The mediating effect of perceived academic support on the relationship between academic stress and mental well-being among technical and vocational education and training (TVET) trainees

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

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 issue of VET (technical and vocational education and training) in China has recently become the subject of considerable attention, yet there remain shortcomings in the manner of its development. This paper examines the distinctions between technical training in China and Germany about the legal framework, social and cultural context, and the structure of the vocational education system. It finds that both countries emphasise the equal status of vocational and general education. Regarding social background, the lack of attention to vocational workers in China’s Confucian culture affects the enrolment in vocational education and the job status of graduates. The German cultural background and the cultural advantages of German industrial culture provide a more favourable social environment for vocational education. In terms of the education system, the Chinese vocational education system is mainly dominated by vocational schools, with enterprises contributing less to vocational education. In Germany, however, vocational education is shared by government departments and enterprises, with school-enterprise cooperation being relatively close. In light of the aforementioned analysis, this paper proposes the suggestions as follows: at the legal level, the vocational education law in China should be further amended to provide more robust protection for the interests of VET apprentices; at the social and cultural level, China should place greater emphasis on the social status of Vocational education. In the matter of the education system, China’s vocational education group should facilitate greater involvement of industry associations and local enterprises in vocational education.

ABSTRACT: Technical and Vocational Education and Training (TVET) is crucial for skills development and inclusive growth in Sub-Saharan Africa, yet gender inequalities in access, participation, and outcomes remain widespread. This paper systematically reviews empirical and review studies published between 2019 and 2025 on women’s participation in TVET within African contexts. Using databases and grey literature explorations, predefined inclusion criteria, and structured data extraction templates, the review examines how institutional arrangements, socio-economic conditions, and cultural norms influence gendered TVET pathways. Thematic and comparative analysis synthesises evidence across countries, disciplines, and TVET subsectors. Results indicate that, despite global progress in girls’ education, African TVET systems often perpetuate gendered divisions of labour and exclude women from high-value technical fields. Barriers include persistent funding shortages, gender-insensitive institutional environments, socio-cultural norms favouring boys’ technical education, weak links to decent work, and intersecting disadvantages related to poverty, disability, rural residence, and informal settlement living conditions. New evidence highlights the importance of self-efficacy, social justice awareness, and perceptions of fairness in shaping women’s TVET ambitions and perseverance, while highlighting the positive impact of targeted advocacy, bursaries, and industry partnerships in reducing financial and informational barriers. Effective practices include gender-responsive pedagogy, safe and supportive learning environments, structured mentorship, community engagement to challenge stereotypes, and localised, gender-responsive policies addressing regional and sectoral disparities. The review concludes that incremental, isolated interventions are unlikely to close gender gaps; instead, multi-level, gender-transformative reforms are necessary to align TVET financing, curricula, governance, and labour-market linkages with Sustainable Development Goals 4 and 5. It recommends: (1) integrating gender-responsive budgeting and accountability into TVET systems; (2) expanding gender-transformative institutional practices, including safeguarding and leadership development for women; (3) strengthening pathways from TVET into decent work through inclusive industry partnerships; and (4) investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, especially in under-researched regions and sectors. Technical and Vocational Education and Training (TVET) is vital for skills development and inclusive growth in Sub-Saharan Africa, but gender inequalities in access, participation, and outcomes still persist. Ongoing gendered divisions of labour and women’s under-representation in high-value technical fields restrict the transformative potential of TVET for advancing gender equality and decent work. Methods This paper systematically reviews empirical and review studies published between 2019 and 2025 on women’s participation in TVET within African contexts. Searches of academic databases and grey literature utilised predefined inclusion and exclusion criteria and employed structured data extraction templates. Thematic and comparative analyses were used to synthesise evidence across countries, disciplines, and TVET subsectors, with attention to the institutional arrangements, socio-economic conditions, and cultural norms that shape gendered TVET pathways. Results Findings show that African TVET systems often reinforce gendered occupational segregation and exclude women from high-value technical fields. Barriers include chronic funding shortages, gender-insensitive institutional environments, socio-cultural norms that prioritise boys’ technical education, weak links to decent work, and intersecting disadvantages such as poverty, disability, rural residence, and informal settlement living conditions. Emerging evidence highlights the roles of self-efficacy, social justice awareness, and perceived fairness in shaping women’s TVET aspirations and perseverance. Targeted advocacy, bursaries, and industry partnerships offer promise in reducing financial and informational barriers. Effective practices include gender-responsive pedagogy, safe and supportive learning environments, structured mentorship, community engagement to challenge stereotypes, and locally adapted gender-responsive policies. Conclusions and Recommendations: Incremental, isolated interventions are unlikely to close gender gaps in African TVET. Multi-level, gender-transformative reforms are needed to align TVET financing, curricula, governance, and labour-market linkages with Sustainable Development Goals 4 and 5. Priorities include integrating gender-responsive budgeting and accountability into TVET systems, expanding gender-transformative institutional practices (including safeguarding and women’s leadership development), strengthening pathways from TVET into decent work through inclusive industry partnerships, and investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, particularly in under-researched regions and sectors.

BackgroundThe foundation for mental health is laid in childhood and adolescence.For young people, adolescence is associated with multiple developmental tasks. In this vulnerable phase of life, they often start a vocational training. Particularly during vocational training in the health and social care sector, adolescents are confronted with highly stressful situations, e.g., serious illness, death, or sexual harassment. In this study we aimed to explore adolescents’ experiences and perceptions affecting their mental health during vocational education and training.MethodsWe performed five focus group interviews with a total of 41 vocational education and training students from different fields in the health and social care professions. Data analysis was based on Interpretative Phenomenological Analysis (IPA) according to Smith.ResultsWe identified five superordinate themes and 17 subordinate themes. The personal circumstances and the pronounced shortage of staff throughout the health and social care sector play a major role for the vocational education and training students’ (VETs) mental health during their vocational training. In addition, vocational education and training students are confronted with various challenges that are atypical for their age (e.g. the death of a patient). They try to being able to maintain a balance between the stressful factors and the coping strategies available to them. This can improve as well as worsen mental health and well-being. Vocational education and training students express the need to counteract the stressful factors of their vocational training with positive aspects of their lives. They try to find a bridge to the outside world again. However, they depend on the support from the vocational training school, the vocational training company, and their social environment.ConclusionToday’s vocational education and training students are tomorrow’s skilled workers. Investing in their mental health can help reduce staff shortages in the long term and prevent mental health impairments in this vulnerable group. To this end, training institutions, companies and politicians should create appropriate framework conditions.

Strengthening of technical and vocational education and training (TVET) is one of the Malaysian government’s efforts in producing a skilled and semi-skilled workforce towards meeting the requirement from domestic industry. Under TVET education, the graduates will undergo a various of skills and technical training in either laboratories or workshops (L&W). Of significance, the equipment in L&W plays a vital role in the realization of the roles of TVET. It demand effective management tool and necessity to be in 100 percent availability. However, the literature portrays that there are some risen issues related to maintenance management of L&W, particularly related to resources such as inappropriate budget allocated for maintenance activity, unskilled staff, poor monitoring technique and utilization of conventional maintenance management technique. Hence, this study is aimed at exploring the uncovered issue related to maintenance management of L& W at the selected TVET institutions. Qualitative research methodology will be adopted in the study. Data will be collected at three TVET institutions from different region of peninsular Malaysia. The main concern of this study is three fold, first is to identify the critical success factors (CSFs) in managing the equipment of L&W in the TVET institution. The second part of this study will examine how the MM of L&W can be optimized and embraced the digital age. The study will taking into account the complex interplay between equipment or system in the L&W and the digital systems. In the third and final part of this study, those identified CSFs will be integrated towards a holistic framework to manage the L&W of TVET institution. The framework is beneficial for all stakeholders that directly or indirectly involve in managing, uplifting and sustaining the L&W of TVET institution.

This article examines employment mobility and returns to technical and vocational education and training (TVET) relative to general education (GED) in Tanzania. It uses data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates an individual’s easy transition into employment. As shown in both descriptive statistics and regression results, technical, on-the-job, vocational, and apprenticeship training are important in acquiring formal employment. In addition, results from ordinary least squares (OLS) and Heckman procedures indicate that returns to both GED and TVET are positive and statistically significant. However, on average, those with TVET training earn less than those with a GED, implying lower returns to TVET graduates. The results confirm that, in Tanzania, workers with university degrees earn twice as much as those with technical training and three times as much as those with vocational training. Since TVET is useful in addressing unemployment, more effort is needed to make participation attractive to parents and students. Specifically, the government of Tanzania should facilitate partnerships between TVET institutions and the productive sectors to improve employment outcomes, expand access to TVET nationwide, and prioritize the alignment of TVET curricula with both quality standards and current industry needs.

This paper aims at providing the current development status of technical and vocational education and training (TVET) in Cambodia and future development policies established by the government by collecting TVET-related information/data from various sources. First, the paper provides an overview of the TVET system in Cambodia and features of Cambodia National Qualification Framework (CNQF) and Quality Assurance, particularly for TVET. The CNQF and QA are significantly interconnected when considering skills provision programmes that ensure Cambodian workforces are capable in working both locally and regionally. Next, the paper adds further details by showing information on TVET personnel (i.e. selection process, incentive, and professional development) as well as information on TVET graduates and their employment status and opportunity by integrating and summarizing findings/information/data from survey results of National Employment Agency (NEA) and Ministry of Labour and Vocational Training. The paper shows that there is an excess in demand for skilled workforce with technical skills, which implies fewer competitions among applicants when applying for a job in technical fields. Meanwhile, the interest in enrolling TVET training programmes by the students remains limited. Third, the paper introduces the eight challenges in the TVET system, which were acknowledged by the government, and the new fifteen policies for its future development. The new policies respond to four main objectives in TVET development including the improvement of TVET quality, increasing access to TVET, particularly by women and marginalized groups, strengthening of public–private partnership among TVET stakeholders, and improvement of governance in the TVET system. Finally, the paper concludes that TVET graduates may have an advantage over others in terms of job opportunity; however, this may not imply an increase in enrolment in TVET if the public and TVET stakeholders are not aware of the results. Though some developments have been made and new policies established, the paper suggests that implementation and regular evaluation/assessment on the implementation of policies are essential for TVET development in Cambodia. In addition, the paper recommends that the results of the evaluation/assessment should be shared among TVET stakeholders, scholars/researchers, as well as the public.

The purpose of this study was to assess the socio cultural factors that prevent females from accessing Technical and Vocational Education Training (TVET) in Rwanda. Females have been sensitized on the availability and benefits of TVET, to meet the required qualifications in order to be enrolled and yet the uptake of females to TVET remains low. The specific objectives of the study were to determine the socio-cultural factors that prevent girls from enrolling in TVET and establish the level of awareness of girls and parents about TVET and its benefits. The study answered why females are not embracing TVET as a promising avenue of education. The study used a case study strategy and applied both qualitative and quantitative approach (triangulation) at levels of data collection and analysis. The study used questionnaires, Focus Group Discussions (FGDs), Interviews and secondary data as data sources. The respondents included 400 females, parents and local leaders, TVET and integrated Polytechnic Regional Centers (IPRCs) staff for the Key Informant Interviews (KIIs). The research performed a simple linear regression analysis to find out predictor factors to enroll in TVET hence access to TVET that supplemented the correlation analysis. The findings of the study revealed social and cultural factors that prevent girls from enrolling in TVET include the belief that males have greater innate technical capacity than females and are thus predisposed to excel at programs with sciences and Mathematics backgrounds. Male Inheritance defined as investing in male for the continuity of the family, parent’s belief of females’ ineptitude at TVET labeled as male reserved areas, physical infrastructure variables such as distance from home to Training centers and female boarding facilities are additional factors which indicated a statistical significance with p <0.001. The study results indicated that the higher level of education of parents, the lower the enrolment of females in TVET Education. Many educated parents believe that TVET was for the failures and poor families. The study indicated that there was a discrepancy between the high expectations of enrolling in TVET prior to enrolling rated at 90%, 91.5%, 61.5 %, 84.5 %, 79 % compared to the actual benefits after enrolling rated at 32%, 37%, 50.5%, 62.0%, 54.5%. The study showed the lack of information and underestimation of the value of TVET however increased access to information among females and parents led to increased enrolment of females in TVET schools.

Trained and technically equipped human resources are the nations’ assets and an essential requirement for sustainable national development. The skilled labor force required for the industrial revolution can never be undermined while it can be used as a powerful weapon for poverty reduction. Women presenting almost half of the world population can be economically empowered through vocational and technical training and the fifth sustainable development goal “achieving gender equality and empowering all women and girls with disabilities” can be achieved through this training. Different vocational and technical training programs have been proven to produce technically skilled human resources in different developing countries. However, such programs also have the limitations of accommodating a high percent of trainees in jobs or self-employment. The study aimed to sort out the determinants of these training programs’ low success rates in Sindh province of Pakistan. A total of 128 surveys were filled from randomly selected women who have completed their trainings in the last two years. Data were analyzed through cross-tabulation analysis on SPSS and AMOS. It is used to establish the relationship between training trades and employability, age group and employability and income group of the beneficiaries’ households, and their employability after completing the different technical and vocational training pieces. Results showed that around 35% of the selected women were ever employed after getting the training while significant relationships among the variables also resulted. It has been proven that the importance of technical and vocational training programs cannot be falsified. However, proper selection criteria must be followed, and only severe and needy beneficiaries should be selected through proper assessment. Need assessments for the training programs should be carried out while efforts for achieving employment as an outcome of such training programs are mandatory.

Background: Online sexual harassment (OSH) has emerged as a pervasive global concern, with increasing evidence linking it to adverse mental health outcomes such as depression, anxiety, and stress. Despite growing attention worldwide, research on OSH and its psychological impact remains limited within Kenya’s Technical and Vocational Education and Training (TVET) institutions, where students face unique socio-economic and academic stressors. Objective: This study aimed to determine the prevalence of online sexual harassment and examine its association with psychological distress among TVET students in the Nairobi Region. Methods: A cross-sectional design was employed involving 350 students selected through stratified random sampling across public and private TVET institutions. Data collection utilized a structured Online Sexual Harassment Questionnaire alongside the standardized Depression Anxiety and Stress Scales–21 Items (DASS-21). Statistical analyses included descriptive statistics, chi-square tests, independent samples t-tests, one-way ANOVA, and regression modeling to explore prevalence, demographic differences, and the relationship between OSH and psychological distress. Results: The findings revealed a high prevalence of online sexual harassment, with approximately 60% of participants reporting exposure to at least one form of harassment. Psychological distress was also notably elevated, with over two-thirds of students exhibiting symptoms of depression and anxiety ranging from mild to extremely severe. Statistical analyses confirmed a significant association between experiences of online sexual harassment and increased levels of psychological distress across all subscales (p < .05). Gender differences were minimal, suggesting widespread vulnerability irrespective of sex. Conclusion: Online sexual harassment is a common experience among TVET students in Nairobi and is significantly linked to heightened psychological distress. These findings highlight an urgent need for institutional policies and comprehensive mental health interventions tailored to the TVET context, including preventive measures against harassment and enhanced access to psychological support services.

Continuing the Journey of Education, Training and Research

Purpose – This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed. Design/methodology/approach – A targeted literature review approach was used for exploring relevant research on TVET systems, identifying the components which support and/or inhibit its effectiveness and an integrative framework that connects education, workforce development, social development and economic development was developed. Findings – Three major themes were identified. The first theme identifies nine sub-themes that make an effective TVET system. These are as follows: national TVET policy, regional TVET policy, training, participation, curriculum, coordination of stakeholder institutions, individual and institutional attitudes toward skill development, managing supply-demand mismatches and economic and social development outcomes. The second major theme underlines the increasing overlap and connection between workforce development, social development and economic development strategies. In the third and final finding, effective TVET systems are positioned as the linking pin connecting the four TVET components (skills, education, innovation and knowledge) to the strategic goals of workforce development, economic development and social development. Originality/value – Integrating national and organizational-based HRD strategies is a unique focus and reflects the broader examination of the differences in the relationship between corporate HRD and more traditional TVET systems. It is argued that the role of TVET in social and workforce development at the regional and societal level cannot be ignored. HRD and NHRD outcomes were integrated by utilizing TVET as a framework for linking economic, social and workforce development strategies.

Undergraduates are often looked upon as the next building blocks in a country’s economic growth and development. It is felt that with the growing body of knowledge and hectic pace of technology, the undergraduate student’s academic workload and academic stress are increasing. This increase in workload and stress can affect the undergraduate student’s mental health. There are limited studies in Malaysia focusing on academic workload and academic stress on the mental well-being among final year students at Taylor’s University School of Hospitality, Tourism and Culinary Arts. The aim of this study is to research the relationship between academic workload and student mental health, the relationship between academic stress and student mental health and the perceived level of academic stress. Questionnaires were distributed to 201 final year students at Taylor’s University School of Hospitality, Tourism and Culinary Arts. This study could support the university to review the curriculum and adjust the academic workload in order to reduce academic stress among university students. The results of this study hope to assist university management and students to recognise the relationships between academic stress caused by academic workload and student’s mental health in the Hospitality, Tourism and Culinary Arts courses. Furthermore, students would realise how academic workload and stress can affect their mental health and recognise symptoms such as poor eating habits, insomnia, depression and suicidal tendencies as consequences of academic stress and encourage them to seek help from mental health professionals.

One would surmise that Technical and Vocational Education and Training (TVET) and Career Guidance have a close affinity and relationship. In reality the interface between the two is less clear-cut and may even be considered distorted. In this chapter this ambiguity is explored, the different dimensions of the interface are elaborated, and the reasons explaining why provision of career guidance services often remains underdeveloped within and in relation to TVET are analyzed. Also included are barriers and stereotypes regarding TVET careers which impact choices in both developed and developing countries. Finally, models and emerging examples of policies and practices in career guidance which aim to support students and learners in TVET are described.The interfaces between career guidance and TVET are manifold though career guidance services tend not to take place in TVET or to be linked to it. An a priori “TVET-blindness” within career guidance forfeits a more effective relationship. Career guidance has come under attack for having lost its impartiality and of being used in favor of general and academic education pathways and careers. But career guidance also faces restrictions due to limited choices or sometimes even forced allocation of students to TVET as pathway for low performers. In other words, no choice, therefore, no guidance. Other dimensions of the interface potentially foster a stronger relationship, for example, the linguistic notion between the two, the vocational or occupational interface, the labor market and world of work, as well as recent policy trends in both areas. However, certain challenges and obstacles continue to obstruct the strengthening of the interface. Insufficient mutual interest, limited access and capacities, a practitioner dilemma and bias, as well as the prevailing of old paradigms are identified as the main reasons. A taxonomy of possible career guidance intervention models is proposed as an inspiration for policy options in order to increase the relevance and impact of career guidance in relation to TVET. Finally, emerging examples of policy and practice in TVET and their relevance for multiple cultures are presented. These examples look at issues such as policy framework and governance, multitier and multi-stakeholder approach, the role of economic bodies, career guidance and apprenticeship, compulsory career education, and career management skills in TVET. It is argued that both career guidance prior to TVET as well as career guidance within TVET can make an important contribution to TVET if certain conditions are met. While the first could serve as an eye-opener to stimulate TVET demand and as a change agent to improve TVET supply, the latter can help to improve efficiency of TVET. This may be better accomplished if a new career guidance paradigm, that of changing from a psychological to a pedagogical or hybrid model, is more widely introduced. It is concluded that career guidance needs to become more TVET sensitive and that TVET systems need to better consider, involve, and integrate career guidance.KeywordsLabor MarketEuropean UnionCareer GuidanceAsian Development BankVocational GuidanceThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.