Technical And Vocational Education Research Articles

Exploring public knowledge on technical vocational education in Ghana

The study examined the public’s knowledge of Technical and Vocational Education (TVET) in the Ayawaso-West Municipality, located in the Greater Accra Region of Ghana. Qualitative methods were employed to investigate the societal understanding of TVET, utilizing key informant interviews and focus group discussions. A purposive sampling technique was employed to select thirty-six (36) participants. Key informant interviews involved twelve individuals, consisting of ten parents and two school personnel. Additionally, three focus group discussions were conducted, with eight students participating in each group. Data was analysed through the lens of Solomon Eliot Asch’s theory of impression formation, which centres on beliefs and information availability. The limited public information and beliefs surrounding TVET serve as the foundation for downgrading the subsector. As the theory suggests, societal or public actions are based on the beliefs and information available to them. The results revealed two main themes: awareness and misconceptions regarding TVET. It was further revealed that while people are familiar with TVET and understand its importance, there exist misconceptions that TVET is only intended for specific groups within society. The study recommends that the government should actively engage in public awareness campaigns to highlight the significance of TVET.

Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs

PurposeThe issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.Design/methodology/approachSurvey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.FindingsThe conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.Originality/valueThe framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

Vocational and Technical Education: A Functional Education for Sustainable Development in a Global Turbulent Era

Vocational and technical education is a programme that prepares occupational fields for effective participation in the world of work for promoting environmentally sound, sustainable development and for alleviating poverty. This study examines the concept of vocational and technical education (VTE), the principles of functional education, and areas/branches of VTE. The study also look into various ways in which vocational and technical education is a functional education which will be a way out at this turbulent period. Recommendations are given that there must be a continuous review of the curricula and high caliber teachers and qualified lecturers must be employed, the educators should be encouraged and allowed to go for in-service training and upgrading themselves academically and be acquainted with the latest technology development. Non-governmental organizations, and local communities should be called upon to support the government and school authority in funding the programme.

JOB CRISIS; MERGING THE GAP BETWEEN SCHOOL AND UNIVERSITY EDUCATION AND VOCATIONAL EDUCATION

While the Right to Education Act of 2002 in India guarantees free and compulsory education of all children in the age group of six to fourteen years, such education does not necessarily lead to employment. In rural areas, states with poor Gross Domestic Products (GDP) tend to have higher school dropout rates due to the lack of quality education. According to Niti Aayog, the dropout rate in 2020-21 at the secondary level in Bihar (India’s poorest state) was 21.4 percent since school education does not guarantee employment. In fact, 25.5% of youth between the ages 15 - 29 are unemployed-this does not take into consideration the types of jobs taken up by them, such as an unproductive primary sector, thus serving as a research gap. This unproductive work results in lower income for the rural youth, amplifying the issue of poverty. This paper elaborates on the flaws of the current Technical and Vocational Education (TVET) System utilizing a case study and using comparative analysis with countries such as Norway and Germany with successful TVETs.

Systematic Review of Malaysia Technical and Vocational Education (TVET) Sustainability Framework to Increase the Marketability of Graduates Using PRISMA

The marketability of Technical and vocational education and training (TVET) graduates is a key factor in promoting Malaysia’s economic growth and development. Therefore, seeking a sustainable marketability framework for TVET will reduce educational wastage in TVET, increase enrolment, increase TVET sectoral contributions to GDP, and provide justification for taxpayer money used to finance the institution. Only a few studies have attempted to review the literature on this topic systematically. The Springer, Taylor & Francis, Scopus, and Google Scholar databases are employed in this systematic literature review, which is guided by the PRISMA (preferred reporting items for systematic reviews and meta-analysis) standards. A rigorous keyword search of the online databases produced 71 papers from 2017 to 2022, 29 of which were research that was relevant to the issue. The findings revealed that curriculum-related factors, skill gap factors, and poor stakeholder engagement are the basic factors impacting the marketability of the TVET graduate. The study recommends that The TVET regulatory bodies should strive to embark on curriculum revision to close the skill gap between the classroom and the industry, The curriculum of TVET should be improved and updated in every five years to catch up with industrial needs and there should be an effective partnership in all ramifications between TVET institutions and the industry.

Awareness and Utilization of E-Learning Technologies Among Vocational and Technical Education Students

The study investigated the awareness and utilization of e-learning technologies among vocational and technical education (VTE) students. A descriptive survey research design was used for this study, and the population consisted of 551 VTE students. A simple random sample of 62 VTE students was selected. The data collection instrument was a questionnaire. The reliability of the questionnaire was assessed using Cronbach's alpha analysis, and the reliability index was found to be within the acceptable limit of 0.70. An online survey using Google Forms was used to collect the data. The study tested two null hypotheses using binary logistic regression models based on age, department level of study, and devices owned. The data was analyzed using frequency, percentages, and mean. The major findings from the data analysis indicated that VTE students had an awareness and utilization rate of 84.8% for the e-learning website, 75.6% for Google Classroom, and 60.6% for smart boards and video conferencing. However, 24.4% of the students were still unaware of the Moodle Learning Management System and the Canvas e-learning platform at the University of Nigeria Nsukka. Based on these findings, it is recommended that VTE students receive proper training to effectively utilize the e-learning technologies available to them, which would aid in fostering creativity and innovation.

Elements of Digital Technology Needs Among Technical and Vocational Education Students

This study was conducted to identify digital technology needs among final year students of Technical and Vocational Education (TVE) at the School of Education, Universiti Teknologi Malaysia (UTM)-. The elements selected for this study are the students' technical skills, attitudes and the availability of facilities. A questionnaire was used as a research instrument in this quantitative study. A total of 89 respondents were selected at random. The collected data was analyzed using the Statistical Package Social Sciences (SPSS) software version 26.0 to obtain frequency values, percentages (%), means, and standard deviations. According to the findings of the study, the need for digital technology among final-year TVE students is satisfactory, with the mean value for the entire research question obtained being 3.50 at a moderate score level. Therefore, the School of Education at UTM needs to increase the need for the use of digital technology to facilitate students in the teaching and learning process.

Assessing Study Skill Needs for Information Technology and Computer Science Students in Technical and Vocational Universities

Not a great deal is known about what study skills are essential for success in the science, technology, engineering, and mathematics' disciplines, particularly in information technology (IT) and computer science (CS) programs in the technical and vocational education (TVE) in Taiwanese higher education. Since TVE accounts for more than half of the post-secondary enrolments in the country, and with the increasing demand for IT and CS talents, we studied perceptions of the importance and competency of such skills to identify the students’ needs and demographic factors influencing them. A survey was administered to 1398 students in IT and CS programs in Taiwanese TVE universities. General skills were seen as the most important one among the study skills examined, and students felt competent using them. The needs to manage time, perform quantitative/mathematical tasks, and delegate were identified and these needs were affected by institutional quality, gender, and academic achievement. The results might be useful for further investigation in this area and guiding future plan to improve student performance in TVE.

Deterioration of Vocational Education in Nigerian Secondary Schools: An Overview from the Human Resource Perspective

Technical and vocational education (TVET) plays a crucial role in societal and national development. In Nigeria, it spans across various educational levels, from secondary schools to higher institutions. However, over time, TVET in Nigeria has faced significant challenges, particularly related to the shortage of qualified teachers and skilled personnel. This paper focuses on the issues affecting TVET, specifically those tied to human resource provision within educational institutions. The paper commences with a comprehensive literature review to enhance our understanding of TVET. It delves into the benefits of having competent TVET instructors and their responsibilities in fostering the growth of TVET. Furthermore, it explores the factors essential for ensuring the presence of qualified TVET teachers in our schools and examines the declining quality of TVET within educational institutions. Ultimately, the paper investigates the underlying causes of the gap that restricts teachers' ability and competence in effectively imparting the necessary skills to their students. It identifies teacher shortcomings as the primary reason for students' failure to acquire the requisite knowledge and skills both before and after graduation.

Enhancing National Development by Advancing Technical and Vocational Education in Nigeria to Foster Human Capital Development

The development of human capital in every nation holds great importance as it is closely intertwined with the nation's economic progress. Thus, it is crucial for each nation to explore avenues for advancing its economy. This research study aims to address the enhancement of Nigeria's human capital by focusing on the improvement of Technical and Vocational Education (TVET) to enhance its status and quality. TVET has been identified as a key contributor to the nation's human capital development. The study begins by providing an overview of Nigeria's human capital situation and proceeds to examine the role that TVET can play in fostering human capital development and addressing prevalent national challenges. Additionally, the study explores the advantages that human capital development can bring to the nation and delves into the contributions of TVET towards achieving this development. Finally, the research concludes by identifying the challenges associated with human capital development and proposing strategies for enhancing TVET in Nigeria, ultimately providing recommendations to address these challenges and problems.

Recursos Educacionais Abertos (REA) nas teses e dissertações brasileiras entre 2002 e 2019

An analysis of the research scenario on integrating OER in the teaching-learning process is systematized. We analyzed 118 pieces of research produced in Brazil from 2002 to 2019, composing a set of 25 dissertations, 57 academic theses, and 36 professional theses. The texts were extracted from the databases of the CAPES Catalog of Dissertations and Theses and the Digital Library of Dissertations and Theses (BDTD, from the Portuguese Biblioteca Digital de Teses e Dissertações). The scenario design started from the aggregation of results focusing on a) the temporal evolution of the research, b) the localities, c) the administrative dependence of the Teaching Institutions, and d) the area of knowledge. Complementarily, the findings from the four guiding questions made it possible to conclude that there were few pieces of research investigating the integration of OER in the teaching-learning process, especially within the context of Technical and Vocational Education (TVE) and Graduate School. Moreover, the study revealed that, among the 5Rs of OER, the practice most promoted by the pieces of research within the scope of the teaching-learning process was reuse, which is directly associated with retain and redistribute. This indicates the need to expand and strengthen the continuing education actions aimed at the practice of the other two Rs: revise and remix. Finally, the study pointed out the need for research that performs articulations with educational public policies so that they may generate creation and sharing, in addition to consolidating the international open education movement.

Employment Tactics and Strategies of Technical-Vocational Education Students for Career and Professional Development in the Labour Market of Vietnam

Many policies and strategies have been implemented to improve both the quality and quantity of Vietnam's technical and vocational education (TVE) system, and the results indicated innovative reform of the TVE system in both ways in Vietnam. Many aspects of TVE in Vietnam have been explored by a series of reports of the National Institute for Vocational Education and Training (NIVET); however, there exists a shortage of studies attempting to focus on the process of TVE graduates’ employment experience in the Vietnamese labour market. This study attempts to explore the employment of TVE graduates from technical colleges in Vietnam, with a focus on their employment tactics. To base this study on a qualitative approach, the primary data sources were obtained through semi-structure interviews and self-diary on employment tactics and strategies of TVE graduates in the labour market within two years. The obtained data were subjected to thematic analysis. Based on this, results revealed difficulty in obtaining desirable and high-paying jobs even though it was not difficult to obtain jobs to earn a living. Also, low satisfaction and resilience due to poor working conditions were revealed. Three key strategies: maintaining low pay jobs to earn a living, updating their skills to get better jobs, and changing to suitable jobs were figured out by TVE graduates. These strategies gradually assisted TVE graduates to obtain sustainable goals of career promotion and professional development.

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.

Marginality and Citizenship Education in Secondary Vocational and Technical Education (VTE). A Vision from the Capability Approach

ABSTRACT The capability approach provides a broader view of Vocational and Technical Education (VTE), acknowledging its multiple purposes, including citizenship preparation for discussing and challenging the rules and practices prevailing in society. Based on ethnographic data, this paper seeks to understand how two Chilean high schools conceptualise their students and VTE, concerning their students’ marginalisation, linking this to citizenship education. Each school presented a different awareness of students’ marginality situation, and it was possible to observe how this meant different actions associated with citizenship education. Findings show that in the school with greater awareness of students’ marginality, VTE takes elements from the capability approach and provides active citizenship training, while at the school with lower awareness of marginality, students are trained in more passive citizenship. The importance of citizenship education for VTE, the significance of the capability approach to transforming this education, and its potential impact on public policies and the construction of society are discussed.

Vocational and technical education for sustainable development: A roadmap to peace building and socio-economic reconstruction in Africa

This study provided critical examination of policy formulation and implementation of Vocational and Technical Education (VTE) in some African countries. The study brought to fore relevance of VTE in engendering peace building and socio-economic development in Africa by examining four African countries: Nigeria, Botswana, Tanzania and Algeria. Apart from Nigeria in West Africa, three other countries were randomly selected one each from South, East and North Africa respectively. Juxtaposition of the objectives of VTE in the four countries was made. The study advocated a holistic implementation of policies on VTE in the African continent. Thus, it critically examined the concepts of vocational and technical education, relationship between vocational and technical skills acquisition and peace building in Africa. It also considered the roles of VTE in socio-economic reconstruction in the continent and how VTE engenders peace among the youths. National governments of each nation should give VTE due attention that makes school children and youths acquire work-related and work-based skills which will guarantee their employability after leaving schools rather than being school leavers who lack the required employable skills in the labour market. The study concluded that if this is done, every youth will be gainfully engaged and have no time for idleness and restiveness.

Contribution of Vocational Teacher towards National Food Security and Sustainable Development

Given its crucial role in Nigeria's technological and industrial growth, the Federal Republic of Nigeria has prioritized vocational and technical education. It has been stated as a factor of education that promotes the learning of essential scientific information as well as practical and applied skills. Vocational and technical education (VTE) are essential to the social and economic advancement of a country. The most fundamental challenge facing Nigeria today is that of ensuring the availability of food at all times and at all levels for a healthy and productive life. Having enough food for the populace is crucial and fundamental to any nation's life geared towards achieving human development goals. Furthermore, vocational education will contribute significantly to agriculture. The skills acquired through VTE can contribute to food production and foreign exchange earnings in Nigeria. The teaching and learning of vocational skills should place a strong emphasis on vocational learners. The inability of our policy implementation to achieve the national goal of increased agricultural production and food security has often been attributed to some constraints. A successful government is best judged by its capacity to ensure the citizens' food security as the way forward.

In search of teacher professionalism: TVET teachers' "dual narrative" of professionalism

Teachers in public sector technical and vocational education (TVET) colleges in South Africa have recently moved into the 'required to be professionally qualified' category. Required professionalism differs from enacted professionalism, so the research study on which we report in this article sought to understand how National Certificate (Vocational) (NC(V)) lecturers in Engineering Studies and Business Studies comply with, accommodate, or resist the institutionalised professional culture(s) of their colleges and classrooms. We gathered data through surveys and focus group interviews from 205 lecturers in 10 TVET colleges in five provinces for this study. We found a "dual narrative" of professionalism. NC(V) teachers aspire to a distinctive vocational pedagogy that confirms their status as professional TVET teachers, but it is beyond their reach when institutionalised professional cultures constrain rather than enable. They, therefore, describe the cultural milieu of college and classroom in terms of idealised educational values (as they would like them to be rather than as they are) to enable, potentially, an enacted professionalism that allows them to cope with restrictive and assessment-dominated professional cultures as currently experienced.

Facilitating School-to-Work Transitions of Vocational and Technical Education Graduates Through Work-Based Learning

The high unemployment rate among Vocational and Technical Education (VTE) graduates is disheartening, hence the study facilitates the School-to-work transition of VTE graduates through Work-Based Learning (WBL) as the rate of unemployment among VTE graduates are growing geometrically. Two research questions were utilized for this purpose. In the methodology, the type of design used was a descriptive survey. The study was conducted in higher institutions in Niger State, Nigeria; specifically, in the higher institutions offering VTE programmes. The population of the study was 455 which comprised 146 Lecturers and 309 Employers. A simple random sampling technique was used to sample 265 participants which comprised 102 Lecturers and 163 Employers were selected using the normal selection process. A questionnaire was used as the data-collecting tool. Three experienced researchers in VTE checked the data collecting tool for the appropriateness of the content. The index for the internal consistency of the data collecting tool based on parts is 0.901 for Part 1 and 0.862 for Part B. The index for the internal consistency of the data collecting tool for the total content was established as 0.912. The study found that WBL is beneficial and can enhance the school-to-work transition. It was recommended among others that, an enabling environment should be created between schools and industries, to enter into partnership for effective teaching and learning in institutions and Government through Industrial Training Fund and Tertiary Education Trust Fund (TETFund) should jointly build and furnish industrial training villages in each state of the federation where students of various VTE programmes can learn skills.

THE PUBLIC-PRIVATE PARTNERSHIPS IN THE VOCATIONAL EDUCATION AND TRAINING SYSTEM PARADIGMS: COMPARATIVE ANALYSIS

The article identifies the factors which influence changes in the public-private partnerships (PPPs) paradigm in the system of vocational and technical education (VET) took place. The study is based on a comparative analysis of the foreign experience of implementing PPPs in the VET system. The reasons for changing the paradigm of the state dictate to the publicprivate partnerships are clarified, and the sequence of transition to the paradigm of delegating bythe state to the private sector not only economic risks but also the authority to comply with public values is determined. The study revealed that the PPPs paradigm in the VET system was formed under the influence of the concept of the New Public Management, which over time transformed into the New Public Governance with an orientation to public values. The main provisions of PPPs paradigms in the VET system comparative analysis showed that changes have taken place in the status of the pupil (student) in the private partners’ role and in the state responsibility sphere. The new PPPs paradigm for VET main provisions evolution consequence was changing in: the scope of declared goals, the size of investments, planning horizon, economic efficiency, thenumber of involved partners, and the distribution of risks between private and public partners.The results of the study confirmed that the presence of a paradigm as a model for posing a problem is mandatory for the social sciences: after all, it narrows the circle of scientific research, provides a research methodology, tools, and determines the practice of scientific knowledge. The comparative analysis showed that the modern paradigm of scientific research, that is, the model for posing a problem and solving it in the VET system, is the introduction of PPPs with a focus on public values.

Validation of Work-Life Balance Instrument for Technical and Vocational Education Teachers

In terms of job scope and workload, being a Technical and Vocational Education (TVE) teacher is more challenging than other teachers. Therefore, this study aims to gain empirical data on the validity of the Work-Life Balance (WLB) Instrument for TVE teachers. An online survey was conducted in secondary schools in two federal territories of Malaysia which is Kuala Lumpur and Putrajaya (N=210). Data was collected using the Tailored Design Method with five contacts. The overall response rate was 61.4% (n = 129). The instrument is a 5-Likert-scale survey consisted 14 items. Factor analysis and Cronbach's alpha were used to evaluate the WLB Instrument for TVE instructors' reliability and validity using the SPSS software version 26. The instrument's two factors, which together accounted for 68.2% of the total variance, were demonstrated by the results. For reliability, the first factor had a coefficient of .940 and the second factor had a coefficient of .397. The findings suggested a more in-depth study in determining the factors of the WLB specifically for TVE teachers.