Assist. Prof. Dr. Ashebir Tekle | Vocational Education | Best Research Article Award

Assist. Prof. Dr. Ashebir Tekle | Vocational Education – Addis Ababa University, Ethiopia

Dr. Ashebir Tekle is an emerging researcher and academic whose work focuses on improving the quality and alignment of Technical and Vocational Education and Training (TVET) systems in Ethiopia. His scholarly interest lies at the intersection of education policy, workforce development, and assessment systems. With a growing portfolio of peer-reviewed publications, Dr. Tekle has contributed meaningfully to national education reform discussions and the practical application of competency-based training in developing contexts. As a faculty member affiliated with Addis Ababa University, he is committed to advancing educational research that impacts not only academic theory but also the lives of students and practitioners on the ground.

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Orcid | Scopus

Education:

Dr. Tekle holds a postgraduate degree in Educational Planning and Management, with specialization in vocational and technical education systems. He has completed research-focused academic training that emphasizes outcome-based learning, occupational standards, and assessment design. His education has been rooted in both the theoretical and practical domains of education and training systems, providing him with a balanced approach to tackling real-world issues through evidence-based research.

Experience:

With a professional background that combines teaching, curriculum development, and educational research, Dr. Tekle has spent the past several years engaged in national-level educational assessments and consultancy projects. He has collaborated with other researchers, government ministries, and training institutions to evaluate and refine occupational standards and assessment practices within Ethiopia’s TVET system. His experience includes both quantitative and qualitative research methodologies, field surveys, and stakeholder consultation models. Dr. Tekle is also actively involved in mentoring early-career researchers and serving on internal academic review panels.

Research Interests:

His research interests include competency-based education, occupational certification systems, stakeholder engagement in educational reform, and the strategic alignment of training systems with labor market needs. Dr. Tekle is particularly focused on addressing gaps between curriculum design and real-world occupational demands in low- and middle-income countries. His current projects aim to strengthen the relationship between national development goals and vocational training outcomes.

Award:

While Dr. Tekle is still early in his academic career, his contributions have already earned recognition within institutional and conference circles. His work has been acknowledged at regional education research summits and internal faculty excellence reviews. Though not yet a recipient of a major international award, Dr. Tekle’s impactful research and growing influence in educational reform circles make him a compelling candidate for recognition such as the Best Research Article Award.

Selected Publications:

1. “Stakeholders’ perceptions of occupational competency assessment and certification systems in Ethiopia’s TVET programs” ( Higher Education, Skills and Work-Based Learning, 2024) – Cited by 1 article

2. “Alignment of TVET occupational competency assessment practices with strategic goals in Ethiopia” ( International Journal of Training Research, 2025)

Conclusion:

In conclusion, Dr. Ashebir Tekle represents a strong candidate for the Best Research Article Award based on his targeted, relevant, and policy-oriented academic work. His research on Ethiopia’s occupational competency assessment systems is both timely and original, providing actionable insights into education reform. While his citation metrics are still modest, this is expected given the recency of his publications. More importantly, his work aligns closely with national development priorities and addresses gaps in applied educational research in sub-Saharan Africa. Dr. Tekle’s thoughtful contributions, methodological rigor, and dedication to improving educational practice position him as a noteworthy emerging scholar deserving of recognition at this level.