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Journal articles on the topic 'Of Vocational and Technical Education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (March 16, 2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.

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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.

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2

Hamilton, Edwin, and Kobina Asiedu. "Vocational-Technical Education in Tropical Africa." Journal of Negro Education 56, no. 3 (1987): 338. http://dx.doi.org/10.2307/2295228.

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3

Hordern, Jim. "Technical degrees and higher vocational education." Research in Post-Compulsory Education 22, no. 1 (January 2, 2017): 87–106. http://dx.doi.org/10.1080/13596748.2016.1272080.

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4

Al‐Ali, Salahaldeen. "Technical and Vocational Education in Kuwait." Vocational Aspect of Education 45, no. 1 (January 1993): 15–23. http://dx.doi.org/10.1080/0305787930450102.

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5

Al-Ali, Salah. "Technical and Vocational Education in Kuwait." Industry and Higher Education 13, no. 3 (June 1999): 215–24. http://dx.doi.org/10.5367/000000099101294555.

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This paper is based on a study designed to evaluate industry's perception of the standard of graduates from Kuwait's Public Authority for Applied Education and Training (PAAE&T). The College of Technological Studies, the College of Business Studies, and the Electricity and Water Training Centre were selected as representative institutions of the PAAE&T. The oil sector, the Ministry of Electricity and Water, and local commercial and industrial banks were chosen as representative of the recipients of PAAE&T graduates. The study was based on extensive field work which encompassed a review of related literature, questionnaires and personal interviews with the General Director of the PAAE&T, selected deans, heads of departments, heads of industrial placement, lecturers, and final-year students. In addition, to evaluate the industrial perspective, questionnaires and personal interviews with key figures in industry, as well as with PAAE&T graduates and their direct supervisors, were conducted. The paper argues that unless the PAAE&T recognizes the value of building strong links with industry, its contribution in tackling the shortage of skilled and semi-skilled Kuwaiti manpower will be below expectations, thus increasing dependence on expatriate workers for years to come.

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6

Bellew, Rosemary, and Peter Moock. "Vocational and technical education in Peru." Economics of Education Review 9, no. 4 (January 1990): 365–75. http://dx.doi.org/10.1016/0272-7757(90)90018-z.

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7

Tilak, Jandhyala B. G. "Bangladesh: Vocational and technical education review." Economics of Education Review 11, no. 3 (September 1992): 272–73. http://dx.doi.org/10.1016/0272-7757(92)90060-g.

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8

Kagara, Abdul Bello, Dauda Ibrahim, and Kareem Wahab Bamidele. "BRIDGING THE MISSING LINKS IN THE IMPLEMENTATION OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING CURRICULUM IN NIGERIA." Asia Proceedings of Social Sciences 6, no. 2 (April 25, 2020): 159–63. http://dx.doi.org/10.31580/apss.v6i2.1302.

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The implementation of Technical Vocational Education and Training (TVET) curriculum requires some level of government commitment because of it nature and important towards reducing unemployment. Technical vocational education is a skill acquisition intervention programs that target about learning wisdom which would make people appropriate and productive in designated areas of economic and technological activities. In order to meet the demand of this 21st century implementation of technical vocational education curriculum in Nigeria must in totality be overhauled by ensuring that what is needed to achieve its goal is put in place for positive outcome. This paper discusses the concept of technical vocational education and training and it’s important towards job creation, the nature of technical vocational education curriculum in technical vocational education institutions, technical vocational education curriculum implementation and the impediments of Technical vocational education curriculum implementation in Nigeria. It was concluded that TVET curriculum implementation faced a lots of challenges. Therefore, all stakeholders in the technical vocational education sub-sector should put hands in deck in order to improve the quality of technical vocational education programs implementation in Nigeria for better outcome

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9

Mupinga, Davison M., and Kelly Livesay. "Consider Vocational-Technical Education for Post-Secondary Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 6 (July 2004): 261–63. http://dx.doi.org/10.3200/tchs.77.6.261-263.

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10

A.E.B, Ubom, and Aregbesola B. G. . "Vocational and Technical Education in Nigeria: Issues, Challenges and the Way Forward." Journal of Education and Vocational Research 4, no. 8 (August 20, 2013): 219–24. http://dx.doi.org/10.22610/jevr.v4i8.123.

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The paper seeks to look into the subject of vocational and technical education in Nigeria the issues involved, challenges encountered and how it can get better. The purpose is to unveil education as an instrument for transformation, productivity and motivator for the betterment of individual who has passed through it. In this paper vocational and technical education can be seen as that aspect of education use to gear the preparation of skilled manpower towards nationâ€™s development. Major constraints to vocational education such as nationâ€™s growth and vocational technical education, job scarcity and severance of Nigerian youths, implication of technology on vocational education training, parental attitudes toward vocational education, vocational for secondary schools, vocational technology elucidation for present needs and redundancy expiration & engagement with vocational technical education were discussed. The paper concluded that Nigerians should give vocational technical education leverage in her educational system and some recommendations were proffered.

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11

Wallin, Desna. "MULTICULTURAL EDUCATION AND THE VOCATIONAL/TECHNICAL STUDENT." Community College Journal of Research and Practice 20, no. 1 (January 1996): 23–33. http://dx.doi.org/10.1080/1066892960200104.

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12

Kılıç, Abdurrahman. "Vocational and Technical Education Reform in Turkey." International Journal of Educational Reform 15, no. 4 (October 2006): 465–92. http://dx.doi.org/10.1177/105678790601500403.

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13

Tampang, B. L. L., and D. Wonggo. "Teacher Professionalism in Technical and Vocational Education." IOP Conference Series: Materials Science and Engineering 306 (February 2018): 012017. http://dx.doi.org/10.1088/1757-899x/306/1/012017.

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14

Ogowewo, Bridget Oghenekome. "Integrating Entrepreneurship Education into Vocational and Technical Education Curricula." International Journal of Learning: Annual Review 18, no. 9 (2012): 13–26. http://dx.doi.org/10.18848/1447-9494/cgp/v18i09/47757.

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15

Gücüyener, İsmet, Abdil Kus, and Ridvan Arslan. "A Model for “Work Integrated Learning” in Mechatronic Education." Solid State Phenomena 147-149 (January 2009): 918–23. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.918.

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Developing technology is leading to cause the new vocational brands. Mechatronic technician is one of the new vocational brands. To find a job for the mechatronic technicians have been taken the most valuable education that comprises knowledge and skill. It is obvious that school-based education is not enough for industry. University-industry collaboration is inevitable for the mechatronic technician. In this study a work-integrated learning (WIL) project between Uludag University Vocational School of Technical Sciences (UUVSTS) and FIAT&TOFAS Co. that is one of the leading automotive companies in Turkey has been carried out in the frame of university-industry collaboration. The main objective of this project is to train technicians in the real working area and in this way to get them vocational qualification meets the industry requirements. In this study a WIL program which is applied in UUVSTS is discussed with technical and social contributions to students and introduced from viewpoint of making an ideal mechatronic program and cooperative education model for vocational schools.

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16

Shujun, Dai. "Vocational Universities Can Develop into Institutions Combining Vocational and Technical Education." Chinese Education 24, no. 2 (July 1991): 21–34. http://dx.doi.org/10.2753/ced1061-1932240221.

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17

Mongkhonvanit, Jomphong. "Thailand’s dual education system: a way forward." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 155–67. http://dx.doi.org/10.1108/heswbl-09-2016-0067.

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Purpose The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study. Design/methodology/approach This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government. Findings This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs. Originality/value This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.

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18

Samuel, Owodunni A., Hassan A. Mohammed, Sani Abdulrahman, Nakaka Dantala, and Oguntuyi A. Nelson. "VOCATIONAL TECHNICAL EDUCATION: A VIABLE TOOL FOR NATIONAL DEVELOPMENT IN NIGERIA." Sokoto Educational Review 15, no. 1 (June 29, 2014): 12. http://dx.doi.org/10.35386/ser.v15i1.162.

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Vocational Technical Education (VTE) systems play a crucial role in the social and economic development of a nation. Vocational and technical education a multifaceted, multi-disciplinary and pragmatic field of study, is aimed at equipping the individuals with requisite vocational and technical education literacy skills, which will enhance their relevance and functionality in the society. As a result, it plays a vital and indispensable role in the development of society. This paper, therefore, examines the concept of the development of vocational and technical education in Nigeria, its significance and role with regards to the Economic and Technology development in Nigeria, the concept of Vocational-Technical Education and Training (VTET), VTE and National Development. Other issues discussed are VTET for self-reliance and National Development, the administration of VTE in Nigeria, the challenges ahead as well as possible and suggestions for moving VTE forward with enhanced effectiveness for the benefit of the nation and incoming generations.

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19

Osman, Norlaila Wati, and Arasinah Kamis. "The Innovation Leadership Skills for Middle-Vocational Leader of Technical and Vocational Education and Training (TVET) in Malaysia." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 930–42. http://dx.doi.org/10.37200/ijpr/v23i4/pr190421.

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20

UYANGÖR, Nihat, Hasan Hüseyin ŞAHAN, and Mustafa TANRIVERDİ. "Teachers Perceptions towards Modules Used in Vocational and Technical Education." American Journal of Educational Research 2, no. 9 (August 26, 2014): 775–81. http://dx.doi.org/10.12691/education-2-9-11.

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21

McCulloch, Gary. "Policy, politics and education: the Technical and Vocational Education Initiative." Journal of Education Policy 1, no. 1 (January 1986): 35–52. http://dx.doi.org/10.1080/0268093860010104.

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22

., Seninil, Mochamad Bruri Triyono, Asnul Dahar Minghat, Herman Dwi Surjono, and Siti Salina Mustakim. "E-Learning Model for Technical and Vocational Education: In Vocational High School." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 526. http://dx.doi.org/10.14419/ijet.v7i4.33.28168.

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E-learning has been to be a very popular choice in the 21st century education world. E-learning able to meet a variety of learning needs tailored to each level of education. E-learning makes it easy for a teacher to give lessons to students without being bound by space and time anymore. Students can receive subject matter anywhere and anytime while at home, at school, and at work. Students can take advantage of discussion forums to discuss remotely through the use of collaborative learning tools available in e-learning. The goal to be achieved is to know the e-learning model for vocational education, namely vocational high school (SMK). In particular, this paper reviews the technical literature on the concept of e-learning, e-learning models, and the development of e-learning models in the context of TVE. Regarding e-learning studies, journal articles, opinion papers, conceptual papers, etc. are analyzed for content related to the e-learning model on TVE. It was concluded that the use of e-learning in vocational education such as Vocational High Schools was needed to assist teachers in improving the learning process. E-learning needs for vocational high schools as an effective learning media adapted to the vocational characteristics of each school.

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23

Amin, Nor Fadila, Muhammad Sukri Saud, Yusri Kamin, Azlan Latib, and Nurul Ida Mohd Azmi. "International Teaching Practice in Technical and Vocational Education." Advanced Science Letters 23, no. 1 (January 1, 2017): 647–50. http://dx.doi.org/10.1166/asl.2017.7283.

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24

Acquah, Daniel K., and Debra Malpass. "The technical baccalaureate: providing excellence in vocational education?" Assessment in Education: Principles, Policy & Practice 24, no. 1 (December 13, 2015): 96–117. http://dx.doi.org/10.1080/0969594x.2015.1112253.

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25

Akbar, Jamshidi, and Jamshidi Leila. "Evaluation of Technical and Vocational Education in Iran." Procedia - Social and Behavioral Sciences 46 (2012): 4070–71. http://dx.doi.org/10.1016/j.sbspro.2012.06.199.

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26

Akinyemi, K. "Aligning practice with policy in vocational-technical education." Vocational Aspect of Education 39, no. 102 (April 1987): 15–18. http://dx.doi.org/10.1080/10408347308002811.

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27

Kacan, Erkan. "Renewable energy awareness in vocational and technical education." Renewable Energy 76 (April 2015): 126–34. http://dx.doi.org/10.1016/j.renene.2014.11.013.

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28

James, Nsoh Adogpa. "Technical-vocational education and language policy in Ghana." International Journal of Educational Administration and Policy Studies 7, no. 1 (February 28, 2015): 1–5. http://dx.doi.org/10.5897/ijeaps2014.0361.

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29

Lkhanyam, S., and T. N. Yudina. "Mongolian Technical Vocational Education and Training for Enterprises." Contemporary problems of social work 3, no. 3 (June 27, 2017): 95–103. http://dx.doi.org/10.17922/2412-5466-2017-3-3-95-103.

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30

Bagale, Shiba. "Technical Education and Vocational Training for Sustainable Development." Journal of Training and Development 1 (July 31, 2015): 15–20. http://dx.doi.org/10.3126/jtd.v1i0.13085.

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Technical Education and Vocational Training is taken as an integral part of the national development. This has an important role in the national sustainable development. The knowledge, skills and attitudes are the overall aspects of the lifelong learning. In the context of Nepal, it has provided skills and jobs to many people who are away from the general education having several barriers within them. TEVT covers all the FIETS aspects of sustainability. This study has tried to highlight the major essence of the Technical Education and Vocational Training for the Sustainable Development of the nation. This paper has made an attempt to promote the TEVT through the perspectives of sustainable development. So it has highlighted on the aspects of education for sustainable development and the barriers behind it.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13085 Journal of Training and Development Vol.1 2015: 15-20

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31

Pet'Iukh, V. "What Privatization Promises the Vocational-Technical Education Worker." Russian Education & Society 35, no. 3 (March 1993): 46–49. http://dx.doi.org/10.2753/res1060-9393350346.

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32

Foster, Philip. "Technical/vocational education in the less developed countries." International Journal of Educational Development 7, no. 2 (January 1987): 137–39. http://dx.doi.org/10.1016/0738-0593(87)90048-4.

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33

Corvalan, Oscar, Erika Santibanez, and Debbie Simmons. "Reforms introduced in technical-vocational education in Chile." International Journal of Educational Development 10, no. 2-3 (1990): 199–204. http://dx.doi.org/10.1016/0738-0593(90)90038-p.

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34

Lenglet, Frans, and Christopher McIntosh. "Two international centres for technical and vocational education." Prospects 29, no. 1 (March 1999): 121–31. http://dx.doi.org/10.1007/bf02736829.

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35

Mustapha, Ramlee. "Skills Development in The Asia-Pacific Maritime World: A Comparative Study of Vocational Education in Malaysia and Indonesia." Journal of Maritime Studies and National Integration 1, no. 1 (July 23, 2017): 22–33. http://dx.doi.org/10.14710/jmsni.v1i1.1368.

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This region of Southeast Asia shares more social and cultural ties with other Austronesian peoples in the Pacific than with the peoples of mainland Southeast Asia. Contemporarily, Asia Pacific is still the fastest growing economic region in the world despite economic turbulence and uncertainties in recent years due to the global economic slow-down. As one of centres of economic power, the region could hardly remain immune to the globalizing impact of economic and technological change. The purpose of this study was to explore the development of Technical and Vocational education in Malaysia and Indonesia by analyzing the history, policies, and its direction. In Malaya, the Technical and Vocational education prior to independence had projected the images of “colonial apprenticeship” with the emphasis on manual agricultural and crafts, which aimed at training the Malay students to fill positions in the Railway department under the Federated Malay States. After independence, Technical and Vocational education in Malaysia continued to grow, and some reforms have been implemented to improve the image of Technical and Vocational education itself. In Indonesia, a similar development occurred but the difference is in terms of Technical and Vocational education funding at the secondary level where there are many private Technical and Vocational schools as compared to Malaysia. There are new concepts introduced in Technical and Vocational education, such as the Tech-Prep, Time Sector Privatization and Vocational Colleges in Malaysia and Link and Match, Dual System, Product-based Curriculum, and Total Performance Management (TPM) in Indonesia, but the concepts are yet to be carried out optimally due of some constraints. The implications of this study are to identify the human capital development in the maritime Archipelago countries from the perspectives of the competitiveness and the preparation for dealing with the impact of globalization.

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36

KULALAIEVA, Natalia, Tetiana GERLIAND, Andrii KALENSKYI, Hanna ROMANOVA, and Valentyna MIROSHNICHENKO. "Monitoring and Usage of Project Technologies in Vocational (Vocational-Technical) Education Institutions." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 11, no. 2 (July 3, 2020): 243–59. http://dx.doi.org/10.18662/brain/11.2/86.

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37

Zajda, Joseph. "Planning for technical and vocational skills development." International Review of Education 59, no. 4 (March 1, 2013): 539–40. http://dx.doi.org/10.1007/s11159-013-9345-5.

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38

Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh, and Elham T. Hussein. "Technical and Vocational Education and Training in the UAE." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.

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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.

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39

Amin, Salma. "Technical and Vocational Education (TVE): Role in Individual and National Growth." International Journal of Computer Applications Technology and Research 10, no. 9 (September 2021): 213–15. http://dx.doi.org/10.7753/ijcatr1009.1001.

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This paper focuses on understanding the role of Technical and Vocational Education (TVE) in individual development by gaining better employment and higher earnings. It further explores the relationship between Technical & Vocational Education and the growth of national economy. Technical and Vocational Education is the form of education that consists of training all necessary skills required for profitable employment as well as acquisition of basic educational foundation. TVE enables the individual to gain all necessary skills and competencies for employability which affect the national growth and development

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40

Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 1 (December 1, 2017): 235–55. http://dx.doi.org/10.1515/jok-2017-0070.

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Abstract The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.

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Marwa, John Nehemiah, Hanifah Jambari, Ishak Taman, Nur Hazirah Noh@Seth, Mohd Zolkifli Abdul Hamid, Mohamad Rasidi Pairan, and Nurul Aini Mohd Ahyan. "The Roles of an Effective Supervisor in Technical and Vocational Education and Training." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2328–34. http://dx.doi.org/10.37200/ijpr/v24i2/pr200528.

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42

Maskey, Sanam. "Choosing Technical Education and Vocational Training: A Narrative Inquiry." Journal of Education and Research 9, no. 2 (December 31, 2019): 9–26. http://dx.doi.org/10.3126/jer.v9i2.30460.

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Technical education and vocational training (TEVT) have been given a special place in the national development plan as well as in the educational policies of Nepal. The recent allocation of Rs. 1.38 billion by the government for the fiscal year 2019/20 for providing employment-related trainings and establishing technical schools in the country supports this claim. The government has recognized its potential in being able to alleviate poverty, improve livelihood strategies and provide employment opportunities. Adopting a narrative inquiry method, I interviewed three participants to explore the perception of youths towards this sector. The study revealed that one of the main barriers in choosing technical education and vocational training is the high value the society places upon general education in comparison to vocational education. It also revealed how we have been hegemonised by the ideologies flouted by the dominant class in society and readily give consent to these ideas. I argue that though the government has placed due emphasis on TEVT, its successful implementation can only be possible when the social perception on the divide between general education and technical and vocational education is brought to an end.

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43

Fraser, C. R. P. "Industrial Relations Education in Canada: The Perspective of Vocational/Technical Educators." Relations industrielles 33, no. 2 (April 12, 2005): 205–16. http://dx.doi.org/10.7202/028862ar.

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This paper discusses the relevancy of industrial relations education in the formal education Systems in Canada, and through analysis of a survey of vocational and technical educators, examines their perceptions of IR education in Canada generally, and in vocational/technical institutions specifically.

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44

Garbuja, Beg Prasad, and Rajan Binayek Pasa. "Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal." Journal of Training and Development 2 (August 11, 2016): 33–41. http://dx.doi.org/10.3126/jtd.v2i0.15436.

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This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and economic development process in this VDC (Village Development Committee), the researchers employed quantitative case study research design and applied key informant interview, observation and household survey as data collection techniques. Researchers purposively selected 63 sample populations (10 respondents who completed technical & vocational education and 53 respondents who participated in vocational skill development trainings). The study found significant role of technical & vocational education and training that have been transforming women empowerment and social and economic development process in local level. More so, for promoting social and economic development process, capable and skilled women are equally playing; decision making, leadership, educational and change agent role in the VDC. The study concluded that technical & vocational education and training program conducting in local level help to nourish knowledge, ability and develop vocational skills of women and empowering them. Similarly, empowered women are also playing transformative role in social and economic development process of the VDC. Finally the ideas in which vocational education and training found to be means and ends for women empowerment in this VDC can be replicate in other similar settings.

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45

Siddiqui, Kamran, Abdul Hameed, Shabbir Akbar, and Mumtaz Muhammad Khan. "An Investigation into Effectiveness of Technical and Vocational Education in Pakistan." Review of Economics and Development Studies 5, no. 2 (May 20, 2019): 261–68. http://dx.doi.org/10.26710/reads.v5i2.599.

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An investigation and validation of effectiveness of technical and vocational education at secondary level for poverty alleviation is need of the day. Four sub-components such as locale, age, education and socio economic status have been considered important in determining the effectiveness of technical & vocational education at secondary level for poverty alleviation. Out of 815 pass outs in Matric technology and vocational education during 2013, 2014 and 2015, the parents of 494 were selected through proportionate stratified random sampling technique for study. The study established that there is a significant positive strong relationship between parents’ perception towards effectiveness of technical &vocational education and poverty alleviation. The curriculum, assessment & evaluation and social aspects significantly and positively predicted the outcome variable poverty alleviation. The study is useful for policy makers, professionals, researchers and practitioners.

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Asplund, Stig-Börje, and Nina Kilbrink. "Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education." Scandinavian Journal of Educational Research 62, no. 1 (June 13, 2016): 1–16. http://dx.doi.org/10.1080/00313831.2016.1188147.

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Sanchez, Domenic T., Larry B. Peconcillo Jr., Rumuela L. Wong, Emerson D. Peteros, and Julie Anne T. Godinez. "Assessing Technical Drawing Proficiency in the Strengthened Technical Vocational-Education Program (STVEP)." Universal Journal of Educational Research 8, no. 12A (December 2020): 7282–95. http://dx.doi.org/10.13189/ujer.2020.082511.

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Lawal, Abdulrahaman W. "Technical and Vocational Education, a Tool for National Development in Nigeria." International Letters of Social and Humanistic Sciences 14 (October 2013): 53–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.14.53.

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Vocational and Technical Education is the form of education that comprises of the training in skills necessary for gainful employment as well as acquisition of basic educational foundation in both sciences, applied sciences and humanity, all aimed at developing individuals with the right attitude to work and the competency necessary to compete favorably in a global society. This paper discussed the significance of Vocational and Technical Education in national development and productivity, highlighting its problems in Nigeria which among others include poor implementation of the TVE programmed which affect national growth and development. Suggestions raised include re-branding the Technical and Vocational Education programmed from the basic education level.

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Nkalane, Patience Kelebogile. "Inclusive Assessment Practices in Vocational Education: A Case of a Technical Vocational Education and Training College." International Journal of Diversity in Education 17, no. 4 (2018): 39–50. http://dx.doi.org/10.18848/2327-0020/cgp/v17i04/39-50.

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Bakare, Shola Francis, Azlan Abdul Latib, Muhammad Muhammad Inti, and Muhammad Sukri Saud. "Enhancing Employability in Technical and Vocational Education Through Non-Technical Skills Development." Advanced Science Letters 24, no. 1 (January 1, 2018): 9–11. http://dx.doi.org/10.1166/asl.2018.11903.

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