personal experience
as a teacher, it is observed that there are some gaps in the implementation of CBT program.
Thus, to contribute his part in fulfilling these gaps, this study research is done.

More specifically, the study is intended to answer the following basic

questions

The major question How COC based training program is implemented in connection with
the occupational standards/ TVET curriculum?

1. What are the understanding and readiness of trainees, trainers, Deans, TVET
Counselor and coordinators to implement CBT program?

2. Are the training materials, learning resource and infrastructures’ are against to
the facility standards?
3. How does the training process link the TVET based learning and the work
place learning based on the occupational standards?
 4. What are the methods employed to assess occupational standards and unit
of competency standards?
5. What is the reason for the defaults of the trainees’?
6. Does the institution provide COC training effectively on time?
7. Which sectors are more effective in passing of their COC exam?

1.3 Objective of the study

1.3.1 General objective

The main objective of the study was to examine and assess the Trainee’s on COC
examination performance of Mekanisa TVET College.

1.3.2 Specific objective of the study

The specific objective of this study was:-

1. To examine Trainee’s performance among different sections.

2. To see whether the Trainee’s took their assessment on time or not?
3. Which sectors/departments are more effective in passing the exam?
4. What are the factors that results in Trainee’s failure on the coc exam?
5. To assess the methods which employed to evaluate the performance of students based
on the occupational standard and unit of competency

1.4. Significance of the Study

With properly implemented and well organized standards or benchmarks, CBT program has
the potential to produce intellectual capital that is competent in terms of what the industry
or employer needs. According to Harris et al, (1995) CBT program of properly
implemented provide lifelong learning, holistic and integrated pedagogy, whole person
development, multi skilling, flexibility and to trainees having better skills and better ability
to integrate into the world class work force. In light of this fact, it is essential to conduct
a study to identify challenges affecting the implementation CBT program in TVET as to
improve the quality of TVET in general and the practice of CBT program in particular.

Accordingly, the study has the following

contributions:

• By revealing CBT program implementation in Mekanisa TVET College,

the study may help Dean, TVET Trainers and other stakeholders to give a
comprehensive information how the program works and how they can
enhance their aptitude concerned TVET for appropriate action.
• The study may contribute to Mekanisa TVET Colleges some good
experience mode of delivery particularly relating to the conditions of its
implementation.
• The study may also provide a solution to the Mekanisa TVET college
 problem under this study.
• The study provides useful information which can serve as a spring board for
further in depth study

1.5 Scope of the study

The study would have focused on assessment of Trainee’s on COC examination
performance of Mekanisa TVET College. Hence, this study would only addresses issues relate
to COC examination in Mekanisa TVET College.

1.6. Limitation of the Study

In undertaking this study, the researcher encountered the following

limitations:-

 Lack of adequate literature in the area of CBT system.

 Financial and time constraints were also the major limitations of the study.

 Few of the respondents were not cooperative enough in contributing there honest
opinion

1.7. Operational Definition of Terms

Competence: is the position and application of knowledge, skill and attitude to

person activities to the standard expected in the work place (Garavan and McGuire, 2000)

Competence-based assessment (CBA): is gathering and judging of evidence in order to

decide whether a person has achieved a standard (level of competency). (Wolf, 1995,p.1)

Competence standard: is made up of units of competence, which are themselves made up

of elements of competence, together with performance criteria, arrange of variables, and an
evidence guide. An industry-determined specification of performance which sets out
the skills, knowledge and attitudes required to operate effectively in employment.
(Gonczi/Hager/Oliver, 1990, p.35)
Competency-Based Training: is a way of approaching (vocational) training that
places primary emphasis on what a person can do as a result of the training (the outcome),
and as such represents a shift away from an emphasis on the process involved in the
training (the inputs). It is concerned with training to industry specific standards rather than
an individual's achievement relative to others in the group.(karim,2011,p 23/24)

Competency- Based Education: is a concept of technical and vocational education and

training, whose content is heavily oriented towards the requirements of the learner’s future
workplace that allows a formal education and training program to be delivered in a modular
and individualized learning related competence (Clement, 2003
Quality assurance: is systems and procedures designed and implemented by an
organization to ensure that its products and services are of a consistent standard and
are being continuously improved. (MoE, 2008)

Outcome Based Training: is an approach to education in which decisions about the

curriculum are driven by the end of the courses or the exit learning outcomes that the
students should display. (Elmore et.el,in Benered and Brogan(1994)

Occupational standard: a standard defined by experts of the world of work indicating the
competences that a person must possess to be able to perform up to the expected level and
be productive in the world of work. MoE (2010)

Technical and Vocational Education and Training (TVET): a training program provided
by training institution with a view to acquiring or upgrading his/her technical and
vocational skills (FGN, March 1, 2004, No. 391,2004:2553).
2. REVIEW OF RELATED LITERATURE
2.1. The concept of TVET

TVET is concerned with the acquisition of knowledge and skills for the world of work.
Throughout the course of history, various terms have been used to describe elements of the
field that are now conceived as comprising TVET. These include: competency based
training (CBT) ,Apprenticeship Training, Vocational Education, Technical Education,
Technical Vocational Education (TVE), Occupational Education (OE), Vocational
Education and Training (VET), Professional and Vocational Education (PVE), Career and
Technical Education (CTE), Workforce Education (WE), Workplace Education (WE), etc.
Several of these terms are commonly used in specific geographic areas.

The second International congress on Technical and Vocational held in Seoul in

1999 decided that the best and most comprehensive term to use is Technical and
Vocational Educational Education and Training (TVET) (Brgen and Hiebert, 2002: 16).
This is reflected in the name of the UNESCO-UNEVOC International Center in Bonn,
Germany, which was established in 2000 as a direct result of recommendations rising from
the Seoul congress in
1999. Hence, TVET is an education, training and learning activity leading to the
acquisition of knowledge, understanding and skills which are relevant for employment of
self- employment. TVET serves here as an overarching term to describe all kinds of formal,
non- formal and informal training and learning provided by or in all different
institutions, providers and learning Locations.

Originally, the direct preparation for work was the main goal of TVET, and this remains
prominent in many developing nations. However, with the technological revolutions
th
and innovations in science and technology, during the 20 century, new domains of
knowledge and new discipline have become important at all levels of education and
training. Further, the upward differentiation of TVET from first to second level and then to
th
the third level of education has been an important development of the 20 century and
sets the stage for the
21st century. The current focus is increasingly upon preparing knowledge workers to
meet the challenges posed during the transition from the industrial age to the information
age, with the concomitant post-industrial human resource requirements and the
changing world of work. Technical and vocational education serves different purpose
(smith, 1999: 262).
(Mc Neil (1996: 332) indicated that, the current rationale for the indispensability of TVET
rests on arguments like, it serves a national interest by (a) conserving and developing
resources; (b) promoting a more productive agriculture, (c) preventing waste of human labor,
and (d) helping to meet an increasing demand for trained workers. It helps in realizing
equality by helping the youth, refugees and the hard-to-employ to find a place in economy
through training in general or specific occupational skills and related work habits. And
finally, it helps in facilitating the students’ understanding about various issues related to
society, technology, work, environment, and their own future career development

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 3. METHODOLOGY
3.1 Data type and sources

The data collecting instruments included questionnaires which consist of close-ended

questions and open-ended, semi structured interview questions, document analysis and
observation. The data was analyzed using Descriptive statistical method.

The primary data would be collected by using questionnaires distribute to trainees’ of

different department and sections and secondary data would be collected from the organizational
historical records relates to COC examination.

3.2 Sampling method

To collects available data the researcher would be prepare questionnaires to distribute to the
respondents by using simple random sampling technique, taking the sample size of twenty five
from the total population. The reason for used this type of sampling technique would be less
costly and less time consuming.

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 4. DISCUSSION, ANALYSIS & PRESENTATION

This chapter of the study consists of two parts. The first part deals with the respondents’
backgrounds, while the second part deals with presentation, analysis and interpretation of the
data collected through questionnaires, interview and observation. Both primary and
secondary sources were utilized to analyze the basic research questions raised in chapter one.

4.1 Method of data analysis

The researcher designed is descriptive type and data is both quantitative types in nature. The
researcher would be use tabulation, percentage and graphics to analysis the data collected.

4.2 Data analysis, Interpretation and Discussion

This chapter contains analysis and interpretation of data collected on the COC examination
performance of Trainees’ of Mekanisa Campus. The analysis is made using statistical tools
graphs, tables and ratio to assess the trainees’ performance on COC exam.

The questions, the interpretations and their implications are discussed as follows.

1. Have you taken Institutional Assessment prepared by the campus before you take COC?
 As the result obtained through the questionnaire shows 100% of the respondents
said that they have taken Institutional Assessment which prepared in the campus
level.
 This shows that all the respondents agreed that they have taken Institutional
Assessment prepared by the campus before they take the COC exam.
2. Is your campus level Institutional Assessment has relation with the COC exam?
 This question is designed to check whether the campus Institutional Assessment
is related to the COC exam or not. As the result of the questionnaire shows 100%
of the respondents agreed that the campus Institutional Assessment has a great
similarity with the COC exam they have taken.
 The above percentage implies that all the respondents said that the exam they had
taken in the campus level has relation with the COC exam they have taken.
3. Do the class (Continues assessments) assessments and final exam support you to be
effective in the COC exam?
 This question aimed to check or know how the class room assessment and final
exam supported them to be effective in the COC exam. 95.74% of the
respondents replied that the class and final exam supported them a lot in the COC
exam.

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  In the contrary, 4.25% of the respondents said that the class assessments and their
final exam do not support them on the COC exam. They have mention reasons
for their sayings:
 The time which is given for preparation was not enough.
 The way our teachers teaching was different from the way in which the
COC exam was prepared. So, it was difficult to answer the exam.
 As we can observe from the above percentage, almost all the respondents agreed
that the class assessments and final exam supported them a lot to be effective on
COC the exam.
4. Was the orientation given before the COC exam enough?
 As the result obtained through the questionnaire shows 100% of the respondents
responded that the orientation which was given in the campus was more than
enough to get appropriate information about the exam.
 This implies that the respondents get all necessary information about the exam
before they take it.
5. Were you tensioned or feel confident on the time of COC exam?
 The above question was designed to investigate whether the respondents did the
COC exam with confidence or not. As the result of the questionnaire shows
76.59% of respondents replied that they did the exam without any disturbance.
 In the contrary, 23.4% of the responded that they did the exam with some
disturbance caused by different reasons like:
 Fear
 Worried about time allotted
 First information heard about the exam
 Worried about failerity
 Over tension
 The condition of the examiners /they scare us in many commands.
 Generally speaking, more half of the respondents did the exam with full of
confidence.
6. Have you used the materials prepared for the Modules properly?
 This question is design to know how many of the respondents have used the
module materials properly. As the response of the questionnaire shows,
95.74% of the respondents used the module materials properly.
 On the other hand, 4.25% of the respondents replied that they didn’t use the
module materials properly as they have to. They have mentioned the reason
for this by saying their class time focused on more of the theoretical aspect of
the module than the practical aspect of it.

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 5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary of the major findings, conclusions and the
recommendations forwarded based on the findings.
4.1 Conclusion

The aim of this research paper was top examine and assess the Trainees’ performance on COC
examination of the Admas university mekanisa Campus. Thus based on the findings presented in
chapter three the following conclusion has been drawn.

Based on the above major findings of the study, the following conclusions were drawn.

Timely and planned preparation and training for the exam contributes to the performance as well
as sustainability of any private training institution, the strength of which is believed to enhance
economic development in the country. Hence, training institutions like Admas University are
expected to have good performance on trainees’ COC exam preparation and training comparable
to their counterpart elsewhere.

Admas University Mekanisa Campus examines the potentiality of the Trainees’ before sending
them to the assessment center depending on the Training they took in the campus and
institutional assessment.

The Trainees’ prepare themselves and took their COC exam on the last dates of the semester date
and the remaining are prepare and took their COC exam after the due date.

4.2 Recommendation

Based on the forgoing and conclusion, the following are recommended for management
decision so as to help the institution to improve its trainees’ COC exam performance

In order to improve the failure of trainees on the exam appraised reports provide sufficient
technical instance of trainees’, the institution should allocate sufficient time to upgrade the
knowledge and skill of its trainees’ as well as trainers’.

Evaluating and facilitating the supply of adequate training equipment, updated reference
material, equipment and layout of workshop and technologies that are relevant to the
respective course.

In order to send potential and qualified trainees’ to the assessment center the institution should
have adequate screening criteria based on the training they took and the institutional assessment
results.

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The bank should set conditions that enforce trainees’, especially trainees with routine failure on
their COC examination.

The government has to support the institution to solve the problem of failure of trainees on the
national COC exam by creating opportunity for the institution trainers’ through providing
training on how to make trainees’ qualified on their national COC assessment .

In general, the improvement on learning infrastructure included the following concerns:

• Increase in the provision of adequate and appropriate equipment

• Strong professional leadership capacity should come with the delivery of the quality TVET

• Increased and more effective teacher training

• Skills development through skill fairs and contests

Finally, the researcher strong recommends further detail research in COC examination
specifically trainees’ COC examination performance of the institution which are problems area
and core activities.

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6. APPENDIXES
6.1 Questioner

Page 16 of 22
 7. REFERENCE
African Union (2007), Strategy to Revitalize Technical and Vocational Education and
Training (TVET) in Africa. Retrieved May 10, 2010 from
www.africaunion.org/root/au/Conferences/
Aho, E., Pitkanen, K. &Sahlberg, P. (2006) Policy development and reform principles of basic
and secondary education in Finland since 1968. Washington, DC: World Bank.

Allal, L., Cardinet, J., Perrenoud, Ph. L’évaluation formative dansunenseignementdifférencié,

Berne, Lang, 1989.

Franci, A .and Hunkins, p. (2009), curriculum foundation, principles, and issues.Pearson

international edition.
Carton, M. (1998), Education and the World of Work. Paris: UNESCO.
Dennis, G. (2000), Competence- Based Training in Scotland, England, Australia and
NewZeeland. Darmstadt: GTZ Sector Project.
FederalMinistryofEducation (2010), Technical Vocational Education and Training in
EthiopMappingStudyThe Federal Democratic Republic of Ethiopia
EducationSectorDevelopment Program IV (ESDPIV). Addis Ababa.
MOE (2008). National Technical and Vocational Education and Training (TVET): MOE,
(2010).Nationaal TVET Qualification Framework (NTQF).Addis Ababa:
M,Fullan. andA,promfret.(1977), research on curriculum and instruction implementation,
review of educational research. Pp.391-392.
Ministry of Education (2010).Vocational Guidance and Counseling for TVET institution
and polytechnic.

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