Background of the Program

Construction is a great art, on which the wealth and well-being of the society depends. It’s essential feature, as distinct from science and the arts, is the exercise of imagination to fashion the products, processes and people needed to create a sustainable physical and natural built environment. In a developing country like Ethiopia, construction industry plays a crucial role for the economic and social development, and improvement of the living standard of the people. As infrastructure developments are indicators of improved livelihood and ways of investment attractions and tourism, contribution of construction in this regard is very important. To serve the country, this occupational area needs competent construction skilled workers which are trained in a well organised TVET system.

The construction sector is a developing sector in Ethiopia which needs well-equipped and qualified (technician and skilled workers) .The occupational field of Civil technology is a very broad work area with different branches, technologies and tasks. It requires a broad understanding of scientific principles, knowledge of materials and the art of analysis and synthesis. It also requires research, team work, leadership and business skills.

Hence, the proposal for this curriculum of a TVET study program in the occupational field of construction technology is based on the outcome of the study which justifies the capacity and potential of the department. The graduates of the study program have profound knowledge and skills in general science, basics of civil engineering and in a field of holistic construction technology and in vocational pedagogy. The latter contains competence in planning, conducting and evaluating learning arrangements and processes in TVET on the basis of occupational standards in order to foster the development of occupational competence as well as personal and social competence and attitudes of students in TVET institute or other institutions.

The study program is based on international standards like Australian and Philippines TVET system and so on.

  • Bethe Bologna Declaration from 1999 and the goal to introduce a two-cycle system of university qualifications (undergraduate/graduate) and to introduce a credit transfer system (based on the ECTS model);
  • The Hangzhou Declaration (2004) which defines an international framework for the education of teachers and trainers in Technical and Vocational Education and Training (UNESCO-UNEVOC 2005);
  • The standards of the consortium of vocational technical subjects (GTW) which describes the scope and contents for the occupational fields of TVET teachers and the core curriculum for studying vocational pedagogy in Germany.