Abstract

No one can deny the role of technical and vocational education in the world of work. Technical and vocational education would improve productivity, increase in wages, promote self-employment, and provide an opportunity for practicing talent and creativity in work place. It is an ultimate venue for youth to gain the necessary knowledge, skills and attitudes that are mostly needed by industries and business. Indeed, it is different from a formal education where students spend a certain time in real work environment to interact with machines and tools. Technical and vocational education would allow students to work in workshops and laboratories and provide them with the ability to transfer with they learn in classrooms, workshops, and laboratories into real work place. Developing countries (e.g., Kuwait, United Arab Emirates, Qatar), has thoroughly realized and appreciate the role of technical and vocational education in reducing the dependence on expatriates, particularly in essential sectors of the economy (e.g., oil, electricity and water, constructions). Kuwait, as a developing country has recognized and appreciate the need to reduce dependence on expatriates by forging the College of Technological Studies, CTS. The main objective of the College of Technological Studies, Kuwait, is preparing students for the world of work by enhancing the level of student’s knowledge, skills and attitudes that are mostly needed by local industries and business. The research paper focuses on identifying and examining the CTS student’s perception towards the quality of teaching and learning. In addition to, examining industrial perception towards the standard of the CTS graduates. The oil sector and the Ministry of Electricity and Water will be selected to represent the recipients of CTS graduates. The research is based on extensive field work that encompasses a review of the related literature, questionnaires, and an interview with a sample of heads of departments at the CTS. Interviews will be also conducted with the CTS graduates’ supervisor in selected industries. Finally, the research will argue that unless the CTS recognize and appreciate the value of building a strong linkage with industry, its contribution in tackling the shortage of skilled and semi-skilled indigenous manpower will be below the government expectations, thus continuing relaying on expatriates for years ahead.
 

Highlights

  • The need for technical and vocational education is highly demanded in the world of work to cope with the rapid change in science and technology in industries

  • Technical and vocational education refer to “those 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 occupations in various sectors of economic and social life”. (UNISCO 2020) Vocational students required to integrate their experiences from the workplace with what they learn at classrooms and vice versa. (Baartman et al, 2018) Learning that takes place at classrooms at school and colleges can be a valuable knowledge base for vocational students as they enroll at the workplace. (Kilbrink et al, 2014; Rintala & Nokelainen, 2019) It is different from formal education that is taught is schools, colleges and universities

  • A study for the Organization for Economic Cooperation and Development (OECD) review and examine different technical and vocational systems revealed that "after a period of relative neglect in many countries, apprenticeship and other forms of work-based learning are experiencing a revival". (OECD, 2018, p. 11) Apprentices can promote in forging connections between technical and vocational institutions and industries and business. (Caruso et al, 2020) Interaction between technical and vocational education is highly noted in related literature. (Interreg Europe, 2020, European Commission, 2017, Gerard and Min, 2019)

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Summary

Introduction

The need for technical and vocational education is highly demanded in the world of work to cope with the rapid change in science and technology in industries. Technical and vocational education viewed as a “dual system” It allows the transfer of knowledge, skills, and attitudes through a proper interaction teaching and learning system to maintain a high quality of graduates. (Interreg Europe, 2020, European Commission, 2017, Gerard and Min, 2019) Interaction between both parties (vocational education institutions and industries) in various activities such as: joint research, consulting, problem solving, curriculum development, industrial training programs, intellectual properties, and licensing. The fruitful of such collaboration would be reflected on the quality of technical and vocational graduates as well as the academic staff. From industrial perspective, industry would receive skilled and semi-skilled manpower, solve existing production problems, achieving profits, modifying products, reduce production cost, and contribute, to great extent, to overall country manpower plan

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