Technical Education Programs Research Articles

Applying experiential learning theory in non-school-based technical and vocational education and training for unemployed youths in South Africa

Youth unemployment is one of the major challenges facing Sub-Saharan African countries today. Although young people may hold general certificates of education (equivalent to Grade 12), they lack employable or marketable skills enabling them to be integrated into the labour market. In this paper, I examine the application of experiential learning theory (ELT) in non-school-based technical and vocational training for unemployed youths as a learning approach to develop job-related skills and competencies for the real world of the workplace. I used a qualitative research design to meet the research objectives and conducted one-on-one semi-structured interviews with 10 trainees out of 512 to get their views on training delivery and learning approaches for skills acquisition. To complement the interview data, I also conducted field observations at the training centres, in the workshops, and at companies hosting trainees for workplace training. My findings revealed that the facilitators used classroom-based and field-based experiential learning approaches to help the trainees gain job-related skills and competencies required in the labour market. I conclude that applying ELT in Technical and Vocational Education and Training (TVET) programmes helped young trainees gain the job-related skills and competencies required in the labour market. As practical implications for society, I provide new insights into applying ELT to improve the effectiveness of non-school-based TVET programmes for disadvantaged and unemployed youths. My findings will motivate other trainers and training managers to apply ELT in designing and implementing non-school-based TVET programmes.

Management Framework for Quality Assurance to Strengthen Technology and TVET Pre-service Teacher Education

This study developed a management framework for quality assurance to enhance Technical-Vocational Education and Training (TVET) and technology pre-service teacher education programs in CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). Using the three-round Delphi consensus-building technique, the research assessed quality assurance practices and challenges in managing Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Technical Vocational Teacher Education (BTVTEd) programs. The study also examined key factors affecting student performance in licensure examinations, career decision influences, and strategies to improve program appeal. Thirteen Delphi experts, including College Deans and program chairs, and 117 BTLEd and BTVTEd graduates participated. Thematic and statistical analyses, including the Mann-Whitney U test, compared assessment differences between graduates concerning licensure exam performance, career decisions, and program appeal strategies. The findings highlight that Teacher Education Institutions (TEIs) in the region prioritize quality assurance through curriculum reviews, faculty engagement, accreditation, facility maintenance, and continuous improvement. However, they face challenges such as resource limitations, curriculum misalignment, faculty development issues, and lack of specific quality assurance standards for TVET programs. Graduates noted factors influencing their licensure exam performance and career decisions, emphasizing the importance of review preparation, teaching strategies, and professional development. To enhance program appeal, there is a need for sustained career guidance, institutional initiatives, and program awareness efforts. The study recommends strengthening collaboration with stakeholders and implementing the proposed management framework to align with national and international standards.

Исследование текущего состояния цифровой экономики в Королевстве Саудовская Аравия

The article aims to examine the current state of the digital economy in Saudi Arabia, the largest country in the Gulf region. The examination of the Kingdom's digital economy involved assessing its level based on various global digital indicators, which been picked and determined in accordance with the digital economy policy principles of the Kingdom. The position of Saudi Arabia and its ranking compared to other countries, particularly the G20 nations, was studied. The national strategy aimed at enhancing economic digitalization was analyzed, along with the contribution of the digital economy to the national economy. A weighted SWOT analysis was carried out, which made it possible to deter-mine the level of the current state of the digital economy of Saudi Arabia, as well as to determine its strengths and weaknesses, opportunities and threats. As a result of the study, the authors identified the need for extensive initiatives to improve digital literacy and promote collaboration between education and the private sector, as well as targeted technical education programs, development of the local electronics industry and the development of crisis manage-ment schemes. The proposed recommendations can be used to plan and implement measures to support and accelerate the process of digitalization of the economy in the Kingdom.

On improving the efficiency of providing budgetary places in Russian universities (on the example of engineering and technical areas of study)

Relevance. In the current economic and political conditions in Russia, there is an acute shortage of welltrained engineers, and not only in the IT field. In order to overcome this problem, the state annually raises the admission target numbers (CAP) for technical educational programs. This increases the amount of public funding for universities (both per capita and for general development); it is measured in hundreds of billions of rubles, which requires studying the efficiency of resource use. The purpose of the article is, based on the results of a comprehensive empirical analysis, to identify the key problems that reduce the effectiveness of state financing of state-funded places in engineering and technical areas, and to substantiate proposals for minimizing them. Methodology and methods. The methodological basis is a systematic approach, within which general scientific methods (deduction, induction, generalization, comparative analysis, etc.) were used, as well as special economic and statistical research methods. Results and scientific novelty. It was revealed that the use of the current methodology for the distribution of CSC by the Ministry of Education and Science of Russia leads to the fact that a significant part of budget places in engineering and technical areas of study are occupied by students with low (18.2% excluding IT areas) and extremely low (at least 14.5 %) by the level of incoming knowledge. In a number of areas, the proportion of such students reaches 87%, despite the fact that ¾ of the applicants have an extremely weak physical and mathematical base (within the framework of the school course). The actual scale of the problems turned out to be greater due to the non-linear scale of the Unified State Examination, “tuned” by the Ministry of Education of Russia to overestimate the score for “C” students. Taken together, this naturally leads to the training of engineers of the appropriate level at the state expense. A set of measures is substantiated to change the methodology for distributing budgetary places, aimed at improving the efficiency of the use of public funding. Practical significance. The results of the study can be used by the Ministry of Education and Science of Russia, as well as by the administrations of technical universities to improve the quality of applicants for engineering education programs.

An Investigation into Vocational Preferences among University Students: A Case Study of Lahore Pakistan

The preference for general academic degrees over technical education among youth in Pakistan is a trend that has been observed in recent years. This trend may be attributed to several factors, such as the perception that general academic degrees are more prestigious than technical education degrees, the belief that general academic degrees offer more diverse career opportunities and lack of awareness about the benefits of technical education. The preference for general academic degrees over technical education is not unique to Pakistan. This trend may be observed in many other countries as well. Therefore, the current study aimed to learn from student`s observations enrolled in general academic degrees to implement best practices in order to address this trend in Pakistan. A multifaceted approach was required to address the preference for general academic degrees over technical education among youth in Pakistan. This multifaceted approach focused on raising awareness, improving the quality of technical education programs, addressing the underlying factors, and learning from the experiences of other countries. Data was collected via a cross-sectional survey from the students of University of Management and Technology (UMT). The statistical results showed a significant association among low preference for technical education, preference for general university education, and preference for a white-collar job. Therefore, it was crucial to raise awareness regarding the benefits of technical education to address this trend. These benefits include development of practical skills, potential for higher earning, and alignment with the needs of labor market.

Resilience in Technical Education Beyond COVID-19: A Case of Instructional Change and Innovation at a Midwestern Technical College

ABSTRACT The COVID-19 pandemic has transformed teaching and learning in higher education. Technical education programs were particularly challenged by shifts to remote instruction considering their emphasis on hands-on, real-life application and experiences. While there have been developments regarding online learning in technical education, there remains little empirical work on technical education in remote environments, including the unexpected wave of adaptions and new approaches resulting from the pandemic. This qualitative case study explores pandemic-spurred change and innovation among educators in technical education and related impacts. Guided by pedagogical resilience and a case study of a midwestern technical college, findings reveal three broader themes: a catalyst to accelerate innovation, reimagining the (online) classroom, and innovation as a core disciplinary feature. This study provides critical insight into ongoing challenges and promising solutions for teaching and learning across technical education course, program, and learning modalities.

From the field to the classroom: Exploring instructors’ motivation and the teacher identity in dual credit career and technical education programs

AbstractCompared to other educators, career and technical education (CTE) instructors often possess significant industry knowledge but limited pedagogical skills. Some may define their jobs as role models or trainers for the next generation of professionals, rather than teachers. In this case study, we interviewed 12 CTE dual credit instructors at a CTE center offering CTE dual credit programs to all eligible high school students within an urban public school district located in the southeastern United States. Specifically, this study explored CTE instructors’ educational and professional trajectories, motivations to teach, and identification as teachers. We sought to understand how previous work experiences and other social contexts influenced the teacher identity of CTE dual credit instructors at The Center. Findings about teacher preparation and teacher identity can generate practical recommendations for recruiting and retaining highly competent instructors for CTE dual credit programs.

Tests in Moodle: optimizing the educational process for students of technical specialties

The article considers introduction and use of test items in Moodle system with the purpose of improvement. This study considers the challenges faced by university teachers and students of technical specialties in the modern educational environment. It emphasized the need to develop not only theoretical, but also practical skills. The role of electronic learning tools is highlighted, the importance of online platforms, namely the Moodle distance learning system, is emphasized. The main focus of the article is the application of tests on the Moodle platform in order to optimize the educational process and assess the performance of students of technical specialties. The study is the results of a survey of university teachers and students of Institute for Cybersecurity and Digital Technologies and Institute for Advanced Technologies and Industrial Programming of MIREA – Russian Technological University on the use of Moodle and the use of tests to assess knowledge. The work also covers various aspects of the use of Moodle in the educational process, focusing on the development of practical skills and effective assessment of learning achievement. University teachers shared their experience of using Moodle for educational purposes, identifying the advantages and features of introducing test items in the system. The students expressed their opinion about the perception of the platform as well as the level of satisfaction. The results of the survey were presented as quantitative and qualitative data and subsequently analysed statistically. It also focused on the advantages and limitations of using Moodle in technical education from the point of view of the participants in the process. These findings can be a valuable resource for educators as well as for platform developers seeking to improve functionality tailored to the needs of technical education programs.

Relationship Between The Importance of Technical and Vocational Education and Training (TVET) Programmes and its Contributions towards Sustainability of Society’s Development among Kuala Lumpur Technical Secondary Students

Relationship Between The Importance of Technical and Vocational Education and Training (TVET) Programmes and its Contributions towards Sustainability of Society’s Development among Kuala Lumpur Technical Secondary Students

PENGEMBANGAN E-MODUL PRAKTIKUM KELISTRIKAN OTOMOTIF BERBASIS SELF DIRECTED LEARNING PADA PROGRAM STUDI PENDIDIKAN TEKNIK MESIN UNS

<p class="abstrak"><em>Technology has created numerous benefits in various aspects of life, including education. Teachers and students should integrate technology into their learning plans to ensure effective teaching and learning. The use of technology in education can inspire students to pursue new interests and motivate them to engage in learning activities that enhance their perspectives.</em><em> </em><em>The role of an instructor in a student's education is crucial. Self-directed learning (SDL) is an instructional process that requires students to identify their own learning needs, provide resources, and practice learning techniques. By using the right methods and situations in teaching, students can develop their own skills and enhance their learning experience.</em><em> </em><em>This study aims to improve the effectiveness of e-module practical on the otomotif kelistrikan in the Mesin Technical Education program.</em><em></em></p><p class="abstrak"><em>The study on the development of an e-module for otomological pedagogy found that the validity of the e-module met good results with validity scores of 84.4% (very feasible) for material, 85% (very feasible) for media, 75% (feasible) for language, and 83,3% very (feasible) for data from student responses. Critics and respondents also deemed that improvements are needed for the e-module. The results were based on feedback from the committee of otomologists who provided some suggestions about the electronic pedagogical pedagogy module in terms of quality and safety, indicating that improvements are still needed for this module. The e-module will be distributed through the Mesin Technical Education Program at the University of Surakarta.</em></p><strong><em>Keywords:</em></strong><em> development, e-modules, self directed learning</em>

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

This study evaluated the Technical Education and Skills Development Authority Rice Extension Service Program (TESDA RESP) training program's effectiveness in enhancing agricultural competence among farm field student farmers. It examines the level of support provided by the program in terms of resources and training, explores its relationship with agricultural competence, and analyzes differences in program support and rice farmers’ competence across demographic profiles. Data was gathered via quantitative correlational research, assessing student farmers' demographic profile in terms of age, educational background years of farming experience, participation in other TESDA training programs; perception of training delivery support; and level of agricultural competence in rice farming. The study was focused on the province of Misamis Oriental and conducted among farm field schools and training institutions that are recipients of the scholarship program under RESP. Statistical analysis indicates that Resource and Training Support significantly influences the agricultural competence of the student farmer respondents. Demographic profiles, however, show that it does not statistically affect student farmer's level of competence upon having completed the training program in the Production of High-Quality Inbred Rice, Seed Certification, and Farm Mechanization. The findings suggest that the TESDA RESP program effectively enhances agricultural skills, hence advocating for its sustainability to foster skilled rice farmers and agricultural workforce in Misamis Oriental.

STRATEGIC DECISION SUPPORT: DEVELOPING A DASHBOARD FOR MANAGERIAL INSIGHTS IN HIGH-LEVEL TVET STUDENTS' ENROLMENT AT UNIVERSITI MALAYSIA PAHANG AL-SULTAN ABDULLAH

The purpose of this study was to create a dashboard with information visualisation to assist Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) in managerial decision-making and to critically and hierarchically present data regarding the enrolment of Malaysian Diploma Vocational (MDV) students into high-level Technical Vocational Education and Training (TVET) programs at UMPSA. The Cross Industry Standard Process for Data Mining (CRISP-DM) model was applied in this research followed by dashboard development using Microsoft Power BI. The CRISP-DM model consists of six continuous and connected phases, namely business understanding, data understanding, data preparation, data modelling, data visualisation, and data synchronise and update. The data was obtained from the Undergraduate Records Management Unit, Centre for Academic Management, UMPSA. The database was used in the development of the dashboard to store information in the form of reports and for data visualisation purposes. The findings hope to assist the management of UMPSA in making better decisions and planning the enrolment process of prospective students. The dashboard outlines several initiatives and best practices that should be implemented by the Malaysian Government, the Ministry of Higher Education, and UMPSA through the UMPSA 2021–2025 Strategic Plan to empower the high-level TVET agenda.

Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry

This study explores the experiences of TVET programs for persons with traumatic SCI in Nepal. Recently, the National Planning Commission published the 15th plan that aims to encourage the country as a prosperous, independent, and socialist-oriented national economy through healthy, educated, decent citizens who enjoy equal opportunity (National Planning Commission, 2019). In terms of economic growth, it ensures inclusive and equitable access to quality technical education and vocational skill development. Persons with traumatic spinal cord injury are eligible for ensuring the aforementioned equitable access and high living standards. TVET emphasizes linking persons with traumatic spinal cord injury and the labor market to achieve economic success. The deepening stories by the research question that how do persons with traumatic spinal cord injury narrate their experience of TVET programs are included in the study. Through are view of disability and TVET related literature, I learned that the TVET program acted as a bridge between employment and disability. Besides, employment made affirmative impacts on economic independence for persons with traumatic spinal cord injury. Several types of research justified showing a significance of the program in diverse Asian countries such as Taiwan, Bangladesh. I could not find the study associated with TVET and spinal cord injury patients in Nepal. Many researchers investigated the effects of TVET on persons with physical disabilities, but the cases were blended with different types of disabilities. Thus, comprehensive findings could be partially applicable for persons with the injury. In this study, I used a narrative inquiry within the interpretative framework. Also, I conducted an in-depth interview to pay attention to the voice of persons with traumatic spinal cord injury. The interview helped me to understand the stories. Especially five participants who were experienced in TVET programs were purposefully selected for the study. I considered that my participants are the range of twenty-one to forty years of ii age. The participants were six months post-injured. A total of five participants were interviewed physically and through telephone communication. The stories and information were analyzed and interpreted based on the theory of the social model. The social model concentrated on social oppression to make unjust circumstances rather than physical impairment. The stories of the study show that persons with traumatic spinal cord injury are excluded from the main stream in TVET program. They have frequently been deprived of the opportunity of participating in the program due to physical limitations. To be specific, their stories interpreted some similarities that motivation: encourage to be independent, low accessibility: information, disability-friendly educational environment, lack of awareness of disability in society, limited training curricula, devasting economic consequences. Reintegration signifies not economic empowerment but emotional independence. As firstly said, despite persons with traumatic spinal cord injury has faced uncountable barriers in training, it is sure that supported them to reintegrate into the community. On the other hand, TVET provides an essential opportunity to back to the community, but circumstantial constraints restrict the chance. Most private TVET institutes are not prepared for disability-friendly education environments. For instance, the institution is located on the 2nd floor without a lift. People with wheelchairs have no access to the program. Like this, disability is not considered training conditions, insufficient space to move a wheelchair, steps have prevailed. Financial hardship was a critical problem for my participants. Moreover, they appealed to the attitude of TVET educators. When TVET stakeholders whom my participants met, they showed disrespectful attitudes about disability. Although participants were in difficulties, they succeeded in completing the vocational training. The training led them to innovate life through generating income. Now they could maintain livelihood, looking after children. By discovering participants' stories, I came to know the importance of hearing their experiences in the TVET program. Otherwise, fundamental interests and needs overlooked TVET programs are likely to be planned. It may decline the effectiveness iii of the program. My participants’ experiences refer that ensuring education rights in TVET programs is the first step to improve the quality of life of persons with traumatic spinal cord injury.

A Systematic Literature Review Examining the Impact of Societal Factors on Student’s Intention to Enrol in Technical and Vocational Education and Training (TVET) Programs at the Tertiary Level

A Systematic Literature Review Examining the Impact of Societal Factors on Student’s Intention to Enrol in Technical and Vocational Education and Training (TVET) Programs at the Tertiary Level

Optimization of Bilateral Cooperation at the Local Level: Vocational Schooling Program and Firm Productivity in Central Java

In 2011 the Indonesian and the German government initiated the Sustainable Economic Development through Technical and Vocational Education and Training Program (SED-TVET). Within the diplomacy realm, this kind of bilateral strategy has often been utilized to strengthen a country's specific needs. Following the program, Provincial Government in Central Java responds distinctively to the initiative by emphasizing link and match program to promote skilled-labor employment. This paper aims to investigate the effect of these national and local policies on firms’ productivity. Our identification of treatment year is critical as this precedes wider implementation of TVET program at the national level in 2016. To capture the precise treatment effect of the program, we deploy difference-in-difference strategy using the province’s neighbors as the control group. We find that firms in Central Java employed nearly 20% higher share of skilled labor relative to its controls. This correlates with significantly higher productivity and export performance. The results highlight the benefit of well-coordinated bilateral cooperation while also stressing the important role of local leadership in optimizing the impact of the program.

Comparative Assessment of the Mountainous River Basin in Kyrgyz-Kazakh Region of Central Asia with River Basins in Australia, Canada and USA

Central Asia is among the most heavily affected regions worldwide by climate change and water shortages. Impacts include changes in precipitation patterns, more frequent temperature extremes and increased aridity causing a negative impact on agricultural production, food availability, and environmental security. To combat this threat, it is important to enhance information literacy among all water users. This can be done through awareness campaigns, blended learning by providing the proper Technical and Vocational Education and Training (TVET) programs and utilizing all available facilities. This will address relevant issues, such as miscommunication, complexities of transboundary water sharing issues, overexploitation of water resources, and poor flood-drought mitigation techniques. Proper and user-friendly lifelong blended learning for scientific information dissemination focusing water issues can provide stronger support to increase awareness among water users and decision policy makers. Worldwide, especially in North America and Australia, information literacy campaigns have proven successful. This strategy can be replicated in the Mountainous Kyrgyz-Kazakh Chu-Talas transboundary river basin. The issues concerning the Mountainous Kyrgyz-Kazakh Chu-Talas transboundary river basin is elaborated and compared with Australian, Canadian, and US river basin management programs. The foresight analysis is presented, as to what would be a rationale to improve water resources more sustainably in Central Asia. Methodologies, programs, technologies, communities-based river basin committees, snow-water collection with agroforestry, and basin-based water market opportunities were analyzed to assess potential applications in Central Asia region.

Utilization of technology-enhance learning tools among vocational and technical education teachers in Nigerian tertiary institutions

The study determined training needs of teachers and issues in the utilization of Technology-enhanced Learning tools in Vocational and Technical Education in Nigerian tertiary institutions. Five research questions and one hypothesis guided the study. The sample for the study is 318 teachers from six tertiary institutions that offer majority of Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument is 0.81. Results from collected data revealed that the teachers require training to enable them use Technology-enhanced Learning tools for instructional delivery; the current mode of instructional delivery in institutions is face-to-face approach; many institutions have Information and Communication Technology center and institution wide internet which are not effectively utilized for instructional delivery, among numerous other findings. Among the recommendations is that teachers should be given access to the available Technology-enhanced Learning facilities in their institutions to enable them learn how to use them at their own free times. It was concluded that most VTE teachers are eager to deploy Technology-enhanced Learning tools for instructional delivery but some institutional supports they need, especially trainings are inadequate.

Attitude of Vocational and Technical Education Lecturers Towards Utilization of Open Educational Resources for Effective Teaching and Learning in Nigerian Universities in Northeast Nigeria

The main purpose of this study was to determine the attitude of vocational and technical education lecturers towards the utilization of Open Educational Resources for effective teaching and learning in Nigerian universities in northeast Nigeria. The study adopted a survey research design and was carried out in northeast Nigeria. The population of the study was 782 Vocational and Technical Education lecturers from 5 universities that offered Vocational and Technical Education in northeast, Nigeria. The study adopted Simple random sampling to select a sample size of 254 respondents using Krejcie and Morgan (1970) sample size table. Attitude of Teachers Towards Utilization of Open Educational Resources Questionnaire, (ATTUOER-Q) was used as a data collection instrument. The questionnaire was subjected to face validation and a reliability index of 0.91 was obtained using Cronbach Alpha. The data for the study was analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed that the factors that influence VTE lecturers’ attitudes towards the utilization of OERs include technological infrastructure and readiness, educator capacity and awareness, and content quality and relevance among others; the study further revealed that to a high extent, lecturers in Nigerian universities are aware of OERs available for teaching and learning. The study recommended that Institutions should develop and implement comprehensive training programs specially tailored to the needs and conditions of vocational and technical education lecturers in Northeast Nigerian universities. And The National Council of Universities should recommend increased institutional support and resources to facilitate the integration of OER into vocational and technical education programs

Evaluation of Technical and Vocational Education and Training (TVET) Programmes in Nigeria: The Kirkpatrick Model

This study aims to evaluate the Technical and Vocational, Education and Training (TVET) program in the Federal Polytechnic Ilaro using the Kirkpatrick model. The model provided a very reliable and valuable framework for evaluating education and technical training or programs with four levels of Behaviour, Learning, Reaction, and Outcome/Impact. The study population is 14290 students registered during the 2021/2022 academic session of the Institution. Krejcie and Morgam's (1974) sampling technique was adopted to have a 375 sample size for questionnaire administration purposes. The study purposively selected 375 sample sizes among the graduating classes in three out of five faculty, in which the institution was divided, to represent fifty percent of the stratification. The choice of graduating classes is to have those that are about to complete their academic program, and have gone through TVET-inclined programs for self-evaluation on the changes in their behavior, learning, reaction, and noticeable outcome-impact of TVET program on them in their immediate business environment. Descriptive and inferential statistics were adopted for analysis. The result of the findings through regression analysis produced an Adjusted R-Square of -0.005, F Statistics of 0.363, and a significant value of 0.780, which indicate that Learning, Behaviour, and Reaction did not influence the Outcome or Result of the TVET program. It was concluded that learning, reaction, and behavior were adequate in the TVET program with most respondents agreeing to the variables used to test the three levels, but had no influence on the Outcome/Impact on the improvement in the trainee’s life after the program in the Federal Polytechnic, Ilaro, Nigeria.

Status of Instructional Leadership Practices in Botswana's Public Technical and Vocational Education and Training: A Case of Brigades

This qualitative multi-case study explores instructional leadership practices at Botswana's brigades, a key provider of semi-skilled Technical and Vocational Education and Training (TVET) programmes. This study investigated the perspectives of instructional leaders and lecturers at two institutions in the Southern District to understand their experiences with leadership practices. Drawing on Hallinger and Murphy's (1985) framework, this research examines how instructional leadership unfolds within brigades, focusing on defining the mission, managing curriculum and instruction, and fostering a positive learning environment. Furthermore, it explores the collaborative practices of the leadership team, including principals, deputy principals, and department heads. The findings reveal a general understanding of instructional leadership among participants, with some evidence of practices, such as curriculum management and stakeholder involvement. However, concerns have been raised regarding communication gaps, limited shared leadership, and ineffective evaluation. The study also identified essential competencies for instructional leaders, including communication, planning, and resource management. Key challenges include information overload, resource shortage, and staff training gaps. The participants suggested strategies for improvement, emphasizing streamlined expectations, consistent monitoring, leadership development, and adequate resourcing. Overall, the study contributes to a deeper understanding of instructional leadership in Botswana's TVET sector and provides insights for enhancing programme quality and graduate employability.