Technical And Vocational Education And Training Institutions Research Articles

Vocational and Higher Education: The Role of Trust in the Formation of Educational and Professional Trajectory

The article compares the impact of student trust on their educational and career trajectories in vocational and higher education. Since 2015, in Russia, enrollment in upper-grade vocational education programs has exceeded enrollment in higher education programs, and increasingly, young people choose TVET (Technical and Vocational Education and Training) institutions. Therefore, interest in studying various factors influencing the specific trajectories in TVET and higher education is growing. One of these factors is trust, which remains insufficiently studied. Trust has a positive effect on various aspects of education (academic achievements, satisfaction, loyalty to the university, etc.), which can directly or indirectly determine the choice of further educational and professional trajectory. The research data comes from a survey of Russian TVET and higher education students. Particularly in higher education, in contrast to TVET, student trust (in other students, teachers and management) influences their plans regarding educational and career trajectories after graduation. However, this influence depends on the subject of trust and on the intended life trajectory.

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.

Historical developments and current situation of technical and vocational education in Pakistan

Technical and vocational education and training (TVET) is essential worldwide due to its prominent role in preparing the skilled workforce to participate in economic development. This article reports on the TVET situation in Pakistan. First, it reports the historical developments of TVET in Pakistan. TVET has been given priority in policy documents since the independence of Pakistan, but real practical work has been done in the last two decades. National and provincial governments have formulated many new policies to improve TVET and created new governing authorities to regulate it. This results in increased TVET institutions and enrollments. However, this article also identified the significant challenges to TVET in Pakistan. Governance and infrastructure problems, gender inequality, and quality of teaching and learning are three critical challenges to developing TVET. National and provincial governments should partner with local industry and international organizations to build a better framework for TVET in Pakistan.

Quality Assurance in West African TVET Institutions: A Brief Literature Review

The study reviews the role of quality assurance in Technical and Vocational Education and Training (TVET) systems in supporting economic development, enhancing labor market competitiveness, and meeting industry expectations. The authors use a desk research strategy, focusing on document review and qualitative content analysis to analyze credible reports on the role of quality assurance in TVET to promote competent workforce. As per findings, quality assurance in TVET institutions is crucial to ensuring that graduates possess the necessary skills and competencies for the workforce, reducing skills gaps and enhancing employability. It aligns TVET programs with industry standards, enabling graduates to contribute effectively to the workforce. Quality assurance mechanisms also enhance the credibility and reputation of TVET institutions, increasing their attractiveness to students and employers. It helps produce highly skilled individuals, contributing to the country’s economic development and global competitiveness. However, the TVET sector in West Africa faces several challenges, including inadequate infrastructures, curriculum relevance, teaching and learning quality, limited industry collaboration, and lack of quality assurance mechanisms. To address these issues, the authors suggest some innovative dimensions of quality standards to strengthen and improve quality assurance in TVET institutions. These quality standards include leadership, governance, management, physical environment, human resources, curriculum, student participation, access, equity, career guidance, financial management, program evaluation, research, innovation and development. All of these are interrelated, thereby spurring the overall quality and effectiveness of TVET programs and institutions.

Development of Employability Skills through Work-Based Learning

Employability is the ability to participate in the workforce. It comprises a variety of elements that are required to obtain employment, while the skills needed to get employment are employability skills. These skills are essential for upgrading knowledge, skills, ability, and entrepreneurial enthusiasm of a learner. Work-based Learning (WBL) is an education strategy that increases participation in Technical and Vocational Education and Training (TVET) because there is support to enhance employability and upgrading skills for a competitive market. The aim of this article is to systematically review published research and explore the employability skills enhanced by WBL through the school-production unit. The finding of the review shows WBL in the school production unit of TVET institute is a positive indicator of employability, and they develop valuable competencies and employability skills. The review further shows that students enhance subject-specific technical skills, generic skills, or soft skills like communication skills, teamwork, problem-solving skills, critical thinking, leadership skills, entrepreneurial skills, and management skills. Likewise, they enhance personal skills like self-confidence, a positive attitude, and ethics. The article concludes that students gained their technical, generic, and personal employability skills from WBL through the school production unit in TVET institutions.

Declining Enrollment in Long-Term Engineering Programs: Stakeholders’ Perspectives

This study investigates the declining enrollment in long-term engineering programs under the Council for Technical Education and Vocational Training (CTEVT) in Nepal, a critical issue affecting the development of skilled human resources and socio-economic transformation. The study analyzes enrollment data over the past 4 to 5 years and assesses enrollment trends. It also incorporates insights from focus group discussions and interviews with various stakeholders, identifies underlying causes of low enrollment, and proposes actionable recommendations. The findings reveal a multifaceted decline influenced by contextual factors, such as socio-economic conditions, the allure of foreign education, and the diminishing value of Technical and Vocational Education and Training (TVET). At an institutional level, issues include haphazard extension of TVET institutions, weakened instructional quality and inadequate industry linkages. Personal perceptions also contribute that vocational education is often seen as a less prestigious alternative to general education. The study's comprehensive analysis culminates in recommendations as suggested by the research participants focused on curriculum revision, strengthening industry linkages and enhancing the overall perception and quality of TVET programs. These insights are crucial for policy formulation, educational reforms, and aligning TVET with industry needs and student aspirations in Nepal.

Triple Helix Model for Retrofitting Technical and Vocational Education Training in Transition to Green Economy in Tanzania

Tripartite relationship between academia, industry and the government establishes the simplest and sustainable framework to address challenges in transition to green economy. This paper focus on application of Triple Helix Model to enable the transition to green economy in Tanzania. The aim is to analyze setup of Technical and Vocational Education and Training (TVET) in Tanzania and identify existing collaboration and gaps between the three parties. Strategies to bridge the gaps and strengthen the relation in order to achieve transition to green economy in the country are proposed. The study analyzes key processes for curricula development, training delivery, and industrial linkages in the three main technical institutions in the country: Dar es Salaam Institute of Technology (DIT), Arusha Technical College (ATC) and National Institute of Transport (NIT). Qualitative analysis of the three processes is carried out with the aim of assessing industry and government involvement. Best practices to be adopted in order to address the inevitable transition to green economy are identified. The study concludes that sustainable transition to green economy requires deliberate effort to forge triple helix collaboration between academia, industry and the government. TVET institutions stand at a better position to bridge the existing gaps and broken linkages. However, this requires TVET institutions to consolidate their training and set both long and short term strategies to be implemented with flexibility and some degree of divergence from the business as usual conduct. Monitoring and evaluation plan need to be set in order to continuously assess dynamics and forces affecting collaboration between the three parties.

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..

Towards Institutionalised TVET Research in Costa Rica–Empirical Analysis on Status, Needs, and Challenges

Technical Vocational Education and Training (TVET) in Costa Rica is considered as an important alternative for the insertion of the young population into the labor market. However, despite the increasing importance of TVET there is a lack of institutionalized research activities, so that research efforts on TVET mainly remain in the background. The aim of this paper is to present and examine the level of institutionalization of TVET research in Costa Rica and the associated needs, challenges, and demands. Therefore, qualitative research, with an exploratory scope, was conducted between December 2022 and June 2023, for which a literature review on TVET research and semi-structured interviews with sixteen experts were carried out. The results revealed, that from 2020 to date, there has been an increase in the number of research activities in TVET and in the number of publications in Costa Rican journals. Nevertheless, TVET institutions in Costa Rica show low capacities in terms of personnel and financial resources to conduct TVET research. The main conclusion is that the level of institutionalization of TVET Research in Costa Rica is in its infancy, but has potential for growth, for which it is necessary to establish public TVET policies that include TVET research.

The Use of ChatGPT Applications in Learning: Impact on Understanding and Student Engagement in TVET Institutions

In the field of Technical and Vocational Education and Training (TVET), the use of artificial intelligence (AI) technology has the potential to enrich the learning experience. However, the challenge lies in determining the level of skills required by students to optimize the learning experience and enhance understanding of technical concepts and student engagement. The main objective of this study is to examine the relationship between students' understanding and engagement based on their skill levels in using ChatGPT application in the TVET education sector. A pilot study was conducted with 30 respondents for all 24 items to measure the reliability of the research instrument. The findings indicated a Cronbach's alpha value of 0.982, suggesting that all constructed items are suitable for use as a measurement tool in assessing the needs of the developed survey instrument. Independent sample t-test analyses were conducted to determine if there were significant differences in understanding and student engagement based on students' skills in using the ChatGPT application. A total of 173 respondents participated in this study, comprising 125 students from the Information and Communication Technology Department (ICTD) and 48 students from the Design and Visual Communication Department (DVCD) at Polytechnic Besut Terengganu (PBT). Data obtained from the survey were analyzed using Statistical Packages for Social Sciences version 26.0. Descriptive analysis of minimum comparisons showed a positive impact, indicating that students in TVET institutions agree that the use of the ChatGPT application in learning influences their level of understanding and engagement based on high minimum values. However, independent sample t-test analysis showed differing results. While there was no significant difference in understanding based on the skills of using the application, there was a significant difference in student engagement. This suggests that although students consider the ChatGPT application to have an overall positive impact, the benefits are consistent with students' understanding without making a difference to a specific group. Skills in using this application have a more significant impact on student engagement than on their understanding. Despite the overall positive impact of the application, a focus on student engagement may be a key factor in enhancing the effectiveness of this application in the TVET learning context. To improve the effectiveness of the ChatGPT application, further research on factors contributing to differences in students' engagement levels needs to be conducted. Further studies could also involve comparative research between TVET institutions to identify differences in perceptions and the use of the ChatGPT application. Long-term studies to measure the impact of the ChatGPT application on academic achievement could provide a deeper understanding of its long-term effectiveness in facilitating the learning process in TVET institutions. Opportunities and challenges related to AI in education should also be investigated to support and expand these findings in various technical disciplines and the TVET education context.

Learning Innovation Utilization in Technical Education: A Quantitative Study

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

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

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

A critique of andragogy in the South African TVET context

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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