Systemic Evaluation of Vocational Education Reform: A CIPP Analysis of Curriculum Implementation in Aceh

The purpose of the study was to examine Technical Vocational Education and Training (TVET) Trainer’s competence in the knowledge of the subject content in technical vocational education and training institutions in Bungoma county, Kenya. Understanding trainers’ competence in the knowledge of the subject content has implications for the quality of training because it influences trainers’ motivation, informs curriculum designs and helps to develop department trainer development programs. The study adopted a descriptive survey design. The study targeted trainers from the major Technical Vocational Education and Training institutions in Bungoma county, Kenya. The researchers constructed a questionnaire which was used to gather data, which was later analyzed using SPSS. Results indicated that most trainers were satisfied with the training organization and agreed that the tasks and assignments were adequate for teaching and learning. However, majority noted that they are not well motivated, there were delays in provision of timely feedback to the trainees, and that the instructional equipment and materials were inadequate for training and learning. The study concluded that it’s important for all aspects which impact on the quality of teaching and learning to be available for competence development. The study recommended that Technical Vocational Education and Training institutions should lobby the national and county government for more funds to enhance trainers’ salaries and wages as a way of motivating them; increased budget for Technical Vocational Education and Training institutions to enable them purchase the latest training tools, equipment and materials; and that Technical Vocational Education and Training institution administrators control the quality of training by establishing quality assurance offices to coordinate all levels of Technical Vocational Education and Training in Kenya.

The purpose of the study was to investigate the effect of organizational structure on the delivery of quality education in public technical and vocational education institutions in Kenya. The study adopted Survey research design while target population was 689 employees in the Ministry of Educations’ Directorate of Technical Education, National Polytechnics and Technical Institutions. Simple random, stratified and purposive l sampling techniques were used to select 11 managers in Directorate of Technical Education, 15 administrators from National Polytechnics and other technical institutions, and 220 instructors from technical institutions. Data was collected using structured questionnaires and interview schedules. Data was analyzed both quantitatively and qualitatively using the statistical package for social science (SPSS) version 17.0. Descriptive and inferential statistics and content and analyses were used for specific data. The analysis was further amplified by subjecting selected results to graphical and tabular techniques. The study established that the structure of the institutions was both inclusive and bureaucratic with a few being described as flexible. The management of the institutions was responsible for the implementation of the educational reforms. However, special groups were charged with responsibility of spearheading the change process. The organizational structure was directly linked with the quality of education as was demonstrated by the regression analysis. This relationship was however, not very strong. The study recommended that technical educational institutions should be structured to suite the particular reform process for effectiveness and achievement of desired results so as to enhance the quality of technical education.

Effective teaching pedagogy is critical for acquiring employable skills in Technical and Vocational Education and Training (TVET) institutions. A good pedagogy fosters innovation and transforms lessons into trainee-centered activities, thereby enhancing skill acquisition. This study examines the relationship between training pedagogy and acquiring employable skills among students in Technical and Vocational Education and Training (TVET) institutions. It highlights how various pedagogical approaches, including competency-based education and dual training systems, contribute to the development of practical and technical skills necessary for the labor market. The findings reveal that trainers’ qualifications, including industrial attachments, positively influence skill transfer, although limited participation in professional development programs and gaps in infrastructure hinder optimal outcomes. The study highlights the importance of aligning training methodologies with industry requirements through enhanced collaboration between stakeholders. It also emphasizes the need for increased investment in infrastructure and teaching resources, alongside integrating soft skills into training curricula to ensure holistic employability. This research provides actionable insights for policymakers, educators, and industry leaders to improve TVET systems and prepare graduates for dynamic work environments.

The study aimed to examine the influence of the trainer’s competence in the implementation of agriculture education for job creation in accredited technical and vocational education and training institutions in Western Kenya. The implementation of agricultural programs in accredited TVET institutions in Western Kenya is critically hindered by inadequate trainer competencies, limiting effective curriculum delivery and compromising students’ practical skills and employability. A descriptive research design with mixed methods of data collection and Experiential Learning Theory by Kolb (1984) were employed for the study. The study was conducted in Western Kenya counties of Bungoma, Busia, Kakamega, Kisumu, Siaya and Vihiga. A total target population of 985 encompassing 43 principals, 142 trainers and 800 trainees, from which a sample of 131 consisting of 9 principals, 42 trainers and 80 trainees were used for the study. Questionnaire, interview schedule and observation schedule were used to collect data. Content, construct and face validity enhanced instruments validity through supervisors and colleagues. The pilot study was administered on 2 principals, 4 trainers and 4 trainees to ascertain the validity and reliability of the instruments. Descriptive data was analysed using frequencies, percentages, mean and standard deviation. One-Way ANOVA was employed to test the relationship between trainers' competencies in the implementation of agriculture education and job creation, accredited technical and vocational education and training institutions in Western Kenya. Qualitative data was transcribed, coded, themed and interpreted in relation to the research variable to triangulate the quantitative data. The study revealed that although trainers in accredited TVET institutions possess strong pedagogical preparation and academic qualifications, gaps in continuous professional development and structural barriers limit the effectiveness of agricultural education in fully realising its potential for job creation. The ANOVA results revealed a significant difference, F(6, 203) = 2.84, p = 0.011, which is less than the 0.05 level of significance, in the mean implementation scores of agriculture education for job creation across levels of trainer competence, with more competent trainers achieving higher implementation outcomes, thereby leading to the rejection of the null hypothesis. Trainer competences critically shape the success of agricultural programs in Western Kenya’s TVET institutions, directly influencing curriculum delivery, student skills, and employability. The findings of this study can enable the identification of areas of weakness that need improvement in the process of agriculture education implementation. Ultimately, this study also aimed at enhancing sustainable development through the better alignment of education and training with societal needs, such as job creation.

In the present study, the author examines how the lack of funding can impact the administration and the organisational efficiency of technical vocational education and training (TVET) institutions (I). The research examines human capital development and TVET as instruments for propelling growth and development and contributing to Trinidad and Tobago’s (T&T) economic and social advancements. The study explored how TVETIs can be a central pillar in the progress of T&T’s development. The research material consists of 10 interviews with educational experts from four postsecondary TVETIs in T&T and the chief executive of T&T TVET’s regulatory body. Focus groups and individual interviews were conducted with the leading regulator, instructors, managers, and a curriculum expert. The author utilised thematic analysis in the research by adopting a deductive approach. The data revealed several challenges that engulf the administration and management of TVETI in T&T, mainly because of financial woes. Three themes emerged from the data: Funding for Administration, Funding for Human Capital Development and Funding for Organisational Efficiency. Insightful revelations were unearthed from the educational experts, which were generated from the data which provide an in-depth perspective on the administration and management of TVET in T&T. The results show that T&T’s education experts see funding as a significant challenge. Many argue that a lack of funding severely impacts their institutions, which erodes human capital development growth. The study concludes that a lack of funding can severely and has impacted TVET in several ways. An absence or a lack of funding brought the closure of top-notch schools used in the training and growth of teachers for the educational system. Human capital development and TVET were also highlighted as essential tools for economic and social deprivation. However, a better approach is needed to finance TVET moving forward.

<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>

Africa could benefit from the demographic dividend by identifying strategies for investing in the massive youthful workforce. The current study employs the social cognitive career theory perspective to assess Technical Vocational Education and Training (TVET) institutions’ curriculum coverage of various skills in Kenya. We further examine the relevance of the curricula to the labour market and barriers affecting institutions' capacity to implement practical-oriented and demand-driven curricula. A cross-sectional research design was adopted using a mixed-method approach to gather and analyse data. Findings revealed different levels of coverage of soft and technical skills in the curriculum. Inadequate resources, lack of modern equipment and technology, and minimal adoption of practical components in the curriculum were identified as barriers to acquiring skills, consequently affecting TVET students' capacity to secure employment. To promote requisite skills acquisition and accelerate youth employability, we recommend a partnership between TVET institutions and the industry. Assessing how the competencies acquired align with labour market demands is also critical. Evidence gathered from this assessment will inform the improvement of existing on-the-job training, enable institutions to scale-up successful models and foster the development of human capital that is more adaptable to the dynamic world of work.

The study analysed the relationship between entrepreneurship training in Technical and Vocational Education Institutions (TVET) and self-employment among the youth in Kiambu County, Kenya. The focus of the study was to determine the effect of entrepreneurship training pedagogy, trainer traits, content and the social-economic background of the trainee and the tendency to be in self-employment. Positivism research philosophy and explanatory research design approaches were used. The theory of planned behaviour and social capital theory served as anchors for this study. The target population was 1960, composed of 1914 students and 46 trainers and management. By using the stratified simple random sampling method, 329 respondents made up the sample size. We collected data through questionnaires from 329 respondents, who included final-year students, entrepreneurship trainers, and management from public technical training institutions in Kiambu County. The results from the reliability analysis indicated that a Cronbach's alpha above 0.7 for all items was achieved, which means the items are considered reliable and accepted for further study. Descriptive and inferential statistical tools were used to analyse the data. Specifically, mean, standard deviation, percentage, correlation and linear regression model were utilised while p-values tested the hypothesis. The results were presented as narratives, graphs, and tables. The results of the hypothesis testing showed a strong positive relationship between the content of entrepreneurship training (p=0.000<0.05), teaching methods (p=0.004<0.05), learning materials (p=0.029<0.05), and the entrepreneurial behaviour of TVET students in Kenya, as seen in their self-employment. There was a statistically significant positive relationship between trainer attributes (p = 0.093 > 0.05) and entrepreneurial behaviour in the referenced group. The occupation of the father, mother, or guardian (p = 0.122 > 0.05) had a significant positive moderating effect on the relationship between entrepreneurship training and entrepreneurial behaviour among TVET students in Kenya. The study thus concluded that entrepreneurship training content, entrepreneurship pedagogies, trainer attributes, and learning resources can be used as predictors of the entrepreneurial behaviour of technical and vocational education and training students in Kenya. We recommended a multi-agency approach and collaboration in the implementation and management of entrepreneurship training. There is a need for stakeholders to undertake holistic intentional measures aimed at strengthening entrepreneurship training. Additionally, it would be beneficial to conduct a tracer study to determine the proportion of TVET students who apply their entrepreneurial training skills in their daily lives.

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).

The study proposes a model for management development in the vocational and technical training institutes of the Vocational Training Corporation in Jordan from the perspective of total quality management. The descriptive survey approach and the qualitative approach were used to develop the proposed model of total quality management. The study population consisted of all administrators, teachers, and trainers of the vocational and technical training institutes. The study sample was chosen randomly. To achieve the objectives of the study, the researchers developed a questionnaire to collect data after reviewing the theoretical literature and previous studies. The findings revealed that the degree of applying total quality management standards in vocational and technical training institutes was medium. Also, a proposed model for total quality management standards in vocational and technical training institutes was developed. In addition, there were no statistically significant differences at (0.05) in applying total quality management standards in the vocational and technical training institutes due to the variables of gender, job title, academic qualification, years of experience, and region. In light of these findings, the researchers recommended activating the standards of total quality management within the proposed model and starting to apply them actually in vocational and technical training institutes. This could be achieved by developing the values and trends within these institutes to assist in building a solid organizational culture for the standards of total quality management.

Developing a mindset and a culture that is sensitive to issues of climate change, environmental pollution and scarcity of resources in Technical and Vocational Education and Training (TVET) institutions is paramount towards transforming the society and encouraging sustainable development. To do this, TVET institutions must demonstrate good practices to the trainees and be in the fore front in reducing their carbon footprint. Comprehensive Environmental Auditing and Monitoring (EA&M) promotes prudent resource generation and utilization with positive social impacts as well as safe and healthy environment at all stages of a project operation and decommissioning. It also enhances the implementation of institutional environmental policy by providing up-to-date implementation mechanisms and indicators. In this connection, this study examined the role of EA&M in greening TVET. The study also endeavoured to find out the capacity of Ol'Lessos Technical Training Institute (OTTI) staff to carry out credible EA&M. The study utilised exploratory studies using both qualitative and quantitative methods. Data collection tools included questionnaires, interview and observation schedules, and content analysis. The findings revealed that 76% of the respondents had an idea of what EA&M was. In addition 88%, of the respondents were of the view that EA&M would help them in changing their attitudes towards environmental degradation and sustainability. The study showed that majority of OTTI staff was not adequately trained to carry out self and compliance EA&M. The level of awareness of issues of climate change generated by EA&M in OTTI community had encouraged adoption of green attitudes. The study recommends the integration of EA&M in environmental policies of institutions in order to effectively inculcate green attitudes and lifestyles in TVET graduates. In addition, capacity building of staff should be carried out to enable them perform credible self and compliance EA&M

The study investigated the employability skills of maintenance technicians engaged in container ports in Sri Lanka. The specific objectives were to investigate 1) employability skill gaps between technicians’ evaluations of the level of current possession and the expected level to be possessed for the current job tasks, 2) employability skill gaps between technicians’ evaluations of the expected level of skills for current job tasks and immediate superiors’ evaluation of the importance of the same for current tasks, and 3) maintenance technicians’ exposure to skill development strategies after joining the respective container port terminals. The study was conducted in the two main container ports of Sri Lanka- Colombo and Hambantota. Responses were pooled from two independent sample groups- maintenance technicians and their immediate superiors. Maintenance technicians had graduated from technical and vocational education and training institutions with levels 3 or 4 National Vocational Qualification. Findings identified employability skill preferences of maintenance technicians and their immediate superiors, which led to possible skill gaps. The findings highlight the importance of TVET institutions identifying the preferences of business sectors, they should be prepared to impart employer-preferred skills to their trainees and to bridge any gaps in expectations. This will lead employees to develop realistic expectations of employer preferences. Hence, the findings of the study have implications for technical and vocational education and training institutions, students enrolled in these institutions, employees engaged in container ports, and their employers. Highlights Employability skills are vital to be employed and to remain employed Skill gaps have consequences for job seekers, employers, and training institutes This study investigated employability skills of technicians in container ports

Forensic audit practices play a crucial role in fostering transparency and accountability in government institutions, particularly within the education sector. This paper investigated the relationship between Forensic audit practices and financial accountability in Technical Education and Vocational Training (TVET) institutes in Kenya. Two theories anchored this study which included fraud triangle theory and institutional theory. The target population comprised of 2287 principals where the sample size was arrived by using Yamane formula. This study relied on primary data and secondary data. The primary data was collected through structured questionnaires where 340 questionnaires were distributed through stratified random sampling out of which 327 questionnaires were returned and analysed. The study found out that adherence to forensic auditing practices significantly improves financial accountability in TVET institutions, as measured by transparent financial reporting, effective resource utilization, and reduced misuse of funds. The study recommends that TVET institutions should ensure that internal audit functions operate independently, free from management influence, with unrestricted access to financial records to improve fraud detection and accountability.

This study investigated the impact of perceived health hazards of smartphone usage on learners’ productivity in technical and vocational education and training institutions in Lagos State. Descriptive research design was used for this study. the population for this work consists of all technical education students in tertiary institutions in lagos state. a sample of one hundred (100) students from three institutions namely Ogunsanya College of Education, Oto-Ijanikin, Federal College Of Education (Technical), Akoka and Yaba College of Technology all in Lagos State. A stratified sampling technique was used because the researcher was concerned primarily on sample from technical department and then a simple sampling technique was then employed to select samples across the stratified institution. A questionnaire tagged ‘Impact of Perceived Health Hazards of Mobile Telephones Usage on Technical Students” was used to generate data for this study. Split half method of reliability was used to determine the reliability co-efficient value of 0.77. The use of student t-test (t-test), chi-square and multiple regression (r) statistical analysis was used to test the hypotheses at 0.05 level of significance. Findings from this study revealed that the use of cell phones is very good and has so many positivity attached to its usage, but beneath it lies hazardous impacts with respect to its usage. It was recommended that enlightenment programmes should be put in place to educate the students on the health hazards of the mobile telephone use. Also, enforcement of existing laws on defaulters who use this device while driving and in classroom while teaching and learning was also recommended.

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.