COMPETENCY-BASED TRAINING (CBT) MODE OF LEARNING IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

Abstract

Erasmus once said, "The main hope of a nation lies in the proper education and training of its youth and young adults." Knowing the great impact Technical and Vocational Education and Training (TVET) has on a nation, this paper highlights the notion of Competency-Based Training (CBT) in Ghana, whilst placing the concept in an international context. CBT has received sustained critical attention, especially in recent times. Despite this, many important matters remain unclear. This article argues that much of the confusion can be traced to the misunderstanding of the CBT concept. The paper further discusses the concept of Competency-Based Training. It considers issues like the objective and features of the system, the psychological background, efficiency and effectiveness of the training programme. It also examines the requirements for programme development, facilitation, how the assessment of the programme is done, and the quality assurance mechanisms used in the implementation of the CBT concept. This paper aims to explore what constitutes the CBT journey in Ghana's TVET provision, how CBT is understood and put into practice within the TVET learning environment, and what impact the implementation of the CBT concept in the TVET sector appears to be having on the TVET learning environments. The paper also draws on (Act 718, 2006), of the Council for Technical and Vocational Education and Training (COTVET) and CBT implementation instruments as well as literature on international best practices to explore the implementation of
CBT in TVET provision and the potential impact in its effective implementation.