Technical Training Institutions Research Articles

Compliance of private ventilated improved pit latrines to odour and fly control guidelines: A technical audit in selected regions of Ghana

The ventilated improved pit (VIP) latrine offers a promising route to safely managed sanitation to many households in developing countries. However, some technical guidelines must be followed in order to realise the technology's advantage of odour and fly nuisance control. This study sought to audit private VIP latrines in selected regions of Ghana to assess their compliance to conventional technical guidelines and to understand the major factors that influence the latrine designs. An inspection checklist was developed to assess 296 private VIP latrines in the Central, Ashanti and Northern Regions of Ghana while semi-structured interviews were conducted among the latrine owners to enquire the factors that influenced the designs of their latrines. The results show that provision of a window in the superstructure (86 %), and the avoidance of an insect screen in the window(s) (77 %) were the most complied guidelines. The use of 150 mm diameter vent pipe was the least satisfied guideline (5 %). On the average, a latrine satisfied about half (3.6) of the technical guidelines that were assessed. The decision or advice of local artisans is the most influential factor in the design of the latrines. Cost was the least mentioned factor cited by the latrine owners. There is the need to establish information desks at the various Metropolitan, Municipal and District Assemblies (MMDAs) to guide prospective owners on the proper design and construction of the VIP latrine. In addition, toilet construction should be incorporated in the curriculum for the basic training of building and construction students in Technical and Vocational Education and Training (TVET) institutions in Ghana. Further research is required to ascertain the basis of the decisions of local artisans and the potential impact of the use of accessories that are ‘borrowed’ from the WC toilet on odour and fly control in the latrine.

Comparative Analysis of Assessment Methods Enabled by Learning Management System in Technical Training Institutions in Kenya

Comparative Analysis of Assessment Methods Enabled by Learning Management System in Technical Training Institutions in Kenya

Analyzing Trainees' Engagement with Learning Management System Across Various Modes of Study in Technical Training Institutions: A Case Study of Kenya

Analyzing Trainees' Engagement with Learning Management System Across Various Modes of Study in Technical Training Institutions: A Case Study of Kenya

Challenges in Technical Education in Bolivia During COVID-19 Pandemic

This research delves into the profound effects of the COVID-19 pandemic on technical and technological education within Bolivia’s Higher Education sub-sector, particularly focusing on Technical and Technological Training Institutes. The interruption of practical teaching, inherent in the curriculum of these institutes, due to stringent containment measures imposed by the Bolivian State since 2020, has presented significant challenges for both educators and students. Through a comprehensive examination employing interviews, surveys, and focus groups, the study identifies key concerns such as limited internet access, insufficient ICT proficiency, and pedagogical hurdles specific to technical subjects. The transition to virtual learning has widened the pedagogical gap in technical education, exacerbated by disparities in technological resources, particularly impacting rural educators and those teaching practical courses. Economic vulnerability among technical professionals, especially in the informal sector, underscores the necessity for financial literacy and access to credit. As Bolivia moves towards resuming in-person classes, the study advocates for sustained teacher training in ICTs, development of virtual labs for practical subjects, and targeted social programs to support vulnerable technical professionals.

Exploring the potential for enhancing green skills training, innovation and sustainable livelihoods in informal spaces of Harare, Zimbabwe: identifying gaps and opportunities

PurposeDespite growing emphasis on green skills, innovation, and sustainable livelihoods, research remains limited in the informal economy, particularly in developing countries. This study investigates gaps in green skills training, innovations and livelihoods among informal metal fabricators, shedding light on the challenges and opportunities within this sector. Specifically, the study critically assesses the potential for upskilling informal metal fabricators through Technical and Vocational Education and Training (TVET) institutions and university innovation hubs.Design/methodology/approachEmploying a qualitative interpretive methodology, we conducted 40 key informant interviews with small-scale informal metal fabricators operating in Magaba and Gaza home industries, two of Harare’s largest home industries in Zimbabwe. Subsequent key informant interviews were held with TVET educators and innovation hub lecturers. Observations were carried out over a period of three months to comprehensively explore the issues under investigation.FindingsGender disparities persist within informal innovation spaces, with women making strides in the traditionally male-dominated field of metal fabrication. However, challenges such as prejudices, stigma, ridicule and abuse hinder women’s full participation in manufacturing processes, often relegating them to less physically demanding roles like customer engagement and product marketing. Inequities in support for green skills training were evident, with the innovation hub model primarily catering to formally educated youth in universities, neglecting the active involvement of notable informal innovators with limited formal education. While a gradual shift toward renewable energy sources is observable in the informal economy, government-owned TVET institutions show minimal or no adjustments in course content to incorporate essential green skills. In light of the findings, the study proposes measures to ensure equitable green skills training, innovation and the promotion of sustainable livelihoods in the informal metal fabrication sector.Originality/valueThe findings of this study represent a novel contribution the gaps in green skills training in the informal economy and how these inform reforms for vocational learning and training practices and the incubation of innovations.

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Perceptions of Pre-Service Technical Teachers on the Teaching and Learning Activities in Teacher Instructor Colleges of Uganda

Understanding perceptions about the teaching and learning activities has implications on the way teacher training programs can be improved and influences trainers’ motivation. The aim of the study was to examine pre-service technical teachers’ perceptions of the teaching and learning activities in teacher-instructor colleges in Uganda. The following research questions guided the study; “Is the time allocated for the teaching and learning activities adequate; how is the tutoring conducted; are the pre-service teachers satisfied with the assignments given; do the pre-service teachers trust the teaching and learning process and are the pre-service teachers satisfied with the equipment and materials used for training? The study adopted across sectional survey design. Data was collected from 168 pre-service technical teachers using a researcher-constructed questionnaire. The data gathered was analysed using SPSS and presented as descriptive statistics. The findings revealed that time for teaching and learning; tutoring (organization of training), and assignments given were adequate; pre-service technical teachers trusted the teaching and learning process; however, they observed that the equipment and materials were inadequate for training. It was therefore recommended that the government increase the budget for technical teacher instructor institutions; lobbying for funds through; private partnerships, companies, international donor agencies, tax rebates, fellowships, and research grants to purchase adequate training equipment and engage policy makers to create mechanisms for responding to constant technology advancement for technical teacher instructor training institutions to cope

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

AbstractThere is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements.

Evolution of Accreditation Scheme in the Nigerian Technical and Vocational Education and Training Institutions and Strategies for Developing the Scheme

Quality technical and vocational education and training (TVET) is undoubtedly the fulcrum for national technological growth and development. It empowers individuals to be skillful, creative, employable and become responsible citizens. Accreditation has been regarded as an effective quality assurance instrument to assess quality of education including TVET globally. Accreditation ensures that institutions or programmes offered to the public have met the minimum prescribed standards and complied with the agreed minimum requirements. This paper examines the evolution of accreditation schemes especially among TVET institutions in Nigeria. The new development introduced into accreditation by NBTE over time and strategies that should be deployed to make accreditation a significant contributor to national development are examined in this study.

Employability skills of maintenance technicians in container ports: Implications for maritime technical and vocational education and training

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

Project-Based Learning (PjBL) Practice in Technical and Vocational Education and Training (TVET) in Indonesia and Malaysia: A Comparative Study

This qualitative-comparative study examined the use of Project-Based Learning (PjBL) in Technical and Vocational Education and Training (TVET) institutions in Indonesia and Malaysia. It observed the use of PjBL as a student-centered learning method to bridge the gap between academic knowledge and practical skills required for the changing needs of the job market. Empirical research in Indonesia demonstrates that PjBL improves students' collaboration, communication, and interpersonal abilities. The implementation of PjBL in Politeknik Negeri Padang (PNP) Indonesia follows a structured approach categorized into small, medium, and large-scale projects, integrating various subjects and fostering interdisciplinary collaboration among students. Similarly, in Malaysia, PjBL supports efforts to restructure TVET to satisfy industrial demands, particularly at institutions such as Kolej Komuniti Selayang (KKSY) and Politeknik Sultan Idris Shah (PSIS). The Malaysian model stresses regular review and weekly assessment of student projects, with the goal of improving students' critical thinking, problem-solving, and innovative skills. However, there are significant variances in the evaluation time and the duration of project application between Indonesia and Malaysia. Overall, the comparative analysis offers insight on the changing pedagogical approaches in TVET schools in Indonesia and Malaysia, highlighting the importance of PjBL in preparing students to face the recent globalized workforce.

Reshaping technical and vocational education and training schools and institutions through digital transformation for sustainable development

Reshaping technical and vocational education and training schools and institutions through digital transformation for sustainable development

A REVIEW OF THE JOB SATISFACTION THEORY FOR VOCATIONAL COLLEGE EDUCATION PERSPECTIVE

Job satisfaction signifies a positive attitude toward tasks performed, fostering confidence and enthusiasm among individuals as they engage in their work. The concept of job satisfaction has been explored through various theories relevant to vocational teachers. This paper aims to formulate a comprehensive theory of job satisfaction, integrating variations in work values and perceived job characteristics as key explanatory factors. The study delves into the intricate relationship between job satisfaction and specific work-related elements. Through a literature review analysis, relevant theories are selected to map out the theory of job satisfaction and to understand the interplay between Maslow's Theory and Herzberg's Two-Factor Theory. The findings demonstrate that both Maslow's theory and Herzberg's Two-Factor Theory influence job satisfaction within the organizational work environment of vocational colleges. Furthermore, the extent to which individuals can attain perceived job rewards is contingent on their level of control over their employment circumstances. Additionally, this paper examines previous theories related to teacher job satisfaction, providing valuable insights to teachers regarding the influencing factors that shape their control over achieving job satisfaction within the context of Malaysian Technical and Vocational Education and Training (TVET) institutions.

Exploring online teaching and learning challenges for the technical and vocational education and training lecturer

This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies.

Enhancing Creativity in Educational Institutions: Does Emotional Intelligence Matter?

Academic experts have emphasised the significance of leadership elements like emotional intelligence in cultivating innovative thinking among workers in professional settings. There is a lack of understanding about how emotional intelligence affects various types of creativity. This study sought to determine the antecedent role of emotional intelligence on different dimensions of creativity. The study used an explanatory design methodology to explain the hypothesised relationship between study variables in a detailed and comprehensive manner. The research aimed to understand better how emotional intelligence affects creativity. The research revealed that emotional intelligence significantly and positively affects various forms of creative behaviour. Although the extent of impact varies across the three categories of creativity, idea championing and idea generation are the two categories most influenced by emotional intelligence. The research findings were obtained from a public educational institution, rendering the results potentially only applicable to similar institutions. This is due to the differences in work environments between public and private educational settings, which could impact the creative potential of employees. Additionally, the data was sourced from Technical and Vocational Education and Training (TVET) institutions, making the results particularly relevant to tertiary-level establishments. It is worth noting that this study was cross-sectional, so employees' creative abilities could change over time. Nonetheless, this research provides an opportunity for a future longitudinal study to be conducted in the same field. To help employees overcome their fear of the repercussions of creativity, organisations should focus on enhancing positive leadership behaviours such as emotional intelligence. However, it is important to consider the stage of creative behaviour when enhancing emotional intelligence among leaders, as studies have shown that emotional intelligence can have varying effects on creative behaviour. This research holds both practical and theoretical significance. This is a novel study to establish the direct impact of emotional intelligence and individual dimensions of creative behaviour in public TVETIs in developing countries such as Kenya. The study also extends the application of social cognitive theory by confirming that the role of leaders' personality traits, such as emotional intelligence, varies with the type of creative behaviour. This is because the embedded tasks in the dimensions of creative behaviour tasks differ

How Can Dual Education in Technical and Vocational Institutions Improve Students’ Academic Achievements and Mitigate Youth Unemployment in Kazakhstan

ABSTRACT This study aims to describe the role of dual education in improving students’ academic achievement and mitigating youth unemployment in Kazakhstan. To examine this issue, a survey was conducted among 496 students from technical and vocational education and training (TVET) institutions. The survey results were analyzed using SPSS program to address four hypotheses. Our survey showed that dual education students are more confident in their demands in the labor market, are more satisfied with the results of their studies, and have higher academic achievement than school-based education students.

Rwanda Towards the Implementation of Montreal Protocol on Substances that Deplete the Ozone Layer. the Current Status of ODS, Ods Alternatives, and HFCS Alternatives.

In August 2003, Rwanda ratified both the Vienna Convention for the Protection of the Ozone Layer and the Montreal Protocol on Substances that Deplete the Ozone Layer, along with all the subsequent amendments, including the Kigali Amendment, which was most recently ratified in May 2017. Within this context, by the Law n°63/2013 of 27/08/2013, Rwanda Environment Management Authority (REMA) was created with the legal mandate for national environmental protection, conservation, promotion and overall management, including advisory to the government on all matters pertinent to the environment and climate change. According to Decision XIX/6 of the 19th Meeting of the Parties to the Montreal Protocol on accelerated phase-out of HCFCs, Rwanda is committed to phase-out use of HCFCs by 2030 except for 2.5% for servicing essential use appliances up to 2040. The Hydro chloro fluorocarbons Phase-out Management Plan (HPMP) Stage-I for Rwanda was approved at the 64th Meeting of the Executive Committee for the period 2011 to 2020 to meet a 35% reduction of HCFC by 2020. The HPMP Stage-II has been approved by the 86th meeting of the Executive Committee of the Multilateral Fund Secretariat, to be implemented by UNEP, UNIDO and REMA to enable Rwanda achieve phase-out targets on consumption of Annex C Group 1 Substances of the Montreal Protocol by 2030. The HPMP Stage-II has prioritized key activities to be implemented which include: establishment and implementation of a robust certification scheme for refrigeration technicians, development and implementation of national technical standards in the Refrigeration and Air-Conditioning (RAC) sector that will promote safe use of natural refrigerants and further promote use of highly energy efficiency technologies, capacity building of refrigeration technicians on handling natural refrigerants, training of customs and other enforcement officers on controlling and monitoring HCFC trade and strengthening the Refrigeration Association of Rwanda, technical training institutes and the consumers.The implementation of HPMP Stage-II activities will enable RWANDA reduce consumption of HCFC-22 from the baseline of 4.1 ODP tonnes to 80 percent by 2025 and 100 percent by 2030.This paper represents the results of the national survey conducted to inform the preparation of the project proposal for Kigali HFC Implamentation plan as well as the strategic KIP/HFC phase-down plan.

Reimagining the Purpose of Vocational Education and Training: Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic

Sustainable Development Goal (SDG) 4, which emphasises inclusive and equitable quality education and promotes lifelong learning opportunities for all was achieved by online teaching even during the COVID-19 pandemic. Additionally, online education helped reduce the cost of education, making it more accessible to individuals who might not be able to afford traditional brick-and-mortar schools. So the study was conducted in the midst of online teaching during the pandemic to assess the perceptions of the TVET practitioners and the students. The aim of this study was to conduct an online survey to learn more about how teachers and students perceived and experienced online classrooms. In response to the present pandemic situation, the general educational system also modified itself to include the delivery of classes via online means. Thus, this survey describes Technical Training Institute teachers’ and students’ perceptions and concerns with regard to taking online classes that have been made mandatory in the wake of COVID-19. The sample consisted of 10 trainers and 119 trainees from Technical Training Institute Samthang in Wangdue Phodrang. An online survey method (google forms) was used for data collection. The findings show that little more than 27% believed online teaching is effective. It is also reported that the negative aspect of online teaching is attributed to the low level of knowledge transfer (38%), less structured than classroom teaching (53%), challenging to clarify doubt (53%), and teacher designing teaching learning materials were not interesting with 78%. Overwhelming, 76% of the participants believed that the technical issue majorly disrupts the flow and pace of online teaching. Notably, most participants (69%) thought online education saved time. The study also brought up major challenges with the validity of the assessment system during online education.

Queuing Simulation Modelling for the Interview Process at the Technical and Vocational Education and Training (TVET) Institutions

Queuing simulation modelling is one of the indicators used to determine the effectiveness of procedures that incorporate queuing simulation modelling. As a result, this paper utilised queueing theory throughout the Technical and Vocational Education and Training (TVET) institution’s interview process in Malaysia. The simulation reveals that the queuing simulation comprises a single queue connecting to multiple servers. Each interview stage involves serving more than two (2) candidates concurrently. As a result, the model used in this case study is a multiple-server model, in which more than two (2) servers concurrently serve a single waiting line in parallel. The purpose of queuing simulation modelling is to quantify operational characteristics such as the average number of candidates in the line, the average number of candidates in the system, and the average wait time for candidates in the line and the system. The results indicate that all steps are well-organised and completed within the time constraints associated with each stage. Identifying individuals who combine necessary skills with the ability to overcome challenges, manage stress, deal with ambiguity, work effectively in a team, and demonstrate resourcefulness will benefit the organisation in the short and long term. Therefore, the organisation developed a procedure in which job candidates are immersed in unusual settings to elicit the most useful information about their fitness, personality, critical thinking ability, creativity, and interpersonal skills.

Principals’ Management of Co-curricular Activities as Determinant of Students’ Completion Rates in Public Technical Training Institutions in Kiambu County, Kenya

Purpose: Principals play an important role in the management of co-curricular activities such as planning. However, in Kiambu County, students’ completion rates in technical training institutions are low. This study intended to assess principals’ management of co-curricular activities as determinant of students’ completion rates in public technical training institutions in Kiambu County, Kenya.
 Methodology: The study adopted mixed methodology and concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences and presented by using tables.
 Findings: The study established that, dropout rates among students in public technical training institutions have been high which has led to fluctuating students’ completion rates. The study further established that principals play a key role in the management of co-curricular activities and how such activities influence students’ completion rates in public technical training institutions. However, the study revealed that most principals are rarely involved in the actual planning of CCAs but appreciate the value of such activities in the wholistic growth and development of students.
 Unique Contribution to Theory, Practice and Policy: The study recommends that, as a practice, principals should continue allocating more resources for improving infrastructure for co-curricular activities. As a policy, the Ministry of Education should formulate a policy enabling colleges to partner with other statehooders to provide resources and better the quality of facilities meant for CCAs in technical training institutions.