Challenges and opportunities of centrally developed TTLMS on Ethiopia TVET Quality Assurance Goals

TABLE OF CONTENT

Topic

Acknowledgements

Assessor name and their Comment

Table of contents

List of Tables

List of Figure

List of chart and graph

Abbreviations and acronyms

Abstract

1. INTRODUCTION
1.1. Background of the Study
1.2. Theoretical context of the study
1.3. Problem statement
1.4. Research Variable, Hypothesize and Raised question
1.5. Objectives of the Study
1.3.1. General Objective
1.3.2. Specific Objectives
1.6. Significance of the Study
1.7. Scope/Delimitation of the Study
1.8. Limitations of the Study
1.9. Operational Definitions of Terms Used
1.10.Organization of the study

2. REVIEW OF RELATED LITERATURE
2.1. TVET provider for Ethiopian TVET quality and relevance goal
2.1.1. African continent and international practice of TVET
2.1.1.1. Historical beginning of vocational training
2.1.1.2. Technical and vocational education (TVE)
2.1.1.3. Objective of TVET in international context
2.1.1.4. Africa and International experiences of TVET AU(2007)
2.1.2. Ethiopian outcome based TVET
2.1.3. The New Philosophy, Objective and vision of Ethiopian TVET
2.1.4. TVET College effort towards quality and relevance TVET
2.1.5. Major findings and summary of review literature
2.2. Occupational standard key features reflecting training material
2.2.1. Occupational standard concept and context
2.2.1.1. Nature and Concept of Occupational standard
2.2.1.2. Purposes of Occupational Standards
2.2.1.3. Competency, Occupational standard and qualification
2.2.2. Occupational standard development and formulation Process
2.2.2.1. Occupational standard and the world of work
2.2.2.2. Labor market demand based occupational standard
2.2.2.3. Key features of Occupational Standard in E-TVET system
2.2.2.4. TVET Goal and policy about occupational standard
2.2.3. Occupational standard and TTLM correlation
2.2.4. Summary and Key finding of related with occupational standard
2.3. Outcome based curriculum matched with occupational standard
2.3.1. Curriculum approach and perspective in international context
2.2.1.1. Curriculum and its concept
2.2.1.2. Approach and perspective of Curriculum Development
2.2.1.3. Competency based curriculum development approach
2.3.2. Ethiopian Outcome based curriculum and its development process
2.2.2.1. The Outcome approach curriculum and its characteristic
2.2.2.2. Principle of modularization in TVET
2.2.2.3. The modular based curriculum
2.2.2.4. Link between occupational standard and curriculum
2.3.3. The positive impact and its success factor of competency based curriculum
2.3.4. Lesson learned and major findings of reviewed literature
2.4. TVET Trainees and their NTQF targeted TTLM
2.4.1. International and national concept of TTLM
2.4.2. Learning Guide component of TTLM
2.4.3. Trainees related confederation in designing TTLM
2.4.4. Skill and attitude balanced informative knowledge
2.4.5. Trainer guide component of Ethiopian TVET TTLM
2.4.6. Lesson learned and major findings of reviewed literature
2.5. Reading, individual learning and self-Evaluation and TTLM
2.5.1. Reading and individual learning promoting TTLM
2.5.1.1. The significance of teaching-learning material
2.5.1.2. Objectives of Teaching-Learning Materials
2.5.2. Modern and innovate approach generating TTLMS
2.5.2.1. Audio and video TTLMS Charts
2.5.2.2. Poster
2.5.2.3. Overhead Projector supported TTLM
2.5.2.4. Power point slides based TTLMS
2.5.3. Self assessment promoting TTLMS
2.5.3.1. Concept and use of Assessment
2.5.3.2. Self assessment question as summative assessment
2.5.3.3. TTLM promoting Self Assessment question
2.5.4. Major lesson from reviewed Literature
2.6. Organization and facilitation of TTLM development
2.6.1. The seven quality principles of TTLM
2.6.2. TTLM and Curriculum development process
2.6.3. Competency, professional and ethical consideration trainers for quality TTLM
2.6.4. Considerations for managing TTLM development process/International lesson
2.6.5. Major Lesson learned finings

3. RESEARCH DESIGN AND METHODOLOGY
3.1. Research design
3.2. Source of data
3.3. Population size and Sample Population
3.4. Sampling techniques
3.5. Instruments and producers of data Collection
3.6. Data Collection and Administration
3.7. Reliability and validity test
3.8. Method of Data Analysis
3.9. Ethical considerations

4. DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1. Demographic background of respondent
4.1. Result about the extent of centrally developed TTLMS contextualized by TVET Colleges
4.2. Result of TTLM contains relevant and occupational standard key feature based information
4.3. Result about the extent of TTLM and curriculum content matching with occupational standard
4.4. Result about TTLM information are TVET trainees and their NTQF targeted
4.5. Result about TTLM encouraging reading, individual learning and self-evaluation
4.6. Result about the extent of central level TTLM development workshop planned and facilitated

5. SUMMARY, CONCLUSION AND RECOMMENDATION

6. RESEARCH FINDINGS TO ACTION STRATEGTEGIES
6.1. Research Major findings based rout cause analysis and TP
6.2. Action plan for Tactical plan of research findings
6.3. The Researcher part toward research in to action

REFERENCES

Appendix A: Research document assessor's format and Result

Appendix B: Letter of permission for the study from the college management

Appendix C: Evaluated developed TTLM document and their respective research item based checklist

Appendix D: Copy of Survey Instrument/Questioners

ACKNOWLEDGEMENTS

First and foremost great thanks to the creator not only for his support on completion of this study but also in every aspects of my life.

Next to him I have also special grateful for Teshale Berech(Dean of ETU),Zewege Kebede(Dean of woliso PTC),Getu Ayanesa (Training process owner and vice dean of woliso PTC),Geremew Obse(Vice dean and IES process owner of woliso PTC), Tigst Kebede(FTA CM and TTLM directorate team leader),Tesfaye Adenew(EWTI TVET support team leader),Yoseph Kebede(jhpeigo Ethiopia Wash TVET support team leader) for their positive initial idea encouragement and different aspect based support which helps me to complete the study in this way.

I have great respect and grateful to water technology department trainer of Woliso, Bhairdar, Hawasa, Athlete Kenenisa, Gigiga, Lucy and Komboloch polytechnic colleges trainer who were participated in central level TTLM development process and provide me on time response of the study questioner.

Finally, I would like to thank also a pleasure for me to express my deepest respect to my wife Rukiya Beshir for her moral, time, material and financial support which made me strong.

Stakeholder reflection, Research document Assessors and their respective comments

LIST OF TABLE

Table 1 Innovation/best practices in TVET strategy of the African continent and international practices

Table 2 The concept of NTQF and Required role

Table 3 Population and Sample size and sampling techniques to use

Table 4 Frequency and percentage distribution of the respondent's trainers by length of tenure

Table 5 Frequency and percentage of the respondents by level of qualification and working position

Table 6 Respondents by level of participation in central level TTLM development

Table 7 Respondent response about centrally developed TTLMS is contextualized by TVET Colleges

Table 8 Respondent response about relevant and occupational standard key feature based information

Table 9 Respondent response about TTLM and curriculum content matching with occupational standard...

Table 10 Respondent response about TTLM information is TVET student and their NTQF targeted

Table 11 Respondent response on TTLM encouraging reading, individual learning and self-evaluation

Table 12 Respondent response on central level TTLM development workshop

Table 13 Opportunity and challenges based of the findings of the research

Table 14 The Route cause of the identified problem and Tactical plan

Table 15 Action plan for Research findings/Research Tactical plan

Table 16 Research Part towards the implementation of research action plan

LIST OF FIGURE

Figure 1 Link between occupational standard and Curriculum

Figure 2 Industry manpower development Process

Figure 3 Content Relationship of OS, Curriculum and TTLM

Figure 4 Simplified approach to competency based curriculum development

Figure 5 Modularization based curriculum development

Figure 6 A relationship Between Occupational Standard and Curriculum Module

Figure 7 Matched link between Occupational Standards and Curriculum

Figure 8 Organization of TTLM from the Unit of Competence

Figure 9 The three component of TTLM in Ethiopian TVET context

Figure 10 Part of Learning Guide

Figure 11 National Qualifications frame work and Competency packaging

Figure 12 The three essential events in learning with operation sheet

Figure 13 Relation in three component of TTLM

Figure 14 Quality TTLM measuring Parameters as per the findings if the research

LIST OF CHART AND GRAPH

Chart 1 Occupational standard key feature reflection based document evaluation result

Chart 2 The number of page developed TTLM per level and per learning guide

Chart 3 Total number of page per each level and the total photocopy cost

Chart 4 Developed TTLM competency aspect reflection and consideration

Chart 5 Operation sheet assessment result in developed TTLM/Lg

Chart 6 Learning Guide/TTLM meeting the requirement of reference book

Chart 7 Number of TTLM meeting the criteria of self assessment question

Chart 8 Content based evaluation of developed TTLM

Chart 9 Content wise evaluation of developed TTLM

Chart 10 Structure and organization based assessment result

Chart 11 Developed TTLM as per national level TTLM development manual

Chart 12 National level curriculum development manual based Assessment result

Chart 13 The new TVET Policy and strategy based checklist assessment of developed TTLM

ABBREVIATIONS AND ACRONYMS

Abbildung in dieser Leseprobe nicht enthalten

ABSTRACT

It is believed that development of occupational standard well reflecting Teaching, Training, Learning Materials (TTLM) is one of the major tools for quality assurance of Technical Vocational and Educational Training(TVET) and it play a pivot role in producing skilled, knowledgeable excellent personality graduates.

However, some TVET trainer in developing world face challenges in fulfilling this role.[13] National level sector report and reliance research in Ethiopia also justified that training and educational programs need to be improved and sustained.[21] In addition, as per the new national document of TVET system.[23] ; lack of adequate quality assurance system and graduates tenet to lack foundation skill in such area areas as reading, writing, mathematics, computing, communication, teamwork, problem solving, customer relations, and foreign languages are the most critical challenges of the TVET system. And to respond for these critical challenges, in addition to central level TTLM and curriculum development approach various actions has been taken at federal level.

Even if the central level TTLM development approach is straightly implemented by Federal TVET in recent year, the experience of developing central level TTLMS for water technology TVET programs has started early before five year (in 2017) and sector TTLMs has been developed centrally more than three times with the participation of Federal TVET Agency, Ethiopian Water technology Institute,Jhpiego Ethiopia and regional water TVET providing college trainers.

To this end, the researcher was initiated to assess the early started water sector based central level TTLMs preparation and implementation practice which can be contribute better quality development of TTLMs at central level not only for water sector but also the other sector too. Thus, the study was mainly focused on assessing challenges and opportunities of centrally developed TTLMS on Ethiopia TVET quality assurance goal for case of water supply and sanitation occupation of level I-III for the past five years; from development process, implementation and developed document quality point of View.

To achieve the study objective, assorted research method was adapted and used to generate both quantitative and qualitative data. To assess implementation of centrally developed TTLM, woliso polytechnic college was selected using purposive sampling. To realize the study and achieve the study objective successfully, a descriptive survey design was employed in the study. A total of 58 (18 trainers from regional water technology TVET program providing colleges trainers and who were participated in the national level TTLM preparation workshop more than one round and develop central level TTLM for water supply and sanitation occupation;13 water supply and sanitation trainer of woliso polytechnic college(10 college level trainer and 3 industry Trainers) who were implemented the central level developed TTLM in the past five year and 37 level III water supply and sanitation trainees of woliso polytechnic college who were completed their level III training in 2019/2020 using centrally developed TTLMs were selected by purposive and available sample method selected participants took in the study.

Relevant data for the study were collected both from primary and secondary sources. To collect the required data; standardized questionnaires, interview and developed TTLM evaluative checklist were developed and applied in the study. The quantitative questionnaire was analyzed using frequency distribution, percentage, descriptive measure. To analyze qualitative data, thematic analysis which means description, classifications, and associations of the information was carried out. To further assist the quantitative data, SPSS (21.0) was employed.

Based on the analysis of the data; summary, conclusion, challenges, opportunity and recommendation are put forward. The, finding showed that 27 (87.09 %) of respondent trainer strongly disagree developed TTLM are sufficient and full to provide training as it is. Study findings also indicate, 30 (96.77%),21 (67.74 %) and 18(58.06 %) of trainers respectively replied with agreement on distribution of developed TTLM document, the development TTLM let them to engage other outcome based activities of the college and the development of TTLM improve positive contribution to work collaboratively with stakeholder. The result also discovered, only 5(16.12%) of the trainer make further standardization and contextualization of developed TTLM at the respective colleges. The finding showed that 20 (64.51%) of the respondents strongly disagree about the information contained in developed TTLMS are relevant. In addition, 27 (87.09%) of the respondents also disagree occupational standard key features are sufficiently addressed and included in developed TTLMs. The finding also showed that 27(87.89%) with disagreement on the occupational standard is properly analyzed and contented is generated for developed TTLM and its supporting curriculum.Furthermore,20(64.51%) of the respondents responded with agreement on better quality TTLM developed if industry experts are participated in the development and curriculum jointly with TVET trainer. The study also reveled,21(67.74%) of respondent trainer disagree on central level TTLM take place trainees grade level and their learning ability are taken into account. The study also disclosed with all trainer strong disagreement on the insufficiency of allotted time and the environment conduciveness for development of TTLM at central level .The study also showed 21(67.74%) of respondent trainer disagreement on the central level TTLM development planning, organization and facilitation is implemented well as per the required quality TTLM.

Furthermore, using the six variable result of the respondent the study also identify :individual trainer based TTLM development process; insufficient time in development process; TVET trainer skill gap in translating EOS (Ethiopian occupational standard) to curriculum and TTLM; TVET trainer awareness gap on EOS; using different team member for EOS, curriculum and TTLM development; trainer, expert and facilitator commitment and professionalism gap in TTLM development; trainers carelessness in following template, checklist supported development process; misconception on all trainers have the same skill and experience; poorly develop occupational standard; merged competency (unable to split wide competency in to two or more);TTLM and curriculum developed with different version of OS; unable to correlate EOS, curriculum and TTLM; low attention for improvement of TTLM and curriculum template by FTA; poor trend of collecting developed TTLM implementation feedback ; poorly organized and low attention provided TTLM development workshop are the challenges of central level TTLM development process impacting development of high quality TTLM.

On the other side from developed TTLM implementation point of view, the research aimed constructed question and interview question based result of respondent also showed: language complexity; bulky and irrelevant information loading; occupational standard key feature missing; information redundancy; content mismatch between developed TTLM and curriculum; poor structured and organization; high photocopy cost incurring document, difficult for trainees to access and use the document equally are responded as the major challenges faced by trainers and trainees in the implementation of central level developed TTLM for the past five years.

To triangulate the respondent result and reach concrete findings in addition, to the mentioned population, centrally developed and college level implemented 46(forty six) water supply and sanitation level I-III TTLMs documents are evaluated based on the international and national level developed TVET system TTLM development manuals and research objective based checklist and the result support what was provided with respondent.

The study concludes that water technology department in woliso polytechnic college is highly supported with consecutive central level developed TTLMs. But these findings demonstrate the strong need to address the challenges faced by TVET provider's due to the implementation of low quality TTLMs which are developed centrally. If the quality of central level develop TTLM are below the standard of the previously college level developed TTLMs definitely the central approach support in training material with decentralized system result its own negative impact. The result is not only wastage of national resource, loosing indigenous wisdom and ignoring local need; but also bewilderment among the trainers who are implementing the training at decentralized TVET system with low quality TTLMs which implemented centrally. Which later leads and impact the system quality assurance goal by missing system trust, acceptance and recognition by the main stakeholders.

From the overall respondent response and developed document observation result given above the study summarize central level TTLM development process need special attention and it shall be implemented in careful planning, monitoring and implementation process. More importantly, for the quality betterment of quality TTLM development, concerned authority are advice to adopt central level TTLM developed and its local context standardization process conjunctively instead of the usual allowing the central level TTLM direly for training purpose. Furthermore, it was recommended that the government, stakeholders, policy makers and TVET providers in Ethiopia should focus on TVET quality assurance best practices that have worked in countries around the world.

Key words: TTLM, OS, curriculum, Central, stakeholders, support, TVET, quality assurance

1. BACKGROUND INTRODUCTION

1.1. Introduction

According to UNESCO (1999), education is a single most powerful means to improve the quality of life, the most powerful weapons against poverty. World Bank (2008) also describes education plays a central role in preparing individuals to enter the labour force as well as equipping them with the skills needed to engage in lifelong. When we come to a particular case there is also, widely held presumption that TVET stimulates technological progress, employability and national development. Specifically, Runner and Maclean (2008) stated that vocational education is considered a key factor for improving or maintaining the competitiveness of enterprises and national economies. As per these scholars, it is because TVET furnishes skills required to improve productivity, raise income levels and improve access to employment opportunities for people. It does this by playing three major roles: meeting the human power needs of society; raising the employment opportunity of citizens thereby improving their livelihood; and motivating citizens for further education and training. But, global experience has shown that the mere expansion of TVET does not solve the problems of unemployment and low productivity of the economy. TVET must respond to the competence needs of the labor market and create a competent, motivated, and adaptable workforce capable of driving economic growth and development. Continuous enhancement of the quality of TVET system is a key priority to any nation that desires to reap all the above benefits.

Like any other TVET system benefited country, Ethiopia has also implemented TVET to enhance its socio-economic development and to reduce poverty. Assuming this the government of Ethiopia has formulated the 1994 educational training policy (ETP) which is clearly state its major aim as follow: this is mainly because the economy need the presence of properly trained and skilled manpower which is one of the most important assess and prerequisite of social and economical development. Furthermore, to reap the benefit of the system fully, Ethiopian national strategies also reflect the important paradigm shift that prioritizing training quality and relevancy of training programs. The sector strategies call for effort to increase the quality of Ethiopian workforce to meet international standard and for this and other goals and allocate significant amount of money to improve teaching including, the learning process and infrastructures and strength quality assurance and other improved activities (MOE, 2008).

Toting up, as per the new TVET strategy and policy document (MOSHE, 2012), among the various quality assurance effort based committeemen of the federal TVET agency attention given for stakeholder involvement is the major one and this day different stakeholders are in position and contributing their own expertise, experience and capacity in ordered that their combined effort improve the quality, relevancy and effectiveness of TVET system. To show the practical committeemen TVET system towards stakeholder involvement citing the water sector is reasonable. Water technology TVET program is among the leading sector/subsector in which strengthens stakeholder involvement is evident and the issue can be explain in different aspect of TVET system, For example, in the water sector, based on the government economical and social development strategic program the second version occupational standard were prepared in 2017 .As indicated in(MOE.2005:15),the occupational standard was designed in line with TVET reform to meet the requirements of the world of work.

In the decentralized TTLM development stage of Ethiopian TVET system in which it let TTLM and curriculum development at college level lack of uniform TTLM in water technology training programs has impacted the provision of quality training. With regard to this idea it was observed; Variation in content and quality of developed TTLM , dissimilarity on trainees training completion period, difference in passing rate of trainees and variant skill demonstration level of graduate at world of work has observed in water technology TVET colleges that were providing training using the same occupational standard¹. And generally at this stage lack of national level occupational standard based uniform TTLMs impact the quality of TVET assurance goals.

To lessen these challenge, with the collaborative involvement of; Federal TVET agency , Ethiopian water technology Institute(EWTI) and Jhpiego Ethiopia has provide central level support for the nine older² water technology TVET training program providing regional polytechnic colleges that are found in Amhara regional state(Bhairdar and Komboloch polytechnic college),Oromia regional state(Woliso and Athlete kenenis Polytechnic college), Tigiray regional state (Machew Polytechnic college),SNNP regional state (Hawasa Polytechnic college), Somalia regional state(Jigjig polytechnic college and Afar regional state(Lucy Polytechnic college).and in this stage; development and revision of occupation standard, preparation of central level model curriculum, preparation of centralized TTLM, educational and training quality auditing, Educational forum and trainer capacity building on technical selected skill area are some of the major central level support of those stakeholder/partners that was provided for water technology training programs colleges.

The second version occupational standard targeted centrally developed consecutive version TTLMs of water supply and sanitation level I-III training program (that was implemented in the past five years (2017-2020/21) is also one of the major output of such stakeholder partnership action of federal TVET agency, EWTI, Jhpiego Ethiopia and regional water TVET college selected trainers. These TTLMs are mainly developed at central level with the objective of solving the previous TTLM and curriculum gap and support water technology TVET providers provide quality training in the water, sanitation and hygiene (wash) sector of Ethiopia.

Even though the central level TTLM development and implementation for water sector TVET program started early before 5 years(2017),currently developing TTLM and curriculum centrally becomes national and sector wide approach. And outcome based curriculum and TTLMs developed centrally by Federal TVET agency and regional partners and developed documents distribute to TVET provides. But, the approach is implemented without responding basic questions related to the critical challenges impacting the development and implementation of high quality TTLMs. For example; the previous decentralized TTLM development and implementation gaps, the new central level TTLM development process effectiveness than the decentralized level process are not properly researched and major findings are not documented well. Beside, in the new central level TTLM preparation process the required quality TTLM indicating parameters and the possible means obtaining such type of document is not properly responded. These limitations have been introduced in order to keep the study focused and in recognition of the fact that much has already been written on curriculum development and training delivery, the decentralized system but less on the central level TTLM development process.

Furthermore, translating the occupational standard in to outcome based curriculum and development of high quality TTLM at central level relatively a new practice in Ethiopia context; there is experience to learn from early starting sector of water sector with its greatest challenge and opportunities in water technology TVET Training programs. Thus challenge and opportunity assessment on the consecutive central level developed water supply and sanitation program TTLMS which started earlier than the other sectors helps the current approach of central level TTLM preparation with sufficient lesson of the wash sector.

The main purpose of this research is to appraise the challenge and opportunity of centrally developed TTLMs on Ethiopian TVET quality assurance goals with identified scope of, water supply and sanitation training program level I-III TTLMs which were developed centrally and implemented at water technology TVET program providing colleges in the past five years (2017- 2020/21).The study focus on: the national level TTLM development process, the implementation of centrally developed TTLM at woliso polytechnic and developed TTLMs document evaluation against international or/and national level quality TTLM indicating parameters based checklist.

The consecutive central level support on TTLM and curriculum development programs/workshop/ shall be evaluated, assessed and lesson shall be draw for further improved works not only benefit of water technology training programs but also for the new all industry sector targeted central level TTLM development approach of TVET system. The above mentioned issue is worth investigating and timely issue to do so the perception and experience of nationally developed TTLMS in quality assurance of Ethiopian TVET and is important to have a full - fledged view of the problem both at centralized and decentralized stage of TTLM development process.

1.2. Theoretical context of the study

As indicate by CL(2009) and supported by MOE(2009),for Technical, Vocational and Educational Training(TVET) institutes, the development of TTLM(Training, Teaching, Learning Material) is regarded as one of the major aspects that would promote trainees learning and help in the achievement of academic goals and objectives.

In the first place, this type of TTLM can be achieved by TVET provider local context quality assurance effort and attention given for occupational standard. This why because, as per Biadgelegne (2019/2020), occupational standard refers to the determination of the conceptual knowledge, skills, and the tools a worker/a professional is expected to possess. Furthermore, according to Carroll and Boutall (2011), occupational standards play great role in training and in other workplaces. What's more, as of MOE(2010) the main objective of TVET system is to qualify its graduates according to the occupational requirements of the industry and as per this national document. At TVET provider level the system objective based contribution can be achieved through development of high quality TTLM that contain occupational standard relevant and key occupational standard features reflecting learning material. But, if the level of attention given for occupational standard is low and occupational standard key features are not properly transformed to college context and local condition targeted training and learning material quality assurance goal of TVET will be subjected in question.

Moreover, providing attention for translation of occupational standard can be expressed by translating the occupational standard in to high quality outcome based curriculum. In outcome based TVET as all training and assessment process is guide by the pre- designed occupational standard the large numbers of stakeholders consider and look the issue of curriculum as minor task. But, as of Smith and Keating (2003), creating a curriculum is one of the essential and special attentions needing function within an education or training system as it constitutes the guideline for planning, conducting and assessing learning processes. Furthermore, the national TVET system document indicated by MOSHE (2020) also to note that the curriculum design and structure play an important role in realizing TVET goal .Thus, in translating the occupational standard if the curriculum design and structure could not get sufficient attention and produced curriculum have mismatched content with developed TTLM and its mother document ( occupational standard) definitely, the achievement of TVET goal and TVET provider response to TVET system quality assurance goal will be subjected in other question.

In other side of the coin, the above variable leads targeting TVET system learner and their level. When the preparation of teaching-learning materials takes place, then various aspects need to be taken into account. These are the grade levels of the students, subjects and concepts, learning abilities and academic goals.CL(2009) ,also agreed on flexible delivery Learning materials must consider that learners (as well as trainers and assessors, as appropriate) have varying needs, preferences and entry levels. In addition, according to MOE (2011), once all the competencies are identified and defined, the occupational standard is packaged and matched with the National TVET Qualification Framework (NTQF). This is to determine the level of qualification as described in the framework. As per the national level document, the NTQF illustrates the scope, compositions, and degree of responsibility a qualified person can assume in the workplace. In other word, Level of skill and knowledge that is expected from each trainee at the end of training is quite different. Thus in Ethiopian context also TTLM shall be designed as per the learning abilities and training goals of trainees which is clearly addressed in the sector occupational standard and frame work document. Beside TVET learning material shall be designed as per the learning abilities and training.

Furthermore, If sufficient attention at TVET provider level has given and occupational standard key feature has given and content matching curriculum supported with well design and structure has generated and in the combined effect of the two variable TVET learner and their NTQF based TTLM preparation will be unquestionable and trainee's significance TTLM will be developed.

As per Dr. Radhika Kapur, the major significance of TTLM is recognized within the classroom environment by providing support and assistance to the educators with the presentation and transmission of educational content and the achievement of educational objectives. The significance of teaching-learning materials is usually recognized in terms of the objective it contains. As per Stiggins(2001), and Crooks (2001); The major objectives have been stated as follows: Motivate Learners, development of Knowledge and Skills among Teachers, Help in Longer Retention of Information, facilitate Holistic Learning ,Help in Organizing Classroom Teaching, Promoting Effective Communication, Facilitating Change in Attitudes, Practical Applications ,Making Learning Pleasurable and, Concept Formation.

If appropriate support and facilitation has provided occupational standard transformation to curriculum it result the development of TVET learner targeted and their NTQF based TTLM. Because as CL(2009) indicate ,training materials flexible delivery Learning materials must consider that learners have varying needs, preferences and entry levels, therefore must: provide a variety of learning methods; provide for use in a variety of training/learning contexts eg on job, off job and simulations; provide guidance on entry requirements.

Ethiopian outcome based curriculum development process follow similar proceeded. Ethiopian mainly adapted the current TVET curriculum experience from the countries such as Australia and Philippines But unlike those countries in Ethiopian TVET the outcome based curriculum and TTLM follows decentralized approach in which curriculum and TTLM has been developed by TVET provider that deliver training.

National level sector report and reliance trustable researcher justified that training and educational programs need to be improved and sustained. Although TVET strategy was developed, its effectiveness and challenges has not been properly determined (MOSHE,2020).Trainees writing, reading and language skill is reducing. As per this national document of TVET system(MOSHE,2020) ; lack of adequate quality assurance system and graduates tenet to lack foundation skill in such area areas as reading, writing, mathematics, computing, communication, teamwork, problem solving, customer relations, and foreign languages are the most critical challenges of the TVET system.

TVET in Ethiopia has been in place since the early 1940s and guided by various educational and training approaches. However, a comprehensive study on how instructional material generally and specifically TTLM has developed and implemented impact the achievement of Trainee success has been practiced in the past years has not been undertaken. Before the shifting a stage of decentralized to centralized or any other stage of TTLM preparation, such type of scientific research need to be conducted to examine the different TVET program TTLM development stages to determine the extent to which one stage is has been built over the other Thus, the identified critical challenges of TVET system can be solved with the contribution of individual TVET College within the system. From my experience knowledge no more study on this topic in the study area and the problem is on time and relevant with sufficient ground as it is time of quality and relevancy.

There must be Concrete national interventions to move from centralized to decentralized level TTLM development are necessary to ensure TVET's quality and sustainability. Therefore, this study is necessarily and timing, to investigate the problem of central level TTLM development process and its implementation at TVET provider level with decentralized system.

1.3. Problem statement

A number of studies indicate several factors which are related with the entire TVET sector and how at global and national level the quality of TVET affected. After identifying the number of TVET system problem the majority of the existing research reflect and convey; development of quality curriculum, leadership system improvement, Trainer capacity building program, tools and equipment supply, improvement of industry partnership, quality improvement in cooperative training and soon, has enamors impact on provision of quality TVET and they convey improvement in this area will contributive for achievement of TVET goals and garneted for quality assurance for TVET system.

But, in the researcher view achievement of TVET goals is highly affected by the development and implementation occupational standard key feature reflecting TTLM. Therefore, the researcher was initiated to conduct the research in this area to identify TTLM quality parameter that was missed in the previous centralized TTLM development stage and assess how well new central approach based (replaced the old approach) TTLMS development are conducted.

The first reason why the researcher wants to study on this topic is the personal experience of the researcher; working for twenty (20) consecutive years as water technology TVET trainer. Within this experience in addition to the normal college level training providing trainer and regional level assessor the researcher has participated in the development of national level occupational standard, assessment package, TTLM, curriculum and national level Training quality document. Within this work experience the various observed gap and participants compliant that are affecting the development of high quality TTLM is the first reason of the researcher. Second, being one of the responsible and experience stakeholder of the TVET system to investigate both the foreseen and unforeseen challenges that affect TTLM development and the implementation of central level developed TTLM by doing so forward research finding based strategies which enhance the quality of TVET provision at college level.

In addition, to the consecutive central level TTLM development process has implemented without any major learned of the lesson number of complaints also observed by trainers who were participated in the development of workshop. More over trainers who were used developed TTLM for training purpose also raised a number of question and complaints on the quality of the developed TTLMS.

Analyzing the achievement, challenges and opportunity those from its development and implementation point of view will serve as a learning ground to inform TVET policy formulation and practices and recommend for improvement in the future. Taking this opportunity; complaints by national level TTLM development process and central level developed TTLM implementations shall be assessed. Since this research targeted on timely and valuable issue quality and relevancy training on one governmental TVET college based water technology training program of one Government College, it will propose important solution that would help to overcome the major identified challenges of the central level TTLM development and implementation process.

1.4. Research Variable and Raised question

Therefore, the primary objective of this study were to assess the challenges and opportunities of center level TTLMs from its central level development state to its implementation at TVET provider level with focuses of six identified variables of the study: (1)TVET provider level developed TTLM contextualization effort, (2) information relevancy and occupational standard key feature reflection , (3)developed TTLM content matching with its curriculum,(4)TVET learner and their NTQF targeted learning material,(5)trainees reading, individual learning promotion and self evaluation of TTLMs(6) organization and implementation of central level TTLM development process.

Thus to assess the challenges and opportunities of central level prepared TTLM, the study attempt to answer the following questions:

1. To what extent is centrally developed TTLMS are contextualized by TVET Colleges?
2. Does developed TTLM contain relevant and occupational standard key feature reflecting information?
3. To what extent does TTLM and curriculum content are matched and related with the occupational standard?
4. Does information contained in central level developed TTLMS are TVET trainees and their NTQF targeted?
5. To what level is centrally developed TTLM encourage trainees to read, learn individually and promote self-evaluation?
6. To what extent is central level TTLM development process are organized and implemented?

In this regard; woliso polytechnic college water technology training program/department of woliso polytechnic college were selected as the main focus area. In addition to the six raised research questions to guide the study and the following research hypotheses were tested at 0.05 level of significance:

- There is no significant difference in the mean response of TVET provider trainer and industry trainers on TTLM quality factors that act as challenges of attaining quality TVET programmes in water technology training program of Ethiopia,
- There is no significant difference in the mean response of male and female trainers on TTLM quality factors that act as challenges of attaining quality TVET programmes in water technology training program of Ethiopia,
- There is no significant difference in the mean response of trainer's place of work on TTLM quality factors that act as challenges of attaining quality TVET programmes in water technology training program of Ethiopia.

1.5. Objective

1.5.1. General objective

The general objective of the study is to assess Challenges and opportunities of centrally developed TTLMS on Ethiopia TVET Quality assurance goals; the case of water supply and sanitation level I-III central level TTLM (Teaching, Training and Learning Material) development process and centrally developed TTLM implementation at woliso polytechnic college for the past five years (2017-2020/21) and to come up with possible suggestions and recommendations with support of partners.

1.5.2. Specific Objectives

The specific objectives of the study are targeted towards providing that the solutions to the basic research questions. Thus, the study incorporated the following specific objectives.

- To assess the information relevancy and reflection of occupational key features in centrally developed TTLM.
- To examine the effort of TVET colleges in contextualizing centrally developed TTLMS.
- To evaluate content matching between developed TTLM and its curriculum with the occupational standard.
- To examine the information contained in developed TTLMS are TVET trainees and their NTQF targeted or not.
- To identify the extent of centrally developed TTLM in promoting reading, individual learning and self-evaluation.
- To evaluate central level TTLM development process are organized and implemented.

1.6. Significance of the study

This study might have the following significance:

- It helps to create awareness and/or update the existing awareness for TVET stakeholders about the development and implementation process requirement of TTLM with its all fundamental components.
- It may suggest solutions and adjustments for the problems under investigation and provide an alternative approach concerning the development and implementation of centrally level TTLMs in decentralized TVET system.
- It may inform TVET colleges, Federal TVET agency, Ethiopian water technology Institute and other stakeholders" about the conditions that need to be reorganizing in supporting the TVET colleges.
- It may inform the central level TTLM development process organizers about their implementation gaps in facilitating and organizing the central level TTLM development process.
- It may help institution level trainer in defying what is expected of them in standardizing and localizing central level developed TTLM to meet local requirement
- It will give relevant clues for other researcher to investigate further for the issue pertaining to development of standardize and quality TTLM

1.7. Scope/Delimitation of the Study

The study was aimed at to examine Challenges of Central level developed TTLMS on Ethiopia TVET quality assurance goals considering both the development process up to implementation TTLMS which are developed centrally by partnership approach of Federal TVET Agency(FTA),Ethiopian water Technology institute(EWTI) and Regional water technology training program providing college trainers and implemented at water technology department of woliso polytechnic college in the past five year(2017-2021) .For the sake of making the research manageable, in considering the time and resource capacity the study has been delimited to only one of the two oromia region water technology providing polytechnic colleges.(woliso polytechnic and Atelet kenenis polytechnic college).Moreover, since there are additional fields of training program offered in woliso polytechnic college which are supported by national level developed TTLMS, the focus of this study is delimited to water supply and sanitation TVET program level I-III based ON EOS 2017.Furthemore,evenif ,TTLM in TVET context has contained three parts(learning guide, assessment package and trainer guide) the study focused on the learning guide components of TTLM because of two reasons. Having standard and quality learning guide components of TTLM the other two component of TTLM can be developed and the second reason not including the two component of TTLM is as they are not designed with central level TTLM development process.

Although this study has shown the challenge of central level developed TTLM from development and implementation perspective, it is not without limitation. The study did not explore the impact of centrally developed TTLM on trainee's performance and achievement improvement in national assessment.

1.8. Limitations of the study

In this study, there are some limitations that affect the scope and depth of the required information. The study focus on one of the three training programs of water technology TVET training program. But, In order to get comprehensive information on the required issue about the impact of national level water technology TVET program developed TTLMS, the remaining occupation of water technology training program. Beside respondent passiveness in responding electronic questionnaires on time and as easily as needed is the main challenges faced during the study. However, it was attempted to make the study as complete as possible.

1.9. Operational definitions of terms used

The following key terms are defined according to the context they have in the study:

- Competence:- shall mean the knowledge, skills, and attitude that can be demonstrated to perform a given task.(The New 2013 Ethiopian TVET policy and strategy document)
- Curriculum:- A comprehensive description about all relevant aspects of a TVET Program, including TVET Program Design and Learning Modules. A plan incorporating a structured series of intended learning outcomes and associated learning experiences. Curricula are based on the applicable Occupational Standard (OS) the TVET Program is addressing.
- Ethiopian Occupational Standard (EOS):- Defines the competences that a person or individual must possess to be able to perform and be productive in the world of work. It is composed of units of competence that define a particular scope of work resulting in a product, service or decision.
- Quality Assurance: - for education is the process of monitoring and assessment in line with defined requirements. The quality assurance system helps an institution gain confidence in its quality and gain an increase in public trust.
- Relevance:-shall mean the degree to which the training provided is aligned with all stakeholders' needs and labor market demands.
- Stakeholders:-All relevant players and interest groups in the TVET system, including TVET providers and institutions, teachers and instructors, employers, employees (trade unions), learners, parents, policy-makers (government), NGOs and other institutions involved in training and human resource development, educational institutions, donors, etc.
- Training-, Teaching- and Learning Materials(TTLM): - are all types of materials suitable or specifically designed and developed to support occupational learning processes - and thus - helping to achieve the desired learning outcomes.
- Trainees:-people who are participate in technical and vocational education and training program provided by a training institution with a view to acquiring or upgrading his/her technical and vocational skills MoE,( 2006).
- Trainers:- ATVET trainer is an instructor, facilitator, or supervisor who is competent, to facilitate specific occupation MoE, (2008).
- Curriculum, Occupational Standard, Quality Assurance, Relevance, Stakeholders, TTLM, Trainees and Trainers.

1.10. ORGANIZATION OF THE STUDY

This study is organized in six chapters. The first chapter deals with, a brief background of the study, statement of the problem including the research questions and objectives of the research questions and objectives of the study, delimitation of the study, definition of key terms and organization of the study. The second chapter presents review of related literature that provides a theoretical framework for the research conducted the theories related with the central level development and implementation at college in terms of strategic view. The third chapter deals with the research methodology and procedures employed to collect and analyze the data. The fourth chapter deals with the presentation, analysis of data and interpretation of the findings. The fifth chapter of the study includes summary of the findings, conclusion and recommendations. Unlike the usual research trended this research adds additional sixth chapter which includes the national/international lesson based quality TTLM parameters, root cause analysis of the major research finding, the tactical plan towards implementation of research finding, researcher part in implementations of research findings, research communication and related issue.

2. REVIEW OF RELATED LITERATURE

For objective of learning more on the topic and identify solution, chapter two of the study devoted to the review of the related literature. Accordingly research objective related and supporting literature reviewed and major lesson and findings are presented on the consecutive 6 (six) variables of the study.

2.1. TVET provider for TVET quality assurance goal

2.1.1. African continent and international practice of TVET

2.1.1.1. Historical beginning of vocational training

As of Evans (1971), historically, work was the true site of vocational training. The primitive society used the digging sticks, stones, bones, and fire to cleat the vegetation and hunting and gathering their food. During this period the process of learning was a simple imitation of skill, and knowledge passed from father to son and from mother to daughter continuously and verbally. Such awareness was based on what they had acquired from their parents and what they had learned by trial and error during the productive activities .As per this scalars', such a condition reflects the historical beginning of technical vocational education and training.

2.1.1.2. Technical and vocational education (TVE)

The terms technical and vocational education (TVE) and, technical and vocational education and training (TVET) are often used to describe the same thing and defined it as an education which is mainly designed to lead participants to acquire the practical skills, know-how and understanding necessary for employment in a particular occupation or trade(World Bank, 2001).Furthermore, the UNESCO and ILO (2002) convention describes vocational education and training as all forms and levels of educational process involving, in addition to general knowledge, the study of technologies and related sciences, the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life.

2.1.1.3. Objective of TVET in international context

Objectives of vocational education can hold very general (international level) or specific (at a national level).From international perspective TVET has three identified objective. The first objective of vocational education, as defined by Evans and Herr (1978) is that of meeting society's needs for workers. The second objective of vocational education is to increase the career options that are available to each individual. As per these scholars, experience on the job can increase a worker's options, just as university education can increase one's knowledge. The third objective of vocational education is to keep individuals interested in every form of education, in what Evans and Herr refer to as lending intelligibility to general education.

2.1.1.4. Africa and International experiences of TVET AU(2007)

TVET systems in Africa differ from country to country and are delivered at different levels in different types of institutions, including technical and vocational schools (both public and private), polytechnics, enterprises, and apprenticeship training centers. In many countries, the vocational education track has the unfortunate reputation of being a dead-end, so far as academic progression is concerned and fit for those pupils who are unable to continue to higher education. The duration of school-based technical and vocational education is between three and six years, depending on the country and the model. Some countries like Ghana, Senegal, and Swaziland in an attempt to expose young people to pre-employment skills have incorporated basic vocational skills into the lower or junior secondary school curriculum. However, this approach has met with some skepticism. The skeptics argue that technical and vocational education for employment is unlikely to be effective when delivered concurrently with general education in junior secondary schools (NICHE, 2010). AU (2007) in its strategy to revitalize TVET in Africa summarizes the innovation/best practices in TVET strategy of the African continent and international practices and the lessons learned summarized and presented in Table-1 below as follow:

Table 1: Innovation/best practices in TVET strategy of the African continent and international practices

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2.1.2. Ethiopian outcome based TVET

2.1.2.1. Technical-vocational education in Ethiopia before 1940

As Abudulahi (et al., 1972, p.29), formal technical-vocational education and training emerged in Ethiopia following the expulsion of the Italians in 1941. Before the 1940s, there were no formalized technical training institutions beyond the non-formal ones provided by master artisans and craftsmen where instruction was through “observation and participation”. The 1940s were a “period of restoration” in which a solid foundation for the development of education was laid down, guided by policies to promote education in the country (Kiros, 1990; Lekka, 2006). As a result, many schools, including vocational schools, were established with the support of Britain, the USA, the Soviet Union and other countries.

2.1.2.2. The input based TVET system (1994-2006)

Following the introduction of the 1994 education and training policy, a diversified technical-vocational training is now recommended for school leavers from any level of education (MOE, 1994). TVET is provided parallel to the general education system and offers training at various levels. Initially, a two-year TVET program was initiated for students who had completed general education (MOE, 1994); this was later changed to a three-year program. The Ethiopian TVET system both before 1994 and between 1994 up to 2006 it was input based. Unlike the input based training the new TVET system (outcome based TVET) that is currently in work solves the various identified problem from which are presented in detail on the consecutive topics of the reach document. But as general statement indicated by (MoE, 2008) the goal of the TVET system as formulated in its vision and objectives,is to create a competent and adaptable workforce (both male and female) to be the backbone of economic and social development and to enable an increasing number of citizens to find gainful employment and self-employment in the different economic sectors of the country. To this end, the national TVET system, in line with many modern TVET systems worldwide, will be re-organized into an outcome-based system.

2.1.3. The New Philosophy, Objective and vision of Ethiopian TVET

2.1.3.1. The Philosophy of TVET in Ethiopia

MOSHE(Nov.2020) in its article of 1.3( The Philosophy of TVET in Ethiopia and the education and Training Policy page -11) states as, the Education and training sector in Ethiopia is a major instrument for raising the level of development by reviewing the situation on the ground in the light of learning and cultivating citizens mentally, physically, socially and spiritually. As per these national documents, in Ethiopia, technical and vocational education and training is conceived as a life to be lived and a way of preparing the youth for future living. It is an instrument of cultivating the individual holistically, including one's moral, cognitive, social, spiritual, physical, psychological, and vocational attributes. It is also understood as a public good based on indigenous and global skills and knowledge, which serves as a means of social harmony and development. TVET is also perceived as a tool in producing self-reliant citizen who can contribute to socio-economic and political transformation of the country.

2.1.3.2. TVET Vision, Mission, Principles and Objectives

As per Ethiopian Technical and Vocational Education and Training Policy and Strategy (MOSHE, 2020) Vision, mission and principles and objective of TVET are:

Vision: Aspires to create competent and self-reliant citizens and improve the livelihoods of all Ethiopians by 2030.

Mission: (i) Producing productive, self-reliant, competent and innovative workforce with employable skills to meet labor market demand in terms of both quality and quantity so as to contribute to the prosperity of Ethiopia and (ii)Engaging in research-based knowledge and technology transfer endeavors to transform the economy and solve societal problems through community engagement.

The policy and strategy document also indicate; a) Labor Market Orientation b) Relevance and Quality c) Access and Equity d) Outcome-based system of education and training. e) Decentralization f) Innovativeness g) Transparency and responsiveness h) Collaboration and linkage i) Efficiency and effectiveness j) Inclusiveness k) Lifelong Learning l) Flexibility m) Greening TVET and n) Pathways are the guiding principles of Ethiopian TVET(MOSHE,2020).As per this national document, the objective of Ethiopian TVET policy and strategy is to provide demand driven, high quality, relevant technical and vocational education and training; to all citizens to create competent, motivated, adaptable and innovative work force which can contribute to the prosperity of the country (MOSHE,2020).

2.1.3.3. The new agenda of TVET and its future direction

Although the government of Ethiopia has shown commitment to education in general and has made substantial progress, challenges still remain in most of the TVET system of the country. These calls for holistic revision of the existing TVET policy and strategy to enhance the sector effectively play its role in the development of the nation. In order to achieve this proposition, 6 core agendas, namely: (1) Ethiopian TVET Relevance, Quality, Equity, and Access, (2) Ethiopian TVET Research, Innovation and Technology Transfer, (3) Ethiopian Science Culture Development and Community engagement, (4) Ethiopian TVET Infrastructure and Facility Development, (5) TVET Institutional Capacity Development, (6) Monitoring and Evaluation Mechanisms are identified and discussed with specific policy issues that help to ease their implementation. Following that, each policy issue is explained by strategies needed to achieve the policies (MOSHE, 2020)..

2.1.4. TVET College effort towards quality and relevance TVET

2.1.4.1. Quality in Education and TVET

The concept of quality has been one of the most important concepts in contemporary educational terminology (Zelvys, 2004). In terms of general concept, quality is defined by Adebayo, Oyenike and Adesoji (2009) as the ability or degree with which a product, service, or phenomenon conforms, to an established standard, and which make it to be relatively superior to other. According to Adegbesan, (2010) quality is not just a feature of a finished product or services but involves a focus on internal processes and outputs which includes; the reduction of waste and the improvement of productivity. As per, Oyebade, Oladpo and Adetoro (2012) quality in education may be considered on the basis of how good and efficient the teachers are; how adequate and accessible the facilities and materials needed for effective teaching and learning are; and how prepared the graduates are for meeting the challenges of life and for solving the social problems. Whereas, quality in TVET is directly related to the achievement of the learning outcomes (knowledge, skills and competence achieved at the end of the learning process) that fulfils the key stakeholders' expectations: - students, parents, employers and community in general (Romanian Ministry of Education, Research, and Youth, n.d.).Continuous enhancement of the quality of TVET system is a key priority to any nation that desires to reap the benefits of this all important aspect of education system.

2.1.4.2. Quality assurance in education and TVET

Quality assurance as applied in education refer to all forms of internal and external quality monitoring, evaluation or review or the systematic review of educational programmes to ensure that acceptable standards of education, scholarship and infrastructure are being maintained (African Union, 2007). According to Tuck (2007) quality assurance in education is the process and procedures for ensuring that qualifications, assessment and programme delivery meet certain standards. Quality assurance in TVET is the systematic management and assessment procedures adopted by an educational institution or system to monitor performance and to ensure achievement of quality outputs or improved quality (Majumdar et al., 2010). The main actors to quality assurance in TVET are; teachers, the commission for quality assurance and evaluation, school management, school inspectorate, and community (Romanian Ministry of Education, Research, and Youth, n.d.). It can be simply put that any activity that is concerned with assessing and improving the merit or the worth of an intervention in the field of TVET or its compliance with given standards constitutes quality assurance.

2.1.5. Major findings and summary of review literature

Technical and Vocational Education and Training (TVET) is a world of education and training that prepares citizens to flexibly respond to changing technology and the labor market by bringing knowledge, attitudes and skills across different occupations and technologies. According to UNESCO (1999), education is a single most powerful means to improve the quality of life, the most powerful weapons against poverty. World Bank (2008) also describes as education plays a central role in preparing individuals to enter the labour force as well as equipping them with the skills needed to engage in lifelong. As per Good(1973), education is the aggregate of all processes by which a person develops abilities, attitudes and other forms of behavior of the positive value in the society in which he lives and general education can most easily be defined as an education that is needed by everyone. But, global experience has shown that the mere expansion of TVET does not solve the problems of unemployment and low productivity of the economy. TVET must respond to the competence needs of the labor market and create a competent, motivated, and adaptable workforce capable of driving economic growth and development. Realization of the aforementioned national development requires clear and strong TVET policy and strategy. The 1994 Education and Training Policy of Ethiopia is a big milestone in recognizing TVET. Based on the government economic and social development strategy program new training programs are identified, and occupational standards were prepared for fifty priority trades (MoE, 2005:15). The strategy introduced occupational standards and outcome-based curriculum to ensure quality and relevance.

Although TVET strategy was developed, its effectiveness and challenges has not been properly determined. Even if interventions have been made, slight significant achievements have been recorded. The GTP-II goal of the sector is not yet achieved as expected, especially in expanding TVET institutions. Employers complain that TVET graduates are not practically as competent as the need of the labor market. In addition to other pertinent studies, the newly developed education and training roadmap suggests to critically analyze the existing TVET strategy and its implementation (MOSHE,2020).Therefore, to scale up the best experiences learned so far and solve the above listed challenges and problems so that the sector can contribute its share to the national prosperity, clear policy directions and implementation strategies to the TVET sector have a paramount importance. Whereas, quality in TVET is directly related to the achievement of the learning outcomes (knowledge, skills and competence achieved at the end of the learning process) that fulfils the key stakeholders' expectations: - students, parents, employers and community in general (Romanian Ministry of Education, Research, and Youth, n.d.).Continuous enhancement of the quality of TVET system is a key priority to any nation that desires to reap the benefits of this all important aspect of education system. Quality assurance in TVET is the systematic management and assessment procedures adopted by an educational institution or system to monitor performance and to ensure achievement of quality outputs or improved quality (Majumdar et al., 2010). The main actors to quality assurance in TVET are; teachers, the commission for quality assurance and evaluation, school management, school inspectorate, and community (Romanian Ministry of Education, Research, and Youth, n.d.). It can be simply put that any activity that is concerned with assessing and improving the merit or the worth of an intervention in the field of TVET or its compliance with given standards constitutes quality assurance.

2.2. Occupational standard key features reflecting training material

2.2.1. Occupational standard international experience

2.2.1.1. Nature and Concept of Occupational standard

Occupational standards, according to Carroll and Boutall (2011), are precise descriptions of what an individual is expected to be able to do in his/her work role. Occupational standards are also defined in terms of ideal benchmarks against which competence is assessed and certification granted. As per this scholar, occupational standards describe the skills and knowledge needed to perform competently in the workplace. Occupational standards in the Ethiopian context, according to MOE (2008), define the competences of a worker according to requirements in the labor market. Occupational standards, therefore, will be developed for all occupational fields at all relevant qualification levels attainable within the TVET system. Each occupational standard can be broken down into units that describe a set of employable competences.

2.2.1.2. Purposes of Occupational Standards

Purposes of occupational standards, according to Carroll and Boutall (2011), can be considered at the different levels of work like at the industry, employer, and employee levels. As per these scholars, occupational standards play great role in training and in other workplaces. Occupational standards specify the standard of performance an individual must achieve when carrying out a function in the workplace, together with the knowledge and understanding they need to meet that standard consistently. Essentially occupational standards are benchmarks of good practice. Each occupational standard defines one key function in a job role. Hence, each occupational standard must be a concise and readable document.

2.2.1.3. Competency ,Occupational standard and qualification

Competence is possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace and it is possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.

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Furthermore, competency, according to Wahba (nd), is defined as the individual’s ability to use, apply and demonstrate a group of related awareness, knowledge, skills and attitudes in order to perform tasks and duties successfully and which can be measured against well-accepted standards (levels) required in employment as well as assessed against provided evidences at work location. As per Biadgelegne, Occupational standard or also referred as competency-based standard or occupational profile refers to the determination of the conceptual knowledge, skills, and the tools a worker/a professional is expected to possess. It is the major roles and tasks of the professional and the competencies that it requires for optimal functioning. Common competences are those can be found across all sectors and inherent in any occupation and the core competences are job or enterprise specific competences. These competences are clustered together to form a recognized/required qualification in an industry (MOE,2001). The clustering must define a distinct industry requirement for useful work. They may come from different sector or within the industry or enterprise. Hence, qualifications here are defined in terms of packaging of units of competence to address individual and industry need.

2.2.2. Occupational standard development and formulation Process

2.2.2.1. Occupational standard and the world of work

The occupational standards reflect the competence requirements of the world of work of each program. Stakeholders from the industry, particularly employers are the major actors in the development of the standards. Though so many occupational standards were developed so far, the practice and management has not been demand-driven and based on the needs and rigorous engagement of the industry. Therefore, occupational standards need to be set, revised, and integrated into the training system with full engagement of the industry (MOE, 2009),As FTA (2007), occupational standards must be based on the needs of the labor market. Therefore, the identification and clustering of occupations - for which occupational standards will be developed - will be made with reference to the needs of the national labor market demand. A labor market analysis will be instrumental in identifying the need for new occupations as well as indicating the need for revision and adaptation of existing national standards once technological and/or economic developments bring about changes to the qualification needs.

The Ethiopian TVET System is now focused on labor market demands and industry relevance. This translates that the main objective of TVET System is to qualify its graduates according to the occupational requirements of the industry. TVET delivery needs to ensure that the trainees of TVET programs acquire a comprehensive set of occupational competences as defined in the occupational standards. And to address this new purpose, TVET system adopted the outcome based training delivery approach in combination with the cooperative training (MOE,2010).

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Figure 2: Industry manpower development Process

(Source: water TVET Occupational standard development workshop power point ,Mosisa,2005)

2.2.2.2. Key features of Occupational Standard in E-TVET system

This concept of outcome based approach demands that the program curriculum design define appropriate outcomes, contents and methods or strategies of learning so that TVET: defines the competences that a person must possess to be able to perform and be productive in the world of work, it is composed of discrete units of competence that define a particular scope of work resulting in a product, service or decision, it is industry focus hence reflects the needs of the organization / enterprise, Contents are focus on competences required by the occupation, developed by industry experts/practitioners who are in the industry for so many years, reflects ‘real job' rather prescribed requirements of an occupation, keeps pace with changes in technology and job requirements(MOSHE,2010)

2.2.2.3. TVET Goal and policy about occupational standard

MOSHE(2010) in its part of Goal and policy about EOS: Ensure occupational standards development and revision based on international and national experiences through organized leadership and involvement of occupational associations, sector professionals, industry practitioners, private sectors and other important stake holders. Similarly the document Policy Occupational Standards shall be developed based on internationally recognized experiences, market demand and local realities by leadership and active engagement of occupational/professional associations, sector professionals, industry practitioners, private sectors, and other important stakeholders. Furthermore; Develop new occupational standards through identifying labor market demand based on labor market analysis, Develop national and local needs based occupational standards engaging occupational/ professional associations, sectors, industry practitioners, and other important stakeholders, Periodically review occupational standards based on international and local experience regarding quantity, quality, and relevance to the needs of the industry and Review and consolidate the existing and over stretched OS are the four strategy of occupational standard.

2.2.3. Occupational standard and TTLM correlation

FTA (2009), the Training, Teaching and Learning Materials or TTLM are necessity in the learning process. TTLM does not only serve as the enabling element but also as a guide to both the facilitator/teacher and the trainee in attaining the defined learning outcomes of the program.

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Figure 3: Content Relationship of OS, Curriculum and TTLM

(Source: Tigst FTA slide, Water sector TTLM development webinar based workshop, Tigst FTA , Agust,2020)

The outcome based approach facilitates the learning process in a way that trainees can acquire set of competences required at the workplace as defined in the Ethiopia Occupational Standards (EOS). It's focused is on performance and demonstration/ provision of evidence of knowledge, skills and attitude to a specific level of competence in accordance with a national occupational standard (MOE,2004). Curriculum describes the training that a person needs to take in order to perform the work. Occupational Standards describe the work that is performed. Technical - Vocational Education & Training guide lines there is a direct correlation between developed Occupational standard and TTLM programs facilitate learning processes which assist the trainees developed the required competences. Curriculum describes the training that a person needs to take in order to perform the work. Occupational Standards describe the work that is performed. Technical - Vocational Education & Training guide lines there is a direct correlation between developed Occupational standard and TTLM.

2.2.4. Summary and Key finding of the variable

As per Biadgelegne (2020), Occupational standard refers to the determination of the conceptual knowledge, skills, and the tools a worker/a professional is expected to possess. In addition, according to Carroll and Boutall (2011), occupational standards play great role in training and in other workplaces. Essentially occupational standards are benchmarks of good practice. Each occupational standard defines one key function in a job role. Hence, each occupational standard must be a concise and readable document. The Ethiopian Occupational Standard (EOS) defines the national standard for a certain occupation. However, it should be observed that the EOS need to allow a certain amount of flexibility in order to adequately reflect the range of variables within the respective occupation resulting from disparate regional and local requirements as well as differences in requirements according to specific company contexts. Ministry of Education, Ethiopia Occupational Standards Development Guideline (MOE, July 2009) in its page-3 under its guiding Principles in occupational standards development states as: The paradigm of TVET Reform is the orientation at the current and anticipated future demand of the economy and the labor market. The major objective is to provide employers, employees, learners and job seekers with common understanding of what is required for a particular employment in the labor market in Ethiopia. Ethiopia Occupational Standards are the benchmark for training, assessment and certification in the Ethiopia VET system thus acceptance and recognition of all stakeholders need to be achieved (MOE, July 2009).Translating the EOS AS per local requirement Among the seven guiding principle of occupational standard (Eos development guideline, July 2009) present flexibility of the occupational standard in its principles serve as a guide in developing a dynamic occupational standard. And as per the paragraph The Ethiopian Occupational Standard (EOS) defines the national standard for a certain occupation. However, it should be observed that the EOS need to allow a certain amount of flexibility in order to adequately reflect the range of variables within the respective occupation resulting from disparate regional and local requirements as well as differences in requirements according to specific company contexts.

2.3. Outcome based curriculum matched with occupational standard

2.3.1. Curriculum approach and perspective in international context

2.3.1.1. Curriculum and its concept

As of ILO (1987), curriculum refers to a course of study offered in a school, training institution or university. In addition, Barnett (2010) define present curriculum as, a training design or plan that defines: aims, goals and objectives of an educational activity; the ways, means and activities used to achieve desired outcomes; and procedures and instruments needed to evaluate actions. As per these scalars, curriculum document refers to a document that reflects essential guiding information on a particular curriculum or learning programme and It usually covers issues such as the main purpose of the curriculum, implementation, assessment and monitoring strategies to be used, and the necessary resources.

2.3.1.2. Approach and perspective of Curriculum Development

As of Smith and Keating(2003),creating a curriculum is one of the essential functions within an education or training system as it constitutes the guideline for planning, conducting and assessing learning processes. As per these scholars, curriculum development can be approached from three different perspectives. The first perspective is to regard it as “rational” or “linear”, i.e. it is a logical process which proceeds from objectives to the selection of learning experiences to the organization of learning material to evaluation. The second one sees curriculum development as a “cyclical” model, where the whole learning process is a cycle which continually renews itself so that evaluation leads to the reformulation of objectives. The third perspective implies an “interactive” model assuming that curriculum development can commence at any stage and that feedback leads to constant.

2.3.1.3. Competency based curriculum development approach

Soare said, the word competency began to be used in association with this model of instruction and learning, and a number of concepts associated with modern competency based learning (CBL) came out together with the epistemological shift from input to outcomes. Supporting the pervious scholar, Wesselink et al. (2010) also states that the origin of the idea of working with competencies in educational contexts lies in the US. Barnett (1994, cited in Wesselink et al., 2010) concluded that competencies described in this more behavioristic way cannot provide guidelines for a curriculum because of the level of detail. Grant et al. (1979, as cited in Soare,2015) define competency based education as a form of education that derives the curriculum from an analysis of a prospective or actual role in contemporary society and that attempts to certify student progress on the basis of demonstrated performance in some or all aspects of that role. in addition, Norton (1992) states that to provide structure for developing curriculum for Competency Based Education (CBE), an effective and efficient model, Systematic Curriculum and Instructional Development (SCID), has been devised. SCID has five phases: analysis, design, development, implementation, and evaluation. Furthermore, Laird and Stevenson (1993) showed the simplified approach to competency based curriculum development in Australia.

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Figure 4: Simplified approach to competency based curriculum development in Australia (source: Laird and Stevenson, 1993)

2.3.2. Ethiopian Outcome based curriculum and its development process

2.3.2.1. The Outcome approach curriculum and its characteristic

As indicated in Ethiopian TVET policy and strategy document, the concept of outcome based approach demands that the program curriculum design define appropriate outcomes, contents and methods or strategies of learning. The outcome based approach to learning places most emphasis on what the learners should be able to do; is focused on performance rather than on learning process; and is concerned with the demonstration or provision of evidence of knowledge, skills and attitude to a specific level of competence. It is important to note that the curriculum design and structure play an important role in realizing this goal (MOSHE,2020).Characteristics of outcome-based curriculum in the outcome-based approach: Curricula need to reflect the specific context and conditions of occupational learning, respective relevant aspect of training delivery such as disparate target groups and their characteristics, mode of delivery, regional conditions and availability of training resources have to be taken into account, Curricula should reflect learning then assessment and progression or practice and reassessment until competent.

2.3.2.2. Principle of modularization in TVET

MOE (2011) stated that the basis for TVET Program design is the occupational standard in general and the Unit of Competence in particular. It should not be assumed that one unit of competence will lead to one learning module. The number of learning modules depends on the breadth and depth of the unit of competence. The decision is made after a thorough study of the occupational standard and its units of competence. The learning module or modules (if there are several) of a unit of competence should be self-contained. It should already contain the contextual (knowledge-based), skills (performance-based) and attitudes (behavioral-based) requirement of the unit of competence.It is highly recommendable to follow the principle of modularization when developing TVET-Curricula. This means structuring the TVET-Program into a set of related learning Modules.

2.3.2.3. The modular based curriculum

The term module or modularization, according to Gerds (2002), is originally derived from technology and engineering which is meant to combine different elements of an object, say a building, in different ways. Modular training, therefore, is the combination of different training elements/modules on the building-block principle. Each module/unit produces a qualification in a specified job. A module, according to Petrina (in press), is an individualized learning package which is self-contained, independent unit of a planned series of learning activities designed to help the student accomplish certain well-defined objectives. TVET program will be organized in a modular fashion to meet the requirements as defined in the occupational standards.

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Figure 5: Modularization based curriculum development

(Source: Ministry of Education, 2011. TVET Curriculum Development)

In this way, each module or combination of modules describes an employable set of competences. Successful completion of each training module shall be dependent on assessment and certification in combination with the assessment specifications stipulated in the occupational standards. The modularization of TVET is a central mechanism of making TVET delivery flexible and providing for flexible entry and exit points.

2.3.2.4. Link between Occupational Standards, Curriculum and TTLM

Curriculum describes the training that a person needs to take in order to perform the work. Occupational Standards describe the work that is performed. Technical - Vocational Education & Training guide lines there is a direct correlation between developed Occupational standard and TTLM programs facilitate learning processes which assist the trainees developed the required competences

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Figure 6: A relationship Between Occupational Standard and Curriculum Module (Ministry of Education, 2011. TVET Curriculum Development)

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Figure 7: Matched Link between Occupational Standards and Curriculum (Source: Tigst power point, Adama Comfort International Hotel, Water sector TTLM Development, 2018)

2.3.3. The positive impact and its success factor of competency based curriculum

2.3.3.1. Ultimate success of curriculum

The ultimate success of a vocational and technical curriculum, as Finch and Crunkilton (1979:10) put it, is not measured merely through student educational achievement but through the results of that achievement- results that take the form of performance in the work world. Thus, the vocational and technical curriculum is oriented toward process (experiences and activities within the school setting) and product (effects of these experiences and activities on former students).A curriculum should be considered as encompassing general (academic) education as well as vocational and technical education. Practically, the curriculum includes work and experiences associated with preparation for life and for earning a living. This more global definition of curriculum enables us to consider not only what might be offered in vocational and technical education, but how those learning activities and experiences should relate to the student's more general studies (Finch and Crunkilton, 1989).

2.3.3.2. The claimed positive impact of Competency based curriculum

Researcher claimed the positive impact of CBTVET-Including Candy and Harris (1990),a number of scholars argued and claimed the positive impact of competency based vocational education. These include: (i) the existence of public criteria for success by students, which leads to less subjectivity in marking; (ii) because learners 'teach themselves', there is more time for staff to spend with students experiencing difficulties; (iii) the self-paced nature of the approach allows opportunities for higher ability students to undertake extension work; (iv) better use is made of hardware and workshop equipment because of staggered progress; (v) it is more motivating than conventional teaching strategies because learners exercise more discretion over pacing, sequence, and mode of learning; and (vi) learning outcomes are more enduring because of the requirement for demonstrated 'mastery' before progressing to more advanced skill levels.

2.3.3.3. TVET provider shall be support in developing curriculum

Taking into consideration the practical advantage of competency based TVET curriculum, Ethiopia has been applying it for years. According to my understanding from my readings, the main important problem may limit the competency based TVET curriculum in Ethiopia may be a lack of knowledge and experience to develop a curriculum at the local level in this decentralized responsibility to develop curriculum at TVET institutions level. Regarding this idea, Schokland Program (2012) states that due to lack of both professional and methodological capabilities among the training institutions, the task of preparing curricular materials is yet shouldered by the regional TVET agencies. This practice of support is told to continue until training institutions have the capability or competence to develop appropriate curricula.

2.3.4. Lesson learned and major findings of reviewed literature

The outcome based approach to learning places most emphasis on what the learners should be able to do; is focused on performance rather than on learning process; and is concerned with the demonstration or provision of evidence of knowledge, skills and attitude to a specific level of competence. It is important to note that the curriculum design and structure play an important role in realizing this goal (MOSHE,2020).Characteristics of outcome-based curriculum in the outcome-based approach: Curricula need to reflect the specific context and conditions of occupational learning, respective relevant aspect of training delivery such as disparate target groups and their characteristics, mode of delivery, regional conditions and availability of training resources have to be taken into account, Curricula should reflect learning then assessment and progression or practice and reassessment until competent. The ultimate success of a vocational and technical curriculum, as Finch and Crunkilton (1979:10) put it, is not measured merely through student educational achievement but through the results of that achievement- results that take the form of performance in the work world. Thus, the vocational and technical curriculum is oriented toward process (experiences and activities within the school setting) and product (effects of these experiences and activities on former students).A curriculum should be considered as encompassing general (academic) education as well as vocational and technical education. Practically, the curriculum includes work and experiences associated with preparation for life and for earning a living.

2.4. TVET Trainees and their NTQF targeted TTLM

2.4.1. International and national concept of TTLM

2.4.1.1. Trainees facilitation individualized learning through TTLM

The training, teaching and learning materials are teacher-made printed instructional aid that supplements the teacher's oral and visual instructions. It is a well-designed and carefully developed learning aid that provides detailed instructions to the trainee. They are self-instructions to guide the trainee in learning and progressing at a rate comfortable to them. It is also a serve a support in acquiring the learning outcomes reflecting the competence requirements of the particular occupation addressed by the program curriculum. Generally, TTLM is instructional media that facilitates individualized learning. There are different instructional media, aid or tool that helps the teacher and trainee facilitate instructions and learning. They are generally categorized into two types - print and non-print materials. However, the most desirable are those that are most effective in terms of results and cost. And one of these is the so called training, teaching and learning material (Unit-7:n.d).

2.4.1.2. TTLM in the context of Ethiopian TVET

In TVET context there are two types of TTLM, the ‘Resource-Based' and ‘Self-Contained'. The resource-based uses additional materials available internally or externally of the organization or institute such as textbook, journals, periodicals, handouts or manuals to provide the needed information leading to acquisition of the intended learning outcome. While the self-contained TTLM provides all the necessary information needed to understand and acquire the identified learning outcome. The trainee does not need to access additional reference material. The learning module or modules (if there are several) of a unit of competence should be self contained. It should already contain the contextual (knowledge-based), skills (performance-based) and attitudes (behavioral-based) requirement of the unit of competence. Respective relevant aspect of training delivery such as disparate target groups and their characteristics, mode of delivery, regional conditions and availability of training resources have to be taken into account.

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Figure 8: Organization of TTLM from the Unit of Competence (Source: Ethiopian TVET TTLM development manual, March 2012)

2.4.2. Learning Guide component of TTLM

2.4.1.1. Component in Ethiopian TVET context

TTLM is composed of three packages that serve as learning aids in meeting the learning outcomes of the training program. The titles of the packages are the following: Teacher's Guide, Learning Guides and Assessment Packet.

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¹ JSS REPORT,Jan20l8,Federal TVET Agency in collaborat ion with Eth iop ian Water Technology Inst itute and Jhp iego, Jo int Support ive supervision Report,25Jan2019

² Those TVET colleges started providing TVET training program since 1995/96E.C.