For the purpose of finding out how competency-based training (CBT) approach is customized, how syllabi are adjusted and aligned on CBT and what positive outcomes were registered as a consequence, the International Institute for Educational Planning (IIEP)-Dakar and the Francophonie Institute for Education and Training (IFEF) conducted a joint study on the customisation and contextualisation of the CBT approach in seven African countries. The study focuses on non-francophone African countries that apply a modular CBT. The aim of the study is to identify good practices and explore how those practices can be used in other contexts/countries to enhance the performance of the CBT approach in their Technical and Vocational Education and Training (TVET) systems and, secondly, to identify the challenges that emerged when the CBT approach was introduced and/or sustained. Based on the findings drawn from the CBT implementation in those countries, the study makes recommendations aimed at helping to better adapt the CBT approach to the specificities of African countries. This report focuses on Ethiopia's progress in CBT implementation approach and adaptation. [For "Competency-Based Approach to Technical and Vocational Education and Training in Africa. Study Based on Seven African Countries: Benin, Ethiopia, Ghana, Morocco, Rwanda, Senegal, and South Africa. Synthesis Report," see ED617235.]