Technical And Vocational Education And Training Institutions Research Articles

Learning Innovation Utilization in Technical Education: A Quantitative Study

This paper investigated students' perceptions and usage of learning innovations in technical and vocational education and training (TEVT) colleges in Punjab, Pakistan. Technologies explored included computers, software, internet, CDs/DVDs, and multimedia. A survey methodology gathered input from 406 randomly selected students pursuing technology-related diploma and undergraduate programs. It was a quantitative study. Keeping in view the objective of the study, a 5-point Likert scale was developed. The data were analyzed through Statistical Package for Social Sciences (SPSS) 20. Findings revealed foundational technology access is decent, including computer availability (mean=3.44) and internet connectivity (mean=3.90). Self-professed digital literacy levels were also relatively high (mean=3.59). However, actual integration into instruction lagged in areas like leveraging software tools (mean=3.16), multimedia systems (mean=3.76), and especially CD/DVDs (mean=2.75). Analysis illuminated gaps between infrastructure readiness and full-fledged adoption to enhance learning experiences. Students showed an appetite for online self-directed usage, though formal blended integration models are still developing. Findings confirm that while technical access provides a starting point, TEVT institutions should still activate progress through teacher readiness, active learning pedagogies, and reduced barriers inhibiting sophisticated digitally enabled instruction. Strategic commitments can leverage student capabilities toward truly immersive technical education fitting industry innovation.

Building Resilience and Mitigating Impacts of Uncertainties in Technical and Vocational Education and Training in Kenya

Technical and vocational education and training (TVET) has emerged as an avenue through which Kenya aims to fast track her ambition for upper-middle-income economy status, together with the realization of the Big 4 Agenda. However, like other sectors, the TVET sector has shown its vulnerability to sudden and disruptive events manifested by the inability to conduct online training in the wake of the novel Covid-19 pandemic. Such vulnerability has necessitated the need for TVETs to embrace change in training to build resilience in TVET institutions. The Leagile framework has proven to be a stochastic dynamic decision-making tool to handle excursion events in the modern supply chain occasioned by uncertain and turbulent markets. The article adopts a self-completion survey via SMS that targets TVET trainers drawn from TVET institutions in Uasin Gishu County, Kenya. Data is collected using a structured questionnaire administered via SMS. The multiple regressions analysis results confirm that Leagile pedagogy positively and significantly influences resilience building.

A critique of andragogy in the South African TVET context

Andragogy, the ‘art and science of helping adults learn’ (Knowles, 1980:43), had some purchase in the South African technical and vocational education and training (TVET) sector, where writers and lecturers have been attracted to the idea that adult education has its own theoretical and epistemological principles. Recently, a notable number of writings in African countries, including South Africa, have advocated the adoption of andragogic methods to overcome the inadequate provision of workplace (procedural) learning in relation to formal (propositional) learning in TVET institutions. However, this article argues that andragogy is culturally biased because it is based on white, male, middle-class norms of the 1960s. Its assumptions about adult learning tend to marginalise others on the basis of race, gender, and cultural difference. This tendency is given a peculiar form in South Africa owing to the historical relationship between andragogy and fundamental pedagogics in the academic theorisation of apartheid ideology. On the strength of these historical, political, and cultural levels of criticism, it is suggested that andragogy has little veracity or credibility for TVET.

Effect of Provision of Non-Audit Services on Internal Audit Effectiveness in Public Technical and Vocational Education and Training (TVET) Institutions in Western Region, Kenya

The effectiveness of internal auditing, particularly when it is tightly aligned with risk management frameworks, compliance standards, and strengthened internal controls, attracts substantial attention worldwide, particularly from governing authorities. This attention is directly derived from the distinct operational role that government sectors have in fostering economic activity. To achieve internal audit effectiveness, the provision of non-audit services must not be compromised. Consequently, the aim of this study is to establish the effect of the provision of non-audit on the internal audit effectiveness of Public Technical and Vocational Education and Training (TVET) institutions in the Western region of Kenya. A causal research design was used for the study, and it focused on an intended 116-member sample from public TVET institutions in western Kenya. This sample included senior management, internal auditors, and members of the audit committee. Stratified and simple random sampling approaches were utilized to select 89 individuals to partake in the study. Primary data gathering consisted of deploying structured questionnaires using a drop-and-collect approach. Statistical approaches, such as descriptive and inferential, were used. The findings indicated that the provision of non-audit services may render the function of internal audit ineffective. Regression analysis revealed that the provision of non-audit services had a positive and significant influence on internal audit effectiveness (t = 5.183, p<0.05). The study concluded that the provision of non-audit services significantly predicted internal audit effectiveness. The researcher therefore recommended that, in order to improve the effectiveness of their audits, internal auditors be prohibited from engaging in activities that are not directly related to their function. This could be done through the sensitization of internal auditors through seminars and workshops.

Integrating Public Private Partnership Strategy for Sustainable Students Skills Development in Technical and Vocational Education and Training in Zimbabwe

Traditionally, Public-Private Partnerships(PPPs) are known to contribute to infrastructure development in diverse socio-economic sectors. It is a misconstruction that PPPs are streamlined to a single functioning of developing and improving infrastructure yet this strategy can be adopted to integrate PPP for sustainable skills development in Technical and Vocational Education and Training (TVET) with a view of responding to the labour market demand realities. Using a mixed methods approach the study sought to establish the feasibility of PPPs for sustainable skills development in TVET by soliciting data from institutions of higher learning and industry. A simple random sampling of 5 TVET institutions and 10 lecturers,5 administrators, and 5 captains of industry were purposively sampled to respond and participate in the study respectively. The data were descriptively and thematically analyzed for a balanced view of the findings. The results revealed that TVET institutions did not consider PPPs as a strategy for sustainable skills development for employability. Also established was policy inconsistency at the government level which hampers possibilities of partnerships in skills development. The results further show that industry plays an important role in skills development through internship, traineeship, and on-the-job education and training. The study recommended government through the relevant ministry and agents expedite the PPPs policy framework to include skills development as a standalone component. There is a need for government to incentivise private sector players to have PPPs in sustainable skills development for increased return on investment and subsequently economic growth.

Achieving Peace and Development in Post - conflict sub-Saharan Africa (SSA) through the Access and Participation of Girls and Women in Technical and Vocational Education and Training (TVET)

This is a desk review-based paper intended to incite debate within education and related fields, regarding the stance that girls and women who participate in TVET are likely to increase their chances of contributing to peace and development in post-conflict societies. Peace and development are inextricably intertwined. TVET plays an important role in the development of any nation, so its role in peace building and conflict prevention in the community can hardly be contested. On this account, the paper argues in support of the ‘notion of educating for a culture of peace through refocusing technical and vocational education and training’ programmes for the sustainable economic development of SSA; and calls on TVET institutions to do a reality check on their programmes to ensure that they are capable of delivering for girls and women the skills they need to integrate themselves in the community, and make a difference. This is important because the TVET of girls and women is essential, not only for girls and women to attain gender equality (a laudable and achievable goal!); but beyond that, to become leaders of, and contributors to, peaceful change in their countries and local communities. It is hoped that at the end of it all, this paper would have succeeded in stoking a debate on this important but often underdiscussed subject – and in the process the TVET of girls and women would have been accorded its rightful place in policy discussions in the region, and by extension, other regions of the world. The TVET system envisaged in this paper is that which is well- designed, managed and funded. This is because a poorly- designed, managed and funded TVET system should not be expected to have the same impact on its graduates and their communities. The paper’s theoretical underpinnings are derived, to varying extents, from the Social Learning Theory, the Human Capital Theory, the Sustainable Development theory and the Capability Approach.

Quality assurance in Nigerian technical and vocational education and training institutions: strategies for improvement

Technical and Vocational Education and Training (TVET) has become increasingly important in meeting the needs of the global workforce. The objective is to examine some activities that promote quality assurance in TVET institutions and recommend solutions to any challenges. A hundred and fifty questionnaires were administered only 50 responses were returned. Descriptive statistics was used to analyse the data collected. Results showed that the National Board for Technical Education curriculum is not reviewed regularly and the time span for the review varies from department to department. Also, local content is integrated into the NBTE curriculum. TVET institutions take accreditation seriously, all programmes for departments surveyed are accredited. 96% of the academic staff give feedback to students after continuous assessment and examination. Some equipment for students’ practical are obsolete. TVET trainers do not attend conferences/workshops/seminars as regularly as expected due to lack of sponsorship. Most departments do not conduct industry needs assessment and about 90% are not in partnership with any industry for curriculum enhancement nor job placement. The study concludes, curriculum review should be done at least once in two academic sessions with more emphasis on local content. For quality assurance the accreditation pattern should be improved upon. Also, feedback mechanism must be improved. The obsolete equipment needs to be replaced through increased funding for TVET institutions. For continuous professional development, conspicuous allowance should be provided for TVET trainers for conferences/workshops/seminars. Invariably, ccollaborative curriculum development with the industries is a key to entrepreneurship, and relevance in the work environment.

Common occupational machinery hazards in mechanical engineering workshops in TVET institutions in Nairobi metropolitan, Kenya

The metal fabrication sector involves a variety of processes, activities, products, and by-products. This involves various interventions such as milling, turning, welding, drilling, and grinding. Firms in this sector use one or a combination of these interventions where machinery is used, which can expose workers to machinery hazards if proper safety procedures are not observed. Occupational Safety and Health (OSH) is vital in Technical Vocational Education and Training (TVET) institutions, especially in mechanical engineering programmes where metal fabrication is practised. The objective of this study was to assess the awareness of occupational machinery hazards in mechanical engineering workshops in TVET Institutions. The study adopted a descriptive research design and employed a structured questionnaire for data collection. Purposive sampling was used to identify institutions participating in the study. SPSS version 25 was used to analyse the data and present it in tables and graphs. Noise (90.4%) and vibration (71.9%) were reported as the most common occupational hazards, respectively, in mechanical engineering workshops. Regarding workstations, the grinding section (39.4%) and milling section (15.8%) were reported as experiencing high levels of noise. The study recommends that adequate control measures be put in place to mitigate against these hazards.

CULTIVATING TEACHERS’ CREATIVITY TOWARDS EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

Background and Purpose: Education for Sustainable Development (ESD) is a mechanism to educate people and make awareness toward sustainable development aims to develop competencies that enable and empower individuals to reflect on their actions. Although efforts to cultivate ESD have been implemented, government initiatives are still inadequate as the ESD issues, perspectives and skills integrate into various curriculum component that most research pursues are not apparent in the curriculum.
 
 Methodology: This quantitative research design aims to identify the relationship between the components of creativity on the pedagogical practice of ESD among teachers. There are three components of creativity which are domain skills, creative thinking skills and motivation. As for ESD, there are three pedagogical practices, namely holistic ideas, routines and structures besides professional knowledge creation. This study has carried out a survey design and uses quantitative approach by distributing questionnaire to the respondents randomly, comprising of 98 teachers from TVET institutions in Johor, for data collection. The data derived from questionnaires is analyzed with the aid of the Statistical Packages for Social Science (SPSS) version 21. Descriptive statistics were used to identify the level of creativity components and ESD pedagogical practices among teachers in the TVET institution. The Spearman correlation has been used to evaluate the inferential statistical analysis by determining the relationship between the creativity components with ESD pedagogical practice among teachers in the TVET institution.
 Findings: Based on the results, it showed that the teachers in the TVET institution had high level of creativity components and ESD pedagogical practices. The results of the Spearman correlation analysis showed a significant relationship between creativity component to the pedagogical practice of ESD with a value of r = 0.724 and sig = 0.000 (p <0.05). The analysis reveals a strong relationship between creative components and ESD pedagogical practice. This suggested that the teachers' level of creativity influences pedagogical practice of ESD since having creativity affects teachers' awareness and concern for the environment for sustainable development as well as achieving the country's educational goals.
 
 Contributions: The results found a definite significant difference between the components of creativity on pedagogical practice for ESD among teachers in this TVET institution. Thus, the results of the study prove that the creativity component can influence pedagogical practice for ESD.
 
 Keywords: Teachers, creativity, pedagogical practices, Education for Sustainable Development (ESD), Technical and Vocational Education and Training (TVET).
 
 Cite as: Hashim, S., Mohd Zain, N. Z., & Mohamed Zahir, N. Z. (2023). Cultivating teachers’ creativity towards education for Sustainable Development (ESD) in Technical and Vocational Education and Training (TVET). Journal of Nusantara Studies, 8(2), 155-179. http://dx.doi.org/10.24200/jonus.vol8iss2pp155-179

Elements of TVET Leadership in the Industry 4.0 Era: A Short Review

Industry 4.0 (I4.0) is defined as a transformation of communication and automation, predominantly within the context of manufacturing. The I4.0 concept is adopted as the foundation of smart manufacturing, in which communication between humans and machines is analogous to the way humans engage via social media. Technical and Vocational Education and Training (TVET) is a very important part of I4.0, especially when it comes to getting skilled people into the manufacturing sector. Due to the increasing demand for TVET programs, numerous research has been undertaken on TVET institution leadership styles. However, research on leadership styles that fit the requirements of I4.0 is relatively rare. As such, the purpose of this paper is to prompt a brief assessment of the available research on the leadership style of TVET institutions within the context of I4.0. This short review applied a systematic literature review (SLR) method to comprehensively synthesis research, identifying 1,110 papers in the first stage and further narrowed to six research articles in the final stage. To meet the I4.0 requirement, SLR indicated a dearth of research on TVET leadership style and a prevalence of the general leadership style construct. Two leadership style clusters are identified, comprising TVET and I4.0 leadership elements. For TVET leadership in the era of I4.0, the overlapping of both styles' primary constructs is regarded as crucial. Even though this is a preliminary study, future research should focus on leadership in TVET institutions considering I4.0 requirements.

Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

This study aims to assess whether or not perceived training transfer differs across personal and professional attributes of the instructors of technical vocational education and training (TVET) in Nepal. Gender, marital status and age were assessed under personal attributes and type of institution based on ownership, locale of the institutions and instructors’ experience were assessed within professional attributes. Survey questionnaire was sent online to 251 instructors across the country who had participated in instructional skills-based training in the past three to 15 months and were engaged in technical education as instructors during the time of the study. Data were analyzed using independent samples t-test for demographic variables with two groups, and analysis of variance along with Brown–Forsythe and Welch tests for variables with more than two groups. Statistically significant results were further substantiated using power analysis. The result concluded that perceived training transfer was higher among female instructors, married instructors, privately owned TVET institutions and instructors with five to 10 years of experiences as compared to the new ones.

CREATING INCLUSIVE TVET INSTITUTIONS FOR HEARING IMPAIRED STUDENTS: INSIGHTS AND RECOMMENDATIONS

This study aimed to examine the perspectives of eleven participants, including teachers, parents, curriculum developers, and academic administrators in the Technical and Vocational Education and Training (TVET) sector, engaged in inclusive education and creating inclusive education strategies. More specifically, this study explored their perspectives on implementing inclusive education for students with hearing impairment (HI) in TVET institutions in Pakistan. Qualitative research using a focus group method was conducted to gather data. Focus group discussions revealed the need for counselling, awareness, attitude changes, instructional methods, and infrastructure to facilitate inclusive education. Creating inclusive learning environments required collaboration, personalised support, and accessible environments. It also stressed the difficulties and potential of inclusive education and urged for further study and implementation of solutions to improve student learning and well-being. Inclusive educational settings can help all students succeed. Infrastructure was examined in vocational institutions’ special needs support. Wheelchair accessibility and a safe learning environment were emphasised. They stressed the impact of the institutions’ environments on student attitudes, academic achievement, and social development. Inclusion was also discussed, emphasising the need for a community-oriented vocational skills approach customised to these individuals’ educational requirements. Keywords: Inclusive education, Hearing Impaired Students, TVET, Perceptions.

Pengaruh Peranan Ibu Bapa Terhadap Kemasukan Pelajar Ke Institusi Teknikal dan Vokasional: Satu Kajian Tinjauan Sistematik

Today, there are still communities that still discuss vocational education. Looking down on the ability of this education, the question that arises is to know the perception of the community (parents) towards the acceptance of Technical and Vocational Education and Training (TVET). "Do they know and follow from time to time the development of this vocational education?". The purpose of this study is to examine the influence of the role of parents on the admission of students to technical and vocational institutions. By using a systematic literature review (SLR) technique, the researcher used several well-known electronic databases to find journal articles that were studied starting from 2015 to 2022, namely Education Resource Information Center (ERIC), Emerald Insight, Connected Paper, Google, Google Scholar, Sagepub, ResearchGate and Academia. A total of 20 articles were found to meet the criteria to be studied. Findings show that parental support comes in various forms and among the sub-themes derived from the theme of parental support are active involvement, love, discipline formation and the influence of interest. However, these studies are limited and many focus on the influence of parents and student academic excellence. Therefore, further research using experimental methods to investigate interventions to foster high school students' interest in TVET institutions should be conducted.

Reducing Youth Unemployment in Indonesia: Identifying Financial Strategy for Technical and Vocational Education and Training

With a large youth population, Indonesia faces both the challenge and the opportunity to increase its capacity and maximize its contribution to the country's economic growth. Empowering youth with skills and knowledge matching industry demand will benefit the private sector and society. Technical and Vocational Education and Training (TVET) is an avenue to connect school and workplace environments directly and accelerate its graduates becoming employed and productive in the very early stage of their careers. However, existing TVET institutions, especially in upper secondary education, still need to be improved due to their low employment rate compared to other graduates from different educational streams. Based on quantitative analysis using entropy balancing and instrumental variable method, the impact of vocational secondary school on employment and wage levels is more prominent in the younger graduates and diminished in the older age group. This situation raises concerns about how to strengthen existing TVET institutions so they can provide updated skills and knowledge and maintain TVET graduates' competitive advantage throughout their careers.

TVET FINANCING AND RESOURCING FOR THE SUSTENANCE OF TECHNOLOGICAL EDUCATION IN NIGERIA (A STUDY OF THE FEDERAL POLYTECHNIC ILARO)

Technical and Vocational Education and Training (TVET) is very important for the empowerment of youths globally, the unemployment rate of young graduates in Nigeria has been on a steady increase for years, and several scholars had in their reports and findings opined that the government should invest in technical and vocational training for Nigerian youth. This study examined the funding of the Nigerian Polytechnics and Technological Institutions using the Federal Polytechnic Ilaro as a case study, to assess whether the current increase in the Tertiary Education Tax from 2% to 2.5%, can it have a positive impact on technological education? as the focus of this study. To examine whether the current increase will lead to an increase in the funding of Polytechnics in Nigeria or will revitalize vocational and technical education in Nigeria. The methodology for the study was the sourcing of information through both secondary and primary sources, the study is descriptive, and the oral interview was used to examine the opinion of practitioners and the users of the services of these Institutions The finding reveals that there exists a gap between the industry and our TVET institutions and that the government should increase the percentage given to the Polytechnics from the proceeds of the Tertiary Education tax, which presently is 25%. The study recommended that the TVET institutions should identify through interaction with industries the challenges they have and find a way to provide practical solutions, this will bridge the gap between the institutions and the industries. Government should increase the funding of the Polytechnics in the country through the increase in the percentage accruing to it from the Tertiary Education Tax.

Influence of Appraisal Services on Course Satisfaction among Technical Vocational Education and Training (TVET) Trainees

The study examined the relationship between appraisal guidance services and course satisfaction among trainees in TVET institutions in Kakamega County, Kenya. Concurrent Triangulation design within the mixed methods approach was adopted. Purposive, proportionate stratified random, and simple random sampling were used to select 4 TVET institutions, 388 trainees, four registrars, 4 Deputy Principals, and 4 Guidance and Counseling Coordinators. The use of questionnaires and interview schedule collected data. The study established a statistically significant positive correlation between appraisal services (r=.511; p=.000) and course satisfaction among TVET trainees. The appraisal services accounted for 25.8% of the variation in course satisfaction among TVET trainees, respectively. Based on the findings, it was recommended that institutions implement comprehensive and inclusive informational services; Curriculum Development and Certification Council (CDACC) should strengthen the case of career guidance offices in TVET institutions.

A NEEDS ANALYSIS OF CIPPO EVALUATION MODEL COMPONENTS AS A QUALITY ESCALATION OF COOPERATION PROGRAM WITH INDUSTRIES: VOCATIONAL SCHOOL PERCEPTIONS IN WEST JAVA, INDONESIA

Industry-vocational school cooperation facilitates school-to-work transitions, addresses the skills shortages of prospective employees, provides opportunities for students to experience various careers, and increases learning effectiveness. The Indonesian government launched the Link & Match program that connects vocational schools with industry in a collaborative framework, including curriculum alignment, fruitful teacher training, vocational student work practices, provision of workplace trainers, and strengthening of teaching factories. The CIPPO evaluation model (context, input, process, product, output) is needed to improve the quality of the collaboration results. This study aimed to analyze the components of the optimization needs of the CIPPO evaluation model according to the perspective of vocational high schools. This study used questionnaires and interviews to collect data. In total, 16 vocational schools in West Java, Indonesia, were involved in this study. The study results indicate a need for a CIPPO evaluation model with the context, input, and product aspects. The outcome aspects are necessary for escalating the quality of the cooperation program between the vocational schools and industry from the perspective of vocational schools in West Java. Future research is necessary, referring to the industrial prospect. This research can apply as a reference in developing a link and match program evaluation application that will assist the Directorate General of Vocational Education, Ministry of Education and Culture of the Republic of Indonesia. This research should be a model for institutions outside Indonesia, such as SEA-TVET, a consortium of technical and vocational education and training (TVET) providers from Southeast Asian (SEA) countries, and universally to strengthen partnerships between TVET institutions and the industrial sector. Keywords: CIPPO Evaluation Model, Link and Match Program, Quality Escalation, Vocational School DOI： https://doi.org/10.35741/issn.0258-2724.58.1.25

Assessing technical vocational education and training institutions’ curriculum in Kenya: What strategies can position the youth for employment?

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.

Role of community colleges and other TVET institutions in advancing sustainable development by supporting access, diversity, and inclusion for nontraditional student populations

ABSTRACT The Sustainable Development Goals link access to higher education, particularly for non-traditional populations, as a way to fight poverty and ensure prosperity. This article examines the experiences of several under-researched categories of non-traditional students who attend Community Colleges and Technical Vocational Education and Training (TVET) Colleges in multiple jurisdictions worldwide. The article begins to fill in the gap with comparative data on how these institutions advance equity, diversity, and inclusion through access to higher education. The implications of Community Colleges and TVET are analyzed using the lens of Neo-Liberalism and the Capabilities Narrative. The study extends the scope of the inquiry into the contributions these institutions make to sustainable development. The article uses a comparative multi-case study approach to examine the Community Colleges and TVET Colleges in different jurisdictions worldwide.

Orientation Services and Course Satisfaction among Technical Vocational Education and Training (TVET) Trainees in Kenya

The study examined the relationship between orientation guidance services and course satisfaction among trainees in TVET institutions in Kakamega County, Kenya. Holland’s theory of vocational choice guided the study. A concurrent Triangulation design was adopted. The study targeted 12807 trainees, four registrars, 4 Deputy Principals in charge of academics, and 4 Guidance and Counseling Coordinators from the TVET institutions in Kakamega County. The use of questionnaires and interview schedule collected data. The instruments were piloted among 38 trainees from Kisiwa TTI in neighboring Bungoma County of Kenya. The study established a significant positive correlation between orientation services (r=.473; p=.000) and course satisfaction among TVET trainees. Orientation services accounted for 22.1% of the variation in the level of course satisfaction. Based on the findings, it was recommended that the Administrators of TVET institutions ensure the implementation of TVET academic policy in the institutions to enhance the adequate provision of academic services.