final thesis cbet

The study on assessment of Competence Based Education and Training Curriculum (CBET) on Improving Quality of Training was conducted in Lake Zone schools of Nursing. The purpose of the study was to assess the execution of CBET curriculum in nursing and midwifery training institutions in Tanzania. The study was guided by three objectives: assess preparedness of clinical nurse educators in executing CBET curriculum at practicum sites, assess implementation of CBET curriculum among classroom nurse educators in Lake Zone schools of nursing and determine how best the CBET curriculum can be implemented to produce competent graduates in nursing profession. The study was conducted utilizing descriptive survey design where questionnaire, interview and observation were used as data collection methods. The study revealed that, the clinical nurse educators were not prepared effectively to utilize the CBET curriculum in supervising and training students at the practicum sites. The classroom nurse educators are not utilizing OSCE methods of assessing and evaluation students learning especially during semester and final examinations. There were inadequate training materials in four schools assessed, such as models, manikins, LCDs and manuals for effective facilitation of students learning. It was concluded that, clinical nurse educators were not oriented on CBET curriculum methods and principles of teaching and learning. It has been recommended that; Clinical nurse educators have to be oriented on CBET mode of teaching and evaluation of students learning. Utilization of OSCE method of assessment and evaluation during semester and final examinations should be made mandatory to all schools of nursing for promoting objectivity of the examinations. Keywords: Assessment, Competence Based Education, Training Curriculum, CBET

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International Journal of Vocational and Technical Education

• Abbreviation: Int. J. Voc. Tech. Educ.
• Language: English
• ISSN: 2141-534X
• DOI: 10.5897/IJVTE
• Start Year: 2009
• Published Articles: 115
• About IJVTE
• Instructions
• Articles In Press

Full Length Research Paper

Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania

• Labani Kanyonga
• General Studies Department of Arusha Technical College, Arusha, Tanzania.
• Search for this author on:
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• Heike Wendt
• Institute for School Development Research, TU Dortmund University Dortmund, Germany.
• Article Number - 95D5C4460089
• Vol.11(1), pp. 1-20 , January 2019
• https://doi.org/10.5897/IJVTE2018.0262
•  Received: 09 November 2018
•  Accepted: 18 January 2019
•  Published: 31 January 2019
• Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0 .

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  ABSTRACT

Competence-based education and training (CBET) is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study aimed at finding out how technical college trainers implement CBET curriculum in Arusha city, Tanzania. The study adopted a qualitative approach through the use of case study design in order to get an in-depth understanding of the CBET implementation process. A total of 24 trainers were selected through purposive sampling from three (3) Science and Allied Technology (SAT) technical colleges in Arusha city, Tanzania in which in-depth interviews and open-ended questionnaires were used to collect information. The findings indicated that, though majority of the trainers got in-service training, more than half had limited awareness and understanding about the meaning and aim of the CBET curriculum. Also, trainers showed little knowledge and skills for employing CBET teaching and learning methods as well as conducting students assessment and evaluation. Lastly, it became apparent that, technical colleges in Arusha city have inadequate human and material resources for effective implementation of the CBET curriculum. It is concluded from the findings that, CBET was introduced without relevant and necessary preparations.   Key words: Competence, curriculum implementation, CBET curriculum, Tanzania.

  INTRODUCTION

It is now more than 40 years since the introduction of competence-based education (CBE) in the world. The approach to education started in the United State of America (USA) in the late 1960s. Historically, countries such as United Kingdom (UK), Germany, Netherlands and Australia have implemented competence based education approach. However, the way in which the approach has been adopted differs from one country to another depending on the historical, social, economic and technological advancement of the respective country (Rutayuga, 2012). The CBET is favoured due to the claim that, it has significance in development of science and technology, specifically in training students in aspects that are in line with occupational and job skills; hence, producing graduates who are more competent as per employers needs (Rutayuga, 2012). The CBET approach was successful in most of the European countries specifically, in producing competent graduates.   Due to this success some African countries including South Africa, Malawi, Ghana, Ethiopia and Tanzania started to adopt it (Rutayuga, 2012, Okoye and Isaac, 2015; Dadi, 2014; Kufaine and Chitera, 2013).   In Tanzania, the CBET approach was introduced in the year 2000; and in the year 2002 its implementation started in technical colleges. Currently, the approach is used in the Technical and Vocational Education and Training (TVET) sector; specifically in Vocational Education and Training (VET) centres and Technical Education and Training (TET) colleges. The introduction of CBET was intended to facilitate a paradigm shift from the traditional Knowledge-Based Education and Training (KBET) (Rutayuga, 2012). Basically, the shift from KBET to CBET is in line with the Tanzania Development Vision 2025 (Kaaya, 2012) which states that Tanzania should:   be a nation with a high level of education at all levels; a nation which produces the quantity and quality of educated people sufficiently equipped with the requisite knowledge to solve the society’s problems, meet the challenges of development and attain competitiveness at regional and global level  (URT, 1999).    Furthermore, it is in line with the National Council for Technical Education (NACTE)’s intent, that:   Education and training undertaken by students should equip them to play roles requiring higher levels of skill, knowledge and understanding, and in which they take responsibility for their area of specialisation (Rutayuga, 2003).   The paradigm shift to CBET was introduced in Tanzania due to the claim that KBET failed to produce graduates with adequate competences to undertake diverse work activities as it was advocated by Tanzania Development Vision of 2025 (Rutayuga, 2012) and by NACTE’s aim. The dissatisfaction was also shown by employers who are the main ‘consumers’ of the graduates from VET and TET. Their complaint was that, technical and vocational institutions delivered content-based curricula with an emphasis on theory or knowledge; hence, they produce graduates who are not well equipped with required skills to perform occupational roles efficiently (Rutayuga, 2012). This was due to the fact that KBET created a gap between the labour market and education. According to Biemans et al. cited in Kufaine and Chitera (2013) it was expected that, the gap between the labour market and education would be reduced by the introduction of CBET. The introduction of the CBET approach targets students to acquire skills, knowledge, understanding and wider attributes that are necessary for the industry. In this regard, the approach demands collaboration with industries during training so that the competences that the students develop become more relevant to the industry (Kufaine and Chitera, 2013).   In order to fulfil the aim of the Tanzania vision of 2025, NACTE’s aim and CBET itself, colleges should plan to implement CBET curricula in effective and efficient manner. Due to the fact that, CBET involves some changes in pedagogy, which include instructional and assessment approaches in order to incorporate outcome-based learning rather than a theoretical understanding of concepts (content-based curriculum) as addressed by KBET (Kafyulilo et al , 2012), trainers need to implement CBET with great care  to achieve the intended aims of the curricula.   Despite the fact that the CBET curriculum has been about sixteen years since its inception in technical colleges in Tanzania, there is no clear evidence to show if trainers implement it appropriately or not. Numerous studies have been conducted regarding the new paradigm of competence based curriculum and competence-based approach in general. For example, studies conducted by Tilya and Mafumiko, Kitta and Tilya, as well as Kafyulilo, Rugambuka and Moses in Tanzanian secondary schools revealed that competence based curriculum remained to be paper based rather than being practical. This means that its implementation is not effective in schools.  A number of studies that are directly linked to technical colleges have been conducted but most of them have focused on contexts outside Tanzania. For example, there are studies conducted by Kufaine and Chitera in Malawi, Anane in Ghana and Dadi in Ethiopia. Generally, these studies revealed that, CBET is faced by a number of challenges in its implementation. The major challenges are that trainers have little awareness and understanding about the competence-based approach and this leads to their inability to implement it effectively. Other challenges include inadequacy of resources due to financial problems, large number of students in the classes and limited opportunities for the trainers to attend short term training on how to implement CBET curriculum (Anane, 2013; Dadi, 2014; Kufaine and Chitera, 2013).   A recent study in technical colleges that was conducted in Tanzania by Rutayuga revealed that “though CBET is perceived by many stakeholders in the country as an appropriate approach for skill and competence formation, there is a problem with the contextual environments within which CBET is implemented” regardless its vitality in making a link between education and the labour market demands (Rutayuga, 2012). Furthermore, the study did not consider the actual implementation of the CBET curricula. Instead it focused on seeking exploration of “the existing dominant concept of competence in Tanzania; how it is viewed by various stakeholders” (Rutayuga, 2012). Therefore, the study does not provide adequate information about the implementation of CBET curriculum. Therefore, due to the fact that, most of the studies that were conducted in technical colleges have been done outside Tanzanian context, little is known about  how  CBET is implemented in Tanzania’s technical colleges, specifically how trainers implement the CBET curriculum. Thus, a need to conduct this study was paramount and pertinent so as to know if the CBET curriculum is implemented as it is intended or not.   Research questions   The main questions to be answered by this study are:   1. To what extent are technical college trainers aware and understand competence-based education and training curriculum? 2. To what extent do technical college trainers have relevant knowledge and skills of implementing the competence-based education and training curriculum? 3. To what extent do technical colleges have adequately available resources for implementing the competence-based education and training curriculum?   The findings are expected to provide an understanding of how trainers in technical colleges implement the CBET curriculum, challenges that are encountered, and suggestions of action for improvement. Furthermore, the study provides NACTE and other stakeholders with information that can act as the basis of their evaluation on how CBET curriculum is being implemented.

  THEORETICAL FRAMEWORK OF THE STUDY

  METHODS

  RESULTS

  DISCUSSION

The study aimed at finding out the extent to which technical college trainers are aware and understand the CBET curriculum, assessing the extent to which college trainers have relevant knowledge and skills for implementing the CBET curriculum as well as finding out the extent to which technical colleges have adequate resources for implementing the competence-based education and training curriculum.   Starting with the understanding about the CBET curriculum, the way to make judgement was through the use of statements expressed by trainers as the meaning and characteristics of the CBET curriculum. The findings, as seen in Table 1, showed that only (45%) of the trainers expressed their understanding on the CBET curriculum by including aspects related to competence and skills while the majority of the trainers (55%) involved  in the study did not do so. As indicated in Table 2, those 45% trainers named three aspects related to the meaning of the CBET curriculum, which were student centred, flexibility and outcome based. These findings show that the CBET curriculum  as  it  was  understood  by  trainers took no account of important aspects. From the literature (Technical Committee Report on the Harmonisation of CBT in Ghana in Norton et al., cited in Anane, 2013; Brown cited in Dadi, 2014; Mjankwi, 2014), we remark that other important characteristics of CBET such as taking consideration of real-life or real work situations, learning to be self-paced, making consideration of critical thinking, reasoning, reflection as well as action and assessment to be an on-ongoing process were not mentioned at all. Also, the trainers did not show a deep understanding that CBET puts emphasis on student centred approach to teaching. In fact, most of the trainers were not familiar with the characteristics of the constructivist approach and theory, which would help them partly interpret the CBET curriculum especially in relation to learner-centredness (Jonassen et al ., cited in Pritchard and Woollard, 2010; Brook and Brooks as cited in Gecit, 2016; Basturk, 2016). This implies that, majority of the trainers understand the CBET curriculum differently from what is emphasised in it. This is an indicator that majority of the trainers have limited awareness and understanding on the meaning and aim of the CBET curriculum. These results agree with the findings by Rutayuga (2012), Kafyulilo et al. (2012), Dadi (2014) Kufaine and Chitera (2013) as well as Kitta and Tilya (2010).   In relation to trainer perceptions about the new innovated curriculum, we see in Table 3 that only one third (33%) of the trainers expressed positive perception about the CBET curriculum. Moreover, the findings revealed that, other trainers (16%) had negative perceptions about CBET curriculum while others (4%) did not show any perception about the curriculum. This might be due to the little awareness and understanding about CBET curriculum as it has been revealed in the findings above. These  findings  are  in  contrast  with  those  of  a study done in Ethiopia by Dadi (2014), which showed that majority of both trainers and trainees had expressed positive perception about competence based TVET curriculum.   As for trainers’ knowledge and skills on the implementation of the curriculum, the major focus was to gain in-depth understanding on how the trainers use teaching methods as well as assessment and evaluation methods during the implementation of the curriculum. On the aspects of the teaching methods used to teach theoretical modules, Table 4 shows that all trainers were attempting to use both less participatory as well as more participatory teaching methods in their classrooms. Participatory teaching methods that they use more were questions and answers as well as discussion methods while less participatory teaching method mostly used was the lecture. Comparing the percentages of participatory and less participatory teaching method used, it was revealed that, trainers attempted to use participatory teaching methods as recommended in CBET. Some of such methods were role play, tutorial methods, problem solving, case study, field trip and brainstorming. This was one indicator of effective trainers as was emphasised that, in teaching, no single method could be the best method and a good teacher or trainer need to involve a variety of teaching methods (foster, 2009). But, as observed in the study, the extent of using the participatory methods was not sufficient as the majority of the trainers mix up questions and answers with lecturing. The lecture method might not be effective enough in developing and making students master the required knowledge, skills as well as attitudes. During the teaching of practical modules, as shown in Table 5 shows, the trainers used demonstration and practical methods. When comparing the findings presented in Table 6 and the NACTE’s suggested learner-centred facilitation methods, it can be judged that trainers have limited awareness, knowledge and skills about facilitation methods since majority of them rely on questions and answers among the long list of the teaching methods suggested by NACTE (NACTE, 2015). The findings of the current study support those of Rutayuga (2012) that majority of the trainers lack basic competences to develop and use appropriate learner-centred methods and Kufaine and Chitera (2013) who found out that some technical colleges were offering training using old teaching method other than CBET teaching methods.   On the case of the assessment and evaluation, the findings, as seen in Table 6, show that majority of the trainers use both formative and summative assessment when assessing students. Also, it has been shown that majority of the trainers (75%) said that they use assignments and (66%) use classroom tests as formative assessment. In addition, 62% of the trainers use end of semester written examination as summative assessment. In that regard, it can be observed that majority of the trainers  use  only  three  kinds  of  assessment  methods during the process of implementing the CBET curriculum. The few who said they use oral and observation assessment during practical sessions, also reported to use them only informally without any checklists. Only one trainer reported to use checklists during end of semester practical examination and not to practical assignment and classroom tests. This provides information that trainers had little knowledge on the assessment techniques to be use in CBET system. It is recommended in CBET to use “ Holistic Assessment Approach ”, which checks a wider range of skills, knowledge, understanding and competencies combined together to successfully complete practical workplace tasks (Rutayuga and Kondo, 2006). The findings relate with Rutayuga’ (2012) and those by Dadi (2014). They also complement those by Kitta and Tilya (2010) from their studies, which focused on secondary schools, which found that teachers lack competencies to develop and use appropriate learner-centred assessment methods; hence, focused on preparation for the examination or tests and not knowledge acquisition.   On the aspect of training about the CBET curriculum, the findings show that majority of the technical college trainers 83% involved in the study got training about CBET curriculum and CBET approach in general. Only 17% of the trainers involved in the study did not get any kind of training about the CBET curriculum and CBET in general. This implies that NACTE, the authority responsible for the technical colleges in Tanzania, has observed the potential of providing training to trainers on the new approach and curriculum. In that regard, the findings concur with those of Anane (2013) who reported that trainers in Technical and Vocational Education and Training (TVET) Institutions in Ghana were given initial training and follow up assistance on the CBET. In contrast, these findings seem to differ with those of Rutayuga (2012) who wrote that trainers in technical colleges “lack training and retraining before and during implementation of the new innovated curriculum’’.   It is shown in Table 7 that majority of the trainers (62%) said that the trainings that were provided to them about CBET curriculum were concerned with the implementation of the CBET curriculum. The aspects involved in the training were on raising awareness on the teaching methodology, preparation of assessment plan and how to assess and evaluate students. This would be necessary for the effective implementation of the CBET curriculum. In addition to that, from the Table 7, it can also be observed that some other trainers said that, they received training in other areas related to CBET curriculum development and reviews as well as areas concerned with upgrading their content knowledge and skills, though it seems the trainings were very minimal. This shows that, other aspects of the curriculum such as curriculum development and review were not given due emphasis during training.   The  main  weakness  about  the training is that, it was provided through the cascade model in which a few went for central training and came back to train colleagues in their colleges. Because of this, majority of the trainers (58%) complained that the training was not enough to make them competent in implementing the CBET curriculum. They said that its negative effect was more serious to those who were not professional teachers and those who did not study education. Another weakness is that the trainings were not provided on continuous basis. Because of these weaknesses, the trainers said that they still need more training.   The findings of the study concur with the study of Dadi (2014) which revealed that though the in-service trainings were provided to TVET trainers in Ethiopia, still it is unlikely to support trainers in training competence based TVET curriculum properly. Connecting to the findings of the trainers’ awareness and understanding, it could be noted that, due to the challenges mentioned above associated with the provision of the in-service training it might be the reason for the trainers’ limited awareness and understanding about CBET curriculum. The above challenges on the provision of training led to the majority of the trainers (62%) to demand further training specifically in the implementation aspects like teaching methodology, assessment and evaluation and preparation of the assessment plans as it is indicated in Table 8. In that regard, it can be concluded that the trainings that were provided to trainers did not meet the required aim of equipping them with the necessary awareness, understanding, knowledge and skills for them to implement the CBET curriculum as intended.   These findings are similar to the study by Kufaine and Chitera (2013) which revealed that though Technical Entrepreneurial Vocational Education and Training Authority (TEVETA) as the governing authority that facilitate the provision of technical, entrepreneurial and vocational education and training in Malawi induct instructors into the CBET methodology, still some technical colleges were offering training using old curriculum and teaching method other than CBET.   On the aspects of the availability of the teaching staff, the findings in Table 9 showed that majority of the trainers 75% involved in the study, said that the colleges have inadequate number of staff and hence trainers were overloaded with work to the extent of being forced to teach some courses or modules which were not their field of study.  The findings concur with the study of Anane (2013) in Ghana, which showed that colleges have inadequate number of trainers and that of Rutayuga (2012) which revealed CBET was challenged by many factors; the major one being the inadequacy of resources that includes human, physical and financial resources. Connecting these findings to the theory that guided the study as it gives more emphasis on students centred teaching approach; therefore it might be very difficult for the trainers to adhere to the principles addressed in the constructivist approach due to inadequacy of the teaching staff (Jonassen et  al.,  cited  in  Pritchard  and  Woollard, 2010; Brook and Brooks as cited in Gecit, 2016; Basturk, 2016).   On aspects of availability of teaching and learning materials the findings as shown in  Table 10 indicate that majority of trainers (79%) said that the teaching and learning materials were not adequately available while 21% of the trainers said that materials were adequately available in their colleges. These findings were similar with the findings by Rutayuga (2012) who wrote that, CBET faced a lot of challenges in which the “major one being meagre resources”. The same has also been found by Tilya and Mafumiko (2010) though their study did not focus on technical colleges but focused on secondary schools competence based curriculum. Furthermore, the findings were in line with that of Kufaine and Chitera (2013) and Anane (2013) who reported that CBET was viewed as an expensive form of education to implement due to the fact that it needs a lot of materials for teaching and learning; hence, most of the colleges do not have enough training materials as required due to large intake of students. Moreover, the findings of this study were in line with the study by Dadi (2014) who found that most of the technical colleges in Ethiopia have insufficient learning materials and the available ones are not provided in time.   In general, the study found that there were challenges that affect the effective implementation of the CBET curriculum. The major challenges found by the study were inadequacy of the teaching staff, teaching and learning materials as well as inadequate training. Furthermore, the other identified challenges as presented in Table 11 included out-dated teaching and learning equipment, financial constraints, lack of some potential educational or teachers knowledge such as psychology, big numbers of students, teaching and learning materials in the colleges are not provided on the right time,  inability of students to learn using learner-centred teaching methods, big number of modules or courses, trainers are not fluent in English language, limited time per semester, students’ poor educational background, specifically in science subjects and some trainers are forced to teach some courses or modules which are not their field of study. These challenges are in line with those found by Rutayuga (2012) in which he found that, CBET was challenged by many factors the major one being financial, physical and human resources as well as outdated equipment and lastly most of trainers are not teachers by profession. This is similar to what was found by Anane (2013) that colleges have inadequate number of trainers and large numbers of trainees and that lead to difficulty in effective use of learner-centred CBET facilitation techniques. This implies that, CBET curriculum was not implemented as it is intended due to the numerous challenges revealed.

  CONCLUSION

Thus, in the light of the findings presented and discussed above, it can be concluded that, CBET was introduced without relevant preparation since: trainers in technical colleges have limited awareness and understanding about the CBET curriculum as well as little knowledge and skills on how to implement CBET curriculum. Also, colleges have inadequate resources for implementing the CBET curriculum. This includes inadequate number of teaching staff (trainers) such as instructors, lecturers and laboratory technicians as well as teaching and learning facilities. Lastly, the training provided to trainers about CBET curriculum did not meet the demands since the training sessions were too short, went through the cascade model and only focused on some aspects of the CBET curriculum. Furthermore, the training was not tailored to meet the demands of different participants and was not provided on continuous basis.

  RECOMMENDATIONS

As the present study mainly focused on trainers’ perspectives on the implementation of the CBET curriculum in SAT subject classification only, perhaps further studies should get students perspectives on implementation of the CBET curriculum and on how students’ factors have impact on the implementation of CBET curriculum. Also another area could be on how trainers are involved in the CBET curriculum development and review process. Also, another study could focus on NACTE’s support towards monitoring and evaluation of the CBET curriculum. Also, the authors argue for the need of large scale study to be conducted that would include all other subject area categories such as Health and Allied Sciences (HAS), Teachers Education and Learning Facilitation (TLF) and Business Management, Tourism and Planning (BTP) so as to get reliable data about the implementation of CBET curriculum. Observation and video study could be conducted that will provide data on how teaching practices are done in the classrooms, workshops and laboratories in all subject area classifications. Lastly, it is recommended to study with principals in identifying leadership challenges on the implementation of CBET curriculum.

  CONFLICT OF INTERESTS

The authors have not declared any conflict of interests.

  ACKNOWLEDGEMENT

The authors would like to thank DAAD for financial support that facilitated the study.

  REFERENCES

Copyright © 2024 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

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Competency based education and training in technical education problems and perspective

The article presents a discussion of the challenges faced by the Technical Entrepreneurial Vocational Education and Training (TEVET) system in Malawi as it attempts to provide quality technical education. The study involved 40 instructors, 8 principals, 3 TEVET center managers, the TEVETA1 head of Training, and the Directorate from the Ministry of Education Science and Technology. The findings show lack of clarity on and differences between the objective of Competence Based Education and Training (CBET) as viewed by TEVETA and that viewed by training providers instructors and students. Furthermore findings show that CBET widens the already existing disconnection being what the student achieves at the end of technical education and the employer’s expectation. This paper argues that TEVETA should prioritise the desired purpose of broadening access and implementation of CBET, address training providers and learners attitude towards new approaches, and empower training providers with necessary resources and human capacity to effectively achieve the quality technical education and CBET envisioned by the TEVET of the system

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Competency-Based Education & Training (CBET), A Practical Strategy For Sustainable Self Employment of Building Technologist

Kalu, U O., Kalu S.U., Udeala, R.C., and Ezeama, A.O (2023) Competency-Based Education & Training (CBET), A Practical Strategy For Sustainable Self Employment of Building Technologist, International Journal of Vocational and Technical Education Research , 9 (3), 24-34

The study determined competency based educational training as a practical strategy for sustainable self-development of building engineering technologists in Enugu state. Two research questions were answered and two hypotheses were tested at 0.05 level of significance. Descriptive survey design was adopted for the study. The population for the study was 115 practicing building engineering technologists. Instrument for data collection was a structured questionnaire. Two experts validated the instrument for data collection. The internal consistency of the instrument items was determined by the use of Cronbach alpha reliability method and 0.84 reliability coefficient was obtained. The data generated were analyzed using mean to answer research questions while t-test was used to test the hypotheses. Findings revealed that competency based educational training have the potentials to foster self-employment of building engineering technologists. It fosters self-employment of building engineering graduates by equipping them with industrial based competencies such as in-depth knowledge of construction practice, building drawing and interpretation skills, building performance analysis skills and determination of building materials behaviours among others. It was recommended that effective partnership between universities and other higher institutions and relevant industries should be encouraged, as this would provide an environment for students to interact with experts such that, relevant contents that meets labour needs would be transmitted to participating students .

Keywords: and practical strategy , building engineering technologist self-employment , competency-based educational training , sustainable

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Evaluating the Contribution of Community-based Ecotourism (CBET) to Household Income and Livelihood Changes: A Case Study of the Chambok CBET Program in Cambodia

• Forest Sciences
• Institute of Decision Science for a Sustainable Society

Research output : Contribution to journal › Article › peer-review

Community-based ecotourism (CBET) has become a popular tool, especially in developing countries, for biodiversity conservation and livelihood improvement, but there is a lack of studies that use quantitative data to evaluate the effectiveness of CBET using a before-after-control-intervention (BACI), BA, or CI design. We conducted a case study of the flagship Chambok CBET program in Cambodia to quantify the contribution of CBET to household income and livelihood changes for CBET and non-CBET members. We conducted an interview survey of 173 households (77 CBET and 96 non-CBET members) that were selected systematically from every two households along roads within the same villages. There was no significant difference between the total income of member and non-member households; the median CBET income was 1.22 USD per month, which is only 1.65% of the total income. The inequality of income from CBET among the CBET members was higher than that from other income sources. The perceptions of livelihood changes differed considerably before and after the establishment of the Chambok CBET program, although this difference was not attributed to CBET but rather to general socioeconomic changes in the country. We conclude that it is challenging to employ CBET to achieve poverty reduction and livelihood improvement.

All Science Journal Classification (ASJC) codes

• General Environmental Science
• Economics and Econometrics

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

• 10.1016/j.ecolecon.2018.04.036

Other files and links

• Link to publication in Scopus
• Link to the citations in Scopus

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• Community-Based Social Sciences 100%
• Ecotourism Social Sciences 100%
• Livelihood Social Sciences 31%
• Income Social Sciences 31%
• Program Social Sciences 18%
• Change Social Sciences 18%
• Households Social Sciences 18%
• Difference Social Sciences 12%

T1 - Evaluating the Contribution of Community-based Ecotourism (CBET) to Household Income and Livelihood Changes

T2 - A Case Study of the Chambok CBET Program in Cambodia

AU - Lonn, Pichdara

AU - Mizoue, Nobuya

AU - Ota, Tetsuji

AU - Kajisa, Tsuyoshi

AU - Yoshida, Shigejiro

N1 - Publisher Copyright: © 2018 Elsevier B.V.

PY - 2018/9

Y1 - 2018/9

N2 - Community-based ecotourism (CBET) has become a popular tool, especially in developing countries, for biodiversity conservation and livelihood improvement, but there is a lack of studies that use quantitative data to evaluate the effectiveness of CBET using a before-after-control-intervention (BACI), BA, or CI design. We conducted a case study of the flagship Chambok CBET program in Cambodia to quantify the contribution of CBET to household income and livelihood changes for CBET and non-CBET members. We conducted an interview survey of 173 households (77 CBET and 96 non-CBET members) that were selected systematically from every two households along roads within the same villages. There was no significant difference between the total income of member and non-member households; the median CBET income was 1.22 USD per month, which is only 1.65% of the total income. The inequality of income from CBET among the CBET members was higher than that from other income sources. The perceptions of livelihood changes differed considerably before and after the establishment of the Chambok CBET program, although this difference was not attributed to CBET but rather to general socioeconomic changes in the country. We conclude that it is challenging to employ CBET to achieve poverty reduction and livelihood improvement.

AB - Community-based ecotourism (CBET) has become a popular tool, especially in developing countries, for biodiversity conservation and livelihood improvement, but there is a lack of studies that use quantitative data to evaluate the effectiveness of CBET using a before-after-control-intervention (BACI), BA, or CI design. We conducted a case study of the flagship Chambok CBET program in Cambodia to quantify the contribution of CBET to household income and livelihood changes for CBET and non-CBET members. We conducted an interview survey of 173 households (77 CBET and 96 non-CBET members) that were selected systematically from every two households along roads within the same villages. There was no significant difference between the total income of member and non-member households; the median CBET income was 1.22 USD per month, which is only 1.65% of the total income. The inequality of income from CBET among the CBET members was higher than that from other income sources. The perceptions of livelihood changes differed considerably before and after the establishment of the Chambok CBET program, although this difference was not attributed to CBET but rather to general socioeconomic changes in the country. We conclude that it is challenging to employ CBET to achieve poverty reduction and livelihood improvement.

UR - http://www.scopus.com/inward/record.url?scp=85046745385&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046745385&partnerID=8YFLogxK

U2 - 10.1016/j.ecolecon.2018.04.036

DO - 10.1016/j.ecolecon.2018.04.036

M3 - Article

AN - SCOPUS:85046745385

SN - 0921-8009

JO - Ecological Economics

JF - Ecological Economics

• International
• Undergraduate
• Postgraduate
• Research, innovation and skills
• Students/Staff/Hubs

A competence based education and training (CBET) approach to the diploma in accounting programme in the polytechnics of malaysia : an investigation and evaluation.

• Information

Around the world accounting practitioners and educators have been working together to determine the objectives, content and delivery of future accounting programmes. This project, focusing on Malaysian Polytechnics' Diploma in Accounting programme, proposes an alternative approach to accounting education that meets the current and future needs of Malaysia. Selected literature was reviewed to investigate and evaluate Competence-based Education and Training (CBET). The review considered the characteristics and implications of CBET initiatives, and criticism of earlier and present CBET models. To determine the appropriateness of CBET in a Malaysian context a questionnaire survey and interviews were conducted. Past, present and future performance of graduates of Diploma in Accounting programme were the subject of interviews with employers, academic heads of commerce departments as well as an assistant director of curriculum. The needs and expectations of accounting support staff were established. The desired competences of accounting support staff and the actual competences of accounting support staff as perceived by a variety of employers were identified. Results indicated areas of the programme that need improvement. The project proposes a CBET approach as an alternative to the present traditional programme.

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CBET Certification: Worth the Journey

Jan 14, 2016 | CBET Certification | 0 |

By Phyllis Hanlon

When Tanja L. Price, TCF, CBET, decided to move from Oregon to California, she knew she’d face a tough job market. Realistic about her prospects in the field of biomedical engineering technology, she decided to increase her odds of landing a position by pursuing the CBET certification. Now a biomedical equipment support specialist at the Veterans Administration (VA) in the Greater Los Angeles Health Care System, she says earning the CBET gave her the advantage she needed to stand out among her peers.

Price is not alone. Both brand-new technicians and biomeds with decades in the field are among those who have opted to pursue formal certification. For technicians who decide to invest the time and resources in studying for the CBET exam, a number of different preparation approaches are available—and the right method is often as unique as the test takers themselves.

Professional Enhancement

Price joined the military in 1985 at the age of 19 and became an Electronic Countermeasures electronic warfare specialist. After serving 10 years in the United States Air Force, she pursued her associate’s degree in electronics technology and found employment at Intel and Nike following graduation. At the same time, she also apprenticed as an electrician.

Price eventually suffered an injury that sent her back to the classroom, where she took courses in biomedical engineering technology and became actively involved in a VA-sponsored work-study program. She gained 4 years of hands-on experience as a biomedical equipment support specialist at the VA in the Portland Health Care System. In the summer of 2015, she completed her schooling and graduated with a second associate’s degree, this time in biomedical engineering technology. Her impending relocation, as well as personal and professional motivation, prompted her to continue her education and take the CBET exam.

So in January 2015, Price began reviewing materials for the test, initially devoting a couple hours each week to studying and taking practice exams. As the actual test date approached, she ramped up her study time. “By that time, I felt prepared. I was getting greater results each time I took a practice test,” she says.

Price took advantage of several resources during her preparation. As a federal work-study employee, she had access to the VA’s Talent Management System, which provides online courses for a number of different professions. “Veterans in work-study programs and federal employees can search in the catalogs for CBET materials and sign up for courses,” she says.

In addition, Price participated in an annual study group sponsored by the Colorado Association of Biomedical Equipment Technicians (CABMET), which allowed her to join a live video conference at various points throughout the year. She also purchased a CD-format study guide put out by the Association for the Advancement of Medical Instrumentation (AAMI) and took the quizzes. Individuals who attend the annual AAMI conference can also access on-site study sessions and relevant handouts, she notes.

Resource Overload

But while this range of resources offered guidance, the material could sometimes become overwhelming, according to Price. “You get a lot of information and have to decide what to use. I concentrated on the [AAMI] CD-ROM and used all the others as backup,” she says. “If I didn’t understand something, then I’d go to another source as a reference. AAMI provides examples that are geared toward the test you are taking. You have to weed out information from the other sources.”

Price’s hard work paid off when she passed the exam as a candidate in May 2015. This provisional status meant that she had an associate’s degree but had not yet gathered enough relevant experience. (Biomedical technicians that pass the CBET exam with an associate’s degree but not enough hands-on experience in the field are considered candidates. Full CBET certification is only awarded when the individual meets the basic candidate requirements and has 2 years of full-time work experience.) Once the AAMI Credentials Institute, which administers the CBET, took into consideration Price’s 4 years of experience as a biomedical equipment support specialist in the VA work-study program, she earned full certification in January 2016.

Price’s foresight and hard work led to her current position. “Every hospital wants you to have the CBET. Even places that don’t require it favor CBETs over those who don’t,” she says. “Having the CBET could be the edge.”

Taking Stock of the Profession

The CBET certification was initially developed in 1972, according to Sherrie Schulte, director of Certification Programs for AAMI. She explains that creating the exam involved a collaborative effort of input from individuals with different levels of engineering experience, along with at least one member of the certification board and others who might be actively involved in the field, including educators.

While the creation of a credentialing process enhanced the profession, the field of biomedical engineering has evolved over time, prompting periodic reevaluations of the test materials. “In order for certification programs to stay relevant and ensure that they are testing the correct information, organizations complete a job analysis to affirm the knowledge, skills, and abilities needed to do the job approximately every 5 to 7 years, sometimes sooner if a significant change has occurred within the industry,” Schulte says.

Schulte asserts that this detailed analytical process reflects best practices in the industry. “If during the job analysis it is determined and validated that the job has changed, this will prompt the board to make changes to the program. This is a key aspect for legal defensibility of a program,” she said. The results of a job analysis may lead to modifications in the content outline that is used for exam development.

The last job analysis for the CBET program was completed in 2012 and the next one is scheduled in 2017, according to Schulte. To help facilitate accreditation of AAMI certification programs with the American National Standards Institute, AAMI developed its Credentials Institute (ACI) in 2015.

Although many individuals take the exam at AAMI’s annual meeting, scheduled this year for June 3–6 in Tampa, Fla, the organization partners with a testing company that offers more than 700 computer-based testing locations worldwide. Schulte reports that more than 10,000 people have tested for the CBET certification since its inception.

Keeping It Current

The most recent edition of AAMI’s CBET test prep CD came on the market in July 2015, according to Ethan Hertz, who was responsible for the updated content. A clinical engineer at the Duke University Health System, he has served as project manager for the BMET Study Guide since the mid-1980s.

One of the most important changes to the latest version of the study tool relates to the volume and breadth of the questions themselves. Hertz explains that feedback from previous test-takers drove the changes. “We had two complaints—that there were not enough questions and that the questions didn’t cover all the topics on the test,” he says. “The new study guide tried to make sure there were five questions for each question on the actual test. The actual test has 165 questions. The new study guide has 853 questions in the database. As people take the sample tests, they won’t get repeat questions.”

Additionally, with changes to the field regarding equipment, technology, and other developments, some questions were no longer relevant. “This is something we tried very hard to address in the 2015 edition by significantly expanding the number of questions in the database by over 300 questions, as well as removing a large number of outdated questions,” says Hertz.

Updating the study guide is a somewhat lengthy process; in this case, it took 18 months. “In May 2014, we went back to the source material. The guide tells you what’s on the exam, divided into every topic. We come up with a comprehensive set of questions,” he says. “We retired outdated questions that were no longer relevant. We would like to see the study guide revised every 2 years, but it’s an expensive process. Hopefully the next version will be available online.”

Hertz reports that as of January, approximately 100 copies of the new study guide, which is available on CD, have been sold.

Personal Growth

Price’s decision to pursue the CBET designation came from her desire to advance professionally. For Michael Overcash, CBET, biomedical equipment technology instructor at Texas State Technical College in Waco, the decision was mainly personal. After earning his degree as a biomedical engineering technician in 1995, he landed his first job with a third-party x-ray service. Shortly after, he joined in-house staff at a hospital where he spent the next 18 years. Although he enjoyed the work, he sought a personal challenge. That desire triggered his pursuit of the CBET.

Overcash spent 7 years, on and off, studying for the exam, using CABMET and AAMI study materials. “I spent many hours studying, too many to calculate, and it paid off,” he says, noting that he preferred the format of the AAMI material. “It was a bank of 650 questions that explained each multiple choice answer, not just the correct one.”

During his years of study, Overcash was fortunate that his employer at the time paid for the study materials and allowed him on-the-job time to study for the test. He earned the full CBET certification in May 2014. “I wanted to prove to myself that I could pass the test.”

Achieving full CBET certification has given Overcash a great sense of accomplishment, he says. And he encourages others contemplating taking the exam to act immediately. “Start studying now. Don’t wait. It’s not an easy exam, but it is manageable with hard work and persistence.”

Opening Doors

New to the profession, William MacLean recently graduated from the Purdue School of Engineering & Technology in Indianapolis with a bachelor of science degree in biomedical engineering. He has completed two internships but has not yet landed a job in the field.

During his schooling, instructors encouraged MacLean to study for the CBET exam “to boost [his] résumé. I heard that those with the CBET designation find jobs easier and faster,” he says, because the certification “singles you out from the others. I also heard that it helps you get paid more than others.”

While MacLean worked toward his degree, he also studied for the professional certification. To prepare, he referred to some of his previous classwork and also checked out online study aids. He cites the book CBET Exam Secrets published by Mometrix Media as a useful resource (although some online comments have expressed concern about apparent errors in the volume’s content). Doing an internship also contributed to MacLean’s success on the test, he says. “The information and experience you gain will help answer a lot of the questions. Having an understanding of the equipment, especially troubleshooting, was useful.”

MacLean passed the test as a candidate in November 2015 and continues to volunteer as he searches for full-time employment. “I’ve applied at a local place. When places know I have the CBET, it has opened doors with interviews.”

Regardless of their original motivations or study habits, many biomedical engineering technicians who choose to pursue CBET certification say the experience is largely worth it: In addition to professional enhancement, they report finding personal fulfillment at the end of the journey.

Phyllis Hanlon is a contributing writer for 24×7. For more information, contact chief editor Jenny Lower at [email protected] .

Photo credit: © Dmitriy Shironosov | Dreamstime.com

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