How to promote the quality of technical education? A fuzzy-set qualitative analysis of 16 technical colleges in China.

This study focuses on how technical and vocational education and training (TVET) institutions can effectively enhance educational quality to cultivate a globally competitive industrial workforce, addressing the World Banks projection that over 1.1 billion jobs worldwide will undergo skill transformations in the next decade due to automation, digitalization, and the green economy transition. Employing the fuzzy-set qualitative comparative analysis (fsQCA) method, the research conducts an in-depth analysis of developmental data from 16 Chinese TVET institutions to identify key factors influencing their competitiveness. The findings reveal that social service constitutes the foundation of high-quality vocational education. The social service capacity of TVET institutions is primarily reflected in vocational skill training, aligning with the core philosophy of Singapore Polytechnic’s “SkillsFuture” initiative. Through data analysis, a “social service-driven” development mechanism is identified: under similar conditions, TVET institutions achieve high-quality development by participating in government-funded vocational training programs. Simultaneously, two types of developmental bottlenecks are uncovered: (1) the “student skill level-international exchange constraints” type, where limited student proficiency and international collaboration hinder institutional progress; and (2) the “social service-technological R&D constraints” type, where weak social service delivery and technology transfer capabilities act as critical barriers. The outcomes provide a robust reference for global TVET stakeholders and policymakers to optimize industrial talent cultivation strategies and deepen integration into global value chains. The methodological framework also holds transferability to other domains, enabling regions to pinpoint success pathways and avoid ineffective measures.

The main purpose of this study is to assess the degree to which transformational leadership was practiced in the technical vocational education and training institutions (TVETIs) of Ethiopia. To this end, cross-sectional survey research design was adopted. The study was conducted in seven government TVET institutions selected through simple random sampling techniques. From these institutions, 122 participants were selected through proportionate, simple random and purposive sampling techniques. Questionnaire and interview were employed to collect data from teachers and leaders respectively. Both descriptive and inferential statistics, including mean, standard deviation and independent sample t-test were used to analyze the quantitative data. The data gathered through interviews were analyzed qualitatively using narration. The study found that the five transformational leadership models were being practiced low or below average in the TVET institutions. But, when the models were independently considered, the variable enabling others to act and model the way were rated relatively high whereas the remaining three leadership practices, inspiring a shared vision, challenging the process and encouraging the heart were rated low by the respondents. The result shows that majority of the trainers in the TVETIs were not satisfied with the leaders’ engagement in the five leadership practice of Kouzes and Posner’s transformational leadership models. Leaders’ failure to effectively lead change and innovation, lack of professional support for TVETI leaders and their incapability to use various approaches in securing and utilizing resources were the major problems hindered effective implementation of change in the institutions. It is recommended that the Oromia TVET commission should plan and invest resources in the development of leadership in the TVETIs of the region. The plan should focus on the utilization of best leadership practices that directly influence institutional effectiveness, relevant to the management of training institutions. Key words: Transformational leadership, educational change, Ethiopia, technical vocational education and training (TVET).

Technical and Vocational Education and Training Institutions (TVETs) have been at the center of equipping students with prerequisite skills to fit into the job market by offering programmes aim to bridge the skills gap among students. However, in Kiambu County, rates of unemployment have continued to rise. Thus, the purpose of this study was to examine how TVETS act as catalysts for reduction of unemployment rates in Kiambu County. The study was anchored on the human capital theory. The study adopted mixed methodology and concurrent triangulation research design. Target population comprised 30 principals, 578 tutors and 4879 employed TVET graduates totaling 5487 respondents from which 372 respondents was sampled using Yamane’s Formula. Stratified sampling was adopted to create 12 strata based on the number of sub-counties in Kiambu County. From each sub-county, one TVET principal was selected using purposive sampling. However, from each of the sampled TVETs, 5 tutors and 25 employed TVET graduates were selected using simple random sampling. This enabled the researcher to sample 12 principals, 60 tutors and 300 employed TVET graduates. Questionnaires were used to collect data from employed TVET graduates whereas interview guides were used to collect data from principals and tutors. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences and presented by using tables. The study found that there is an increasing rate of unemployment in Kiambu County for the last five years. To mitigate these challenges, TVETs have refocused the training to equip students with job-specific practical skills, entrepreneurship education, linkages and internship as well as integration of ICT and innovation. However, much is yet to be fully realized in improving status of unemployment rates. Thus, the study recommends that TVETs should collaborate closely with local and international industries to ensure that their training programmes align with current market demands. By continuously updating the curriculum to include emerging technologies, sector-specific skills, and soft skills like communication and problem-solving, TVET graduates will be better equipped to meet employers’ needs.

Technical and Vocational Education and Training (TVET) is the future of tomorrow's workforce in the era of the Industrial Revolution 4.0. The ability of TVET institutions to prepare their graduates for future employment is paramount. Graduates who are adequately prepared to adapt to the workplace scenario is very much sought after. Job descriptions may differ slightly from their education and training, but strong fundamentals greatly improve a TVET graduate's employability. Part of this employability is the ability to commit to safety and health processes and procedures in the workplace. A survey using an instrument with a meritorious confirmatory factorial analysis was conducted. The items of the survey try to obtain feedback on awareness among the TVET population. The survey was disseminated using an online survey form. Feedbacks were analyzed using statistical packages to determine the respondents' replies. Utilizing the Pareto analysis, significant items based on respondents' feedback were identified. From the analysis, two hypotheses were formulated, which were then tested using independent samples test to obtain the significant value of the test. From the Pareto analysis, only 40% of the respondents were knowledgeable to assist if there were any safety and health concerns. Further analysis proved that gender did not influence having the knowledge to assist in any safety and health concerns. Additionally, having an industrial experience did not influence having the knowledge to assist in any safety and health concerns. The study on the awareness of occupational health and safety in TVET institutions is still a scarce research topic. By taking into consideration this research study, practical implications focusing on various stakeholders of educational systems; accreditation agencies and government bodies, TVET institutions, and civil society can be further explored and developed. TVET institutions play a pivotal role in providing a competent workforce to industries. The ability to provide experience in handling safety and health concerns within the curriculum can improve TVET graduates’ competency and marketability. However, being a developing country, further research needs to be conducted on safety and health for TVET institutions.

The development of curricula content and their implementation is one of the key competences of instructors in the area of educational planning and practical training for Technical and Vocational Education and Training (TVET) institutions in Kenya. While much attention is being given to the development technologies that drive ICT integration in TVET, one of the most critical issues remains the curriculum content. The TVET sub-sector continues to be challenged by inflexible and outdated TVET curriculum, Mismatch between the skills learned and the skills demanded by industries, inadequate mechanism for quality assurance, Low participation of private sector in the curriculum design and development. The objective of the study was to evaluate the relevancy of the curricula content in achieving integration of ICTs in TVET institutions in Kenya with specific reference to Michuki and Thika Technical Training Institute in Murang’a and Kiambu County respectively. The research adopted quantitative research approach and use probability sampling which is commonly associated with Survey-based research. The study’s main data collection tool was a structured questionnaire. Descriptive statistics was used, correlation and regression analysis to test the relationship and strength of association between curriculum content and integration of ICTs in Kenya TVET. From regression analysis, since the p-value is 0, the relationship between effectively integration and Curriculum Content is significant, the correlation coefficient, R, is 0.776. Therefore, Effective Integration is positively correlated with Curriculum Content and the relationship is very strong. The study recommended that; ICT should be integrated in curriculum courses available in TVET institutions in Kenya. TVET Authority and Kenya Institute of curriculum development (KICD) with involvement of stakeholders should promote access and relevance of TVET training courses. The review should be within the framework of the overall national socio-economic development plans and policies that reflects the needs of industry and the labor market.

Implementation of technology has proved to be the way to go in most of the disciplines across the world. This is because of the massive benefits that come with it. Education and Training sector has also not been left behind in the quest of embracing technology in learning. Technical and Vocational Education and Training (TVET) institutions play a big role in the provision of well-trained individuals needed by the industry. Most of the learning institutions, including TVET institutions, are currently advocating for e-learning as a mode of teaching and learning. Nevertheless as TVET institutions implement e-learning platforms, there are Information Technology best practices, other than human factors that need to be considered. This paper discusses the best practices for implementing E-learning in TVET institutions as far as information technology is concerned. The paper adopts a case study research design. Data was qualitatively collected from key informants from Rift Valley Technical Training Institute (RVTTI) which is the only TVET institution that has implemented e-learning in North Rift Region, Kenya. An e-learning model was used as the theoretical basis of the study where four themes that guided data collection were drawn. With this guidance, data was collected from key informants who included; the lecturers who had been trained on the use of e-learning and MIS manager and students who had been enrolled in the e-learning application. Data was then analyzed based on the four themes which are availability, usability connectivity and security to identify the best practices of effective implementation of e- learning in TVET. After analysis, the study gave recommendations that ensures successful implementation of e-learning in TVET institutions and also identified further areas of research in this field.

The study reviews the role of quality assurance in Technical and Vocational Education and Training (TVET) systems in supporting economic development, enhancing labor market competitiveness, and meeting industry expectations. The authors use a desk research strategy, focusing on document review and qualitative content analysis to analyze credible reports on the role of quality assurance in TVET to promote competent workforce. As per findings, quality assurance in TVET institutions is crucial to ensuring that graduates possess the necessary skills and competencies for the workforce, reducing skills gaps and enhancing employability. It aligns TVET programs with industry standards, enabling graduates to contribute effectively to the workforce. Quality assurance mechanisms also enhance the credibility and reputation of TVET institutions, increasing their attractiveness to students and employers. It helps produce highly skilled individuals, contributing to the country’s economic development and global competitiveness. However, the TVET sector in West Africa faces several challenges, including inadequate infrastructures, curriculum relevance, teaching and learning quality, limited industry collaboration, and lack of quality assurance mechanisms. To address these issues, the authors suggest some innovative dimensions of quality standards to strengthen and improve quality assurance in TVET institutions. These quality standards include leadership, governance, management, physical environment, human resources, curriculum, student participation, access, equity, career guidance, financial management, program evaluation, research, innovation and development. All of these are interrelated, thereby spurring the overall quality and effectiveness of TVET programs and institutions.

This study explored how well the training management systems in Technical and Vocational Education and Training (TVET) institutions are working, specifically at the Southern Isabela College of Arts and Trades (SICAT) and the Ilagan School of Arts and Trades (ISAT) in Isabela. With the help of 64 trainers as respondents, the research focused on four key areas: infrastructure, training, staff, and assessment. Data were gathered through surveys and analyzed using descriptive statistics and one-way ANOVA to uncover any differences across various sectors. Overall, the results showed that most trainers believe their institutions are doing a good job, especially when it comes to updated training programs, skilled staff, and strong assessment systems. Many rated their experiences as exceeding expectations. However, the study also revealed that not all sectors share the same experience. Trainers in the Garments and Construction sectors, for instance, reported challenges such as limited facilities, fewer professional development opportunities, and unclear training processes. Meanwhile, sectors like Tourism and Automotive felt more supported. These findings suggest that while TVET institutions are on the right path, there is still room for improvement, particularly in ensuring that all sectors have equal access to quality resources and support. The study recommends investing more in infrastructure, providing fair and consistent training opportunities, and promoting clear communication and continuous improvement in all areas. By doing so, TVET institutions can better support both trainers and learners in building skills that matter in today’s workforce. Keywords: Training Management System, Technical and Vocational Education and Training (TVET), Institution

Public Technical and Vocational Education and Training (TVET) institutions have received enormous support from the government through the establishment of TVET Act, Kenya Universities and Colleges Central Placement Service (KUCCPS), and Higher Education Loans (HELB). The formation of these bodies aimed to encourage pursuance of technical education and students’ enrolment in the TVET institutions. However, these reforms caused an influx of students in some TVET institutions, while some have experienced low enrolment; hence, the question on students’ selection decision. The study aimed to investigate the influence of physical facilities on students’ decisions in selecting government TVET institutions in Nairobi County, Kenya. The study was informed by Jackson model. It utilized descriptive survey research design. It targeted 3505 respondents comprising of module three trainees, officers in charge of admission, and principals. Purposive sampling and stratified random sampling techniques were used in drawing a sample size of 361 respondents which comprised of 6 principals, 6 admission officers and 349 module three trainees. Questionnaires and interviews were used to collect data. The validity and reliability of research instruments was ascertained accordingly. Quantitative data was analyzed using SPSS, then computed descriptive and inferential statistics, while qualitative data was analyzed by categorizing information gathered into themes. The study’s findings indicated that adequacy, availability and updatedness of training resources were important aspects of consideration when choosing a career in TVET institution. Thus, the study concluded that physical facilities had significant influence on students’ decisions in selecting public TVET institutions. The study recommends that the government avail funds to develop new and modern physical facilities, while TVET institutes’ managements should implement a maintenance plan for old facilities. This has implications on funding by national government, and further indicates need for collaborations with development partners.

Technical and Vocational Education and Training (TVET) institutions provide young people with the valuable skills and competencies needed for their seamless transition into the workforce. However, most TVET institutions adopt traditional curriculums and assessment approaches that are irrelevant to testing skills and competencies demanded in the current job markets. This challenge leads to job-skill mismatch and underemployment. This work proposes an adaptive and flexible TVET model that can address the identified challenges by nurturing holistic skill sets, replacing the traditional assessment methods with practical assessment approaches, and incorporating curriculums that reflect current industry practices. The study uses a quantitative approach to collect and present data from various stakeholders (students, employers, and teachers). The results indicate that most students recognize that the current TVET models and systems are ineffective in providing the skills and competencies needed in the current job markets. The participants strongly supported the interventions incorporated into the new model as effective measures for addressing the mismatch between the skills obtained in TVET institutions and skills needed in the workplaces. Moving forward, the TVET institutions should adopt the adaptive model to enhance students’ employability and on-job competence. The findings indicate that TVET institutions can benefit from adopting the model, as it will enable them to implement drastic shifts in their landscapes, adapt to the rapid technological changes, and embrace innovation for competency development.

Technical and Vocational Education and Training (TVET) institutions play a critical role in preparing the Kenyan workforce for the demands of the digital age. The rapid digitalization and widespread adoption of technology in these institutions poses significant cybersecurity threats, potentially compromising sensitive data, disrupting academic activities, and undermining the overall integrity of these institutions. This study aimed to assess the cybersecurity readiness of TVET institutions in Kenya. It analyzed their existing policies, practices, incident response and recovery procedures to identify potential weaknesses and areas for improvement. The research employed a mixed-methods approach, combining qualitative interviews with key stakeholders along with quantitative surveys distributed across multiple TVET institutions. 50 TVET institutions were randomly selected and questionnaires distributed to the Management and IT personnel in these institutions. 39 questionnaires were returned translating to 78% response rate. The design of the questionnaire was based on the four major cybersecurity elements: people, process, policy, and technology. The findings indicate that while some TVET institutions have made progress in developing and implementing cybersecurity policies, many are still lagging, and vulnerabilities remain prevalent. Several factors contribute to these gaps, including the absence of a comprehensive cybersecurity strategy, limited resources and inadequate training programs. This study recommends the development of robust cybersecurity policies, regular risk assessments and the establishment of security awareness programs. As TVET digital landscape continues to evolve, the implementation of effective cybersecurity measures is paramount to guarantee the protection of information and other IT assets.

Aims: To establish if there exist any Technical and Vocational Education and Training (TVET)-industry collaborative practices to aid electronics laboratory training in TVET institutions in Nairobi County, Kenya.
 Study Design: Qualitative research design.
 Place and Duration of Study: Electrical and Electronics Departments of public Technical and Vocational Education and Training institutions in Nairobi County Kenya, between September 2019 and March 2020.
 Methodology: Qualitative phenomenological research design was employed. The target population comprised of eight (8) Head of Departments (HODs) and eight (8) electronics experts drawn from electrical and electronics departments in the 8 public TVET institutions in Nairobi County. All HODs were selected for an interview while purposive sampling was used to select experts for a focus group discussion. An interview schedule and a focus group discussion guide were developed and administered face to face. Qualitative data obtained was analyzed using thematic analysis.
 Results: Sample sizes for Focus Group Discussion (FGD)and HODs was 8 each. The response rate was 100% and 75% respectively. The findings of study revealed that TVET institutions were aware of the skills needed in the industry although the institutions did not have collaboration with the industry. The institutions had tried to incorporate industry skills in laboratory practice on their own without input from the industry.
 Conclusion: It was concluded that TVET institutions had little interest in seeking out collaborations with the industry. It was therefore recommended that TVET institutions should develop collaborations with specific industries for purposes of supporting laboratory instruction.

<p>Employee performance in technical vocational education and training institutions has been found to be poor. Poor performance among employees is exhibited through a high level of incompetence and lack of innovativeness among Technical Vocational Education and Training Institutions (TVET) graduates. This culminates in problems of graduate employability owing to a lack of required skills required by employers. This poor performance may be ascribed in part to deterioration in individual employee performance as a consequence of ineffective skills amongst employees and inadequate knowledge management practices inside the institutions. Globally, despite the fact that there exist many knowledge management practices in higher educational institutions in many countries, there is strong agreement amongst academics and researchers that knowledge imparted through higher institutions of learning falls short in providing youth with the appropriate and relevant skills needed to succeed in the labour market. Higher education institutions as ‘knowledge intensive’ organizations thrive on the creation and dissemination of knowledge and therefore rely heavily on the performance of its employees to facilitate and continually generate and disseminate knowledge. The study sought to investigate the influence of Knowledge Creation Practices on Employee Performance in public technical vocational education and training institutions in Kenya. The study was anchored on Unified Model of Dynamic Knowledge Creation propounded by Nonaka, Toyama & Konno in the year 2000. The study used a positivism philosophy and a descriptive survey research design. The target population comprised of 11 national polytechnics in Kenya. The unit of inquiry comprised of 265 administrators comprised of both academic and non-academic heads of department. Primary data was collected using structured self-administered questionnaires. The reliability of the research instrument was ascertained using Cronbach Alpha. Validity was established using content and construct validity. Quantitative data were analysed using descriptive and inferential statistics with aid of SPSS 26. Descriptive analysis used includes; frequencies, mean, standard deviation and percentages while inferential analysis involved correlation analysis and multiple linear regression analysis to test the hypothesis at a significance level of 0.05. Regression analysis indicated that knowledge creation (P=0.000) has a significant influence on employee performance. The study concluded that knowledge creation practices significantly influence employee performance in TVETs. The study recommends that managers should create a better atmosphere in their institutions that encourage their employees to express new ideas. They also should apply effective ways to manage knowledge workers better by creating policies that inculcate new knowledge which consequently should go a long way in continously improving employee performance.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0558/a.php" alt="Hit counter" /></p>

BackgroundDespite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana’s Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent.ObjectiveThis study explores students with mild intellectual disabilities’ experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach.MethodA phenomenological interpretive qualitative design was adopted. One government, technical vocational institution, offering programmes for students with disabilities in Botswana was conveniently selected. Fourteen students were purposefully selected from this institution based on the criterion that they were students with mild intellectual disabilities. Individual interviews served as the data collection method to enable participants to voice their experiences of inclusion or exclusion at the TVET institution. Thematic content analysis was utilised to analyse the data.ResultsIt was found that whilst students with mild intellectual disabilities are offered an opportunity to enrol at TVET institutions, they are faced with social and epistemological exclusion, deliberate marginalisation, labelling and emotional abuses.ConclusionThese negative experiences hinder students’ achievement by limiting their capabilities.

The purpose of the study was to establish influence of top management strategic decisions on effective implementation of e-learning in Public Technical and Vocational Education and Training (TVET) institutions in Kenya. Studies on e-learning have become paramount and researchers have evaluated its challenges but have not sufficiently reversed the inconsistent implementation of e-learning. Efforts to overhaul education due to prolonged lockdown made the government enforce e-learning policy directive in TVET institutions across the country. Conversely, such directive has not yet yielded the expected change deliverables. Institutions actively engage in designing strategies but managerial attention to implementation of the strategies is usually low and inconsistent. Over 450 educational reforms have been adopted by OECD nations but fail to bring intended output. Such policies are non-specific and often lack focus during implementation phase, lack stakeholders’ engagement and fail to address appropriate implementation models. Hence, policies formulated at national level find challenges at lower levels despite significant reforms made in the education sector. This paper aimed at unravelling how top management strategic decisions influences effective implementation of e-learning by; evaluating managements’ characteristics and use of tactical decisions. Using the Mazmanian and Sabatier Theory, the study was conducted decisions of Principals, Deputy Principals, Heads of Departments and trainers in 14 Public TVET institutions in Kenya. The study sampled 356 units administered through questionnaire and structured interviews. Findings show significant influence of implementers characteristics and tactical decisions on implementation progress of e-learning in TVET {R² = .942, F(20,281) = 245.730, p = .000} where management with robust characteristics and tactical decisions were expected to have effective implementation progress, (R² = .942). Similarly, there was low level of tactical decisions with regard to technical, financial and human resource. The study concludes that institutional managements should realign their strategic decisions with implementation of policies in order to attain the overall goal of TVET. It is important for institutional managements to realign their strategic decisions with implementation of policies in order to attain the overall goal of TVET.