Investigates the Significant Effects of CBT and CBA Over KBT on Rwandan Private Universities Engineering Students’ Contributions at Engineering Sites During Industrial Attachments

This study investigates the significant impact of Competence-Based Training (CBT) integrated with Competence-Based Assessment (CBA) compared to traditional Knowledge-Based Training (KBT) on engineering students’ contributions during industrial attachments in Rwandan private universities. As Rwanda’s Vision 2050 emphasizes technical and vocational excellence, there is increasing demand for practically competent engineering graduates who can meet the expectations of a modern workforce (MINEDUC, 2020; REB, 2021). While KBT emphasizes the acquisition of theoretical knowledge, CBT+CBA focuses on the integration of knowledge, skills, and attitudes in real-world contexts (Mulder, 2012; Wesselink et al., 2007). The study employed a convergent mixed-methods design involving 586 participants: 312 final-year engineering students, 88 university engineering lecturers, 96 site engineers, and 90 entrepreneurs in the engineering sector. Quantitative data were collected via structured questionnaires, while qualitative insights were gathered through semi-structured interviews and focus group discussions. Results revealed that 82.4% of CBT+CBA-trained students demonstrated the ability to apply engineering principles to real tasks on construction sites, compared to 47.1% of their KBT-trained peers (Nsengiyumva Ndayambaje et al., 2020). Additionally, 71.4% of CBT+CBA students adhered strictly to safety regulations on-site, while only 45.7% of KBT students did so. The majority of entrepreneurs (88.9%) preferred hiring CBT graduates, citing practical readiness, adaptability, and collaborative skills as primary reasons (Zeleke & Tadesse, 2018). Lecturers also reported that CBA enhanced student reflection and critical thinking, as 74.5% of CBT students routinely reviewed their performance logs, compared to 39.2% of KBT students. Supervisors noted that CBT+CBA students more frequently initiated site-based innovations such as workflow diagrams and material optimization (Van der Klink & Boon, 2003). Interview data indicated that CBT students showed higher engagement during attachments and were 26.7% more likely to receive extension offers or job placements post-internship (Tuyisenge et al., 2022). Despite these strengths, challenges persist. Approximately 42.3% of lecturers cited a lack of updated CBT resources, and 36.5% reported insufficient collaboration with industries in assessment planning (Mushemeza & Mtebe, 2018). Additionally, 40.0% of entrepreneurs felt that some universities inconsistently applied CBA standards, highlighting the need for national harmonization and staff retooling (Yusuf, 2020). This study concludes that CBT integrated with CBA has a significantly positive effect on engineering students’ performance and contributions during industrial attachments, as perceived by students, lecturers, site engineers, and employers. It recommends institutional investment in instructor training, stronger university-industry linkages, and nationwide enforcement of CBT+CBA implementation in engineering programs to ensure consistency and quality across Rwandan private universities.