Technical And Vocational Education And Training System Research Articles

Labor Market Information System: A Review of Some Practices

Accurate and up-to-date labor market information system, which is conducted with the involvement of public decision markers, technical and vocational education and training (TVET) practitioners, employers and their associations, employee associations, training providers and learners, is an essential feature of a successful TVET system. Similarly, engagement of multiple TVET stakeholders is an important component of overall skills development system which leads to developing responsive labor market skill needs, supporting prioritized economic sectors to foster dialogue among the stakeholders to maintain balance demand and supply of labor right. It enhances integration of labor market requirements in the overall training and skills development cycle and ensures that trainees acquire market-relevant skills for their employability and self-employment. In the context of changing labor market conditions, collecting, compiling, analyzing, and disseminating current and future needs from the TVET customers can support better matching for training and employment. As labor markets are constantly evolving and changing, labor market analysis therefore needs to be conducted on a regular basis so that real time labor market information can be obtained. But the active and regular labor market information process is underexplored in a developing country like Nepal. The main objective of the article is to explore the common practices of Nepali labor market information system and the problems faced by the TVET system. Thus, the article addresses the information gap by diving deep into the clear understanding of labor market, practices of labor market information processes in some South Asian countries, including Nepal and issues and challenges facing the Nepali labor market information process.

The typology of initial TVET Teacher Education in Germany

The discourse on Technical and Vocational Education and Training (TVET) teacher education in Germany is dominated by the high demand for TVET teachers. A shortage of TVET teachers is arguably a part of the “tradition” of the TVET system. For many years, universities developing new programs for initial TVET teacher education to tackle this problem. However, this has led to a non-transparent structure of degree programmes on offer. This article presents, as a result of a qualitative research approach, a typology of initial TVET teacher education programmes in order to provide more transparency in the TVET teacher education system. Basis for the presented typology are the information provided by all universities in Germany (N=52) who offer vocational teacher education programmes. These information were then run through a criteria matrix, resulting in a typology of seven different study models. In conclusion, we can see that traditional models, while being offered the most in German universities, are challenged by a lot of different study models who are generally not considered traditional.

How Can Paraguay Promote Skills through Korea TVET ODA?

Korea has continued steady growth in its official development assistance volume. Korea provided USD 2.2 billion, representing 0.14 percent of its gross national income (GNI) in 2020. Korea’s ODA budget has grown steadily. The Korean ODA project is expected to continue to increase in the field of TVET (technical vocational education and training) for developing countries. In early stage, the ODA project has been centered on Asian developing countries, but it is gradually expanding to Latin America and Africa. This paper analyzes the economy and ODA support status of Bolivia, Colombia, Paraguay, and Peru which are Korea's key ODA partners. Among the four countries, Paraguay's TVET and ODA current status are intensively focused. Through this, a plan for improving ODA performance and establishing a vocational education and training system is suggested.  Suggestions for the improvement policies are as establishment of goal, vision and strategy for national TVET policy, establishment of comprehensive coordination mechanism between the government and the private sector, and establishment, promotion of TVET system and program.

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.

Skills Development for Graduate Employability in Bangladesh: Japanese Language in TVET Program

The tremendous potential of Technical and Vocational Education and Training (TVET) appears evident worldwide, including in Bangladesh, where the emphasis is primarily on individual skills development for decent employment. Numerous studies have demonstrated that varying degrees of development of soft skills and hard skills contribute to the strength and capability of human capital. It is well acknowledged that knowledge and technology are rapidly updated in the contemporary world. This study explores how skills development influences sustainable employability through the lens of the Japanese language skills development program in TVET. Moreover, this research aims to study the impact of Japanese language programs in Bangladesh's TVET system on skills development and sustainable employability. It aims to assess how the skills acquired through these programs benefit both the domestic and international job markets related to Japanese language abilities. This research employs a mixed-methods research approach examining the participants’ perceptions and understandings of those TVET students who have enrolled or graduated from the Japanese language program. The research endeavours to conduct a theoretical examination of the human capital development theory and to establish a connection between the Japanese language program and its associated approach, knowledge, and method. By examining the research findings, this study found that the TVETs’ Japanese language program significantly positively impacts individuals’ hard and soft skills development, improving the quality and form of employability, increasing individual wages, and playing a supportable role in achieving the SDG 8 of decent work and economic growth. Several practical initiatives have been recommended to increase this language program’s sustainability in TVET.

Knowledge Transfer through Public-Private Development Partnerships

This article aims to add to the body of literature on knowledge transfer in Technical and Vocational Education and Training (TVET) focusing on the core stakeholders’ experiences in Public-Private Development Partnership (PPDP) in Ethiopia and Zambia. The qualitative case study comparatively examines practices and barriers to promoting knowledge transfer in two TVET programmes in Ethiopia and Zambia— both applied a similar PPDP model. The study draws on data generated through semi-structured interviews based on narratives perspective. Key informants were purposively selected from among stakeholders who were directly involved in the two initiatives. The data analysis process follows thematic analysis. The results show that anchoring the PPDP initiatives with the nationally mandated Ministry and broadening coalition with the private sector are critical in transferring knowledge into the national TVET systems.  Knowledge transfer through PPDPs is challenged by difficulties of retaining staff the initiatives have invested and partnering with a model school isolated from a TVET system that the PPDP intends to influence.  This article points to consideration of local schools’ prior experience of delivering similar programmes in order to insert new programmes into TVET systems. In Ethiopia, new TVET interventions are installed in a country and school not familiar with the knowledge field contrary to the programme in Zambia which was built on the existing programme. The successful transfer of PPDP interventions and their sustainability, it is argued, requires implementation of the initiatives with sound knowledge of the local context, and application of adaptive practices that encourage collaboration with diversified and committed local stakeholders.

ANALYZING THE STRUGGLES OF STUDENTS AND GRADUATES OF TECHNICAL AND VOCATIONAL EDUCATION IN TANZANIA

Education aims forever to provide a better life, and still, the aim is the same. However, the meaning of better has changed with time, particularly at the individual, national, and international levels. The changes for the betterment are influenced by many factors, including the country’s educational systems. This study finds a better situation of learning and easy job acquisition by exploring the struggles encountered by students and graduates from Technical and Vocational Education and Training (TVET) colleges, institutions, and centers in Tanzania and highlighting the possible way forward. The Findings on students’ struggles in learning and struggles in the labor market (of getting jobs) after graduating from TVET colleges or centers of Tanzania are caused explicitly by the existing TVET system. TVET teachers are not well equipped with technological, management, and personal (TMP) skills, pedagogical skills, content knowledge, lack of commitments, poor motivations, and unrealistic technical and vocational policies. Students, parents and employers’ perceptions also contribute to students’ struggle in learning and job attainments. The study mainly answered the questions like why students struggle in learning and why they struggle in the labor market to get jobs. Several themes (thematic analysis) were drawn from the study and addressed/ attempted to answer the raised questions with references to the existing evidence of the Tanzanian context and Africa. The study is purely a qualitative. Lastly, the study strongly advises revamping the existing pedagogy in TVET and TVET policy due to their weaknesses in the educational system. Though, the government should take into consideration all issues noticed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0058/a.php" alt="Hit counter" /></p>

Technical and Vocational Education and Training in Federal Nepal: A Critical Analysis

The technical and vocational education and training (TVET) in Nepal is one of the much discussed agenda for its contribution to socio-economic development of the country. Historically, Nepal’s TVET system is striving for being innovative and compatible with the global trends. With the Nepal’s Constitution 2015, it has received a considerable attention, as the Constitution (in article 51, h, 1) highlights the notion of TVET along with the allocation of TVET responsibilities to all three tiers of government.  However, due to differing understanding among the policy makers, including existing several issues and concerns, the development of TVET sector in Nepal has been slow off the mark. Yet, Nepal has many opportunities for reforming the TVET sector in the coming days. There is an urgent need of paradigm shift in action, thoughts and visions in line with the Constitution to harness the benefit of TVET sector - to achieve the goal of socio-economic prosperity of the country.

Quality Assurance Agenda in Nepali TVET System

Quality assurance in the technical and vocational education and training (TVET) is a concept that is concerned with high performance in entire academic process involving the activities, such as teaching, learning, infrastructure, and students’ behavior. Good quality education is imperative in the holistic development of the student, which ensures proper development, job prospects and the realization of academic goals and objectives. There are varied factors working against the realization of quality TVET. In a competitive labor market, the quality and relevancy of program offering must be of paramount interest to all technical and vocational institutions. Accredited institutions, qualified teachers and practical partnerships between public and private actors will have an increasingly important role to play in the delivery of TVET programs so that the fresh graduates from the institutions of TEVT must be world class and the education quality of global standards. Effective quality assurance policy helps to support the development and maintenance of a good TVET system. This paper attempts to clarify the concept of quality assurance in TVET by discussing various approaches employed in it. It presents examples of best practices in quality assurance based on the secondary data, observation, study, and experiences; outlines and discusses the relevancy, gap and need in Nepal’s TEVT system to meet the requirements of competent and competitive human resources for the world of work.

Successfully Implementing Technical and Vocational Education and Training Programmes in Secondary Schools

Technical and vocational education and training (TVET) plays a critical role in developing essential labour market skills. While the original goal of TVET, which is still prominent today, was to prepare youth to enter the workforce by training them to be work ready, the global technological revolution and innovations in science and technology demands higher levels of education and technological skills for the 21st century. TVET has evolved to meet the needs of industry and countries. Strengthening technical and vocational education at the secondary education level provides a wider transformational vision for students to have the opportunity to gain these skills. There are challenges, which are more prevalent in some countries than others. For example, perception and participation in TVET has traditionally been stigmatized in favour of white-collar jobs. Additional challenges include contemporary curriculum and facilities, training and development of staff, and financial strains, which many developing nations have. This article sets out to provide information and guidance on the implementation of TVET programmes and focuses on: strong or emerging global TVET practice, with a focus on the secondary school sector; key features of successful practice, in order to extract the most relevant lessons; and the most common global challenges in developing successful TVET programmes, and how these can be addressed. While the article focuses on secondary education it contextualises this within the wider TVET and vocational education systems.

Explanation of Evolving Health Technical and Vocational Education and Training System: A National Experience

: Around the world, the changing needs of the labor market are met under the umbrella of technical and vocational education and training (TVET). The Iran Technical and Vocational Training Organization (ITVTO) plays this role. However, a significant issue in Iran's TVET system is that the targeting of vocational training has been oriented towards industrial professions while society also needs general and specialized training in health sciences. IN response to needs, the National Center for Technical and Vocational Education and Training of Medical Sciences was established by the Ministry of Health, Treatment, and Medical Education (MoHME) in Iran. This article intends to introduce the TVET system and the National Center for Technical and Vocational Education and Training of Medical Sciences in Iran and discuss its future horizon. Although the beginning of this path is very commendable, the path of evolution for this center will be more difficult because there is a vast world of concepts, phenomena, and problems against the TVET in Iran's medical sciences. However, what can be deduced from the study results is that with a bit of courage, we can say something new and take firm steps to transform.

Overview of TVET Institutional Capacity in Addressing Dynamic Labour Market: The Case of Tanzania and Selected Two Asian Tiger Nations

In most developed countries, technical and vocational education and training (TVET) system has been considered to be among the key players for industrial growth through production of competent and skilled labour forces.  However, TVET system in Tanzania has not been able to produce graduates who meet satisfactorily the skill demand of industries. The study examined the TVET institutional' capacity in addressing dynamic labour market. The study used a combination of instruments including questionnaires, semi-structured interviews, and observations to collect data from Tanzania and two Asian Tiger Nations, Singapore and the Republic of Korea. A total of 219 respondents were selected using simple random, stratified, and purposive sampling techniques. In summary, the study found that while conditions are very friendly in the two Asian Tiger Nations, Tanzania's TVET system is facing the short- supply of technically skilled workforce. The study has revealed further that among other factors influencing the effectiveness of TVET system in Tanzania are inadequate and poor teaching and learning infrastructure; outdated TVET curricula, teaching staff who not only lack practical experience but also lack the ability to interpret and apply labour market data and information. In ensuring that TVET system optimally contributes to economic development in Tanzania, lessons to be learnt from the two Asian Tiger Nations include establishing and strengthening strong partnerships among TVET institutions and industries and continuously monitoring of the relevance of TVET learning packages and curricula in line with current needs of industries.

Enhancing TVET in Bangladesh: Overcoming COVID-19 Destruction and Focusing Towards IR 5.0

The invincible corona virus affected hundreds of thousands societies on the earth. It massacred holistic pace of lives, disrupted academic excellence, economic growths and pushed us many clops of planned future. However, despite the current threat of total education with key constraints in Technical Vocational Education and Training (TVET), how drastically are TVET institutions adopting innovative planning and education governance in Bangladesh? TVET Policy actors, individuals, and relevant communities need to think of risk mitigation and resilience approaches. In general, the approach and solutions that drive towards cyber-supportive preparedness, networking, and partnership may help to tackle the emerging situation. EduTech can help towards the modern TVET system in Bangladesh with globalisation and IR 4.0 to IR 5.0. Given this context, it is more challenging to achieve the United Nations (UN) Global Sustainable Development Goals (SDG) by 2030. The intertwined goals of inequality, education, and poverty eradication imply nourishing the TVET sector. This paper mainly focuses on reflecting on the ongoing managerial view of the TVET sector, exploring innovative ways to strengthen the system in Bangladesh.

Continuing the Journey of Education, Training and Research

Issue 6, Volume 6 of the Journal of Training and Development has been published with the objectives of sharing the recent research findings in the field of Technical Vocational Education and Training (TVET) in research, training and development. This publication has a collection of valuable articles from TVET experts, scholars and educationalist. This training and development journals are considered to be valuable resources for the scholars, educationist and TVET experts and stakeholders.
 This issue consists of seven articles on different aspects of Training and Development.
 The first article by Jiwak Raj Bajrachrya examines the existing models and framework that has been used to integrate technology into Teaching and Training (2Ts). As described in numerous literatures, currently instructors use TPACK, SMAR, and TPACK-based ID models such as TPACK-COPR model, TPACK-IDDIRR1 model, and TPACK-IDDIRR2 model to achieve the specific goal of an effective 2Ts. He highlighted a few hurdles found in the empirical-based studies in the above-mentioned models and framework and how those hurdles could be alleviated by addressing an extraneous cognitive load of an instructors carrying out technology integration as well as future recommendations for research.
 The article by Rajendra Bahadur Shrestha highlights the current situation, discovers issues, and share some feasible initiations of employer engagement in the TVET programme. The involvement of employer in TVET system is important to ensure the TVET is demand-driven, quality oriented, future focused and provides skills workers who contributes to the economy’s growth. It also assists to develop responsive labour market skill needs, training design and development, training delivery and post training support. Employer involvement in TVET programs has long been a priority in many nations, however in Nepal, employer involvement in training delivery of TVET programme is under-explored.
 The article by Thakur Prasad Bhatta aims to explore the governing issue of TVET in the framework of Nepal’s federal government. He focuses on qualitative research approach in scrutinizing policy and practice of TVET in Nepal. This paper explores how the process of governing TVET in Nepal has remained highly centralized despite the rhetoric of decentralization as the main agenda of regulating development over the decades. Arguably, there is a reluctant tendency in devolving TVET as per the new structure of federal governance. Instead, like in other development sectors, disputes between the three levels of government – federal, provincial, and local – are emerging in the case of TVET. He concludes the paper by drawing insights on the federal form of TVET governance.
 The article by Dr. Prakash C. Bhattarai, Durga Prasad Baral and Prakash Kumar Paudel focus on establishing a TVET fund and sketches the possible alternative approaches with a reformed TVET structure. The literature review focuses on international practices of implementing TVET fund. In addition, the authors have collected opinions from TVET stakeholders on the establishment of a TVET fund in Nepal and based on the findings, they have proposed five possible models for TVET fund mechanism in Nepal. They revealed that all the models have their strengths and challenges, so it would be rational to adopt the idea of strengthening an existing structure rather than attempting to make it stand alone. Its effective implementation requires strong research and innovation, an effective implementing body and an independent quality assurance and accreditation system.
 The instructors of TECS schools and their perspectives of profession is discussed by Bikash Ghaju, and   Dr. Prakash C. Bhattarai. The authors focused to comprehend the experience of TECS instructors on their teaching profession. The narrative inquiry approach was utilized to study the cases in-depth for which four instructors from the Diploma in Civil Engineering program of two TECSs were purposively selected. The paper concludes that while instructors are interested in the teaching profession which assists in career growth but they are unwilling to work at remote TECS schools due to limited career advancement and earning opportunities.
 Mobile technology has brought about innovative changes in all aspects of life, including interpersonal communication, the economics, and teaching and learning.. Shesha Kanta Pangeni discusses the use of android mobile in education institute of Nepal. His paper is based on the persistence of encouraging the Mobile App for e-learning, which subsidizes access to  e-learning resources and prompt communication for learning activities. He collected data through online survey, informal interaction and interview. He discovered that although the facilitators rarely used Mobile App, students used the Mobile App and they wanted the updated version with more user-friendly interface. He summarized that the responsibilities of institutions and facilitators are critical in creating and providing mobile-friendly learning options, and that the success of App use is dependent on facilitators' active role in technology learning facilitation.
  Devendra Adhikari explores the life experiences of workers in the construction-sector during and after the COVID-pandemic. He implements a qualitative approach under the socio-constructionism paradigm and selected three participants from different sectors masonry, house-painting, and plumbing for in-depth interviews. He discovers that the COVID-pandemic has brought new resilient strategies in the lives of the construction workers such as maintaining high concern for personal safety and the well-being of their families and exploring employment opportunities of the construction sector.
 Finally, the editorial team wishes to convey their profound gratitude to all of the authors who have contributed by sharing their relevant and significant creations. We would also like to express gratitude to the reviewers and TITI management team for their continuous support in publishing this journal. The team would also like to welcome articles from TVET experts, trainers and stakeholders in the field of training, development and research. We are also grateful to Tribhuvan University Central Library (TUCL) for providing their professionals support and encouragement to publish this journal online. Last but not least, we are thankful to the publisher for the publication of the print version of this journal.

Initiations of Employer Engagement in Training Delivery of TVET Programmes

Engagement of employers in the Technical Vocational Education and Training (TVET) system is needed not only to increase the training capacity but to ensure the TVET is demand-driven, quality oriented, future focused and provides the economy with the skilled workers it needs. Employer engagement in TVET system covers a spectrum of cooperation and involves small participation to build the trust required to develop more robust long-term engagement strategies. Developing engagements with employer and employer’s associations at all levels of the training programmes life cycle facilitate the development of workable solutions for training-to-work transitions. The employer has a crucial role to play in the delivery of training programmes. Engagement of employer is an essential component of overall training programmes and leads to developing responsive labour market skill needs, supporting priority economic sectors, training design and development, training delivery and post training support to develop ongoing dialogue with employer and employer associations. The need to increase the engagement of employers in TVET programmes has been known for many years in the country, however, employer engagement in training delivery of TVET programme is under-explored in Nepal. This article addresses the existing situation, explores issues, and share some practicable initiations of employer engagement in the TVET programme.

The Integration of Technical Vocational Education and Training Systems to Expand Employment Opportunities and Business Development

Abstract : The high unemployment of vocational graduates in Indonesia shows that vocational system needs an improvement so it can produce competent workers and reduce the number of unemployed. This study aims to evaluate and analyze the Technical Vocational Education and Training (TVET) system in Indonesia which has not been integrated causing graduates find it difficult to get a job or develop a business. The approach used in this study is qualitative. The data collection conducted through in-depth interviews with key informants. The results of the study indicate that the TVET in Indonesia still involves various government and private institutions and does not yet have a good coordination mechanism and integrated programs. The improvement of the TVET system by developing an integration model involving government and the private institutions to develop the three main pillars, they are competency standards, competency-based training programs and competency certifications. Keywords : TVET, Competency based-training, Employment Opportunities

Fourth Industrial Revolution and Future of Work in Asia

The Fourth Industrial Revolution (4IR) has significant implications on the future of work and skills required in the gig economy. In the recent past, a large supply of young workers had led to rapid economic transformation in many Asian countries through well-suited education systems to create skills needed for employment. However, the old model of education and production will no longer sustain rapid growth in the decades ahead due to the rapidly changing demand for skills. Against the above backdrop, the paper has analyzed Asian experiences in technological transition, skills mismatches and labour market outcomes in the context of existing technical and vocational education and training (TVET) systems. What are the challenges and opportunities of the 4IR for skill development through TVET in Asia? The paper has suggested a model for 4IR compatible skill development for the future of the work and draws the implications for the future. 4IR induced massive job losses calls for adequate skills development or retraining of displaced workforce and new entrants in foundational skills to enable them to tap the opportunities of new technologies. This requires robust TVET systems to equip workers with new skills for emerging jobs, which can be possible by increasing the quality of program structure to meet the needs of labour market. The technical training should be integrated into with the secondary education through education reforms to impart skills to thrive in the knowledge economy. The system of quality apprenticeships should be evolved with the active collaboration of potential employers in the curriculum development of TVET programs.

Investigation on possible mismatch between TVET skills acquired in high school and workplace skills needed by Zimbabwean migrants in Botswana: a case study of Botswana’s South East District

ABSTRACT Technical skills are those specialized hands-on skills and competences needed to perform specific tasks. The study investigated the potential mismatch between Technical Vocational Education and Training (TVET) skills acquired in high school and workplace skills needed by Zimbabwean school-leaver migrants in Botswana. A mixed method research design was used for the triangulation of data collection and analysis. Systematic sampling was used in the research. Questionnaires were administered to 60 school-leaver migrants and 19 responded to the semi-structured interviews. Quantitative results were analyzed using Statistical Package for the Social Sciences (SPSS) software to handle large statistical information with minimum errors. Qualitative results were summarized under each research question. The study established that most Zimbabwean school-leaver migrants had done a TVET subjects at school and were working in sectors related to the TVET subjects they had done at school, showing a relationship of TVET skills acquired in high school and the needed workplace skills in Botswana. This is supported by a positive significant Pearson correlation of 0.01. School TVET must orient learners to the use of tools and equipment and, equip learners with technical skills that can be adapted in the workplace to mitigate a possible learner skills-job mismatch. Study findings created a feedback loop for policymakers and teachers to improve the TVET system and make it more relevant to the changing skills needed in the workplace.

Practical Partnership in the Nepali TVET System: Some Innovative Initiations

Technical Vocational Education and Training (TVET) systems all over the world have realized that there should be joint efforts between government and business and industry to provide and finance training programme. The key then is finding an appropriate and practical balance between government, private and non-government provision for training people in the field of skills development. Working together with the employers and training institutes is the major rising concern in many developing countries like Nepal. Engaging the employers and training providers in (TVET) provision is essential and, like many other South Asian countries, Nepal’s TVET policy 2012 emphasizes the private sector’s role and partnership in skills development. In practice however, joint efforts in the Nepali TVET system have been weak and not extended much beyond the private sector. Thus, adequate partnership among public TEVT training institutions and business/industries should be developed for economic development of the country.

A critical perspective on TVET teachers’ pedagogical practices: insights into the guiding pedagogical principles in practice

ABSTRACT This study explores the technical and vocational education and training (TVET) teachers’ pedagogical practices and how such practices can help the teachers’ use of relevant guiding pedagogical principles in practice in Nigerian TVET system to facilitate quality learning. Employing a three-tiered ethnographic case study approach, we learned how 24 TVET teachers from purposively selected six Nigerian public universities used guiding pedagogical principles in practice to facilitate quality student learning. Focusing on five guiding pedagogical principles in practice identified from the thematic analysis, we analysed different pedagogical practices that teachers can adopt to facilitate quality TVET learning which include demonstration of learning, problem-based learning, seeing learners as knowers, active learning, and questioning. Drawing upon the thematic analysis, participants made recommendations for the continuous professional development of TVET teachers to enable them to improve in their use of the guiding pedagogical principles in practice to facilitate quality learning and graduate outcomes.