Technical Vocational Education Research Articles

The Development of Vocational-Technical Education in the Ukrainian Governorates of the Russian Empire in the Late 18th and Early 20th Centuries. Part 1

The Development of Vocational-Technical Education in the Ukrainian Governorates of the Russian Empire in the Late 18th and Early 20th Centuries. Part 1

Global partnership in Technical Vocational Education and Training (TVET) for curbing youth unemployment and restiveness in North-East, Nigeria

The study was concerned with the techniques for curbing youth unemployment and restiveness through global partnership in Technical Vocational Education and Training for achieving sustainable development goals 2016-2030 in North-East Nigeria. As the survey research design was adopted, four specific objectives and four null hypotheses guided the study. The population of the study was 468 subjects, consisting of 282 Social workers and 186 Vocational guidance counselors in six states of the North-East geopolitical zone of Nigeria. The entire population was used as the sample for the study because of its small size. Data was collected using a structured questionnaire titled - Curbing Youth Unemployment and Restiveness through Global Partnership in Technical Vocational Education and Training Questionnaire (CYURGPTEVTQ), validated by three experts with a Cronbach alpha correlation coefficient of 0.88. The researchers and two research assistants administered the instrument. Mean, and Standard deviation was used to answer the research questions, while student t-test statistics were used to analyze the null hypotheses at a 0.05 level of significance (P = 0.05). The study showed that youth unemployment was the critical factor generating community restiveness. Based on the findings, jobs should be created, and youths should be equipped with relevant skills, attitudes, and knowledge through TVET to curb youth unemployment and restiveness.

Dynamics of Total Quality Management to Improve Student Outcomes in Private TVET Colleges in Gauteng, South Africa

Technical Vocational Education and Training (TVET) colleges can provide students with the knowledge and skills they need for future jobs. The study aimed to determine the mediation effects of total quality management (TQM) dimensions on employee performance and student learning outcomes. The study employed a cross-sectional descriptive quantitative design, where the research collected 349 responses from a pool of colleges in Gauteng, South Africa. The results show that training has the largest mediation effect size, with 55.1% of employee performance’s effect (total effect) on learning outcomes mediated by training. Knowledge and process management (34.8%) and customer focus (34.6%) also had a high mediation effect; however, no mediation effect was found with employee participation. This study helps the management of TVET colleges identify priority areas when they engage in the journey of TQM. The theoretical implication is that even though all the dimensions of TQM are critical in the organisation, they can be prioritised based on context and the environment where the implementation is taking place.

Trainers’ competence in the knowledge of the subject content in technical vocational education and training institutions in Bungoma County, Kenya

The purpose of the study was to examine Technical Vocational Education and Training (TVET) Trainer’s competence in the knowledge of the subject content in technical vocational education and training institutions in Bungoma county, Kenya. Understanding trainers’ competence in the knowledge of the subject content has implications for the quality of training because it influences trainers’ motivation, informs curriculum designs and helps to develop department trainer development programs. The study adopted a descriptive survey design. The study targeted trainers from the major Technical Vocational Education and Training institutions in Bungoma county, Kenya. The researchers constructed a questionnaire which was used to gather data, which was later analyzed using SPSS. Results indicated that most trainers were satisfied with the training organization and agreed that the tasks and assignments were adequate for teaching and learning. However, majority noted that they are not well motivated, there were delays in provision of timely feedback to the trainees, and that the instructional equipment and materials were inadequate for training and learning. The study concluded that it’s important for all aspects which impact on the quality of teaching and learning to be available for competence development. The study recommended that Technical Vocational Education and Training institutions should lobby the national and county government for more funds to enhance trainers’ salaries and wages as a way of motivating them; increased budget for Technical Vocational Education and Training institutions to enable them purchase the latest training tools, equipment and materials; and that Technical Vocational Education and Training institution administrators control the quality of training by establishing quality assurance offices to coordinate all levels of Technical Vocational Education and Training in Kenya.

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.

Consolidation of the Vocational Technical Education System in Moldova: an Important Objective of the CONSEPT V Project

Consolidation of the Vocational Technical Education System in Moldova: an Important Objective of the CONSEPT V Project

Approaching Cognitive Constructivism in the Development of the Pragmatic Communication Competence in English in Vocational Technical Education Students through the Lens of Digital Tools

Approaching Cognitive Constructivism in the Development of the Pragmatic Communication Competence in English in Vocational Technical Education Students through the Lens of Digital Tools

Technical Vocational Education in the Philippines for Sustainable Development

This research aims to investigate the role of Technical and Vocational Education (TVE) in promoting sustainable development in the Philippines. A review of related literature was conducted to identify best practices and strategies for promoting the development of the TVE sector. The findings of this research suggest that updating curricula, investment in infrastructure and technology, and a stronger emphasis on lifelong learning can help to promote sustainable development in the Philippines. Additionally, the integration of green skills and environmental education and partnerships with industry can play a crucial role in promoting sustainable development. This research highlights the importance of addressing the challenges facing the TVE sector, including the need for innovative pedagogical approaches and investment in infrastructure and technology. The government, educators, and the private sector have a critical role to play in promoting the development of the TVE sector and ensuring its continued contribution to sustainable development in the Philippines.

Applications of Teaching Based on Virtual Reality in Agro-Pastoralism Areas

This article first put forward the educational application of immersive virtual laboratories for the problems of poor spatial thinking ability and weak hands-on operation ability. Second, aiming at the problems of a lack of excellent backbone teachers and insufficient educational information equipment, a Tibetan-Chinese bilingual immersion virtual basic teaching system suitable for students in pastoral areas has been developed to complement the teaching of teachers in remote areas. Third, the application of virtual gymnasiums is proposed to reduce the physical discomfort of students under harsh conditions. And then the application of virtual vocational technical training is proposed for poor employment situations in agro-pastoralism areas. Finally, the Tibetan-Chinese bilingual immersive virtual basic teaching system developed for pastoral students was put into use for a short period of time in the farming and pastoral schools and was well received by the pastoral students, and the teachers also gave feedback that the system has now improved at least the concentration of the student.

Policy reforms in Technical Vocational Education and Training (TVET) for sustainable development in Abia State, Nigeria

The study determined the relevance of policy reforms in Technical Vocational Education and Training for sustainable development in Abia State, Nigeria. The survey research design was used. The population of the study consisted of 4,302 persons made up of 300 officers of Vocational Technical Education Boards and 4,002 teachers of vocational subjects in all the Vocational Technical schools in Abia State in the 2020/2021 academic year. The sample comprised 356 respondents made up of 32 Vocational Technical Education Boards staff and 324 vocational teachers. The sample was selected using stratified random sampling technique. A questionnaire titled “TVET Policy Reforms for Sustainable Development in Abia State Questionnaire” was used for data collection. The questionnaire which contained 31 items structured on a four-point scale was validated by three experts and its internal consistency reliability index was 0.88 determined using Cronbach alpha statistics. The mean with standard deviation was used to answer the research questions while independent t-test was used to test the null hypotheses at 0.05 level of significance. The findings showed that reforms are needed in 10 areas of the TVET policy; and that TVET policy reforms are useful for sustainable development in 10 ways. Also, 10 challenges against achievement of TVET policy objectives were found. The researchers concluded that there is dire need for reforms in Nigeria’s TVET policy in the ten areas identified in this study in order to facilitate sustainable development in Abia State and the entire country. It was recommended among others, that the Federal Ministry of Education should initiate moves for significant reforms in Technical Vocational Education and Training policy in Nigeria as soon as is practicable.

A Framework for Technical Vocational Education and Training for Indigenous Peoples in the Philippines

Technical education and vocational training (TVET) serves as a key strategy for raising employability of the Philippine labor force and reducing the polarity between skilled and non-skilled workers along with employed and unemployed graduates since the development of the Philippine Qualifications Framework. This study establishes a working model or a Competency-based TVET Framework for Indigenous Peoples in the Philippines. It will serve as an intervention paradigm that will guide TVET curriculum developers and policymakers in identifying and integrating theoretical and culturally appropriate disciplines into the curricular design of education and skills training for Indigenous Peoples. It will be a new framework, separate from but parallel to the current TVET Framework.

Pengalaman Pembimbing Instruksional Pendidikan dan Latihan Teknikal Vokasional (PLTV) dalam Menyokong Refleksi Pengajaran Guru Reka Bentuk dan Teknologi (RBT)

Instructional coachs demonstrate an impact on teachers' teaching practices through the support they offer to teachers through collaboration to promote reflective practice. This study aims to analyze and explains how SISC+ TVET collaborates with RBT teachers to promote teacher reflection with the help of qualitative analysis software ATLAS.ti 9. This phenomenological qualitative study uses a semi-structured interview method with three School Improvement Specialist Coach (SISC+) Vocational Technical Education and Training (TVET) in the Batu Pahat district, Johor to describe their direct experiences working together to promote reflection on the teaching of Design and Technology teachers (RBT). Findings from this study have proven that SISC+ TVET is a medium to facilitate guidance consultation that promotes the reflective practice of teaching RBT teachers.

Factors affecting female enrolment in technical and vocational education and training institutions in sub-Saharan Africa: insights from north-western Ghana

ABSTRACT This study analysed the trends in enrolment and access to Technical Vocational Education and Training (TVET) at the second cycle level in Ghana to ascertain the factors affecting female enrolment in TVET in sub-Saharan Africa. A cross-sectional survey design was employed to collect data from 180 respondents using survey questionnaires. The results showed that there exists about a 51.6% gender gap in enrolment for the past five academic years. The major constraint to female enrolment and academic progression in TVET was the high cost of materials and equipment required for practical sessions in TVET programmes. In addition, the lack of female role models in TVET, including derogatory remarks by the public that portrays TVET as inferior, affects female enrolment in TVET programmes. There is, therefore, the need for public education and sensitisation on the prospects of female participation in TVET in Ghana and other developing counties, particularly in Sub-Saharan Africa.

Trainers’ competence in the knowledge of the subject content in technical vocational education and training institutions in Bungoma county, Kenya

Trainers’ competence in the knowledge of the subject content in technical vocational education and training institutions in Bungoma county, Kenya

The acceptability and perceived use of HIV self-testing among technical vocational education and training students in Limpopo province.

Human immunodeficiency virus self-testing (HIVST) is a most recent testing modality to reach young people to test for HIV, due to their increased vulnerability of contracting HIV. Limited literature is available describing sexual behaviours and the acceptability of HIVST and its perceived use among students. The aim of this study was to assess the acceptability and perceived use of HIV self-testing among students in Limpopo province, South Africa. The study was conducted in Limpopo province, at a technical and vocational education and training (TVET) college. A cross-sectional study was conducted with a sample of 396 students recruited from a TVET college. The mean age of the students was 22.9 years, with the majority of the students being female (77.2%). The majority (81.4%) of the students sampled reported regular sexual activity. Sixty per cent of the students had used condoms during their last sexual encounter. The acceptability of HIVST was high, with more women showing the willingness to take up HIVST (82.5%). Being sexually active (odds ratio [OR] 1.23; (confidence interval [CI]: 2.14 -6.94; p = 0.000), a number of sexual partners (OR 1.045; CI: 1.98 -10.02; p = 0.000) and condom use during the last sexual encounter (OR 0.62; CI: 3.81 -9.59; p = 0.000) were factors associated with HIVST. The high acceptability of HIV shows a need for innovative demand creation in sexual and reproductive health (SRH) programming. The study contributes to the body of literature about the acceptability and perceived use of HIV self-testing among students. Findings can be used for improving HIVST interventions using innovative approaches.

Knowledge and Attitude about Covid-19 Pandemic Containment Measures among Students in Technical Institutions in Kakamega County, Kenya

Objectives: The goal of this research was to determine how well students understand and their attitudes towards strategies to prevent the spread of the COVID-19 pandemic. Study Design: Cross-sectional research was conducted using a questionnaire. Technical Vocational Education and Training (TVET) students in three institutions filled out the survey after it was made available to them physically and online. Methods: It was determined whether or not there was a statistically significant correlation between KAP (knowledge and attitude) and other socio-demographic factors by using chi-square testing. Using binary logistic regression, we were able to isolate and adjust for any confounding variables. SPSS was used for the statistical analysis (version 26). Results: According to the respondents' demographic information, the vast majority of participants were male. Participants' average age was under 24. 42% (165/392) of the sample exhibited above-average expertise (good knowledge level [GKL]). As a whole, 42% of those polled had heard of COVID-19 and understood that it is a respiratory virus. Male students had less COVID-19 knowledge than female students (OR = 0.54, p = 0.01), suggesting that gender plays a role in students' exposure to and understanding of the virus. The aggregated attitude items showed that 63.5% of people had a favorable outlook. Sixty-six percent of those polled were concerned about a member of their immediate family contracting COVID-19. It was revealed that students with GKL had a considerably lower rate of anxiety (28.2%, p = 0.015). Knowledge was shown to have a positive association with attitudes (r =.48, p .001), while attitudes were found to have a positive correlation with behaviors (r =.23, p .001). Conclusions: Overall, the survey found that more than half of respondents had enough understanding, and that those with higher levels of expertise were more inclined to go to the appropriate authorities for help. To further understand cultural similarities and variations, the study suggests that future research poll a larger sample of students and those from other nations.

Impact of quality assurance on TVET programs for the digital employment market of IR 4.0 in Pakistan: a quantitative investigation

PurposeIn the current period quality assurance (QA) and technical vocational education and training (TVET) are known as the two comprehensively examined ideas in schooling, dependent on exceptional abilities in this modern era of Industrial Revolution (IR) 4.0. The incapability or need for QA of technology-oriented programs has been dissected by policy makers as a hindrance in accomplishing the TVET objectives. Consequently, the reason for this exploration paper was to contemplate over the impact and association of QA on TVET programs and level of preparedness of TVET teachers for the market of IR 4.0 in Pakistan.Design/methodology/approachIn this study a quantitative research method with survey-based research has been used whereas, two research questions and hypotheses were structured and explained to lead the study. The research sample was 475 TVET teachers having technical competence for Pakistan using the random sampling technique. The instrument was an adapted questionnaire using five Likert scales. Moreover, mean and standard deviation was utilized while one-way ANOVA and Pearson correlation was used to test the hypothesis.FindingsThe findings of this study uncovered that there is no significant impact of QA of TVET programs to fulfill the need of IR 4.0 in Pakistan. But there is strong and positive association between QA of TVET programs as per the demand of IR 4.0 and level of preparedness of teachers toward it. The study suggested that in order to meet the labor market's requirements according to IR 4.0, future employment demand could be met by assuring their TVET programmers' QA and putting them into practice in accordance with the indicators and the TVET framework suggested in literature and by United Nations Educational, Scientific and Cultural Organization (UNESCO), which is widely accepted. The findings will also help to detect current trends in teaching, providing important insights in terms of QA and the focus of digitalization in TVET education.Practical implicationsThe implication of this study is that in order to influence TVET's technological development, employment and national development, policy makers, TVET principals, coordinators and teachers must work on important aspects of their access that are very important on inclusion, financing and quality – the assurance of standards, as it meets the needs of the country according to the IR 4.0 labor market.Originality/valueThis is one of the unique studies of its nature which has focused on the QA on TVET programs for the digital employment market of IR 4.0 in Pakistan and South Asia.

The Effectiveness of Using the Geometer’s Sketchpad to Enhance TVET College Level 4 Students’ Understanding of Circle Geometry

The integration of technology in the instructional process has been at the centre of attention in mathematics classrooms since the outbreak of the novel coronavirus (Covid-19) which was declared a global pandemic on 11 March 2020. This article reports on a study that used a quasi-experimental design to investigate the effectiveness of using the Geometer’s Sketchpad (GSP) to enhance Technical Vocational Education and Training (TVET) college Level 4 students’ understanding of circle geometry. Using quantitative research methods, random sampling was used to select a sample of 70 participants from a population of 133 TVET college Level 4 mathematics students. The participants were randomly divided into an experimental and a control group. This article hinges on Lev Vygotsky’s concept of the zone of proximal development (ZPD) for learning as a potential solution in enhancing circle geometry instructional practices. Pre-test and post-test instruments consisting of 10 multiple choice questions and 10 problem-solving questions on tangents, chords and proofs were used to gather the data. The data was then analysed using inferential statistics in which the SPSS version 27 determined the statistically significant difference between the experimental and control groups. The findings indicated a significant increase in the experimental group’s understanding of properties of tangents using the GSP. Further, the questionnaire participants revealed that using the GSP enabled an engagement based on the principles of cooperative and collaborative learning. Therefore, the researchers recommend the use of the GSP within the TVET college sector, among students with limited circle geometry knowledge who intend to further their studies in geometry-related courses.

Personality traits, entrepreneurial self-efficacy, and entrepreneurial intention among vocational students

<span lang="EN-US">Entrepreneurship in technical and vocational education is a current and relevant topic. While the role of entrepreneurial self-efficacy (ESE) and personality traits as determinants of entrepreneurial intention (EI) has been extensively studied, the role of ESE and personality traits as determinants of vocational students’ EI is still poorly understood. Thus, this study employed ESE and big five personality traits to explore the determinants of EI among vocational college students. This study’s survey had a sample size of 162 technical vocational education and training (TVET) college students, enrolled in technology in automotive, technology in welding, and technology in refrigeration and air conditioning programs. Data were analyzed using Pearson Correlation and Multiple Linear Regression. The results indicate that apart from neuroticism, openness to experience, conscientiousness, agreeableness, and extraversion were positively associated with EI. The results also confirm that ESE is a predictor of EI. Going forward, the article intends to contribute to a better understanding of ESE and personality traits that influence vocational students’ EI, as well as provide some important insights into the unique aspects of TVETs that empower youth to actively participate in micro-entrepreneurial initiatives. This study encourages academics and policymakers to reconsider the approach used in entrepreneurship education in the vocational setup.</span>

Struggling, Coping, and Persisting in New Normal Education: Pre-Service Teachers in Field Study Courses

Students’ learning was temporarily interrupted due to the unexpected closure of academic institutions brought by the pandemic. As a result, pre-service Technical-Vocational Education (TVE) teachers struggled when it comes to their well-being and mental health, educational logistics, and due to restrictions. In order to cope with these identified problems, the participants resorted to positive reframing, reconnecting with interests and learning preferences, and seeking instrumental support. This study recommends that higher education institutions must recalibrate the Field Study (FS) curriculum, capacitate instructors, and update technological infrastructures to enable the effective continuity of teaching and learning in TVE even in turbulent conditions.