Ministry of Education

The Education And Training System Should

Begin And End With The Customers Needs

BUT! Who is the customer of the

system?
• Commerce
• Industry
• Government
Commerce,
Communicates needs and Technical and
priorities
Industry Vocational

& Education &

Responds with system &
Government programs / courses to meet those Training
needs
How Are These Needs
Identified And
Communicated?
Usually through a job analysis process
with the development of occupational
standards
AT...
The industry wide level or organization level
Producing Industry Manpower
Requirements

Occupational
Standards Curriculum and
Learning Modules

Development Development
of OS of Curriculum

Assessment & Recognition

Certification of TVET
Conduct of Program
Training
 Outcome Based As An Approach To
Learning ...
 Places most emphasis on what the
learner should be able to do

 Is focussed on performance rather than

on learning process within specified
times.

 Is concerned with the demonstration or

provision of evidence of KSA to a
specific level of Competence.
 System And Delivery Features
Of The
Outcome-based Approach
TVET program is based on curriculum developed from
the occupational standards
 Learning is driven by competences written to the
occupational standards
 Local education and training is benchmarked to
international standards
 Time for starting and completing the course is not
within rigid time periods
 Learning is modular and provides opportunity for right
mix of on and off the job
 The system allows for learners to enter and exit
program and receive an award for modules attained at
any point
 Learning module is defined as an instructional package
dealing with single conceptual unit of subject matter
and enabling the learner to master one module before
entering another
 Training materials are directly related to the units of
competence and the learning modules
 Assessment of learners is based on performing
competences required by a specific learning outcome
and by the occupational standard as a whole
Outcome-Based Training

Delivery Flow
 Individualized Learning
Conduct Pre-Assessment

Trainee enters Review learning YES

program package
Conduct institutional assessment
Satisfactorily
• Administer RPL Performed
View multimedia Trainer Trainer
• Orientation Competency?
• materials observes Rates NO
Role of trainer/trainee
performance performance

Use manuals Have YES

completed
Facilitate training session all the
competencies?
NO
Trainee selects Observe Trainee
competency demonstration Trainee
Rates own
and receive attempts task
performance NO Have enough
instructions Competency/ies
Practice skills in been
workshop achieved?
• Administer Learning
Contract YES
Trainee exits
• Organize learning strategy Receive program
• Provide materials assistance and
• Introduce CBLM materials advise
• Introduce the use of Trainee exits Undergo Nat’l
• Achievement Progress program Assessment
• Report
 TRAINING
METHODS

And TECHNIQUES
Training Methods And Techniques

 Brainstorming  Exercise
 Case Study  Questioning
 Lecture  Reading
 Panel  Role Playing
 Discussion  Work Group
 Fishbowl  Action Maze
 Game  Programmed Instruction
 Buzz Group  Simulation
 Demonstration
 BRAINSTORMING
 Is a problem-solving approach in which
participants are given a problem and asked
to bring into discussion any ideas that
come to mind, no matter how outlandish.
CASE STUDY
 Is an oral or written account of a realistic

situation, including sufficient detail to make it

possible for the participants to analyze the
problems involved and to determine possible
solutions.
 LECTURE
 A prepared, oral presentation delivered by
a resource person to a group of
participants.

PANAL

 It is a conversation, by several persons, in

front of an audience. A group of three to

five experts present short prepared
statements.
 DISCUSSION
 Is an explanation of a specific topic by a
group. Discussions are most effective in
groups of 10 – 25 participants.

FISHBOWL

 Is a discussion group that is divided into two

parts: the inner circle, consisting of four or five

people who discuss a topic, and the outer group
consisting of up to 20 people who observe
(usually standing).
 GAME
 An activity characterized by structured competition

between two or more participants. Each game has

its own unique set of rules and learning outcomes.

BUZZ GROUPS

 A large group divided into several small groups of

four to six people discuss a topic or perform a

task, in a given time.
 DEMONSTRATION

 A technique that shows how something

works or gets done. It is intended to illustrate

or clarify an idea, process or relationship.

EXERCISE

 A short problem focusing on a

specific learning point. Most
exercises have one correct solution.
 QUESTIONING

 This strategy consists of developing and

asking a variety of questions, designed to

test learning and stimulate discussion. The

questioning technique helps participants

learn to use different modes of thinking

such as inquiry, analytical thinking,

discovery, intuitive thinking and problem

solving.
 READING

 Readings are the printed matter assigned

to individuals in the form of articles,

books, or pamphlets. All the participants

can read the same material, or the

readings can be individualized. Readings

are often coupled with a study guide or

discussion questions for use during a

class session.
 ROLE PLAYING
 A strategy of human reaction involving

realistic behavior in non-job setting. Two or

more role players are presented with a

hypothetical problem or conflict with which

they must attempt to deal.

WORK GROUP

 Three to eight individuals working together

on a specific task to produce some specific
output (e.g. suggestions, solutions to a
problem, etc.)
 ACTION MAZE
 A printed description of an incident, for

analysis, followed by a list of alternative

actions.

PROGRAMMED INSTRUCTION
 Is a highly structured form of self-study.

Material to be learned is presented to the

participant in a series of carefully planned,
sequential steps.
 SIMULATION

 Is a representation of a real

situation – usually a situation

requiring appropriate actions

and reactions or a situation

requiring the demonstration of

technical expertise.
Considerations in selecting the appropriate training delivery methods

 Different people will process information more

effectively using different stimulus

 The retention of learners vary on type of training

method:
 Lecture only 5%
 Reading 10%
 Classroom with Labs/exercises 20%
 Demonstration 30%
 Practice by doing 75%
 Teaching others 100%
The studies shows that the getting knowledge is differ from getting skills
in different delivery methods

 It is also important to remember that the acquisition of

knowledge is different from the acquisition of skills. It is

generally accepted that people learn skills –

65 % by doing
25 % by seeing
10 % by hearing
 while on the other hand knowledge is generally acquired
75 % by seeing
15 % by hearing
10 % by doing (i.e. by experience)
ኢትዮጵያን በጋራ እንገንባ