This study aimed to explore issues and practices related to quality training delivery in North Shewa Zone TVET colleges. A mixed-method research design was utilized. A questionnaire, semi-structured interviews, and document analysis were incorporated. Out of 296 questionnaires distributed, 285 valid responses were obtained (response rate = 96.3%), 171 trainees, 66 trainers, 36 staff, and 12 management personnel. Data were analyzed by using descriptive statistics and thematic analysis. The study revealed a significant gap between CBT’s formal adoption and its practical implementation. Training delivery remains predominantly theory-oriented, with minimal real-world work application constraining development in competency. The study found challenges, including insufficient infrastructure, limited access to training equipment, weak industry linkages, insufficient professional development for trainers, and low institutional governance engagement. The study further identifies a substantial digital learning gap, characterized by weak ICT infrastructure and minimal integration of digital learning systems. The study suggests enhancing infrastructure, strong industry collaboration, continuous professional development, and expanded digital technology integration. The study also reiterates the need for stakeholder involvement and internal quality assurance mechanisms to support sustainable and effective quality-driven implementation of competency-based training in TVET colleges.Subject AreasMechanical Engineering, Pedagogy
Cite this paper
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