Factors Affecting Curricular Responsiveness of Technical and Vocational Education and Training to Youth Employability

Abstract

This research investigated factors affecting the responsiveness of TVET to youth job-creation in Arsi Zone. Descriptive survey design was used in the research. Data were collected from randomly selected 120 TVET trainees in four TVET colleges and four deans of the respective colleges. Three purposively selected instructors from each college (n=12) were also data providers. Combination mode of questionnaire and semi-structured interviews were used to collect data. The findings indicated that, there were no entry assessments held to verify the fitness of candidates for the lesson process. Moreover, formative conditions did not strongly relate with exit assessments. Competency-based assessments were also held with the motto of pass-fail decision-making rather than filling gaps in skills. Even for those passing the competency examination, there were no pre-identified employment opportunities since colleges strongly depended on educating the youth without looking for available job options. Overall, lack of entry assessment, shortage in formative enrichment of practices, lack of alignment between entry-formative-exit-outcome assessment (CoC), and lack of focus on pre-identification of employment opportunities were factors identified to be major bottlenecks to youth employment after graduation.