TVET Students Research Articles

Practices of COVID-19 Pandemic Containment Measures among TVET Students in Kakamega County, Kenya

The COVID-19 pandemic affected all areas in the country. One area whose functioning had been significantly impacted by COVID-19 was education. The goal of this research was to determine practices of covid-19 pandemic containment measures among TVET students in Kakamega County. Cross-sectional research was conducted using a questionnaire. TVET students around the country filled out the survey after it was made available to them online. 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). According to the respondents' demographic information, the vast majority of participants were male. Participants' average age was under 24. Majority of the respondents were single (n = 306, 78.1%) and were studying for diploma qualification (n = 238, 60.7%). In addition, most of them were in their second year of study (n = 192, 49.0%). With regard to practices, at least six practices were adhered to by 212 (54.1%) of the respondents. These eight PP include things like washing hands and using proper hygiene (70.7%), wearing of face masks (51.0%), and avoiding public places and maintaining a safe distance between individuals (50.9%). (74.0 percent and 64.3 percent respectively). According to the results of the binary logistic regression, females engaged in less harmful activities than men did with respect to COVID-19 (OR = 0.323, p 0.001). Age and academic year were also shown to have a role in the respondents' habits. Students aged 30 and over had a lower odd of engaging in negative behaviors than those aged 24 and under (OR = 0.631, p = 0.0083). In conclusion, over half of respondents were found to adhere to at least six measures, including hand washing and other forms of cleanliness, mask use, avoiding crowded areas, and keeping a safe space between themselves and others. However, a sizable percentage engaged in at least three harmful habits. Based on the findings of this research, the following are the recommended that for future studies, it will be important to get feedback from educators as well as students. The results of such research in the future would add to the body of data supporting the use of confinement techniques.

Exploring dimensions of blended learning readiness: Validation of scale and assessing blended learning readiness in the context of TVET Bangladesh

In collaboration with Technical and Vocational Education and Training educators and academic librarians, this study attempts to develop and validate a blended learning readiness scale for Bangladeshi TVET students. This study also attempts to investigate the reliability of this validated scale by measuring six blended learning readiness dimensions. In this research, the Content Validity Index, Exploratory Factor Analysis, and Confirmatory Factor Analysis were used to establish the construct validity of the blended learning readiness scale. Questionnaires were circulated to the students of six Institutes of Marine Technology (N = 235) who went for a blended learning session for an entire semester. This study's result suggests a strong positive association between Bangladeshi polytechnic students' preparedness for blended learning and attitudes toward online learning, openness to new technology, and attitudes toward the face-to-face classroom. In contrast, significant negative correlations were found between blended learning readiness and basic skills in using technology, learning flexibility, and study management. This study also implied that gender and previous academic achievement is not strong predictor of measuring blended learning readiness in Bangladeshi Technical and Vocational Education and Training context. This blended learning readiness scale would help course designers, educators, librarians, and policymakers of Bangladesh to improve the quality of the blended learning environment by addressing the students' concerns about various blended learning components.

Incorporating Competency-Based Training into Traditional Training for improving Skill Acquisition and Self-Employability

Technical Training is one of the most important tools in ensuring that learners in technical and vocational education and training institutions achieve a higher success rate as they acquire skills and become self-employed as a result of this specialized training. There is no doubt that technical and vocational education is not only an integral part of secondary and post-secondary education, but it is also one of the most influential aspects of preparing individuals for their careers. 230 complete questionnaires were finalized out of 280 TVET students who participated in the survey and were analyzed using SPSS ver. 20 and SMART PLS in order to examine the validity and reliability of the constructs. Based on the results of the study, traditional training has a positive correlation with skill acquisition and self-employability. Skills acquisition and competency-based training are positively correlated. Similarly, competency-based training has a positive association with self-employability. Moreover, there is a significant moderating impact of TVET Learner's Satisfaction on the relationship between traditional training and self- employability, as well as between competency-based training and self-employability. Practically, this research and the results will lead TVET institutions and students to focus more on skill-learning and re-energize their motivation and well-being, which will play a significant role in their success.

Competency and Readiness of Trainers in Integrating the Employability Skills Into the TVET Training Program

This study aims at exploring the competency and readiness of TVET trainers in embedding employability skills in the skill training program. In the implementation of technical and vocational training programs, trainers are the key player at either workplaces or training institutions. Trainers are expected to play an important role as facilitators to develop the employability skills required by the trainees. The findings showed that the experienced trainers and novice trainers who took part in this study showed a high level of readiness and competency in integrating employability skills. The findings suggest that the competencies and readiness of TVET trainers regarding employability skills integration imply the improvement in the development and performance of TVET graduates in their workplace. There is evidence that re-evaluation of curricula could contribute to improving the employability and productivity of TVET graduates by increasing trainer competency in the learning achievement of TVET students based on attitude, knowledge, skills, and institutional support.

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Application of Digital Menu Design and Student's Cognitive Level in Food Plating Technique

The cognitive level of students in practical subjects is influenced by various external and internal factors. Cognitive is one of the important elements for students towards the achievement of better skills. The need to strengthen the cognitive level among TVET students has become a priority in the field of education. Effective pedagogical approach should focus on increasing culinary students’ understanding of plating technique. Therefore, the objective of this study is to identify culinary student’s experience using digital platform for plating technique activities, to identify cognitive level of students to understand plating techniques through digital menu design and identify the suitability of culinary students to learn plating techniques digitally. The 63 students from the culinary program who enrolled in practical course. The survey design applied to conduct the research and set of questionnaires as instrument for data collection. The dimension measures are student’s experience, student’s cognitive level and suitability of learning with digital platform. The results of this study show that teaching using digital design for practical classes is an effective teaching that is expected to improve students' cognitive levels and indirectly improve student achievement. Hence, the digital menu design concept perhaps could be applied in other learning content and alternative teaching method in culinary program.

Investigating the Needs of Technical Communication for TVET Students: A Case Study of Manufacturing Students in the Central Part of China

The most significant challenge in the 21st century is to prepare professionals to communicate technical information well through writing and speaking in the professional context. Research and studies on TC started to emerge in various aspects, but there is still scarcity in studies on curriculum design of TC. This paper explored the needs of curriculum design for TC at vocational colleges. The study was conducted in two steps: online questionnaires (n = 580) for students and semi-structured interviews (n=8) for English instructors at vocational colleges in the Central Part of China. The results showed that the manufacturing students had been taught less related TC skills in English subject, especially oral TC skills; however, the skills they most want to improve are team communication skills and oral TC skills. The findings also indicated that the current existing English courses in TVET institutions are irrelevant to TC skills on the one hand, but both the students and English instructors highly valued the importance of the TC module on the other hand. The findings from the current study serve as a basis for the curriculum design for TVET students. Further, this study may also contribute to the under-researched issue of English language learning in TVET institutions.

Evaluating the TVET Financial Allocation Based on The Polytechnics and Community Colleges Students’ Enrolment: A Preliminary Analysis

TVET education sector have provided towards the socio-economic development for both developed and developing countries. Many developed countries have large percentage of skilled workforce and most of them are from the technical sectors. Malaysia has a structured TVET education system which the largest TVET provider in the country is under the purview of the Ministry of Higher Education Malaysia. The allocation of TVET education has steadily increased over the past five years and the introduction of Malaysia Education Blue Print – Higher Education has renewed the interest of TVET in Malaysia. However, the enrollment seen in decline as opposed to the increase of the allocation. There are several factors are discussed in this article, which most of them are likely related the governance and policy of the TVET education system. The TVET students’ enrolment under the Ministry of Higher Education are compared with the TVET allocation from 2015 – 2020. The outcome of the analysis is discussed further in the way forward to improve Malaysia’s TVET education system. This article is served as a preliminary analysis to provide valuable input to the policymakers to improve the overall perception of TVET education in Malaysia.

Development of Creativity Instrument for Technical Education and Vocational Training Students

: The purpose of this study is to develop an instrument of student creativity element by exploring creativity constructs for the formation of TVET student creativity instrument. This study uses a qualitative approach through interviews as a case study method. The qualitative data analysis process was based on 3 stages of data processing by Miles and Huberman (1994) and NVIVO 12 Plus software was used to analyze the interview transcripts to form themes and subthemes. The qualitative data analysis identified eight elements related to the relevant elements of creativity, namely: intelligence, knowledge, thinking style, personality, motivation, environment, generic/soft skills, and mind mechanisms. Of the 8 constructs that emerged, they formed 24 dimensions. The implication of this study is to identify the elements needed to enhance the creativity of TVET students from the experts' point of view.

Nature Or Nurture?: The Case of Entrepreneurship Education in Job Creation

Student employability is a common issue faced by most Malaysian public universities as reported by the Ministry of Higher Education. The program structure of most undergraduate degree revealed that university graduates fulfilled practical courses such as entrepreneurship which should assist in reducing the unemployment rate among fresh graduates. However, each year, the annual report on employability presents similar scenarios where graduates do not suit the employee requirements or have failed as a job creator despite using the employability skills which they have attained. Thus, this study aims to identify the effectiveness of an entrepreneurship education course among TVET students besides determining suitable pedagogical approaches in entrepreneurship education. This study also attempts to outline the key factors of students’ motivation in entrepreneurship involvement upon graduation. Data was collected by using semi-structured interview among 27 final year students based on their experience during participating in the entrepreneurship carnival. The thematic analysis was employed to identify related narratives recurring patterns or themes. This study generally found that students have some difficulty in applying entrepreneurship knowledge to a real situation. Therefore, educators should improvise their teaching method to a more current and suitable style to influence the student's motivation and intentions of becoming an entrepreneur. In addition, entrepreneurship education is an important program to aid the government in addressing unemployment. It also can facilitate graduates to become as a job creator besides as a job seeker.

A Bayesian Approach to Investigating Factors Influencing Polytechnic College Students’ Academic Achievement

TVET plays a significant role in human resource development and, as a result, in a society’s progress and prosperity. The study is aiming at identifying the key factors influencing students’ academic success at polytechnic colleges. The study’s target population was regular Bahir Dar Polytechnic College students in the 2019/2020 academic year. Stratified random sampling was employed to conduct a cross-sectional survey of 536 participants. The author employed SPSS version 25 and WinBUGS 1.4 for quantitative data analysis. Bayesian logistic regression was used to model the factors that significantly influence TVET students’ academic achievement. Gender, age, family monthly income, study hours, stimulant use during the study, English language proficiency, EGSECE score, previous perceptions of TVET, teacher satisfaction, and field of study placement satisfaction were identified as factors that significantly influenced TVET students’ academic achievements. Being female, having a low family income, studying for a shorter period, using stimulants while studying, having a low English language proficiency, having a low EGSECE result, having a negative perception of TVET, and having low satisfaction with field of study were all linked to lower academic achievement in this study. According to the findings, students should spend more time in learning and consume fewer stimulants during their studies. The Ministry of Education should modify the TVET curriculum to aid students in improving their English language skills. Teachers in TVET should also receive ongoing capacity-building training. Finally, rather than imposing norms and limits (in terms of student achievement), TVET colleges should respect students’ free choice of training sector (department).

Understanding aspirations: why do secondary TVET students aim so high in Chile?

ABSTRACT The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.

Integrating Pedagogical Model for Simulation-Based Learning in Hospitality TVET Students: Attitudes and Satisfaction

Integrating Pedagogical Model for Simulation-Based Learning in Hospitality TVET Students: Attitudes and Satisfaction

Developing Skills to Unlock Kenya’s industrial Growth: The Influence of Provision of Modern Teaching and Learning Equipment in TVET in Kenya

This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.

Nature Or Nurture?: The Case of Entrepreneurship Education in Job Creation

Student employability is a common issue faced by most Malaysian public universities as reported by the Ministry of Higher Education. The program structure of most undergraduate degree revealed that university graduates fulfilled practical courses such as entrepreneurship which should assist in reducing the unemployment rate among fresh graduates. However, each year, the annual report on employability presents similar scenarios where graduates do not suit the employee requirements or have failed as a job creator despite using the employability skills which they have attained. Thus, this study aims to identify the effectiveness of an entrepreneurship education course among TVET students besides determining suitable pedagogical approaches in entrepreneurship education. This study also attempts to outline the key factors of students’ motivation in entrepreneurship involvement upon graduation. Data was collected by using semi-structured interview among 27 final year students based on their experience during participating in the entrepreneurship carnival. The thematic analysis was employed to identify related narratives recurring patterns or themes. This study generally found that students have some difficulty in applying the entrepreneurship knowledge to a real situation. Therefore, educators should improvise their teaching method to a more current and suitable style to influence the students motivation and intentions of becoming an entrepreneur. In addition, entrepreneurship education is an important program to aid the government in addressing unemployment. It also can facilitate graduates to become as a job creator besides as a job seeker

TVET Students’ Attitudes and Motivation toward Learning English

TVET Students’ Attitudes and Motivation toward Learning English

"Iedutech" Mobile Application Development for Information Technology Subjects in Education among TVET Students

"Iedutech" Mobile Application Development for Information Technology Subjects in Education among TVET Students

MOOC Student Learning Analytics For Automotive Technology Programme In Vocational College

This study aims to study the analysis of how students learning and see what they do in their Massive Open Online Course in the learning of Automotive Technology Course at Technical and Vocational Education Training institutions. This study used analytics tools, data and reports as part of an educational endeavor. At the beginning of each learning session, all students will be able to participate in this course. The participation of students enrolled in this large-scale course makes it challenging to help students individually achieve their learning objectives. Through the analytical features offered by the MOOC platform, it has made it easier for course coordinators and educators to view student learning activities in the online supplementary restraint system (SRS) course conducted through the MOOC. The findings of student learning analytics found that there are several types of learners and the tendency to follow learning by competency unit in online learning using open learning. Therefore, in this study, the analytical assessment of TVET student learning is used in achieving TVET course learning objectives. The use of learning analysis among TVET students can be used to observe interest and achievement in each unit of competency and identify students at risk during their learning process by analyzing student engagement on the page. By analyzing these interactions, learning analytics has the potential to provide predictive insights about future challenges. These predictions are used to evaluate the adaptability of the content presentation and improve the performance of the learning TVET MOOC process in the future.

The Impact of Assessment Techniques on the Relationship Between Work-Based Learning and Teamwork Skills Development

The purpose of this study was to investigate the mediating effect of assessment techniques on the relationship between work-based learning and teamwork skills development at technical colleges in Nigeria. The sample consists of 257 technical teachers. The CFA models were developed to obtain the Chi-square values, modification indices, and standardized estimates using AMOS. Structural Equation Modeling (SEM), employing AMOS version 22 was utilized to test the mediation effect and also the relationship between work-based learning and teamwork skills development among students of technical colleges. The findings of the study revealed that work-based learning has a direct significant negative relationship with teamwork skills development among students of technical colleges, while, it has a direct insignificant positive relationship with assessment techniques. However, when the mediation hypothesis was tested, the result indicates that assessment techniques have a significant positive indirect impact on teamwork skills development, that is, it fully mediates the relationship between work-based learning and teamwork skills development among students of technical colleges. This study implies to educators that there is a need to appropriately enforce the assessment techniques for effective development of teamwork skills among TVET students. It is therefore, confirmed that teamwork skills should be enhanced when work-based learning is used in collaboration with appropriate assessment techniques.

Students’ Potential Abilities as Correlates of Self-Employment Start-Up Intentions: Evidence from Private Sector-Led Technical and Vocational Education Institutions in Nigeria

The current study examines the correlation between TVET students’ potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of Nigerian TVET Institutions. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students’ potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among communication and collaboration skills, critical thinking and problem solving skills, managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills and the intentions of TVET students to engage in self-employed business. Contrarily, the results show that there is no correlations between creative and innovative skills, ICT literacy and numeracy skills, social and cross-cultural skills, desirability and feasibility skills and the intentions of TVET students to engage in self-employed business upon graduation. Implications, limitations and logical conclusions were spotted out in the study. https://doi.org/10.26803/ijlter.18.9.8