Technical And Vocational Education And Training Graduates Research Articles

Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.

FDI and human capital development: a tale of two Southeast Asian economies

Middle-income economies must prioritise human capital development to ensure long-term sustainable growth and economic upgrading. While foreign direct investment (FDI) is believed to aid this endeavour, its impact on technical vocational education and training (TVET) remains understudied. This research explores the influence of FDI by multinational enterprises (MNEs) at various stages of global value chains (GVCs) on TVET graduate numbers in Vietnam and Indonesia from 2006 to 2016. Our findings reveal that greenfield FDI plays a role in shaping TVET supply, with heterogeneous effects across different GVC segments and subnational regions. Specifically, FDI in logistics, sales and marketing, and support and servicing are associated with an increase in the supply of TVET graduates in the region, whereas FDI in headquarters and production may lead to a decline in technical skills. To address these dynamics, public policies should prioritise flexible education systems capable of adapting to MNEs’ evolving skill demands. By doing so, these economies can elevate local human capital levels and avoid the stagnation often associated with middle-income traps. This research underscores the importance of aligning policy with the needs of a rapidly changing global economy to foster sustainable development.

The Role of Vocational Schooling in the Empowerment of Rural Migrant Girls in Western China: A Case Study of Ethnic Mongolian Girls

Ethnic minority women in rural parts of China remain excluded from many pathways to economic and social success, including most forms of traditional education. While technical and vocational education and training (TVET) offers an alternative, it carries a degree of stigma and its benefits for these communities are not well-documented. This study uses structured interviews with TVET graduates in a small Inner Mongolian city to explore the benefits and limitations of vocational training for the cultural, economic, and social empowerment of ethnic minority women. Ten participants in the city of Eu-Qi participated in semi-structured interviews. They reported on their experiences in secondary and tertiary TVET programs, their post-graduation careers, and life choices. The study identifies an overall positive trend of empowerment, growth, and self-actualization: these young women lived better lives, had more opportunities, greater friendships, and far more freedom than did women of the previous generation who had remained in rural villages in the surrounding parts of the Mongolian plateau. The systemic barriers they faced were still substantial, however, including a limited local job market and the stigmas attached to vocational schools. Future work should systematically evaluate how well China’s vocational training policies are meeting stated goals, especially in ethnic minority regions.

Sustainable employment for vocational education and training graduates: the case of future skills matching in Bangladesh

ABSTRACT Bangladesh is characterized by a high demand for skilled workers. Hence, the significance of Technical and Vocational Education and Training (TVET) becomes crucial to address the existing skill gaps to stimulate economic development. This research addresses the major challenges that hinder the progress of TVET in Bangladesh. This study adopts a mixed-method approach to investigate thoroughly the fundamental aspects of TVET’s capacity to provide high-quality skills development programs with an aim to increase its graduates’ employability. This study finds that individuals, upon their graduation from TVET institutions, face significant obstacles in the job market. These challenges, as the research finds, arise primarily due to discrepancies between graduates’ skills and job market demands. This study also examines the local TVET issues in Bangladesh, offers valuable insights and policy recommendations to address skill deficits, ensure sustainable employment for TVET graduates, and enhance economic development in developing nations..

The policies and practices of technical and vocational education and training pathways into higher education in Bangladesh: lessons from Australia

ABSTRACT By examining Bangladesh’s educational policies and practices, this paper investigates the transition from technical vocational education and training (TVET) to HE (HE). This study specifically focuses on two areas: how TVET graduates’ access to HE looks like in Bangladesh and what role HE institutions can play in boosting TVET graduates’ engagement in HE in Bangladesh by taking a cue from the Australian TVET system. Based on Marginson’s ‘high participation systems’ theory, it focuses on how TVET courses can lead to HE and how universities can facilitate TVET diploma holders’ access to bachelor’s degrees in their fields of study in Bangladesh. The qualitative content analysis of policy documents served as the foundation for this paper. This paper aims to advance our understanding of how structural obstacles (elitism) affect pathways from TVET to HE and how international ‘best practices’ can be localized in the Bangladeshi context.

Assessment of Employability Skills of Technical-Vocational Education and Training (TVET) Graduates: Basis for an Enhancement Program

The study aims to determine the employability skills of Technical-Vocational Education and Training Graduates of Valenzuela City Polytechnic College.
 This study was carried out to 423 graduates of TVET using convenience sampling and forty-five (45) employers who were selected purposively in the City of Valenzuela. The respondents had completed the TVET program. A survey questionnaire, document analysis and an interview guide were used. Frequency, percentage, and weighted mean were utilized in the statistical analysis and handling of the data.
 Among 423 TVET graduates of ValPoly from 2015 to 2019, majority are employed which had an employment rate of 87.94 percent, compared to a rate of 12.06 percent for those who were unemployed. Carpentry obtained the highest employment rate while the bread and pastry production got the lowest employment rate. The year 2019 also has the highest rate while respondents who graduated in 2016 have the lowest employment rate.
 Half of the employed graduates acquired a "regular status". Despite the skills mismatch, graduates have managed to seek employment related to their training right after graduation. Communication skills is the most useful skill in the workplace.
 ValPoly has provided comprehensive and effective programs and provisions that enhance graduates' employability skills. TVET graduates employed were assessed as highly competent by their employers. Several factors that facilitate the acquisition of employment. A proposed enhancement program for the employability skills of TVET graduates is formulated based on findings of this study to ensure that all graduates will be equipped with skills for employment.

‘Turning Job Seekers to Job Creators’: Talent Management Module Development for TVET Graduates

The COVID-19 pandemic negatively impacted the economy, particularly the downsizing of operations and retrenchment, which affected various sectors. Post-pandemic prompted a shift in the perspective; rather than waiting for jobs, it seems that individuals needed to become job creators. In this regard, the Technical and Vocational Education and Training (TVET) is believed to be a prominent field of study that could facilitate graduates to become job creators. Nevertheless, some of graduates would not consider owning businesses after graduation, indicating the difficulty of becoming job creators. Therefore, this study emphasising TVET program built and validated a Talent Management Module (MTM) involving creation (Job Creator) based on the Cognitive Information Processing (CIP) theory. It comprised both quantitative and qualitative phases. First, a series of interviews were carried out to explore the perceptions of talent management (TM) among seven experts. Second, a quantitative study involving data interpretation analysis based on the validity of the module content was obtained using the interview technique. Third, the module content validation process involved seven experts comprising academics and Malaysian career academy entrepreneurs whose backgrounds included entrepreneurship and TVET. The results showed that nine variables were involved, namely 1) Communication, 2) Critical Thinking and Problem-Solving Skills, 3) Teamwork Skills, 4) Continuous Learning and Information Management, 5) Entrepreneurial Skills, 6) Leadership Skills, 7) Professional Ethics and Moral, 8) Career Adaptability, and 9) Digital technology. Overall, MTM that was built in this study was consented to by the appointed experts. The development of this module might better be considered to encourage graduates to create prospective job creation that could reduce the unemployment rate. Therefore, the proposed MTM might be an appropriate solution to address unemployment through the identified important components in the implementation and empowerment of career programmes across TVET graduates.

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

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

Effectiveness of Vocational Training on Light Vehicle Mechanics in Underprivileged Children’s Educational Programs, Nepal

Training effectiveness is important for the employment of technical and vocational education and training (TVET) school graduates, such as light vehicle mechanics in the automobile industry. This study explored the training effectiveness of light vehicle mechanics in Nepal, with focus on students’ satisfaction with TVET school’s physical facilities and physical environment. The training effectiveness is explored among the sampled TVET graduates of CTEVT affiliated TVET schools, using quantitative method of research. The overall impression of the training was effective because the graduates responded positively about training. The schools did not fully achieve the objectives due to inadequate provision of modern technology. Thus, they pointed out the need for regular up-to-date tools and equipment as per need of the industry. Utilization of library facility and technology in the teaching- learning methods was equally needed. The skill mismatch could be solved by linking industry to the TVET training. This study may draw an interest of the TVET school leaders for taking effective measures to maintain quality of graduates, keeping in mind the industry needs. Similarly, future researchers may take reference when they want to explore the underlying causes of students’ satisfaction with physical facility and school environment, as well as training and skill mismatch in the labor market among the TVET school graduates.

Interventions for Inclusion in TVET through Private-Public Development Partnership in Ethiopia and Zambia

The study is about reconfiguring Technical and Vocational Education and Training (TVET) through Private-Public Development Partnership (PPDP) for the inclusion of disadvantaged groups in Ethiopia and Zambia. A PPDP is a cooperation between national and foreign actors targeted at development activities and is a governmental strategy to increase the standard of TVET, including strategies to include disadvantaged learners. This article focuses on two PPDPs, one comprising a TVET college in Ethiopia and another in Zambia. The aim is to analyse and compare the curricular strategies of these two PPDPs to revamp TVET for the inclusion of disadvantaged learners. Data was generated through document analysis, interviews and focus groups. The findings indicate that both PPDPs served as an intervention to the TVET institutions, thereby including disadvantaged learners in contexts of huge inequality of opportunities. The article points to tensions relating to inclusion, particularly about how global educational policy trends contend with the realities in local labour markets and the needs of TVET graduates who will work therein.

Factors Influencing Employment of Female Graduates of Technical and Vocational Education and Training Program in the Philippines

Unemployment has been a long-standing problem in many countries, including the Philippines, and the recent pandemic even worsened the economic conditions of Filipinos with a large part of the population losing their jobs. One way to create more platforms that will enable the employability of the population is through the technical and vocational education and training (TVET) program, whose goal is to produce middle- and high-skilled graduates ready to take on the demands of the rapidly changing economy. With the current gender gap in terms of employment, this study focuses on the employment status of female graduates of TVET and the possible factors that influence the employment of Filipino female TVET graduates were determined. The survey data collected by the Technical Education and Skills Development Authority (TESDA) in 2018 for their employability study of 2017 women TVET graduates was utilized in this study. Binary Firth logistic regression models were fitted on subpopulations of TVET female graduates who were employed before and after training. Results have shown a significant increase in the proportion of employed women after graduation, which was indicated in the estimates before and after the training. Among the unemployed Filipino female before the training, more than half of them (52%) were employed after the training. Age, education, region, and reasons for taking up a program showed to be determinants of the employability of female TVET graduates. The factors that hinder women from entering employment despite their TVET training is the primacy of their household and family duties. Their choice or nature of programs shows that women take stereotypical roles associated with women, an issue that is still present today because of prevailing traditional gender norms. With the huge decline in economic activities brought by the pandemic, the results of this study will be particularly important in creating more and better employment opportunities for Filipino women.

TVET engineering students’ perceptions of the value of their qualification and the prospects of employment

The study described in this article explored the ways in which selected technical and vocational education and training (TVET) engineering students perceived their qualifications and employment prospects, given the youth unemployment rate in general and, in particular, that among TVET graduates. While the unemployment rate among South Africans with a tertiary qualification stood at 7%, it appeared to be a staggering 33% among TVET graduates in 2017. In order to gather data from a sample of TVET engineering students, a self-administered qualitative questionnaire was used to collect data from two colleges. A total of 113 TVET engineering students at the two colleges completed the questionnaire. The gender profile of the participants was 64 females and 49 males, who were all between the ages of 18 and 29 years. The findings showed that the TVET engineering qualification does not guarantee employment because of the lack of jobs in the South African economy. Moreover, the participants perceived unemployment as a function of job scarcity rather than of a lack of skills. However, some participants perceived a TVET engineering qualification to be in demand, and this demand is attributed to the electricity crisis/load-shedding in South Africa. The majority of the 79 participants, who perceived unemployment to be an economic crisis, recommended that a solution to unemployment should be to make voluntary service compulsory in both the public and the private sector. To this end, the government should make available funding for small, medium and micro enterprises (SMMEs) and also encourage and fund students to study beyond their undergraduate qualification. As an entry-level requirement for employment, experience is seen as an unfair practice and a barrier to entry for graduates.

Vocational training and labor market outcomes in the Philippines

The paper analyzes the labor market outcomes of graduates of post-secondary technical and vocational education and training (TVET) in the Philippines. Using household data for 2015–2016, the results show significantly higher wages for TVET graduates relative to those who entered the job market with a secondary school education or below. However, individuals who both trained in TVET and pursued tertiary (university) education tend to have a lower wage than those with secondary school education or below. This counterintuitive result may be partly explained by the tendency for such dual-level individuals to complete the lowest level of TVET. Graduates of TVET are found more likely to be employed compared to individuals who only studied at secondary school or below as well as those who studied at the tertiary level.

Influence of Different Learning Environments in the Implementation of Technical Vocational Education and Training policy in Nigeria

Technical vocational education and training (TVET) are seen as an important tool in economic growth and poverty reduction in many developing countries. There is evidence that creating a work environment and duplicating the industries equipment in the TVET institutions is costly and pushed the budget high and cannot be afforded by the government. This lead to vocational education to be done in an academic setting, working on fictional tasks that are not in line with daily real work tasks. Although the influence of the learning environment on TVET policy implementation has been reported, little is known on the perspective of school leaders in the use of different learning environments. The study aims to understand the combination of different types of learning and learning environments influence the implementation of TVET policy. The study is based on a semi-structured qualitative interview with nine school leaders in TVET institutions in Nigeria. The study used thematic analysis to analyze the data and NVIVO qualitative data analysis software to organize the data. The paper and pencil coding method was also used for the analysis. The study finds out that combining different types of learning and learning environment may contribute to the effective implementation of TVET policy and increase the employability of TVET graduates. From the perspective of the school leaders combining different types of learning and learning environments will facilitate job-ready graduates. The results of the study should be used to guide the implementation of TVET policy and facilitate the combination of learning environments.

Measure of Awareness on Occupational Health and Safety Vulnerability in Technical and Vocational Education and Training Institutions

Technical and Vocational Education and Training (TVET) is the future of tomorrow's workforce in the era of the Industrial Revolution 4.0. The ability of TVET institutions to prepare their graduates for future employment is paramount. Graduates who are adequately prepared to adapt to the workplace scenario is very much sought after. Job descriptions may differ slightly from their education and training, but strong fundamentals greatly improve a TVET graduate's employability. Part of this employability is the ability to commit to safety and health processes and procedures in the workplace. A survey using an instrument with a meritorious confirmatory factorial analysis was conducted. The items of the survey try to obtain feedback on awareness among the TVET population. The survey was disseminated using an online survey form. Feedbacks were analyzed using statistical packages to determine the respondents' replies. Utilizing the Pareto analysis, significant items based on respondents' feedback were identified. From the analysis, two hypotheses were formulated, which were then tested using independent samples test to obtain the significant value of the test. From the Pareto analysis, only 40% of the respondents were knowledgeable to assist if there were any safety and health concerns. Further analysis proved that gender did not influence having the knowledge to assist in any safety and health concerns. Additionally, having an industrial experience did not influence having the knowledge to assist in any safety and health concerns. The study on the awareness of occupational health and safety in TVET institutions is still a scarce research topic. By taking into consideration this research study, practical implications focusing on various stakeholders of educational systems; accreditation agencies and government bodies, TVET institutions, and civil society can be further explored and developed. TVET institutions play a pivotal role in providing a competent workforce to industries. The ability to provide experience in handling safety and health concerns within the curriculum can improve TVET graduates’ competency and marketability. However, being a developing country, further research needs to be conducted on safety and health for TVET institutions.

Graduate Tracer Study for Refining TVET Programs

The Technical Vocational Education and Training (TVET) is key to overall development of a nation. Unemployment to TVET graduates in any country means either the country is on the wrong track of development or the TVET education not salable. Tracer study helps to move TVET in right track. Many TVET scholars emphasize conducting tracer study frequently to save TVET from quality erosion. Selection of a method and instrument, preparation for a survey, case study and focus group discussions are the major activities to be performed to conduct tracer studies. Here, an elaborate description is made on the entire process of Tracer Study conducted in the TVET. The views of graduates as well as their employers are the main data to pull out findings and refinement has to be done accordingly. Data collection should be more accurate and tools used should be appropriate for giving right direction to TVET. CTEVT and the central and administered Technical Institutions are conducting tracer studies from time to time to reflect reality. But, the application of the findings of tracer studies is a big question in CTEVT such as the revision of curriculum does not happen for a long time. As a result, the unemployment rate of graduates is on rise. Real tracer studies with commitment for change as per market need are the demand of modern TVET.

Indigenous Knowledge and Vocational Education: Marginalisation of Traditional Medicinal Treatments in Rwandan TVET Animal Health Courses

This study explores Rwandan ethno-veterinary knowledge and the degree to which this knowledge is reflected in the country’s technical and vocational education and training (TVET) instruction. The knowledge considered is the Indigenous medicinal knowledge used by rural Rwandan livestock farmers to treat their cattle. Through interviews with farmers, TVET graduates and TVET teachers, and an examination of the current TVET Animal Health curriculum, the research identifies a neglect of Indigenous knowledge in the curriculum, despite the fact that local farmers use numerous Indigenous medicinal innovations to treat their animals. The focus of the Rwanda’s TVET Animal Health curriculum is on Western-origin modern veterinary practices. The authors argue that this leaves Rwandan TVET Animal Health graduates unprepared for optimal engagement with rural farmers and with the full range of potential treatments.

The Impact of Vocational Training on Labor Market Outcomes in the Philippines

The paper analyzes the labor market outcomes of graduates of post-secondary technical and vocational education and training (TVET) in the Philippines. Based on human capital theory, our guiding assumption is that investment in education is rewarded through higher wages and a greater likelihood of being employed. Using household data for 2015–2016, the results show significantly higher wages for TVET graduates relative to those who entered the job market with a secondary school education or below. However, individuals who both trained in TVET and pursued tertiary (university) education tend to have a lower wage than those with secondary school education or below. This counterintuitive result is explained by the tendency for such dual-level individuals to complete the lowest level of TVET. Another result is that TVET graduates are more likely to be employed than both those who only studied at secondary school or below and those who studied at the tertiary level. The results are generated from a linear regression model that corrects for sample selection into employment and from the use of propensity score matching which addresses selection into TVET.

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

This study examined the current state of careers advice, guidance, and counselling (CAGC) services and programmes in the technical, vocational education, and training (TVET) system of Nigerian higher education institutions (HEIs). This was to determine how well current CAGC services and programmes foster students’ career development, aspirations, and choices. Forty-eight participants, who were members of the Nigerian National Board for Technical Education (8 participants), guidance counsellors (6), university TVET teachers (18), career experts from the National Directorate of Employment (7), and newly employed TVET graduates (9), volunteered for the study. A purposeful sampling procedure was adopted to recruit participants. Data were collected using a semi-structured interview approach, and we employed a thematic design for the coding and analysis of the transcribed data. The study found no CAGC services and programmes in the TVET system. It is recommended, therefore, that TVET systems should focus on providing career development enhanced learning rather than schooling only by revising the curriculum to include programmes and activities that promote CAGC activities and programmes.

TVETagogy: Teaching and Facilitating Framework (PDPC) for Technical and Vocational Education and Training (TVET)

The quality of TVET graduates is often an issue raised by employers, particularly the Malaysian Employers Federation (MEF) and the Federation of Malaysian Manufacturers (FMM). One of the important factors in producing quality graduates is the teaching and learning method (PdPc) practiced in TVET training institutions. Therefore, the study was conducted to develop a PdPc framework known as TVETagogy, particularly in the field of TVET in Malaysia. This framework was developed on the basis of Project Oriented Problem Based Learning (POPBL) and Work-Based Learning (WBL) combined with 21st-century teaching elements. A total of 9 experts have been appointed using Delphi's modified method to validate the elements related to TVETagogy. The findings show that technology elements, pedagogy, content, knowledge have been successfully integrated with POPBL and WBL elements to create a framework for TVETagogy. The findings of this study can be used for future teachers, educators in the field of TVET for guidance in designing high quality and effective PdPc TVET to produce high skilled workforce.