Abstract
TVET plays a significant role in human resource development and, as a result, in a society’s progress and prosperity. The study is aiming at identifying the key factors influencing students’ academic success at polytechnic colleges. The study’s target population was regular Bahir Dar Polytechnic College students in the 2019/2020 academic year. Stratified random sampling was employed to conduct a cross-sectional survey of 536 participants. The author employed SPSS version 25 and WinBUGS 1.4 for quantitative data analysis. Bayesian logistic regression was used to model the factors that significantly influence TVET students’ academic achievement. Gender, age, family monthly income, study hours, stimulant use during the study, English language proficiency, EGSECE score, previous perceptions of TVET, teacher satisfaction, and field of study placement satisfaction were identified as factors that significantly influenced TVET students’ academic achievements. Being female, having a low family income, studying for a shorter period, using stimulants while studying, having a low English language proficiency, having a low EGSECE result, having a negative perception of TVET, and having low satisfaction with field of study were all linked to lower academic achievement in this study. According to the findings, students should spend more time in learning and consume fewer stimulants during their studies. The Ministry of Education should modify the TVET curriculum to aid students in improving their English language skills. Teachers in TVET should also receive ongoing capacity-building training. Finally, rather than imposing norms and limits (in terms of student achievement), TVET colleges should respect students’ free choice of training sector (department).
Highlights
Female technical and vocational education and training (TVET) students made up 44.4% of the study, while male TVET students made up 55.6%. is investigation used proportional allocation to deliver the same or higher precision than a simple random sample of the same size
Conclusions and Implications e present study aimed to identify the significant factors that determine the academic achievements of TVET students. e study results have shown that gender, family monthly income, study hour, usage of stimulants, English proficiency, Ethiopian General Secondary Education Certificate Examination (EGSECE) score, previous attitude toward TVET, and satisfaction with department placement are potential factors that significantly determine the academic achievements of TVET students
It is found that age and usage of stimulants were negatively associated with academic achievement; on the other hand, male gender, family monthly income, study hour, English proficiency, EGSECE score, previous attitude toward TVET, satisfaction with teachers, and satisfaction with department placement were positively associated with academic achievement
Summary
According to the definition by [1], TVET refers to “aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding, and knowledge relating to occupants in various sectors of economic and social life.” As stated by [2], technical and vocational education and training (TVET) is a world of education and training that prepares citizens to flexibly respond to changing technology and the labor market by bringing knowledge, attitudes, and skills across different occupations and technologies. e participants in https://unevoc.unesco.org/home/ UNESCO&context the meeting of international experts on technical and vocational education and training [3] agreed that, since education is considered the key to effective development strategies, technical and vocational education and training (TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all, and help achieve sustainable development.Global experience has shown that the mere expansion of TVETdoes not solve the problems of unemployment and the low productivity of the economy. According to the definition by [1], TVET refers to “aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding, and knowledge relating to occupants in various sectors of economic and social life.”. As stated by [2], technical and vocational education and training (TVET) is a world of education and training that prepares citizens to flexibly respond to changing technology and the labor market by bringing knowledge, attitudes, and skills across different occupations and technologies. E report states a new awareness among many African countries of the critical role that TVET plays in national development. E strategy aims to revitalize and modernize TVET in Africa and transform it into mainstream African youth activity In 2007, the African Union [5] drafted the Strategy to Revitalize Technical and Vocational Education and Training in Africa. e report states a new awareness among many African countries of the critical role that TVET plays in national development. e strategy aims to revitalize and modernize TVET in Africa and transform it into mainstream African youth activity
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