Ethiopian tvet policy pdf

Standard 2: Training, Professional Development and Support. Standard 3. Sep 8, In the various proclamations of the Government of Ethiopia.

Education and Education. Policy, which emphasizes vocational and skills training. Open navigation menu. Close suggestions Search Search. User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? Explore Ebooks. Bestsellers Editors' Picks All Ebooks. Explore Audiobooks. Bestsellers Editors' Picks All audiobooks.

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Jump to Page. Search inside document. Pedro Rocha dos Reis. Aileen Bexley. Eline Artnita. Israel Asnake. The world Of Harsh. Khadar Warsame. Nandhini Vijayakumar. Ajay Anand. Little attention was given to work related practical training. The quality of training was poor as a result of ineffective curriculum. Weak institutional set up, under qualified trainers, insufficient funding, inadequate training equipment and facilities aggravated the problem of producing competent and motivated work force in the country OEB, Research Questions According to the principle of competency based TVET curriculum, there will be no problem of employability of graduates because the curriculum will be designed based on the labour market needs.

The studies so far made have focused on the competence of graduates, and the number employed graduates. However, they have not assessed the reasons behind incompetence of trainees in COC assessment. To assess these problems the following basic questions were set.

What is the current competence status of TVET trainees? How do TVET institutions design competencies based teaching learning materials? How do TVET institutions implement the basic principles of competency based curriculum?

How do teachers of TVET institutions perceive competency based curriculum training? How do trainees perceive competency based TVET curriculum training? To what extent are TVET institutions attached to industries and other sectors? What are the major determinants of competence of trainees in COC assessment?

Significance of the Study Competency based TVET curriculum is a newly designed program in Ethiopia with an overall objective to create competent, motivated, adaptable and innovative work force in the country. It is believed that this work force can contribute to poverty reduction and social and economic development of the nation by facilitating demand-driven and high quality TVET that is relevant to all sectors.

Thus, this study will significantly contribute to the knowledge of competency based TVET curriculum design, implementation and outcome. The results of the findings of this research will have a significant contribution to those involved in the curriculum design and implementation.

Furthermore, the findings of this study will have some basic contributions in providing valuable information on the actual implementation and effectiveness of competency based TVET curriculum. The findings of the study are also believed to provide alternative approaches to policy makers, stakeholders, TVET leaders, teachers and researchers. In addition, the study will be significant in bringing about changes in the perceptions of stakeholders about competency based TVET curriculum.

No research is free from limitations. Similarly this research has a limitation in assessing whether COC assessment questions correspond to the curriculum implemented at the institution level or not, because the COC assessment questions are prepared at national level by industry owner experts and they are confidential.

The other challenge was shortage of reading materials and research done on the area to support the study with past experiences 1. Data Analysis Standard qualitative data analysis techniques were employed to organize, code, and analyze the data Miles and Huberman, The first step entailed the open coding of interview data, generating a list of initial categories emerged.

The second step involved axial coding, where those categories were merged into fewer groups, forming a coding paradigm. These new categories reflect themes involving the key factors and issues involved in TVET. Finally, the selective coding approach was used to integrate the categories, interpret data and present the research findings. Each TVET provider develops its own curricula based on the specific needs of its target groups and incompliance with the respective occupational standards.

This is the area selected for this study and the conceptual framework of this study is depicted in Figure 1. These variables are joined by arrows that indicate the relationship between them and the dependent variable. The linkage of TVET institution with industries is another variable that has an impact on the effectiveness of the program.

The quality of TVET provision depends on the link with industry and private sector enterprises. Industries and private enterprises involve in curriculum design, and provide co- operative training and apprenticeship. They are the ones who employ the graduates from TVET institutes. Thus, involvement of industries and other business sectors in implementing competency based curriculum has a direct influence on the effectiveness of competency based curriculum.

TVET plays a great role in developing countries in enhancing sustainable development in social, economic and environment. It provides training opportunities and carrier advancement avenues for increased school leavers. Also, it provides skilled human power that is needed at all levels of the economy of the developing countries. The skills developed by competency based TVET should be able to lead to self-reliance in the absence of salaried employment and enhance industrialization, which is a key solution for unemployment in developing countries Mustefa According to Maclean , ideally, TVET should be relevant to the needs of the labour market, of high quality, and broadly accessible to all.

However, this ideal is not being met in many countries of developing countries. It was contended that since education is considered as the key to effective development, technical and vocational education and training TVET must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development.

TVET accelerates economic growth through enhancement of employability, labour productivity, and business competitiveness. In view of this, TVET has to re-orient its agenda for action so as to continually provide scientific and technical skills in relevant and responsive programs, and consequentially develop a new generation of human resources Yoshida, Though TVET has the importance mentioned above, it has encountered different problems in developing countries.

TVET delivery system in developing countries functions under challenging socioeconomic environments and contextual frameworks which need to be urgently addressed if the potential for TVET to contribute to national development is to be realized. In most developing countries, there are no enough trained TVET teachers. This has its own impacts on the quality of graduates.

In addition, most trainers do not have a direct contact with the labour market. TVET programs are not relevant to the needs of the labour market; the curriculum is outdated and the institutions lack the tools and equipment necessary for a practical activity. Even if they exist, the equipments in workshops and laboratories are often outdated, being of little relevance to the technologies currently used by industry.

As a result TVET remains theoretical in most cases, and graduates are not considered by the labour market as more skilled than their academic counterparts. This leads institutions to acquire poor image and produce graduates with lower employability NICHE, TVET in Ethiopia 2.

Historical Background Ethiopia had its own craftsmen for centuries. However, these craftsmen had been given a lower status by the traditional Ethiopians for a long time. Potters, blacksmiths, weavers and tanners who could have been the base for technological advancement in the country had been undermined.

This state of affairs has adversely affected the indigenous technological development in the country Simon, TVET in Ethiopia followed school-based model of training from its conception. It was after the expulsion of the Italians that the Ethiopian government paid some attention to the establishment of technical and vocational schools in Ethiopia as part of its educational system.

As a result, some technical and vocational schools were established. The first technical and vocational training in formal education system started in as Ecole National Des Artes Technique, which later changed its name to Addis Ababa Technical School.

This school provided training in occupational areas like auto mechanics, carpentry, economics, accounting and management. Admission to the program was for those who completed 8th grade. The training lasted three years for each entry or batch of trainees, and diplomas were awarded upon successful completion.

By that time, Addis Ababa Technical School underwent a number of changes in terms of training offered and their entry level and duration. The admission of the candidates to the program was based on completion from grade with best academic achievements from different parts of the country Ayele , and Simon, Later on, it changed its name to Addis Ababa Commercial College. The aim of the college was to supply trained personnel in vocational fields like accounting and secretarial sciences for business and commerce and for civil service.

In recent times, it has started offering first degree under Addis Ababa University. The third technical institute was the Addis Ababa Building Trade which was established in Bahirdar Poly- technique, which was established in with the aim of producing skilled technicians in agricultural and industrial occupations, further supported the development of TVET in Ethiopia.

Later on, the institute was upgraded to a higher education institution level. The educational reform in the country, which changed the secondary school curricula, have made TVET more accessible to students and it was intended to provide opportunities for the secondary school students to join the world of work right after completion of their studies. Even though TVET passed through these stages, it was the most neglected area in the history of Ethiopian education. The main purpose of the expansion of the sector was to meet the middle level human power demand of industry, service sector and commercial agriculture.

TVET is an instrument for producing technicians equipped with practical knowledge would be job creators rather than job seekers from the government MOE, Generally, it is well known that, in the past years TVET in Ethiopia has been fragmented and delivered by different providers at various qualification levels.

Government public TVET sectors were concentrated on producing middle level technical graduates at the post grade 10 levels. As a result, there has been an increased demand for secondary leavers at the next level. Figure 3: Ethiopian Renaissance To meet this demand, TVET institutions have increased in number and the training areas have been diversified.

TVET enrollment has expanded at With this, the country was in a direct need of crafts persons and technicians who can serve in Source: Krishnan, and Shaorshadze , different sectors. However, the TVET program lacked the relevance and capability to the work place reality.

Even though reform process was undertaken, its process was low and limited because all efforts and resources were directed towards the massive quantitative expansion of the public TVET supply.

As a result, the programs, by and large, do not address the actual competence needs in the economy of the country. In a nutshell the programs were mostly of low quality MOE, To overcome these problems, important reform measures have been introduced after the adoption of the National TVET Strategy of and the Proclamation of In addition, there was an attempt to adopt best international practices to move towards competency based TVET system to replace the curriculum- centered approach and to establish an occupational assessment system open to graduates and candidates from all formal, non-formal or informal TVET schemes.

Strengthening this notion, Finch and Crunkilton emphasized that the identification of every possible source of employment within economy of a nation is critical to the development of relevant TVET education curricula. As a result, it becomes very essential that TVET curriculum planners must be sure that all areas of employment are identified.

According to Mulder, et al. Further, Finch and Crunkilton indicated that TVET curriculum needs to focus upon education that is realistic in terms of opportunities for gainful employment. Employment, in this regard, is the occupation for which someone is paid. Basically, to design competency based TVET curriculum, planners must assess current and future labor market demands in their communities if they expect to develop relevant TVET program.

However, the first problem faced by TVET curriculum planners is that accurate and guaranteed labor demands do not exist. By this time, it becomes very important to keep in mind the opportunities for self- employment.

Self employed individuals earn their income through conducting profitable operations from a trade or business that they operate directly. Furthermore, it is important to note that being self employed is a different situation from simply being a business owner. A business owner is someone who owns a company but does not work with the day to day operation of economy. Thus, competency based TVET curriculum focus both on employment and self employment opportunities.

In addition, labour demands projected beyond four years are most of the time inaccurate and could lead decision makers to the development of inappropriate TVET curricula. Yet, this situation should not stop curriculum planners from assessing future labor demands as best as they can with information that is available. There are different approaches for curriculum planners to choose from when preparing to assess labor demand. It is advantageous to use different approaches rather than relying on data collected by a single approach.

Finch and Crunkilton stated four such approaches, namely, employer surveys, extrapolations, labor market signaling and job vacancy. Among these, the most widely used approach in assessing labor market data is through employer surveys. Employer surveys basically involve contacting or communicating the employers in order to assess current and projected labor demands.

By using employer surveys, primary and secondary information about the labor market data will be gathered. This type of study describes the industries and firms that comprise the sectors in terms of size, location, market segments, and issues and problems faced by the firms in the industry.

The studies also capture information about labor force of the industry or sector, its size, age, gender and qualification. In addition, the studies analyze what employers describe as the required knowledge, skills and attitudes needed for the firms and enterprises to compete in their respective markets. A survey recommends the kinds of projects or programs that are needed by the sector, especially training programs for key occupations and new directions for program development CANTA, Extrapolation is another approach used in projecting future labor demands.

It is based on the assumption that, the past and current trends will give an indication of what will happen in the future. This approach is advantageous because it is relatively easy to perform, and can be done in a short period of time, and its cost is low finch and Crunkilton A new approach used by curriculum planners for labor forecasting is what is known as labor market signaling.

It is based on the premise that, as a shift occurs in labor market supply and demand, certain signs become evident to the observer and these signs can be used to understand the change underway. These changes can be analyzed to determine the impact of labour analysis on the labor demand and supply Finch and Crunkilton, According to Finch and Crunkilton, another approach to labor demand forecasting is based on current job vacancy.

The job vacancy approach depends heavily on information obtained and compiled by state employment agencies. The advantage of this approach is that curriculum planners can easily rank job vacancies by priorities of importance or number of vacancies. If ranking occurs, reasons why these openings continue to occur must be considered.

It is important to check whether the vacancy exists because of lack of qualified people, low wages, and poor working conditions or because qualified people are available but they are reluctant to go to the occupation.

NQF is an instrument for the development and classification of qualifications according to a set of criteria for a level of learning achieved. This set of criteria may be implicit in qualification descriptors themselves or made explicit in the form of a set of level descriptors. The main purpose of all qualification frameworks is to establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within nationally and internationally Raffe et al.

Level descriptors provide broad, general, but meaningful indicators of the characteristics of the learning outcomes of each level. Broad criteria must be applied in order to make descriptors for one level distinct from others.

Level descriptors should be referenced clearly to the levels above and below and should be seen as developmental continuum. Each level of descriptors should be independent. These independent descriptors have to be assigned to facilitate the assigning competence, unit of competence, or a qualification to a particular level of the framework.

Level descriptors should guide to the acceptable level of performance required to satisfy the assessment criteria specified within the outcome standard. Newly defined qualifications are assigned to specific levels of the NTQF, based on level descriptors. Learning outcomes constitute the central part of the specification of common level descriptors within the NTQF and the development of occupational standards. Learning outcomes describe in detail the competences knowledge, skills and attitude which the trainee is expected to demonstrate as a result of the training process.

NQF indicates the interrelationships of qualifications and how one can progress from one level to another. This indicates that as NQF is a route through which the country brings education and training together in a single unified system Tuck, NQF will describe proficiency requirements, qualification levels, as well as validation and certification standards.

Even though NQF has such an advantage, its development is tiresome and laborious exercise that requires the participation of employers, industry experts and technical teachers. However, it is necessary to keep in mind the importance of linking up national qualifications frameworks with regional and international frameworks. The NQTF defines the different occupational qualification levels to be awarded. It includes level descriptors for each qualification levels, that is, it defines the scope and composition of qualifications and the level of responsibility expected from a qualified person in the work place, NTQF document MOE, According to the NTQF document of MOE , NTQF formulates rules for horizontal and vertical mobility, that is, rules for moving between different qualification areas and between different qualifications levels.

NTQF is based exclusively on training outcomes, which are defined based on occupational standards, which in turn reflect labour market needs.

Within these assumptions the NTQF is composed of five levels. Qualification frameworks and outcome based standards provide the foundation for pathway system. Only qualifications that correspond with NTQF will be nationally recognized. These qualifications open up chances on the labour market and open pathways for further education and training. These levels have their own level of occupation entry or status.

National Certificate Level III is about the same level and National Certificate Level IV and V usually apply to people working as supervisors or middle management or people who have specialized technical skills. Occupational Standards Competence based approach and National Occupational Standards began in the UK and started gaining acceptance in many developed and developing countries.

Background of the efforts in all these countries is the increasing importance of a versatile and competent workforce as success factor in the context of increasing globalization, international competition and rapid technological changes. In order to address the mismatch between the results of education and training and qualification requirements of the demand side, competency based systems have been selected as the approach to align the system of education and training with requirements of the demand side.

Occupations and related occupational standards are key success factors in filling the gap between the demand side and education and training system. Occupational standards reflect the actual workplace situation related to current and future requirements.

Accordingly, occupational standards are key factors in linking and matching the world of work with the world of education and training MOE, Occupational standards define the competencies of a worker according to the requirements in the labour market. Furthermore, occupational standards comprehensively describe the competence a person has to achieve in order to be considered qualified in a certain field.

Competence includes the entire range of skills, knowledge and attitude necessary to perform a specific job MOE, Occupational standards are used to describe a job role or occupation. It specifies the standards of performance that the trainees are expected to achieve in their work, and knowledge and skills they need to perform effectively.

An occupational standard is seen as a benchmark against which the actual performance of individuals can be compared and assessed as competent or not Mahmood, It is like the study statement in a position or job description. These statements describe what a person in particular job is required to achieve and specify the standard to which the job should be done Brown, The specific job for which a student is going to be prepared must be designed clearly in a competency based instruction system.

This is the only way that the instructor can relate to the student the nature and purpose of the skills and knowledge which will be mastered. For each job competency, there must be a standard that the instructor compiles a detailed and well researched list of skills or competencies which are representative of those required by local employers of an individual who works in that particular job classification Perry and William, Competency standards are related to the job.

Thus, the best way to prepare competency standards is to consult with the employers regarding what they expect of their employees.

In the same, way Brown also emphasized that competency standards can be devised by the industrial parties or their nominees who are known as competency standard bodies. Competency based standards are matters that are very much related to industry. The industrial parties form a working party which researches and analyses the occupation under consideration.

From this work, competency statements are written. However, it is not enough just to identify what needs to get done, so that the statements are converted into competency standards. This happens when the standard to which the job needs to be done is written in statements. Competency standards are bench marked across occupations and industries using national standards framework.

The framework provides a bridge between the competency requirements of work and work structure and TVET training system. The list of pre-stated skills should be written so that it leaves no doubt as to the actual level of proficiency required for each marketable skill. Occupational competency statements also specify the general conditions under which the students will demonstrate a skill as well as the level of performance.

The comprehensive list of competency standards which is developed for selected job titles becomes the basis for all instructional activities prior to beginning a program or a unit of instruction. Students should be aware of what competencies they must master. When approaching an organized learning activity, the mental attitude of students who have full knowledge of the skills to be learned and of what will be expected of them produces more positive results.

The students accept and understand the purpose of the learning activities because the skills to be gained to enhance employability have been clearly specified before the lesson is begun. Similarly, most people agree that using a method which spells out what must be learned and how well it must be mastered represents a strong stimulus for learning Perry and William, Benefits of Occupational Standards Standards have a great contribution to human lives.

Without standards it is impossible to compare, judge and use many of the products and services over the world. Occupational standards describe the skills, knowledge and attitude needed to perform competently in the work place Mahmood, According to Mahmood the introductions of competency standards have great benefits to industry, employers and employees.

These benefits are listed below. Benefits to Industry Industries will have opportunity to recruit, develop and maintains a skilled workforce, and they ensure that occupational requirements are equitable.

Occupational standards increase competitiveness and productivity of industries. Furthermore, they facilitate mobility of labor within a country and abroad. They help to identify and communicate human resource and training needs of industries. Benefits to Employees Based on Occupational Standards, employees identify skills and knowledge needed for an occupation. Occupational standards provide references to assess ability and training needs, and they identify and support clear career paths.

Furthermore, Occupational standards provide guidelines for certification or accreditation and increase mobility within industries. They act as benchmark for rewarding experience, knowledge and competence. Benefits to Employers Occupational standards increase productivity and reduce costs for recruitment by facilitating the selection of new employees.

They provide a means for a better human resource planning and help effective skill upgrading. The Rationale of Curriculum Development in TVET According to Finch and Crunkilton, a systematically developed TVET curriculum is data based, dynamic, explicit in its outcomes, fully articulated, realistic, student oriented, evaluation conscious, future oriented and world class focused In addition, Ahimed indicated that TVET curriculum needs be to founded upon appropriate school and community related data.

TVET curriculum should be reviewed regularly to make it responsive to changes in the world of work. Curricular outcomes must be defined as explicitly as possible. They help to measure whether students achieve the outcomes related to a particular occupation or field.

A TVET curriculum should be consistent with the needs of the labour market and relevant to current and future job opportunities if students are to be prepared properly for employment. It should allow various teaching learning methods or approaches. TVET curriculum is future oriented.

Roles of Industrial Attachments in TVET Instruction Industrial attachment refers to the formal placement of trainees in the work place to facilitate the achievement of specific learning outcomes that would potentially lead to their employability on completion of a training program.

Industrial attachments typically involve training providers and industries or employers in forming partnership to offer situated learning opportunities in the work place so that learners and TVET practitioners have access to authentic experiences that only the work place can offer Choy and Hauka, Industries are the only place for students to learn competencies and execute competencies learned at school or training institutions.

In this regard, some industries play their roles in ensuring that adequate competencies are built in students by accepting students for industrial attachment; moreover, other industries willingly accept students who are sent for demonstrations and practical activities Keiser, et al, According to Keiser, industries should play important roles to help TVET institutions to train relevant, competent and competitive graduates who will fit easily to the world of work.

Some of these roles are: experts from industry should accept more collaboration to provide the desired training for trainees and industries should open their door for TVET staff and trainees to acquire industrial experiences. In addition, industries should work together with TVET as partner in research development and dissemination of appropriate technology, and they should assist TVET institutions to assess, review curricula and share information regularly.

Furthermore, industries should provide equipment to TVET for training students theoretically and helping them practically in order to link theory with practice. Scholars, learners and employers across the globe agree that the workplace is the most authentic learning environment to train a competent workforce. The workplace provides a context for learners to transform and construct socially meaningful knowledge and skills.

Training providers and industries, through employers, form partnerships to offer situated learning opportunities in the workplace so that learners have access to authentic experiences that only the workplace can offer.

Industry attachments have long been accepted as a core component of training for trainees and are well structured and coordinated. Although industry attachment for teachers and trainers is equally important, it has not received parallel attention, coherence or coordination at the policy or organizational levels Choy and Hauka, Effective technical and vocational education and training for industrialization can only happen if there is a proper attachment of industry and TVET institutions.

Cooperative Training and Competency- based Instruction Cooperative training is an approach of training that takes place at the place of work. It brings TVET institutions and enterprises together with training. As indicated in cooperative training handbook MOE, , the model of cooperative training is found in countries all over the world. Bringing enterprises into the training process promises to improve the relevance of training to market needs.

It has the capacity to provide a good opportunity for updating standards and curriculum, in keeping them with the ever -changing nature of technology. The overall objective of cooperative training is to combine school-based and enterprise based learning to train future workers. Cooperative training is required because trainees apply the knowledge and skills they acquire from TVET institutions and what they learned in the real environment of the work place to the production process necessary for working in the industry.

Most of the training occurs in the enterprise where practical skills and applications of theory take place MOE, As a result, there is a growing recognition of the need to find new approaches that make optimal usage of the resources and comparative advantages of the public and private sectors for proper cooperative training.

Firstly, the trainees are more motivated to study and they learn more easily since they are aware of what they are learning for and how they will apply theoretical concepts in their practical work. Furthermore, cooperative training contributes to the improvement of the training quality and outcomes. Since trainees spend more time at cooperative training and less time in the training institutions, more trainees can be accommodated without additional materials such as physical, financial or personal resources.

Finally, instruments for expensive laboratories and equipment at training institutions can be reduced if most practical training takes place in the enterprises rather than at the training institutions MOE, Even though cooperative training has advantages in optimal use of resources for effective training of TVET it has some disadvantages that hinder the participation of enterprises. Some of these disadvantages include disturbance of production while trainers spend their time on training and lack of quality in production as the new trainee learns how to do the job.

Also, it leads to lower productivity while the trainee is acquiring new skills and additional time is spent while supervising training. Similarly, Production equipment may be damaged or improperly handled by inexperienced trainees, and additional equipment is needed for training in order not to disturb the regular production.

In addition, accident insurance for trainees and long training periods may make enterprise participation costly MOE, Even though cooperative training has the above mentioned disadvantages, the companies can compensate with potential advantages of cooperative training. This also encourages innovation and contributes to human resources development at the enterprises.

Time and cost for external recruitment as well as on the job training for new staff will be saved. From the point of view of the advantages of cooperative training, all enterprises are encouraged to participate in cooperative training. In order to improve training quality, however, enterprises should have facilities for the provision of practical training during cooperative training.

If some of the materials are lacking, the enterprise should specify how the training will be supplemented for those aspects MOE, Entrepreneurship and Competency- based TVET The purpose of competency based training is to prepare trainees for employment. Entrepreneurship is an important means and a valuable additional strategy to create jobs and improve livelihood and economic independence of young people Awogbenle and Iwuamadi, Since competency based TVET curriculum is to reduce unemployment and poverty, it has to be supported by entrepreneurship education for its effectiveness.

According to Abubakar entrepreneurship is the ability to create and build something from practically nothing. It is initiating, doing, achieving and building an enterprise or organization, rather than just watching, analyzing or describing one.

Entrepreneurship is a creative action, and an entrepreneur is an innovator. In other words, entrepreneurship is a creative and innovative response to the environment. Entrepreneurs are highly tolerant of risk. Entrepreneurs are always in search of new challenges. They are not routine business men. They might not have resources but they will have ideas.

They are creative and innovative, and they can convert a threat into an opportunity. In general, all entrepreneurs are self-employed and income generating persons Caliendo and Alexander, Furthermore, Ihugba et al.

To be an entrepreneur is to keep the eyes open and the mind active. It is to be skilled enough, confident enough, creative enough, and disciplined enough to seize opportunities that present themselves regardless of economy. In the same way, Maigida J. Entrepreneurship is the most effective method for bridging the gap between science and market place, creating new enterprises and bringing new products and services.

The numbers of graduates from different sectors are increasing a situation which indicates a positive development.

However, labour markets in many countries are presently unable to accommodate the expanding pool of the skilled young graduates. Due to this decline in jobs and the rise in the number of graduates, the number of unemployment is increasing.

To overcome this problem of unemployment, it becomes necessary to develop entrepreneurship as an intervention mechanism Awogbnle and Iwuamadi, The problem of unemployment in most developing countries as well as the rising unemployment in developed countries can be solved by competency based TVET training supported by entrepreneurial skills.

The application of entrepreneurial competencies in their daily life empowers students to learn business and enhance their social and life skills. Entrepreneurship is considered as a solution to employment problem. From this point of view, it becomes very important that TVET institutions need to reorient their content and pedagogy to foster entrepreneurship. Entrepreneurship education needs to focus on knowledge of small business and self employment as well as entrepreneurial skills and attributes which cannot be fostered through traditional education Kudwadi and Suryadi, Therefore, it becomes necessary to incorporate entrepreneurship in competency based TVET curriculum.

According to Abubakar , there are two types of approaches to integrate entrepreneurial skills and behaviors in an educational program. They are merged and simulated approaches. The merged approach integrates entrepreneurial content into existing courses. It combines entrepreneurship education throughout the program of study within the scope of regular courses. The second approach, according to Abubakar is placed somewhere in the middle or near the end of a program of a study so that students already have built their foundation skills and subsequently learn to solve complex problems associated with creating and running a company.

The entrepreneurial experience becomes not only an experience to learn entrepreneurial skills but also to apply technical knowledge throughout the experience.

It is like a laboratory practice where students come together for several hours weekly to run factious business. It is based on the idea of creating and running mini-companies to simulate the operations of real companies and real economic activities. In general, entrepreneurship education allows teachers to apply pedagogical techniques that will inspire creativity, flexibility, risk taking, independence and other entrepreneur traits through the entire educational program.

Linkage of TVET to the Micro and Small Enterprises The World Bank, undated, had argued at the time that the cost of technical and vocational education was too high compared with the returns to the economy, that the quality of training was poor and that there was considerable mismatch between training and the needs of industry.