Competence Based Education and Training (CBET)
Competence Based Education and Training is defined as the possession and development of sufficient skills, knowledge and appropriate attitudes and experience for a successful performance in life roles. In Vocational training we consider competence as a subset of competence and includes knowledge, understanding, skills, tasks, attitude, experience and roles.
The source of a competence is the job to be performed. A job has different tasks to each of one of which should be performed with competence. For a job, the competency can be written down as a statement of task to be performed by the trainee in the job.
Why is competence Based Education and Training (CBET) the best option.
! Comprehensive approach integrating both technical and soft skills including life skills whenever necessary.
! Allows self sufficient employable occupational units as basis for training and skills provision giving choose for either
short unit based employable courses or long courses for a full cycle of units in level.
! Adaptable to training for the formal and informal sectors
! Applicability to all occupations in demand for skills.
! Having an inbuilt quality assurance mechanism to meet quality expectation from industry.
! Training and assessment of competence is based on performance standards.
! Performance standards which set basis for learning are determined by industry basing on occupational tasks analysis.
! Occupational tasks analysis focuses on industry determined performance criteria as a standard measure of competence.
! The use of standards provides consistency of qualifications which are determined by the industry.
! Learning thus always targets performance criteria expected by industry.
! Learning is validated by external assessors from industry instead of school based invigilators
Integrated Training for Entrepreneurship Promotion (INTEP)
The INTEP Programme: As part of implementing CBET, an informal sector training approach known as Integrated Training for Entrepreneurship Promotion (INTEP) has been developed. INTEP is an employment-oriented, integrated vocational education and training focusing on training people who are un-employed, underemployed, or those who are working in the informal sector (micro and small enterprises) in both urban and rural settings. INTEP follows a systematic approach in planning training programmes. Planning starts by conducting analysis of social and economic context focusing on the target group expectations.
! Integration and linkages of training and business promotion in order to achieve a common objective of employment creation.
! INTEP is used as a gender oriented approach, focusing mainly on women and youths.
! Different target groups have different potentials and needs which need specific assistance.
! INTEP strives towards entrepreneurship so as to ensure that its outcome relate to economic and marketable results for
promoting productivity and/or employment.
! goes beyond the traditional VET approach of mere technical training.
! considers socially related demands of community.
! considers the social and economic activities of the target groups for moving towards demand driven VET.
! provides a relevant link between VET and the socio-economic context of Tanzania.
! provides a tool of implementation of different national policy strategies
How does INTEP work?
Based on local conditions INTEP adopts the following approach:
! Analysis Of:
! Concept and framework development depending on context and clarification of goal (employment creation, employment
promotion, productivity enhancement and /or improving competitiveness).
! Design of tailor-made programmes (using teams of actors)
! VETA is responsible for designing, coordinating, implementing, monitoring and
evaluating the whole process based on cooperation agreements.
! VET providers and other services (MFI's, BDS) are responsible for the implementation of the programmes.
! It expands the scope of people working in the IS (Informal Sector) and SME's (Small and Medium Enterprises)
(60% of urban labour force) by activating their potential for economic activities.
! It is based on VET quality standards since curriculum must adhere to CBET principles (designed to meet given standards
and to be competitive in the labour market).
! It gives room for upward mobility and opportunity to get assessed for trade certification and recognition.
! Flexibility in terms of time and location and conditions of delivery.
! Accessibility and effectiveness since it is based on the actual needs of the people and locally designed and implemented.
! Ensures demand- oriented VET which is relevant and contributes to social and economic development objectives and
! Cost effectiveness through a modular short course system.
! When target groups are selected on social criteria they are not expected to pay for the total cost and public funds need to
be made available.
! Private sector growth through enterprise development as a goal.
! Appropriateness in addressing social/economic issues of the target group.
! Poverty reduction by supporting schemes such as HIPC (Highly Indebted Poor Countries) and PRSP
(Poverty Reduction Support Programme).
! Private sector growth by supporting enterprise development in IS and SMEs
! Employment creation enhanced when relevant skills are developed for self or wage employment.
! The big social demand.
! Effective linkage and self driving mechanism through involvement of actors like industrial organizations, local authorities,
government, financial and non financial actors towards some goal thought.
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