ETHIOPIAN TECHNICAL UNIVERSITY

TTLM AND CURRICULUM ASSIGNMENT TWO

Academic year 2015 E.C ----SECOND YEAR SECOND SEMISTER

Department ------------Road Construction

Section -------ONE Group-------------------ONE

GROUP MEMBER -----------------ID.NO,

1. ADDISU KEFIYALEW --------------------1074/13

2. EPHREM DARMELEW -----------------1187/13

3. HUSEN ALEBACHEW ---------------1275/13

4.MIHIRET SILESH ---------------1322/13

5. GONFA ABEBE ----------------0266/12

PD. BY GROUP ONE MEMBERS

Summated to m/r annimaw

Summation date 03/01/2023

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 TABLE CONTENT PAGE

1. Introduction ----------------------------------------------------------- -----------3

2. Occupational Standards-----------------------------------------------------3
3. unit of competence -------------------------------------------------------4
4. Learning outcomes--------------------------------------------------------5
5. Module curriculum-------------------------------------------------------------5
6. TTLMS-----------------------------------------------------------------------------------6
7. COMPITENCY ASSESMENT------------------------------------------------7
8. Identify the responsible bodies to carry out the tasks in each of the steps and
state their roles and responsibilities.---------------------------------------8

9. Critically evaluate the alignment between the steps (support your explanation
with evidence by asking expert s and from your experiences)-----------10

10. based on your learning from unit five of the module ,identify the rhetoric-reality
gaps that prevail in each step of Ethiopia TVT curriculum development
framework (ask experts from MoLS and also include your experience of
curriculum development)-----------------------------------------------------------11

11. based on your learning on curriculum theories and models suggest

recommendations that could help to develop quality curriculum for Ethiopia's TVT
training , please recommend for each of the steps.------------------------13

12. SUNNARY --------------------------------------------------------------------------15

1. Introduction

Ethiopia is one of the fastest growing countries in Africa moving toward achieving the
vision of middle-level income. In order to realize this vision, an educational practice at
all levels is considered as one of the central mission. Historically, the

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 introduction

Technical and vocational education and training' (TVET) is understood as

comprising education, training and skills development relating to a wide range of
occupational fields, production, services and livelihoods.Technical and Vocational
Education and Training (TVET) in Ethiopia seeks to create competent and self-reliant
citizens to contribute to the economic and social development of the country, thus
improving the livelihoods of all Ethiopians and sustainability reducing poverty.

TVET colleges mainly train young people to develop the skills, knowledge and
attitudes that are needed in the labour market. They serve young people who want
to enrol for vocational program mes after Grade 9 or after finishing school with a Grade
12, as well as learners who want to complete their schooling.

1. Define each of the phrases given in the steps (occupational standard,unit of

competence , learning outcomes , module curriculum , TTLMS , and
competence assessment)

Occupational Standards

The world of work is influenced through a rapid technological innovation and changes in the
organization of the work system. The development and application of new technology in the field
of ICT generates new tasks in every occupational system in the world. Therefore, there is a need
for developing a new TVET teacher study program with respect to the national and international
situation. The new study program is oriented on the state of the art technology in field of ICT, the
needs in the labor market and the challenges in the TVET system in Ethiopia.

Skilled workers in the field of ICT must be able to find solutions to new complex and challenging
technical problems. They must have strong theoretical knowledge and technical skills to be able
to integrate technical concepts with practical applications. Thus TVET teachers need profound
theoretical knowledge, practical skills and right attitude in the occupational field.

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 Ethiopian Occupational Standard
        Ethiopia has embarked on a process of reforming its TVET System. Within the
policies and strategies of the Ethiopian Government, technology transformation by using
international standards and international best practices as the basis, and, adopting,
adapting and verifying them in the Ethiopian context  is a pivotal element. TVET is given
an important role with regard to technology transfer. The new paradigm in the outcome-
based TVET system is the orientation at the current and anticipated future demand of
the economy and the labor market.

               The Ethiopia Occupational Standards (EOS) is the core element of the
Ethiopian National TVET Strategy and an important factor within the context of

unit of competence

Units of competency – are the building blocks of qualifications. They define the
requirements for effective performance in a discrete area of work, work function, activity
or process.
In the competence based TVET system, TVET institutions have to develop curricula
that consider specific needs of the target groups and local labour market
requirements. Thus, each TVET provider may find their own curricular solutions to
provide high quality TVET to their specific target groups.

Competency describes exactly what a worker should be able to do and must know

in order to effectively perform a job in the workplace. A competency-based training
approach therefore, focuses on the demonstration of the actual skills required in the
workplace.

In vocational education and training, competency standards are made up of units of

competency, which are themselves made up of elements of competency, together
with performance criteria, a range of variables, and an evidence guide.
Competency standards are an endorsed component of a training package.

There are four dimensions of competency:

 Task skills. Performing the task/job to the required standard.

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 Task management skills (variables) Able to do more than one thing at a time and
managing the tasks correctly.
 Contingency management skills. ...
 Job/role environment skills (outcomes)

Learning outcomes

Technical and Vocational Education and Training (TVET) in Ethiopia seeks to create
competent and self-reliant citizens to contribute to the economic and social
development of the country, thus improving the livelihoods of all Ethiopians and
sustainably reducing poverty.

Generally, there is an expectation that TVET facilitates economic. growth and

poverty alleviation by serving as a mechanism to prepare people
for. occupational fields and by enhancing their effective participation in the world
of. Work

This resource is designed to help you write and use learning outcomes as you design and teach
courses. It includes relevant definitions and the characteristics and benefits of learning
outcomes. The resource will be useful for those who are creating a new course, re-developing a
course, or teaching a course that was designed by someone else.

Module curriculum

A key feature of modularization is the flexibility it offers, allowing students more

choice of subject combinations and wider access to the curriculum.

The advantages of the modular design include consistency in development,

reduced development time, and flexibility.

 Consistency. The fact that the engine allows all applications to run using the same base
RAD applications brings consistency to the Service Manager application suite. ...
 Reduced Development Times. ...
 Flexibility

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 Modular learning arranges information in a way that presents points in an
intelligent way, and it can be individualized according to learners' needs. Traditional
course frameworks generally present information sequentially, and the perception by
the learner is one of monotony.

The Benefits of Modular Learning

 A better study balance. Modular learning means that we can split your year into terms.
 More time to reflect. Studying law, especially sitting law exams, can be a little different
from other subjects. ...
 “Exit velocity” ...
 Exam insurance.
Access, affordability, and proximity are therefore important considerations for TVET
expansion activity. Taking account of this, it is also necessary for the training facilities to
be near employers

the importance of module?

It helps students to obtain information more systematically and practically. That

modules are one of the teaching materials packed wholly and systematically; there is a
set of planned learning experience inside designed to help students to comprehend
specific learning goals 
TTLMS

TTLM full name is: Training Teaching Learning Material.

The definition of a module is simply defined as a form of teaching resource. Modules

are compiled by a group or individual learning, which is then arranged in a neat
systematic manner. Furthermore, it will be printed, the printed results are then used as
a guide for the teaching staff as well as for the students.

A training module is one structured section of a course. The content within a training
module should be designed, and created, to support the learner's intake and

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retention of the information it contains. Grouping training modules together is used
to create step-by-step learning.

The advantages of using modules for learning include: students can choose their most
convenient time and place to answer, it is self-pacing, it provides flexibility for
teachers, and the acquisition effective is modular learning in our education system?

Modular teaching is more effective in teaching learning process as compared to

ordinary teaching methods. Because in this modular approach the students learn at
their own pace.
tion of better self-study or learning skills among students.

Modular education reduces the cycle time of learning, making it easier to gain

tangible skills and value faster than a full traditional degree.

COMPITENCY ASSESMENT

A competency-based assessment refers to any tool that is used to measure the

observable behaviors that successful performers demonstrate while working on
any given job. These behaviors are the result of various abilities, knowledge,
motivations, traits and skills an employee may possess.

Competencies help employees to: understand the competencies expected in their

job, the key behaviors they should demonstrate, and the steps needed to
increase their proficiency levels.

There are three primary competency assessment methods: self-assessments, in

which the employee evaluates their own level of competency; manager assessments,
in which the manager evaluates the employee's competency; and 360-degree
assessments, in which the employee is evaluated by managers, peers, and
subordinates.

Competency-based learning refers to systems of instruction, assessment, grading, and

academic reporting that are based on students demonstrating that they have learned

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 the knowledge and skills they are expected to learn as they progress through their
education.

The Four Steps of the Assessment Cycle

 Step 1: Clearly define and identify the learning outcomes. ...

 Step 2: Select appropriate assessment measures and assess the learning outcomes. ...
 Step 3: Analyze the results of the outcomes assessed. ...
 Step 4: Adjust or improve programs following the results of the learning outcomes
assessed.
Competencies are the skills and knowledge that enable a teacher to be successful.
To maximize student learning, teachers must have expertise in a wide-ranging array of
competencies in an especially complex environment where hundreds of critical
decisions are required each day 

2. Identify the responsible bodies to carry out the tasks in each of the steps and
state their roles and responsibilities.

Participating in meetings and voicing concerns as well as suggestions for improvement.

Answering or escalating concerns and queries from clients or other stakeholders.
Completing a range of administrative tasks. Maintaining a high level of professionalism
while representing the company.

Job analysis is a procedure through which you determine the duties and
responsibilities, nature of the jobs and finally to decide qualifications, skills and
knowledge to be required for an employee to perform particular job.

Examples of roles and responsibilities

 Plan and develop the project.

 Create and lead the team.
 Monitor and share project progress

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 When you're good at day-to-day responsibility, you effectively handle the daily tasks
required to run your life. For instance, you stay up-to-date on bill paying, errands, and
other household chores to keep your home life running smoothly.

Responsibility is an obligation of an individual to perform assigned duties to the best of

his ability under the direction of his leader.An employer's main responsibility is to make
sure that the workplace is safe and that anyone working in or visiting the
workplace is not exposed to hazards or harmed by the work.

For example, the employer must: make sure that work areas, machinery and equipment
are kept in a safe condition.

A safe system/way of performing work. A safe place to perform the work in. Safe
equipment and machinery to perform the work. They must ensure work colleagues
are competent in their roles

make the workplace safe. prevent risks to health. make sure that plant and machinery
is safe to use. make sure safe working practices are set up and followed

Student Responsibilities

 Turn in my assignments on time.

 Turn work in on time.
 Get my work done, no excuses.
 Turn in assignments that are neat and organized.
 Stay on topic and help keep the class on point.
may be given more responsibilities than others, but everyone must maintain the
basic requirements of a productive worker.

 Job-Specific Responsibilities. ...

 Personal Performance Accountability. ...
 Managerial Oversight and Leadership. ...
 Provision for a Safe Workplace. ...
 Handling of Financial Obligations.

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 3. Critically evaluate the alignment between the steps (support your explanation
with evidence by asking expert s and from your experiences)

In many countries there has been a move away from school evaluation which emphasizes
compliance with central policies and procedures towards much greater stress being placed on
the need for schools to evaluate themselves as part of wider strategies of school improvement.
Partly as a result of this strengthened school autonomy, the role of external evaluation has
undergone significant change and achieving a much closer alignment between self-evaluation
and external evaluation has become a key policy objective.

alignment is one of the most important maintenance tasks. If your wheels are
misaligned, your vehicle will experience a dramatic drop in handling capability. It'll
constantly pull in one direction, which can greatly inhibit its ability to turn or move in a
straight line.

Alignment indicates the degree to which the purpose of the study follows logically
from the problem statement; and the degree to which the research questions help
address the study's purpose. Alignment is important because it helps ensure that the
research study is well-designed and based on logical arguments.

Creating and maintaining strategic alignment between the learning and development

function and the overall mission, vision and goals of the organization is the single most
important responsibility of L&D leaders. No matter how much effort is put into developing
cutting-edge, technology-driven learning solutions, the training will be useless unless it is
aligned with the needs of the organization. There are four basic steps that, when followed
and repeated on a regular basis, will ensure strong strategic alignment between the
training organization and the business as a whole.

How to achieve strategic alignment

1. Understand your goals. ...

2. Organize and circulate objectives. ...
3. Encourage employee participation. ...
4. Define roles. ...

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5. Link individual performance to company goals. ...
6. Measure success.
The best way to ensure alignment of research design is to become deeply familiar
with that specific research design and its application by reading major and
foundational works using that research design.

Definition. Alignment of learning, teaching, and assessment is a process where each of

the critical elements (learning objectives, assessment of learning, and anticipated
knowledge, skills, and/or dispositions) of instruction interact and support learning
outcomes.

Evaluate the impact of your teaching

1. Understand assessment design. ...

2. Assess the knowledge and understanding of your students. ...
3. Assess the capabilities and skills of your students. ...
4. Assess the attitudes, motivations and dispositions of your students. ...
5. How to interpret assessment data.
Clear alignment helps students understand how various parts of the course fit
together, which in turn helps them learn. Practice with feedback: Students need
multiple opportunities to practice using the knowledge and skills they are learning, along
with timely feedback.

For examples, use of assessment information for proper planning – All the teachers
will be evaluated on the effectiveness of the use of the assessment of information.
Observation of the teacher performance can be done using open-ended questions such
as inputs for observation and feedback.

4. based on your learning from unit five of the module ,identify the rhetoric-reality
gaps that prevail in each step of Ethiopia TVT curriculum development framework
(ask experts from MoLS and also include your experience of curriculum
development)

11
Ethiopian TVET curriculum development process follows similar procedures with
different competency based TVET curriculum development processes in some
countries. Ethiopia mainly adopted its current TVET curriculum experiences from
countries such as Australia and Philippines. Depending on the trends of these countries,
the new Ethiopian TVET strategy has decentralized the preparation of curricular
materials to the institutions that deliver training. The problem may limit the current
competency based TVET curriculum in Ethiopia is lack of knowledge and experience to
develop the curriculum at the local level in this decentralized responsibility to develop
the curriculum at TVET institutions. In addition to the problem of decentralization, the
continuous change made in the occupational standards is another challenge in the
effective implementation of the reformed TVET approach. While TVET institutions have
set themselves and started to provide training in certain occupational standards
disseminated, the Ministry of Education in the mean time updates or replaces those
occupational standards with the new ones. This has created resource wastage and
grievance at institutions, management, instructors and students.

A good solution to this problem is to provide teachers with lesson blueprints or

frameworks. Such a service, like Dataworks’ Educeri online lessons, can make sure the
right concepts, skills, and standards are covered, relieving the teacher of that concern. It
can also provide vocab, higher-order questions, appropriate examples of text and
problems, and an engaging way to present a lesson.

Each teacher can then apply their own unique personality as they “work the page” of a
projected lesson, and better yet, they can focus on the students and what they are
learning. In other words, with content effectively organized, teachers can pay more
attention to the students and how they internalizing the concepts and skills. After all, it’s
the interaction between teacher and student where real learning takes place.

When the preparation Curriculum Gap is eliminated, then two wonderful things happen:

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 1) Teachers can really teach; and

2) Teachers can avoid the late-night cram sessions and be fresher in class for their
students. The result is well-prepared lessons and teachers, and one less Curriculum
Gap.

5.based on your learning on curriculum theories and models suggest

recommendations that could help to develop quality curriculum for Ethiopia's
TVT training , please recommend for each of the steps.

Learn without limits. Professional learning for teachers, educators and school leaders.

ISV hosts a range of innovative programs with local and global partners. Register Now.
Enrol Now. Types: Education Advice, Expert Parenting Tips, Plain Language Articles.
Developing Habits of Mind.

Ethiopian TVET curriculum development process follows similar procedures with

different competency based TVET curriculum development.

We recommend

 Professional Learning Communities Support Establish Collaborative Teaming.

 Develop Learning Targets & Common Formative Assessments.
 Personalized Learning for All Students.
 Assessment Analysis & Data Based Decision Making.
 Continued Development of Curriculum Improvement.
 Take Continuing Education Classes. Teachers can be students, too, and one of
the best ways to stay fresh is to continue your education. ...
 Revamp Lesson Plans. ...
 Add Technology to Courses. ...
 Work Toward an Advanced Degree. ...
 Read Industry Books. ...

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  Brainstorm with Other Educators
To overcome these challenges and improve the quality of education, schools can
evaluate the following factors:

 Maintained infrastructure. ...

 Pedagogy skills. ...
 Quality of teachers. ...
 Extra-curricular activities. ...
 Proper implementation of a government initiative. ...
 Assessment and evaluation tools. ...
 Community building.
Here are some strategies that can be used in the classroom to help motivate
students:

1. Promote growth mindset over fixed mindset. ...

2. Develop meaningful and respectful relationships with your students. ...
3. Grow a community of learners in your classroom. ...
4. Establish high expectations and establish clear goals. ...
5. Be inspirational.
Keys to Improving Teacher Professional Development

 Focus on Feedback and Reflection. To improve professional development for teachers,

there must be clear focus on the groups attending and what their needs are. ...
 Model Best Practices. ...
 Set Relevant Goals. ...
 Make it Interactive.
Active learning engages students in learning, using activities such as reading, writing,
discussion, or problem solving, which promote analysis, synthesis, and evaluation of
class content. Active in-class learning also provides students with informal opportunities
for feedback on 3 Effective interactive teaching strategies to encourage speech in
your classroom

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 Think, pair and share. Set a problem or a question around a certain topic, and pair up
your students. ...
 Brainstorming. ...
 Buzz session. ...
 Exit slips. ...
 Misconception check. ...
 Circle the questions. ...
 Ask the winner. ...
 Pair-share-repeat.
how well they understood the material

SUMMARY.

Technical and Vocational Education and Training (TVET) in Ethiopia seeks to create competent

and self-reliant citizens to contribute to the economic and social development of the country,
thus improving the livelihoods of all Ethiopians and sustainably reducing poverty.It was revealed
that the most important characteristics were (1) Intelligence, (2) Strong TVET curriculum
background, and (3) Communication. The most important organizational role is (1) Limiting
class size to the number that can be instructed effectively using facilities available.The Act of
the University of Technology was adopted in 1999. It changed the status of College of Arts
Science and Technology to the University of Technology, whose main objective is to advance
education and develop technology through a variety of patterns, levels and modes of
study.It has the potential to transform the economy, and offer employment for the
teeming unemployed youth. The Ministries of Education, Employment and Labour Relations,
Youth and Sports and Food and Agriculture are the key government institutions with the
responsibility of growing that segment of education

THANK YOU!!
summary

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As far as the current state of curriculum studies is concerned, it is possible to conclude
that the c

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