Technical And Vocational Education And Training Programs Research Articles

Insider perspectives on systematic provision of quality technical vocational education and training in Zimbabwean tertiary institutions

Technical Vocational Education and Training (TVET) is defined as an educational process that focuses on the acquisition of practical skills, and an understanding of technologies and related sciences necessary for employment in a particular occupation or trade. The implementation of TVET is on the premise that students develop the requisite skills necessary to increase their employability and for the development of the economy through entrepreneurship. The study sought to ascertain the challenges and proffered strategies of attaining TVET programmes in Zimbabwean tertiary institutions. A qualitative approach was used, and a case study design employed. Two research questions guided the study. The data collection instruments were interviews, document analysis and focus group discussions. The participants were selected through purposive sampling. The study revealed the following challenges: lack of TVET training facilities, poor teaching methods, poor funding, deplorable facilities, and routine assessment of students' competencies. The following strategies were proffered: deliberate continual professional development of TVET lecturers, provision of adequate training facilities, and mobilisation of the requisite financial resources. It was recommended that central government, policymakers, and all TVET providers should deliberately focus on strengthening quality assurance in all the TVET tertiary institutions.

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.

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.

Enhancing Performance of Health Assistants through Technical and Vocational Education and Training for Better Healthcare Access

This is a review article exploring critical role of Technical and Vocational Education and Training (TVET) programs in advancing capacities of health assistants and consequently strengthening healthcare access to the rural population in Nepal. The review was planned in the wake of the existing literatures on the study area that lacks a comprehensive examination to explores the role of health assistants in Nepal's healthcare delivery and assess the importance of TVET on their performance. A methodical literature search was conducted using various electronic databases like Google scholar and PubMed applying specific keywords, such as “Health Assistant", "Health Care Access", "Technical Education", "Vocational Education and Training”. It encompassed the studies published in the English language without limiting publication date, while the involved two authors independently evaluated the published articles' eligibility. These authors also carried out data extraction, culminating in a narrative summary of the findings. Of the total 37 literatures, most of them reported health assistant trained through TVET, play a vital role in improvement of healthcare access, thereby addressing the challenges. They bridge gaps in medical access, provide essential care, and promote community well-being, particularly in the underserved areas. TVET programs enhance skills through practical experiences and comprehensive training, resulting into significant improvement in healthcare access, especially in rural regions. Integrating innovative teaching methods and collaborations further enhances health assistant preparedness. Challenges, such as funding limitations and rural-urban divides persist, but opportunities exist in e-learning initiatives, partnerships, and professional development to improve health assistant education. Improving healthcare in Nepal by inculcating better skills to health assistants can address many healthcare problems.

Enhancing Employability and Empowerment: Unveiling Factors within PERDA-TECH for Sustainable Development

In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveala gapin the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program.Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth.This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress.

Leveraging Youth Employment Through Human Resource Practices and Vocational Education in Asia

This paper reviewed how human resource (HR) practices and vocational education leverage you temployment in Asian countries, presented a statistical analysis of youth unemployment and employment, an formulated policy proposals that influence youth employment through HR practices and technical and vocational education and training (TVET). The study has used multiple data sources for data triangulation and combined qualitative and quantitative research. The study reveals that inadequate knowledge and skills have been responsible for substantial youth unemployment in Asian economies. Novel technologies and innovations cause substantial skills gaps in labor markets. Disruptive technologies make it difficult to predict future job skills. The existing skills in organizations engaged in information technology/business process outsourcing and tourism are becoming obsolete. Similarly, organizations engaged in financial services and advanced manufacturing are vulnerable to disruption. Therefore, HR practices in organizations need to adopt a more forward-looking approach and equip young workers with cross-job skills that enable them to perform new tasks. Therefore, skilled, knowledgeable, and trainable human resources should be recruited to perform human resource management tasks including routine and specialized activities. Besides, emerging employment opportunities in the context of new technologies should be tapped by developing compatible skills by reorienting existing educational and vocational education through robust TVET programs.

Up-skilling women or de-skilling patriarchy? How TVET can drive wider gender transformation and the decent work agenda in Sub-Saharan Africa

Despite decades of focus on gender and skills training, the Technical and Vocational Education and Training (TVET) landscape in Sub-Saharan Africa remains deeply gendered and rooted in wider structures of patriarchal inequality and exploitation. Engaging with recent theoretical moves toward gender-transformative and gender-just TVET programming, this paper explores how a gradual revisioning of TVET can be mobilised to challenge broader gender inequality and discrimination in precarious settings. Bringing together insights from feminist scholarship and the UN’s decent work agenda, which seeks to align fair and secure working conditions with the aspirations of workers, we ask what a gender-transformative future for TVET might look like where labour rights, sustainable livelihoods and wellbeing are incorporated from the ground up. Drawing on findings from Cameroon and Sierra Leone, from the innovative ‘Gen-Up’ project which aims to investigate possible gender-responsive TVET programmes and policies in collaboration with the TVET provider, the Don Bosco network we ask what is both possible and permissible in the fractious economic climate, where the focus on basic survival and income generation inhibits a genuine challenge to entrenched gender norms and stereotypes. For young women especially whose aspirations are multiply damaged by persistent discriminatory frameworks and who become further vulnerable at times of economic and social crisis, we ask whether current TVET programming is helping them escape the multiple forms of marginalisation they face. Even in cases where women may be portrayed as successful entrepreneurs or achieving sustainable livelihoods, the evidence suggests these individualistic narratives are leaving many young women behind. In this context of instability, precarity and increasing global and local socio-economic and gender inequalities we argue that only holistic TVET programming based on social and moral values and empowerment and proposing diverse pathways to decent work, creating forms of solidarity, collaboration and a contextualised enabling environment can act as both a lever for gender transformation and also an engine for broader socio-economic change fitting the ‘Decent Work’ vision and a constantly changing world of work.

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.

AN ASSESSMENT OF THE TECHNICAL SKILLS OF STUDENTS IN THE ANAMBRA STATE: IMPLICATION FOR THE DEVELOPMENT ENTREPRENEURSHIP IN ANAMBRA STATE, NIGERIA

Technical and Vocational Education and Training (TVET) is essential in developing highly skilled workers to satisfy the requirements of various industries. An empirical study is required to assess students' technical competency in TVET programs. This is necessary to successfully equip students with technical abilities that satisfy their current job needs and professional expectations. In fact, very little is known about the technical abilities of college students attending technical schools. The present study evaluated students' technical skills at government technical colleges in Anambra State, Nigeria. Two hundred fifty-five students were purposively pooled from the government technical college located in different parts of Anambra State and participated in the study. They completed a questionnaire measuring technical skills in six dimensions. The result revealed a high technical competence outcome for material and application (75.5%), work planning (71%), practical knowledge (66.7%), and theoretical knowledge (59.4%). Also, the findings indicated low technical skills for equipment maintenance (15.6%) and workshop management (18.1%). The result has implications for the sustainability and development of TVET in Nigeria.

Knowledge Transfer through Public-Private Development Partnerships

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

Quality Assurance Agenda in Nepali TVET System

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

Vocational Self-Efficacy as a Moderator on the Relationship Between Perceived Social Support and Students’ Interest in TVET Programmes in Pakistan

Studies have shown that the behaviour of family, friends and significant others shapes young people’s self-belief and interest in Technical and Vocational Education and Training (TVET) programmes. However, limited research has documented how vocational self-efficacy can significantly impact the relationship between perceived social support and students’ interest in Pakistani TVET programmes. Thus, this study utilised quantitative research to examine the role of vocational self-efficacy as a moderator in the relationship between perceived social support and students’ interest in TVET programmes. A total of 386 secondary school students filled out three questionnaires: vocational self-efficacy, perceived social support, and interest in the TVET programmes scale using Social Cognitive Career theory as a theoretical framework. The data were analysed using Structural Equation Modelling (SEM) and statistical analysis using Statistical Package for the Social Sciences (SPSS). The correlation analysis revealed that perceived social support and students’ interest in the TVET programmes were negatively correlated, and vocational self-efficacy was not a moderator. This study benefits the authorities, policymakers, and researchers in supporting TVET programmes in Pakistan.

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

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

Predicting Students’ Inclination to TVET Enrolment Using Various Classifiers

Technical and Vocational Education and Training (TVET) is an education system that delivers necessary information, skills, and attitudes related to work or self-employment. However, the TVET program is not preferred by most Malaysian students due to several factors such as students’ interest, parental influence, employers’ negative impression, facility in vocational institutions, inexperienced TVET instructors, and society’s negative perception. Consequently, it raises the issue of skilled workers shortage. The gravest threat will be far-reaching, pushing our economy into depreciation. Therefore, it is important to identify the students’ traits and interests before conducting further investigation to turn and thrive in this phenomenon. This study aims to utilise several classifiers (Decision Tree, Neural Network, Logistic Regression and Naïve Bayes) to predict students’ inclination to join TVET programmes. A total of 428 secondary school students from Kedah, Malaysia, are chosen as our survey respondents. The best classifier is determined according to the lowest misclassification rate. The findings revealed that the Decision Tree-based Gini Index with three branches prevail against other classifiers with a misclassification rate of 0.1938. Therefore, the classifier could act as a steer for the Kedah Department of Education (DOE), related parties, and the TVET agency in implementing effective strategies to enliven and inspire students to join TVET programs.

Demand-supply Mismatch in TVET Academic Programmes: What Is It and What Should It Be?

Over the years, public and private higher education institutions in Malaysia haveconsistently produced many graduates. However, the employment rate among local fresh graduates remains low. Therefore, this study aims to clarify the demand-supply mismatch of the programmes offered by Malaysian Polytechnic Technical Vocational Education and Training (TVET) based on the perspectives of the employers, top management, lecturers, and students. This study adopted a semi-structured interview as the data collection method and utilised a purposive sampling method in approaching the respondents. This study conducted a thematic analysis using the ATLAS.ti 9 software. The findings of this study relating to the demand-supply mismatch can be classified into three, which are: i) the mismatch between industry demand and TVET programme supply; ii) the mismatch between student demand and TVET programme supply; and iii) the mismatch between institution readiness and TVET programme supply. Following these findings, this study proposed a realignment of the TVET programme by taking into consideration all stakeholders’ necessities. As a result, the demand-supply will be balanced, thus increasing the employability of the local graduates. It is beneficial for future research to employ an appropriate framework of alignment when examining TVET academic programmes, taking into account the needs of all stakeholders to guarantee that TVET programmes remain relevant.

Strengthening Employer Engagement in CTEVT Technical Schools: Some Practices and Initiatives

Developing engagements with private sector at all levels of the training programs facilitates the development of workable solutions for school-to-work transitions. Employer engagement in Technical and Vocational Education and Training (TVET) system covers a spectrum of cooperation and involves small participation to build the trust required to develop more robust long-term engagement strategies. Engagement of employer is an essential component of overall training programs. It leads to developing responsive labour market skill needs, supporting priority economic sectors, training design and development, training delivery and post training support to develop ongoing dialogue with employer and employer associations. The employer has a crucial role to play in the overall training phases of the training programs. TVET programs as suppliers and the employers as customers are so interrelated that the development of both must go forward hand in hand having practical partnership. The need to increase and strengthen the engagement of employers in TVET programs has been felt for many years in the country. However, employer engagement in the TVET programs of the Council for Technical Education and Vocational Training (CTEVT) is under-explored in Nepal. This article addresses the existing situation, explores issues, and shares some innovative initiations to strengthen the employer engagement in CTEVT technical schools.

The Secondary School Students’ Interest toward the TVET Programs: Demographic Differences

Technical and Vocational Education and Training (TVET) has been globally recognized as one of the most vital subjects in any educational system. Pakistan is currently confronted with numerous challenges because of globalization and the emergence of new economic and social orders. To satisfy the updated requirements of economic trends, current educational systems must prioritize TVET as the most effective tool for satisfying globalization expectations. This study aimed to determine the demographic differences of secondary school students' interest toward TVET programs, which may be considered success factors for future enrollment initiatives. We perform an in-depth investigation into the relationship between students' interest in TVET programs and their demographic features, including gender, field of education, and geography. A total of 386 secondary school pupils in Pakistan participated in the study. A cross sectional research approach was employed. The mean, frequency, t-test, and ANOVA results were calculated on the collected data using the Statistical Package for the Social Sciences (SPSS). The findings indicate that students' perceptions of their interest in the TVET programs on all three dimensions (i.e. affection, cognition and conation) were somewhat poor. The t-test revealed a statistically significant difference in male and female students' interest in TVET programs. Male students were more interested in TVET programs compared to females. According to their field of education, the one-way ANOVA test revealed a substantial difference in their interest in TVET programs. Tukey HSD post-hoc analysis results suggest that there is a substantial disparity in students' interest in TVET programs in the field of education. The mean scores indicate that students in the humanities group were more interested in TVET programs, followed by bioscience, and computer science. The t-test reveals that students who live in urban regions have a higher level of interest compared to those who live in rural areas. The data gathered from this study provide insight onto the possible approaches academic institutions can take to prepare for and address current problems associated with introducing TVET programs in secondary schools. This paper argues for the need to integrate TVET programs in Pakistan which can promote transformative, lifelong learning and provide vital implications with recommendations for policy and practice.

Skill acquisition (TVET) and employment in Sarawak

AbstractThis paper examines the role of technical and vocational education and training (TVET) as a booster of employment opportunities in Sarawak, highlighting the importance of TVET as a catalyst that promotes individuals’ chances to gain employment, with the ultimate goal of improving their socioeconomic living conditions and overall development. As a case study focusing on Tabung Ekonomi Gagasan Sarawak (TEGAS) TVET programmes and applying the qualitative research methodological approach, this paper gathered and analysed raw data from research participants and concluded that (1) TVET plays significant roles in facilitating individuals’ or groups’ employment chances, especially within tech‐based industries, and (2) employments are rewarded with remunerations and thus facilitate individuals' socio‐economic developments.

Initiations of Employer Engagement in Training Delivery of TVET Programmes

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

Issues and Challenges Facing The Teaching and Learning of Tvet in The Covid-19 Pandemic Era

This manuscript aims at discussing the issues and challenges facing the teaching and learning of Technical and Vocational Education and Training (TVET) in the COVID-19 pandemic era. Next, the manuscript discussed how stakeholders (e.g. governments, parents as well as TVET managers, lecturers and students can seize the opportunity to revamp TVET programme in the post COVID-19 era. Finally, the manuscript discussed the possible ways to overcome the issues and challenges facing TVET programmes in the COVID-19 pandemic era. Consequently, the authors drew logical conclusions on the discussions arising from the subject matter.